Garuda - Garba Rujukan Digital

The Effect of Summarizing Narrative Texts to Improve Reading Comprehension Maria Rossana Ramirez-Avila; Jahaira Paola Barreiro
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11707

This study demonstrates the effect of summaries of narrative texts to improve reading comprehension. This study consisted of sixty elementary school students who had evident reading comprehension deficiencies, especially in narrative texts. This study is a pre-experimental study with a mixed design. Qualitative and quantitative instruments were applied to meet the purpose of this study. The instruments included pretest and post-test, rubric, learning log, survey, a checklist to measure the students’ development and progress, and their perspectives towards this innovation. Results indicated an improvement in students’ reading comprehension. Post-test means increased from 5.96 in the pretest to 9.10. The checklist also proved that students included the required elements in their summaries. Students indicated in the learning logs that they would extend this strategy to other subjects, and they had to reread and identify the most crucial information to summarize. The study has implications for teachers and learners since it can bring positive considerations about the importance of using summaries to improve reading comprehension.

EFL Speaking Fluency through Authentic Oral Production Jairo Israel Lopez; Andres Paredes Becerra; Maria Rossana Ramirez-Avila
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10175

This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.

Word Recognition and Reading Skills to Improve Reading Comprehension Mayra Yadira Chamba; Maria Rossana Ramirez-Avila
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10174

This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary. This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.

Storytelling through Picture Description to Enhance Very Young EFL Learners' Oral Production Diana Elizabeth Arguello San Martin; Maria Rossana Ramirez-Avila; Irma Guzman
Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.5250

This study aimed at improving oral development in the primary school of Ecuador, where teaching English at an early age focuses mainly on expanding reading and writing as productive skills. The purpose of this action research was to individually examine how the use of storytelling through picture description as visual support could benefit communicative skills among a group of second-grade students from a private school in Guayaquil. The study considered vocabulary, organization, and fluency as the basis of oral development using quantitative and qualitative instruments. A pre and post-A1 level speaking assessment measured the improvement of vocabulary and fluency. Results showed that there was an improvement of four points in the descriptive statistics (minimum, maximum and mean). The paired T-samples test revealed the study was highly reliable with a score of p = 0.000. There are few studies related to teaching English as a foreign language in early education worldwide and South America. In Ecuador, no studies were found. Therefore, the implications of this study are addressed to school authorities and other EFL teachers to upgrade the proficiency of their students from early grades.

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency Jardel Coutinho dos Santos; María Rossana Ramírez-Avila
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Understanding students’ perspectives and differentiating classroom practices based on student needs are considered effective educators’ primary purposes in improving the foreign language learning process. How teachers conduct and teach their classes significantly affects how students cope with their learning. For this reason, this phenomenological study aimed to identify the perspectives among 12 Ecuadorian ninth graders on the 4/3/2 technique and self-assessment used to improve their English-speaking fluency during a five-week class. The data were collected through interviews and visual narratives and analyzed using grounded theory. The results of the study show that the 4/3/2 technique presented three categories (I learned because I repeated; I increased my speaking speed and decreased word repetitions; I got nervous when I had to speak faster). Self-assessment presented two categories (I learned from my mistakes; We were aware of our progress, which motivated us). Thus, this study has shown the importance of identifying students’ perspectives on the two learning strategies used in class. By doing this, teachers can select the appropriate technique for that specific learning context based on the students’ perceptions and foreign language theories. Further research is still necessary for the Ecuadorian context to explore how students’ perspective on the teachers’ learning methodologies affect them, especially their emotions.

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency Jardel Coutinho dos Santos; María Rossana Ramírez-Avila
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25700

Understanding students’ perspectives and differentiating classroom practices based on student needs are considered effective educators’ primary purposes in improving the foreign language learning process. How teachers conduct and teach their classes significantly affects how students cope with their learning. For this reason, this phenomenological study aimed to identify the perspectives among 12 Ecuadorian ninth graders on the 4/3/2 technique and self-assessment used to improve their English-speaking fluency during a five-week class. The data were collected through interviews and visual narratives and analyzed using grounded theory. The results of the study show that the 4/3/2 technique presented three categories (I learned because I repeated; I increased my speaking speed and decreased word repetitions; I got nervous when I had to speak faster). Self-assessment presented two categories (I learned from my mistakes; We were aware of our progress, which motivated us). Thus, this study has shown the importance of identifying students’ perspectives on the two learning strategies used in class. By doing this, teachers can select the appropriate technique for that specific learning context based on the students’ perceptions and foreign language theories. Further research is still necessary for the Ecuadorian context to explore how students’ perspective on the teachers’ learning methodologies affect them, especially their emotions.

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search