Review Journal "EFL Reading Comprehension Assessment: Some Grassroots’ Voices"
Hello guys, welcome back to my blog again. In this opportunity i will review the journal entitled "EFL Reading Comprehension Assessment: Some
Grassroots' Voices " The Author Lilik Ulfiatihere taken from URL:https://doi.org/10.22437
/ijolte.v2i3.5123
I will discuss about Introduction, Literature Review and Methodology. HAPPY READING GUYSS!!!!!
Introduction
Recent trends, the topmost priority of English language teaching in Indonesia
has been targeted to the drill and enhancement of learners’ four English skills; listening, speaking, reading, writing and three language components namely grammar, vocabulary and pronunciation. Nevertheless, learners’ involvement to assess their own reading comprehension skills is still lack of teachers’ attention and consideration. Concerning the problem, Sternberg and Grigorenko
(2002) explained that in formal approaches to non-dynamic assessment, the items are presented to the examinee who expected to answer successively, without taking any kind of feedback or intervention. Later in the future the examiner receives an individual score or a set of scores as the only provided feedback and by that time, the examinee is already studying for one or more future tests. Assessment, in the broad sense, means “any methods used to better understand the current knowledge that a student possesses” (Collins& O’Brien, 2003).
Literary Review
Understanding reading is indeed an important competency for EFL who are successful university students and they must be equipped with these skills. Learners need reading comprehension of competencies not only to support their academic goals but also those of future professions, they must be familiar with very important skills and why they are skills very important. By doing so, they can explore acquired skills and knowledge to analyze, criticize, and transform norms, regulate systems which are available in academic or everyday life contexts. Reading skills are one of the key factors for the success of EFL students not only in the field of education, but also in their social life and it is also considered the most important skill in their academic life (Sajadi & Oghabi, 2011).
Methodology
Grassroots' Voices " The Author Lilik Ulfiatihere taken from URL:https://doi.org/10.22437
/ijolte.v2i3.5123
I will discuss about Introduction, Literature Review and Methodology. HAPPY READING GUYSS!!!!!
Introduction
Recent trends, the topmost priority of English language teaching in Indonesia
has been targeted to the drill and enhancement of learners’ four English skills; listening, speaking, reading, writing and three language components namely grammar, vocabulary and pronunciation. Nevertheless, learners’ involvement to assess their own reading comprehension skills is still lack of teachers’ attention and consideration. Concerning the problem, Sternberg and Grigorenko
(2002) explained that in formal approaches to non-dynamic assessment, the items are presented to the examinee who expected to answer successively, without taking any kind of feedback or intervention. Later in the future the examiner receives an individual score or a set of scores as the only provided feedback and by that time, the examinee is already studying for one or more future tests. Assessment, in the broad sense, means “any methods used to better understand the current knowledge that a student possesses” (Collins& O’Brien, 2003).
Literary Review
Understanding reading is indeed an important competency for EFL who are successful university students and they must be equipped with these skills. Learners need reading comprehension of competencies not only to support their academic goals but also those of future professions, they must be familiar with very important skills and why they are skills very important. By doing so, they can explore acquired skills and knowledge to analyze, criticize, and transform norms, regulate systems which are available in academic or everyday life contexts. Reading skills are one of the key factors for the success of EFL students not only in the field of education, but also in their social life and it is also considered the most important skill in their academic life (Sajadi & Oghabi, 2011).
Methodology
This study uses a mixed investigation method. A cross-sectional survey was conducted to collect data both quantitatively and qualitatively for their triangulation. The following sections describe participants, instruments, data collection procedures, and data analysis methods.
The participants in this survey were 96 students who majored in the English Language Education Study Program, Faculty of Educational Teacher Education in Indonesia. They are 70 women and 26 male students who take the Reading for Academic Purposes course during the second academic semester in 2018. The students have passed the Reading for General Purposes course where they learn basic English grammar, general vocabulary, and reading comprehension strategies. In addition, five reading course teachers were involved in this study.
There are two instruments designed to collect data from this study, namely semi-structured questionnaires and interviews. Likert scale scale questions, twenty items distributed by students. The questionnaire is completely anonymous. The survey is divided into three parts: de-mographic, perceptions of reading assessment and perceptions of reading skills.
To get more in-depth information, semi-structured interviews were conducted to collect qualitative data from the teachers. In this section, the inter-view protocol is composed of questions to get the data system automatically. However, the order of questions may change, or some questions can be added or omitted (Lodico, et al., 2010). Therefore, interview session questions are related to students' problems, teachers, needs, interests, and opinions about improving reading assessment.
The participants in this survey were 96 students who majored in the English Language Education Study Program, Faculty of Educational Teacher Education in Indonesia. They are 70 women and 26 male students who take the Reading for Academic Purposes course during the second academic semester in 2018. The students have passed the Reading for General Purposes course where they learn basic English grammar, general vocabulary, and reading comprehension strategies. In addition, five reading course teachers were involved in this study.
There are two instruments designed to collect data from this study, namely semi-structured questionnaires and interviews. Likert scale scale questions, twenty items distributed by students. The questionnaire is completely anonymous. The survey is divided into three parts: de-mographic, perceptions of reading assessment and perceptions of reading skills.
To get more in-depth information, semi-structured interviews were conducted to collect qualitative data from the teachers. In this section, the inter-view protocol is composed of questions to get the data system automatically. However, the order of questions may change, or some questions can be added or omitted (Lodico, et al., 2010). Therefore, interview session questions are related to students' problems, teachers, needs, interests, and opinions about improving reading assessment.
ok, that was the first review of the journal from the introduction, literature review and methodology. wait for the next journal review. thank you guys !!
Komentar
Posting Komentar