The Use of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah

Aratusa, Zana Chobita

doi:10.15408/ijee.v4i2.6153

Cited by 4 publications

(5 citation statements)

References 8 publications

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“…There are a number of researches conducted in Islamic senior high school in Indonesia. One of them is Aratusa (2017), who investigates the use of content-based summarizing technique in improving students' reading skills. The result of her study reveals that the use of content-based summarizing technique has significantly improved students' reading skills to comprehend a reading text.…”

Section: Research On Efl Reading Instruction In Indonesiamentioning

confidence: 99%

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

Nurkamto

Drajati

Ngadiso

et al. 2021

Indonesian J. Appl. Linguist.

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The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.The importance of English reading skills in developing overall English literacy has made reading instruction one of the primary focuses in Indonesia's English teaching. Regardless of the high value of reading skills, the teaching of reading has not been successful in developing the reading comprehension ability of Indonesian students. This exploratory case study research examines teachers' beliefs and practices in teaching reading in Islamic secondary schools. It focuses mainly on how teachers view good reading instruction and the problems they encounter in teaching reading. Additionally, this paper explores how teachers implement reading instruction in their contexts. Data were obtained from 31 senior Islamic secondary school English teachers from six different provinces in Indonesia. Data collection methods comprised document analysis, participant classroom observation, personal in-depth interviews, written guided reflections, and focus group discussions. The data were analyzed using the constant comparative method. The research findings show that despite admitting the importance of teaching reading in schools, the English teachers of Islamic senior high schools found teaching reading challenging. The teachers identified several problems in reading instruction in their classrooms, such as lack of strategies to teach vocabulary, limited repertoire of strategies to teach reading, the use of teaching materials, and improving students' reading motivation and autonomy. As a result, they have not been able to implement classroom practices that effectively develop students' reading comprehension. This issue calls for the innovation and development of teaching reading strategies to improve reading instruction quality in Islamic secondary schools in Indonesia.

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Section: Research On Efl Reading Instruction In Indonesiamentioning

confidence: 99%

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

Nurkamto

Drajati

Ngadiso

et al. 2021

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…Using content analysis to match propositions in the students' summaries with information in the text, Cahyono reveals that CBST is applicable in reading instruction, as the students perform well in summarising the reading text. The positive result is shared by another study conducted in Palu, Central Sulawesi, by Aratusa (2017), in which 20 students using CBST performed better than the group of 19 students who were not. Another recommended strategy is the Cooperative Integrated Reading and Composition (CIRC) technique.…”

Section: Qualitative Research In Efl Readingmentioning

confidence: 88%

Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?

Masduqi

Fatimah

Subiyanto

2021

ITJ

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Reading is a multidimensional, intellectual activity, which requires specific skills and strategies. Indonesian researchers have conducted research addressing various issues in reading in the domain of English as a Foreign Language/EFL. This article reviews the current development of theories and models of EFL reading and qualitative research into EFL reading in Indonesia. Through discussion of theoretical and practical perspectives, it appears that EFL reading researchers and teachers in Indonesia are interested in promoting and conducting studies not only on the effectiveness of intensive reading, but also of extensive reading in their academic institutions. In this way, their students will have sufficient opportunities to gain competence in both types of reading, and will develop the capability of using their knowledge of English to capitalise on the advancement of science and technology in the global world.

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“…The mixed method that was used in this research is explanatory sequential. The explanatory sequential is done with the quantitative data collected (Aratusa, 2017) and analyzed first and is more paid attention to than the qualitative data (Mills, 2016). Other than that, the quantitative data determine the findings of the research and are elaborated together with the qualitative data.…”

Section: Methodsmentioning

confidence: 99%

Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

Aratusa¹

2022

ijcsrr

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The objectives of this research are to analyze the students’ perceptions of the use of Mobile Assisted Language Learning (MALL) in pronunciation learning and to analyze the problems faced by the students regarding the use of the MALL in pronunciation. Additionally, this research was conducted using a mixed method design. The data for this research were taken from 15 students in the English Education Study Program, at Tadulako University. In collecting the data for this research, the researcher used questionnaires and interviews with the students. The questionnaire was in the form of a statement and it included five degrees of answer options. The interview, on the other hand, was in the form of semi-structured and included 10 items. Then, after analyzing the data obtained, it was concluded that the general perception of the students is that the perception of the students on the use of MALL in pronunciation is positive as they perceive that MALL is effective and beneficial for their pronunciation learning. Further, the students explained that there is one major problem they face regarding the use of MALL in pronunciation that deals with internet connectivity. However, as can be inferred from the students’ explanation, there are three more problems that cause difficulties to students. They are the students’ phones performance; the possibility of the students being redirected; and the students’ familiarity with using mobile phones for learning.

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The Use of Content-Based Summarizing Technique in Improving Students’ Reading Skills of Madrasah

Cited by 4 publications

References 8 publications

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

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

Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?

Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

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