Teacher Teaching Styles in Introducing Concept Mapping Strategy in Reading Comprehension Activity at Senior High Schools in Meureudu, Aceh

Syahabuddin, Khairiah; Yusny, Rahmat; Zahara, Nia

doi:10.22373/ej.v6i2.4548

Cited by 4 publications

(4 citation statements)

References 2 publications

(2 reference statements)

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“…Reading comprehension might be considered a challenging aspect of studying English for Indonesian secondary school students (Syahabuddin, Yusny, & Zahara, 2019). Most of the Indonesian students might not understand what they read in various provide teacher training regarding teaching reading strategies for Indonesian English teachers to address the issue.…”

Section: Introductionmentioning

confidence: 99%

POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions

Nanda

Azmy

2020

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Reading comprehension is considered a challenging part of learning English for many Indonesian secondary school students. This study aims to explore the causes, impacts, and possible solutions for poor reading comprehension issues. The study scrutinizes the issue by reviewing previous studies, in which a number of articles and books were critically analyzed. The results indicate that poor reading comprehension occurs due to three remarkable factors, which are students’ lack of motivation, low prior knowledge, and poor English vocabulary. Moreover, this issue also leads to three main adverse impacts, such as reducing students’ learning achievement, hindering students’ problem-solving skills, and inhibiting students’ future studies and careers. Therefore, in responding to the problem above, this study proposes two learning approaches, which are the Cooperative Integrated and Reading Composition (CIRC) Technique and Metacognitive Strategy.

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Section: Introductionmentioning

confidence: 99%

POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions

Nanda

Azmy

2020

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“…In this digital era, educators have turned the old-fashioned reading classroom to innovative approaches that integrate technology and engaging content to captivate young learners' interest in reading since one of the vital skills for academic achievement and cognitive development for students is reading comprehension. In Indonesia, nurturing a love for reading and supporting literacy has been a continuing challenge (Muhassin et al, 2021;Syahabuddin et al, 2019). However, a lack of reading motivation is one of the main reasons for poor reading comprehension among Indonesian learners.…”

Section: Introductionmentioning

confidence: 99%

Teaching Reading Using Storyberries for Indonesian Young Learners

Herda,

Nuraeningsih,

Kusumastuti

et al. 2023

EHDJ

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Teaching reading for young learners in this 21st-century learning demands teachers to be creative and consider the educational effect on students through technology-enhanced language learning. Therefore, the characteristics of students categorized as young learners should be considered, so the process of designing teaching scenarios, including the material and media, can be administered right on the target. At this point, teaching reading as one of the parts of literacies in the EFL context challenged teachers to simultaneously build students' reading motivation and ability in this digital era. This mixed-method study involved 31 young learners in one primary school in Yogyakarta, Indonesia. This study had two research questions: 1) How is the student's reading activity during the implementation of Storyberries? And 2) How is the student's reading achievement after being taught using Storyberries? Storyberries, a treatment used in this study, was a free online audiobook that provides many short stories that can be adjusted to readers' age, the duration of reading need, and reading interest. The design used in this study was an Exploratory Sequential Design, where the qualitative method preceded the quantitative one. The instruments used in this study were classroom observation sheets and tests. The three concurrent flows as a triangulation technique were used to analyze the qualitative data, while normality and descriptive statistics using SPSS version 25 were administered to analyze the quantitative data. The study's findings revealed that teachers used good pedagogical aspects to integrate Storyberries into the reading classroom and successfully enhanced students' reading motivation and proficiency. This pedagogical impact is expected to be implemented to the broader scope of teaching reading for young learners' needs. Keywords: Teaching reading; storyberries; young learners

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“…APA 7 th Citation: Junita, T., Mukhrizal, Elfrida. (2023) Reading comprehension might be considered a challenging aspect of studying English for Indonesian secondary school students (Syahabuddin et al, 2019). The students are not only expected to read the text but also understand what they have read.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

Junita,

Mukhrizal,

Elfrida

2023

wcn

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Reading strategy is an important role in teaching reading comprehension to achieve the goals of reading. The teacher must choose a strategy that supports the development of students' skills in analyzing the content of the text. The objectives of this research were to investigate EFL teachers’ strategies in teaching reading comprehension and the most frequent one applied by them. The subjects of this research consisted of 30 EFL teachers. This research was a survey design that used a quantitative approach. The instrument was a questionnaire using Vacca and Vacca’s theory and it was administrated to the respondents through Google Forms. The data were analyzed quantitatively using the Microsoft Excel software. The results of the research showed that the EFL teachers applied five strategies in teaching reading comprehension at Senior High Schools in Bengkulu City, namely the SQ3R, Reciprocal Teaching, Think-Aloud, QARs, and Scaffolding strategies. The most frequent strategy applied by them was the SQ3R which was as always category while other strategies were as often category. In conclusion, EFL teachers have applied various strategies in teaching reading comprehension at Senior High Schools. This research recommended that EFL teachers to apply all strategies in teaching reading comprehension.

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Teacher Teaching Styles in Introducing Concept Mapping Strategy in Reading Comprehension Activity at Senior High Schools in Meureudu, Aceh

Cited by 4 publications

References 2 publications

POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions

POOR READING COMPREHENSION ISSUE IN EFL CLASSROOM AMONG INDONESIAN SECONDARY SCHOOL STUDENTS: Scrutinizing the causes, impacts and possible solutions

Teaching Reading Using Storyberries for Indonesian Young Learners

Teachers’ Strategies in Teaching Reading Comprehension at Senior High Schools

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