Comprehending English Medical Journal as Student Admission Requirement Test for Otolaryngologist Candidate: A Guided Reading Approach
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Abstract
Reading English journal is one of student admission requirement tests for specialist students’ candidate. However, some difficulties occur in comprehending the text of English medical journal, including among the Otolaryngologist candidates who are mostly clueless in English. Reading a journal text requires high skills in connection with understanding the content of the article. This study seeks to investigate the implementation of guided reading approach as a way to assist the students in comprehending English medical journal encompassing the strategy and the students’ perspectives. Eight Otolaryngologist prospective students at Sebelas Maret University were involved in this study within three weeks. A depth interview was employed to explore their experiences during the learning. The findings indicate that the strategies of guided reading implementation are 1) to separate the learners into two groups, 2) to ask them to read and discuss the text, 3) to proceed them in learning process, 4) to involve them in broadening understanding stage. The students’ perspectives are divided into two; before and after joining guided reading class. These findings signify the guided reading approach assists the learners especially from non-English background to comprehend English journal text.
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S, C. E. (2002). Reading for: Understanding Toward an R&D Program In Reading Comprehension: RAND.
Supriatna, I., Agusdianita, N., Yuliantini, N., Herman, & Resnani. (2020). Reading Comprehension through the FIVES Model and Guided Reading Model to Improve Critical Thinking Ability in the Industrial Revolution Era 4.0. JURNAL: Mimbar Sekolah Dasar, 7(1), 133–152. https://doi.org/10.17509/mimbar-sd. v7i1.22500
Tompkins, G. E. (2011). Literacy in the Early Grades: A Successful Start for Prek-4 Readers (3rd ed.) (3rd ed.). Pearson.
Vygotsky, L. . (2000). Thought and Language. Institute of Technology Press.
Wall, H. (2014). When Guided Reading Isn’t Working: Strategies for Effective Instruction.
Journal of Language and Literacy Education, 10(2).
Williams. (2000). Guiding readers and writers, grades 3-6, Teaching comprehension, genre, and content literacy. Pearson Education.
Young, C. (2018). Increased frequency and planning: A more effective approach to guided reading in Grade 2. The Journal of Educational Research, 0(0), 1–10. https://doi.org/10.1080/00220671.2018.1451814
Al-jarrah, H., Salina, N., & Ismail, B. (2018). Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions. International Journal of English Linguistics, 8(7), 32–41. https://doi.org/10.5539/ijel.v8n7p32
Ariandika, A. G., & Kartikawati, D. (2018). Effective Method Of Teaching Reading (A Case Study). Jurnal Bahasa Lingua Scientia, 10(2), 275–286.
Ascenzi-moreno, L., & Quiñones, R. (2020). Bringing Bilingualism to the Center of Guided Reading Instruction. International Literacy Association, 0(0), 1–10. https://doi.org/10.1002/trtr.1922
Barkhuizen, G. (2014). Narrative research in language teaching and learning Research.
Language Teaching, 47(04), 450–466. https://doi.org/10.1017/S0261444814000172
Bhooth, A. M., Azman, H., & Ismail, K. (2014). Investigating the Reading Practices of EFL Yemeni Students Using the Learning by Design Framework. TESOL Journal, 1–29. https://doi.org/10.1002/tesj.148
Blackall. (2002). Independent reading and school achievement. School Library Media Research.
Brunner, J, T. (2012). Now I get, differentiate, engage, and read for deeper meaning. Rowmand & Littlefield Publisher.
Burkins, J. M., & Croft, M. M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.
Cornoldi, C., & Oakhill, J. (2013). Reading Comprehension Difficulties: Processes and Intervention. Routledge.
Fountas, I. ., & Pinnell, G. . (2017). Guided reading: Responsive teaching across the grades.
NH: Heinemann.
Fountas, I. C., & Pinnell, G. S. (2013). Chatrine E. S. (2002). Reading for: Understanding Toward an R&D Program In Reading Comprehension: RAND. In Reading Teacher (Vol. 66, Issue 4). https://doi.org/10.1002/TRTR.01123
Gaffner, J., Johnson, K., Torres-elias, A., & Dryden, L. (2014). Guided Reading in First-Fourth Grade?: Theory to Practice. Texas Journal of Literacy Education, 2(2).
Gilakjani, A. P., & Sabouri, N. (2016). A Study on the Role of Motivation in Foreign Language Learning and Teaching. International Journal of Modern Education and Computer Science, 6(5). https://doi.org/10.5539/ijel.v6n5p180
Hamilton, J. (2018). Academic reading requirements for commencing HE students - Are peer- reviewed journals really the right place to start? Student Success, 9(2), 73–79. https://doi.org/10.5204/ssj.v9i2.408
Hermosa, N. (2002). The Psychology of Reading. University of the Philippines Open University.
Horning, A. S., & Kraemer, E. W. (2013). Reconnecting Reading and Writing. Parlor Press & the WAC Clearinghouse.
Hornsby, D. (2000). A closer look at guided reading. Eleanor Curtain.
Kasim, U., & Raisha, S. (2017). EFL Students’ Reading Comprehension Problems: Linguistic And Non-Linguistic Complexities. ENGLISH EDUCATION JOURNAL (EEJ), 8(3), 308– 321.
Kasten, W. C., Kristo, J. V., & McClure, A. A. (2005). Living literature, Using children’s literature to support reading and language arts. Pearson Education, Inc.
Lagan, J. (2002). Reading and Study Skill. Mc Graw Hill Company.
Lipp, J. R., & Helfrich, S. R. (2016). Recovery Strategies To Support Classroom Guided Reading Instruction. The Reading Teacher, 69(6), 639–646.
https://doi.org/10.1002/trtr.1442
Marzuki, A. G. (n.d.). Developing Reading Skill Of Islamic Education Department Students Through Guided Reading. 2016, 235–257.
Pae, H. K., Sevcik, R. A., & Kim, S. (2016). Relationships among metacognitive skills, listening, and academic reading in English as a foreign language. Linguistic Research, 1– 27. https://doi.org/10.17250/khisli.33..201609.001
Plakans, L. (2009). The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes, 8(4), 252–266. https://doi.org/10.1016/j.jeap.2009.05.001
Qarqez, M., & Rashid, R. A. (2017). Reading Comprehension Difficulties among EFL Learners: The Case of First and Second Year Students at Yarmouk University in Jordan. Arab World English Journal (AWEJ), 8(3), 421–431. https://doi.org/https://dx.doi.org/10.24093/awej/vol8no3.27
Rahman, K. (2020). Efl Undergraduates’ Journal Article Preferences and Academic Reading Strategies. El-Tsaqafah?: Jurnal Jurusan PBA, 19(1), 88–96. https://doi.org/10.20414/tsaqafah.v19i1.2346
S, C. E. (2002). Reading for: Understanding Toward an R&D Program In Reading Comprehension: RAND.
Supriatna, I., Agusdianita, N., Yuliantini, N., Herman, & Resnani. (2020). Reading Comprehension through the FIVES Model and Guided Reading Model to Improve Critical Thinking Ability in the Industrial Revolution Era 4.0. JURNAL: Mimbar Sekolah Dasar, 7(1), 133–152. https://doi.org/10.17509/mimbar-sd. v7i1.22500
Tompkins, G. E. (2011). Literacy in the Early Grades: A Successful Start for Prek-4 Readers (3rd ed.) (3rd ed.). Pearson.
Vygotsky, L. . (2000). Thought and Language. Institute of Technology Press.
Wall, H. (2014). When Guided Reading Isn’t Working: Strategies for Effective Instruction.
Journal of Language and Literacy Education, 10(2).
Williams. (2000). Guiding readers and writers, grades 3-6, Teaching comprehension, genre, and content literacy. Pearson Education.
Young, C. (2018). Increased frequency and planning: A more effective approach to guided reading in Grade 2. The Journal of Educational Research, 0(0), 1–10. https://doi.org/10.1080/00220671.2018.1451814