Developing Speaking Skills through Reading

Mart, Çağrı Tuğrul

doi:10.5539/ijel.v2n6p91

Cited by 83 publications

(70 citation statements)

References 16 publications

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“…What the students have done showed that they were also able to communicate in English, although all the components were not optimal. Interestingly, the finding of the study also in line with Suprijono (2011), who found that using Make-A-Match technique in the learning process will make the students more interested and enthusiastic in the learning process and the teacher in the classroom (Jeremy Harmer, 2003;Mart, 2012;Nation & Newton, 2008;Rayhan, 2014).…”

Section: Discussionsupporting

confidence: 78%

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Desmiyanti

Yuanita

Anwar

2020

scr. j. j. linguist. engl. teach.

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Background:This research aimed to discover the effectiveness of Make-A-Match model in improving the English conversation skills of students with intellectual disabilities. The participants of this research were 7th-grade students in Class C of SMPLB (Junior High School for Special Needs) JambiMethodology:The data in this applied action research were obtained by using observation, interviews, and notes. This research was conducted in 3 cycles using four steps: planning, acting, observing, and reflecting in each cycle.Findings:The result showed that using the contextual approach to Make-A-Match model was sufficient to improve English conversation skills of students with intellectual disabilities. The students were more active, enthusiastic, and confident in uttering expressions without being anxious about making mistakes because the classroom atmosphere was relaxing and fun. This model also made students worked well together.Conclusion:through this model, the teacher succeeds in encouraging students to apply English in their daily conversation.

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Section: Discussionsupporting

confidence: 78%

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Desmiyanti

Yuanita

Anwar

2020

scr. j. j. linguist. engl. teach.

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“…In addition, critical literacy and language skills development can be positively integrated (Huang, 2011). It is further demonstrated that fostering improvement in word knowledge through wide reading is potential for fostering the improvement in speaking skills (Mart, 2012). From the above mentioned empirical proofs, it can be sum up that text is then considered powerful for the EFL adult learners to improve their language skills, vocabulary, and grammar competence.…”

Section: Nurhayati 2012)mentioning

confidence: 95%

Text-Based Learning (Tbl) to Activate Adult Efl Learners in Learning English: A Narrative Inquiry

Iftanti

2017

JBLS

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In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) that the EFL learners can achieve good/excellent English skills. Iftanti (2015) in her study for example found that among Indonesian EFL learners, there SNAP TO READ Erna Iftanti, are some EFL college students who successfully established good habits in reading English for some factors such as personal, social, cultural, and technological factors. In addition, there are some successful stories which generally state that the success of EFL instruction is reported to be influenced by the appropriateness of the use of teaching techniques and or teaching media with the students' need. Teaching writing using comic strips through Process-Genre Based Approach (PGBA), for example, is proved to be able to successfully improve students' ability in writing if the stories used are appropriate with the EFL learners and the teacher's guidance during the writing process is sufficient (Megawati & Anugerahwati, 2012). Student teachers' writing ability in English can be developed by using Systemic Functional Linguistic Genre Pedagogy (SFL GP) (Emilia & Hamied, 2015).There is also a study demonstrating the successful learners of Senior High School in their writing skill that was identified by having used more learning strategies than the ones who are not successful (Mistar et.al.,2014). However, those research reports which demonstrate successful stories of EFL instruction only occurs in some certain contexts of teaching and learning English.On the other hand, there are also some unhappy stories which tell that although they have learnt English from their early age, they are not good at their English competence. Many EFL Learners in Indonesia suffer from difficulties since the language environment does not support them and no unified national system of English education in Indonesia (Huda, 2016). There are also some substantial unconstructive influences of the EFL Indonesian students' cultures and the non-conducive language environment which continuously challenge the English language teaching and bring about negative impact of the learning outcomes (Marcellino, 2015).In response to the fact that EFL instruction in Indonesia does not work as being expected, EFL teachers need to sustainably work on innovating a joyful instructional model which leads to the success story of the EFL teaching and learning. As the result of need analysis done through questioning and interviewing the college students of Post Graduate Program of State Accordingly, it is necessary to implement teaching strategy which is helpful and attracting them to be more actively participated during EFL instructional process. As a result, this hopefully leads to create a joyful learning atmosphere which will...

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“…Epistemologically, reading has clear impact on the acquisition of other language skills; EFL writing is improved or should be improved through exposing learners to extensive reading (Kirin, 2010;Muslim, 2014;Mermelstein, 2015;Al-Mansour and Al-Shorman, 2014). In the same vein, research studies also reveal that talking books enhance EFL learner's speaking and pronunciation skills at different levels (Saka, 2015;Mart, 2012;Hamada, 2017;Hall, 2016).…”

Section: Introductionmentioning

confidence: 90%

“…Using such tools can potentially enhance language skills in general and improve reading skills in particular (Saka, 2015;Zolfagharkhani & Kowsary, 2013;Stroh, 2012;Seo, 2014;Al-Ma'shy, 2011;Mart, 2012;Kaderavek & Justice, 2002). In addition, read-aloud tools and talking story books are a source of vicarious entertainment for EFL young learners that make the class more enthralling and help them retain the components for longer time (Haven, 2000;Alna, 1999;Mallan, 1997;Cohen & Cowen, 2009).…”

Section: Significance Of the Studymentioning

confidence: 99%

The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

Alsamadani¹

2017

ELT

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The current research study investigated the effects of talking story books on Saudi young EFL learners' reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading comprehension test at the mid of the 2016 academic year. The researcher used the talking story books when teaching the experimental group for four weeks whereas the students in the control group were taught without the use of talking story books. After four weeks of instruction, both groups completed the same reading comprehension test again. Measures of the means, standard deviations, and MANCOVA were used to determine the differences between the two groups. The study revealed that students who attended reading classes using talking story books outperformed their control group counterparts in many reading-based skills. This is indicative of the positive effects of talking story books on EFL young learners reading comprehension skills.

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Developing Speaking Skills through Reading

Cited by 83 publications

References 16 publications

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Text-Based Learning (Tbl) to Activate Adult Efl Learners in Learning English: A Narrative Inquiry

The Effect of Talking Story Books on Saudi Young EFL Learners’ Reading Comprehension

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