EXPLORING EFL VOCATIONAL STUDENTS IN BOOK TALK STRATEGY IN READING COMPREHENSION: A CASE STUDY
Abstract
In reading classes, students were emphasized learning through tests, e.g., multiple choice and essays. They needed more opportunities to own and assign reading-discussion activities to help with these weaknesses. This study aims to determine the phases to assist students in understanding the text using the book talk strategy and to know students’ responses toward the book talk strategy. This study used a qualitative and case study design to conduct this research. The researcher conducted observations, reflective journals, and semi-structured interviews to collect data. The data analysis used in the research adopts the thematic analysis from Braun & Clarke. The study showed three phases in conducting the book talk strategy in the reading classroom: selecting literature, students’ discussion, and students’ presentation. Most students were happy and enjoyed during the lesson. They are active in the discussion and easily comprehend the text. All of them were students’ responses about the book talk strategy in the reading classroom. The study highlights the students’ engagement appeared in this strategy. The student’s engagement included three aspects, e.g., affective, behavioral, and cognitive. The implication is an increased understanding of student involvement in learning and the use of exciting book talk strategies in reading classes.
References
Adams, B. (2020). “I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo. Journal of Literacy Research, 52(2), 209–230. https://doi.org/10.1177/1086296x20915489
Anderson, L. L., Meline, M., & Harn, B. (2021). Student Engagement Within Adolescent Reading Comprehension Interventions: A Systematic Literature Review. Journal of Education. https://doi.org/10.1177/00220574211032327
Antonacci, P. A., & O’callaghan, C. M. (2011). Promoting literacy development: 50 research-based strategies for K-8 learners. Sage Publication, Inc.
Bahri, S., & Sitorus, W. W. (2022). An Analysis cultural shock of education system by Indonesian students in Singapore. Jurnal Riset Rumpun Ilmu Bahasa, 1(2), 01–13. https://doi.org/10.55606/jurribah.v1i2.121
Beneke, M. R., & Cheatham, G. A. (2019). Race talk in preschool classrooms: Academic readiness and participation during shared-book reading. Journal of Early Childhood Literacy, 19(1), 107–133. https://doi.org/10.1177/1468798417712339
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396
Fassler, R. (2014). “Let’s talk about the books”: The complexity of book discussions in a multilingual preschool classroom. Contemporary Issues in Early Childhood, 15(2), 136–151. https://doi.org/10.2304/ciec.2014.15.2.136
Flowerday, T., & Schraw, G. (2003). Effect of choice on cognitive and affective engagement. Journal of Educational Research, 96(4), 207–215. https://doi.org/10.1080/00220670309598810
Garrett-Rucks, P., & Jansa, T. (2020). For whom are we internationalizing? A call to prioritize second language learning in internationalization efforts. Research in Comparative and International Education, 15(1), 7–19. https://doi.org/10.1177/1745499920901944
Haerazi, & Irawan, L. A. (2020). The effectiveness of ECOLA technique to improve reading comprehension in relation to motivation and self-efficacy. International Journal of Emerging Technologies in Learning, 15(1), 61–76. https://doi.org/10.3991/ijet.v15i01.11495
Hansson, L., Leden, L., & Thulin, S. (2020). Book talks as an approach to nature of science teaching in early childhood education. International Journal of Science Education, 42(12), 2095–2111. https://doi.org/10.1080/09500693.2020.1812011
Harmer, J. (2012). Essential Teacher Knowledge. In ELT Journal (Vol. 67, Issue 1). Pearson Education Limited. https://doi.org/10.1093/elt/ccs075
Holden, M. T., & Lynch, P. (2006). Choosing the Appropriate Methodology: Understanding Research Philosophy. The Marketing Review, 4(4), 397–409. https://doi.org/10.1362/1469347042772428
Kaipa, R. M. (2021). Multiple choice questions and essay questions in curriculum. Journal of Applied Research in Higher Education, 13(1), 16–32. https://doi.org/10.1108/JARHE-01-2020-0011
Kam, H. W. (2002). English language teaching in East Asia today: An overview. Asia Pacific Journal of Education, 22(2), 1–22. https://doi.org/10.1080/0218879020220203
Kurishita, N. (2020). The Effects of ER and Book Talk on Japanese Junior High School Students’ Reading Ability. Proceedings of the Fifth World Congress on Extensive Reading, 5, 106–115.
Lockl, K., Attig, M., Nusser, L., & Wolter, I. (2021). Cognitive and Affective-Motivational Factors as Predictors of Students’ Home Learning During the School Lockdown. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751120
Manalu, J. B., Sitohang, P., Heriwati, N., & Turnip, H. (2022). Pengembangan Perangkat Pembelajaran Kurikulum Merdeka Belajar. Mahesacenter.Org, 1(1), 80–86. https://journal.mahesacenter.org/index.php/ppd/index
Masduqi, H. (2011). Critical Thinking Skills and Meaning in English Language Teaching. TEFLIN Journal, 22(2), 185–200. http://journal.teflin.org/index.php/journal/article/view/26
Nassaji, H. (2011). Issues in Second-Language Reading: Implications for Acquisition and Instruction. Reading Research Quarterly, 46(2), 173–184. https://doi.org/10.1598/rrq.46.2.5
Nishizawa, H., Ho, V., Yoshioka, T., & Y, I. (2016). Cooperation of Two Extensive Reading Programs in Japan and Vietnam. Proceedings of 2016 JSEE Annual Conference, 16(21).
Nishizawa, H., Yoshioka, T., & Ichikawa, Y. (2018). Book-Talk: An Activity to Motivate Learners to Read Autonomously in a Foreign Language. Journal of Language and Cultural Education, 6(1), 145–157. https://doi.org/10.2478/jolace-2018-0010
Nordén, B., Helen, A., & Anderberg, E. (2012). Learning in Global Settings: Developing Transitions for Meaning-Making. Research in Comparative and International Education, 7(4), 514–529. https://doi.org/10.2304/rcie.2012.7.4.514
Qi, X., Song, R., Wang, C., Zhou, J., & Sakai, T. (2019). Composing a Picture Book by Automatic Story Understanding and Visualization. 1–10. https://doi.org/10.18653/v1/w19-3401
Ratminingsih, N. M., Budasi, I. G., & Kurnia, W. D. A. (2020). Local culture-based storybook and its effect on reading competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a
Schmidt, C. (2020). Librarians’ book talks for children: An opportunity for widening reading practices? Journal of Early Childhood Literacy. https://doi.org/10.1177/1468798420964941
Spencer-Oatey, H., & Dauber, D. (2016). Strategic Planning for Internationalization: Fostering Global Graduates through “Global Education” Experiences. http://tinyurl.com/y8r8smoq
Stevens, E. A., Murray, C. S., Fishstrom, S., & Vaughn, S. (2020). Using Question Generation to Improve Reading Comprehension for Middle-Grade Students. Journal of Adolescent and Adult Literacy, 64(3), 311–322. https://doi.org/10.1002/jaal.1105
Turmudi, D., & Hajan, B. H. (2020). Education System and English Language Teaching in the Philippines: Implications for Indonesian Efl Learning. Premise: Journal of English Education, 9(1), 78. https://doi.org/10.24127/pj.v9i1.2791
Tursunmurotovich, S. S., Eraliyevich, S. X., & Shuhratovich, I. U. (2020). Illustration and the Influence of Illustrator on Children’s Understanding of Fairy Tales and Works of Art in Books. International Journal of Psychosocial Rehabilitation, 24(5), 3526–3533. https://doi.org/10.37200/ijpr/v24i5/pr202063
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In Accounting in Australia (RLE Accounting). Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. In A. Kozulin (Ed.), The Journal of Philosophy, Psychology and Scientific Methods (Vol. 4, Issue 20). MIT Press. https://doi.org/10.2307/2011600
Wang, X. C., Christ, T., Chiu, M. M., & Strekalova-Hughes, E. (2019). Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open, 5(3). https://doi.org/10.1177/2332858419869343
Widodo, H. P. (2016). Engaging Students in Literature Circles: Vocational English Reading Programs. Asia-Pacific Education Researcher, 25(2), 347–359. https://doi.org/10.1007/s40299-015-0269-7
Williams, K. J., Martinez, L. R., Fall, A.-M., Miciak, J., & Vaughn, S. (2023). Student Engagement Among High School English Learners with Reading Comprehension Difficulties. School Psychology Review, 52(1), 38–56. https://doi.org/10.1080/2372966x.2020.1868948
Yin, R. K. (2018). Case Study Research and Applications. In Sage Publications (Vol. 53, Issue 9).
Downloads
Published
Issue
Section
License
Copyright (c) 2023 PROJECT (Professional Journal of English Education)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
