A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design

Autor/inn/en	Hamra, Arifuddin; Syatriana, Eny
Titel	A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design
Quelle	In: English Language Teaching, 5 (2012) 10, S.1-11 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Reading Instruction; Reading Improvement; Cooperative Learning; Models; Needs Assessment; Instructional Effectiveness; Instructional Materials; Reading Teachers; Language Teachers; College Students; Language Tests; Observation; Indonesia; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Leseunterricht; Kooperatives Lernen; Analogiemodell; Bedarfsermittlung; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Language teacher; Sprachunterricht; Collegestudent; Language test; Sprachtest; Beobachtung; Indonesien
Abstract	This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The steps of this developmental survey consist of need analysis, design, and model development. This paper conducted need and conceptual analysis among the reading lecturers to generate a model of teaching. In the model development and implementation, instructional materials were designed to try out the teaching model with treatment (X) and observation (O) to see the effectiveness of the model. The instructional materials consider the required and selected reading materials, team-based learning, and weekly reading tasks. The instructional materials were reviewed and validated by the reading lecturers. The instructional design consisting of pre-reading activity outside of the classroom before coming to the class, practice in group of five to seven students in each group in the classroom, and class discussions was based on learning objective, pedagogical aspects, the language competence, self-selected reading materials, and required reading materials. The result of reading test indicated that the teaching model improves the reading comprehension of the students. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01