scholarly journals English Teachers' Competency in Flipped Learning: Question Level and Questioning Strategy in Reading Comprehension

2022 ◽  
Vol 15 (1) ◽  
pp. 965-984
Author(s):  
Reflianto Reflianto ◽  
◽  
Punaji Setyosari ◽  
Dedi Kuswandi ◽  
Utami Widiati ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Teachers ◽  
Flipped Learning

scholarly journals English teachers’ methods in teaching reading comprehension of procedure text

2020 ◽  
Vol 9 (1) ◽  
pp. 75-84
Author(s):  
Akidatul Yusmalinda ◽  
Puji Astuti
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
English Teachers ◽  
Project Based Learning ◽  
Translation Method ◽  
Teaching Reading ◽  
Hard Time ◽  
Procedure Text ◽  
Grammar Translation Method ◽  
The Difference

This study focuses on English teachers’ methods in teaching reading comprehension of procedure text. The main purpose of this study is to describe the methods used by English teachers and reveal the strengths and weaknesses of those methods used for teaching reading comprehension of procedure texts. The research was a qualitative case study. The participants of this research were two English teachers at one of junior high schools in Semarang  in the academic year of 2019/2020. In collecting data, several data collection instruments were used, including: interview, observation guideline and document analysis checklist. The findings showed that English teachers planned the teaching materials and strategies in advance. They also used various methods in teaching reading of procedure text. Both teachers almost used the same methods which were audio-visual method, scaffolding, grammar-translation method, and project-based learning. The difference was in the step of the strategy implementation. In addition, the findings showed that the most appropriate method in teaching reading comprehension was grammar-translation method since it helped students comprehend the procedure text. There were several students who still had a hard time following the lessons. Teachers are supposed to make sure that all students have understood the whole text or not and they should observe the students’ situation and needs so that the teaching and learning is contextual.

scholarly journals Investigating the Trends of Teaching Reading Comprehension Skills at Primary Schools

2021 ◽  
Author(s):  
Fisseha Motuma
Keyword(s):  
Reading Comprehension ◽  
Focus Group ◽  
Primary School ◽  
Focus Group Discussion ◽  
Primary Schools ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
Comprehension Strategies ◽  
Teaching Reading

This study explored lived academic experiences of primary school teachers in teaching reading. It attempted to find out whether primary school English teachers were aware of different thinking and comprehension strategies like cognitive, metacognitive and comprehension strategies: predicting, visualizing, making connections and summarizing. Purposive sampling technique was employed to specify the participants. To collect the required data, focus group discussion and classroom observation were used. Seven experienced primary school English teachers were involved in the study: two of the teachers participated in the classroom observations, whereas the five teachers participated in the Focus Group Discussion. The data collected through FGD were audio-recorded and later transcribed for analysis. The data were analyzed based on grounded theory using open, selective and substantiate coding. The results of the analysis indicated teachers gave little attention to thinking or thought-based teaching of reading comprehension. The teaching focused on textual comprehension instead of research-proved thinking strategies.

scholarly journals Exploring Teaching Techniques Used In Teaching Reading Comprehension By English Teachers At Madrasah Aliyah Pasangkayu

2021 ◽  
Vol 6 (10) ◽  
pp. 4858
Author(s):  
Aisyah Kahar Putri ◽  
Rofiqoh Rofiqoh ◽  
Mukrim Mukrim
Keyword(s):  
Reading Comprehension ◽  
Study Groups ◽  
English Teachers ◽  
Second Phase ◽  
Teaching Reading ◽  
Teaching Techniques ◽  
Strategic Reading ◽  
Teacher Needs ◽  
Collaborative Strategic Reading ◽  
Reading Text

This research was aimed at finding out the teaching techniques used in teaching reading comprehension by English teachers from four Madrasah Aliyah at Pasangkayu Regency. MAN Pasangkayu, MA DDI Pasangkayu, MA DDI Kasoloang and MA DDI Darul Ulum. This research applied mix method approach. The respondents of this research were 8 English teachers. The instrument for collecting the data was a questionnaire and interview. Quantitative data were collected and analyzed in the first phase of the research and qualitative data were collected in the second phase. The results reveal that the English teachers use several techniques in teaching reading comprehension such as Scanning Technique, Skimming Technique, SQ3R, Speed Reading, Detailed Reading Strategy, and Collaborative Strategic Reading. The result of the interview showed that the teachers tended to use the Scanning-Skimming technique and SQ3R compared to other techniques. According to them, the Scanning-Skimming technique were two techniques that were very effective for students to use when they did English exams, especially reading texts, they find it easier to get information from a reading text. Meanwhile, SQ3R is a technique that is very good for the benefit of reading intensively. The teachers at Madrasah Aliyah Pasangkayu Regency to upgrade in teaching reading are only some of them who have attended seminars/webinars or training from related agencies or schools. As for their efforts in improving their reading teaching skills, only a few of them were creative to learn independently to find references, hold study groups, review journals, and download videos about teaching reading techniques. Every teacher needs to be more creative for the learning process can be successful.

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION OF THE TWELFTH GRADE STUDENTS OF SMA NEGERI 1 BATANG KUIS THROUGH GROUP INVESTIGATION METHOD

2017 ◽  
pp. 22-34
Author(s):  
Torang Maruli Sinurat ◽  
Anna Stasya Prima Sari ◽  
Novalina Sembiring
Keyword(s):  
Reading Comprehension ◽  
Data Analysis ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching Process ◽  
Motivation To Read ◽  
Investigation Method ◽  
Quantitative Data Analysis ◽  
Twelfth Grade ◽  
Share Information

Reading is not only about pronouncing written words correctly but also comprehending the text. It is not surprising that students have difficulties in reading comprehension. For example: Students cannot understand and share information of the text. Thus, there must be a method which can help them read effectively. Group Investigation method can help improve the students’ reading comprehension and motivation to read. The objectives of this research are to find out that Group Investigation method improves students’ reading comprehension and to describe the students’ responses towards learning teaching process of reading comprehension through the application of Group Investigation method. This research is Classroom Action Research (CAR) which was conducted by applying Group Investigation method to the twelfth grade students of SMA Negeri 1 Batang Kuis. After six meetings, it could be seen that there is a significant improvement of the students’ reading comprehension. The results of the tests showed that the students’ mean score in the pretest is 60.25 with 15.62% of the students who got score > 75, the students’ mean score in the formative test is 71.25 with 28.12% of the students who got score > 75, and the students’ mean score in the posttest is 78.87 with 71.87% of the students who got score > 75. The quantitative data analysis showed that there is a significant mean score increase from pretest to posttest, namely about 56.25%. The qualitative data analysis showed that the students’ responses towards the application of Group Investigation method in the learning teaching processes of reading comprehension on narrative texts are very positive. They agree that the application of Group Investigation method could help them improve their reading comprehension. It is suggested that English teachers apply Group Investigation method as an alternative to improve their students’ reading comprehension.

scholarly journals Secondary School English Teachers’ Preception Towards The Use of Flipped Learning in Buleleng Regency

2020 ◽  
Vol 4 (2) ◽  
pp. 171
Author(s):  
D. K. Putri Handayani ◽  
M. H. Santosa ◽  
I N. P. Hadi Saputra
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
English Teachers ◽  
Mixed Method Research ◽  
Flipped Learning ◽  
Validity And Reliability ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
The Mean ◽  
Microsoft Office

This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.  

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