scholarly journals An Analysis of Previewing Reading Strategy in Business Texts: A Think Aloud Protocol Study

2021 ◽  
Vol 4 (1) ◽  
pp. 30
Author(s):  
Wuriy Handayani ◽  
Nunung Widijantie
Keyword(s):  
Main Idea ◽  
Think Aloud ◽  
Think Aloud Protocol ◽  
Verbal Thought ◽  
Information Strategies ◽  
Efl Students ◽  
The Right ◽  
Information Finding ◽  
Protocol Study ◽  
Main Ideas

Students who study business and economics might read business texts related to their major. Some students get problem in finding main ideas or detail information. Finding main idea is not an easy job for EFL students since they need to understand the context and learn a lot of business vocabularies. To make it easier, there is one technique in reading which is called previewing. The business texts are previewed by students by reading the tittle, discussing the topic, and answering questions. This paper seeks to identify the effects of having previewing strategies used by EFL students and strategies most used by students in finding main idea and supported detail information. The qualitative research aimed at analyzing of how previewing can help students to find main ideas and detail information. This research also tried to decide whether students answered the questions correctly after using previewing strategy. Think Aloud Protocol (TAP) and interview collecting data techniques are carried to identify students’ strategies. TAP is data collecting technique that involves verbal thought. This methodology is used to determine what goes on students’ head while they are reading, finding main ideas and answering detail questions from business text. The research participants consist of thirteen students of the seventh semester in the Accounting major at ABFI Perbanas Institute Jakarta, Indonesia. The result shows that the participants used four parts of strategies in reading business text: (1) strategies of finding main idea, (2) strategies of finding detail information (strategies to find the word refers to, strategies of synonym, strategies to find definition), (3) previewing strategies, and (4) accuracy and inaccuracy to answer questions from reading business texts. The strategy that is often used by students in finding main idea is taking from the first sentence in paragraph. The strategies that are frequently used by students in finding detail information are referring to subject in previous sentence, choosing the right word from the option provided, finding the answer from dictionary and mentioning the place and time directly.

scholarly journals AN ANALYSIS EFL STUDENTSANALYSIS EFL STUDENTS TRANSLATION OF PREPOSITION IN, ON AND AT A THINK ALOUD- PROTOCOL STUDY TRANSLATION OF PREPOSITION IN, ON AND AT A THINK ALOUD- PROTOCOL STUDY

2019 ◽  
Vol 15 (1) ◽  
pp. 1-15
Author(s):  
Wuriy Handayani
Keyword(s):  
Qualitative Methods ◽  
Think Aloud ◽  
Think Aloud Protocol ◽  
Data Collecting ◽  
Efl Students ◽  
Protocol Study ◽  
Quantitative And Qualitative Methods

Translating prepositions in, on and at is not an easy job for EFL students since the meanings relate to locating object, time, and degree. With regard to this point, this study aims at identifying strategies, methods, and procedures used by EFL students to translate preposition in, on and at. Both quantitative and qualitative methods are applied in this study. Think-Aloud Protocol data collecting technique carries out to identify student’s strategies, methods, and procedures in translating prepositions in, on and at. To do this, the data of student’s transcriptions and students’ translations obtained from three students were analyzed. The findings indicate that students use more than one strategies, methods and procedures.

scholarly journals Dictionary Look-up Strategies Used by Saudi EFL Students: A Think-Aloud Study

2020 ◽  
Vol 10 (3) ◽  
pp. 159
Author(s):  
Eid Alhaisoni
Keyword(s):  
Think Aloud ◽  
Success Rates ◽  
Reading Task ◽  
Saudi Students ◽  
Think Aloud Protocol ◽  
English Major ◽  
Efl Students

This study investigates dictionary look-up strategies (DLS) while performing a reading task by 10 Saudi EFL English major students. Think-aloud protocol was used as an instrument in this study. The results revealed that the subjects used 31 DLS while reading. Reading L1 equivalents and reading L2 definitions were found to be the most frequent strategies that Saudi students use when referring to their dictionaries. The results also demonstrated that the students use the guessing strategy infrequently and prefer to resort to the dictionary immediately. The data also illustrated that the monolingual dictionary yielded different overall success rates. The users of the monolingual dictionary referred to their dictionary to solve 32 words problems (12.5% of all look-ups).

scholarly journals STUDENTS’ READING BASED-MAIN IDEAS ON PASSAGES AT THE SECONDARY EDUCATION

2020 ◽  
Vol 3 (2) ◽  
pp. 69-81
Author(s):  
Yogo Gandjarwati
Keyword(s):  
Reading Comprehension ◽  
Reading Ability ◽  
Reading Skills ◽  
Main Idea ◽  
Reading Skill ◽  
Average Score ◽  
Efl Students ◽  
Second Year ◽  
Score Result ◽  
Main Ideas

Reading comprehension is crucial skill for both English as a Second Language (ELS) and English as a Foreign Language (EFL) students. To develop the students’ reading  ability, the use of main idea of paragraphs in comprehending the passage  becomes an alternative solution to be used in teaching. This study is categorized as a Classroom Action Research (CAR). It was applied in use of main idea of paragraphs in comprehending the passage to improve the students’ reading skills. The population of the study is 36 students at the second year students of SMAN 1 Kauman. The instruments of the study consisted of reading test and questionnaries. Based on the research finding  that the students’ reading skill and their motivation were still low, as it was indicated in pre-study, the score result was under KKM or the average score is 65 ,55. Therefore, the researcher tried to apply  the use of reading based main ideas on coomprehending  passages to improve the reading skill. The writer found in the first cycle the average score is 77,00. The next cycle done by the writer repaired the strategy in teaching   reading through main idea of paragraphs. It was proved that the students’ score average is 80,22. They passed and got the better score than previous result.  It’s concluded that the use of main idea of paragraphs in comprehending the passage was able to improve the students’ reading skill. The students’ interest in reading comprehension through main idea of paragraphs is also good. It has shown  the result of questionnaire (83,33%).

scholarly journals Reading and Writing Skills: The Challenges of Teaching at College Level

2020 ◽  
Vol 1 (10) ◽  
pp. 41-51 ◽  
Author(s):  
Walid Ali Zaiter
Keyword(s):  
Arab World ◽  
Writing Skills ◽  
Main Idea ◽  
College Level ◽  
Reading And Writing ◽  
Research Areas ◽  
Efl Students ◽  
To Come ◽  
Paper Documentation ◽  
Main Ideas

Throughout my teaching career I can claim that reading and writing are interchangeable skills. One cannot improve without the other.That is why I keep asking my students how we can improve our reading and writing skills? They give unclear answers simply because they do not read and write academically; they just read and write to pass exams and get a degree to get a job or wait for a promotion. At this point, students should be motivated well enough so that they like reading and writing as a means of improving their academic performance. To solve these problems or challenges, I have made claims that there are common grounds between reading and writing. Both require certain skills such as note-taking, good language as an aid to understand any topic and to write well. Both reading and writing need topics to read and write about. Similarly, reading and writing require a student, who should have a good command of rich vocabulary to understand topics, and to choose words that suit any topic they may tackle in English. However, there are basic differences between reading and writing. Firstly, in the process of reading, students focus their attention on the topic and the main idea. However, in the process of writing, students need to read as much as possible to find a topic to write about. Furthermore, during reading, students should take notes of the main ideas. However, on tests, students do not need to use documentation, as, in the process of writing a research paper, documentation is a must to avoid plagiarism. Thus, this paper tackles teaching reading and writing for EFL students at the college level in the Arab world and provide remedies based on observation, experience, and corrections of thousands of students’ exercises, assignments, and exams. The researcher has delved into many research areas to come up with remedies and recommendations for the challenges discussed in the article.

Some Thoughts About Think-Aloud Protocol

Target ◽  
1996 ◽  
Vol 8 (1) ◽  
pp. 75-95 ◽  
Author(s):  
Candace Séguinot
Keyword(s):  
Dynamic Model ◽  
Empirical Studies ◽  
Mental Activity ◽  
Think Aloud ◽  
Translation Process ◽  
Translation Strategies ◽  
Think Aloud Protocols ◽  
Think Aloud Protocol ◽  
Natural Discourse ◽  
Protocol Study

Abstract Empirical studies of the translation process have used think-aloud protocols to provide a window into the mental activity which is not directly observable. This paper reports on a protocol study in a natural discourse situation involving two professional translators and discusses the relevance of the data to the debate on the use of verbalization as a methodology. The protocol provides evidence of translation strategies and points to the need for a dynamic model of the translation process that takes into account activation, suppression, and attending mechanisms.

PENGARUH MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TERHADAP KEMAMPUAN MENENTUKAN IDE POKOK PARAGRAF SISWA KELAS V SD NEGERI 003 PULAU KOPUNG KECAMATAN SENTAJO RAYA KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Yuwanda Megri Santika ◽  
Otang Kurniaman ◽  
Zariul Antosa
Keyword(s):  
Main Idea ◽  
Learning Model ◽  
Communication Process ◽  
Fifth Grade ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Fifth Grade Students ◽  
Quasi Experimental ◽  
Main Ideas

Reading is one of the important aspects in the communication process. Reading can make someone better understand the contents of the reading. In learning to make it easier for students to understand the contents of the reading it will be easier if it begins with the ability to determine the main ideas of the paragraph. Based on this, the researcher conducted a study by applying the Cooperative Integrated Reading and Composition (CIRC) learning model to the ability to determine the main idea of the paragraph at the fifth grade students of SD 003 Pulau Kopung. This study aims to determine the effect of the CIRC learning model on the ability to determine the main ideas of paragraphs of fifth grade students of SD Negeri 003 Pulau Kopung. This research method is a quasi- experimental Nonequivalent Control Group Design. This research was conducted in two classes, the VA class as the control class and VB class as the experimental class with 22 students in each class. The results of the study showed that the CIRC learning model influenced the ability to determine paragraph main ideas with the results of calculations derived from the gain index, the experimental class using the CIRC learning model got an increase in gain of 0.59 with the middle class and the control class with the normal learning model got an increase of 0.31 with medium class.

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