Part 4

International Journal of Text-Selection for Teaching Reading to ESL Tertiary Students: A Study on Genre and Content Preferences

Hallooooooooo.....

Welcome back to my blog, everyone^^

How have you been? I hope you’re always fine and happy^^

Today, I wanna continue about the previous discussion about this journal, that is about the result of methodology or it called in this journal as findings and also the conclusion. And this is become the last part of the journal that I share to you on my blog. So, keep stay tune guys^^

Part 6 : Findings

The first question in questionnaire is about the genre preferences among the ESL tertiary learners in UiTM Kedah, Malaysia. By understanding the learners’ genre preferences, it can help teacher to choose reading materials in the classroom. From this questionnaire, we know that the learners like reading second language from websites and blogs. It proved with 55.3% of the learners prefer websites while 43.9% of them like read from blogs. The learners feel that websites and blogs are up-to-date and appropriate with their background. After that, the second question is about the content preferences. From their answer in questionnaire, we can know that the learners like content reading which related to studies and future career, it can seen from 37.9% of them who often reading around Business Management. The third question is about the topics that usually the learners read, that are related to issues or pastimes. And the result is they like reading around favourite issues and entertainment in general. It seen of 72.7% of the contents that the learners like related to movies and 70.5% of them like content that related to music. Besides that, the learners also like content reading of vacation, shopping, food and hobbies. And for the least favourite reading content are about health, people and biography, relationship and sports.

Part 7 : Conclusion
There are so many things that must educators consider when want to teach reading in the classroom.  From this journal we can know what the educators should do first before teaching reading second language in the classroom, that is the educators must know what the genre and content of reading materials that the learners really interest in. Because, if the learners like the reading material, so they can enjoy learning in the classroom. But, the reading material must relevant or appropriate with academic. 

I think that’s enough for today. Thank you for visiting on my blog. I’m sorry if there are soo many mistakes.

See you laterrrrrrrrrr^^

Part 3

International Journal of Text-Selection for Teaching Reading to ESL Tertiary Students: A Study on Genre and Content Preferences

Hallooooooooo.....

Welcome back to my blog, everyone^^

How are you today? I hope you’re always fine and happy^^

Today, I wanna continue about the previous discussion about this journal, that is about methodology. So, keep stay tune guys^^

Part 6 : Methodology

In this part discuss about the methodology that author used to collect datas. The author used a questionnaire.

Respondents

The author ask 132 Malay learners with the aged between 21 to 23 years old at Universiti Teknologi MARA (UiTM) Kedah, Northern Malaysia. They are 21.2 percent of the students were male and 78.8 percent of them were female. They are studying degree in semester four and five. They are from Faculty of Accounting, Faculty of Business Administration, Faculty of Arts and Design, Faculty of Information Management, and lastly Faculty of Administrative Science and Policy Studies.

Questionnaire

The author asked the respondent to complete the questionnaire in their classroom. The questionnaire was taken from a reference book with the title Teaching Readers of English Students, Texts, and Contexts (Hegdcock & Ferris, 2009) that consist of 7sections. The author choose this questionnaire because it corresponds with the author’ purposes; and the test is designed for tertiary learners.

The first section focused on collecting the background information about the respondents such as name, number of years of studying English, faculty and degree programmes and their favourite pastimes and interests. The second section focused on collecting learners’ genre preferences towards reading second language. The third section focused on investigating learners’ content preferences towards reading second language. It was divided into two sub-sections, that are preferences of studies for future career and preferences of issues, pastimes or interest.

So, this is the model of the study:

I think that’s enough for today. I will share you for the other parts next week. I’m sorry if there are soo many mistakes.

See you laterrrrrrrrrr^^

Part 2

International Journal of Text-Selection for Teaching Reading to ESL Tertiary Students: A Study on Genre and Content Preferences

Hallooooooooo.....

Welcome back to my blog, everyone^^

How are you today? I hope you’re always fine and happy^^

Today, I wanna continue about the previous discussion about this journal. If in the last blog I tell you about the part of title, abstrac and introduction, so for today I will share you about the content of statement of problem until review of literature. Keep stay tune guys^^

Part 4 : Statement of the Problem

Actually, this part included to the introduction part. In this part, tell us about the problem that will discuss in the journal. Let me tell you about the problem from this journal^^

As I tell you before, that this research take place of Malaysian students, especially in UiTM Kedah. In there, the ESL reading courses stress in the final result of reading. It focuses on the learner’s ability when they are answer the question after they read. They think, this process so monotonous and not stimulating. It happens, because the lecturers too depend on textbooks and manuals. They also feel that most English language textbook have some weakness for them. For example, some contents and arrangements of a textbook may not suit the interests, needs, or expectations of the students. Moreover, the textbook also are too inflexibel to be used directly as instructional materials. Other than that, some textbooks may be inauthentic, unpleasant, or too tightly, so it makes the students bored and have low motivation to read. Finally, the learners have difficulties of the text. Therefore, to make the ESL tertiary students enjoy the reading course, the lecturers can bring the other L2 (second languange) reading texts to support the material in the classroom.

In this part, there are also the objectives of the study and the research questions. The objectives of the study tell us about the purpose of making the journal. There are two purpose in this part, the first one is to find out the preferred reading genre among ESL tertiary learners in UiTM Kedah for text selection, and the second one is to find out preferred reading content among ESL tertiary learners in UiTM Kedah for text selection. For the research questions, there are also two questions that are about what the genre preferences of the ESL tertiary learners in UiTM Kedah and about what the content preferences of the ESL tertiary learners in UiTM Kedah.

Part 5 : Review of Literature

This part must focus on previous research according to the topics we set and or on theoretical backgrounds that relevant to the study. In this journal, this part tell us about the theory that the author used in the journal, that is the schema theory. The researchers are also exploring on the learners’ reading preferences on the genre and content of the text.

Using the Schema Theory as the Process of Text-Selection

The researchers believe that schema theory plays an important influence in this study. The schema theory focus that a text doesn’t only carry the meaning but also the reader brings the information, knowledge, emotions, experience, and culture to the texts. So, when the teachers select reading text to teach in the classroom, it must based on student’s interest in order to the students keep connected to the text. Schema means that an active organization of past reactions or experiences. The schema theory also focus that comprehending a text is an interactive process between the student’s knowledge with the material. So, the students may be able to achieve efficient comprehension by relating it.

Capitalising on Learners’ Preferences

Genre

Genre is text types. There are some variety of genre categories that can be students prefer to read in the classroom: academic articles and essays, novels, short stories, non-fiction (such as biographies, history, travel, and popular science), poetry, newspapers and newsmagazines, magazines, cook books, manuals, comic books, websites, and blogs. So, the teachers can select from the various genre make the learners to love reading.

Content

Content is subject matter. The researchers believe that the most important thing in selecting reading materials for the learners is the suitability of the content, it means that the reading texts should interest the readers. Moreover, the reading materials must be a good fit for the teachers, learners, and curriculum which are important and appropriate to the particular context. The most significant factors in the reading selection process are related to the students, such as the student’s level, interests, needs, and background knowledge.

So, this is the model of the study:

I think that’s enough for today. I will share you for the other parts next week. I’m sorry if there are soo many mistakes.

See you laterrrrrrrrrr^^