Students’ Perspectives on Explicit Teaching in Reading Comprehension in an Online Classroom

Anit Pranita Devi, Suroto Suroto

Abstract


This study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online 

This study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online academic reading classroom who have been taught using explicit reading strategies instruction for one semester. The objectives of the study are to explore students' perspectives of the role of the reading instructor, how the explicit instruction assists them in improving their academic reading, and the obstacles they find during the instruction. The data are analyzed descriptively by conducting data reduction and categorizing the data based on the three aspects formerly mentioned. The interview result points out a positive view about the implementation of explicit teaching of reading strategies and its effects on the students’ academic reading improvement. The students also emphasize an essential role of the reading instructor in guiding the students to master academic reading strategies in the online classroom environment. The major obstacles encountered by the students are common technical problems like connection, audio and video as well as the problems with their fluctuating motivation in doing the online learning. However, all these problems are not related to their positive view about the application of the explicit teaching of reading strategies in the classroom.

 

Keywords: explicit teaching, reading comprehension strategies, students’ perspectives


Full Text:

PDF

References


Ajideh, P., Zohrabi, M., & Pouralvar, K. (2017). The Effect of Explicit Instruction of Metacognitive Reading Strategies on ESP Reading Compre¬hension in Academic Settings. International Journal of Applied Linguistics & English Literature, 7(4):77-86. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.4p.77

Alderson, J. C. (1984). Reading in A Foreign Language: Reading Problem? In Alderson, J. Charles. and A.H. Urquhant (Eds.), Reading in a Foreign Language (pp.1-27). New York: Longman.

Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: The Guilford Press.

Atkins, J. G. (2013). The effect of explicit teaching of comprehension strategies on reading comprehension in elementary school. Published dissertation: Columbia University.

Ballou, A. K. (2012). Using explicit strategy instruction to improve reading comprehension. Master’s Thesis: Ralph C. Wilson, Jr. School of Education.

Braun, G., Austin, C., & Ledbetter-Cho, K. (2017). Practice Guide: Explicit Instruction in Reading Comprehension for Students with Autism Spectrum Disorder. Washington, DC: US Department of Education, Office of Special Education Programs.

Brevik, L.M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and Writing, 32, 2281–2310. doi: https://doi.org/10.1007/s11145-019-09951-w

Brown, R. (2017). Comprehension strategies instruction for learners of English: Where we have been, where we are now, where we still might go. In S. E. Israeli (Ed.), Handbook of research on reading comprehension (pp. 543–567). New York, NY: The Guilford Press.

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Third edition). Thousand Oaks, California: SAGE Publications, Inc.

Cresswell, J. W. (2010). Educational research. New Jersey: Prentice Hall.

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems. 49(1), 5–22.

Fajriah, Y. N. (2020). Comprehensible input, explicit teaching, and corrective feedback in genre based approach to teaching spoken hortatory exposition text. English Education and Applied Linguistics Journal, 3(1). 10-15.

Ferlazzo, L. & Sypnieski, K. H. (2018). The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students, First Edition. San Francisco, CA: John Wiley & Sons, Inc.

Iwai, Y. (2016). The effect of explicit instruction on strategic reading in a literacy methods course. International Journal of Teaching and Learning in Higher Education, 28(1), 110-118.

Israel, S. E. (2017). Handbook of research on reading comprehension. New York, NY: The Guilford Press.

Khaiyali, A. T. A. (2017). Pedagogical model for explicit teaching of reading comprehension to English language learners. International Journal of English Language and Translation Studies, 5(3), 61-69.

Mullis, I.V.S., Martin, M.O., Kennedy, A.M., Trong, T.L. and Sainsbury, M. (2009). PIRLS 2011 Assessment Framework. TIMSS & PIRLS International Study Center, Chestnut Hill.

Nordin, N. M., Rashid, S. M., Zubir, S. I. S. S., Sadjirin, S. (2013). Differences in reading strategies: How ESL learners really read. Social and Behavioral Sciences, 90. 468 – 477.

Onovughe, G., & Hannah, A. (2011). Assessing ESL students' awareness and application of metacognitive strategies in comprehending academic materials. Journal of Emerging Trends in Educational Research and Policy Studies, 2(5), 343-346.

Pearson, D. & Dole, J. A. (1987). Explicit Comprehension Instruction: A Review of Research and a New Conceptualization of Instruction. The Elementary School Journal, 88(2), 151-165.

Pilonieta, P. (2010). Instruction of research-based comprehension strategies in basal reading programs. Reading Psychology, 31, 150-175.

Pilonieta, P., Hathaway, J., Medina, A.,& Casto, A. (2019). The impact of explicit comprehension strategy instruction on first- and second-grade at-risk students. Journal of Education, 199(3), 128-141.

Poole, A. (2019). Reading Strategies and Academic Success: The Case of First-Semester College Males. Journal of College Student Retention: Research, Theory & Practice, Vol. 21(1) 2–20. DOI: 10.1177/1521025116685094

Rodli, S. (2018). Use of reciprocal teaching method in improving reading comprehension ability of grade X Madrasah Aliyah Negeri Mojokerto Lesson Year 2016-2017. Jurnal Diklat Keagamaan, 12(2), 121-127.

Salehomoum, M. (2018). Explicit instruction of reading comprehension strategies: Effect on d/Deaf adolescent students’ strategy use and reading comprehension. Peer-reviewed dissertation: University of California, Berkeley.

Scammacca, N.K., Roberts, G., Vaughn, S., & Stuebing, K.K. (2015). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities, 48(4), 369–390. https://doi.org/10.1177/0022219413504995

Tierney, R. J. & Readence, J. E. (1995). Reading Strategies and Practices: A Compendium. Massachusetts, MA: Allyn & Bacon.

Windiarti, S., Fadilah, N., Dhermawati, E., & Pratolo, B. W. (2019). Teachers’ perception toward the obstacles of e-learning classes. Journal of Language Teaching and Literature, 6(2), pp. 117 – 128. DOI: https://doi.org/10.30605/25409190.v6.117-128

Zare, P. & Othman, M. (2013). The relationship between reading comprehension and reading strategy use among Malaysian ESL learners. International Journal of Humanities and Social Science, 3(13), 187-193.

Zafarghandi, A. M., Hasaskhah, J. & Montaghami, F.T. (2016). The effect of explicit teaching of online metacognitive strategies on EFL learners' L2 reading comprehension. Journal of Applied Linguistics and Language Research, 3(4), 266-281




DOI: https://doi.org/10.37058/tlemc.v5i0.3601

Refbacks

  • There are currently no refbacks.


INDEXED BY:

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Statcounter Global Stats - Browser, OS, Search Engine including Mobile Usage Share

WebAnalytics Made Easy - StatCounter

TLEMC (Teaching and Learning English in Multicultural Contexts)
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: tlemc@unsil.ac.id