Teaching by Principles: An Interactive Approach to Language Pedagogy

Lander, James A.; Brown, H. Douglas

doi:10.2307/415773

Cited by 198 publications

(290 citation statements)

References 0 publications

Supporting

Mentioning

252

Contrasting

Unclassified

Order By: Relevance

“…It is in line with the theory proposed by Kustaryo (1998) who says that teacher' s skill and personality influenced the reading comprehension result. (Lander and Brown 1995)…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Improving Students’ Reading Comprehension of Procedure Texts by Using Collaborative Strategic Reading

Suswanti¹

2021

TELL-US Journal

View full text Add to dashboard Cite

There are some text types in school based curriculum 2013. They are description, recount, narrative, procedure, and report. In this research the researcher chooses procedure text. There are some ways to improve the student's reading comprehension of procedure texts. This research aims to find out whether collaborative strategic reading can improve student's reading comprehension of procedure texts. The method of this research was using classroom action research by collecting the data through pretest and posttest and described them into detail explanation. Then they were compared between posttest 1 and posttest 2.The result is the 41, 6 in posttest 1 and 65 in post-test 2.It means there is an improvement by using collaborative strategic reading in teaching procedure texts.

show abstract

“…It is in line with the theory proposed by Kustaryo (1998) who says that teacher' s skill and personality influenced the reading comprehension result. (Lander and Brown 1995)…”

Section: Discussionmentioning

confidence: 99%

“…They had been successful using this strategy in improving students' English ability. First, Steven and (Lander and Brown 1995)did a research about CIRC. The setting of the research was at the rural areas in Baltimore.…”

Section: Introductionmentioning

confidence: 99%

Improving Students’ Reading Comprehension of Procedure Texts by Using Collaborative Strategic Reading

Suswanti¹

2021

TELL-US Journal

View full text Add to dashboard Cite

show abstract

“…The demonstration of reading as one of skills should be mastered by the students, proceeds its existence in Indonesian EFL teaching and learning atmosphere in the concept of receptive skill (Al-Issa, 2006;Leu et al, 2011). The flowing process of meaning-making in reading comprehension involves the combination of information from a text and background knowledge in terms of schemata activation to construct meaning (Lander & Brown, 1995;Nunan, 2003). For that purpose, Indonesian students are expected to be able to read strategically and meaningfully.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Strategies by Low Achieving Students in Reading Multimodal Texts

Manalu¹,

Wirza²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

View full text Add to dashboard Cite

Despite many findings of the consistent activation of metacognitive reading strategies by successful students on various reading texts, metacognitive reading strategies have been less investigated on low achieving students towards multimodal text modes. This paper attempts to explore the metacognitive reading strategies phenomenon of low proficient students towards visual, audio, and linguistic text composition in a public senior high school in Indonesia through a case study design. It investigated the tendency use of metacognitive reading strategies on each mode assigned. The data were collected from 68 EFL students by assigning reading comprehension tests and administering MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaire as the instruments in this study. The adapted and constructed reading comprehension tests were assigned to validate low students' representation and to stimulate students' metacognitive reading strategies. The modified MARSI (Metacognitive Awareness Reading Strategy Inventory) questionnaires were administered to examine the selected low proficient students' metacognitive reading strategies consisting of global reading strategies, problem-solving strategies, and support reading strategies. The results of weekly reading comprehension tests then were scored statistically to get the low scores cluster of the overall students. The inferential and descriptive analysis was carried out to define each subscale score of metacognitive reading strategies in the statistical findings. Findings show the similar metacognitive strategies were used among those three different assigned modes. The finding reveals that support reading strategies were considered to be the rarest used strategies. The detail information of each subscale use of each domain of metacognitive reading strategies was fully discussed.

show abstract

“…Four main skills of English; listening, speaking, reading, and writing are considered as prior significant since tremendous investigation on ELT started (Lander & Brown, 2007). Nan (2018) reports that "the development of any of four skills depends on and can lead to the development of the rest and finally causes the improvement of overall language ability".…”

Section: Introduction 1backgroundmentioning

confidence: 99%

EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

Akmal

Masna

Tria

et al. 2020

ijeltal

View full text Add to dashboard Cite

Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.

show abstract

Teaching by Principles: An Interactive Approach to Language Pedagogy

Cited by 198 publications

References 0 publications

Improving Students’ Reading Comprehension of Procedure Texts by Using Collaborative Strategic Reading

Improving Students’ Reading Comprehension of Procedure Texts by Using Collaborative Strategic Reading

Metacognitive Strategies by Low Achieving Students in Reading Multimodal Texts

EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

Contact Info

Product

Resources

About