Introduction Since EFL reading carries great weight in foreign language teaching, great efforts have been exerted to improve students’ reading ability. And a good understanding of how students learn and how the teachers teach becomes a key point in the changing society. Teachers are required to change their teaching styles to meet the needs of reading teaching. The teacher’s role is changing. To improve the quality of reading teaching, four concrete problems should be solved.
By improving on vocabulary, the students can write better and in a more correct way. It is proved that by learning English Literature, the students can improve their writing acquisition, not only because of the additional vocabulary, but also on the grammar system as well as the sentence structure and construction apart from writing creatively. 5.3 Recommendation Based on this research, there are several recommendations that can be suggested especially to the English teacher, the students that take English subject at school as well as for the researchers that are looking for topic and content for future research. Considering the current situation especially in Malaysia, lots of research needs to be conducted to find out the perception of the citizen regarding certain issues especially the matters that are directly linked and connected
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.
Studies have shown that students that develop proficiency in reading are more likely to succeed academically overall. Thus, this can be a major motivator for a student wanting to gain proficiency in the target language (Shoebottom, n.d.). When proficient reading skills have been developed in the target language, the reader will not only possess alphabet knowledge, but also be able to understand individual sentences and the structure of a piece of writing. Such characteristics are considered to be indicators of
Schools should make room for extensive reading in schools. Learners will be able to improve their vocabulary and language use. Extensive reading is a significant way of improving both the vocabulary of a person and ones reading skills (Nuttal 1982). When learners can improve their vocabulary they will enjoy reading and read more 'extensively '. If learners read more they will automatically learn more.
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.
Thus, the ability in speaking skill is a crucial and important part of second language learning and teaching process. The mastery of speaking skill in the English language is a priority for many second language or foreign language students. Even though periods of focusing on language form and enhance vocabulary are important in English language learning, but developing the students’ ability to really communicate with English in the classroom are the main goal of an English language teaching. At the end of the study, the students should be able to communicate effectively in English for study, work, and leisure outside the classroom. Therefore, it is essential that English teachers pay great attention in teaching speaking to the students.
Students can use the language to fulfil a real purpose, which can make students both more independent and confident. • Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs. • CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts. • Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other
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.
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.