Students read the text to confirm their prediction before moving to the next portion of the text. They can either confirm or reject their prediction. Students discuss the confirmation or rejection of prediction by referring the information gathered from the text. This process continues until the entire text has been read. According to Elfira, Marhum and Mashuri (2015), DRTA strategy encourages students to use their mind while reading, thus making them thoughtful and active learner as they comprehend the text.
Reading can help the students a lot by supporting students at other subjects, get higher grades in school, and teach them about the world around them. Reading can support students in various subjects. First, reading can help students build vocabulary skill. Johnson O 'Connor, an American psychometrician, researcher, the educator said that reading is an important step to increase children’s knowledge of words. He also said, “Reading is how you can find the words that you
For teachers to teach reading effectively their lessons should include vocabulary, decoding skills, fluency and comprehension strategies. Using these techniques and strategies taught in class students can make connections to build up their reading comprehension. As we discussed with our first article, students who have better automaticity obtain more cognitive abilities that they can put forth to work with reading comprehension. Therefore, reading fluency, the use of accuracy and automaticity, connects to student’s reading comprehension. A student’s reading success depends of their reading
Planning is very useful to us teachers. When we prepare to plan our lesion our planning will be very meaningful and we will achieve the learning out comes from our students. Again, planning help us teacher to understand what we are teaching about and helps the student to learn even better. So everything we to daily in life must go through the process of planning. Therefore, before the teacher gives an assessment to the students he or she must cover a lesion and prepare to plan what question he is going to give to the students.
Secondly, the student will know from the teacher some connectors, especially those who show contrast and addition, the difference between them will be clarified and also the use of punctuation. After that, the meaning of the connectors will be explained with examples; this will help the student to identify the reason why the connectors are helpful. Then the student will complete a grammar activity using connectors, this will be provided by the teacher. Finally, the student will use the connectors to express what she did in her last vacation, the student will have some time to write a paragraph and then she will read it. Additional material will be provided to Paola as an extensive learning such as web pages where she can keep practicing the use of connectors.
Moreover, in order to make the students become active learners during the reading process, teacher should engage students through both immediate and non-immediate talk which includes discussions of word meanings, making predictions and inferences, and relating the text to personal experiences (Dickinson and Tabors, 2001 cited in Lane and Wright,
d) Like I said before her strategy can influence me in the beginning, but when I lost or decrease my motivation through learning English, I think it’s the problem. e) I hope my teacher is not just motivate me in the beginning of meeting, but when I lost or decrease my motivation she can maintain it, or it is better if she keeps my motivation, so she shouldn’t maintain it because she always keep it stable. All of them had answered the questions in the same time, so the writer could compare each answer from every student. T1 answer that the English teacher can promote students’ motivation and the English teacher’s role can influence the motivation in foreign language classroom, but the teacher have to pay attention on the way or the strategy to promote the student motivation, because not all the student have the same problems when they learn English as foreign language and the English teacher
Meisaa: As a teacher of English, I think that the best way for improving students’ skills is by involving students in some purposeful activities that are not related to the course, such as surfing the net for a certain piece of information or reading a novel for discussion. This way is the best for attracting students’ attention and improving their abilities In English. T. Suzan: students should read in English daily. They also should think in English and forget their mother tongue language Join a workshop when writing. Develop their grammar and vocabulary and think outside the box “write about the same topic from different perspectives and views.
One of these methods is teaching grammar through reading and writing. Students can learn correct grammar by reading passages or their peers writing. A teacher can use a strategy called grouping to have students teach each other about grammar. From the article Grouping Students to Teach Grammar, Breznak and Scott suggest that, “Students learn best when they teach to someone else” (Breznak and Scott, 2003). Students can be given a writing prompt and have their peers edit their work.
What are the reading strategies used by the Malaysian ESL secondary school readers to comprehend texts? 2. How effective are the reading strategies used? 1.6 Significance of the Study This study will be a significant endeavour to both students and teachers in identifying the reading strategies used by the students and how effective it is for them. This study might also be helpful for the ESL students to get to know what reading strategy suits them well in order to improve their reading ability.