Difficulties in Legal English Reading Comprehension to English-Majored Students at Hanoi Law University

Huong, Nhac Thanh

doi:10.25073/2525-2445/vnufs.4735

Cited by 4 publications

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References 1 publication

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“…This could be the result of a lack of in-depth knowledge of English derivation and demonstrates a strong relationship between vocabulary and reading comprehension (Jarrah and Salina, 2018). For that reason, Huong (2022) suggested teachers should encourage students to use the method of "guessing the content through background knowledge" known as "schemata" to increase their ability in vocabulary mastery. Moreover, having enough vocabulary is important because it will support their understanding of the texts well.…”

Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 99%

Indonesian High School Students’ Ability in Comprehending Narrative Texts

Damayanti,

Supriusman,

Azhar

2024

IJEBP

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This quantitative descriptive research aimed to find the abilities of the students at one school in Riau Island Province in comprehending narrative texts. The population was 80 students. 28 students were taken as the sample selected by using a purposive sampling technique. The instrument to collect the data was a reading test. The reading test consisted of 5 short narrative texts. Each consists of 8 questions that cover the components of reading such as factual information, main ideas, meaning of certain words, references, and inferences, then the components of narrative texts such as generic structures, language features, and social functions. To analyze the data, the writer calculated the data by using Microsoft Excel 2016. The data analysis showed that the mean score of their ability in comprehending components of reading was 47% while comprehending narrative texts at 53% so their total at 50% and categorized into medium level. The finding of research also showed that the lowest ability for students was in answering questions about finding the meaning of certain words at 43%. It is suggested that students must do more practice in reading, then they should learn more about the eight components of reading comprehension of narrative texts such as factual information, main ideas, vocabulary, references, inferences, generic structure, language features, and social functions. Then learn reading strategy’s such as schema, skimming and scanning.

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Section: International Journal Of Educational Best Practices (Ijebp)mentioning

confidence: 99%

Indonesian High School Students’ Ability in Comprehending Narrative Texts

Damayanti,

Supriusman,

Azhar

2024

IJEBP

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“…"Students believed that they did not need to know words because they were not common, even rarely used in their daily lives, therefore, they have no motivation to learn the words," is one explanation for why students lack vocabulary. As a result, learners of English as a second language face difficulties understanding the material due to their inadequate proficiency in the language's syntax and vocabulary (Chung, 2016). inadequate exposure to English.…”

Section: Challenges Of Implementing the Innovative Learning Modelsmentioning

confidence: 99%

The Implementation of Innovative Learning Models and English Teachers’ Challenges at Man 2 POSO

Bahri,

Ampa,

Hamid

2024

int.jour.sci.res.mana

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This research aims to find out what kind of Innovative Learning Models that used by the teachers, the ways teachers implemented Innovative Learning Models in class, and the challenges faced by the teachers. This research used Qualitative Method Design. The data were obtained by using three instruments, which were interview, classroom observation checklist, and an interview guide. The subjects of this research were three English teachers who taught the tenth, eleventh and twelfth grades selected by Purposive Sampling Technique The findings of this research revealed that the three teachers implemented different Innovative Learning Models in class, namely Discovery Learning, Problem-based Learning and Project-based Learning. The implementation of innovative learning models were; (1) Discovery Learning Model, the steps were the teacher selects several materials, explained it then make students discover and investigate of the problem, by themselves. (2) Problem-based Learning, the teacher explained the material, students were asked to find out the problems, students then presented the result, and students will provide a reflection, as a result of the investigation. (3) Project-based Learning, the steps are the teacher gives students a project related to the material, then assesses it as an output of the learning and evaluates it. The teachers mainly introduced technology features of the internet to collect the assignment given. Related to challenges, the three teachers faced challenges in managing their time in implementing learning models, enhancing the students’ motivation to learn English as a language, and the difficulties of students using technology.

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“…Moreover, where English is used in legal fields, the challenge becomes greater not only for lay persons, but also for legal practitioners due to its complicated features. Undoubtedly, in order to master legal English, learners need to hold both good basic general English skills, and legal background knowledge (Nhac, 2021;Nhac, 2022;Saliu, 2013;Kamolidinovna, 2021). It can be seen that the modern approach of teaching ESP entails the development of teaching materials, innovative teaching pedagogy leading to the acquisition of knowledge and language, and the improvement of creative, cognitive capacities of each student in a professional orientation (Kamolidinovna, 2021).…”

Section: Teaching/ Learning Legal Englishmentioning

confidence: 99%

Enhancing Legal English Skills for Law Students through Simulation-based Activities

Nhac

2023

IJLTER

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Legal English, a sub-type of English for Specific Purposes (ESP), is in demand for legal practitioners in a new area of global integration. Teaching legal English has been seen as a complicated yet interesting process due to its complex features (Kamolidinovna, 2021). Consequently, several modern and innovative teaching methods are proposed to facilitate students to strengthen their legal English skills. This empirical paper focalizes on law students’ viewpoints on the benefits of Simulation-based Activities (SbAs) in the legal English course; explores the efficiency of SbAs on students’ legal English aspects development; at the same time, it also reveals students’ obstacles when partaking in such activities. In order to achieve these aims, the study made use of a mixed-research approach with the assistance of the data collection instruments, namely survey questionnaires, interviews, paper-based tests and performance-based tests. The results revealed that the participants expressed the favorable perspectives towards the significance of SbAs in their legal English skills enhancement shown through high Mean values (M>=3.40). Also, integrating SbAs into teaching legal English brought about positive effects on students’ motivation, critical thinking, research and other soft skills despite a number of obstacles during the application process. Additionally, the values Sig.2-tailed tests of all variables indicate the statistical difference in students’ performance of the control and treatment groups. Accordingly, SbAs are highly recommended to effectively instruct learners to fulfill their legal English course properly.

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Difficulties in Legal English Reading Comprehension to English-Majored Students at Hanoi Law University

Cited by 4 publications

References 1 publication

Indonesian High School Students’ Ability in Comprehending Narrative Texts

Indonesian High School Students’ Ability in Comprehending Narrative Texts

The Implementation of Innovative Learning Models and English Teachers’ Challenges at Man 2 POSO

Enhancing Legal English Skills for Law Students through Simulation-based Activities

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