This document outlines a research proposal that will examine the reading strategies used by English as a Foreign Language (EFL) students. It will investigate which strategies are most and least used by higher and lower proficiency students. The study will use a questionnaire to assess students' use of global, problem-solving, and support reading strategies. Differences in strategy use between higher and lower proficiency EFL students will be analyzed. The goal is to identify effective reading strategies to help improve EFL reading comprehension.
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
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IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
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English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learnersâ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, whatâs more, studentsâ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
The Implementation of SQ3R Strategy on Learning Reading Comprehensioniosrjce
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IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
An Investigation on English Reading Strategies of Chinese College Studentsinventionjournals
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English reading is not only an effective way for EFL to develop their language sense, accumulate language knowledge and experience, but also it helps develop learnersâ English skills and learning interest. However, in China, a lot of college students still pay too much attention to the translation of new words and phrases and explanation of grammatical knowledge in College English reading. Many teachers neglect the development of reading strategies, whatâs more, studentsâ monitoring and accommodation techniques are an acute shortage, which resulted in their partial and separate views and low efficiency in English reading.Therefore, it is of vital importance to study College English reading strategies. Through the investigation of the application of reading strategies among sample college students in Jiangxi province of China, the researcher of this paper employed the methods of quantitative analysis and literature review as a certain amount of qualitative analysis to process the data collected by the investigation, thus, the paper provides some possible suggestions on the teaching of College English reading, so as to help promote the teaching and learning of College English reading in China
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase studentsâ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
ï·Guru menampilkan slide power point tentang contoh dan materi descriptive teksdan membahasnya bersama peserta didik (fungsi social, struktur teks, dan unsurkebahasaan) (Critical thinking, menalar/associating)
ï·Siswa mengerjakan beberapa activity / latihan soal yang berkaitan secara bersama-sama dan membahasnya dengan guru.
ï·Guru memberikan tugas mandiri dan juga tugas project yang nanti akan di kerjakan secara berkelompok
ï·Buat desain proyek
a)Guru membagi siswa dalam satu kelas menjadi beberapa kelompok secara berpasangan (satu kelompok terdiri dari 2 siswa) yang akan mendapatkan satu topik.(Collaboration)
b)Guru meminta peserta didik untuk untuk menjawab beberapa pertanyaan berkaitan dengan gambar yang hendak di deskripsikan (Collecting information)
c)Guru dan peserta didik saling bertanya jawab seputar materi yang dipelajari gunamembuat teks deskripsi nantinya. (questioning, communication)
ï·Susun rencana/penjadwalan
a)Guru meminta peserta didik dengan pasangannya untuk mengerjakan soal dan membuat teks deskriptive dalam bentuk slide power point (critical thinking, collaboration)
b)Peserta didik membuat deskriptive dalam bentuk slide power point dengan memperhatikan generic stucture, dan language featurenya (creativity,experimenting)
ï·Guru memonitor kemajuan proyek
a) Guru menanyakan kemajuan tugas yang diberikan, sudah sampai pada tahap apa serta meminta peserta didik untuk menentukan isi dari teks tersebut (fungsi social,unsur kebahasaan, dan struktur teks). (communication)
ï·Penilaian Hasil
a)Peserta didik mengumpulkan tugas tertulis kepada guru.
b)Peserta didik mempresentasikan slide tentang teks deskriptif bersama pasangannya di depan kelas dengan pendampingan guru dan diadakan sesi diskusi/tanya jawab. (networking,collaboration,creativity)
ï·Evaluasi Pengalaman
a)Peserta didik mempresentasikan kendala/kesulitan dalam menyusun teks deskriptifbersama pasangannya (networking, communication)
b)Guru memberikan penguatan tentang hasil presentasi peserta didik dan memberikanapresiasi.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
The Use of Modified Jigsaw Strategy to Improve the Students' Reading Comprehe...Bussinessman
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A Classroom Action Research on Senior High School at SMAN 2 Malang by Abdul Hamid Aly (English Education of Teaching and Training Faculty) University of Islam Malang.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
It is unrealistic to expect students to have future literacy about science, information, and technology if their education includes only facts and concepts relevant during the school years. While life presents situations that cannot be solved by learned responses, the metacognitive strategy is brought into play. Metacognitive skills are needed when habitual responses are not successful. Metacognitive skills will enable students to successfully cope with new situations. The main purpose of this paper is to propose a practical model of implementing strategies to increase studentsâ ability to comprehend texts and find solutions to word problems based on the theories and empirical background of metacognition. In addition, the distinction between metacognition and cognition and explicit instruction on the learning strategies to develop students metacognitive skills were discussed. It concludes that teachers can raise the level of metacognitive thought in their classrooms by modeling the processes. The use of metacognitive strategies will enable students to be independent and strategic learners.
ï·Guru menampilkan slide power point tentang contoh dan materi descriptive teksdan membahasnya bersama peserta didik (fungsi social, struktur teks, dan unsurkebahasaan) (Critical thinking, menalar/associating)
ï·Siswa mengerjakan beberapa activity / latihan soal yang berkaitan secara bersama-sama dan membahasnya dengan guru.
ï·Guru memberikan tugas mandiri dan juga tugas project yang nanti akan di kerjakan secara berkelompok
ï·Buat desain proyek
a)Guru membagi siswa dalam satu kelas menjadi beberapa kelompok secara berpasangan (satu kelompok terdiri dari 2 siswa) yang akan mendapatkan satu topik.(Collaboration)
b)Guru meminta peserta didik untuk untuk menjawab beberapa pertanyaan berkaitan dengan gambar yang hendak di deskripsikan (Collecting information)
c)Guru dan peserta didik saling bertanya jawab seputar materi yang dipelajari gunamembuat teks deskripsi nantinya. (questioning, communication)
ï·Susun rencana/penjadwalan
a)Guru meminta peserta didik dengan pasangannya untuk mengerjakan soal dan membuat teks deskriptive dalam bentuk slide power point (critical thinking, collaboration)
b)Peserta didik membuat deskriptive dalam bentuk slide power point dengan memperhatikan generic stucture, dan language featurenya (creativity,experimenting)
ï·Guru memonitor kemajuan proyek
a) Guru menanyakan kemajuan tugas yang diberikan, sudah sampai pada tahap apa serta meminta peserta didik untuk menentukan isi dari teks tersebut (fungsi social,unsur kebahasaan, dan struktur teks). (communication)
ï·Penilaian Hasil
a)Peserta didik mengumpulkan tugas tertulis kepada guru.
b)Peserta didik mempresentasikan slide tentang teks deskriptif bersama pasangannya di depan kelas dengan pendampingan guru dan diadakan sesi diskusi/tanya jawab. (networking,collaboration,creativity)
ï·Evaluasi Pengalaman
a)Peserta didik mempresentasikan kendala/kesulitan dalam menyusun teks deskriptifbersama pasangannya (networking, communication)
b)Guru memberikan penguatan tentang hasil presentasi peserta didik dan memberikanapresiasi.
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
The Use of Modified Jigsaw Strategy to Improve the Students' Reading Comprehe...Bussinessman
Â
A Classroom Action Research on Senior High School at SMAN 2 Malang by Abdul Hamid Aly (English Education of Teaching and Training Faculty) University of Islam Malang.
Operation âBlue Starâ is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. CHAPTER I. INTRODUCTION
A. RESEARCH BACKGROUND
Reading can be considered one of the basic ways of acquiring information in our society and for
academic purpose in particular. It plays a vital role because it is one of the most frequently used language
skills in everyday life. It is assumed that the person who is not able to read well will face serious trouble,
especially in what is regarded to be educational and, subsequently, job opportunities .
Generally, in EFL/ESL classroom reading receives special focus. According to Jarrah and Ismail (2018),
the emphasis on how EFL/ESL classroom pays attention more on reading is because many foreign
language students often have reading as one of their most important goals
However, EFL students, meet with a lot of hindrances. Interaction between reader and text require
synchronization between the message that the text offers and previous knowledge the reader has. Another
hindrance is an intellectual capacity to find out what the unfamiliar words mean in context
In this light, this study attempts to find out whether or not undergraduates use certain strategies during
their reading process and whether or not there is a difference in such strategies used by the high and low
English as a Foreign Language (ESL) achievers under tittle âREADING COMPREHENSION
STRATEGIES AMONG EFL LEARNERS AT MUHAMMADIYAH UNIVERSITY OF METROâ
3. CHAPTER I. INTRODUCTION
B. RESEARCH FOCUS
The researcher will conduct research with the scope of problem regarding reading
comprehension strategies utilized by the third semester students studying English
Education at Muhammadiyah University of Metro of academic year 2022/2023
C. RESEARCH QUESTIONS
1. Which is the most and the least reading strategies used by the third semester
students studying English Education at Muhammadiyah University of Metro of
academic year 2022/2023 they read English reading text?
2. Were there any differences between higher-proficiency students and lower-proficiency
students in terms of reading strategy use in their academic study?
4. CHAPTER I. INTRODUCTION
D. RESEARCH OBJECTIVE
1. To discover the most and the least reading strategies used by the third semester
students studying English Education at Muhammadiyah University of Metro of
academic year 2022/2023 they read English reading text.
2. To investigate differences between higher-proficiency students and lower-proficiency
students in terms of reading strategy use in their academic study.
5. CHAPTER II. THEORETICAL FRAMEWORK
A. PREVIOUS RESEARCH OVERVIEW
The first, Hatami and Asl (2017) conducted a study entitled âTHE READING STRATEGIES
USED BY EFL STUDENTS: A CASE OF IRANIAN ADVANCED ENGLISH LANGUAGE
LEARNERSâ.
The second, Munsakorn (2012) conducted a study entitled âAWARENESS OF READING
STRATEGIES AMONG EFL LEARNERS AT BANGKOK UNIVERSITYâ.
Last previous research is conducted by Indriyani and Pertiwi (2021) entitled EXPLORING
THE EFL STUDENTSâ READING STRATEGIES USED ON READING ACADEMIC
ARTICLES. .
6. CHAPTER II. THEORETICAL FRAMEWORK
B. THEORETICAL REVIEW
1.DEFINITION OF READING STRATEGY
Block as cited in () also added that at reading strategies indicate âhow readers
conceive a task, what textual cues they attend to, how they make sense of what
they read, and what they do when they do not understandâ
2 .CLASSIFICATIONS OF READING STRATEGY
In this study, the researcher will conduct the study based on the theory from Mokhtari and
Reichard (2000) with a questionnaire called MARSI (Metacognitive Awareness of Reading
Strategies Inventory) to measure learnersâ strategy use while reading academic materials
7. 2. CLASSIFICATION OF READING STRATEGIES
Global strategies involved planning how to read and managing comprehension. Glob are those
intentional, carefully planned technique by which learners monitor and manage their reading, such as
having purpose in mind, previewing the text as to its length and organization, or using typographical aids
and tables and figures
1 . Global Reading Strategies (GLOB)
8. 2. CLASSIFICATION OF READING STRATEGIES
Problem-solving strategies involved usings trategies when reading difficult parts of a text.
PROB are the actions and procedures readers use while working directly with the text.
This are localized, focused techniques used when problems develop in understanding
textual information
2) Problem-Solving Reading Strategies (PROB)
9. 2. CLASSIFICATION OF READING STRATEGIES
Support strategies involved using devices and techniques to understand a text. SUP
contains 9 items and primary involves use of outside reference materials (such as the use
of dictionary), taking notes, underline or circling information and other practical strategies
3) Support Reading Strategies (SUP)
)
10. CHAPTER III. RESEARCH METHODOLOGY
A. RESEARCH DESIGN
The researcher will adopt a descriptive qualitative analysis method as the design of the
study.
B. SUBJECT AND OBJECT RESEARCH
The subject of this research will be 31 students of third semester studying English
Education at Muhammadiyah University of Metro.
The object on this research will be reading strategies employed by the participants of
this study.
11. CHAPTER III. RESEARCH METHODOLOGY
C. RESEARCH INSTRUMENT
Based on (Sugiyono, 2015) in qualitative research, the researcher is the key
instrument.
As the secondary instrument, the researcher will use:
1. Questionnaire:
In this study, the researcher will adopt a 5-Likert questionnaire called Metaognitive
Awareness of Reading Strategies Inventory (MARSI) which was designed by Mokhtari and
Reichard in 2000 and translated to Indonesian language by Sari (2017). The questionnaire
consists of 30 items with three sub divisions such as Global Reading Strategies (GLOB)
with 13 items, Problem-Solving Reading Strategies (PROB) with 8 items, and Support
Reading Strategies (SUP) with 9 strategies.
2. Documentation
In this research, the documentation will be grade transcript of reading subject from their
second semester
12. CHAPTER III. RESEARCH METHODOLOGY
D. DATA COLLECTING TECHNIQUE
1. Questionnaire
the researcher will distribute the questionnaire to the subject of this study. The
researcher will also give them oral instructions on how to complete the
questionnaire. The participants will have 30 minutes to finish the questionnaire.
2. Documentation
In order to get the grade transcript of the subject, the researcher will not conduct
any reading test. Therefore, the researcher will ask permission to the lecturer
handling the reading class for the grade transcript as for research purpose.
13. CHAPTER III. RESEARCH METHODOLOGY
E. DATA ANALYSIS TECHNIQUE
1. Data Management
2. Data Reduction
3. Data Display
4. Conclusion