This strategy guides the students through the process of reading text by understanding and thinking about the text. Tankersley (2005) states that the Directed Reading Thinking Activity (DRTA) promotes higher order thinking skills and allow lecturers to know students’ thought process and experience. Moreover, it is useful for processing all types of text. Blachowich & Ogle (2008) states that the Directed Reading Thinking Activity (DRTA) gives teachers the opportunity to act as a facilitator by guiding students to think like readers. That is, they anticipate, predict and then confirm and modify their predictions as they
Reading aloud has many advantages in learning. Those are; first can improve in reading comprehension. The teacher can use reading aloud to improve student’s background knowledge and their skill in reading (Meller, Richardson, & Hatch, 2009). It is based on investigation that conduct by Santos (1987) in Amer (1997) reading aloud has positive effect for learners particularly ability to inter- relate, interpret, and conclusion of draw from content of passage. Besides the teacher can guide learners in learning second or foreign language (Güler, 2013).
For example, students may learn techniques for determining important information, making inferences, asking questions, and summarizing. They could apply these strategies to multiple content areas such as English, science, history, and/or math. Discipline Literacy, however, supports students in moving beyond the general reading strategies as they develop specialized practices for making sense of discipline-based texts. Disciplinary Literary is much more in-depth in nature. It includes understanding how information is presented in each discipline, the organization of important information, specialized vocabulary, and the interpretation and evaluation of evidence.
Reading is a process of constructing meaning. In developing a pedagogy about teaching reading, teachers must be aware of all elements that create a good reader. Teachers can provide the best instruction by delivering a balanced approach to teaching reading. Whilst it is necessary for students to recognise explicit elements of reading such as phonics, students will achieve much more success when also viewing reading from a ‘world view’. Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading.
The roles of English Literature in the language curriculum at schools are inevitably vital to the students. Most of the teachers are well aware of the importance of the Literature teaching to the students due to its help in broadening the students’ perspective about the beautiful content of English as a language and as a learning subject. Based on the study, it was found that teacher’s guidance inside and outside classrooms is very important to attract the students’ attention and interest to learn the subject. Learning Literature is in fact encourages students to read more and by doing so they will unconsciously increase their vocabulary. By improving on vocabulary, the students can write better and in a more correct way.
Additionally, teacher could utilize storytelling activities to enhance learners’ language skills, promote creative and critical thinking as well as raise the awareness on general knowledge, culture and tradition in young learners. Undoubtedly, storytelling is an effective way to strengthen the language skills and vocabulary of young learners. Storytelling provides young learners with acquisition of language and literacy. Children who listen to story are able to improve their listening skill, vocabulary and grammar knowledge compared to those who did not. Through storytelling, teacher will be able to inculcate different vocabulary in the story and this will allow young learners to get used to the correct form of language structure.
For many children reading text aloud helps to develop their skills as active listeners. Listening how the teacher reads a text demonstrates a model for fluent reading and pronunciation of unfamiliar words. Read aloud also maintains each student’s participation and focusing on how the reading process works. Reading aloud allows students not only to understand the plot of the story, but also catch the meaning beyond the text. Reading aloud motivates students to read and provides many benefits in building vocabulary, learning the reading process in a meaningful context, modeling fluency, and simply practice how to think-aloud.
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.
“the positive outcomes of reading included enjoyment, knowledge of the self and other people, social interaction, social and cultural capital, imagination, focus and flow, relaxation and mood regulation, as well as improvements in communication abilities and longer-term education outcomes.” (“The power of reading: how books help develop children’s empathy and boost their emotional development”). This statement talked about how the books that are prohibited are really enabling children to advance in school. This statement additionally discloses how kids associate with the books. " fiction causes us see how other individuals feel and think. “ fiction helps us understand how other people feel and think.” (“The power of reading: how books help develop children’s empathy and boost their emotional development”).
Teaching through this method would be equally interesting for both the teachers and students. This study will benefit the teacher because it will be a guideline for the teachers to determine the specific difficulty encountered by the students in acquiring English. The teachers can find ways to improve their teaching methods. Moreover, students will show high level of enthusiasm, curiosity and involvement in being taught through process writing approach. The studies conducted on the incorporation of process writing approach showed that the approach is effective to improve the students’ achievement in writing.