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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of Educational Learning and Innovation (ELIa)
Moh. Rif'attullah
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring the Implications of English as an International Language in Reading Instruction Moh. Rif'attullah; Putra, Fahry Rizaldy
English Education:Journal of English Teaching and Research Vol 9 No 1 (2024): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v9i1.22162

Abstract

The global expansion of the English language has sparked a growing demand for English education, transforming it into a tool for both local communication and international pursuits. This shift has led to a departure from mere imitation of native speakers towards embracing English as an International Language (EIL). English has evolved from being a language of a few dominant nations to a global lingua franca, resulting in profound implications for English language instruction. The English as an International Language (EIL) program emphasizes the multifaceted role of English in a globalized world. This paper discuss about English as an International Language (EIL) on the pedagogy of reading instruction within the Indonesian educational milieu, where English functions as a foreign language. It delves into the importance of reading as a fundamental skill for academic and professional success, highlighting the complexity of reading as an active cognitive process. Three theoretical perspectives on reading are discussed: the traditional bottom-up approach, the cognitive top-down processing approach, and the meta-cognitive perspective. Each perspective offers valuable insights into effective reading instruction. The paper provides the implication of English as the International Languagefor teaching reading, encompassing pre-reading activities that build vocabulary and background knowledge, during-reading strategies to promote active engagement with the text, and post-reading activities that encourage critical thinking and discussion. It emphasizes the need for a balanced approach that combines psycholinguistic and linguistic components in EFL reading instruction.
SELF-REGULATED LEARNING STRATEGY DEVELOPMENT ON ENHANCING STUDENTS READING COMPREHENSION SKILLS Moh. Rif'attullah; Putra, Fahry Rizaldy
Journal of Educational Learning and Innovation (ELIa) Vol. 3 No. 2 (2023): Journal of Educational Learning and Innovation (ELIa)
Publisher : Institut of Shanti Bhuana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46229/elia.v3i2.744

Abstract

This conceptual paper explores the importance of self-regulated learning strategy development in enhancing students' reading comprehension skills. It presents an overview of empirical research conducted in this area, emphasizing the impact of metacognitive self-regulated strategies on students' comprehension, engagement, and overall academic success. The paper discusses the Self-Regulated Strategy Development (SRSD) model as a framework for implementing self-regulated learning strategies in reading instruction. The six stages of SRSD, including developing background knowledge, discussing, and modeling the strategy, memorizing it, supporting its use, and establishing independent practice, are outlined as a comprehensive approach to fostering metacognitive awareness and self-regulation in reading. This paper underscores the importance of incorporating self-regulated learning strategies into reading comprehension to empower students as independent, metacognitive readers. By equipping students with cognitive and metacognitive tools, educators can foster a lifelong love for reading and enhance students' comprehension abilities, leading to academic success and continued growth as self-regulated learners.
Co-Authors Putra, Fahry Rizaldy