Learning to Lead Reading Comprehension Discussion

Silver, Rita Elaine; Png, Jessie Lay Hoon

doi:10.1177/0033688215609217

Cited by 8 publications

(5 citation statements)

References 8 publications

(6 reference statements)

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“…Skehan and Foster (1997) believe that deferment in teaching sessions has been initiated by task performance because it is not being evaluated in the planning phase. It is in line with Silver and Png's (2015) opinion on the importance of the lesson plan i.e. improvisation while teaching is considered a difficult task, so teachers are used to acting on scripts.…”

Section: How Tbi Improves Students' Vocabulary Acquisitionsupporting

confidence: 66%

Enhancing EFL Learners’ Reading Vocabulary Acquisition through Task-Based Instruction

Ramadhan

Saukah

Andreani

2021

JoLLA

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This study is intended to enhance students’ reading vocabulary through task-based instruction. It was also devised not only to answer how the strategy can enhance students’ reading vocabulary but also to get data about students’ vocabulary retention two weeks after the implementation and students’ responses towards the strategy. The participantS of this study were 30 ninth graders in SMPN 11 Malang in the second semester of 2019/2020 academic year. Classroom Action Research (CAR) was used as the research design. Vocabulary test, questionnaire, observation sheet, and interview session were the instruments of this study. There were three vocabulary tests, namely vocabulary test one, vocabulary test two, and delayed test. The result showed that there was an improvement in students' scores. 90% of students achieved at least 25 improvement points for the vocabulary test two, 61% of students passed the delayed vocabulary test, and 97.5% of students responded positively toward the strategy. TBI could enhance vocabulary acquisition from the context and task’s characteristics. The context of the text helped students to give a clue about some forgotten vocabularies, so they felt less burdened to remember the vocabulary in the whole text because they generally understand the context of the text. Keywords: task-based instruction, reading vocabulary, vocabulary retention Abstrak: Penelitian ini bertujuan untuk meningkatkan kosakata membaca siswa melalui instruksi berbasis tugas. Penelitian ini juga dirancang tidak hanya untuk menjawab bagaimana strategi yang diterapkan dapat meningkatkan kosakata membaca siswa tetapi juga untuk mendapatkan data tentang retensi kosakata siswa dua minggu setelah penerapan dan tanggapan siswa terhadap strategi yang diberikan. Partisipan penelitian ini adalah 30 siswa kelas 9B di SMPN 11 Malang semester genap tahun ajaran 2019/2020. Penelitian Tindakan Kelas (PTK) digunakan sebagai desain penelitian. Tes kosakata, angket, lembar observasi, dan sesi wawancara menjadi instrumen dalam penelitian ini. Ada tiga tes kosakata yang diberikan, yaitu tes kosakata satu, tes kosakata dua, dan tes tertunda. Hasil penelitian menunjukkan bahwa ada peningkatan pada nilai siswa: 90% dari keseluruhan siswa mencapai setidaknya 25 peningkatan poin untuk tes kosakata dua, 61% dari keseluruhan siswa mampu melalui tes kosakata tertunda, dan 97.5% dari keseluruhan siswa menanggapi strategi secara positif. TBI dapat meningkatkan penguasaan kosakata dari suatu konteks dan karakteristik tugas. Konteks dari suatu teks membantu siswa mendapatkan petunjuk tentang beberapa kosakata yang telah terlupakan, sehingga mereka merasa tidak terlalu terbebani untuk mengingat kembali kosakata keseluruhan teks karena mereka pada umumnya memahami konteks teks tersebut. Kata kunci: instruksi berbasis tugas, kosakata bacaan, retensi kosakata

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Section: How Tbi Improves Students' Vocabulary Acquisitionsupporting

confidence: 66%

Enhancing EFL Learners’ Reading Vocabulary Acquisition through Task-Based Instruction

Ramadhan

Saukah

Andreani

2021

JoLLA

View full text Add to dashboard Cite

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“…In some cases, a team works with an outside consultant or a universitybased researcher who is considered to be a mentor, offering guidance but with no supervisory or evaluative role. This was the case in the project we discuss-a school-based PLC team collaborated with university-based researchers who provided training on class discussion strategies that the teachers could then adopt or adapt for their own classes (Silver & Png, 2015).…”

Section: Setting and Participantsmentioning

confidence: 99%

Provoking Reflective Thinking in Post Observation Conversations

Kim¹,

Silver²

2016

Journal of Teacher Education

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We present a micro-analysis of post observation conversations between classroom teachers and mentors. Using the approach of conversation analysis, we show how the sequential organization of an episode (i.e., who initiates the interaction, question format used by mentors) could potentially serve to provoke or hinder teacher reflection. Our analysis reveals the different stances adopted by mentor and teacher during potentially discomfiting episodes, the relationship between the structure of initial questions, and the impact of question types on elicited teacher responses/reflections. Implications for handling this type of interaction for more effective professional development collaborations are discussed.

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“…We refer to this as the Practice Stage (PS). (See Silver & Png, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…We refer to this as the Practice Stage (PS). (See Silver & Png, 2016). Four lesson observations per teacher were conducted with audio and video recording.…”

Section: Specialization During Preservice Trainingmentioning

confidence: 99%

Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns

Silver

Kogut

Huynh

2019

Journal of Teacher Education

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Teacher professional development (TPD) through supported pedagogical innovations relies on teacher understanding (TU) of what is proposed, how the innovation can be enacted, and ways in which an innovation might be effectively adapted to local conditions. This article describes evolving TU during a 1-year reading comprehension innovation. Analysis, based on a two-dimensional neo-Bloomian framework, revealed that types of TU aligned with specific strategies used at specific times in the innovation program to some extent. Initial concerns about cultural appropriateness tended to fade as participating teachers came to their own understandings of how to employ the new instructional strategies. Other teacher concerns shifted from hypothetical to more concrete concerns about how to further enhance classroom interactions, evidencing evolving TU. Importantly, while examining in-class practices shows only the outcome of an innovation, tracking teachers’ developing understanding was important for gaining insights into the ongoing TPD process.

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Learning to Lead Reading Comprehension Discussion

Cited by 8 publications

References 8 publications

Enhancing EFL Learners’ Reading Vocabulary Acquisition through Task-Based Instruction

Enhancing EFL Learners’ Reading Vocabulary Acquisition through Task-Based Instruction

Provoking Reflective Thinking in Post Observation Conversations

Learning “New” Instructional Strategies: Pedagogical Innovation, Teacher Professional Development, Understanding and Concerns

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