Lecturer Considerations in Providing Materials for Reading Courses: The Case of Islamic University in Aceh.

Saiful Akmal, Titin Arifa Maulida,



Abstract

The research is about the analysis of material selection strategies used by reading courses lecturers in providing the most appropriate materials for their students. This study used descriptive qualitative to describe the information from the lecturers about the strategies they used in providing materials for the learners. Purposive sampling technique is used to collect the data through a semi-structured interview with six lecturers of reading courses. The result of the data was analysed with coding. Research findings revealed that the lecturers firstly evaluated the material to select the most appropriate materials by considering some factors linked to the student needs, student interests, and student level. Then, other factors associated with the text, content, and syllabus. Thus, it is hoped that the materials provided will be more suitable for the learners and the teaching-learning process becomes more meaningful.


Save to Mendeley



Keywords

lecturer, consideration, reading courses, Aceh

References

Ahmed, S. (2016). An Evaluation of Effective Communication Skills Course book. Advances on Language and Literary Studies, 5(3), 57-70.

Akmal, S. (2015). Applying Team Teaching to Improve Students’ Ability in Understanding English Narrative Texts. Englisia Journal of Language, Education and Humanities. 2 (2), 119-136.

Akmal, S., Dhivah, I., & Mulia, M. (2020). Investigating students’ interest on reading journal article: Materials, reasons and strategies. Studies in English Language and Education, 7(1).

Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: do literal, inferential, and evaluative comprehension truly exist?. Reading and Writing, 26(3), 349-379

Bearne, E. (2012). Multimodal texts: What they are and how children use them. In Literacy moves on (pp. 30-44). David Fulton Publishers.

Beck, S., & Condy, J. L. (2017). Instructional principles used to teach critical comprehension skills to a Grade 4 learner. Reading & Writing, 8(1), 1-8.

Begeny, J. C., & Greene, D. J. (2014). Can readability formulas be used to successfully gauge difficulty of reading materials?. Psychology in the Schools, 51(2), 198-215.

Bonyadi, A., & Zeinalpur, S. (2014). Perceptions of students towards self-selected and teacher-assigned topics in EFL writing. Procedia-Social and Behavioral Sciences, 98, 385-391.

Caetano, A. (2015). Defining personal reflexivity: A critical reading of Archer’s approach. European Journal of Social Theory, 18(1), 60-75.

Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds?. Currents in Pharmacy Teaching and Learning, 10(6), 807-815.

Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. The American journal of psychology, 124(3), 275-289.

Creswell, J.W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed). Boston: Pearson Education.

da Silva, A. M. (2013). Making The Best Use Of A Textbook In Indonesian Tertiary Efl Reading Classrooms. Celt: A Journal of Culture, English Language Teaching & Literature, 13(1), 20-42.

Donne, V. (2011). Reading Instruction and Text Difficulty. Volta Review, 111(1).

Ebe, A. E. "Supporting the reading development of middle school English language learners through culturally relevant texts." Reading & Writing Quarterly 28.2 (2012): 179-198.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.

Fahim, M., Bagherkazemi, M., & Alemi, M. (2010). The relationship

between test takers’ multiple intelligences and their performance on the reading sections of TOEFL and IELTS. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 1(3), 27-41.

Guo, S. C. (2012). Using Authentic Materials for Extensive Reading to Promote English Proficiency. English Language Teaching, 5(8), 196-206.

Halim, S., & Halim, T. (2016). Adapting Materials: Revisiting the Needs of Learners. International Journal of Humanities and Cultural Studies. 2(4). 633-642.

Hastie, M., & Sharplin, E. (2012). Why did you choose that text?: Influences on English teachers' choices of reading materials for students. English in Australia, 47(2), 36.

Hisken, L. J. (2011). The correlation between self-esteem and student reading ability, reading level, and academic achievement. University of Central Missouri.

Hussain, I., & Munshi, P. (2011). Identifying reading preferences of secondary school students. Creative Education, 2(05), 429.

Jack, R. Y. A. N. (2014). Authentic Materials in an EFL Curriculum: Appropriateness, Selection, Activity Design and promoting a Global Perspective. Shizuoka University of Art and Culture bulletin, 14, 15-20.

Joshi, R. M., Tao, S., Aaron, P. G., & Quiroz, B. (2012). Cognitive component of componential model of reading applied to different orthographies. Journal of Learning disabilities, 45(5), 480-486.

Komiyama, R. (2013). Factors underlying second language reading motivation of adult EAP students. Reading in a foreign language, 25(2), 149-169.

Kuzborska, I. (2011). Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting. Journal of English for Academic Purposes, 10(4), 223-237.

Lei, S. A., Rhinehart, P. J., Howard, H. A., & Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30-43.

McGeown, S. P., Johnston, R. S., Walker, J., Howatson, K., Stockburn, A., & Dufton, P. (2015). The relationship between young children’s enjoyment of learning to read, reading attitudes, confidence and attainment. Educational Research, 57(4), 389-402.

Mehrdad, A. G., Ahghar, M. R., & Ahghar, M. (2012). The effect of teaching cognitive and metacognitive strategies on EFL students’ reading comprehension across proficiency levels. Procedia-Social and Behavioral Sciences, 46, 3757-3763.

Mizrachi, D. (2015). Undergraduates' academic reading format preferences and behaviors. The Journal of Academic Librarianship, 41(3), 301-311.

Petscher, Y., & Kim, Y. S. (2011). The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of school psychology, 49(1), 107-129.

Rabionet, S. E. (2011). How I Learned to Design and Conduct Semi-Structured Interviews: An Ongoing and Continuous Journey. Qualitative Report, 16(2), 563-566.

Rahman, M. S. (2017). The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language" Testing and Assessment" Research: A Literature Review. Journal of Education and Learning, 6(1), 102-112.

Sada, C. J., & Bunau, E. (2017). Improving Students’ Reading Comprehension of Narrative Text By Using Reciprocal Teaching Technique. Jurnal Pendidikan Dan Pembelajaran, 6(5). 1-9.

Saaid, S. A., & Wahab, Z. A. (2014). The Impact of Digital-Based Materials on Undergraduates' Reading Habit. International Journal of Social Science and Humanity, 4(3), 249.

Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.

Schreiber, J., & Asner-Self, K. (2011). Educational Research. New York: John Wiley & Sons, Inc.

Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL reading comprehension. Asian EFL Journal, 12(2), 18-42.

Soemer, A., & Schiefele, U. (2019). Text difficulty, topic interest, and mind wandering during reading. Learning and Instruction, 61, 12-22.

Soliman, S. (2013). Libyan teachers’ attitudes and believes regarding the use of EFL authentic materials within reading lessons at Universities levels in Libya. International Journal of Learning & Development, 3(5), 121-129.

Sun, Z. (2010). Language teaching materials and learner motivation. Journal of Language Teaching and Research, 1(6), 889.

Tomlinson, B. (Ed.). (2011). Material development in Language Teaching (2nd ed.). Cambridge: Cambridge University Press.

Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching Journal. 45(2). 143–179.

Trisnawati, R. K. (2010). Authentic Video: An Alternative Teaching Material. Celt: A Journal of Culture, English Language Teaching & Literature, 10(1), 92-101.

Ulu, M. (2016). A structural equation model to explain the effect of fluent reading, literal comprehension and inferential comprehension levels of elementary school 4th grade students on success in problem solving. Egitim ve Bilim, 41(186).

Usman, B., Fata, I.A., & Pratiwi, R. (2018). Teaching Reading through KWL Strategy: The Effects and Benefits. Englisia Journal of Language, Education, and Humanities. 6(1). 35-42.

Wells, C. (2012). Do students using electronic books display different reading comprehension and motivation levels than students using traditional print books?.

Zhang, L. (2017). Analysis on the Role and Functions of Teachers, Teaching Materials and Learners in the Multimedia-aided English Classroom—Based on the Study of Linfen No.1 Senior School. Theory and Practice in Language Studies.7 (11). 1-7. doi: http://dx.doi.org/10.17507/tpls.0711.24.


DOI: https://doi.org/10.24167/celt.v20i2.2594

Article Metrics

Abstract viewed : 393 times




Copyright (c) 2020 Celt: A Journal of Culture, English Language Teaching & Literature



| pISSN (print): 1412-3320 | eISSN (online): 2502-4914 | web
analytics View My Stats