scholarly journals The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia

2021 ◽  
Vol 9 (9) ◽  
pp. 1656-1663
Author(s):  
Muhammad Guntur ◽  
Hamsu Abdul Gani ◽  
Mustafa Mustafa
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Integrated Learning ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

scholarly journals The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 427-452
Author(s):  
Jaumer Andrés Quintana Aguilera ◽  
Daniela Restrepo Castro ◽  
Gonzalo Romero ◽  
Gustavo Adolfo Cárdenas Messa
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Ability ◽  
Poor Performance ◽  
Comprehension Strategies ◽  
Integrated Learning ◽  
Reading Comprehension Strategies ◽  
Comprehension Skills ◽  
Observation Protocol ◽  
Reading Comprehension Skills

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.

scholarly journals The Impacts of Content & Language Integrated Learning (CLIL) Method on University Students' Reading Comprehension Skills in Indonesia

2021 ◽  
Author(s):  
Muhammad Guntur ◽  
Hamsu Abdul Gani ◽  
M. Mustafa
Keyword(s):  
Reading Comprehension ◽  
Choice Test ◽  
Integrated Learning ◽  
Average Value ◽  
South Sulawesi ◽  
Comprehension Skills ◽  
Language Courses ◽  
The Difference ◽  
Compulsory Subject ◽  
Reading Comprehension Skills

One of the problems of education in Indonesia is the low level of public literacy both on a national and international scale. One of the essential aspects of improving literacy is by generating interest in reading in college students. This study aims to test the effectiveness of the Content & Language Integrated Learning (CLIL) method on students' reading comprehension skills. There were 40 participants involved in the study which were divided into two groups, namely the control class and the experimental class. All participants are students from the State Islamic Institute (IAIN) Palopo, South Sulawesi, Indonesia who are taking Indonesian language courses as a compulsory subject in higher education. To collect data, the researcher used an instrument in the form of a multiple-choice test which was given to both groups in the pretest and posttest sessions. The learning outcomes of the two test sessions were analyzed quantitatively using the SPSS 20.00 application. The results showed that the use of the CLIL method in Indonesian courses could improve students' reading comprehension skills. This is indicated by the difference in the average value between the pretest and posttest reading comprehension.

The Roles of Intensive and Extensive Reading Activities in Chinese EFL University Students’ Reading Comprehension Skills

2021 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Sijing Fu
Keyword(s):  
Reading Comprehension ◽  
University Students ◽  
Explicit Instruction ◽  
Vocabulary Knowledge ◽  
Extensive Reading ◽  
Efl Learners ◽  
Comprehension Skills ◽  
Intensive Reading ◽  
Reading Activities ◽  
Reading Comprehension Skills

This paper focuses on the appropriate methods for Chinese EFL university students to improve reading comprehension skills. The combination of intensive reading and extensive reading in the teaching environment is suggested in this study. Specifically, in-class reading should be composed of two parts: 1) intensive reading activities involving the explicit instruction of reading comprehension skills; 2) extensive reading activities to increase Chinese EFL university students’ background and vocabulary knowledge, which paves way for the comprehension of the text. After-class extensive reading should be composed of the reading of materials containing the repetition of new vocabulary appear in class, which could consolidate EFL learners’ reading comprehension skills they have already learnt in class.

PENINGKATAN KETERAMPILAN MEMBACA PEMAHAMAN BERBASIS PENDEKATAN ACCELERATED LEARNING DI KELAS V SD NEGERI 011 AIR EMAS KECAMATAN SINGINGI

2019 ◽  
Vol 3 (3) ◽  
pp. 652
Author(s):  
Tati Nurhayati
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Accelerated Learning ◽  
Learning Approach ◽  
Class V ◽  
Comprehension Skills ◽  
Adequate Understanding ◽  
Value Range ◽  
Reading Activity ◽  
Reading Comprehension Skills

Reading comprehension is a reading activity that aims to obtain adequate understanding and interpretation of the meanings contained in written symbols. the reading process is divided into three stages, such as pre-reading, reading, and post-reading. But the reality is that many of the students still experience difficulties in reading comprehension learning. Therefore, researchers applied an Accelerated Learning approach to improve students' reading comprehension skills. The results showed, the assessment of the process of reading students' skills for each assessment indicator was in the value range of 78.35% to 87.35% which was included in the good and very good category. While the results of the assessment of the overall reading skills process were 82.32% with a very good category. Based on the results of the study it can be concluded that learning based on the accelerated learning approach can enhance reading comprehension skills of students in class V of the Primary school of 011 Air Emas, Singingi District.

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