Effect of Categorizing EFL Shaqra University Students' Writing Errors on Writing Improvement

This paper aims at using a strategy of categorizing EFL Shaqra University students' writing errors and identifying its effect in improving students' writing. The study hypothesized that categorizing students' errors into main headings related to the types of error, frequencies of error, examples of errors, and causes of errors will provide precise insight into the nature of students' errors. Moreover, providing students with models to read and extract the difficult vocabularies from them, understanding their meanings, and using them in their writing will improve students' writing. Hence, the researcher gave 65 female students a title to write about in lecture number one as a pre-test. The title was "women driving in Saudi Arabia", and in lecture number eleven, she gave them a post-tester in the same title after applying the hypothesized teaching strategy. The findings of students' essay analysis in the pre-test proved that students had many grammatical and lexical mistakes but in the post-test the students writing improved significantly in terms of style, diction, developing ideas, spelling, and punctuation. Even their errors decreased from 936 errors in the pre-test to 57 errors in the post-test which indicates the success of the teaching strategy adopted by the researcher. Accordingly, the researcher recommended that: firstly, instructors should categorize their students' writing errors to have a clear insight into the nature of their students' errors hence specifying much time in explaining the areas of students' weaknesses. Secondly, instructors should provide students with a well-written model to read; and then ask them to criticize those reading models. The students will learn through criticizing and imitating the style of reading models. Moreover, the instructors of Shaqraa should specify much time explaining morphology since it was the branch that the students make many errors in it.

Can Word Segmentation and Length of Text Affect L2 Reading? Evidence From Advanced L2 Learners of Chinese and the Three Reading Models

The purpose of this article is to examine whether the word segmentation and the length of text will promote Chinese as a second language reading, and what the appropriate reading models are best for L2 learners when they processing Chinese language reading tasks. According to the experiment test, the results indicated that the main effects of word segmentation and length of text were not significantly different, and the interaction effect of the two factors was not significant in statistics too for advanced proficiency L2 learners of Chinese. This article concludes by using the approach of word boundary and choosing the useful reading models for teaching Chinese reading in classrooms are the valuable approaches for teachers when they combine other effective ways in L2 education.

Mechanisms for Interpretative Cooperation: Fan Theories in Virtual Communities

This work focuses on analyzing fan theories as interpretive processes shared by users of virtual reading communities. Within these spaces of participatory culture, a complex strategy of interactions among its members is encouraged to formulate conjectures about the text's intentions and negotiate its degree of relevance. We have based our research on a methodology linked to the ethnography of reading. From a representative sample of the narrative universes of A Song of Ice and Fire and Harry Potter, the different modes of agreed collaborative textual interpretation are explored. The data show that within these communities of practice, three reading models are developed: predictive theories in which future narrative contents are inferred; explanatory theories in which narrative arcs are endowed and charged with meaning through the analysis of canon and, finally, alternative theories with a highly creative component in which the interpretative limits of the text are explored. Within these virtual communities, hermeneutical proposals are characterized by the activation of complex, heavily referenced literary argumentation to maintain semiosis active and expand the horizon of expectations of its members.

Reading Theories and Reading Comprehension; Review and Discussed

In this article, several reading theories need to be reviewed in their relationships to read understanding educators and English lecturers. Three other Reading Models, Bottom-Up, Top-Down, and Interactive, are discussed in the Schema Theory at the theoretical stage. The history of reading training, kinds and purposes of reading, and cognitive reading abilities will be discussed in checking the reading understanding. Finally, it reviews six variables that are engaged in understanding English texts.Keywords: comprehension, models of reading, schema theoryAbstrak. Dalam artikel ini, beberapa teori bacaan perlu ditinjau dalam hubungannya untuk membaca pemahaman para pendidik dan dosen bahasa Inggris. Tiga Model Membaca diantaranyamodel Bottom-Up, Top-Down, dan Interactive dibahas dalam Schema Theory pada tahap teoretis. Rentetan uji coba, jenis dan tujuan membaca, serta kemampuan membaca kognitif dibahas dalam memastikan pemahaman membaca. Akhirnya, terdapat review terhadap enam variabel yang terlibat dalam memahami teks bahasa Inggris.Kata kunci: membaca, model membaca, teori schema

Efforts to Improve Learning Outcomes Using Cooperative Integrated Reading Models and Composition in Javanese Language Subjects Character Profile Material

Proses pembelajaran Bahasa Jawa di kelas VII A SMPN 3 Kediri mengalami masalah terutama dengan penggunaan metode pembelajaran. Selama ini guru hanya menggunakan metode ceramah dalam kegiatan belajar mengajar (KBM). Metode ceramah ini menempatkan guru sebagai satu-satunya sumber belajar, sehingga membuat peserta didik tidak bisa menggunakan kemampuan mereka dengan optimal. Hal ini menyebabkan rendahnya hasil belajar peserta didik yang hanya sebanyak 38% saja peserta didik yang memiliki nilai tuntas KKM.Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar peserta didik kelas VII A SMPN 3 Kediri di Semester Ganjil Tahun Pelajaran 2018/2019 pada pelajaran Bahasa Jawa materi Profil Tokoh melalui Metode PembelajaranCooperative Integrated Reading and Composition.Untuk mencapai tujuan ini digunakan metode penelitian tindakan kelas.Hasil penelitian menunjukkan dimulai prasiklus terdapat 9 peserta didik tuntas dengan nilai rata-rata 69,6 dan persentase indikator keberhasilan sebesar 38% peserta didik tuntas KKM. Siklus 1 terdapat 13 peserta didik tuntas dengan nilai rata-rata 75,4 dan persentase indikator keberhasilan sebesar 54% peserta didik tuntas KKM. Siklus 2 menunjukkan 19 peserta didik tuntas dengan nilai rata-rata 82,5 dan indikator keberhasilan sebesar 79% peserta didik tuntas KKM. Dengan demikian metode pembelajaran Cooperative Integrated Reading and Composition dapat meningkatkan hasil belajar peserta didik kelas VIIA SMPN 3 Kediri di semester ganjil tahun pelajaran 2018/2019 pada pelajaran Bahasa Jawa materi Profil Tokoh.