scholarly journals The Efficacy of Using Reciprocal Teaching Technique in Teaching Reading to Indonesian English as Foreign Language (EFL) Students

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Soleman Dapa Taka
Keyword(s):  
Foreign Language ◽  
Significance Test ◽  
Reciprocal Teaching ◽  
Main Question ◽  
Teaching Reading ◽  
English As Foreign Language ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students

This research aims at finding out the efficacy of using reciprocal teaching technique in teaching reading to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of reciprocal teaching technique effective in teaching reading to Indonesian EFL students?.  The research can be an addition in the persisting teaching reading by using reciprocal teaching technique.  This research was conducted at the tenth grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading and the post-test given to find out the students’ improvement in reading after giving the treatment by using of reciprocal teaching technique. The findings show that using reciprocal teaching technique is effective in teaching reading to Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00.  Therefore, it is recommended to use reciprocal teaching technique in developing reading skill of Indonesian EFL students.

scholarly journals The Efficacy of Using Pair Work Technique in Teaching Conditional Sentences to Indonesian English as Foreign Language (EFL) Students

2020 ◽  
Vol 8 (2) ◽  
pp. 602-610
Author(s):  
Soleman Dapa Taka
Keyword(s):  
Foreign Language ◽  
Significance Test ◽  
Main Question ◽  
English As Foreign Language ◽  
Tenth Grade ◽  
Post Test ◽  
Efl Students ◽  
Teaching Grammar ◽  
Pair Work ◽  
Work Technique

This research aims at finding out the efficacy of using the pair work technique in teaching grammar especially the conditional sentences to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of the pair work technique effective in teaching conditional sentences to Indonesian EFL students?.  The research can be an addition to the persisting teaching grammar of English particularly the conditional sentences through the use of the pair-work technique.  This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in mastering conditional sentences and the post-test given to find out the students’ improvement in mastering conditional sentences after giving the treatment by using of pair work technique. The findings show that using the pair work technique is effective in teaching conditional sentences to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00.  Therefore, it is recommended to use the pair work technique in developing students’ competence in mastering conditional sentences l of Indonesian EFL students. 

scholarly journals EFFECTIVENESS OF SUMMARIZING IN TEACHING READING COMPREHENSION FOR EFL STUDENTS

2018 ◽  
Vol 3 (1) ◽  
pp. 33-50
Author(s):  
Dwi Astuti Wahyu Nurhayati ◽  
Maylia Wilda Fitriana
Keyword(s):  
Reading Comprehension ◽  
Research Design ◽  
Experimental Research ◽  
Test Design ◽  
Teaching Reading ◽  
Alternative Teaching ◽  
Teaching Technique ◽  
Post Test ◽  
Written Form ◽  
Efl Students

  & This  problem highlighted in this study is  the low  of reading comprehension of the students at MTsN Pucanglaban Tulungagung that is caused by (1) the students’ difficulties to understand about meaning in the text; (2) the students’difficulties to read and spell it correctly whether in spoken form or written form.; (3) the lack of vocabulary. The research design in this study was pre-experimental research with one group pre-test post-test design. This design involves only one group by using pre-test and post-test as the instrument. The sample was VIIIA class which consists of 34 students. The result showed that the students’ mean score in teaching reading comprehension before they are taught using summary technique was 84.37. While the students’ mean score after they are taught using summary technique was 90.43. By comparing significant level in t table at 0.05, it is known that t count is bigger than t table.  Summary technique can be used as an alternative teaching technique to teach reading comprehension to the students at JHS level. 

scholarly journals The Efficacy of Using Language Experience Approach in Teaching Reading Fluency to Indonesian EFL Students

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Masruddin
Keyword(s):  
Reading Fluency ◽  
English Education ◽  
Significance Test ◽  
Teaching Reading ◽  
Language Experience ◽  
Study Program ◽  
Post Test ◽  
Efl Students ◽  
Language Experience Approach ◽  
Basic Ability

This research was aimed at finding out the efficacy of language experience approach (LEA) in teaching reading fluency to Indonesian EFL students. This research was conducted at the fifth semester of English education study program of IAIN Palopo, an Indonesian University. The total number of samples was 20 students. This research used a pre-experimental method with pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading fluency and the post-test given to find out the students’ improvement in reading fluency after giving the treatment through, Language Experience Approach (LEA). The findings showed that LEA approach is effective in teaching reading fluency of Indonesian EFL students. It is supported by the result of significance test through SPSS 20 program that the P was 0.00. . Therefore, it is recommended to use Language Experience Approach (LEA) in developing reading fluency of Indonesian EFL students.

IMPROVING STUDENTS’ ACHIEVEMENT IN READING NARRATIVE TEXT BY USING RECIPROCAL TEACHING METHOD

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ruth Adelina Sianturi ◽  
Sumarsih Sumarsih
Keyword(s):  
Reading Comprehension ◽  
Teaching Method ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Tenth Grade ◽  
The Subject ◽  
The Mean

This study deals with the improving students’ achievement in reading narrative text by using reciprocal teaching. The research of this study was conducted by using action research. The subject of this study was the tenth grade students SMA Negeri 6 Medan. One class was taken as the subject, namely the students from X-5. There were 49 students, consisting of 22 male and 27 female. This research was done in two cycles; there was three meetings in cycle I and three meetings in cycle II. The instruments for collecting data were reading narrative text (25 items of multiple choice tests) teacher make test as quantitative data and interview sheet, observation sheet and diary notes as qualitative data. In analyzing the data, the mean of the students’ score for the treatment I was 61.79, for the treatment II was 72.24 and treatment III was 81.71. The data showed that the students’ score was rising in every treatment. The conclusion is that the use of reciprocal teaching method can improve students’ reading comprehension in narrative text. It suggested to English teacher to apply reciprocal teaching method in teaching reading comprehension. Key words: reading, narrative text, reciprocal teaching.

scholarly journals IMRPOVING STUDENTS’ READING COMPREHENSION THROUGH RECIPROCAL TEACHING STRATEGY ON NARRATIVE TEXT

2019 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Santi Nurdianti ◽  
Resti Rosita ◽  
Odo Fadloeli
Keyword(s):  
Reading Comprehension ◽  
Teaching Strategy ◽  
Narrative Text ◽  
Reciprocal Teaching ◽  
Teaching Reading ◽  
Grade Student ◽  
9Th Grade ◽  
Post Test ◽  
Ninth Grade Student ◽  
The Mean

This study is a CAR. The objective of this study is improve reading comprehension through reciprocal teaching strategy for the ninth grade student. The researcher answered 2 problem questions of research 1) can the use of reciprocal teaching strategy improve the students’ reading comprehension in the 9th grade of MTs At-Taqwa Cihampelas? 2) How far does the use of reciprocal teaching strategy improve the 9th of MTs AT-Taqwa? Design of the research was CAR. It was conducted in 2 cycles. The teacher analyzed the students’ reading comprehension in each cycle. The results showed that (1) the use of reciprocal teaching strategy can enhance students reading comprehension step by step from cycle 1 and 2. It is proved with the students score, the mean score pretest in cycle I 52.57 and the mean of the posttest in cycle I 63.14.The mean of the post-test in cycle II 71.71.the last cycle means score was categorized as good. The improvements in students understanding indicates that reciprocal teaching strategy is effective and applicable when deals with the students’ problem in reading narrative text.Keywords: Reciprocal teaching, reading comprehension, narrative text.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

2019 ◽  
Vol 7 (1) ◽  
pp. 12
Author(s):  
Setya Resmini
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Primary Data ◽  
English As Foreign Language ◽  
Advantages And Disadvantages ◽  
Efl Students ◽  
Negative Perceptions ◽  
English Classroom ◽  
Bahasa Indonesia

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English.  The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed.  The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

scholarly journals The EFFECTIVENESS OF SMALL GROUP DISCUSSION IN TEACHING READING COMPREHENSION OF NARRATIVE TEXT AT X GRADE IN SMAN 1 WOLOWAE

2021 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Theofilus Usu ◽  
Adi Adi
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Small Group ◽  
Group Discussion ◽  
Narrative Text ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
Tenth Grade ◽  
Post Test ◽  
The Mean

The present study aims at exams the effectiveness of small group discusssion in teaching reading comprehension of narrative text of the tenth -grade students of SMA NEGERI 1 WOLOWAE. Teaching reading comprehension is recommended in Senior High School because reading comprehension is very important. In competence based on curriculum, students are understanding to comprehending the conten of the text. The research is carried out through quantitative research with an experimental method because the researcher gives treatment in teaching writing. In conducting the research, the researcher uses one group pre-test-post-test design. The researcher gave pre-test before treatment and post-test after treatment to get the data. In this research, the researcher took twenty students as a sample. The result of the study shows that the score of pre-test was 61 while the mean score of post-test was 81.5 and the mean score of differentiate was 20.5. On the other side, it was found that the result of t-score is bigger than t-table (9,71 > 2,11) at the significant level of 0,05. Therefore, based on the hypothesis testing, we can conclude that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. Based on the result, it can be concluded that the using small group discussion as a method is effective to increase students reading comprehension of the students’ of Senior High School, especially for the tenth grade of SMA NEGERI 1 WOLOWAE. Based on this findings, it is suggested, that the teacher should try to apply an interesting method.

scholarly journals Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

The Effects of Technology-Mediated TBLT on Enhancing the Speaking Abilities of University Students in a Collaborative EFL Learning Environment

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Kate Tzu-Ching Chen
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
University Students ◽  
Cell Phone ◽  
English As Foreign Language ◽  
Learner Centered ◽  
Post Test ◽  
Collaborative Learning Environment ◽  
English Speaking

AbstractThe purpose of this study was to investigate the effects of technology-mediated TBLT (Task based language teaching) tasks where students must collaborate within an English as Foreign Language (EFL) course created to develop their English speaking abilities. A total of 25 students participated in this study and were assigned to groups of 4 to 6. Each group was asked to create seven five-minute video productions in English using their cell phone camera about topics assigned to them by the teacher over the course of one semester. The results of the pre-test and post-test indicated that the tasks were effective in improving students’ English speaking abilities. Class observations and students’ Facebook posts showed predominately positive perceptions towards the task of video making with their respective groups using technology tools. The bi-weekly video productions and the end-of-term survey revealed that the participants believe that technology-mediated TBLT in a collaborative learning environment was beneficial in increasing their English speaking abilities, which highlights the need to shift from teacher-centered activities to learner-centered activities within a collaborative learning environment.

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