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Monday, July 5, 2021

SCHEMA THEORY IN READING AND COMPREHENSION STUDY

 Schema Theory 

The researcher intends to use Schema Theory as a practical support in completing the study, as this theory has a strong relationship between reading and an activity after that, which is comprehending the reading texts. This matches a study by Shuying An (2013) who stated that the theory of Schema is suitable to use in helping students as it is as a guide for them to comprehend the reading texts from the global point of view.

According to Shuying An (2013), the activity of comprehending the text is treated as an interactive process between the previous knowledge of the readers and the text itself. To continue, Seymour (2017) then emphasizes that the efficient comprehension is a result of the ability of the readers to relate the texts they read with their own knowledge. Thus, the researcher could see the strong relation between comprehension and reading. Again, this seems supported by Muhittin Sağirli & Hatice Kadioğlu Ateş (2015) who mentioned that comprehending is a mental basic skill of the reading activity in perceiving printed words, where it will be interpreted with verbal expression within reading. Similarly, based on Fahriany (2014), comprehension is a process of the reader's existing knowledge (schemata) which then is used to interpret texts to understand the context, where readers’ preexisting knowledge on linguistics code and their knowledge of the world (schema) is needed before reading the printed texts.


In fact, reading and comprehension are comprehensively interrelated and need each other to make effective reading and learning. This is as previously stated in Coskun (2002) that reading comprehension is a two in one activity which includes the process of different skills acquisition to suit a connection between words, sentences and paragraphs, comprehension, analysis, synthesis, evaluation and interpretation. This is a cognitive process of getting information, as concerned by Fahriany (2014) that there are many experts in reading and comprehension stating that schema theory is one of the logical theories regarding the process of human information.




_______________________________________________________________________

Shuying An (2013). Schema Theory in Reading. ISSN 1799-2591. Theory and Practice in Language Studies, Vol. 3, no. 1, pp. 130-134, January 2013 © 2013 ACADEMY PUBLISHER. Manufactured in Finland. doi: 10.4304/tpls.3.1.130-134 Coşkun, E. (2002). Living in the Life of People and Living in the Life of the World, Türkluk Bilimi Araştırmaları, 11,231-244. Fariany (2014). Schema Theory in Reading Class. IJEE (Indonesian Journal of English Education) | Vol. 1 | No.1 | 2014. Krysha Seymour (2017). Schema Theory and Reading Comprehension. https://wehavekids. com/education/Reading-Comprehension-Theory Muhittin Sağirli & Hatice Kadioğlu Ateş (2015). A Research on Reading Comprehension Levels of Fifth-Grade Students Who Learned to Read and Write for the First Time with Sound-Based Sentence Method. Journal of Education and Training Studies Vol. 4, no. 3; March 2016ISSN 2324-805X E-ISSN 2324-8068Published by Redfame Publishing.


Monday, June 28, 2021

ENJOY LEARNING ENGLISH: CLASSROOM FUN GAME

 SUITABLE FOR SECONDARY SCHOOL STUDENTS : WORDS GAME

BENEFITS; WORDS COLLECTION FOR YOUR WRITING PRACTICES.

IT ADDS TO YOUR VOCABULARY COLLECTION. MANY WORDS YOU KNOW, THE BEST ESSAY YOU CAN WRITE!


Dare to write simple poem or lyric? 

Choose words which end with 'ing'


Stop bullying

It is hurting

Stop bullying

It is not working


When you and me walking

To school we are heading

Remember not to stopping

Just walking straight and walking

You don't know who are following

And they may be intend to disturbing

Or even insulting


The safe way you are choosing

Is walking and no stopping

Until the school you are reaching


_______________________________________________________________

Choose words which end sound with 'tion'


Today as my parents mention

Is a time or duration

Me as a new generation

May forget the life regulation


Behaviour formation

Quran Recitation

With Evil no toleration

Life discipline as a collaboration

To be the best nation

________________________________________________________________

NOW YOU CAN TRY BY YOURSELF OR WITH YOUR FRIENDS IN THE CLASSROOM!





MUET / WRITING TASK 2: 250 Words

 DEFINITION ESSAY.

Topic; Morning


Introduction

A day can not be perfect without a 'starter', morning. It is a natural rotation of day, in which morning comes after night and midnight. Morning is defined as a starter of each person's daily routine after spending the whole night with rest and sleep. In my personal life, I define 'morning' as a fresh indulgent, a door to the world, and an engine for future profit.


Body 1

First, morning is defined personally as a fresh indulgent. When I wake up from sleep early in the morning, the first thing I do is opening the windows of my bedroom. I will let them widely open. And, I will spend half an hour standing there just to view the beautiful scenery of the morning in front of my eyes. As my house is near the paddy field, so I can see the birds happily flying over the crops searching for their food. I do a light exercise of breathing in and out indulgently. Thank God, this is one of the most priceless gifts blessed for me and all human beings.


Body 2

Second, morning also seems to be a door to the world. When the sun down, my parents prohibit me to go out, even to attend a study group at my neighbour's house. I have to stay indoor, doing all activities as other girls do. Then, when morning appears, it likes a door that is opened for me to explore outside. I begin my world exploration by jogging around the neighbourhood area. Then, I will go to college with my father. 


Body 3

Third, I can interpret morning as an engine for future profit. Here, I refer to all activities to achieve my future goal is started when the morning emerges. I attend the extra classes of Chinese Language at one tuition centre in the city after my college hours. I also join the yoga exercise with my best friend in the evening before returning home to rest with my family.


Conclusion

In sum, there is no meaning of a day without 'morning' appearance. Similarly, there is no life for me without a fresh morning, as how I meet my morning hours, it really affects how I spend the whole day.



________________ Best of Luck everyone____________________

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MUET NEW FORMAT 2021: WRITING TASK 2

 EXTENDED WRITING; 60 marks

Students have to practice WRITING THESE KINDS OF ESSAYS:

1. Definition Essay.

Eg; Definition of 'pollution' - Morning - Carpooling - Friendship - Family - Patriotism - A digital camera - Accident

Eg; Define 'A friend in need is a friend indeed'

                  ' My home is a heaven'


2. Topical Essay

Explain the arrangement of people, objects, or ideas with shared features into classes or groups

Eg; Important strategies before the examination

      Ways of saving money

       Benefits of reading

        My roommate

        My hobbies

        My travel


3. Cause-Effect Essay

Write about a relationship between the causes and the effects of things, events, or story

Eg; Pollution around the world

       Homework for Students

       Cleanliness Campaign

        Internet For Student


4. Problem-Solution Essay

Describe about the problems and their solutions

Eg; Eating disorder among women

       Global warming a serious threat

        Jobless citizen and suicide cases

        Facebook


5. Compare and Contrast Essay

Write about the similarities and differences of things, ideas, incidents, events

Eg; Futsal and Football

       Holidays in the forest or in the beach

       Life in the village and city

       Eat out or eat at home

      

6. Process Essay

Describe steps of doing or making things

Eg; How plastic is recycled

       How to serve 'Oden'

       How to write a short story

       How to make a kite

       How television influence people


7. Argumentative Essay

Do you agree or argue with certain ideas or issues, convince clearly with supportive ideas and points ( Body paragraph - 2 parag for your standpoint - another 1 parag for the opposite opinion).

Eg; Students should bring smartphone to school

       Early marriage among youngsters

       Health is more important than wealth

       Gold is valuable than money

       

      

YOUR ESSAY SHOULD CONTAINS OF - 5 PARAGRAPHS

Parag One ----- Introduction


Parag Two, Parag Three AND Parag Four------- Body Content


Parag  Five ------- Conclusion


___________________________________________________________________________________




Sunday, June 27, 2021

MUET NEW SYLLABUSES 2021 : WRITING AN EMAIL

 Since March 2021, MUET have been updated to a new format of Writing parts. There is no more analysis chart, graph, or any figures like before. It will be replaced by writing AN EMAIL or maybe a LETTER which is more easy than writing a REPORT. 

Click the link to know more; http://ezuddin.com/2020/09/muet-writing-101-email-writing-question/


WRITING AN EMAIL : It really likes PT3 Writing practices. You must must at least 100 words. 

The Format:

To: _________

Subject: ______________________________


Hello,

How was your ______________________________________________________________________  ___________________________________________________________________________________________________________________________________________________________________.


I heard that _________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________.


In my opinion, it is ___________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________.


I hope you want to join ________________________________________________________________ ____________________________________________________________________________________________________________________________________________________.


Talk to you soon!

_____________


>>>>>>>>>>>YOU CAN START YOUR WRITING AN EMAIL PRACTICES NOW!>>>>>>>>>>>


WRITING 


Monday, May 3, 2021

PROPOSAL THESIS: DIFFERENCE IN READING ABILITY AMONG ESL STUDENTS IN MALAYSIA.

 PROBLEM STATEMENT.

In general, most Malaysian students face difficulties in learning and mastering English as a second language, both kids and young learners. This is as clarified by Musa et al., (2012), English proficiency has become an important issue in higher education in Malaysia. Earlier, Maniam and Liong (2007) in their study stated that the student’s achievement in examinations is declining, whether among day schools in the urban or rural areas. Adibah Abdul Latif & Azizah Abu Hanifah (2010) in their research among university students concluded that majority participants were in moderate levels of English Proficiency and uses level  were  in  the  moderate  level  and  there  is  a  significant  relationship between  English  proficiency  and uses. Poor English proficiency is one of five main factors why university students fail in applying for jobs after graduation (Maharam MAMAT, 2016). The study of Ishak and Mohamed (2010) which was conducted randomly among students of several faculties in UTM Skudai have found that the level of readiness, interest and confidence of UITM students towards teaching sciences and mathematics in English (PPSMI) is at a moderate and unsatisfactory level. The difficulties in learning English language are kept aside by most students even though they know its importance (Kadir dan Noor, 2015). 


Reading ability is different from one student to another. This may happen heterogeneously among students due to several reasons. Some students are well-trained since their kid ages to read, with a variety of reading resources such as story books and ...


Hence, this research study is conducted to investigate the culture of reading and the levels of reading ability among school students in Malaysia, specifically in Kota Bharu, Kelantan. Are they really able to read English passages fluently and understand its text comprehension? And how the phenomenon of reading culture is instilled among them?



RESEARCH QUESTIONS.


  1. What is the level of reading ability among ESL students?

  2. How to instil the interest towards reading among ESL students since small ages?

  3. What are the most effective methods for teaching reading in an ESL classroom?



RESEARCH OBJECTIVES.


  1. To identify the levels of reading ability among ESL students.

  2. To know the methods to instil the interest towards reading among ESL students since small ages.

  3. To determine the most effective methods for teaching and learning reading in an ESL classroom.



SCOPE AND LIMITATIONS.

1. The scope of the study is the reading component of English as a second language, mainly several variables regarding reading ability among the students.  

2. The study only focus on the respondents in Kota Bharu, Kelantan

3. Reading ability in this study is focus on ability to read among secondary school students, their interest to read, their levels of reading ability, and the methods to help them improving their reading ability

4. The respondents that are involved in this study only limited to those who study in two primary schools and two secondary schools in Kota Bharu

5. The respondents that are involved in this study only amongst 70 of primary children and 70 of secondary students



SIGNIFICANCE.

1. Understanding the consequences of poor reading skills would help teachers to design tasks and supports for students with varying methods and materials creatively.

2. Reading is important as it bridges to another component of knowledge. Failure to master the ability of reading is disappointing. Thus, this study attempts to highlight the significant methods so students may have clear guidance to read confidently. 

3. This research study may help teachers, educators and parents can share knowledge and experience in efforts of helping their kids to read fluently

4. This research study may give a clear picture regarding the culture of reading English among students in Malaysia.

5. This research may support that teachers and academics always update and upgrade the method of teaching and learning English especially the reading component.  


2.0 LITERATURE REVIEW.

2.1 The Importance of Reading.

2.1.1 Reading Lead To Mastery Other Components

The main importance of reading is as it leads to master other components of English.


First, reading can develop a collection of words in a student's own dictionary. So, it will be no problem for them to write essays or answer questions with a lot of vocabulary knowledge in hand. Empirical evidence is shown in many studies about the crucial role of vocabulary knowledge in reading comprehension (I. S. P. Nation, 1990; H. Y. Wu and P. Hu, 2007). ovations and improvements in their learning.   The learned vocabulary, by using in their own writing, will be stored in students’ memory for a long time and it will help them  in  future  to  comprehend  any  texts.  Some  teachers suggest  that  students  don’t  know  techniques  of  guessing meaning from the context. The students go for word for word meaning; they do  not  try to guess the  meaning  of the words from the context in which they are  used. One  teacher opines that students do not have control over comprehension of parts of speech.


Second, reading helps to improve one’s comprehension and understanding. As confirmed by Iqbal et al., (2015) in their research study that stated that one  of  the  major  purposes  of  reading  is  on  its comprehension. Reading  comprehension  occurs  when reader  extracts  and  combines  different  types  of  information from  the  read  text  and  makes  a  link  between  the  new information and the already known ones (Koda, 2007)


2.2 ReadingsAbility

Since small ages, students are encouraged to learn reading. It begins with knowing letters, words, phrases and sentences as the initial step to their reading ability. In reality, the length of English learning experienced by students from kid years until they finish their secondary schooling has nothing to do with their awareness of reading strategies, this may be due to the failure of the checklist to accurately reflect the students’ reading strategy usage or reading abilities (Nuttanuch Munsakorn, 2012). Mahzan (2003) and Yahya (2008) agreed that the process of reading is important to help students add their treasures of knowledge. This shows that reading disability can affect the progress of students failing to follow the subject. While Tamam Timbang et al., (2010) stated that the inability to read can affect students psychologically, so that they are less able to develop themselves even if they have good reading ability. 


Reading ability can be influenced by a Meta-cognition of learners  (Brown  et  al,  1986).  One’s  own  knowledge  and controlling  of  one’s  own  actions  during  reading  are  two diverse  aspects  of  meta-cognition.  Successful  and  fluent learners show  better  level  of controlling  their  actions  during reading  and  meta-cognition  knowledge  than  novice  and less successful  learners  or  readers  (Baker  &  Beall,  2009). The meaning of Meta-cognition which has been increasingly used is a ‘person’s cognition about cognition, that is, the person’s metacognitive knowl-edge of cognitive processes and states such as memory, attention, knowledge,conjecture [and] illusion’ (Wellman, 1985; Garner, 1994; Hacker, 1998). Lawrence Jun Zhang (2001) defined that Metacognition is thought of as comprising knowledge and regulatory skills that are used to control one’s cognition. 


Ehri (2005) suggested that children with enough skills in reading letters can read the words easier, can add any new words they found within reading to their vocabulary list and, eventually can achieve a fluent and smooth reading.


It is important to foster positive attitudes to reading while children are still in school (Logan, S., & Johnston, R., 2009) as school is the best place for social interaction amongst them in learning. Henry & Rickman (2007) found that in early periods of students' school sessions, the ability level of peers in the classroom has direct effects on their cognitive, pre reading and language skills discovery.


Next, there is a relationship between ability and attitude to recreational reading and it is believed to grow stronger over time (McKenna et al., 1995). Recreational reading refers to ……………..

Henry & Rickman (2007) meanwhile relate the reading ability with both attitude to reading and frequency of reading among students regardless their gender.


Reading disability is referred to kids or students who still can't read even easy short sentences when they are in primary or even secondary school. Based on Sharon Vaughn et al., (2000), a few students in their case study demonstrated significant reading problems and qualified for special education or were identified by the school district as dyslexi. This is supported by Emine Balcı & Aybala Çayır (2018) by stating that dyslexic students do not have any significant problems in the phonological coding process but students at each grade level of schooling have problems especially in spelling and fluent reading processes. Spinelli et al., (2005) agreed that Italian students with dyslexia have problems in fluent reading depending on the length of the words, while Suárez-Coalla et al., (2014) indicated that the individuals with dyslexia experience problems in orthographic processes which leads to fluent reading problems. Raija Pirttimaa et al., (2015) considered dyslexia as synonym as a serious reading and writing disability.




2.2 Interest Towards Reading

2.2.1 Reading Among Small Kids

Since ages, some researchers argued the initial reading among kids begins with Pattern recognition (fat, sat, bat, cat, mat, pat, etc.) form while  word recognition exercises are practiced among high learning institution students (Evelyn Hatch, 1974).


There are a variety of methods initiated by educators and teachers to instil an interest in students’ towards reading, however to achieve the full commitment and interest is less than expected. In Iqbal et al., (2015), different factors of the poor reading comprehension ability among students are highlighted such as poor command of vocabulary, habit of cramming, no interest to learn creativity in reading except their mere goal only to pass the examination. 



2.3 Different Levels of Reading

This distinction is made between literal, referential, and critical understanding of the text comprehensions (Feng  Liu, 2010). Three distinctive levels of meaning of reading the text comprehension as briefly elaborated in (Feng  Liu , 2010),  they are;

A. A literal understanding is an understanding of meanings that are directly stated in text, or an understanding of the main implications. Comprehension at this level involves surface meanings, readers find information and ideas that are explicitly stated in the text. 


B. The second level is referential or interpretive understanding. At this level, readers go beyond

what is said and read for deeper meanings. Readers must read carefully and analyze what they have read, they need to be able to see relationships among ideas, for example, how ideas go together, and also see the implied meanings of these ideas. It is obvious that before readers can do this, they have to first understand the ideas that are stated (literal understanding). 


C. Referential comprehension includes thinking processes such as drawing conclusions, making generalizations and predicting outcomes. Finally, the third level is critical reading whereby ideas and information are evaluated.


In brief, different  types  of  readings  can  be labeled as: scanning,  skimming, reading  to  learn, reading for  general idea/understanding, reading for critical evaluation and reading  to  integrate  information  (Carrell  &  Grabe,  2010).


Several past studies revealed the levels of reading among students in Malaysia. Siti Hamin Stapa et al., (2007) viewed that the levels of reading ability among students are at moderate level. 



2.4 Perception of Students Towards Reading.

1.  Passion To read

Students who love reading and they always have passion towards reading. They know the text and have the ability to read.


2. Struggle To read

Students who love reading but they have less ability to read. 


Based on past study (Nor Fadila Mohd Amin & Adibah Abd. Rahim, 2010), students perceive that English language is important for career preparation even if the mastery of English language proficiency level among students is moderate.


3. Ignore To read

Students who do not have any interest in learning English and they have no ability to read or lazy to read. This is appropriately matched with ‘reluctant readers’. Stringer and Mollineaux (2003) defined reluctant readers as “those who are able to but do not possess the desire or the inclination to read.” According to the Online Dictionary for Library and Information Science (ODLIS), a reluctant reader is a person who, for whatever reason, chooses not to read, doing so only when necessary (Michael J. Strauss, 2008).



2.5  Ways of helping ESL students to master reading and text comprehension fluently.

Learners generally prefer metacognitive to cognitive knowledge when it comes to reading English texts, and authentic reading materials are found to heighten their learning motivation as well as attitude positively due to several salient factors (Fan Wei Kung, 2019).




2.5.1  Methods of teaching reading in an ESL classroom.

The importance of cultivating learners’ second language reading strategy awareness by using appropriate reading materials in class is discussed with several pedagogical and theoretical implications (Fan Wei Kung, 2019).


Educators and teachers must learn and practice the best strategy of reading among their students. According to Nuttanuch Munsakorn (2012), teachers and instructors can teach reading strategies in the classroom, then, it helps to improve student performance on tests of comprehension and recall.



2.7  Cognitive Theory of Reading



#Nearly finish.. 60%. March 2021.
Need moral support to finish the work!!


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Developmental Neuropsychology, 27(2), 217-235. https://doi.org/10.1207/s15326 942dn2702_2 Suárez-Coalla, P., Ramos, S., Álvarez-Cañizo, M., & Cuetos, F. (2014). Orthographic learning in dyslexic Spanish children. Annals of Dyslexia, 64(2), 166-181. https://doi.org/10.1007/ s11881-014-0092-5 Tamam TIMBANG, Zamri Mahamod, NiK Mohd. Rahimi NiK Yusoff & Jamaludin Badusha (2010). Masalah Membaca Murid-murid Sekolah Rendah Kerajaan di Brunei Darussalam: Satu Kajian Kes. Jurnal Pendidikan Malaysia 35 (2)(201 0) : 77-85.. TAYLOR, M. J., DUFFY, S. and ENGLAND, D. (2009). Teaching students with dyslexia in higher education. Education + Training, 51, 2, 139–149 Wellman, H. (1985) The origins of metacognition. In D.L. Forrest-Pressley, G.E.286 Language Awareness Yahya Othman (2008). Proses dan strategi membaca berkesan. Serdang: Penerbitan Universiti Putra Malaysia. Yu-han Ma, Wen-ying Lin (2015). "A Study on the Relationship between English Reading Comprehension and English Vocabulary Knowledge", Education Research International, vol. 2015, Article ID 209154, 14 pages. https://doi.org/10.1155/2015/209154