EFL Teacher's Perception on Reading Strategies Taught in High Schools
DOI:
https://doi.org/10.36312/esaintika.v5i2.423Keywords:
EFL teacher’s perception, reading strategiesAbstract
While reading activity is a complex phenomenon, recent research on reading strategies has not provided comprehensive explanation of the role and perceptions of teachers regarding appropriate reading strategies helping students with learning difficulties. This paper is aimed to provide a sketch of the teacher's views and strategies to facilitate students with appropriate reading strategies. EFL teachers have different kinds of reading strategies applied in the classrooms. This study has found that three groups of teachers teaching in excellent accredited public schools, good accredited public school and very good Islamic private school use various strategies during the teaching of reading. Teachers' perceptions on the teaching of reading strategies are closely related to their readiness with knowledge about reading strategies, students' reading problems and their belief. This study suggests that EFL teachers and future researchers need to continuously investigate effective teaching of reading skill in relation to students' reading strategies.
Downloads
References
Ali & Razali. (2019). A review of studies on cognitive and metacognitive reading strategies in teaching reading comprehension for ESL/EFL Learners. English Language Teaching, 12 (6), 1916-4742
Ates & Yildirim (2010). Opinions of classroom teachers and prospective classroom teachers about the learning difficulties encountered in the teaching process of reading and writing, Elementary Education Online, 9(1), 44-51, 2010
Brevik, L. (2019). Explicit rStrategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Read Writ, 32(1), 2281–2310
Emaliana. (2008). Using the jigsaw technique to increase the motivation of the XIth of SMA negeri 12 Malang in narrative texts. Unpublished Thesis. Malang: State University of Malang
Cahyono & Widiati. (2006). The teaching of EFL reading in the Indonesian context: the state of the art. Teflin Journal, 17 (1), 36-58
Corina, V. (2012). Teachers’ perceptions and attitudes towards Professional activity. Procedia – Social and Behavioral Sciences 51(1), 167-171 https://doi.org/10.1016/j.sbspro.2012.08.139
Diniah. (2013). Teachers’ perceptions towards the use of English textbook in EFL classrooms (A descriptive study Of EFL teachers at one Islamic senior high school in Cirebon). Journal of English And Education, 1(2), 72-81
Dja’far, V., H. (2016). EFL teachers' perception of university students' motivation and ESP learning achievement. Journal of Education and Practice 7(14). 1-15
Dogan, C., & Tosun, B. (2019). Critical reading in EFL courses: the facile and challenge confronted. International Online Journal of Education and Teaching, 6(3), 500-509.
Djiwandono, P.I. 1994. EFL Reading Strategies of Indonesian Learners. Unpublished
Thesis Malang : Jurusan Pend. Bahasa Inggris, PPS IKIP Malang.
Dubin, F., & Bycina, D. (1991). Academic reading and the ESL/EFL Teacher. In M.
Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed., pp. 195-215). New York: Newbury House
Fitri, D., I. (2011). A study on reading strategies taught by the English teachers of SMPN 2
Kepanjen and SMPN 4 Kepanjen. Unpublished Thesis, Malang: State University of Malang
Gelbar, N. W., Bray, M., Kehle, T. J., Madaus, J. W., & Makel, C. (2018). Exploring the nature of compensation strategies in individuals with dyslexia. Canadian Journal of School Psychology, 33(2), 110-124.
Ginting, D. & Saukah, A. (2016). Tests of writing in the school examination in upper
secondary schools. Sage Open. , 1-7doi:10.1177/2158244016673130
Herman, P., Perkins, K., Hansen, M., Gomez, L., & Gomez, K. (2010). The effectiveness of reading comprehension strategies in high school science classrooms. ICLS volume 1. Chicago: USA; Proceedings of the 9th International Conference of The Learning Sciences, June 29- July 2, 2010
Hidayati, D. (2018). Students difficulties in reading comprehension at the first grade of SMAN 1 Darussalam Aceh Besar. Unpublished Thesis. Faculty of Education and Teacher Training Ar-Raniry State Islamic University Darussalam- Banda Aceh
Hudson, T. (2007). Teaching second language reading. NY: Oxford University Press
Hudri & Naim. (2019). An Analysis of teacher strategies in teaching reading at the first years students of SMK 2 Gerung in academic year 2016/2017. Linguistic and ELT Journal Muhammadiyah University of Mataram 5 (2).
Ismail, S. A., Petras, Y. E., Mohamed, A. R., & Eng, L. S. (2015). Compensatory reading among ESL Learners: A Reading Strategy Heuristic. English Language Teaching, 8(8), 46-55.
Mahmoud, E., Y. (2019). Teachers’ perceptions of reading instructional strategies and reading assessment strategies used in private high schools. Unpublished Thesis. United Arab Emirates University
Nam, K., H. Leavell, & Alexandra. (2011). Reading strategy instruction, metacognitive awareness, and self-perception of striving college developmental readers. JCLL 37 (1)
Nugroho, T., Bharati, D., & Hartono, R. (2019). English teachers’ perception on strategies in teaching reading comprehension to motivate the students. English Education Journal. English Education Journal 9 (1) 56 - 61
Troike. (2012). Introducing second language acquisition. UK: Cambridge University Press
Van Viersen. S., de Bree, E. H., & de Jong, P. F. (2019). Protective factors and compensation in resolving dyslexia. Scientific Studies of Reading, 23(6), 461-477
Vasquez, A., Hansen, A. L., & Smith, P. C. (2010). Teaching language arts to English language learners. New York: Routledge
Zhang, Z. (1993). Literature review on reading strategy research. Paper Presented at The Annual Meeting of The Mid-South Educational Research Association New Orleans LA Nov 10-12, 1993 https://pdfs.semanticscholar.org/
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Dian Indrianis Fitri, Daniel Ginting
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika agree to the following terms:
- For all articles published in Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
