Does the Curriculum and Assessment Policy Statement Address Teaching and Learning of Reading Skills in English First Additional Language?

Mousaion ◽  
2018 ◽  
Vol 35 (2) ◽  
pp. 56-78 ◽  
Author(s):  
Johannah Mapotlakishe Rapetsoa ◽  
Rachael Jesika Singh
Keyword(s):  
Reading Ability ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Further Education ◽  
Small Scale ◽  
Policy Statement ◽  
Reading Levels ◽  
Whole Process ◽  
Assessment Policy ◽  
New Curriculum

There has been a general outcry in South Africa that learners’ reading ability has deteriorated. This could be attributed to the fact that since 1998, new curricula were consistently introduced and changed with an aim of redressing the legacy of apartheid. The whole process of curriculum change not only affected the learners’ ability to read, write and count, but the quality of education as well. When reading skill are not developed, learners cannot cope with their academic responsibilities. The aim of this article is to determine whether the recent curriculum, the Curriculum and Assessment Policy Statement (CAPS), gives the teaching and learning of reading skills the necessary attention, and whether there is improvement in the reading ability of learners. The study used the mixed methods approach, but focused mainly on the qualitative approach, and employed a small scale quantitative focus to collect data from grade ten English First Additional Language (EFAL) learners and their educators, as well as curriculum policy documents. Although on paper CAPS seems to be a good curriculum, three years after its inception, educators are concerned about the reading ability of EFAL learners who are in grade ten in the Further Education and Training (FET) phase. Findings from educators and learners’ data indicate that there are some learners who can read well and those who are lagging behind. The challenge of educators not receiving intense training in order to implement the new curriculum was also highlighted. The study recommends that training of educators to implement the new curriculum EFAL educators should focus on building vocabulary and teaching comprehension skills so that the reading levels of EFAL learners in the FET phase can be enhanced.

scholarly journals Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context

2020 ◽  
Vol 10 (2) ◽  
pp. 116
Author(s):  
Cedric Bheki Mpungose
Keyword(s):  
South African ◽  
Science Teachers ◽  
Physical Science ◽  
Further Education ◽  
Policy Statement ◽  
Physical Sciences ◽  
Spider Web ◽  
Assessment Policy ◽  
Science Concepts ◽  
Conceptual Study

Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.

scholarly journals AN EXPLORATION OF THE PROGRESSION POLICY AND ITS EF

2021 ◽  
Vol 9 (3) ◽  
pp. 194-207
Author(s):  
Thandi Priscillia Nkosi ◽  
◽  
Rufus Olufemi Adebayo ◽  
Keyword(s):  
Parental Support ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Analytical Framework ◽  
Negative Influence ◽  
Further Education ◽  
Pass Rate ◽  
Policy Statement ◽  
Structured Interviews ◽  
Learner Achievement

This article examines the Progression Policy and its effects on learner achievement in the Further Education and Training Phase (Grades 10 to 12) amongst five underperforming public secondary schools in Pinetown. Since the adoption of the Progression Policy, the pass rate noticeable declined between 2014 and 2016. Thus, the Progression Policy is used in this study as an analytical framework, whilst the qualitative research design was used to gather data. The faceto-face semi-structured interviews, as well as focus group discussions with educators and principals, served as data collection methods. This study emphasized challenges attributed to the implementation of the Curriculum and Assessment Policy Statement and the Progression Policy in the Pinetown District. The study further revealed that the South African education system, from the Foundation Phase level all the way up, is plagued by serious challenges. The identified challenges include a lack of parental support, learner absenteeism, learner indiscipline, learner demotivation, resource allocation, and teacher-learner ratios. The results also revealed that the socioeconomic environment contributes to a dysfunctional condition in schools, which has a negative influence on the teaching and learning experience amongst educators and learners. Thus, the study proposes the reconfiguration of the Progression Policy alongside practicable and relatable recommendations inconsonance to study.

scholarly journals Penerapan Metode SQ3R Untuk meningkatkan Kemampuan Membaca Intensif Siswa kelas IX MTs Nahdliyatul Islamiyah Blumbungan Pamekasan

2018 ◽  
Vol 6 (02) ◽  
pp. 192-206
Author(s):  
Rahmawati Ardila ◽  
Linta Wafdan Hidayah
Keyword(s):  
Learning Process ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Action Observation ◽  
Student Response ◽  
Learning Activity ◽  
Student Interest ◽  
Ability Test ◽  
Intensive Reading

The ability of intensive reading class IX students at MTs Islamiyah Nahdliyatul Blumbungan is still relatively low due to the use of conventional methods when teaching and learning process of reading and  lack of student interest in reading. To solve this problem , it requires methods that can improve the ability of students in the learning process. One of them is SQ3R method that can be used to determine how to learn a research, critical thinking, creative and how to motivate and review what has been learned. The purpose of this study was to improve the intensive reading skills of class IX MTs Nahdliyatul Islamiyah Blumbungan, Pamekasan after using the SQ3R method. The method used is classroom action research (PTK), which consists of 4 stage, namely planning, action, observation, and reflection. The instruments used were student response questionnaires, teacher and student activity observation sheets, and intensive reading ability test questions. The results of this study can be concluded that 27 students who achieve the creteria mininum, while students who do not achieve the creteria were 3 students. The percentage of achievement in classical is 90% ≥ 60% while for the increase in the ability of intensive reading students from cycle I to cycle II amount to 0.41 which is classified as moderate. Based on these results it can be concluded that the implementation of SQ3R method can improve the ability of intensive reading class IX students at MTs Islamiyah Nahdliyatul Blumbungan. Keywords: SQ3R Method, Intensive Reading Ability, Learning Activity Abstrak: Kemampuan membaca intensif siswa kelas IX di MTs Nahdliyatul Islamiyah Blumbungan, Pamekasan yang masih tergolong rendah yang disebabkan oleh penggunaan metode konvensional pada saat pembelajaran membaca serta kurangnya minat siswa dalam membaca. Untuk menghadapi kendala tersebut diperlukan metode yang bisa mengadaptasi kemampuan siswa dalam proses pembelajarannya. Salah satunya  adalah metode SQ3R yang dapat digunakan untuk mengetahui bagaimana belajar meneliti, berfikir kritis, kreatif dan bagaimana memotivasi diri sendiri dan meninjau kembali apa yang telah dipelajari. Tujuan dalam penelitian ini adalah untuk meningkatkan kemampuan membaca intensif siswa kelas IX MTs Nahdliyatul Islamiyah Blumbungan, Pamekasan setelah menggunakan metode SQ3R. Metode yang digunakan adalah penelitian tindakan kelas (PTK)yang terdiri dari 4 Tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Instrumen yang digunakan adalah angket respon siswa, lembar observasi kegiatan guru dan siswa, serta soal tes kemampuan membaca intensif. Hasil dari penelitian ini dapat dipaparkan bahwa siswa yang tuntas belajar secara individu sebanyak 27 orang, sedangkan siswa yang tidak tuntas belajar secara individu sebanyak 3 orang. Prosentase ketercapaian secara klasikal sebesar 90% ≥ 60% sedangkan untuk peningkatan kemampuan membaca intensif siswa dari siklus I ke siklus II adalah sebesar 0.41 yang tergolong sedang. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa penerapan metode SQ3R dapat meningkatkan kemampuan membaca intensif siswa kelas IX MTs Nahdliyatul Islamiyah Blumbungan.

scholarly journals 5+1 Newspaper Organizer: A Classroom Strategy for Developing Students’ Reading Skill

2021 ◽  
Vol 7 (1) ◽  
pp. 111-121
Author(s):  
Nurlina Nurlina ◽  
Supiani Supiani ◽  
Iwan Perdana
Keyword(s):  
Junior High School ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Reading Skills ◽  
Reading Skill ◽  
Learning Activities ◽  
Effective Strategy ◽  
Implicit Information ◽  
Main Ideas

The objectives of this study are to investigate the implementation of the 5+1 Newspaper Organizer as a strategy in developing the students’ reading skills and to find out the students’ and teacher’s responses when the 5+1 newspaper organizer strategy is implemented at the teaching and learning activities. The qualitative method is employed in this study in which the data are collected from observation, interview, and documentation at a junior high school in South Kalimantan province, Indonesia. The findings report that the use of 5+1 newspaper organizer contributed positively to students’ reading skill because it helped them find main ideas, the meaning of words, and the explicit and implicit information of the text easily. They worked collaboratively by sharing ideas and learning texts together. They were also engaged with the strategy and felt happy, enthusiastic, and active at the reading class because the teacher gave the students with more opportunity to work in a group without feeling shy or doubt to learn it. Therefore, the 5+1 Newspaper Organizer is an effective strategy for developing students’ reading ability.

Reading Development in Deaf Children

2018 ◽  
Author(s):  
Fiona E. Kyle
Keyword(s):  
Literacy Development ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Development ◽  
Theoretical Models ◽  
Deaf Children ◽  
Reading Levels ◽  
Phonological Skills ◽  
Children's Literacy ◽  
Models Of Reading

Reading is a complex and multifaceted skill, the development of which is the cornerstone of education. Many deaf children show delays in reading achievement compared to their hearing peers. Despite recent advances in technology that might be expected to support deaf children’s literacy development, overall reading levels do not appear to have made commensurate improvement. This chapter explores this issue by examining studies that try to account for the huge individual differences observed in deaf children and adolescents’ reading skills. The roles of vocabulary and phonological skills in reading ability are discussed with reference to theoretical models of reading development. Implications for teachers and practitioners are explored.

The Cycle of Academic Reading Fear Among Undergraduates

2020 ◽  
Vol 16 (3) ◽  
pp. 265
Author(s):  
Noor Hanim Rahmat ◽  
Mazlen Arepin ◽  
Suraiya Sulaiman
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Anxiety Scale ◽  
Academic Reading ◽  
Reading Anxiety

This study investigates students' fear in academic reading as well as the influence of perceived difficulties in their reading comprehension. The paper aims to study the level of anxiety as experienced by undergaduate students in academic reading. Data from 25 respondents were analyzed quantitatively using Reading Anxiety Scale (FLRAS) developed by Saito, Horwitz, and Garza (1999). Te objectives of the study are to examine the influence of students' fear and perceived difficulties in academic reading. The findings of this study reveal that factors such as background and culture, general reading ability, vocabulary, grammar as well as teaching method can make readers fear reading. The results of this study bear interesting implications towards the teaching and learning of academic reading in English as a Second Language.

Administrasi Kurikulum

2020 ◽  
Author(s):  
Qatrin Nada Sanya Rossevin
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
Educational Institutions ◽  
Educational Goals ◽  
Good Teaching ◽  
Learning Situation ◽  
Whole Process ◽  
Learning Practices ◽  
Teaching Programs ◽  
Principal Task

Curriculum administration is the whole process of planned and intentional and deliberate activities as well as ongoing guidance to the teaching and learning situation in order to help the achievement of educational goals effectively and efficiently.In this connection, at any school level the principal task of the school is to ensure that there are good teaching programs for students. Because basically the management or management of education focuses on all its efforts on teaching and learning practices (PBM). This seems clear that in essence all efforts and activities carried out in schools or educational institutions are always directed at the success of PBM.

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

scholarly journals Applying Sight Translation as a Means to Enhance Reading Ability of Iranian EFL Students

2016 ◽  
Vol 9 (3) ◽  
pp. 153
Author(s):  
Moslem Fatollahi
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Control Group ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Efl Students ◽  
Iranian Context ◽  
Reading Comprehension Ability

<p>Sight translation is the oral translation of a written text and is a mixture of translation and interpreting. Sight translation is a widely-used activity in translation training programs. Yet, this mode of translation has rarely been applied as a reading instruction technique in Iranian EFL instruction context in spite of the growing interest in using sight translation in language teaching and learning. This study aims at investigating the effect of sight translation on the reading comprehension ability of Iranian undergraduate EFL students. This is a quasi-experimental study involving treatment. To this end, four reading comprehension classes involving 70 learners were divided into two groups, with the experimental one receiving reading instruction with sight translation exercises and the control group receiving reading instruction without sight translation exercises. The posttest results revealed that the experimental group performing sight translation exercises in classroom outperformed the control group who had not engaged in sight translation. This study has implications for ELT instructors and learners in an Iranian context as they can use sight translation exercises as an effective technique for improving the reading comprehension ability of their learners.</p>

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