Ningtas (2015) mentioned that in prediction phase students are encouraged to use context clues and set up the purpose of reading. Moreover, prediction serves as a way for the students to involve in the text and develop interested in the text. 2.8.4 Promote active comprehension Directed reading thinking activity promotes active comprehension by encouraging students to think critically about the text. This strategy is carried out in different phases. Lowe (2006) stated DRTA as a metacognition strategy that teaches students to set a purpose for reading as they develop their thinking processes.
Reading is usually regarded as hard especially in English as the students unable to comprehend what they read. Students tend to read word by word which make them try to understand the words per se and not on context. When this problem occurs it will reduce their interest and motivation to read. By using the extensive reading materials, the students will be taught to read and be more concerned with the meaning of the text rather than the meaning of individual words or sentences. Limitation of the Research Some problems might arise when the research is conducted: a) Selecting reading materials and suit the students’ ability and fit with the needs of the curriculum specification could be rather demanding.
The reason why students should read more challenging novels are because they learn new things, and they could also learn how to act in a certain situation based on the type of challenging story they read. Many people also feel that this book is irrelevant to student’s lives. However, kids should learn what life would be like for kids at their age in a different time period. Like what was stated before, in a history class, when we learn about the history, we learn about the straight facts, not as much of the personal lives of people living in that time. Since the novel is showing the personal recollections of one boy in the time period, students can identify the similarities between the two lessons.
ABSTRAC: The aim of these papers is to determine the issues and difficulties that Saudi students encounter when learning to write in an academic way and to explore writing mistakes and errors that student make while they are writing. Introduction: Academic writing is an important for students who learning English as a second language. When it comes to the teaching and learning of language skills, writing comes at the end, according to the natural order hypothesis of language learning, but this does not make writing skill insignificant. Rather, its significance increases manifolds in the academic contexts in which students are required to apply this skill as a main tool to show what they have learnt. According to Fageeh (2011), “many EFL
Writing is one of the four major skills in English, which has to be mastered by the students. Writing classified as one of productive skills which enables students to be creative in producing the ideas related to the topic that they are asked to write. On the other hand, the students should produce the language in written form as a means of communication between the writers and the reader. In writing, students are free to express their ideas, thoughts, feelings, opinions, beliefs, arguments, information, or even their experience into a written form. It can be such a way for the writer to convey the messages to the readers in order to make the readers know what the writer is trying to share.
I drafted the essay quickly with basic understanding to my essay topic. Much of the effort was spent on reviewing and editing the essay after I have received comments from peers and teacher. For me, the most significant experience on the approach is these two stages. It provides me chance to receive precious comments to enhance my writing and learn about my shortcomings. Besides, I gain a chance to learn more about English writing skills.
The Interactive Model The interactive model takes into consideration the continuous interaction between The bottom-up and The top-down processing in the text's meaning building (p: 93-100) . 4. Reading Strategies Many researchers in the area of reading strategies studies have used different types of strategies; these strategies are as follows: predicting, inferring, self- monitoring, and summarizing, where they are more effective, useful and beneficial for students. 1. Predicting: This reading strategy includes thinking about what might be coming next in the text, where the effective reader can apply it before beginning reading by using pictures, texts, headings and his / her personal experience in order to make predictions .
Writing is an important productive skill for learning English at school as foreign language. One type of writing is persuasive writing which mostly forms in a number of paragraphs and becomes a text called argumentative writing or essay. Argumentative writing or essay is encompassed to an academic writing. Thus, argumentative writing is studied by EFL learners. However, EFL learners have to deal with some difficulties in writing and delivering their point of view within an argumentative essay.
Reading is an action of a person who reads and habit is a product of this action or learning. Reading habit is an essential life skill. It not only increases our knowledge, but it also builds maturity and character, sharpen our thinking, and widens our awareness in social, economic, political and environmental issues (Zainab Abdullah, 2013). Reading presents a lot of problems to most of the university students ( Noriah and Suhaidi ,2009 ). Most of the university students have to read a lot of academic texts in English.
At the end of the instruction another version of the KET test will be used as the post-test. Keywords: thinking together, autonomous language learning, pre-intermediate EFL learners Introdution Nowadays, most researchers and teachers of a second or a foreign language pay special attention to the reading activity believing that the ability to read in a second or a foreign language is an essential skill for academic purposes as it is the prerequisite of