The Teacher Challenges in Planning English Reading

This paper shares an initiative conducted in Malaysia in terms of knowledge to gauge students’ Reading Age and to inform teachers of their students’ reading progress and learning. Ensuring teachers understand the needs of students’ reading ability and preparing students to read and comprehend texts are the two most fundamental parallel tasks in today’s classroom setting. Consequently, determining students’ Reading Age has become an important endeavour in recent years by many education authorities throughout the world. This study aims at incorporating the Reading Evaluation and Decoding System (READS), to ascertain students’ Reading Age and comprehension skills at macro and micro levels. This study employed a stratified sample of high school students who were in Secondary 1 through Secondary 5. Data was gathered through a generic standardized reading comprehension developed test. With a precise Reading Matrix, ESL teachers can appraise their students’ reading ability at any level by referring to the Performance Standards to distinguish whether their students are at Meet Reading Age, Below Reading Age or Above Reading Age status. Subsequently, teachers can refer to the Descriptors of Students’ Reading Abilities to find out what the students have achieved so far and what the struggling readers lacked. Accordingly, ESL teachers will be well informed of their students reading ability and accordingly can focus on reading skills development of their students. The ripple effects of READS may enhance students’ reading ability as teachers are now better informed of their students’ reading abilities and thus teachers will be able to prepare reading lessons appropriately according to their students’ reading needs.

This study assessed the level of tolerance of ambiguity of non-English majors to cope with complex, incomplete, uncertain, and unknown context in English reading, which significantly influenced their reading strategies and ability. The study employed a quantitative research method, and three survey questionnaires were used to identify tolerance of ambiguity, reading strategies and ability of 400 non-English major students from HUAT majoring in automotive engineering and in economics and management. The findings revealed a significant correlation between high tolerance of ambiguity and the use of effective reading strategies, such as prediction, inference, and summarization. Students with higher tolerance levels were found to be more adept at navigating ambiguous texts and extracting meaning from complex English materials. Moreover, these students demonstrated superior reading comprehension skills compared to their peers with lower tolerance levels. The study concluded that fostering tolerance of ambiguity should be an integral part of English language teaching for non-English majors. Teachers were encouraged to incorporate activities that enhanced students’ ability to handle ambiguity, thereby improving their reading strategies and overall English reading ability. This research contributed to the field of second language acquisition by providing empirical evidence of the role of tolerance of ambiguity in English reading ability among non-English major students in Chinese colleges. Based on the findings, an enhancement program was proposed to help Chinese non-English majors deal with reading ambiguity, help them better use in reading strategies and promote their reading ability in EFL reading learning.

The Impact of Language Status on Pharmacy Admissions: A Comparative Study of English Language Learners and Native English Speaking Students.

This study attempted to find out the effect of using skimming and scanning to the students’ ability in reading comprehension at grade X in SMA Kampus Nommensen Pematangsiantar. This research design of is quantitative descriptive. The population of this research is students of SMA Kampus Nommensen Pematangsiantar with cluster sampling data. The researcher gets 60 students as the sample which divided by 30 students as the sample of control class (X-1) and 30 students as the experimental class (X-2). The multiple-choices test is used by the researcher as the instruments to get the data. The test is given to measure the students’ ability in reading comprehension of narrative texts especially in the type of myths. After collected the data, the researcher analyzed the data to find out the effect of skimming and scanning from the calculation scores of pre-test and post-test. Based on the data analysis it is found that the tobserve is higher than ttable (4,54>1,67). So, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. In other word, it can be stated that Skimming and Scanning significantly affect the students’ reading comprehension at grade X of SMA Kampus Nommensen Pematangsiar.

Secondary school students are reportedly deficient in English language reading comprehension, and this partly accounts for the poor results recorded in English language at public examinations. Studies indicate that some students really have low interest in reading, just as a number of researchers have queried availability of reading materials for students’ poor achievement in reading comprehension. The argument is that availability and use of appropriate instructional resources will tend to facilitate effective learning in schools. Thus, the study examined students’ interest in reading and availability of reading materials as they relate to and predict students’ achievement in English reading comprehension in Lagelu Local Government Area (LGA) of Oyo State, Nigeria. Survey research design of the correlational type was adopted for the study, which was guided by four research questions. The study population comprised SSS II students in this LGA. Five secondary schools were randomly selected; and a simple random technique was used to select 40 students from each school, thus, a total of 200 participants in the study. Three properly validated instruments – English Reading Comprehension Achievement Test, Students’ Interest in Reading Scale, and Availability and Utilization of English Reading Materials’ Inventory – were used to gather data, which was analyzed using frequency count, percentage, Pearson product moment correlation and multiple regressions. Results show that the current level of students’ achievement in English reading comprehension is generally low. There is no significant relationship between students’ interest in reading and academic achievement (r=0.04, p>0.05). There is a statistically significant and positive relationship between reading materials and students’ achievement (r=0.14, p<0.05). A linear relationship exists among the variables in the study, R=0.14, R 2 =0.02 and Adj. R 2 =0.01. However, availability of reading materials [β=0.14, t(200)=1.93, p<0.05] is a potent and significant predictor of achievement in English reading comprehension. The study concludes that students’ interest in reading and availability of reading materials are significantly related to students’ achievement in English reading comprehension, though only reading materials could substantially predict students’ achievement in reading comprehension. Governments should increase reading materials in schools. There should be adequate and regular supervision of the use of instructional materials in all schools to enhance effective teaching and learning towards boosting students’ achievement. Teachers should always try their best to make use of available instructional materials, or improvise, to make lessons more interesting. Principals should provide teachers with enabling environment for the use of available instructional materials to make learning more meaningful. Article visualizations:

Language exposure and learning motivation are two of the most essential aspects in learning any language. In English language acquisition, the development of these two components facilitates the development of other language skills, such as reading comprehension. In turn, reading comprehension is one of the significant indicators of fluency in second or foreign language acquisition. If a correlation can be determined between either language exposure or learning motivation and the development of reading comprehension, educators and specialists can focus their efforts on increasing these predictor variables in curriculum development to further reading comprehension and, ultimately, fluency. This study focused on the reading comprehension of senior high school students in Palembang, Indonesia and sought to find out whether or not there was any significant correlation between students’ English language exposure and reading comprehension, students’ learning motivation and reading comprehension, and among the predictor variables (English language exposure, learning motivation) and the criterion variable (reading comprehension). The samples of this study were 210 eleventh graders in SMA Unggulan, a high-performing senior high school in Palembang. The data were analyzed by using correlational and regression analyses. The findings showed significant positive correlations among English language exposure, learning motivation, and reading comprehension. The contribution of English language exposure to reading comprehension was 41.8%, while the contribution of learning motivation to reading comprehension was 51.7%. Moreover, the contribution of predictor variables to the criterion variable was 58.9%.

This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparation in teaching music to ELL students. The major theoretical base from which the study was developed was the reflective teaching theory of Donald Schön (1983). The main research question was: "What are the participating teachers' reflections about their curricular and pedagogical decisions when teaching ELL students?" Following a description of the elementary music teachers' reflections on practice with ELL students, the study revealed that the majority of elementary music teachers had a lack of preparation and ELL music curriculum, and negative perceptions of the placement program for ESL students. Despite these factors, the teachers made attempts to include ELL students in all music activities. This study showed that while one teacher accommodated specifically for the ELL students' learning, three out of four teachers did not. This study also suggests that music is a subject by which strong interactions between peers, opportunity for language expansion, and other factors occur which have positive correspondence to recommended ELL instructional strategies. A cross-case analysis revealed that the life history and experience of the elementary music teachers had an influence on the teachers' awareness of ELL students. The analysis suggests a relationship between teacher awareness and accommodation. The study also recognized the need for further inquiry regarding ELL students and issues related to their school placement. This study has implications for music education research including suggestions for music teacher preparation in working with ELL students, ELL music resources and curriculum, and pre-service and in-service ELL music preparation.

Background and Aim: This study aims to explore the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. Given the challenges students face in reading comprehension, it is essential to develop effective teaching methods to enhance their skills. The researcher is interested in examining whether CLT and active learning activities can enhance students' reading abilities and what students' attitudes are toward these approaches. This study will compare students' reading comprehension abilities before and after teaching English reading using CLT and active learning activities. Additionally, it will assess students' attitudes toward the learning process. Materials and Methods: This study employed a one-group pretest-posttest design to evaluate the effectiveness of Communicative Language Teaching (CLT) and active learning activities in enhancing English reading comprehension among Prathomsuksa 6 students at Ban Nasee School. A total of 13 students were selected through cluster random sampling, and the study followed a one-group pretest-posttest design over 12 weeks. Thirteen students participated in 12 weeks of instruction, with two hours of class per week. The instruments used included 12 lesson plans, an English reading comprehension test, and an attitude questionnaire. Data were analyzed using descriptive statistics (means, percentages, standard deviations) and inferential statistics (one-sample t-tests, dependent samples t-tests) to assess changes in reading comprehension and student attitudes. The findings provide insights into the potential of CLT and active learning to improve student engagement and reading comprehension in English. Results: The results of this study revealed a significant improvement in students' English reading comprehension after the implementation of CLT and active learning activities. The pretest mean score increased from 11.61 (29.05%) to 32.30 (80.77%) in the posttest, exceeding the criterion of 70%. Statistical analysis revealed a significant difference in scores, indicating that the teaching methods effectively enhanced reading comprehension. Additionally, students demonstrated a positive attitude toward the use of CLT and active learning, reflecting high levels of engagement and satisfaction with the learning process. These results suggest the effectiveness of CLT and active learning strategies in improving reading comprehension skills. Conclusion: The implementation of Communicative Language Teaching (CLT) and active learning activities significantly improved English reading comprehension among Prathomsuksa 6 students. The results highlight both increased reading proficiency and positive student attitudes, demonstrating the effectiveness of these teaching methods.

This research deals with the effect of using skimming method in teaching reading comprehension smk negeri 2 pematangsiantar on narrative text. The problem of this research are “what is the students’ ability in reading without using skimming method at Grade XI students’ of SMK N.2 Pematangsiantar. What is the students’ ability in reading by using skimming method at Grade XI students’ of SMK N.2”. The purpose of this research are to find out the students’ ability in reading without using skimming method at grade XI students in SMK N 2 Pematangsiantar on reading narrative text, to find out the the students ability in reading by using skimming method to the skill of grade XI students in SMK N 2 Pematangsiantar on reading narrative text. To answer the problem the researchers uses theories: Micklukey and Jefferies (2007), Grellet (2000), Milter (2001), Jhon and Dara (2005), David Nunan (1991), Douglas Newton (2000), Douglas Brown (2003), Rae Pica (2000), Roger Brown (1973), Ronald Carter (1998), Scoot Thornburry (2002), Wilga Rivers (1987), Diane Larsen (1990), Judi Willis (2008), Jack and Theodore (1986). The research design is a quantitative research. As an experimental research, it aims to know the effect of the technique that given and apply whether it influences to the object or no. In this research in collecting the data the researcher has to do three steps, they are pre-test, treatment, post-test. The researchers find out that the effect of using skimming method can increase the students’ skill in reading of narrative text. It can be proven from the test of students’ score in posttest of experimental class which the treatment the researchers did the treatment by using skimming method. By using skimming method, the students can increase their ability in reading of narrative text.

General Senior High School Curriculum Standards (2017) specifies that the English curriculum in senior high school has an important educational function, which aims to develop students’ English core competence, including linguistic ability, cultural awareness, thinking quality and learning ability, and implement the fundamental task of fostering virtue. Among them, reading teaching plays a very important role in high school English learning, but many students have poor English reading ability. Many studies at home and abroad have shown that reading strategy training is an effective measure to improve students’ reading ability. Therefore, how to infiltrate reading strategy training into teaching is particularly crucial. This paper will first elaborates on the relevant theories and studies of reading strategy training. Then, analysis its application in senior high school English reading teaching, looking forward to strengthening teachers’ understanding of reading strategy training. And then, teachers can apply it to practical teaching, so that students can develop good reading habits, master effective reading strategies, improve reading efficiency and ability, and promote the development of English core competence and English language application competence.

Comprehension Passages: A Guide for English Teachers provides a comprehensive overview of strategies and methodologies to enhance reading comprehension among English language learners. It begins by emphasising the crucial role of reading comprehension in language learning and identifying the common challenges students face while dealing with comprehension passages. The article outlines the cognitive processes involved in reading comprehension, including the decoding of text and the integration of new information with existing knowledge, and discusses the common obstacles students encounter. Key teaching strategies for reading comprehension are explored in detail. These include pre -reading strategies that activate prior knowledge and set purposes for reading, during -reading strategies that maintain engagement and foster understanding, and post -reading strategies that reinforce learning and evaluate comprehension. The integration of technology and multimedia in reading lessons is highlighted, emphasising the use of digital tools and interactive content to cater to diverse learning styles and preferences. Additionally, the article discusses the importance of adapting teaching methods to accommodate various learners, underscoring the need for understanding different learning styles in the context of reading comprehension. It also delves into the role of assessment and feedback in reading education, outlining effective methods for assessing reading comprehension skills and providing constructive feedback to improve student performance. Overall, the article serves as a practical guide for English teachers, offering insights and strategies to effectively navigate the complexities of teaching reading comprehension. It aims to equip educators with the tools necessary to enhance their students' reading skills, thereby fostering a deeper understanding and appreciation of the written word.

In Indonesian language learning In Primary School there are four skills that need to be mastered by the students that is listening skill, writing skill, reading skill, and speaking skill. In reading learning, students often feel bored and unmotivated in learning. Related to the importance of learning read comprehension, necessary methods that can foster motivation and interest of students in reading comprehension activities in school. Learning comprehension reading should be done with appropriate learning methods to achieve optimal learning outcomes. This study aims to examine the effectiveness of Cooperative Script method, in improving reading comprehension in grade V students of SD Negeri 17 Parepare. The type of this research is experimental research using one group pretest posttest design. Variables in this research is Cooperative Script Method as independent variable and skill reading comprehension level as dependent variable. The sample in this study is all students of class V SD Negeri 17 Parepare which amounted to 37 people. Technique of collecting data using comprehension reading comprehension test in the form of objective test 30 item. The validity of the instrument used is the content validity. Reliability test was analyzed by using alpha cronbach coefficient formula. Data analysis technique is done by using t-test technique with respect to normality and homogeneity. The results showed that the mean score of students' reading ability before and after treatment increased from 16.86 to 24.06. The result of t-test analysis shows t-test equal to -24,829 with db = 36, and p value 0.000. The p value is smaller than the significance level of 0.05. In other words, the Cooperative Script method is effectively used in reading comprehension learning.

Telegram is a messaging application which offers fast and reliable messaging and calls, and it has specific feature as a cloud-based messenger with seamless sync. During COVID-19 pandemic, telegram contributes big support in continuing teaching learning process. In this paper, telegram contribution in assisting E-learning of English reading will be revealed, particularly the impact on reading ability and its efficacy on learning. Pre-experimental method was the chosen research design in the research. The research location was at SMP Muhammadiyah Parepare and took 14 sample fromthe third-grade students which was chosen using accidental sampling. The data was gathered using reading test of narrative text to knowthe impact of telegram on students’ reading ability, and questionnaire was distributed to get data on telegram’s efficacy on students learning of English reading. Thus, it was analyzed using quantitative analysis. Based on the reading test, it was found in pre-test that students’ reading skill can be categorized fair based on national education standard 2018 as the average students’ reading score was 61. Therefore, the assistance of telegram in accommodating the learning during pandemic is assumed helpful in boosting students’ learning on English reading. The results of the data analysis on reading test showed that telegram application can support the students’ learning on English reading. It is indicated by the scoring gap between pre-test and post-test. Regarding the data from questionnaire through google form, the students agreed that telegram is effective and has benefits in helping students’ English reading.

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

Family environment affects children’s reading ability. In poverty-stricken parts of rural China, some parents have been migrant workers for many years. It is common for left-behind children to have one or both parents permanently missing. This study explores the impact of parental absence on children’s reading comprehension. We measured the reading comprehension of 903 children (467 left-behind and 436 parented), using the Chinese Primary School Students’ Reading Comprehension Ability Scale. After controlling for the parents’ levels of education, reading input, and interest variables, we found that children with absent parents had significantly lower reading comprehension scores than parented children; they struggled to understand chapter layout, the author’s intentions, writing technique, evaluation, and appreciation. While children with absent fathers received the same scores as parented children, those with absent mothers received significantly lower scores. Clearly, absent mothers have a greater impact on children’s reading comprehension than absent fathers.