Roles of mental translation in first and foreign language reading

2010 ◽  
Vol 15 (4) ◽  
pp. 373-387 ◽  
Author(s):  
Jia-ling Charlene Yau
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Cultural Theory ◽  
Theoretical Frameworks ◽  
School Students ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
Mental Translation ◽  
Chinese And English

This study integrates both quantitative and qualitative approaches to examine the roles that mental translation plays in reading classical Chinese and English as a foreign language among Taiwanese high school students. Gadamer’s theory of hermeneutic experience and the Vygotskian social-cultural theory provide the theoretical frameworks for this study. The quantitative data consist of reading comprehension tests and translation surveys, while the qualitative data are composed of think-aloud protocols and interviews with the participating students and their teachers. At least two prominent findings emerge from the data analyses: (1) mental translation appears to have positive and significant associations with reading comprehension across two languages; (2) ambivalent perceptions of and attitudes toward the employment of mental translation for reading classical literary Chinese and English are discerned. The findings support Gadamer’s contention that humans learn to translate as they are learning a language. The views and ideas expressed by the participating teachers and students uncover a sociocultural dimension of reading, as proposed by Vygotsky.

scholarly journals Strategi Peningkatan Keterampilan Menyimak Berekuivalensi TOEFL Bagi Siswa SMA/Sederajat

2018 ◽  
Vol 2 (1) ◽  
pp. 121
Author(s):  
Tri Agustini Solihati ◽  
Asep Rizki Mukti ◽  
Rudi Permadi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Skills Training ◽  
Written Expression ◽  
School Students ◽  
Post Test ◽  
Listening Strategies

ABSTRAK     TOEFL (Test of English as a Foreign Language) merupakan tes yang dilakukan untuk mengukur sejauh mana kemampuan bahasa Inggris seseorang. Tes ini terdiri dari empat jenis kegiatan, yaitu listening comprehension (menyimak), structure and written expression (tata bahasa), reading comprehension (membaca), dan writing (menulis). Pengenalan strategi menyimak diperlukan oleh siswa SMA/sederajat untuk meningkatkan pemahaman mereka mengenai cara mengerjakan soal menyimak dengan lebih praktis. Namun siswa SMA di Desa Linggaraja ini belum tahu dan belum pernah memperoleh pelatihan semacam ini di sekolah mereka masing-masing. Oleh karena itu, dalam kegiatan pengabdian masyarakat yang dilaksanaan oleh Prodi Pendidikan Bahasa Inggris Universitas Perjuangan, siswa tersebut diberikan pengenalan sekaligus pelatihan strategi peningkatan keterampilan menyimak berekuivalensi TOEFL. Sehingga sudah barang tentu, materi yang dipaparkan secara khusus membahas strategi menaklukan soal-soal menyimak pada tes TOEFL. Pelatihan ini diselenggarakan di Desa Linggaraja Kecamatan Sukaraja Kabupaten Tasikmalaya yang termasuk wilayah 3T (terluar, terdepan, dan terpencil). Pelatihan ini diikuti oleh 20 siswa SMA, warga Desa Linggaraja. Pelatihan dilaksanakan selama 14 pertemuan inti, yang terdiri dari kegiatan pre-test, 12 strategi menyimak, dan post-test. Pre-test dan post-test ini dilakukan hanya untuk mengetahui sejauh mana mereka memperoleh manfaat dari kegiatan yang sudah dilakukan. Kata Kunci : Menyimak,TOEFL Siswa ABSTRACT                TOEFL (Test of English as a Foreign Language) is a test conducted to measure the extent of person's English skills. This test consists of four types of activities, they are listening comprehension, structure and written expression,, reading comprehension, and writing. The introduction of listening strategies is required for high school students/equivalents to improve their understanding of how to conductlistening questions more practically. However, the high school students in Linggaraja Village have not known yet and they have never received this kind of training in their school. Therefore, in the community service activities conducted by English Education Department of Perjuangan University, the students are given introduction as well as TOEFL competency skills enhancement skills training. So, of course, the material presented specifically deliver the strategy of conquering the listening questions on the TOEFL test. The training was held in Linggaraja Village, Sukaraja District, Tasikmalaya Regency, which included (outer, outer, and remote) areas. The training was attended by 20 high school students, villagers of Linggaraja. Training was conducted during 14 core meetings, consisting of pre-test, 12 listening strategies, and post-test. Pre-test and post-test were done only to find out how far they get benefit from the activities. Keywords : Listening, Students’ TOEFL

scholarly journals Reading Comprehension Strategies Effectiveness in Completing Test of English as a Foreign Language

2020 ◽  
Vol 55 (6) ◽  
Author(s):  
Masrupi ◽  
Jhon Fahamzah ◽  
Nurhaeda Gailea ◽  
Ahmad Baihaki ◽  
Mustofa Usman
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
P Value ◽  
School Students ◽  
Foreign Language Reading ◽  
Post Test ◽  
The Mean ◽  
Paired T Test ◽  
Senior High School Students

In this experimental study, Senior high school students take the Test of English as a Foreign Language reading comprehension test using test-taking strategies. One test group takes the Test of English as a Foreign Language as a Computer-Based Test (CBT), and the control group takes the Test of English as a Foreign Language as a Paper-Based Test (PBT). Each class consists of 80 senior high school students divided into 2 groups: 40 male and 40 female, respectively. The experiment was conducted during one semester. The statistical analysis used Factorial Design (2x2) using factors of Sex (Male, Female) and Test (CBT, PBT). For multiple comparison analysis, the Tukey’s method was used. To compare the statistics of the students’ pre-test and post-test scores, the paired t-test was used. From the results of analysis using factorial design, it was found that: The mean Test of English as a Foreign Language reading comprehension scores of males and females was significantly different (p-value < 0.0001); the female mean was higher than the male mean; there was no significant difference between the mean scores of CBT and PBT testing; and there was no interaction between sex and test type. From the analysis results of pre-test and post-test scores using the paired t-test, the difference was very significant (p-value < 0.0001). These results indicate that the Test of English as a Foreign Language reading comprehension scores of students in in both groups (experimental and control), are increased.

scholarly journals The Effect of Textbook Readability on Students’ Reading Comprehension

2016 ◽  
Vol 4 (1) ◽  
pp. 42-54
Author(s):  
Dinar Vincy Yunitaka Bahrudin
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Language Learners ◽  
Junior High School ◽  
Language Skills ◽  
School Students ◽  
Text Readability ◽  
Readability Level ◽  
Central Purpose

Language learners should learn reading skill as one of four language skills. It is to make learners' ability on foreign language becomes more comprehensive. The purpose of reading is to improve the understanding about the content of the text and it is the central purpose of language learners. Text readability level is also influenced by the readers’ motivation, ability, and interest.  Thats whay in selecting reading texts, the teacher should concern to text readability level and the student language level. Students' level must be related with text readability level, so that it is inappropriate to give junior high school students difficult text such as a difficult scientific text. Therefore this study conclude that the is an effect of textbook readability on students reading comprehension.

scholarly journals Listening, Grammar and Reading Comprehension Skills of the Test of English as a Foreign Language: A Correlational Study

Humaniora ◽  
2017 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Jimmy Sapoetra
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Reading Skills ◽  
Language Skills ◽  
School Students ◽  
Comprehension Skills ◽  
Independent Variable ◽  
Reading Comprehension Skills ◽  
Senior High School Students

The article aimed to investigate whether there was a correlation among the language skills and components. The researcher took two language skills and one language component to be part of the research: listening, reading comprehension skills, and grammar mastery. In the research, there were several questions regarding the three variables of listening, reading, and grammar which were focusing on the correlation among the variables. The independent variable was grammar mastery (X) while the independent variables were listening comprehension (Y1) and reading comprehension (Y2). The data collection was taken from the population of Grade X Budi Luhur Senior High School students, Tangerang, with 40 students served as a sample. The research was conducted using the quantitative method with the help of statistical calculation of Pearson Product Moment Correlation to prove whether there was a significant correlation among the three variables. As a result, it is proven that there is no significant correlation between grammar mastery and both listening and reading skills while there is a quite strong correlation between listening and reading skills of the students.

How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View

2017 ◽  
Vol 51 (2) ◽  
pp. 194-208 ◽  
Author(s):  
Richard L. Sparks ◽  
Julie Luebbers
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Language Comprehension ◽  
Good Reader ◽  
Word Decoding ◽  
School Students ◽  
Simple View Of Reading ◽  
Simple View

Conventional wisdom suggests that students classified as learning disabled will exhibit difficulties with foreign language (FL) learning, but evidence has not supported a relationship between FL learning problems and learning disabilities. The simple view of reading model posits that reading comprehension is the product of word decoding and language comprehension and that there are good readers and 3 types of poor readers—dyslexic, hyperlexic, and garden variety—who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, a random sample of U.S. high school students completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding and reading comprehension, compared with monolingual Spanish readers from first to eleventh grades, and classified into reader types according to the simple view of reading. The majority of students fit the hyperlexic profile, and no participants fit the good reader profile until they were compared with first- and second-grade monolingual Spanish readers. Findings call into question the practice of diagnosing an FL “disability” before a student engages in FL study.

scholarly journals Implementation of school rules to improve the teachers and student discipline

2021 ◽  
Vol 6 (3) ◽  
pp. 650
Author(s):  
Wanda Wanda ◽  
Syarwani Ahmad ◽  
Yessi Fitriani
Keyword(s):  
High School Students ◽  
Personal Development ◽  
School Discipline ◽  
Educational Institution ◽  
Student Discipline ◽  
School Students ◽  
Qualitative Approaches ◽  
Educational Situation ◽  
Teachers And Students ◽  
School Rules

This research is motivated by the existence of disciplinary violations committed by teachers and students at SMA Negeri 16 OKU. This happens because there are still obstacles that hinder the process of implementing the value of discipline in increasing teacher and student compliance with the rules of law in SMA Negeri 16 OKU. This study aims to determine the implementation of school discipline in improving the discipline of teachers and students in SMA Negeri 16 OKU. This research uses descriptive methods and qualitative approaches. Data collection techniques in this study include: interviews, observation and documentation. Research Results Broadly speaking, the existing regulations are able to make teachers and students at SMA Negeri 16 OKU become more disciplined. For example, for students who are late, SMA Negeri 16 OKU requires students to ask for a permit from the picket teacher. Many high school students (SMA) are not disciplined. This is a consequence of adolescence, where students violate applicable norms, such as: rampant student brawls, truant students, criminal acts, and drug and drug abuse. However, if this educational institution is properly managed and organized in such a way, especially in consistently applying school rules to students, it will create an educational situation or climate that is conducive to disciplined personal development of students.

scholarly journals THE RELATION BETWEEN STUDENTS’ ANXIETY AND READING COMPREHENSION

2018 ◽  
Vol 1 (4) ◽  
pp. 406
Author(s):  
Dewi Wahyuning Astuti ◽  
Nadia Fairuz Haris
Keyword(s):  
Reading Comprehension ◽  
High School Students ◽  
Foreign Language ◽  
Learning Activity ◽  
School Students ◽  
Foreign Language Reading ◽  
Reading Anxiety ◽  
Preventive Activity ◽  
Result Show ◽  
Senior High School Students

This study aims to analyze the relation of Students’ anxiety and reading comprehension  among senior high school students in Klari Karawang, West Java Province, Indonesia. Participants of this study were thirty students of twelve grade at  SMAN 1 Klari Karawang The study was conducted with a quantitative approach and performed in Klari, Karawang. Based on the findings, the result show there is no significant correlation in Students’ anxiety because in the data show the significant is 0,051 more than 0,05 (> 0,05). The result also show there is no significant correlation in Reading comprehension because in the data show the significant is 0,051 more than 0,05 (> 0,05). Based on the data obtained from thirty participants showed that treat anxiety is 10% , state anxiety is 17%  and situation specific anxiety is 73%.  Measurement of reading  anxiety was done by using Foreign Language Reading Anxiety Scale (FLRAS). Moreover, the researcher give a suggestion for teacher to make a preventive activity, for example to avoid students’ anxiety in reading comprehension, the teacher can provide comfort environment in learning activity, it will help to decrease students’ level of anxiety and it is necessary to motivate student to increase their desire to read more English text and understand the context.

PENGARUH CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP PEMAHAMAN MEMBACA SISWA

2012 ◽  
Vol 18 (1) ◽  
pp. 30
Author(s):  
Anni Holila Pulungan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
School Students ◽  
Lecture Method ◽  
Contextual Teaching ◽  
Better Than

The study deals with the Contextual Teaching and Learning of the students’ reading comprehension at junior high school. Contextual Teaching and Learning is a new alternative for every teachers to relate the materials to the real world. The aims of the research are to analyze the effect of non and CTL method of the students’ reading comprehension.  The research method is an experimental method. The data analysis is taken from the two classess. Then, they divided into two  groups, the control and experimental group. The major findings of the study shows that the effect of Contextual Teaching and Learning on the students’ reading comprehension is better than the non CTL method-lecture method for the junior high school students.

scholarly journals The use of immersive 360° videos for foreign language learning: a study on usage and efficacy among high-school students

2021 ◽  
pp. 1-16
Author(s):  
Claudia Repetto ◽  
Anna Flavia Di Natale ◽  
Daniela Villani ◽  
Stefano Triberti ◽  
Serena Germagnoli ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
School Students

scholarly journals Social Psychological Theories and Sustainable Second Language Learning: A Model Comparison Approach

2018 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Kyung Kim ◽  
Tae-Il Pae
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Equation Modeling ◽  
Social Psychological ◽  
School Students ◽  
South Korean

The purposes of the present study are two-fold: (1) To examine whether social psychological variables, such as attitude and subjective norm, can predict South Korean English as a foreign language high school students’ intention to learn English, and (2) to identify the best social psychological model for sustainable second language learning in the context of South Korean English as a foreign language (EFL) learning. A total of 614 South Korean high school learners of English participated in the present study. Data collected from a survey questionnaire were analyzed using a structural equation modeling procedure. Results of the present study indicate that South Korean high school students’ attitudes toward learning English and subjective norms made a significant and independent contribution to the variance in their intention to study English. Among the three competing social psychological models examined in the current study, the theory of Planned Behavior and an expanded model of Gardner’s Socio-educational Model proved to be the most effective in terms of the strength of path coefficients and explanatory power. Theoretical and pedagogical implications are provided.

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