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Storybook Read-Alouds to Enhance Studentsâ€™ Comprehension Skills in ESL Classrooms: A Case Study Omar, Ainon; Saufi, Maizatulliza Mohd.
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 1, June 2015
Publisher : IAIN Samarinda

The effectiveness of using storybooks during read-alouds to develop childrenâ€™s comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachersâ€™ current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachersâ€™ perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachersâ€™ comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by Whitehurst et al (1994). Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. The findings also indicate that the teachers utilized only the strategies that they thought were relevant to their teaching context and as such, proposed the need to provide teachers with knowledge on the best practices for conducting reading aloud to develop ESL studentsâ€™ comprehension skills

Language Learning Strategies (LLS): Teachersâ€™ Notions and Practice Kussin, Haddi Junaidi; Omar, Ainon; Kepol, Napisah
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 1, June 2018
Publisher : IAIN Samarinda

The purpose of the study was to find out both notions and practice where LLS are concern. The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.

Enhancing Students' Reaction Writing via Short Stories: A Pedagogical Perspective Omar, Ainon; Marini Mohd. Ghazali, Ezatul
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 1(2), November 2016
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Studies have shown that literary texts such as short stories have been able to develop studentsâ€™ interpretative skills as well as provide opportunities for students to enhance their critical thinking skills. This study aimed at investigating the use ofÂ shortÂ storiesÂ on enhancing studentsâ€™ reaction writing. The purpose of the study was to look into a new method that can assist students in expressing their views and opinions about current issues. Thus, a study was conducted to investigate whether the use of short stories as an authentic material can assist students in enhancing their reaction writing. An experimental study was employed on a group of technical students. A pre-test was administered followed by treatment sessions and finally a post-test before a semi-structured interview was conducted on lecturers. The study gathered data on the lecturersâ€™ perceptions towards the idea of incorporating literary texts in their English language lessons. The findings showed that the use of the short story had assisted students to generate ideas to write their reaction paper although a lot of guidance had to be given by the lecturer. The students as well as the lecturers were optimistic on the idea of incorporating literature in the English language course. However, the choice of literary texts needs to be carefully selected and also studentsâ€™ interests and needs are taken into consideration in order for them to write their reaction paper.

Storybook Read-Alouds to Enhance Students’ Comprehension Skills in ESL Classrooms: A Case Study Omar, Ainon; Saufi, Maizatulliza Mohd.
Dinamika Ilmu Vol 15 No 1 (2015): Dinamika Ilmu, 15(1), June 2015
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The effectiveness of using storybooks during read-alouds to develop children’s comprehension skills as well as in understanding the story has been widely studied. The reading aloud strategy has also been proven through numerous researches to be the most highly recommended activity for encouraging language and literacy. The study identified the comprehension strategies used by the teachers during their read-aloud sessions, matched teachers’ current practices using the comprehension strategies to the identified practices for the approach, and obtained the teachers’ perceptions of their current practices of the comprehension strategies during reading aloud in their English language classrooms. The teachers’ comprehension strategies were matched with a research-based strategy for comprehending texts during read-alouds proposed by Whitehurst et al (1994). Three primary school English language teachers teaching in the rural schools participated in this study. Qualitative research methods were used in this study. Primary data was obtained through observations using an observation protocol; while secondary data was obtained through interviews from teachers. Findings from the study revealed that the three teachers employed a few of the comprehension strategies that were proposed by researchers in the field. The findings also indicate that the teachers utilized only the strategies that they thought were relevant to their teaching context and as such, proposed the need to provide teachers with knowledge on the best practices for conducting reading aloud to develop ESL students’ comprehension skills

Language Learning Strategies (LLS): Teachers’ Notions and Practice Kussin, Haddi Junaidi; Omar, Ainon; Kepol, Napisah
Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

The purpose of the study was to find out both notions and practice where LLS are concern. The study targeted the teacher population at Centre for Foundation Studies of the International Islamic University Malaysia, particularly teachers responsible of teaching English at the educational institution. However, there were only four teachers who responded to the invitation to become part of the study. The study first explored the individual perception of the four teachers who volunteered (done via three separate interview sessions) before lesson implementations of the four were observed to substantiate their notions on incorporating LLS into lesson implementations. The notions of the four volunteered teachers were found to have aligned with their individual practices where LLS are concern.

Thinking Maps to Promote Critical Thinking through the Teaching of Literature in the ESL Context Omar, Ainon; Safinas Mohd. Ariff Albakri, Intan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 1, No 1 (2016): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v1i1.6

The Malaysian education system has emphasized on the importance of producing students as thinking individuals in order to survive in the global era today. The i-Think program which was introduced in schools consists of eight cognitive teaching tools known as thinking maps that teachers can use to mediate studentsâ€™ thinking, learning, and promote metacognitive behaviours in their lessons. The purpose of this qualitative research study was to determine whether the teachersâ€™ implementation of the Thinking maps promoted critical thinking during the teaching of Literature in the ESL classroom.Â This case-study was conducted in a secondary school which was one of the pioneer schools selected by the Ministry of Education to implement the thinking maps in the teaching and learning of English language. Data were collected through observations, interviews and field notes. The findings revealed that the teachers were able to engage students to think critically through the use of the thinking maps during their literature lessons. The teachers also employed the Reader-Response strategies to complement the thinking maps in promoting critical thinking in the teaching of literature.

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