Email this article Question Prompts in Teaching Relevant and Authentic Texts to Improve Students Reading Competence During Pandemic Covid-19 Outbreak
Abstract
Abstract: Question Prompts in Teaching Relevant and Authentic Texts to Improve Students Reading Competence During Pandemic Covid-19 Outbreak. Objectives: This research investigates whether: 1) QPs and relevant and authentic texts can improve students reading ability especially during the outbreak of pandemic Covid-19, and 2) there is any effect of students gender on their reading ability. Methods: Quantitative approach was used with one-group pretest-posttest design. The data were analyzed using descriptive statistics and t-test. Findings: the use of QPs can improve student reading ability especially during the outbreak of pandemic Covid-19, there is difference in students’ reading ability before and after using QPs in teaching authentic texts, but there is no difference in reading ability by gender. Conclusion: Findings provide implications to add the body of knowledge relevant to the theories about the acquisition of English as an ESL or EFL during the pandemic Covid-19.
Keywords: reading comprehension ability, question prompts, relevant and authentic texts.
Abstrak: Question Prompts dalam Mengajarkan Teks yang Relevan dan Otentik untuk Meningkatkan Kompetensi Membaca Siswa Selama Pandemi Covid-19. Tujuan: penelitian ini mengkaji: 1) apakah QPs beserta teks relevan dan autentik bisa meningkatkan kemampuan membaca terutama pada musim Pandemi Covid-19, dan 2) apakah ada pengaruh jenis kelamin terhadap kemampuan membaca. Metode: Pendekatan kuantitatif dengan menggunakan desain one-group pretest-posttest diterapkan. Data dianalisis dengan menggunakan statistik deskriptif dan t-test. Temuan: penggunaan QPs bisa meningkatkan kemampuan membaca mahasiswa terutama pada saat pandemi Covid-19. Terdapat perbedaan kemampuan membaca sebelum dan sesudah menggunakan QPs dalam mengajarkan teks relevan dan autentik, tetapi tidak ada perbedaan dalam kemampuan membaca berdasarkan jender. Kesimpulan: Temuan penelitian memberikan implikasi menambah hazanah pengetahuan yang relevan dengan teori tentang pemerolehan bahasa Inggris sebagai ESL maupun EFL terutama selama pandemi Covid-19.
Kata kunci: Kemampuan membaca, question prompts, teks relevan dan autentik.
Full Text:
PDFReferences
Abbasian, G.-R., Mahmoudi, H. M., & Shahbazi, A. (2016). An Investigation into the Effect of Authentic Materials on Improving Intermediate EFL Learners' Pragmatic Competence. Journal of Applied Linguistics and Language Research, 3(5), 264-275.
Afreen Faiyaz, A. H. (2020). Literature and Reading Motivation in Saudi EFL Classrooms: Bridging the Missing Link. The Asian ESP Journal, Volume 16 (Issue 1), 16.
Akbari, O., & Razavi, A. (2016). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education, 5(2), 105-116.
Alhuwaydi, A. A. (2020). L2 Reading Anxiety and Reading Comprehension among Undergraduates: A Correlative Study. Asian EFL Journal Research Articles, Vol. 27(Issue No. 4.1 October 2020), 15.
Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1989). Teaching text structure to improve reading and writing. The Reading Teacher, 43(2), 130.
Arnold, J. (1999). Affect in language learning: Ernst Klett Sprachen.
Asoodeh, M. H., Asoodeh, M. B., & Zarepour, M. (2012). The impact of student-centered learning on academic achievement and social skills. Procedia-Social and Behavioral Sciences, 46, 560-564.
Bachman, L. F. (2002). Some reflections on task-based language performance assessment. Language testing, 19(4), 453-476.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests (Vol. 1): Oxford University Press.
Benson, P., & Voller, P. (2014). Autonomy and independence in language learning: Routledge.
Bereiter, C., & Scardamalia, M. (1985). Cognitive coping strategies and the problem of" inert knowledge",". Thinking and learning skills, 2, 65-80.
Bisson, M.-J., van Heuven, W. J., Conklin, K., & Tunney, R. J. (2015). The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary. The Quarterly Journal of Experimental Psychology, 68(7), 1306-1326.
Breen, M. P. (1985). The social context for language learning—a neglected situation? Studies in second language acquisition, 7(2), 135-158.
Breen, M. P. (1987). Contemporary paradigms in syllabus design Part II. Language Teaching, 20(3), 157-174.
Celik Korkmaz, S., & Karatepe, C. (2018). The Impact of Multi-Sensory Language Teaching on Young English Learners' Achievement in Reading Skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80-95.
Chen, C.-H., & Bradshaw, A. C. (2007). The effect of web-based question prompts on scaffolding knowledge integration and ill-structured problem solving. Journal of research on Technology in Education, 39(4), 359-375.
Dano-Hinosolango, M. A., & Vedua-Dinagsao, A. (2014). The Impact of Learner-Centered Teaching on Students’ Learning Skills and Strategies.
Diana, S., Wello, M. B., & Jabo, B. (2020). An Analysis of Chemical Engineering Students’ Needs on Text Types and Reading Topics for English Reading Materials Development. The Asian ESP Journal, Volume 16(Issue 4), 19.
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2012). Defining authentic classroom assessment. Practical assessment, research & evaluation, 17(2).
Ge, X., Chen, C.-H., & Davis, K. A. (2005). Scaffolding novice instructional designers' problem-solving processes using question prompts in a web-based learning environment. Journal of educational computing research, 33(2), 219-248.
Ghanbari, N., Esmaili, F., & Shamsaddini, M. R. (2015). The effect of using authentic materials on Iranian EFL Learners’ vocabulary learning. Theory and Practice in Language Studies, 5(12), 2459-2468.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97-118.
Giuliano, B., & Sullivan, J. (2007). Academic wholism: Bridging the gap between high school and college. American Secondary Education, 7-18.
Glogger-Frey, I., Gaus, K., & Renkl, A. (2017). Learning from direct instruction: Best prepared by several self-regulated or guided invention activities? Learning and Instruction, 51, 26-35.
Guariento, W., & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT journal, 55(4), 347-353.
Hacker, D. J., & Tenent, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology, 94(4), 699.
Havranek, G. (2002). When is corrective feedback most likely to succeed? International Journal of Educational Research, 37(3-4), 255-270.
Hmelo‐Silver, C. E., Bridges, S. M., & McKeown, J. M. (2019). Facilitating Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning, 297-319.
Kaput, K. (2018). Evidence for Student-Centered Learning. Education Evolving.
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875-891.
Kılıç, Z. V., & İlter, B. G. (2015). The effect of authentic materials on 12th grade students’ attitudes in EFL Classes. ELT research journal, 4(1), 2-15.
King, A. (1992). Facilitating elaborative learning through guided student-generated questioning. Educational psychologist, 27(1), 111-126.
King, A. (1994). Autonomy and question asking: The role of personal control in guided student-generated questioning. Learning and Individual Differences, 6(2), 163-185.
Kramsch, C., & Widdowson, H. (1998). Language and culture: Oxford University Press.
Kusumawardani, R., Santosa, R., & Roschsantiningsih, D. (2018). Explore the Use of Authentic Materials to Teach Reading for Junior High School. International Journal of Multicultural and Multireligious Understanding, 5(4), 298-307.
Leslie, L., & Caldwell, J. (2009). 19 Formal and Informal Measures of Reading Comprehension. Handbook of research on reading comprehension, 403.
Levine, A., Ferenz, O., & Reves, T. (2000). EFL academic reading and modern technology: How can we turn our students into independent critical readers. TESL-EJ, 4(4), 1-9.
Lewkowicz, J. A. (2000). Authenticity in language testing: some outstanding questions. Language testing, 17(1), 43-64.
Lin, G. H. C., & Chien, P. S. C. (2009). An Investigation into Effectiveness of Peer Feedback. Online Submission, 3, 79-87.
Lin, X. (2001). Designing metacognitive activities. Educational technology research and development, 49(2), 23-40.
Lin, X., & Lehman, J. D. (1999). Supporting learning of variable control in a computer‐based biology environment: Effects of prompting college students to reflect on their own thinking. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 36(7), 837-858.
Little, D. (1997). Responding authentically to authentic texts: a problem for self-access language learning. Autonomy and independence in language learning, 225-236.
Loh, C. E., & Sun, B. (2018). Report on the reading habits of Singapore teenagers 2017. Retrieved from
Maarof, N., Yamat, H., & Li, K. L. (2011). Role of teacher, peer and teacher-peer feedback in enhancing ESL students’ writing. World Applied Sciences Journal, 15(Innovation and Pedagogy for Lifelong Learning), 35-29.
Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. TESOL quarterly, 28(4), 745-769.
Morrow, K. (1977). Authentic texts in ESP. Teoksessa S. Holden (toim.) English for specific purposes: London: Modern English Publications.
Nair, S. P., Shah, T., Seth, S., Pandit, N., & Shah, G. (2013). Case based learning: a method for better understanding of biochemistry in medical students. Journal of clinical and diagnostic research: JCDR, 7(8), 1576.
Nunan, D. (1989). Designing tasks for the communicative classroom: Cambridge University Press.
Palmquist, M., Busch, C., De Maret, P., Flynn, T., Kellum, R., Le, S., . . . White, R. (2005). Content analysis. Retrieved April, 14, 2007.
Panel, N. R., Health, N. I. o. C., Development, H., Initiative, N. R. E., Literacy, N. I. f., & Health, U. S. D. o. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups: National Institute of Child Health and Human Development, National ….
Porter, D., & Roberts, J. (1981). Authentic listening activities1. ELT journal, 36(1), 37-47.
Qiu, B., Chen, X., Xu, J., & Sun, Y. (2019). A survey on neural machine reading comprehension. arXiv preprint arXiv:1906.03824.
Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of educational research, 64(4), 479-530.
Rost, M. (2006). Areas of research that influence L2 listening instruction. Current trends in the development and teaching of the four language skills, 47, 73.
Saiegh-Haddad, E. (2003). Bilingual oral reading fluency and reading comprehension: The case of Arabic/Hebrew (L1)-; English (L2) readers. Reading and Writing, 16(8), 717-736.
Scardamalia, M., & Bereiter, C. (1985). Fostering the development of self-regulation in children's knowledge processing. Thinking and learning skills: Research and open questions, 2, 563-577.
Schoenfeld, A. H. (2014). Mathematical problem solving: Elsevier.
Solheim, O. J., & Lundetræ, K. (2018). Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults?–A study based on Nordic results in PIRLS, PISA and PIAAC. Assessment in Education: Principles, Policy & Practice, 25(1), 107-126.
Swaffar, J. K. (1985). Reading authentic texts in a foreign language: A cognitive model. Modern Language Journal.
Thorndike, R. (1976). Reading comprehension in fifteen countries. New horizons in reading, 500-507.
Todd, K. B. (2017). Global Competence Survey Development.
Tong, Y. C. (2018). Examining the simple view of reading in Chinese from a developmental perspective. HKU Theses Online (HKUTO).
Valencia, L. L. E. A. (2019). Correlates of Grade 11 ESL Students’ Reading Ability. Asian EFL Journal, Vol. 23 (Issue No. 3.2 May 2019), 19.
Van Lier, L. (2014). Interaction in the language curriculum: Awareness, autonomy and authenticity: Routledge.
Wafa', A. H. (2020). The Impact of Integrating Digital Technologies with Learners’ Multiple Intelligences to Facilitate Learning English as a Foreign Language. Asian EFL Journal Research Articles, Vol. 27(Issue No. 4.1 October 2020), 30.
Ward, G. L. (2016). The semantics and pragmatics of preposing: Routledge.
Widdowson, H. G. (1978). Teaching language as communication: Oxford University Press.
Xiao, F. (2015). Adult Second Language Learners' Pragmatic Development in the Study-Abroad Context: A Review. Frontiers: the Interdisciplinary Journal of Study Abroad, 25, 132-149.
Xun, G., & Land, S. M. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational technology research and development, 52(2), 5-22.
Zellermayer, M., Salomon, G., Globerson, T., & Givon, H. (1991). Enhancing writing-related metacognitions through a computerized writing partner. American educational research journal, 28(2), 373-391.
Refbacks
- There are currently no refbacks.
Copyright (c) 2021 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.