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.
According to Nuttal (1996) on aims of reading, for extensive reading, variety is also important. Students need to read different variety of reading materials. This may include different forms discourse structures, genre, subject matter or materials- magazines, newspapers, tabloid, journals, readers, abridged readers, young adult readers, novels, etc. Teachers can exploit the extensive reading materials to introduce or revise new vocabulary, tenses and sentence structures by exposing the student to the English language in a varied memorable, familiar and of course enjoyable manner. Learning English through extensive reading materials can be the foundation for secondary schools in terms of basic language functions and structures, vocabulary, language learning skills and literature.
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). According to Fountas and Pinnell (2006, Cited in Johnston, 2015), Interactive Read Aloud is a deliberate and explicit method of reading aloud where the teacher models for the whole class vocabulary development, reading fluently, and comprehension strategies and requires the students to involve in the discussion by giving some questions. As the result, the students become interactive participants in their own learning. Interactive Read Aloud also can be defined as an activity that makes children learn new words and ideas as
THE ROLE OF LITERATURE IN ELT Teaching Language Through Literature Literature plays an important role in teaching. It helps to develop the four skills, listening, speaking, reading and writing. Also there are many advantages on students’ development and for whose that going to be teachers. First of all literary works make the classes more enjoyable than a main course class, use of literature creates a real environment and students can feel like they live that situation. Within literature the students get the chance to learn about other things like, time (century), the setting, people in that time (behavior) and about the general environment.
They take the student by the hand to build the knowledge and confidence necessary to produce in the new language effectively. Intonation and Flow Important pronunciation features are practiced in this unit section. Flow, intonation, vowel sounds, stress, and intonation are fostered through them. Listening Listening activities are planned to develop different comprehension competencies such as listening for general information, listening for specific information, understanding details and different accents and note taking. All the listening exercises are given support by charts, pictures or graphs to make listening easier to the student.
For example, students may learn techniques for determining important information, making inferences, asking questions, and summarizing. They could apply these strategies to multiple content areas such as English, science, history, and/or math. Discipline Literacy, however, supports students in moving beyond the general reading strategies as they develop specialized practices for making sense of discipline-based texts. Disciplinary Literary is much more in-depth in nature. It includes understanding how information is presented in each discipline, the organization of important information, specialized vocabulary, and the interpretation and evaluation of evidence.
CHAPTER I INTRODUCTION 1.1 Background of the Study Reading is a process which is done and used by the reader in getting the message and information that is made by the author in the form of written or printed material. Generally, many people read a written or printed material for getting pleasure and relaxation. However, academically the students read a book which is made based on the rules of academic discourse for increasing their knowledge and getting some information that can help them in learning. So they should understand about written symbol on the text in getting the point. Kenyon (2008:5) states that when you plan reading sessions with your learners, make sure that there is time to talk about the text (passage, story and to write).
Reading habits of DLSL communication students and its impact on their writing course performance Jilianne Carmel D. Lucido Jean Camille D. Silva U3A Communication Research 2015-2016 March 2016 ABSTRACT The purpose of this research is to determine the relationship between a students’ reading habit and their academic performance in school. Reading and writing are two skills widely used in the field of communication. This research is conducted to know the reading habit of DLSL communication students and its impact on their writing courses performance. The objectives presented are: to identify the preferred reading materials of the students; to know how often the students read; to know if they learn from what they read and
They have to express their views on particular topic in English in a minute. It is helpful to them in the beginning of language learning. 2. Encourages to participate in Role-Play which is one of the effective methods for language learning. It develops thinking skills and spontaneity 3.
Furthermore, Maxwell (1970) explained that scanning is the ability to find specific facts and information and details quickly. It is considered as a desirable reading skill and is taught in most reading courses. Other researchers like Goodman (1970), Nuttal (1982) and Jacobowitz (1988) agree that reading is an interaction with the content of the text when learners are reading in order to select the most practical signs that facilitate getting the meaning. Moreover, Allen (1997) points out that a valuable technique which help students to find keywords in the text that allows them to deduce the general idea of the passage is skimming. It enables learners to understand a text faster and progress in reading process.