CHAPTER II LITERATURE REVIEW This chapter presents the theories employed in this study. The discussion covers Interactive Read Aloud theories, including the definition, chronological development, Interactive Read Aloud principles, strategy to conduct a successful Interactive Read Aloud, and the interaction produced during Interactive Read Aloud. Moreover, this chapter also presents theories regarding teaching English to young learners in English as a Foreign Language context. Some studies related to Interactive Read Aloud are also presented. 2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996).
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.
SECTION B Introduction This research is to investigate the effectiveness of using extensive reading materials to teach reading for standard 5 students As we aware, reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, check their interpretation and use social context to focus their responses. In order to maintain the interest in reading among students in this school, we need to use extensive reading materials as an alternative to teach reading apart from using the traditional reading materials. Since the aim of the reading programme is to develop students’ ability to become independent readers, extensive reading is very important. Most extensive reading will be done out of the
The steps that this approach takes can be as follows; situation, purpose, tenor/field/mode, planning, drafting, publishing. Firstly, the situation is where the teacher should try to replicate (as close as possible) the situation that students are expected to write about. Followed by the purpose of the writing, learners must understand the reason why they are writing what they are writing. To what end will it be used for. Next, the terms tenor, field and mode are discussed.
By that, the components of syllabus still refer to KTSP guideline, i.e., competency standard, basic competency, learning material, learning activity, indicator, assessment, time allocation, and learning source. The Functions of Learning. As said by the teachers of MI Muhammadiyah kota Gorontalo, English is taught at extracurricular activities in purpose of an introduction. By introducing English early to the students, the students could produce more correct pronunciations and good English expressions. This also can develop students’ basic proficiency in four basic English skills.
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
Introduction This essay will attempt to explain, through the use of research, why and how people learn English and the importance of English as a foreign language. The research was conducted through observation and interview questions with a current IMAC (Institute of American and Mexican Culture) School student as well as a one on one teaching lesson with the student. Problems that will be discussed that may arise with the IMAC program are the costs of education and communication struggles and as well as teaching struggles for the level of the observation student. The student being who volunteered for this research name is Victor Diaz. A full background of the student and findings will be discussed in the following part so this paper.
The four language skills are then further classified into two more classifications: receptive skills (listening and reading) and productive skills (speaking and writing). The productive skills are skills in which a means of communication is produced by the student. The productive skills are writing and speaking. According to the communicative approach, the ultimate goal of language learning is language production; as such, students can be prepared for the last activity of speaking by building good foundations in the other
This chapter reviews a number of relevant literatures underpinning this research. Motivation in English learning, as the key point of this study, is overviewed based on theories from some experts in the first section. Description and explanation of after-school programs and activities, including academic achievement towards motivation of students for learning English, is also reviewed. The reviews from previous studies about students’ motivation in English learning, as the main aspect of this research study, are provided in the last section. 2.
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