Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Nurkamto, Joko; Drajati, Nur Arifah; Ngadiso, N.; Karlina, Yeni

doi:10.17509/ijal.v10i3.31753

Cited by 8 publications

(8 citation statements)

References 25 publications

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“…They further acknowledged the significance of the instruction to help their students reading skills. As was also found in a previous study about the importance of teaching pronunciation in Indonesian English classrooms (Moedjito, 2016) and the need to explore new methods in teaching comprehension (Nurkamto et al, 2021), the two participating teachers agreed that there were benefits in the phonics instruction. They raised the possibility of integrating it into the school's English curriculum.…”

Section: Discussionsupporting

confidence: 66%

“…In the context of EFL learning in Indonesia, teaching reading focuses more on aiming at comprehension skills rather than learning to accurately sound out English words (Cahyono, 2006;Muhassin et al, 2021). More practices were developed aiming for comprehension skills involving vocabulary mastery (Nurkamto et al, 2021) and practical strategies such as a fix-up strategy (Muhassin et al, 2021), the think-aloud method (Pradana, 2017), and frequent techniques of evaluating, organizing, visualizing, and summarizing (Kissau & Hiller, 2013). Still, those research-based practices had not yet been considered, including teaching pronunciation in reading instructions.…”

Section: Efl Teaching Reading In Indonesian Schools and Phonics Instr...mentioning

confidence: 99%

“…The students were engaged in phonics learning during the trial, which was then extended to storybook reading activities. Overall, Indonesian schools still follow traditional EFL learning instruction in which reading is just a part of text reading, focusing on comprehension skills, language features and vocabulary learning (Cahyono & Widiati, 2006;Nurkamto et al, 2021). Pronunciation was not a part of the targeted skills in reading.…”

Section: Introductionmentioning

confidence: 99%

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Trial of Synthetic Phonics extended to Storybook Reading to Improve Reading Skills of Indonesian Third Graders Enrolled in a Bilingual School

Wahyuni¹

2022

INT J INSTRUCTION

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Studies have shown that phonics instruction improves reading skills, with noticeable word recognition and pronunciation results. Despite the intensive use of this method in English countries, phonics has not been introduced or is minimally taught in Indonesian primary schools' English reading classes, where the teaching is mainly focused on text comprehension. This study aims to trial a systematic instruction in synthetic phonics to see whether the trial helps students improve their pronunciation and comprehension skills. Thirty-third graders from an Indonesian bilingual school and their English teachers were selected to participate in a sixmonth trial of synthetic phonics instruction, extended to a storybook reading programme. Pre-and post-experimental design was employed to measure the trial's effectiveness. Teachers' interviews and students' questionnaires were used to understanding their perspectives on the trial's benefits and feasibility for further implementation. The findings revealed that the trial accelerated students' decoding skills and improved word pronunciation and text comprehension. Another test of a paired sample t-test also highlighted the trial's significance (sig .01). Students also shared their experiences of improved vocabulary, confidence and enjoyment. The teachers agreed on the benefits of the trial. Still, they were unsure how to deliver the instruction in regular classroom sessions since it required long and vigorous direct teaching. Findings from this trial were not generalizable to EFL reading classes in Indonesian primary schools as it was tried out in a bilingual school where phonics was minimally introduced. However, the findings generally indicated the program's feasibility which can be re-tested.

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Section: Discussionsupporting

confidence: 66%

Section: Efl Teaching Reading In Indonesian Schools and Phonics Instr...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Trial of Synthetic Phonics extended to Storybook Reading to Improve Reading Skills of Indonesian Third Graders Enrolled in a Bilingual School

Wahyuni¹

2022

INT J INSTRUCTION

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“…Interestingly, the participants in this study found benefits from the implementation of certain teaching practices to develop students' reading comprehension such as types of question-answer relationship strategy, journal reading, making posters and presentations. Thus, teaching reading is consistently considered challenging (Nurkamto et al, 2021).…”

Section: How Do the Teaching Practices Contribute To The Development Of Students' Critical Reading Skills?mentioning

confidence: 99%

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

Yunus

Ubaidillah

2021

J. Eng. Foreign. Lang.

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While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

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“…It is crucial for primary and secondary school-age children. The absence of these skills is an essential problem faced in many Indonesian learning courses and urges undergraduates to study exclusively at primary and secondary schools (Nahdi et al, 2020;Nurkamto et al, 2021;Yuwono et al, 2021). However, the debate continues where many researchers limit screen time for children because it affects their motor, psychological, and cognitive development (REF).…”

Section: Introductionmentioning

confidence: 99%

"Story Time!": Coping with Low-Motivated Students using Big Book

Ignatius Javier C. Tuerah

2021

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

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Background: Reading the picture book provides students with numerous positive effects, especially young students, such as attracting students' interest, boosting creativity, providing a pleasant, relaxed vibe, and creating fun and meaningful learning. This research seeks to investigate whether the reading comprehension of low-motivated students who are taught with the big book or with the daily storybook varies significantly. Methodology: This study used quasi-experiments, and each group received treatment eight times. The participants were 44 students recruited to become the sample of this study, consisting of experiment and control groups. Findings: This study revealed that students with low motivation who taught with Big Book as a platform are better than students with low motivation taught on traditional media. Several factors have made a big book an instrument that has a more significant impact on students' perception of reading than conventional media. Secondly, students engaged more in-class reading than in conventional media. Thirdly, the book sparked the interest of students and inspired them to learn more. Fourthly, the Big Book helped students create the meaning of the text and appreciate the text more thoroughly. Conclusion: English oral books such as Big-Book are more effective than traditional content in the second year. This study and published data support this conclusion that using large books as a tool for second years' reading understanding affects students' understanding of lectures significantly. The statistical study has found that the total student readership in the test group is higher than the average student score in the control group. Keywords: reading comprehension; low motivation; pupils; picture book.

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Teachers' beliefs and practices in teaching reading at Islamic secondary schools in Indonesia

Cited by 8 publications

References 25 publications

Trial of Synthetic Phonics extended to Storybook Reading to Improve Reading Skills of Indonesian Third Graders Enrolled in a Bilingual School

Trial of Synthetic Phonics extended to Storybook Reading to Improve Reading Skills of Indonesian Third Graders Enrolled in a Bilingual School

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia

"Story Time!": Coping with Low-Motivated Students using Big Book

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