It is striking to take note of the succeeding pronouncements where it was elaborated that in almost all cases, students do not ‘outgrow’ reading problems on their own. She presented facts that prove most struggling readers continue to face reading problems. Being a successful reading tutor and author of the reading instructional programs Right Track Reading Lessons and Back on the Right Track Reading Lessons, she pointed out that the brain imaging research also shows incorrect processing forms in beginning readers and persists unless direct effective intervention occurs. She asserted further that the neural research proves intensive intervention with effective direct systematic phonics programs can improve reading skills and form correct phonologic processing pathways. With firm finality she mentioned that reading success can be
8.2 What is the level of communicative competency of the secondary school students by using English language? 8.3 How does the teacher’s practice on the approach in the classroom can influence the speaking competency level of the secondary school students? 8.4 What are the appropriate methods can be used to improve the speaking competency level of the secondary school students? 9.0 Significance of the Study The purpose for this research is to find out the main problem of what makes the teachers’ practice on Communicative Language Teaching Approach (CLT) in helping the students’ communication skill constantly failed. The most beneficial person would be the teachers.
If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling. It is no exaggeration to say that how well students develop the ability to comprehend what they read has a profound effect on their entire lives. A major goal of reading comprehension instruction, therefore, is to help students develop the knowledge, skills, and experiences they must have if they are to become competent and enthusiastic readers. The main goal of reading is to derive meaning from the text. Classrooms across the nation are interspersed with students that do not understand what they have
It has not been given enough emphasis and attention in the learning of writing process to the students. Instead of giving the writing topics to the students individually, we can help them go through the process of writing stages. This research hopefully will assist and allow teachers to improve the writing skill of students. It will also help students to build their confidence using English in their writing and also in their communication. Teaching through this method would be equally interesting for both the teachers and students.
The main purpose of teaching English in junior high school is to develop students’ communicative competence both in spoken and written language. In this case, there are four basic skills which students acquire in learning English, they are listening, speaking, reading and writing. Listening and reading are receptive skills and speaking and writing are productive skills. Productive skills are considered to be more complicated than receptive skills, because students need to produce language in their own words. As a productive skill, teaching writing needs a lot of time, and the teacher should be creative to choose an approach, method, and strategy.
They also gain an awareness of the conventions of reading (e.g., one reads from left to right and from the top of the page to the bottom; sentence are made up of words; and some sentences extend beyond a single line of print). In the early elementary years, from first through third grades, children continue learning how to read. It is a complex process, difficult for some and easy for others. Care must be taken during these early years not to overemphasize the learning-to-read process. Reading for pleasure and information develops reading interests and offers children the opportunity to practice their reading skills in meaningful
Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading. This essay will discuss six elements of teaching students to read including oral language, phonemic awareness, phonics, vocabulary, comprehension and fluency, and ways in which teachers can deliver instruction using a balanced approach. A balanced approach to teaching reading involves explicit phonics instruction as well as world view. Traditionally students were introduced to reading with an emphasis on phonics. McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120).
Using the Hot Seat Game to Improve Students’ Speaking Skill at Senior High School 1. INTRODUCTION A. Background of problem Speaking is a fundamental part of human communication. In daily life, human being prefer to use speaking more than writing for communication. In learning foreign language such as learning English, speaking is one of the most skill that should be mastered.
English language is one of the most important communication tools in the world. Learning English is a necessary subject for all contexts of English as a second or foreign language due to its popularity and importance all over the world. Nathan and Stanovich (1991) have mentioned that word acquisition and the recognition of words rapidly as a skill is a major correlate of reading. So students’ success with sight word recognition is a critical component in their achievement as lifelong readers. This chapter divided into two sessions: Theoretical framework and empirical framework.
In teaching English pronunciation teachers practice some English teaching methods. For the activities, teachers usually ask the students to read aloud a text, pronounce the words, practice some dialogues or ask the students to speak up spontaneously. As we know that in the learning process mistake is common, so feedback should be given by the teachers. Feedback is considered to be one of the most significant factors contributing to learner development (Hattie, 2009). This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy.