scholarly journals STORYTELLING USING RECONSTRUCTED INDONESIAN FOLKTALES IN ENGLISH TRANSLATION TO IMPROVE THE READING SKILL OF PRIMARY 2 STUDENTS IN SCHOOL X

2021 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
Ingenies Wijanarko
Keyword(s):  
Moral Education ◽  
Reading Skills ◽  
Word Of Mouth ◽  
Implementation Process ◽  
Reading Skill ◽  
Writing Systems ◽  
English Reading ◽  
Vocabulary Comprehension ◽  
Moral Lesson ◽  
Bahasa Indonesia

<p>Folktales are stories originating in people’s culture, typically passed on by word of mouth before writing systems were developed. It has been known that children stories are never simple stories. The stories generally contain edifying elements and moral lesson to educate children and shape their characters. These elements are even stronger in folktales as they are potential medium to carry moral education from generation to generation. Unfortunately, not all of them contain teachings that are relevant to today’s values and even contain teachings that have unconstructive values. This study used reconstructed folktalesNilam Kandungas the purposes of this study were: (1) to describe the use and implementation of storytelling using Indonesian folktales in order to improve English reading skill towards English comprehension text, vocabulary and fluency of primary 2 students, (2) to analyze primary 2 students’ reading comprehension, vocabulary and fluency as they engaged in reading the Indonesian folktales through storytelling method, (3) to identify problems and obstacles that happened during the implementation process. The subjects of this study are Primary 2 students consist of 26 students. The research used classroom action research design and the instruments are tests.The results showed that (1) students’ vocabulary, comprehension and fluency as parts in reading skills are enhanced, (2) students’ sense of moral education is enhanced (3) storytelling using Indonesian folktales is attractive to students in reading English texts.</p><p><strong>BAHASA INDONESIA ABSTRACT:</strong> Cerita rakyat adalah cerita asli dalam kebudayaan, biasanya diteruskan dari mulut ke mulut sebelum sistem menulis dikembangkan. Sudah sejak dahulu diketahui bahwa cerita anak-anak tidaklah pernah cerita yang sederhana. Cerita-cerita tersebut pada umumnya mengandung unsur-unsur yang dapat mempengaruhi pikiran dan pelajaran moral untuk mendidik dan membentuk karakter. Unsur-unsur ini bahkan lebih kuat di dalam cerita rakyat karena cerita rakyat adalah perantara yang berpotensi untuk membawa pendidikan moral dari generasi ke generasi. Sayangnya, tidak semuanya mengandung pengajaran yang masih relevan dengan nilai-nilai kini dan bahkan mengandung pengajaran yang memiliki nilai-nilai yang bersifat tidak membangun.Studi ini menggunakan cerita rakyat terkonstruksi ulang <em>Nilam Kandung</em>karena tujuan dari studi ini adalah: (1) mendeskripsikan penggunaan dan penerapan bercerita menggunakan cerita rakyat Indonesia untuk meningkatkan kemampuan membaca Bahasa Inggris dalam memahami bacaan, perbendaharaan kata  dan kelancaran membaca dalam Bahasa Inggris siswa kelas 2, (2) menganalisa kemampuan membaca bahasa Inggris siswa kelas 2 ketika mereka sedang terlibat dalam membaca cerita rakyat Indonesia melalui metode bercerita, (3) mengidentifikasikan masalah dan rintangan-rintangan yang terjadi selama proses pelaksanaan.Subjek dari studi ini adalah siswa kelas 2 yang terdiri dari 26 siswa. Penelitian ini menggunakan rancangan penelitian tindakan kelas. Hasil penelitian menunjukkan bahwa (1) keterampilan membaca siswa perbendaharaan kata, memahami bacaan dan kelancaran membaca meningkat, (2) pendidikan moral siswa meningkat(3) bercerita dengan menggunakan cerita rakyat Indonesia lebih menarik bagi siswa dalam membaca teks Bahasa Inggris.</p>

scholarly journals THE USE OF CONTENT-BASED SUMMARIZING TECHNIQUE IN IMPROVING STUDENTS’ READING SKILLS OF MADRASAH

2017 ◽  
Vol 4 (2) ◽  
pp. 208-220
Author(s):  
Zana Chobita Aratusa
Keyword(s):  
Reading Skills ◽  
English Education ◽  
Reading Skill ◽  
Future Research ◽  
Teaching English ◽  
Islamic Schools ◽  
English Reading ◽  
Reading Text ◽  
Reading Teaching ◽  
Central Sulawesi

ABSTRACT Previous studies argued that summarizing techniques can improve students skill to comprehend a reading text, but those studies did not address what type of summarizing teachniques and how to apply them, in particular in Islamic schools context in which their studdents often study rich textual documents. Through the use of the experimental method, this study implemented Content-Based Summarizing Technique (CBST) in teaching English reading skill at two State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Palu, Central Sulawesi. After 12 weeks teaching, this study found that students who were taught by using CBST have significantly improved their reading skill to comprehend a reading text. Meanwhile, the non-CBST treatment students’ reading skill remain stable. This study concludes  that the use of CBST in English reading teaching can be used as a new alternative technique in English teaching. The limitation of this study is that the treatment might not be long enough and the sample small. Future research need to involve more sample and apply longer treatment period.  ABSTRAK Sejumlah penelitian sebelumnya menemukan bahwa teknik merangkum dapat meningkatkan keterampilan siswa untuk memahami teks bacaan, namun penelitian tersebut tidak membahas jenis pengajaran yang meringkas dan bagaimana menerapkannya, khususnya dalam konteks sekolah Islam seperti madrasah yang  para siswanya sering mempelajari berbagai teks bacaan. Dengan menggunakan metode eksperimen, penelitian ini menerapkan Content-Based Summarizing Technique (CBST) dalam pembelajaran keterampilan membaca dalam bahasa Inggris pada dua Madrasah Aliyah Negeri di Palu, Sulawesi Tengah. Setelah 12 minggu mengajar, penelitian ini menemukan bahwa siswa yang diajar dengan CBST mampu meningkatkan kemampuan membaca mereka secara signifikan dalam memahami teks bacaan dalam bahasa Inggris. Sementara itu, kemampuan membaca siswa yang tidak diajarkan dengan -CBST tetap tidak meningkat. Penelitian ini menyimpulkan bahwa penggunaan CBST dalam pengajaran membaca bahasa Inggris dapat digunakan sebagai teknik alternatif baru dalam pengajaran bahasa Inggris. Keterbatasan penelitian ini adalah lamanya penerapan CBST mungkin tidak cukup dan sampelnya kecil. Penelitian selanjutnya perlu melibatkan lebih banyak sampel dan  periode penerapan CBST perlu lebih lama.    How to Cite: Aratusa, Z. C. (2017). The Use  of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah. IJEE (Indonesian Journal of English Education), 4(2), 208-220. doi:10.15408/ijee.v4i2.6153 

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills

2018 ◽  
Vol 12 (1) ◽  
pp. 128
Author(s):  
Samer Al-Hammouri
Keyword(s):  
Public Schools ◽  
Reading Skills ◽  
Reading Skill ◽  
Achievement Test ◽  
French Language ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

The purpose of this study is to investigate the effect of using Prezi on Al Zaytoonah students&rsquo; performance in French Language reading skill. To achieve the purpose of the study, a pre/post-test was constructed to measure students&rsquo; performance in French language reading skill. The sample of the study comprised 128 students from Al Zaytoonah University and was distributed into two sections, which were selected purposefully. The sample of the study was distributed into two groups (one experimental and one control groups). The experimental group&rsquo;s students were taught the reading skill using Prezi while the control groups&rsquo; students were taught using the traditional way. The sample of the study was 64 students in the experimental group and 64 students in the control group. Those groups were distributed into two purposefully selected sections in public schools in Amman. The results of the study showed a variance in the means of the achievement test according to group, it also showed that there were statistically significant differences on the achievement test due to the Strategy variable. There were statistically significant differences between using Prezi Strategy and the Current Strategy in favor of the Prezi Strategy, and there was no statistically significant difference in the students&rsquo; achievement due to gender. There was no statistically significant difference due to the interaction between gender and group. The researchers recommend that researchers focus on new teaching strategies and conduct more studies related this topic. They also recommend that other researchers conduct studies and focus on the role play strategy.

scholarly journals Self-Assessment of English Reading Skills in Grade 6

2021 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Santa Aleksejeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Language Education ◽  
Assessment Tools ◽  
World Knowledge ◽  
European Language ◽  
Self Assessment ◽  
English Reading ◽  
Assessment Activities

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.

scholarly journals استراتيجية مهارة القراءة في نظرية ستيفين

IZDIHAR ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Zulli Umri Siregar
Keyword(s):  
Reading Skills ◽  
Reading Skill ◽  
Language Skill ◽  
Good Reading ◽  
The Individual ◽  
Readable Text

Reading is a language skill through the interpretation of written symbols into comprehensible readable meanings in that the skill appears in the reader's interaction with the readable text, its understanding, criticism, taste, and use in solving the problems encountered by the reader and its use in the behavior it produces during reading or after completion. To achieve this result, a strategy is needed for each individual and differs from one another. In order to upgrade the ability of this skill in the least time and effort, Stephen's theory (STIFIn) provided an effective method of learning according to the most prominent intelligence engine that will help the individual more effective and efficient. By learning how to learn about this theory, you will also know the strategy of good reading skill that achieves the goal of this reading, and the researcher will search for how Stephen's strategies of reading skills, especially for the sense of the relaxed and diastolic feeling.

Academic Characteristics of Self-Identified Illiterates

1992 ◽  
Vol 74 (3) ◽  
pp. 739-744 ◽  
Author(s):  
Fran T. Fleener ◽  
Jan F. Scholl
Keyword(s):  
Reading Skills ◽  
Reading Skill ◽  
Read Aloud ◽  
Academic Characteristics ◽  
Short Vowels ◽  
Grade 5 ◽  
Descriptive Account ◽  
Grade 11

The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especially the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced.

scholarly journals Reading Skill among Malaysian ESL Lower Secondary Students: Which Girls and Which Boys are Achieving and Underachieving?

2020 ◽  
Vol 8 (2) ◽  
pp. 88-111
Author(s):  
Kamal J I Badrasawi ◽  
Noor Lide Abu Kassim
Keyword(s):  
Student Performance ◽  
Secondary Students ◽  
Critical Literacy ◽  
Educational Achievement ◽  
Economic Status ◽  
Reading Skill ◽  
Literacy Skill ◽  
English Reading ◽  
The Difference ◽  
Low Performance

The literature on educational achievement has shown consistently that boys are underachieving. They are disengaged with learning, and their dropout rates in schools are higher than those for girls. Although the problem of underachievement and disengagement with learning is largely associated with boys, not all boys are underachieving or disengaged with learning, and not all girls are achieving and engaged with learning. There is also strong evidence to suggest that differences within gender are more significant than the difference between gender. Recent research findings have shown that educational performance is highly influenced by socio-demographic factors such as school location, race or ethnicity, socio-economic status, and parents’ education. Given that reading is a critical literacy skill for academic achievement and English is an important second language in Malaysia, this study sought to identify groups of Malaysian lower secondary students who are at risk of underachieving in English reading skill. A sample of 944 Malaysian ESL Form 1, 2 and 3 students, randomly selected from national-type schools, participated in the study. A test of English reading skill, consisting of 60 multiple-choice items was used. The Rasch Model analysis as well as selected descriptive statistics were used to answer the research questions. The results showed that students’ performance in English reading differed from one group to another, implying that gender did not exclusively influence student performance. Based on the findings, more sound and informed decisions on students’ performance in English reading skill and the most effective teaching methods can be made. Qualitative investigation of the factors behind high or low performance among these groups of students is also needed to further understand the influence of these factors on achievement and underachievement .

DEVELOPMENT OF AN AUGMENTED REALITY MOBILE APP FOR ENHANCING ENGLISH READING SKILLS

2020 ◽  
Author(s):  
Abdon Carrera Rivera ◽  
Sofia Vasconez Miranda ◽  
Jonathan Samaniego Villarroel ◽  
Amalín Mayorga Alban
Keyword(s):  
Augmented Reality ◽  
Reading Skills ◽  
Mobile App ◽  
English Reading
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