The Results From Two Journals

Hello, Assalamualaikum Warahmatullahi Wabarakatuh

In this post, I will share the results of my reading comprehension regarding the two journals that I have compared in the previous post, the journal "Teaching Reading Strategies to Students Who Study Foreign Language" and the journal "The Use of Reciprocal Strategy In Teaching Reading Comprehension".

                                

In the first journal, the material discussed is about techniques that can be applied while teaching reading for EFL students. In applying these techniques, students are invited to play an active role during the learning process, so that students can train their confidence to express their opinions about the text they have read. Later they are expected to be students who are more independent than before but still with the help and support from their teachers / tutors.

In the second journal, the material discussed is about the application of reciprocal strategy while teaching reading. This strategy aims to improve and develop students' understanding when they read a text. The development includes:

(1) Students can understand the concept and the use of four reading strategies (Prediction, Clarification, Questioning and Summarizing).

(2) Students can develop their confidence to share their ideas, understanding and difficulties in understanding the text.

 (3) Students can enjoy the learning atmosphere that supports them in understanding the text.

      That are the understandings that I got from the two journals. Hopefully the strategies or techniques above can create quality language learning. However, the main goal is, hopefully it can make students more active in reading especially reading textbooks.

Thank you💛 and....

                                                  

Wassalamualaikum Warahmatullahi Wabarakatuh

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Comparison Between Two Journals About Teaching Reading Strategies

Hello, welcome back to my blog. In previous posts I have reviewed a journal entitled "Teaching Reading Strategies to Students Who Study Foreign Languages". Have you read it? If not, don't forget to read it to add your knowledge. Hehe…

OK, next. In this post I will compare two journals, each entitled Teaching Reading Strategies to Students who Study Foreign Languages ​​(first journal) and The Use of Reciprocal Strategy in Teaching Reading Comprehension (second journal). Happy reading ^_^

Based on the title, it can be seen that the two journals together discuss the teaching reading strategy. The main purpose of these strategies is the same, to increase students' understanding in reading texts. The difference is, in the first journal, Reciprocal Strategy is part of one of the stages when teaching reading, namely During Reading Activities stage. Whereas in the second journal, Reciprocal Strategy is the subject of discussion of the journal.

Next, based on the discussion of the journal. The first journal discusses the stages of teaching reading which are divided into three stages, namely Pre-reading Activities, During Reading Activities, and Post-reading Activities. While in the second journal, in addition to discussing the stages, there is also a discussion of the effects and results of using Reciprocal Strategy in reading learning at a high school in Riau.

In addition, the two journals have a slightly different structure. In the first journal, there was no Research Methodology, so it was just a discussion of the material. While in the second journal, the structure is more complete because there is a Research Methodology that takes samples at one of high school in Riau and uses three types of data collection techniques to analyze the results.

In conclusion, even though the two journals have many differences, each of these journals can help and increase our knowledge of effective reading teaching  strategies that we can apply when we teach language later.

                                

Enough for this post. Thank you and hopefully useful for you❤

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Teaching Reading Strategies to Students who Study Foreign Languages (discussion part 2)

Haloo, as I mentioned in the previous post, this time I will continue the next stage of the learning method, they are During Reading Activities and Post-reading Activities. Happy reading :)

During Reading Activities

1.    The Text (as a whole class)

This activity shows students how the text is arranged to reach the genre. At this stage, the teacher guides the class in discussing text features. Then, the teacher tells students that the language features that are typical of the genre are as follows:

• Material processes in past tense are employed to retell what happened in the past. 

• Verbal processes are used to project the comment by expert in sources stage. 

• Many circumstances are applied to tell when, where, and how the events happened.

2.    Stop and Think (in pairs)

The teacher asks students to read the text in pairs and asks them to discuss what they have just read, paraphrase it, identifying the main ideas, and make questions from the text in pairs.

3.    Reciprocal Teaching (as a whole class)

At this stage, the whole class discusses to produce questions, make summaries, predict and clarify the text. The teacher monitors student performance and confirms whether students can use new vocabulary, express ideas and concepts, and connect ideas related to the text.

4.    Finding the Main Idea (as a whole class)

The teacher asks students to find the main ideas in the paragraph or the entire text.

5.    Signal Words (as a whole class)

The signal word is used to indicate a particular text pattern and to show how these words function in the text. For example, 'so' indicates cause and effect. Teaching these words and their functions can give the reader a new or different idea to understand the text.

6.    Key Words (as a whole class)

The teacher asks students to identify key words to distinguish important words from less important words in the text by asking the following questions:

• What was the event? 

• When did the event occur? 

• Where did the event occur? 

• Who was involved in the event? 

• How did the event occur? 

• Why did the event occur? 

7.    Developing Data Banks (as a whole class)

The teacher asks students to write important words and often appear in student notebooks to help develop their vocabulary.

Post-reading Activities

1.    Cloze Passages (as a whole class)

This activity is designed to help students (readers) develop vocabulary, understand cohesion in the text, and investigate the text further.

2.    Comprehension Questions (individual)

Comprehension questions are asked to students to confirm their understanding of the contents of the entire text. The teacher prepares a question sheet that contains various questions for each student to do individually. The question is:

a.  True or False Questions

    - Computer training is offered on the trains.  True or False? 

    - The training is offered on morning trains.  True or False? 

b. Alternative Questions

    - Was the first lesson on March 26 or March 30? 

    - Was the first lesson English or Russian?   

c. WH-questions

    - How many languages are taught on the trains? 

    - Why are the lessons given on the trains? 

After students complete this activity, the teacher checks their answers together in the class to confirm their understanding of the context before moving on to the next activity.

3.    Compare Ideas (in pairs)

The teacher asks students to make a chart to ask questions to their partners and fill in their answers on the chart. Example:

4.    Discussion (as a whole class)

Discussing topics helps students (readers) to connect text themes to their experiences and develop their understanding. Examples of questions are:

• Do you want to study language on trains?  Why? 

• Do you think language training on trains is a good idea?  Why? 

The answers to these questions are not in the text. Therefore, students must use their own ideas to answer questions about the topic.

Thus the stages of this learning method, I hope that it will be useful for you guys ^_^

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Teaching Reading Strategies to Students who Study Foreign Languages (discussion part 1)

       

          Hello, this time I will continue my review of the journal "Teaching Reading Strategies to Students who Study Foreign Language". Check it out :)

      As I mentioned in the previous post, the learning methods used in reading teaching strategies are whole class activities, group activities, pairing activities, and independent activities. Teaching materials used in this learning method are articles from graded-down for non-native speakers, texts printed on large sheets used for whole class activities, and handouts given to students for group activities, pairing activities and independent activities.

          The stages of the above learning methods are divided into Pre-reading Activities, During Reading Activities, and Post-reading Activities. In this post, I will discuss the first stage, Pre-reading Activities. In this stage, there are several learning steps, including:

1. Setting the Purpose of Reading (as a whole class)

   The teacher explains the purpose of reading to students for example to learn new information, get overall ideas from text, etc. Then, the teacher introduces the necessary reading strategies (skimming, scanning, etc.).

2. Signpost questions (as a whole class)

  The teacher asks questions to motivate and activate the students' background knowledge. Example:

- How do you come / go to school / work? (By bus, bicycle, or on foot?)

- Where do you study English? (At school, home, library or elsewhere?)

3. Prediction Activities (as a whole class)

   The teacher only shows the title of the text (and photos if available) then asks students to predict the topic based on questions or prior knowledge and the title of the text. Next, the teacher can ask questions such as:

- Who was the text written for?

- What style of language might be used?

     Active participation from students is encouraged to take advantage of their knowledge background so that it can help their reading comprehension. Therefore, the three activities above must be carried out in order to come up with as many ideas as possible.

4. Skimming (in groups)

   The teacher shows all the text printed on large sheets that are placed on the board for students. Then, the teacher asks several questions such as:

- What is the text about?

- What is the purpose of this type of text? (to provide information, to recount an event, etc.)

   Next, the teacher asks students to read the text and discuss the questions above in the group. Skimming reading strategy is introduced to get an overall picture of the text and ensure the genre of text.

5. Scanning (in groups)

   The teacher asks students to answer the questions designed in the third stage (prediction activities) then write the answers on the board. Scanning activities are introduced so that students can find the appropriate information in the text that they need to succeed in reading comprehension.

6. Breaking up the text (in groups)

    The teacher provides handouts in the form of text which is broken down into sections for each group and asks students to summarize the texts in the group. Then, the teacher asks students to present their summaries to other groups.

  Skimming, scanning, and breaking up the text were introduced as group activities to develop and confirm students' reading comprehension further. This can be useful when they will use vocabulary, explain, classify, compare, give examples, question, and say words.

7. Brain Storming (as a whole class)

  By doing this process, the teacher can confirm students' understanding by examining the answers answered in the fifth stage (scanning) and summaries reported at the sixth stage (breaking up the text).

8. Pre-teaching Important Words (as a whole class)

 Before carrying out actual reading activities, teaching new and important words is needed to help reading comprehension. That way, students can expand and connect their current knowledge and gain new knowledge. 

        That's enough for this time. Regarding the next 2 stages (During Reading Activities and Post-reading Activites) I will discuss them in the next post. See you ^_^

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Teaching Reading Strategies to Students who Study Foreign Languages (introduction)

Hello, after I reviewed the book, now I go back to my blog and will discuss about an international journal that I have read titled "Teaching Reading Strategies to Students who Study Foreign Language". Hopefully it can be useful for us. :)

Why did I choose this journal?

         The reason why I chose this journal is that we all know that Indonesians are known to have low reading interest, especially reading related to learning (one of them is myself). Of course this is not good because based on my own experience, I often see people fighting or misunderstanding on social media because they are not careful in reading other people's captions or comments. Therefore the reading culture must be applied as early as possible. By reading this journal I want to know how to teach reading strategies that are good and effective to be applied in classroom learning.

Introduction

         This article describes the method or program or reading strategy that can be applied in the EFL class. The aim of this program is to help students understand the text structure of a particular genre, find main ideas in the text, learn new vocabulary and learn effective reading strategies to develop their reading comprehension. Learning methods that can be applied in the form of individual activities, paired discussions, group discussions and also the whole class. This aims to minimize the anxiety of students (especially shy students) when they advance and speak in front of the class. In addition, support and guidance from teachers is needed to help students become more independent learners over time.

Well, this is enough for  this time.  What are the learning strategies? If you want to know more, look forward to my next post. See you next week. ^ _ ^

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The One Skill Review Part 4 (Last)

       Hello, welcome back to my blog. In this post I will continue my review of The One Skill's book. Check it out.

Chapter 17: Practicing the Skills

Some mini-skills that can be used as a healing process, including:

1. Make a commitment to practice just a few minutes a day.

2. Set aside some practice time.

3. Have reminders.

4. Sit and practice daily.

If you have difficulty letting go, you can do these suggestion:

1. Practice with easy things first.

2. Do it in small does.

3. Practice with people you don't have difficulty with.

4. Practice letting go of a desire.

5. Practice letting go of distractions.

Chapter 18: How to Act After Letting Go

 There are some good possibilities to practice:

1. Accept this moment for what is.

2. Accept another person for who they are.

3. Accept yourself for who you are, and be content with yourself.

4. See that someone else (or yourself) is acting this way because

they are suffering, and try to be compassionate with them.

5. See that there’s a legitimate problem to be solved, other than the anger you’re both feeling (which is just a symptom). But letting go of the ideal and the anger helps you and the other person to solve the problem more calmly and compassionately.

6.  Let go of the ideal, see reality as it is, and respond appropriately.

7.  Just be in reality as it is, without judgement.

8.  Let go of controlling things and just let them happen for a bit, being in the moment as they happen without trying to control things.

9.  See the impermanent nature of reality. This is a fascinating and enlightening

learning process.

Chapter 19: What Letting Go Isn't

There are many misunderstanding about the idea of letting go. This is because accepting and giving up is not part of this worldview. However, the meaning of letting go is actually:

1. Letting go isn't about giving up.

2. Letting go isn't about being victim.

3. Letting go isn't about not improving.

4. Letting go isn't about letting someone else get away with something, etc.

Chapter 20: Examples of Letting Go

This chapter provides examples of problems that we often experience in everyday life and how to overcome them by using letting go skills.

Chapter 21: Where to Go Next

This chapter contains the author's opinion about what we will do after reading this book. He argues that although this book has entered the final part, this is only the beginning of our next journey in understanding and applying this Letting Go Skills. However, it all depends on us, whether we will apply it or not.

       For your information, this post is the last review of this book. Hopefully my review can be useful for you....... Wait for my next post ^_^

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A Little Experience

     Hello, guys. In this post I will not continue with the book review hehe, but I will share my experience after reading other friends' blogs. Check it out...

     After I open and read other friends' blogs, I can conclude that everyone is different. Each person has his/her own uniqueness. This can be seen from the look and content of their blog. In addition, the writing style in their blog is different, there are those who are direct to the topic that will be discussed, some explain the other things first and the topic of discussion.

     By reading other friends' blogs, my knowledge has increased, as in the topic of naming traditions in the world, the differences between men and women (men are from Mars and women are from Venus), the difference in the education system between Indonesia and other countries, and the latest is book review that still continues today.

only love no hate :)

     In the three discussions before reviewing the book, I found that there were several blogs that discussed the same thing, but they wrote it in their own way, which made their blog interesting and seemed different from others. While in the discussion of reviewing the book, there are several blogs that make me interested in reading the books that my friends have reviewed, especially books about motivation and personality. This is because right now, these two things are the things that I need in my life hehe.

    In addition to the four discussions above, there is one more discussion about the meaning of the name, the dream name for our child later, and the favourite English name. By reading other friends' blog, I came to know about the three things above, especially the meaning behind their names and that was interesting for me. In my opinion, this discussion is the most personal discussion and is my favourite, because this discussion tells the story ourselves not the story of someone else, so I think we can better master it.

    Well guys, that's my story about experience after reading other friends' blogs. In conclusion, I personally feel that I can gain knowledge by reading my friend blogs even though sometimes there are some sentences that are difficult for me to understand.
  Thank you for those who have read my experience, hope you are entertained. See you in the next post💕

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