Attitudes of Palestinians EFL Students Towards the Use of Jigsaw Cooperative Learning Technique in Teaching Reading Comprehension

Reading comprehension plays a crucial role in developing the reading skills. Therefore, reading comprehension is one of the most significant skills of all the four linguistic abilities, towards better effectively communication in classroom. Subsequently, the English Language (EL) teachers should consider and find different teaching methods in their classrooms in order to improve the language abilities of their learners in the classrooms such as Jigsaw Cooperative Learning Technique (JCLT) through changing their methods, materials and overcoming the traditional way of teaching English language. The aim of the study was to investigate Palestinians EFL secondary students’ attitudes towards the use of JCLT in teaching reading comprehension. In addition, the study adopted fully quantitative research design to collect data through the self-designed questionnaire survey that distributed randomly on a sample of 1094 Palestinians EFL secondary teachers in 2019-2020. The collected data were analyzed and treated statistically using SPSS.24. The results of the study showed that Palestinians EFL secondary students have positive attitudes towards using jigsaw cooperative learning technique as a tool in the EFL teaching. The recommendation and suggestion for studies were suggested in light of the findings.

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English as a Foreign Language (EFL) Learners’ Perceptions on the Effectiveness of the Internet to Enhance their Learning

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.8n.3p.25 ◽

2020 ◽

Vol 8 (3) ◽

pp. 25

Author(s):

Ziad Abdulrahman Al-Muwallad

Keyword(s):

Reading Comprehension ◽

English Language ◽

Vital Role ◽

Language Teachers ◽

The Internet ◽

King Saud University ◽

Learning And Teaching ◽

Positive Attitudes ◽

Students Attitudes ◽

Preparatory Year

This study attempted to investigate the vital role of the internet in enhancing the learning of reading. In addition, the study aimed to measure the students’ attitudes towards the internet and to identify to what extent the internet was employed in their reading classes. Moreover, the study aimed to explore the challenges that they encountered while using the internet in their learning of reading. In order to achieve these goals, the researcher used the descriptive analytical approach and used the questionnaire as the main data collection tool. The study sample comprised 50 Saudi EFL male students in the preparatory year at King Saud University in Saudi Arabia. The findings of the study showed that students perceived that the internet is important in the process of reading comprehension learning and teaching with positive attitudes towards the internet. Results showed that the top challenges of using of the internet for reading learning/teaching are lack of students’ knowledge to know what to read on the internet, the short time of the class, and the students’ lack of the skills and knowledge to use the internet for academic purposes. Furthermore, the results showed that the students mostly used the internet for playing games, social networking, and learning vocabulary. It is recommended that English language teachers should be encouraged to use the internet in their language classes as it is valuable for their students to enhance their reading comprehension skills.

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Students’ attitude towards doing while-reading comprehension exercises using Microsoft Forms

Vietnam Journal of Education ◽

10.52296/vje.2020.20 ◽

2020 ◽

Vol 4 (2) ◽

pp. 55-60

Author(s):

Tu Thi Thanh Tran

Keyword(s):

Reading Comprehension ◽

Language Learning ◽

English Language ◽

Time Pressure ◽

Motivation To Read ◽

Positive Attitudes ◽

Depth Interview ◽

Critical Skills ◽

Students Attitudes ◽

Reading Activities

Reading comprehension is one of the critical skills of language learning in general and English language learning in particular. The purpose of this article is two-fold: giving examples of some while-reading activities using Microsoft Forms and presenting students’ attitudes towards doing such while-reading comprehension exercises using Microsoft Forms. The results, obtained from three research instruments, namely questionnaire, in-depth interview and observation, show that students generally expressed positive attitudes towards this way of doing while-reading exercises thanks to (1) the brand-new experience it offers, (2) the colorful and vivid images on the device, (3) the motivation to read and unveil the answers to the reading questions under time pressure and competitiveness with peers as well as (4) a sense of accomplishment completing assignments before or on time.

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Suggestopedia method as an effective method in teaching reading comprehension for senior high school

International Journal on Integrated Education ◽

10.31149/ijie.v3i1.288 ◽

2020 ◽

Vol 3 (1) ◽

pp. 98-101

Author(s):

Deavy Safitri Murfita ◽

Dian Novita

Keyword(s):

Reading Comprehension ◽

Data Analysis ◽

Null Hypothesis ◽

Quantitative Research ◽

Alternative Hypothesis ◽

Teaching Reading ◽

Program Calculation ◽

Post Test ◽

Main Activity ◽

Test Treatment

This research is to know is there is significant effect in reading comprehension achievement in X grade at SMK Walisongo 1 Gempol, being taught by suggestopedia method. This research uses quantitative research. The research’s object is X AK-2 of SMK Walisongo 1 Gempol has 28 students. The researcher divides the main activity into pre-test, treatment and post-test. Based on the SPSS 23 Program calculation from mean result of pre-test 70.1 and the result mean of post-test is 83.5. The students’ score is increasing after being given by the treatment. The result of the calculation of this research showed that (sig 2-tailed = 0.002) which is less from (<) 0.05 and significance 5%. It mean that the alternative hypothesis is accepted and the null hypothesis is rejected. From the result of the data analysis above, the use suggestopedia method gives significant effect in students’ reading comprehension achievement This article investigates major points of the speech verbs. On this case, different meaning of verbs was analyzed from Russian into English. Therefore, analyses of the theory with methodology were described to make better diffusion. To conclude with both outcomes and shortcomings were outlined to get further analyses as the whole.

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DIRECTED READING ACTIVITY (DRA) APPLICATION IN ENGLISH READING COMPREHENSION CLASSROOM

Jurnal As-Salam ◽

10.37249/assalam.v5i1.243 ◽

2021 ◽

Vol 5 (1) ◽

pp. 90-100

Author(s):

Imam Munandar ◽

Srimurni Srimurni

Keyword(s):

Reading Comprehension ◽

Quantitative Research ◽

Experimental Approach ◽

Instructional Support ◽

Teaching Reading ◽

Comprehension Skill ◽

English Reading ◽

English Reading Comprehension ◽

Directed Reading ◽

Reading Activity

This research manages to analyze the effectiveness of DRA in enhancing students ‘skill in reading comprehension. The researchers carried out the research at SMP N 4 Takengon, in which they found that teachers faced some problems in teaching reading comprehension to students. To figure out the answer, the research applies quantitative research with experimental approach. After statistically obtaining and interpreting the data, the study concludes that Directed Reading Activity (DRA) method is able to increase students reading comprehension skill. This is because that Directed Reading Activity (DRA) is a teacher strategy in reading comprehension that emphasizes on instructional support before, during, and aftermath the reading. Meanwhile, the research found that this strategy is also able to increase and build stronger student vocabulary and reading skill. In conclusion, the DRA strategy is effective in improving students’ ability in reading comprehension, and also building their vocabulary.

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Perceptions of Students and Teachers about Students’ Proficiency in English Language at Higher Secondary Level in Khyber Pakhtunkhwa, Pakistan

International Journal of English Linguistics ◽

10.5539/ijel.v10n1p15 ◽

2019 ◽

Vol 10 (1) ◽

pp. 15

Author(s):

Kifayatullah Khan ◽

Wasal Khan

Keyword(s):

Secondary Students ◽

Language Proficiency ◽

Quantitative Research ◽

English Language ◽

Secondary Level ◽

English Language Proficiency ◽

Cross Sectional ◽

Khyber Pakhtunkhwa ◽

Significant Difference ◽

Perceptions Of Students

This cross-sectional quantitative research was conducted to compare the average perceptions of students and teachers regarding students’ English language proficiency at the higher secondary level in Khyber Pakhtunkhwa, Pakistan. The participants were 1975 students and 108 teachers belonging to one each district of the seven divisions in Khyber Pakhtunkhwa, Pakistan. Data were collected through pre-tested questionnaire i.e., one each for students and teachers. To analyze the significance difference between the average perceptions of students and teachers about higher secondary students’ English language proficiency; independent samples t-test was applied. The findings of the study revealed significant difference in teachers’ and students’ perceptions regarding students’ partial command over English language; use of English in and beyond classroom; expressing views fluently in English; students’ listening, speaking and reading skills; while no significant difference was seen regarding students’ full command over English language and their writing skill.

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EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽

10.21831/ltr.v12i02.1590 ◽

2014 ◽

Vol 12 (2) ◽

Author(s):

Siti Mahripah

Keyword(s):

Language Learning ◽

English Language ◽

Language Education ◽

Self Assessment ◽

Efl Learners ◽

Positive Attitudes ◽

English Speaking ◽

Speaking Performance ◽

The Difference ◽

Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

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Teachers' and students' attitudes towards reading and writing: Do they correlate to students' achievement in English?

Studies in English Language and Education ◽

10.24815/siele.v8i1.17524 ◽

2021 ◽

Vol 8 (1) ◽

pp. 143-156

Author(s):

Titus Terver Udu

Keyword(s):

English Language ◽

Attitude Scale ◽

Language Teachers ◽

Reading And Writing ◽

Positive Attitudes ◽

Teachers And Students ◽

English Language Teachers ◽

Students Attitudes ◽

Senior Secondary ◽

Attitudes Towards Reading

This survey tested the null hypothesis that teachers’ and students’ attitudes towards reading and writing do not simultaneously predict students’ achievement in the English language. The researcher utilized a sample of 38 teachers and 492 senior secondary school students from 12 schools in Benue State, Nigeria, for the study. The researcher developed and utilized the English Language Students’ Attitude Scale (ELSAS), English Language Teachers’ Attitude Scale (ELTAS), and Reading and Writing Achievement Test (RWAT) for data collection. An estimate of internal consistency was obtained through Cronbach’s Alpha and Kuder Richardson’s reliability methods and found to be 0.76 for ELSAS, 0.68 for ELTAS, and 0.81 for RWAT. Data analysis was by multiple regression statistics. The findings revealed that both English language teachers and students have a positive attitude towards reading and writing (F3, 492 = 0.160, p0.05) implying that teachers and students’ attitudes towards reading and writing jointly predicted students’ achievement in the English language in senior secondary schools. To conclude, learning would be facilitated if both teachers and students hold positive attitudes towards reading and writing, and this, in turn, could impact the students’ achievement in the English language. It was recommended that teachers should plan reading and writing instruction that can help students develop positive attitudes to these skills and parents should help in the development of these skills at home.

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The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

Revista de Contabilidad ◽

10.6018/rcsar.359561 ◽

2021 ◽

Vol 24 (2) ◽

pp. 153-167

Author(s):

María José Martínez-Romero ◽

Alba Mª Priego de la Cruz ◽

Cristina Ferrer-García ◽

Mª Pilar Casado-Belmonte

Keyword(s):

Academic Performance ◽

Cooperative Learning ◽

Previous Experience ◽

Learning Techniques ◽

Learning Technique ◽

Students Attitudes ◽

Prior Experiences ◽

Previous Group ◽

Aprendizaje Cooperativo

Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

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Listening Skills: Important but Difficult to Learn

10.31235/osf.io/9yhf2 ◽

2021 ◽

Author(s):

Jwahir Alzamil

Keyword(s):

English Language ◽

Speech Rate ◽

Background Information ◽

Listening Skills ◽

Online Questionnaire ◽

Spoken English ◽

Positive Attitudes ◽

Frequency Of Use ◽

Students Attitudes ◽

Learning To Listen

This study of 87 Saudi female university students aimed to discover whether they experience difficulties learning to listen to spoken English. Acknowledging that listening is an important part not just of learning a new language but also of day-to-day communication, data was collected using an online questionnaire. Participants were asked to respond to a series of statements designed to test four constructs relating to their attitudes to learning English language skills in general (a); learning listening skills specifically (b); their attitudes towards listening activities (c); and (d) their attitudes towards improving their listening skills. The results showed that most of participants felt that speaking and listening were the most important skills to learn, but listening was also the most challenging. Reading was felt to be the most effortless skill to learn, as well as the most commonly used, suggesting that frequency of use contributes to students’ perceptions of the ease of learning a skill. Participants’ difficulties with learning to listen to English were associated with speech rate, pronunciation, nervousness, limited vocabulary, and lack of background information. However, students also expressed positive attitudes towards improving their listening skills. Understanding students’ attitudes to listening skills and their problems with listening may help teachers improve the way they teach these skills. This may in turn improve students’ listening comprehension not only in universities but also in schools.

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Applying Reciprocal Teaching Method in Teaching Reading

Studies in Linguistics and Literature ◽

10.22158/sll.v1n2p112 ◽

2017 ◽

Vol 1 (2) ◽

pp. 112

Author(s):

Moh. Rodli ◽

Hari Prastyo

Keyword(s):

Reading Comprehension ◽

English Language ◽

Teaching Method ◽

Language Skills ◽

Reciprocal Teaching ◽

Modern World ◽

Teaching Reading ◽

Instructional Activity ◽

English Reading ◽

English Classroom

Reading is one of English language skills considered more important in this modern world, so reading gets more emphasize than other skills. Although receiving more attention than other language skills in English classroom, the result of students’ reading comprehension achievement is still far from expectation. To help students comprehend English reading texts and have better achievement in reading skill, Reciprocal Teaching method can be an alternative to offer. The Reciprocal Teaching method as an instructional activity that takes place in the form of dialogue, which is structured by the use of four steps: predicting, clarifying, question generating, and summarizing. Students learn to use four strategies to increase their understanding of the text being read. This method is useful for improving students’ reading effectiveness, in addition to help students better remember what they read. This paper highlights the Reciprocal Teaching method and its use as an alternative to improve students’ reading comprehension achievement.

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