How To Get Out Of Intensive Reading Class
by Sandi Ferdiansyah
Reading in English language as a 2d or strange language can become a daunting task for language learners. In fact, they need to deal with a bundle of complex linguistic resources such as lexicogrammar which is unlike from their female parent tongue to enable them to brand meaning of the texts they read. In addition to this, teachers demand to consider suitable pedagogical approach specially in an intensive reading programme that works best to help develop the power of the learners to metaphrase meaning, identify text organization and part, and draw inference. To fill the void, I apply collaborative text – based didactics in my intensive reading class to engage the beginning-year undergraduate students in a academy in Republic of indonesia in meaningful reading activities. The course requires students to develop their reading comprehension in Islamic contemporary issues related topics. Pedagogically speaking, text-based pedagogy begins with observing and understanding texts, responding to the texts, analyzing the texts, and ends with composing the texts (Mickan, 2017).
Preparation
To implement collaborative text-based education in the intensive reading class, I need to gear up reading passage, pictures, reading questions bill of fare, SHOWED based reflection template, and cocky-assessment. The teachers tin consider the selection of the reading passage based on the level of student's language proficiency. Reading passages with lower difficulty level and familiar topics can be used because information technology will assistance students make meaning of the passage with ease and build their motivation in learning. The reading question bill of fare of an open up-ended type is prepared to help students focus on understanding key points of the passage. The number of the questions is express to 4 to five questions to avoid students' colorlessness and distress in learning. There are two types of question, questions that inquire the content of the reading passage and the system of the text. I design Showed based reflection template used to promote disquisitional thinking and analysis. The use of film helps learners associate the topic of discussion with the reading materials. Information technology besides stimulates learners with vocabulary building and sentence construction used to talk almost the topic presented. Finally, a cocky-assessment form is created for nurturing students in reflective practice. Here are the procedures that I pattern for my intensive reading grade that lasts for 90 minutes.
Procedure
Pre-reading task
This learning phase guides students learning through observation of visual text. I class a word circle, a task, that aims at building student's background noesis of the topic volition exist discussed through role rotation. To begin with, the instructor will bear witness pictures and ask the students to guess the words that all-time draw the pictures. What follows are steps in implementing discussion circle (15 minutes)
- Students will be divided into different groups equally in terms of number, genders, and linguistic communication proficiency level. Later, they will be assigned every bit host group and visiting group. They will be assigned different roles, such equally presenter, writer, and/ or linguistic communication consultant. The writer's task is to draft and jot down the ideas during grouping discussion, and language consultant is responsible to bank check and revise its draft. The presenter has a responsibility to present the result of group discussion. The collaborative learning can be useful for the development of learner autonomy, creative and critical thinking, and collaboration skills.
- Each group is assigned to select an prototype and asked to comport a group
discussion guided past SHOWED worksheet (Adopted from Treadwell & Taylor, 2017). They will be given 5 minutes to SHOWED worksheet contains:
Picture source: https://plus.kapanlagi.com/nyepi-38-gerhana-toleransi-umat-beragama-di-bali-ini-bikin-adem-5cf0c5.htm
- What tin can exist Seen here?
- What is Happening in the photo?
- How does this situation/ phenomenon relate to Our lives?
- Why are things this Way?
- How could this photo Educate us?
- What can we Do near this?
- The visiting group will visit the host grouping and talk about the image they have got. The host grouping will jot downwardly and summarize the presentation. The give-and-take is guided past the SHOWED worksheet. This activeness will exist done in 5 minutes..
- Each grouping will nowadays the result of the discussion in front of the form in five minutes.
While Reading Tasks
The tasks in this learning phase focus on shaping students' reading comprehension skills such as identifying topic or main thought, supporting details, drawing inferences, and vocabulary in context. At the start, teacher leads give-and-take facilitating the introduction of the vocabularies related to the topic of the passage. Next, the students will be given a passage to read within the group. They volition be asked to pick 1 or ii unfamiliar word(s) of each paragraph. They jot them downward into the template made by the teacher. They demand to justify the word grade (noun, verb, describing word, or adverb), its phonetic symbol, meaning, and instance how the discussion is used in a sentence. To help them practice this, they tin go to MacMillan Online Dictionary or Oxford Online Dictionary. This activeness volition be done in 15 Minutes.
After that, I initiate the discussion of the text that aims at helping students respond to the text. Group give-and-take is implemented to engage students in collaborative reading tasks. They will be encouraged to analyze pros and cons points stated in the text. The following questions are used to help guide their analysis which they need to consummate in 15 minutes.
- What is the topic of the passage?
- What are the arguments for the topic of the passage? Write your reasons and evidence.
- What are the arguments against the topic of the passage? Write your reasons and evidence.
- Students are required to describe the effect of analysis into a poster/ mind map that depicts the respond of the questions. They present their poster to the other groups.
When the students finish presenting the first reading task, I continue requesting them to engage in text analysis activeness. It focuses on facilitating the development of students' understanding of the generic structure of the passage, communicative purposes of the writer, and grammatical features of the text. With the same passage, the questions below are used to help guide their discussion in xv minutes:
- How is the text structured? Justify your answer.
- What is the chatty purpose of the author writing the text?
- What grammatical features are mainly used in the passage? Write some for evidence
Post reading tasks
In the final job, I design an activeness that provides students with an opportunity to compose a piece of text or visual text. The goal of this job is to evaluate the students' agreement of the topic beingness discussion. They are required to write a paragraph of 100 words, or a poster based on their reading journey that predicts how the event is going to be in the future. From this activity, I truly await that the students can exercise their critical thinking with the knowledge they have internalized from reading the passage. Moreover, it gives students adventure to express their ideas and thoughts responding to the issue. This task takes xx minutes to do.
Reflection
Reflection is an of import part of learning that enables learners to securely see what they have learned, how they practise it, and what they can practice side by side. To promote cogitating practice, self – assessment is distributed to assist students sympathize their own learning progress. The students are guided to reflect on their learning guided by the questions the instructor has made. The questions should business the development of cogitating exercise skill and critical thinking. The students are given 10 minutes to make full out the self-assessment table.
| No | Descriptions | 1 | 2 | three | iv | 5 |
| 1 | I now sympathize meliorate the vocabularies related to the topic | |||||
| two | I now understand meliorate how to apply the vocabularies in context | |||||
| 3 | I at present understand better the structure of argumentative reading passage | |||||
| iv | I at present understand better the purpose of the author writing the passage | |||||
| 5 | I now empathize amend how main idea is presented in the passage | |||||
| 6 | I now empathise better how to draw inference of the passage | |||||
| 7 | I now sympathise better how to react to the passage through paragraph writing | |||||
| 8 | I am able to develop my creative and critical thinking | |||||
| ix | I appoint in grouping discussion with my best capacity | |||||
| 10 | I feel happy when technology is integrated in learning to read | |||||
| 11 | I fill out this cocky-cess checklist truthfully |
Final chore
In the final task, I design an activity that provides students with an opportunity to etch a piece of text or visual text. The goal of this chore is to evaluate the students' understanding of the topic being discussion. They are required to write a paragraph of 100 words, or a poster based on their reading journey that predicts how the event is going to exist in the future. From this activity, I truly expect that the students can exercise their critical thinking with the knowledge they have internalized from reading the passage. Moreover, it gives students chance to express their ideas and thoughts responding to the issue. This task takes xx minutes to exercise.
Reference
- Mickan, P. 2017. Text-based research and teaching from a social semiotic perspective: Transformative research and teaching. In Text based research and teaching: A social semiotic perspective on language in apply. eds. P. Mickan & E. Lopez., 15 – 35. London: Palgrave Macmillan.
- Treadwell, S. G & Taylor, N. 2017. PE in pictures: Using photovoice to promote middle school students' reflections on physical activity during free time, Journal of
- Physical Education, Recreation & Trip the light fantastic, vol. 88(4), 26 – 33.
Source: https://eflmagazine.com/engaging-students-in-an-intensive-reading-class/
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