EFL TEACHERS’ PERCEPTIONS OF IMPLEMENTING PRE-READING ACTIVITIES IN ONLINE READING CLASSES

Authors

  • Dinda Ayu Octavia Putri State University of Surabaya
  • Zainul Aminin State University of Surabaya

DOI:

https://doi.org/10.22460/project.v5i4.p860-871

Abstract

This research aimed to find out the teachers’ perceptions, including the kinds of pre-reading activities commonly used, the advantages of pre-reading activities, and the difficulties faced by the teachers in implementing pre-reading activities in online reading classes. This study used a descriptive qualitative method. Furthermore, open-ended questions and semi-structured interview guides were used as research instruments. The participant of this study were 8 English teachers with teaching experience ranging from 10 to 15 years from different senior high schools in Lamongan. This study revealed that the teachers commonly used online pre-reading activities: previewing, predicting, questioning, writing the reader’s experience, recognizing the text structure, reading the introduction and conclusion, semantic maps, and vocabulary familiarization. The teachers believed that it positively impacts both teachers and students in online reading classes, specifically to support the students in comprehending a text and encourage students’ enthusiasm in online reading classes. Moreover, these activities helped the teacher in delivering the primary materials. Besides, the teachers should evaluate the time management in implementing pre-reading activities in online reading classes.

 

Keywords:  Teachers’ Perceptions, Pre-Reading Activity, Online Reading Class

References

Al-Jahwari, Y., & Al-Humaidi, S. (2015). Prior knowledge in EFL reading comprehension: Omani teachers’ perspectives and Classroom strategies. International Journal of Applied Linguistics and English Literature, 4(1), 169–181. https://doi.org/10.7575/aiac.ijalel.v.4n.1p.169

Al-Jarrah, H., & Ismail, N. S. B. (2018). Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions. International Journal of English Linguistics, 8(7), 32. https://doi.org/10.5539/ijel.v8n7p32

Anaktototy, K., & Huwae, M. (2020). Assessing Teacher’s Perception in the Use of Pre- Reading Activities in EFL Classroom. Jurnal Pendidikan Bahasa Asing Dan Sastra, 4(2), 236–246.

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. Wardsworth: Cengage Learning.

Auerbach, E. R., & Paxton, D. (1997). “It’s Not the English Thingâ€: Bringing Reading into ESL Classroom. TESOL Quarterly, 31(2), 237–261.

Baldwin, R. S., Peleg-Bruckner, Z., & McClintock, A. H. (1985). Effects of Topic Interest and Prior Knowledge on Reading Comprehension. Reading Research Quarterly, 20(4), 497. https://doi.org/10.2307/747856

Chen, H.-C., & Graves, M. F. (1995). Effects of Previewing and Providing Background Knowledge on Taiwanese College Students’ Comprehension of American Short Stories. TESOL Quarterly, 29(4), 663. https://doi.org/10.2307/3588168

Creswell, J. W., & Poth, C. N. (2016). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage publications.

Doucette, L., Verhulst, D. J., & Berrill, D. P. (2006). Tutoring Adolescent Readers. Canada: Pembroke Publishers.

Fitri, D. I., & Ginting, D. (2021). EFL Teacher’s Perception on Reading Strategies Taught in High Schools. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(2), 104–117. https://doi.org/10.36312/esaintika.v5i2.423

Fletcher, J. M. (2009). Measuring Reading Comprehension. Scientific Studies of Reading, January 2012, 37–41. https://doi.org/10.1207/s1532799xssr1003

Gurung, D. S. (2021). Challanges faced by teachers in online teaching during Covid-19 pandemic. The Online Journal of Distance Education and E-Learning, 9(1), 8.

Karakaş, M. (2021). the Effects of Pre-Reading Activities on Elt Trainee Teachers ’ Comprehension of Short Stories. Journal of Theory and Practice in Education, January 2005, 25–35.

Khusniyah, N. L. (2020). Teacher’s Perception on SQ4R in English Reading Comprehension Learning Using Zoom Application. Voices of English Language Education Society, 4(2), 231–238. https://doi.org/10.29408/veles.v4i2.2554

Lailiyah, M., Wediyantoro, P. L., & Yustisia, K. K. (2019). Pre-Reading strategies on Reading comprehension of EFL Students. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 4(2), 82–87. https://doi.org/10.26905/enjourme.v4i2.3954

Lipka, O., & Siegel, L. S. (2012). The development of reading comprehension skills in children learning English as a second language. Reading and Writing, 25(8), 1873–1898. https://doi.org/10.1007/s11145-011-9309-8

Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1–9. https://doi.org/10.29332/ijssh.v1n2.26

Mihara, K. (2011). Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. TESL Canada Journal, 28(2), 51. https://doi.org/10.18806/tesl.v28i2.1072

OECD. (2019). PISA 2018 Results (Volume I): What Students Know and Can Do: Vol. I. PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en

Osei, A. M. (2016). The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education. European Journal of Educational Research, 5(1), 35–42. https://doi.org/10.12973/eu-jer.5.1.35

Ozuru, Y., Dempsey, K., & McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts. Learning and Instruction, 19(3), 228–242. https://doi.org/10.1016/j.learninstruc.2008.04.003

Pardede, P. (2019). Print vs Digital Reading Comprehension in EFL: A Literature Review. JET (Journal of English Teaching), 5(2), 77. https://doi.org/10.33541/jet.v5i2.1062

Prasetiya, N. I. (2021). EFL Teacher’s Challenges and Strategies in Teaching Reading Comprehension Online. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 2020, 1–10.

Thuy, T. T. T., & Yen, P. H. (2018). The Impact of Questioning and Semantic Map in Pre-Reading Stage on Students’ Reading Comprehension : A Comparative Study. European Journal of Education Studies, 279–294. https://doi.org/10.5281/zenodo.1245772

Zarfsaz, E., & Yeganehpour, P. (2021). The effect of timing of pre-reading activities on high intermediate EFL learners’ reading comprehension. Journal of Language and Linguistic Studies, 17(2), 702–716. www.jlls.org

Downloads

Published

2022-07-14