Students ‘Participation and Interest through Strategy Based Instruction in Reading Narrative Text
(1) Universitas Terbuka
(2) King Mongkut’s Institute of Technology Ladkrabang, Thailand
(*) Corresponding Author
Abstract
The development of digital technology currently affects all matters related to the learning and teaching process. Therefore, in the distance learning process, learning media, students’ participation, and interest are needed which are very necessary in responding to the challenges of today's education world. Therefore, this research aims to describe the students ‘participation and interest through strategy-based instruction in learning reading narrative text. The approach refers to students' understanding of how interested and understanding they are in studying English language material and how distributed to 27 students at one of the state universities in Indonesia. The results show that there is positive response from the students ‘participation and interest through strategy-based instruction. The most indicator is the students’ feeling happy and comfortable when learning using strategy-based instruction. Besides, it creates the teaching learners’ specific strategies to improve their skills and achieve their goals. Applying this concept to creating happiness can involve a variety of techniques and approaches such as; goal setting, positive thinking, mindfulness and meditation, healthy lifestyle, social connections, personal growth, time management, act of kindness, and self-care. Furthermore, the students' participation in strategy-based instruction involves actively engaging with the learning process, using specific strategies to enhance their understanding and performance. By actively involving students in the learning process and equipping them with effective strategies, educators can foster a more engaging and effective educational experience.
Keywords: students ‘participation; students ‘interest; strategy based instruction; reading narrative text
Full Text:
PDFReferences
Adams, A. M., Soto-Calvo, E., Francis, H. N., Patel, H., Hartley, C., Giofrè, D., & Simmons, F. R. (2021). Characteristics of the preschool home literacy environment which predict writing skills at school. Reading and Writing, 34(9), 2203–2225. https://doi.org/10.1007/s11145-021-10133-w
Adilbayeva, U., Mussanova, G. A., Mombekova, N. B., & Suttibayev, N. A. (2022). Digital communication technology for teaching a foreign language and culture through reading. International Journal of Society, Culture, & Language, 1(1), 21–30. https://doi.org/10.22034/10.22034/ijscl.2022.543110.2472
Alfulaila, N. (2022). The Effect of Reading & Writing Literacy Awareness Elementary Education Teachers on the Reading and Writing Literacy Ability of High-Grade Students. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 6(1), 317–326. https://doi.org/10.33650/al-tanzim.v6i2.3330
Al-Shboul, M. M., Ahmad, I. S., Nordin, M. S., & Rahman, Z. A. (2013). Foreign language reading anxiety in a Jordanian EFL context: A qualitative study. English Language Teaching, 6(6), 38–56. https://doi.org/10.5539/elt.v6n6p38
Ari, N. W., Wijayatiningsih, T. D., & Mulyadi, D. (2021). Students’ motivation in learning online of reading comprehension narrative text through google classroom. JALL (Journal of Applied Linguistics and Literacy, 5(1), 1–9. https://jurnal.unigal.ac.id/index.php/jall/index
Azmi, A. H. (2023). Teaching reading steps : A case of prospective teacher in designing teaching reading activities. RiELT Journal, 9(1), 51–58.
Chiang, H.-H. (2020). Kahoot! In an EFL Reading Class. Journal of Language Teaching and Research, 11(1), 33. https://doi.org/10.17507/jltr.1101.05
Chusnul, I., Muhammad, C., & Rafi, F. (2018). The effectiveness of using kahoot as a media in teaching reading. E-Link Journal, 5(1), 19–29.
Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The importance of baseline word reading skills in examining student response to a multicomponent reading intervention. Journal of Learning Disabilities, 55(4), 259–271. https://doi.org/10.1177/00222194211010349
Deni Wijayatiningsih, T., Andy Purnomo, E., Eka Budiastuti, R., Candra Prasetyanti, D., Mulyadi, D., Izzatul Jannah, A., Adityansah, R., & Muhammadiyah Semarang, U. (2023). LITERASI DIGITAL DAN MERDEKA BELAJAR: PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN VIDEO PADA GURU TK DI GUNUNG PATI SEMARANG. Jurnal Pengabdian Kepada Masyarakat, 7(1). http://ejurnal.ikippgribojonegoro.ac.id/index.php/J-ABDIPAMAS
Dueraseh, S., Mulyadi, D., & Wijayatiningsih, T. D. (2021). Analyzing foreign langugage listening anxiety and online English proficiency test of undergraduate students. 4th English Language and Literature International Conference (ELLiC) Proceedings Vol. 4, 4, 167–174. www.googleform.com
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021a). The science of reading comprehension instruction. Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021b). The science of reading comprehension instruction. Reading Teacher, 74(6), 663–672. https://doi.org/10.1002/trtr.1993
Elleman, A. M., & Oslund, E. L. (2019). Reading comprehension research: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences, 6(1), 3–11. https://doi.org/10.1177/2372732218816339
Huettig, F., & Pickering, M. J. (2019). Literacy advantages beyond reading: Prediction of spoken language. Trends in Cognitive Sciences, 23(6), 464–475. https://doi.org/10.1016/j.tics.2019.03.008
Imaniah, I., Mayuni, I., & Lustyantie, N. (2019). The student’s academic writing skill in terms of procastination, self-esteem, and reading habit at Muhammadiyah University Tangerang. The Asian EFL Journal, 24(4.1), 118–127. http://www.asian-efl-journal.com
Kanniainen, L., Kiili, C., Tolvanen, A., Aro, M., & Leppänen, P. H. T. (2019). Literacy skills and online research and comprehension: struggling readers face difficulties online. Reading and Writing, 32(9), 2201–2222. https://doi.org/10.1007/s11145-019-09944-9
Kose, N., Kayapinar, U., & Erkir, S. (2021). The effect of tablet use on EFL reading achievement. Eurasian Journal of Applied Linguistics, 7(2), 58–72. https://doi.org/10.32601/ejal.911505
Levesque, K. C. , Breadmore, H. L. , &, & Deacon, S. H. (2021). How morphology impacts reading and spelling: Advancing the role of morphology in models of literacy development. Journal of Research in Reading, 44(1), 10–26. https://doi.org/10.1111/1467-9817.12313
Li, W., Kang, S., & Shao, Y. (2023). Development of the reading literacy questionnaire for EFL learners at primary schools. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1154076
Macaruso, P., Wilkes, S., Franzén, S., & Schechter, R. (2019). Three-year longitudinal study: Impact of a blended learning program—lexia® core5® reading—on reading gains in low-SES kindergarteners. Computers in the Schools, 36(1), 2–18. https://doi.org/10.1080/07380569.2018.1558884
Matuchniak, T., Olson, C. B., & Scarcella, R. (2014). Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing, 27(6), 973–994. https://doi.org/10.1007/s11145-013-9490-z
Melyadi, R., Fadloeli, O., & Siliwangi, I. (2019). The implementation of scientific approach in teaching English reading comprehension at 11 grade students of SMA Mathla’ul Anwar. Project ( Professional Journal of English Education), 2(6), 816–823.
Muhfiyanti, Mulyadi, D., & Aimah, S. (2021). Android-based mobile learning media in teaching reading of report texts. Getsempena English Education Journal (GEEJ), 8(1), 177–191.
Mulyadi, D., Arifani, Y., Wijayantingsih, T. D. &, & Budiastuti, R. E. (2020a). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204–219.
Mulyadi, D., Arifani, Y., Wijayantingsih, T. D., & Budiastuti, R. E. (2020b). Blended learning in English for specific purposes (ESP) instruction: Lecturers’ perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204–219.
Mulyadi, D., Hersulastuti, & Purnama, Y. (2019). Students’ Perceptions of Blended Learning in Mastering English for Specific Purposes. Journal of Physics: Conference Series, 1339(1). https://doi.org/10.1088/1742-6596/1339/1/012116
Mulyadi, D., Singh, C. K. S., Setiawan, A., & Prasetyanti, D. C. (2023). Technology-Enhanced Task-Based Language Teaching toward Their Self-Directed Language Learning: ESP Learners’ Views. Studies in English Language and Education, 10(3), 1326–1341. https://doi.org/10.24815/siele.v10i3.27910
Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning, 15(6), 126–139. https://doi.org/10.3991/ijet.v15i06.11490
Mulyadi, D., & Wijayatiningsih, T. D. (2020). The role of blended learning in enhancing students’writing paragraph. JALL (Journal of Applied Linguistics and Literacy, 4(1), 13–19. https://jurnal.unigal.ac.id/index.php/jall/indexhttps://jurnal.unigal.ac.id/index.php/jall/index
Mulyadi, D., Wijayatiningsih, T. D., Swaran Singh, C. K., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners’ listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717–736. https://doi.org/10.29333/iji.2021.14342a
Nursyam, Y., Rusli, Rasmi, & Zuhra. (2021). Improving students’pronunciation of monophthong sound in reading narrative text by using choral reading technique at the eight grade students of MTS Alkhairat Alindau. Datokarama English Education Journal, 2(1), 69–78. https://jurnal.untan.ac.id/index.php/jpdpb/article/vi
Pandith, P., John, S., Bellon-Harn, M. L., & Manchaiah, V. (2022). Parental Perspectives on Storybook Reading in Indian Home Contexts. Early Childhood Education Journal, 50(2), 315–325. https://doi.org/10.1007/s10643-020-01147-0
Permatasari, A. D., Wijayatiningsih, T. D., & Mulyadi, D. (2018). Error analysis on EFL learners’analytical exposition writing. Surakarta English and Literature Journal, 1(1), 22–30.
Prados Sánchez, G., Cózar-Gutiérrez, R., del Olmo-Muñoz, J., & González-Calero, J. A. (2023). Impact of a gamified platform in the promotion of reading comprehension and attitudes towards reading in primary education. Computer Assisted Language Learning, 36(4), 669–693. https://doi.org/10.1080/09588221.2021.1939388
Rochimah, H., & Muslim, S. (2021). Students’ perceptions in using the kahoot! game on reading comprehension learning. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2213–2222. https://doi.org/10.35445/alishlah.v13i3.1115
Rohimah, N. K., Mulyadi, D., Riana, ;, Budiastuti, E., & Semarang, U. M. (2021). Developing mobile learning media in teaching passive voice. English Focus, 5(1), 42–61. https://doi.org/10.24905/efj.v5i1.126
Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools, 32(3–4), 183–200. https://doi.org/10.1080/07380569.2015.1100652
Shahmirzadi, N. (2019). Action research: Improving advanced learners’ reading skill based on strategic based instruction (SBI). International Journal for Cross-Disciplinary Subjects in Education, 10(1), 3996–3999.
Sharif, S. R., Singh, C. K. S., Ong, E. T., Mulyadi, D., Ichsan, L. Z., Rahmayanti, H., & Kiong, T. T. (2023). The use of i-THINK mapping in teaching reading comprehension among ESL teachers. Studies in English Language and Education, 10(1), 78–95. https://doi.org/10.24815/siele.v10i1.24271
Storey, C., McDowell, C., & Leslie, J. C. (2020). Headsprout early reading for specific literacy difficulty: A comparison study. Journal of Behavioral Education, 29(3), 619–633. https://doi.org/10.1007/s10864-019-09336-7
Suarcaya, P., & Prasasti, W. D. (2023). Deconstructing Text: Facilitating EFL Student Critical Reading. In Journal of Asia TEFL (Vol. 20, Issue 3, pp. 665–672). Asian Association of Teachers of English as a Foreign Language. https://doi.org/10.18823/asiatefl.2023.20.3.10.665
Taylor, L., & Clarke, P. (2021). We read, we write: Reconsidering reading–writing relationships in primary school children. Literacy, 55(1), 14–24. https://doi.org/10.1111/lit.12235
Tonder, B. V. , Arrow, A. , &, & Nicholson, T. (2019). Not just storybook reading: Exploring the relationship between home literacy environment and literate cultural capital among 5-year-old children as they start school. Australian Journal of Language and Literacy, 42(2), 87–102.
Wang, P., & Gao, Y. (2022). Text interpretation in foreign language reading-to-write. Advances in Literary Study, 10(02), 197–207. https://doi.org/10.4236/als.2022.102016
Wibisono, D. (2019). The effect of kahot! in teaching reading to tenth grade students. Magister Scientiae, 45, 86–105.
Wijayatiningsih, T. D., Budiastuti, R. E., Mulyadi, D., Ifadah, M., Aimah, S., & Mareta, E. D. (2020). Storytelling: Peningkatan high order thinking skills siswa Sekolah Dasar Negeri 03 Ujung-Ujung Pabelan Semarang. Jurnal Surya Masyarakat, 3(1), 7–14. https://doi.org/10.26714/jsm.3.1.2020.7-14
Wijayatiningsih, T. D., Budiastuti, R. E., Mulyadi, D., & Prasetyanti, D. C. (2023). Textbook: ENGLISH speaking for health practitioners (Vol. 1).
Wijayatiningsih, T. D., Muhammad Muhibbi, Dodi Mulyadi, & J-Roel B.Semilla. (2023). Integrating Hybrid Learning and Team-Based Project in EFL Writing Class. JEES (Journal of English Educators Society), 8(2). https://doi.org/10.21070/jees.v8i2.1738
Wijayatiningsih, T. D., Mulyadi, D., & Fathurrohman, A. (2015). Drill dan repetition dalam pelatihan bahasa Inggris pemilik homestay desa wisata Kandri Semarang. The 2nd University Research Coloquium, 242–245. http://bali.antaranews.com/berita/35653/desa-
Wijayatiningsih, T. D., Mulyadi, D., Ifadah, M., Budiastuti, R. E., Aimah, S., Setiawan, A., & Maulidya, B. R. (2021). Digital Literacy: Implementasi Pelatihan English Speaking Performance pada Santriwati Pondok Pesantren Sahlan Rosyidi. Jurnal Surya Masyarakat, 4(1), 18. https://doi.org/10.26714/jsm.4.1.2021.18-28
Zhang, L. (2020). Teaching design and practice of intensive reading course based on boppps. Journal of Language Teaching and Research, 11(3), 503–508. https://doi.org/10.17507/jltr.1103.21
Zhang, S. Z., Inoue, T., Shu, H., & Georgiou, G. K. (2020). How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study. Reading and Writing, 33(7), 1745–1767. https://doi.org/10.1007/s11145-019-09991-2
Ziv, M., Smadja, M. L., & Aram, D. (2013). Mothers’ mental-state discourse with preschoolers during storybook reading and wordless storybook telling. Early Childhood Research Quarterly, 28(1), 177–186. https://doi.org/10.1016/j.ecresq.2012.05.005
Article Metrics
Abstract view : 89 timesPDF - 14 times
Refbacks
- There are currently no refbacks.