Analysis Journal “Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners”

Hello Everybody

Welcome back!

Today, i want to share  my analysis of journal titled “Improving Reading Comprehension Skills through Reading Strategies Used by a Group of Foreign Language Learners”.

In this post , i want to share about the author of the journal and the audience, the author’s main argument and author reasons for his/her argument, and the last is the reader’s point of view.

1.     1.  The author of this journal are:

-Nancy Gómez Torres

-Jhon Jairo Ávila Constain

That both of them are from University of Pontificia Bolivariana.

The audience can be a researchers, teachers, lecturers, educator, etc. In this journal, the subjects at the very beginning consisted of 50 second semester students majoring in business administration, economics, law, psychology, mechanical engineering, civil engineering, electronics engineering, agro-industrial engineering, social communication and journalism at a private university on the northwest coast of Colombia.

2.  2.     The author’s main argument an author reasons for his/her argument.

The pupose of this journal is to improve students’ reading comprehension skills in a foreign language. In order to to improve students’ reading comprehension skills in a foreign language, the author used some strategies that has been selected and adapted with the purpose of learning to support students’ efforts to read and comprehend texts as well as to train them to become proficient independent readers outside of the classroom.

The reason of the author’s main argument is some students at Universidad Pontificia Bolivariana, Monteria, present low reading comprehension and lack or inappropriate use of reading comprehension strategies which have caused low performance in both English and Spanish classes and on tests.

3.     3.   The reader’s point of view.

From my point of view, the author is care about student’s reading skill. So, the author did a research about how to improve reading comprehension skill. The school or university should find an effective strategy to teached reading comprehension to their student. It is because with using an effective strategy student can understand well and fastly. As the author said before that student in his/her university present low reading comprehension and lack or inappropriate use of reading comprehension . This problem happened because student get not enough knowledge of reading comprehension. So it’s influenced the student’s performance in English tests.

I think the things that i want to share have done, that’s all i can tell you about.

Thank You for reading!

The Difficulties and The Eases of Reading International Journal and Indonesian Journal

Holla!!

Welcome back to my blog!

Today, i'm going to share about The Difficulties and The Eases of Reading International Journal and Indonesian Journal. The title of international journal that i have read is The Use of Role Play to Improve Teaching Speaking by Arham R, Abdul Hakim Yassi and Burhanudin Arafah. From indonesian  journal that i have read the title is Peningkatan Keterampilan Menulis Paragraf Deskripsi Menggunakan Media Kartu Gambar Pada Siswa Kelas IV SD Negeri 5 Geneng Jepara by Titik Purwanti.

• The Difficulties of Reading Indonesian and International Journal

From reading both of the journal of course i find the difficulties, especially in reading international journal that using english. Sometimes it's hard for me to understand the content of the journal because the journal use academic words that i don't know the meaning of the words. Beside that, i'm the kind of person that lazy to read something like a book or even a journal. So that's the reason why i find a lots of difficulties in reading international journal.

• The Eases of Reading Indonesian and International Journal

In my opinion, the eases one is reading indonesian journal. Of course i understand well indonesian journal because my first language is indonesian. Even if i just read it once i can understand and catch what's the point of the journal. But in international journal i think that i should be often to read it, so i can increase my understanding in reading international journal. 

I think that's all from me,

Thank You.

The Analysis of Article Journal

Welcome back everyone!!
Now, i would like to share about my analysis of article journal titled "The Use of Role Play to Improve Teaching Speaking" by Arham R, Abdul Hakim Yassi, and Burhanudin Arafah.

1. The Abstract
          From an article journal that i have read, i found that the researcher provided the purpose. (1) The nursing student's interest in learning English through Role Play for developing speaking skill; (2) The significance of  student's achievement in speaking performance after learning English through role play.  In the abstract there are also provided the method, the sample, the result and the keyword.

2. The Introduction
          In the introduction, the researcher mention the background of the article journal such as the background of English Speaking Skill, Developing Good Quality of Teaching and Role Play. In this case the writer proposes the study on "Implementing Role Play to Improve Nursing Students' Speaking Performance at Stikes Amanah Makassar.

3. The Research Method
-Research location and design
  This research took  place at STIKES Amanah Makassar. This research applied a quasi experimental study, that involves two groups, experimental group and control group.
-Population and Sample
  The population of this research were the nursing students at Stikes Amanah Makassar which the total population of nursing students in this academic year is 286 students, but the number of sample was  60 students.
-Data Collection
  In collecting data, there are three instruments that the researcher used: speaking, questionnaire, and interview.
-Data Analysis
  The students’ speaking performances were scored based on four aspects which are fluency, accuracy, pronunciation, and vocabulary.
-Research Findings
  The researcher found that the data collected through pre-test and post-test as shows that the students’performance of the two groups improves significantly.
-Students’ Response
  The data findings indicate that the highest rank of the mean score is 47% of strongly agree students. The second is 40,50 % agree students. There is 10,17 undecided, 1.3% disagree and 0.17 strongly disagree.

4. The Result and Discussion
          The result from the pre-test and post-test demonstrated a significant improvement in the quality of the student's speaking performance in the experimental class while the quality of student's speaking performance in control condition was slightly improved.  This implies that the students in both groups gained in the speaking performance, but those in the experimental condition gained more. It is indicated that role play as designed properly improves the students’ speaking performance significantly.

5. The Conclusion
          In the conclusion, the researcher stated "Role Play strategy is approved effective to improve students' interest to speak English in the  nursing classroom. The students who studied through role play show significant improvement in their speaking performance on the post test."


Thank you for reading!!

The Points In The Article Journal

Hello people^^
I'm back!!
Well today i am going to share what are the points from an article journal that i have read.
Before i start to share it, i would like to share about what are the points that usually find in article journal which i have heard from my lecturer. an article journal usually have:
1. Title
2. Abstract
3. Introduction
4. Method
5. Result
6. Discussion
7. Conclusion
But, an article journal that i have read contains
-The first is title
-The second is abstract
-Next is introduction
-Then there is a research method
-After that is result and discussion
-The last but not the least is conclusion
-And of course there is also have a references

I think that's all the points in the article journal.
Thank you for reading!

The Difficulties in Finding Research Journal

Hello good people!!
This time i would like to share about how do i find an article research.
The first is when i don't have the connection to the internet.
The second is when I already found the right article but it can be downloaded.
The last is sometimes to find the article, it waste many time to find the right article.
Well, i think that's all for me.
Thank you for reading!

Abstract Review of Journal: The Use of Role Play to Improve Teaching Speaking

Hello guys,
How's life? I hope you guys have a good day.
In this occasion i would like to share about the abstract from journal "The Use of Role Play to Improve Teaching Speaking"

What do you find in abstract?

• This study aims to describe : (1) the nursing students’ interest in learning English through Role Play for developing speaking skill; and (2) the significance of  students’ achievement in speaking performance after learning English through role play.
•  The data  of pre- test and post-test were analyzed using SPSS (Statistical Package for the Social Sciences) with t-test and ANOVA (Analysis of Variance). 
• The results reveal that the students have high interest in role play as indicated by 88,33 % of the students agree with the role as a learning method.

Thank you for reading!

REVIEW JOURNAL ARTICLE: THE USE OF ROLE PLAY TO IMPROVE TEACHING SPEAKING

THE USE OF ROLE PLAY TO IMPROVE TEACHING SPEAKING

by:Arham R, Abdul Hakim Yassi, Burhanudin Arafah

• Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. In addition, it also allows students to be creative and to put themselves in another person’s place for a while.  Role play is considered suitable for vocational classes that urge much direct learning for their profession.  Students are not only as passive learners but they become active learners since there are various activities that put them in an active process.
• The research took  place at STIKES Amanah Makassar. It lasted for a month strating from in May 2012 – June 2012. This research applied a quasi experimental study, that involves two groups, experiemntal group and control group.
• The result from the pre-test and post-test demonstrated a significant improvement in the quality of the students’ speaking performance in the experimental class while the quality of students’ speaking performance in control condition was slightly improved.
• Based on the findings above, it shows that role play is an effective strategy to develop English speaking performance particularly students in vocational class or students in a specific need of English.

Finish!

Resume Chapter 9

CHAPTER 9: Interpretations (Last Chapter)

• Professionalism and Community 

Students in American urban classrooms do not have a choice—they must meet the requirements of modern life or be resigned to poverty, even though their families may represent a myriad of traditional cultures offering alternatives and lessons for modern life. The negotiation of a balance between the competing loyalties of traditional kinship and urban America takes place in schoolrooms and teachers need every multicultural insight available as they conduct that process. Teachers, however, are not simply instruments of modernization and professional expertise. Teachers have loyalties to identities and images from traditional cultures and local communities embodied in one or many generations of their kinfolk. The task of professional transformation must respect and address these loyalties in order to provide the optimum instruction for low-income, immigrant, and non-White students (Zeichner and Hoeft, 1996).

• Image and Respect: The Choice to Teach 

Teaching as a profession lacks color. Teachers, as professionals and regardless of their race, gender, class, or any cultural identity, allegedly possess a general or universal expertise that can be applied to any student within the well-managed world of the school building. To suggest that teaching might have color and that racial or other identities could be relevant in the recruitment and effectiveness of teachers is to call into question the very definition of a profession. In the world of urban school teaching in the United States, race and racism are endemic. Schooling is conducted within a social context that embodies racial assumptions and practices on an everyday basis and that rests on a history of racism. If we are to understand the ‘color of teaching,’ we must come to terms with the role of racial identity in the selection, recruitment, and retention of the teachers desperately needed for the students of urban America in all of their cultural diversity, economic deprivation, and subjugation to the racial myths ingrained in American life.

Note: 

Thank you for all the readers who have read my blog :)

I'm sorry if i have a lot of mistakes, because i'm still a students that need more knowledge.

Resume Chapter 8

CHAPTER 8: Recommendations for Recruiting Students of Color into the Profession 

As we look at recommendations for increasing the actual numbers of minority youth choosing careers in teaching, we must identify solutions for all aspects of the problems facing students of color as they move through schooling and compete for careers. After all, professional careers are going to continue to be available only on a competitive basis. The skills needed for eventual success must be acquired early in their educational lives, along with the motivation to face the often inhospitable confines of college and graduate study. Clearly, we need to increase the levels of achievement for African American, Latino, and Native American students beginning in the early grades and continuing through college (Vegas, et al., 1998). We also need, however, to seek ways to make the teaching profession attractive to students of color so that all groups are eventually more represented in future classrooms.

There are several recommendations for recruiting students of color into the profession:

1. Improve school education 

2. Improve the image of teachers 

3. Encourage students 

4. Involve parents

5. Stress the importance of education 

6. Provide early teaching-like experiences and bring in role models 

7. Recruit in the community 

8. Enhance financial aid options 

9. Increase salary of teachers 

Resume Chapter 7

CHAPTER 7: Reforming Teacher Education

• Criticism of Teacher Education Programs 

According to the majority of informants, traditional methods of training teachers are no longer adequate for the needs of today’s children. Teacher education programs and their faculties were heavily criticized for a lack of awareness of, and detachment from, public schools. Many informants considered their training in colleges of education as a waste of time; some even saw it as detrimental. A recurring criticism of teacher education programs was that they were too theoretical and did not relate to the reality of the classrooms. The typical program of a year of theory prior to a few weeks of student teaching was seen as a farce. 

• Recommendations for Changes in Teacher Education

Over half of the informants recommended that the major change needed in teacher education programs was to involve students in a variety of school and community settings early in their undergraduate experience. Other suggestions included: 

1. Involve parents

2. Prepare teachers to work with diversity

3. Prepare educators to train teachers

4. Increase the range of pedagogical skills to work with diverse student populations

5. Increase understanding of the social, economic, and political realities of the profession

6. Require seminar-style lab classes

7. Increase access to and support in college. 

Resume Chapter 6

CHAPTER 6: On Race-matched Teaching

The basic belief underlying race-based role modeling is that ‘Minority teachers can relate better to minority children.’ (20/AFm) If we follow this contention, there is an even greater urgency to increase the number of teachers of color. Such an assumption, however, leaves us with numerous questions: Do children learn better from people most like themselves? If so, should Latino teachers be expected to teach only Latino children? Are African American teachers less able to teach European American kids? Do we select and train teachers differently depending on the clientele? Do students of one skin color learn differently from students with another color within the meanings of color provided by a culture? Or are there other issues involved that at times can override coloration? According to the teachers of color interviewed, socioeconomic status and exposure to inner-city kids deeply inform teacher attitudes as to whom they want to teach and how they teach. The educational and professional background of family, type of schooling received, immigrant status, time in country, regionalism, and even age further complicate the shaping of these teacher attitudes. 

Resume Chapter 5

CHAPTER 5: Asian American Teachers

• Immigration and a New History for Asian Americans

As one of the fastest growing immigrant populations in America, Asian Americans provide a unique challenge to our understanding of diversity. The influx of Asian immigrants since 1965 has led many urban schools to reconsider stereotypes not only of the so-called ‘model minority’ Asian American but also of who in fact makes up the socially constructed and ill-conceived term ‘Asian’ (Hartman and Askounia, 1989; Nakanishi and Nishida, 1995).

• The Image of Teaching and Asian American Teachers

The Asian American viewpoint, and this is defined here by interviews with teachers of Japanese, Korean, Chinese, Pilipino and Vietnamese backgrounds, was frequently explained in terms of cultural background. Traditionally, the status of teachers in East Asia has been very high (Baruth and Manning, 1992; S.J.Lee, 1994; Y.Lee, 1991). Based primarily on Confucian values that dictate respect for relationships and hierarchy, Asian cultures have placed teachers in the educated, if not ruling, elite (Smith, 1994). Although this is gradually being eroded by materialist influences that tie status to accumulated wealth (Goodman, 1990), the teachers interviewed had been raised under the more traditional system. 

• Asian American Resistance to Teaching as a Career 

As of 1994, Asian American teachers constituted less than two percent of all K-12 teachers with a mean of only eight Asian Americans each enrolled in pre-service teacher education programs in the United States (AACTE, 1994). Low involvement in teacher preparation is not because of any lack of success in education generally.  Given that Asian Americans, in the aggregate, enjoy relatively high academic success through to the level of graduate study, reasons for their lack of involvement in teacher education must be found that vary from the reasons for other minority groups whose low college attendance and graduation levels provide the most obvious explanation for lack of participation in the teaching profession. 

• The Problematic Issue of High Standards Set by Chinese Traditions of Schooling 

So what is the source of these attitudes that apparently cause the hesitancy toward, if not resistance to, teaching as a career? Ironically, the answer seemed to reside in Chinese culture itself, more specifically in the high regard for teaching and the standards set by Chinese culture for teachers. As one informant said: ‘You have to think of yourself as a great person to be a teacher.’ (188/ASf) In Japanese, the term erai hito explains this concept. This was not simply hesitancy on the part of youth who have not had adequate experience educating others; rather, informants claimed that the title of teacher had to be reserved for those who neared perfection. ‘If there are ten qualities that a teacher needs and Chinese people do not meet all ten of those qualities, they will consider themselves not qualified to be a teacher’ (156/ASf) or ‘Young Asian people do not see themselves as good enough to be a teacher’ (182/ASm) were comments sprinkled throughout the interviews. To tell others that you were interested in becoming a teacher verged on arrogance, not only because of the assumption that you were qualified beyond reproach, but also that you had the audacity to assume that you could teach other people’s children to a standard that would be acceptable to Asian parents. 

Resume Chapter 4

CHAPTER 4: Native American Teachers

• Native Americans and Their Struggle to Survive Schools 

Native Americans have a long tradition of educating their own children whereby many ‘teachers’ participate in the training (Marashio, 1982). Elders serve as guides for the younger members of the tribe. Children watch, listen, and follow long before they act. Ironically, for many Native peoples it is not even a question of choosing between acquiring the skills, knowledge, and lifestyle of mainstream middle-class society or retaining one’s cultural identity and traditions. Native peoples struggle to understand how they can gain self-sufficiency, free of dependence on the ‘outside’ world of federal agencies, which are often flawed with bureaucratic and political agendas, a dependence paradoxically created as a legacy from federally provided government schooling guaranteed by treaty.  

• Native Americans: The Image of Teaching and Respect for the Profession  

Part of the difficulty in establishing a positive image of teaching or imagining oneself in the profession of educating others is that much of what is taught can seem irrelevant to the needs of traditional and/or working-class families (Stiegelbauer, 1992). For Native people, negative images of schooling have been passed down for generations. Even though students themselves may not have gone through boarding schools, young people have heard the stories and internalized the messages.

• Native Americans Address the Low Participation of Indian Students in Teaching

Native American informants were more cautious in identifying the reasons for low participation of their people in the field of teaching. For many Native youth, the prospects of continuing on to college in order to acquire a teaching credential were thwarted not only by their family’s traditional views but more significantly by poor academic preparation and, hence, low graduation rates from high school and college (Wilds and Wilson, 1998). 

Resume Chapter 3

CHAPTER 3: Latino Teachers

• The Construction of a Latino History with American Schooling  

The history of the Latino educational experience in the United States, although different from the African American, is one fraught with similar hostility, misunderstanding, and distrust (San Miguel and Valencia, 1998; Moore and Pachon, 1985). Basic to an understanding of educational opportunities for Latinos is the importance placed politically on bilingual education (Fernandez and Guskin, 1981). Although African Americans saw the main battle to be fought on the field of integration with the hope of increased resources, Latinos, particularly Mexican Americans, have sought improved educational access and success through bilingual education. The ironic result has been that, in tandem with residential discrimination, ‘bilingual education,’ as it has been traditionally administered rather than as it is imagined to operate, has tended to reinforce segregated schooling. Latino students are more segregated today than at any other time in the past (Orfield and Eaton, 1996).  

• The Image of Teaching and Latino Teachers  

Many of the Latino informants were convinced that respect for teachers would increase if teachers themselves honored the culture and traditions of their students. At times this appeared to go against the American concept of compulsory schooling as a right not a privilege. They claimed that if teachers understood that in many Latin countries education is reserved for the elite and that working-class youth are often expected to assist the family financially after a certain age, they would be less inclined to misinterpret students’ actions. If students left school early to work (dropped out) or took time off to take care of their family or return home for holidays or celebrations, this should not be seen as disrespectful of teachers but rather respectful of family needs and priorities.

• Why the Shortage of Latino Students in Teaching 

According to the informants, the issue of Latino youth not entering teaching as a profession has less to do with resistance to the idea of becoming a teacher because of low status or meager income than it does with lack of success in moving through the academic pipeline. Latino teachers were overwhelmingly preoccupied with the poor academic achievement of Latino students and scoffed at the concern for more Latino teachers. Many of them lamented the low graduation rates from high school and the lack of rigor presented in coursework in many predominantly Latino schools.

• Negative experience in school 

Only a few of the Latino teachers mentioned negative school experiences as a cause for student resistance to entering teaching. In contrast to this, research with Latino college students reflected a much stronger awareness of the many problematic relationships that Latino youth have experienced with the educational system. Their stories relate to misplacement in ESL/LED language classes, inability to use their primary language, ostracization by peers who do not see them as authentically Latino, and frustration with teachers who were unprepared to work with them

• Access to career options  

As mentioned earlier, Latino teachers were less concerned about which career their students selected than they were about getting them through high school. The suggestion that perhaps increased access to more job opportunities might be one of the reasons Latino students are not considering teaching as a viable profession left some of the teachers laughing at the thought: ‘My students [Latino] don’t even think about becoming doctors and lawyers. Teaching would be the last profession that they would choose. They do not see themselves as professionals.’ 

• Accent discrimination and racism

Discrimination based on accent caused rancor among both Latino and Asian American informants. Some of the Latino teachers who came as immigrants to this country were professionals in their respective fields ‘back home.’ One teacher who holds several advanced degrees in science was a chemist in Honduras but has not been permitted to teach chemistry in America because of her accent.

• Lack of encouragement 

Beyond the lack of information is the reality that many parents have limited formal schooling themselves. It became clear in the interviews, particularly in Long Beach, that many Mexican American and Southeast Asian immigrant students were sitting in classrooms for the first time in their lives.

• Low pay 

Latino teachers did not see money as a consideration in attracting Latino youth into the teaching profession. Most of them believed that they were well paid and that the benefits that came with the job in terms of security, time off, ease of work load, etc. were bountiful. 

• Concluding Remarks 

In comparison to most of the African American teachers interviewed, most of those teachers who self-identified as Latino did not see their job as low status with low pay. It was amazing to see the pride in the profession and the numerous stories that reflected gratitude for a job with good income, security, benefits, and an opportunity to help others. 

Resume Chapter 2

CHAPTER 2: African American Teachers

• The Changing Historical Context for African American Teachers 
• African American Teachers Speak to the Image of Teaching
• African American Teachers’ Perceptions of Why Students of Color Resist Teaching as a Profession
• Economic reasons: Low pay  
• Economic reasons: Too much education for the return 
• Economic reasons: More opportunities elsewhere 
• Educational reasons: Inadequate and negative experience in K-12 schooling
• Educational reasons: Lack of support in college 
• Social/cultural reasons: Racism 
• Social I cultural reasons: Lack of encouragement and racelessness
• Do African American Teachers Recommend Teaching? 

Resume Chapter 1

CHAPTER 1: The Issues and Research

• Crisis in Urban Schools

According to Education Secretary Riley, he said "The need for more teachers will pressure school districts to hire individuals who are not certified. Twenty-seven percent of newly hired teachers failed to meet state licensing requirements and nearly one-third of all teachers are teaching in a field they did not study as either a major or a minor subject in college. If hiring patterns remain as they are now, one-half to two-thirds of the millions of teachers hired in the next ten years will be first-time teachers.  Clearly, the shortage of teachers for urban youth verges on a national crisis. Although colleges of education continue to produce capable teachers, few of them are able or willing to work with the diversity demanded in urban school districts, regardless of their own ethnicity." (Gordon, page 1)

• The Need for Competent and Caring Teacher

One of the major educational concerns of our lifetime is the search for qualified and caring teachers for low-income immigrant and minority children who have become the majority population in American urban schools. Although the need for teachers of color is embedded in a context of school desegregation, higher education elitism, racism, poverty, and urban decay, these societal and structural impediments cannot account fully for the resistance, hesitancy, or inability among students of color to pursue teaching as a career.

• The Image of Teaching  
• The language of color  
• The Research Process  
• Three urban school districts and their teachers of color 
• The sites  
• The researcher 
• Communities of Color and the Teaching Profession 
• The Historical Context

The Color of Taeching Contents

Contents  

  
  

Foreword

JOHN U.OGBU   vi     

Acknowledgements   ix 

1   The Issues and the Research   1 

2   African American Teachers   15 

3   Latino Teachers   30 

4   Native American Teachers   42 

5   Asian American Teachers   49 

6   On Race-matched Teaching   58 

7   Reforming Teacher Education   68 

8   Recommendations for Recruiting Students of Color into the Profession   77 

9   Interpretations   87     

A Note on Sources   93     

References   95     

Index   108