TEACHING READING IN EFL: EXPLORING TEACHERS’ ABILITY IN BRIDGING STUDENTS’ ACCESS TO TEXT Karima Putri Rahmadina 1, Emi Emilia 2 Universitas Pendidikan Indonesia 1,2 [email protected] 1 , [email protected] 2 - CONAPLIN 14 -
TEACHING READING IN EFL: EXPLORING TEACHERS’ ABILITY IN BRIDGING
STUDENTS’ ACCESS TO TEXT
Karima Putri Rahmadina1, Emi Emilia2
Universitas Pendidikan Indonesia1,2
[email protected], [email protected]
- CONAPLIN 14 -
PISA RESULT
2018
A STUDY ON THE DEVELOPMENT OF
TRAINING PROGRAM TO DEVELOP
TEACHERS’ ABILITY TO TEACH READING
Study on the development
of reading materials like
PISA(Fadhillah,
2021)
Study on the Training Program
(Emilia, 2021)
Study on the teachers’ ability to
teach reading
Introduction
Underlying Theories
Reading as a social process (Wallace, 1992, 2003; Luke &
Freebody 1997)
Three levels of reading comprehension (Rose,
2020) and Cognitive Processes in PISA (OECD,
2019)
SFL-GBA (Emilia, 2011) and Reading to Learn
(Rose and Martin, 2012; Rose, 2020)
METHODS● Design: qualitative case study
● Participants: 9 English teachers out of 24 participants in the larger study
● Site: Zoom video conferencing platform, the third meeting in the training program
● Data collection: peer teaching observation (before input of teaching reading) and lesson plan as supplementary data
● Data analysis: thematic analysis (Braun and Clarke, 2006)
● All names are written in pseudonyms
Seven out of nine teachers planned to begin their lesson with activating the students’ prior knowledge
Findings: Activating prior knowledge as pre-reading activity
Table 1. Teachers’ pre-reading questions
Nurul: “What materials do we use to make fried bananas?”Dinda: “Have you ever visited a tourist resort?”Fajar: “Have you ever been to an airport?”
Figure 1. indah’s picture cues to activate prior knowledge
Vocabulary activity to ensure students’ access to text and eliminate linguistic difficulties (Wallace, 1992)
Findings: Bridging access to content
Figure 2. Vocabulary matching activity in Dian’s lesson
Giving explicit guidance while the students are reading through task before reading as according to Rose and Martin (2012) and Rose (2020).
Findings: Bridging access to content
Figure 3. Fajar’s while-reading task
Direct instruction to read and do post-reading task with little to no guidance, going against the theory of teaching reading as a social process and text based instruction (Emilia, 2011; Gibbons,
2014, Rose & Martin, 2012; Rose, 2020)
Findings: Teaching or assessing reading?
Table 2. Ria’s peer teaching
Ria: This is a very short text, I believe you can finish it in three minutes, read this and please answer the question. There are six questions. Take your time reading the text and you can start now. (Repeat the instruction) Read the text, and then after you’re finished answer the questions.
Five out of the nine teachers seemed to center their lesson not on building knowledge of the field, but more on building knowledge of the ‘text’, which is in line with what was discussed in Emilia
(2011).
Findings: Misconceptions of Building Knowledge of the Field
Table 2. Nia’s lesson plan
1. Read an example of discussion text with the topic of “distant learning”, highlight words and expressions that are difficult to understand, as well as answering questions related to the text read.
2. Read explanations related to social function, text structure and linguistic features of discussion text.
3. Classifying discussion text that has been read according to its structure of organization (thesis, argument for, argument against, conclusion).
● Most of the teachers have bridged the students’ access to text by activating their prior knowledge
● The BKOF stage of SFL GBA approach can indeed facilitate explicit teaching of reading that adheres to the three category of cognitive processes in PISA reading
● Some teachers’ misconceptions of the BKOF stage of SFL GBA needs to be addressed.● Unequal teachers’ ability in teaching reading calls for teacher training program in
teaching reading● Future direction of this research is to see how the training program help to improve
their practices in teaching PISA-like reading using text-based instruction.
Conclusion and future direction
ACKNOWLEDGEMENTFinancial support for this study was provided by a grant from Universitas Pendidikan Indonesia under the umbrella of Word Class University Program (PTNBH). This research is a part of a larger project on the development of a training program aiming to develop teachers’ ability in teaching PISA-like reading conducted under Indonesia Research Collaboration Programme (Program Penelitian Kolaborasi Indonesia, PPKI) led by Prof. Emi Emilia, M.Ed., P.hD. Another research is reported by Emilia (2021) on training teachers to teach PISA reading and Fadhillah (2021) on teacher’s ability in developing reading materials like PISA.
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