scholarly journals EFL TEACHERS’ PERCEPTIONS TOWARD THE USE OF AUTHENTIC MATERIAL IN TEACHING READING COMPREHENSION

2020 ◽  
Vol 7 (2) ◽  
pp. 114-127
Author(s):  
Wildanum Mukhalladun ◽  
Nidawati Nidawati ◽  
Muhammad AR
Keyword(s):  
Reading Comprehension ◽  
Technical Problem ◽  
Structured Interview ◽  
Teaching Material ◽  
Research Approach ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Written Text ◽  
Teachers Perceptions ◽  
Efl Teachers

Reading comprehension is one of the english skills that cannot be neglected. Most students faced difficulties in understanding english written text. Therefore, the role of teachers and teaching material is significant. Teachers, as facilitators, have a big responsibility to provide and use teaching material besides textbooks, which are authentic materials. This research aims to find out EFL teachers’ perceptions of authentic materials in teaching reading. This research employed a qualitative research approach in which its data were qualitatively collected through questionnaires and interviews. The sample is 20 english teachers from several Senior High Schools in Aceh Besar who have more than three years of experience in teaching to fill questionnaires distributed via google form. Then, 3 teachers was chosen to interview to get some additional information via semi-structured interview. Based on both instruments, EFL teachers showed positive perceptions of using authentic materials in teaching reading. All of them had used authentic materials in their teaching. The reasons they used authentic materials because it could increase students’ motivation, interest and understanding english written text. Besides, the majority of teachers found some challenges in using authentic materials including lack of vocabulary, technical problem and time-consuming. Overall, teachers believe that authentic materials are beneficial in teaching reading comprehension.

scholarly journals Teachers' Perceptions about Readability and Modification of Authentic Texts Chosen for Teaching Reading in the Vietnamese Context

1970 ◽  
Vol 15 (1-2) ◽  
pp. 89-97
Author(s):  
Nguyen Duy Khang
Keyword(s):  
Teaching Reading ◽  
Authentic Materials ◽  
Teaching Process ◽  
Authentic Texts ◽  
Teachers Perceptions ◽  
Text Readability ◽  
Efl Teachers ◽  
Materials Used

The article presents EFL teachers’ perceptions towards the readability of authentic texts and the ways of modifying authentic materials used in teaching reading. Essential tools to check the ease of understanding authentic texts are also suggested. The data was collected by means of a questionnaire and test. The findings show that awareness of readability and modification of authentic texts in teaching reading benefited both the teachers in facilitating their teaching process and the learners in their language acquisition.Key words: Reading; Readability; Text readability; Authenticity; Text modification; Language acquisitionJournal of NELTA Vol. 15 No. 1-2 December 2010Page: 89-97Uploaded date: 4 May, 2011DOI: 10.3126/nelta.v15i1-2.4613

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

scholarly journals ISLAMIC MAGAZINE ARTICLES TO ENHANCE STUDENTS’ READING SKILL AND BUILD THEIR CHARACTER VALUES

2016 ◽  
Vol 9 (1) ◽  
pp. 66
Author(s):  
Munir Munir ◽  
Rudi Hartono
Keyword(s):  
Reading Comprehension ◽  
English Education ◽  
Reading Performance ◽  
Teaching Reading ◽  
Sources Of Information ◽  
Education Department ◽  
Authentic Materials ◽  
Research Findings ◽  
Real Language ◽  
Magazine Articles

<p>This present study examined the use of Islamic magazine articles as authentic materials in teaching reading comprehension for the students of English Education Department of IAIN Batusangkar, Indonesia. This idea is based on the belief that students can be motivated and challenged to read if the selected materials pertain to their prior knowledge and experiences. In addition to this, using Islamic magazine articles as essential sources of information can positively expose students to real language. This study used qualitative research. This research was conducted to the third semester students. Observation and interview were used to collect data from 58 students who learned reading comprehension in the classroom. The research findings showed that the use of Islamic magazine articles empirically enhanced the students’ reading performance and built their character values. Based on these findings it is recommended that lecturers of reading comprehension subject should be able to exploit up-to-date articles to be used as lesson materials in teaching reading comprehension at the English education department in order to avoid boredom in reading texts. </p>

scholarly journals The Effectiveness of Multimedia Learning in Enhancing Reading Comprehension Among Indigenous Pupils

2020 ◽  
Author(s):  
Mohamad Subaidi bin Abdul Samat ◽  
Azlina Abdul Aziz
Keyword(s):  
Reading Comprehension ◽  
Thematic Analysis ◽  
Industrial Revolution ◽  
Multimedia Learning ◽  
Sampling Technique ◽  
Structured Interview ◽  
The Other ◽  
Teaching Reading ◽  
Fourth Industrial Revolution ◽  
Approach To Teaching

The development of education is growing, and the technology-infused lesson is a powerful tool to attract pupils' attention, especially in reading. This approach can be seen as an adaptive movement to equip the learning process and the fourth industrial revolution. Nowadays, the demand of the technology-infused lesson is increasing as it is proven to help pupils learn the language better. Hence, this study explores multimedia learning as an approach to teaching reading comprehension. Besides, this study aims to answer two questions, which are the effectiveness of multimedia learning in helping indigenous pupils learn comprehension and which elements of media are effective in enhancing reading comprehension among indigenous pupils in Malaysia. Two instruments used to collect the data from 20 indigenous pupils in one primary school located in Kluang, Malaysia, and an action research design was used to achieve the purpose. The respondents were chosen through the judgment sampling technique. SPSS was used to analyse the data collected from the test, and thematic analysis was employed to analyse the semi-structured interview. The result shows that the implementation of multimedia learning in teaching reading comprehension is useful as the combination of multiple elements of media scaffolded the process of understanding. On the other hand, audio is the least effective in helping pupils comprehend the information.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals Using Authentic Materials in the Foreign Language Classrooms: Teacher Attitudes and Perceptions in Libyan Universities

2015 ◽  
Vol 5 (3) ◽  
Author(s):  
Abdulhakim M. Belaid ◽  
Dr. Liam Murray
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Large Body ◽  
Authentic Materials ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Language Classrooms ◽  
The Many

<p>Looking through English as a foreign/ second language EFL /ESL literature, the researcher found a large body of references encouraging the idea of exploiting authentic materials in the process of language teaching. Such strong and positive attitudes toward using such materials could be attributed to the many advantages in improving and developing learners’ language proficiency. Moreover, authentic materials work on intensifying and developing learners’ second language motivation. The current paper is an attempt seeking to recognize deeply and understand the Libyan EFL teachers’ perceptions, attitudes and reactions toward using authentic materials in teaching English within Libyan state universities. EFL teachers from Azzaytuna; Azzawia; Al-Merghib; and Tripoli Universities participated in the current study. The results revealed that most EFL teachers hold positive attitudes to using authentic materials in language teaching. Some EFL teachers furthermore, emphasised on their regular use of the materials in their language classes, which would positively reflect on learners’ language proficiency.         </p>

scholarly journals EFL teachers’ practices while teaching reading comprehension in Jordan: Teacher development implications

2019 ◽  
Vol 9 (2) ◽  
pp. 127-145
Author(s):  
Naima Al-husban
Keyword(s):  
Reading Comprehension ◽  
Teacher Development ◽  
Teaching Quality ◽  
Comprehension Strategies ◽  
Observation Data ◽  
Teaching Reading ◽  
Development Programs ◽  
English As Foreign Language ◽  
Reading Comprehension Strategies ◽  
Efl Teachers

This study investigated in-service English as foreign language (EFL) teachers’ practices while teaching reading comprehension at schools. Thirty EFL teachers were observed to identify their current practices and teaching quality. To triangulate the trustworthiness of the data, out of those thirty, ten EFL teachers were interviewed. The observation data were analyzed using descriptive statistic particularly frequencies and percent, and the interview data were analyzed using thematic content analysis. The findings of the study revealed that teachers taught students reading comprehension traditionally. Most of the observed and interviewed teachers knew the names of the reading comprehension strategies and the stages of teaching reading comprehension. However, they did not know how to employ and practice them. Based on the results, it is necessary to design professional development programs to empower EFL teachers on how to present these strategies and to conduct further research on this topic while considering other variables, like experience and the nature of curricula.

scholarly journals EXPLORING EFL TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION: A CASE OF THE SCHOOLS AT LIMITED RESOURCES AREAS

2021 ◽  
Author(s):  
balqis husain ◽  
Yana Nadila Nyimo
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Mean Value ◽  
Limited Resources ◽  
Teaching Reading ◽  
Second Stage ◽  
Efl Teachers ◽  
Strongly Agree ◽  
Data Collection Procedure

This study aims to examine teachers' strategies in understanding reading. This study was carried out in the EFL class in the limited resources areas; the researcher investigated the teacher strategy for variations to help the students to grasp reading comprehension materials. Qualitative analysis was formulated for this research. Forty nine respondents from 11 schools represented at the Secondary School and High School in Pulau Morotai. The researcher tested the teachers who had been formed in questionnaire tests in this test. The questioner consisted of 25 items, in which the teachers had to select one of the possible alternatives. This is test' advantage was to know the dominant techniques the English teacher used in classroom of reading comprehension. Response criteria were shared with respondents using a Likert scale questionnaire. There are five answers, which range from strongly agree to disagree strongly. In this data collection procedure, all of the items were inserted in the google-form. Then the researcher shared the link of the questionnaire for all English teachers of Junior High School and Senior High School at Morotai Timur and Morotai Selatan. The link was shared through social media such as Whatsapp platform, and respondents’ answer were calculated by SPSS 17 for windows. The researcher found that only 49 respondents volunteered to complete this form. Teachers' methods in understanding teaching lectures were presented at three phases: pre-reading phases, reading phases, and post-reading phases. The Post reading phase was favored for much less than the pre reading and while-reading phase. The data showed that the while-reading stage was the lowest among the other stages; this was evidenced by its mean value of 4.51. The second stage was the pre-reading stage, with a mean score of 28.55, and the highest mean score on the post-reading stage was 28.67.

scholarly journals Teachers’ Beliefs of Authentic Materials for Teaching Reading in Indonesian EFL Classrooms

2018 ◽  
Vol 9 (3) ◽  
pp. 608
Author(s):  
Desy Rusmawaty ◽  
Haryanto Atmowardoyo ◽  
Arifuddin Hamra ◽  
Nurdin Noni
Keyword(s):  
Classroom Practices ◽  
Structured Interview ◽  
Self Management ◽  
Teaching Reading ◽  
Authentic Materials ◽  
Classroom Activities ◽  
East Kalimantan ◽  
Reading Materials ◽  
Teachers Beliefs

It is believed that authentic reading materials can link students to contextual use of English, as they can improve students’ communicative and cultural competences. Related to point, this is very important to highlight the investigation on teachers’ beliefs about authentic reading materials as it is reflected through the teachers’ expectation and how they manifest them in classroom practices. This is a case study of four teachers who teach English at public senior high school in Samarinda, East Kalimantan. The study explores the beliefs of these teachers about authentic reading materials in their classroom practices. The data were taken from a semi structured interview, classroom observation, and teachers’ written documents. The study revealed that there were three themes of teachers’ beliefs emerged, (1) types of authentic reading materials, (2) skills to be improved after reading, and (3) teachers’ challenges of using authentic reading materials for the classroom-bases. It is noted that teachers did self-adjustment when manifesting their beliefs in classroom activities. In addition, Teachers needs self-management when utilizing authentic materials.

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