The Development of CTL Based Reading Description Text Learning Material
01 Dec 2018-
TL;DR: It can be concluded that the learning materials is worth a read text descriptions used in teaching reading skills, and it is expected that this reading instructional materials can overcome the limitations of reading learning materials in junior high school.
Abstract: This research aimed to describe the validity and effectiveness of reading description text learning materials which are developed based on the principles of CTL for grade VII students. This research used the model of Plomp from prelimenary phase, development, up to asssesment phase. Validation of learning materials are described in four categories; material, presentation, language, and graphics. It uses validation sheet and test carried out in class VII SMP Negeri 12 Padang ( about 31 students)by using achievement test and questionnaire. These results indicate that the learning materials developed in terms of feasibility is declared invalid content, presentation, linguistic, and graphicism have very valid and effective which is indicated by the results of student learning. Based on the results of the analysis and discussion, it can be concluded that the learning materials is worth a read text descriptions used in teaching reading skills. It is expected that this reading instructional materials can overcome the limitations of reading learning materials in junior high school. Keywords-learning materials; reading skill; description texts; CTL
01 Nov 2020
TL;DR: In this article, õppevara on abivahend, mis on õpetajale toeks laste arengu eesmärgipärasel suunamisel.
Abstract: Kvaliteetne õppevara on abivahend, mis on õpetajale toeks laste arengu eesmärgipärasel suunamisel. Uurimuse eesmärk oli välja selgitada, millisena hindavad Eesti lasteaiaja klassiõpetajad oma võimalusi otsustada eesti keele ja matemaatika õppevara valiku üle, millistest põhimõtetest nad lähtuvad ja milliste eesmärkide täitmist õppevara puhul oluliseks peavad. Erinevuste väljaselgitamiseks lasteaiaja klassiõpetajate hinnangute vahel küsitleti 64 lasteaiaõpetajat ja 47 klassiõpetajat, kasutades valikvastuste ja avatud küsimustega ankeeti. Õppevara valiku põhi mõtteid analüüsides eristus neli peakategooriat: vastavus õppekavale, sisu ja ülesannete mitmekesisus, sisu ja ülesannete selgus ja arusaadavus, välised tegurid. Õppevara eesmärkidest tõid õpetajad kõige sagedamini välja, et heal tasemel õppevara peaks toetama laste kognitiivsete oskuste kujundamist. Samuti selgus, et võrreldes klassiõpetajatega saavad lasteaiaõpetajad rohkem ise otsustada, millist õppevara eesti keele või matemaatika õpetamisel kasutada. Teadvustades, millistest põhi mõtetest õppevara valikul lähtuda ja milliseid eesmärke heal tasemel õppevara täidab, saab õpetaja teha otsuseid, mis toetavad mitmekülgselt lapse arengut.
TL;DR: In this article, the authors examined the effectiveness of extensive reading (ER) program on reading rates of high school students in Japan and found that ER is an effective approach to improve students' rate and general language proficiency.
Abstract: Due to the great interest of practitioners on reading fluency in first language (L1) and second language (L2) English classroom settings, fluency has become a hot topic. A number of studies have suggested that an extensive reading (ER) program can lead to improvement of L2 learners’ reading rate; however, studies about high school students are scarce. Inspired by current issues in reading and previous ER investigations, this study examined the effectiveness of ER on reading rates of high school students in Japan. In this study, students were provided with graded readers and comic books as reading material they would find enjoyable. Pretests and posttests of reading rate and language proficiency were administered and a t test was used to compare means of the rates and language proficiency within groups. Results indicate that ER is an effective approach to improve students’ rate and general language proficiency.
TL;DR: This paper proposed a tentative checklist to evaluate CLIL textbooks, based on previous checklists created to evaluate ELT textbooks, and based on the criteria for producing quality CLILlearning materials drawn up by Mehisto (2012).
Abstract: In the last decades, the number of bilingual schools in Europe has increased significantly.Most of these schools implement CLIL methodology in their teachingand, consequently, there is a demand for new and appropriate materials for eachcontent subject taught through a foreign language: new textbooks written in L2are needed, and the existent offer does not meet the current demand. Given thatCLIL materials development is a relatively recent field, there is not much researchon the evaluation of those still insufficient course books. In this paper, and in orderto evaluate CLIL textbooks, we propose a tentative checklist twofold based: onthe one hand, based on previous checklists created to evaluate ELT textbooks - CLILmaterials use principles/techniques of foreign language teaching (Steirt and Masser,2011)-, and, on the other hand, based on the criteria for producing quality CLILlearning materials drawn up by Mehisto (2012). Further research is in process inorder to refine the checklist with the results of an analysis of the criteria carriedout by a focus group of CLIL teachers, and of a survey addressed to teachers whoare currently implementing CLIL in their schools. doi:10.5294/laclil.2016.9.1.7
TL;DR: It is hoped that these findings could provide insights for course developers in developing or selecting websites to suit their teaching and learning purposes.
Abstract: Due to the potential of the Internet and blended learning environment, students, especially L2 learners, are often required to read references available online. A study was conducted to identify the perceptions of L2 learners comprising TESL undergraduates towards TESL‑related hypermedia reading materials and the factors contributing to their reading comprehension. This case study involved eleven third‑year undergraduate TESL students enrolled in a course called ‘Teaching of Reading Skills in an ESL Context’. Data was collected using Think Aloud Protocol, semi‑structured interviews, and reflective notes. The findings of this study revealed various participants’ perceptions regarding hypermedia reading materials. Among the factors that improved their reading comprehension include the design of the hypermedia materials and content in terms of the manner in which information was displayed. The participants highlighted the difficulties associated with reading long hypertexts and expressed preference for texts which come in point‑form format. Other features cited as being helpful in their reading were the inclusion of pictures, tables, diagrams, audio materials, and videos along with the text. Some other features included hyperlinks and glossaries provided by the websites that the students found beneficial in helping them understand the text. Other less favorable aspects of reading hypermedia materials included advertisements on the websites, easy access to social media websites, and poor Internet connection and bandwidth speed. These were reported to affect the reading process in such a way that they distracted the participants’ concentration, and this ultimately affected reading comprehension to a certain degree. It is hoped that these findings could provide insights for course developers in developing or selecting websites to suit their teaching and learning purposes.
"The Development of CTL Based Readin..." refers background in this paper
...For instance, comic (Iwahori, 2008; Roozafzai, 2012), hypermedia (Hamdan, Mohamad, and Shaharuddin, 2017), or any other materials with particular qualifications (Nordin R, 2017)....
01 Jan 1986
Related Papers (5)
03 Jul 2017