Hamidah Yamat
Universiti Kebangsaan Malyasia

Published : 7 Documents
Articles

Found 7 Documents
Search

AN INDONESIAN LEARNER’S READING JOURNAL FOR EXTENSIVE READING Delfi, Syofia; Yamat, Hamidah
Proceeding 7th International Seminar on Regional Education Vol 3 (2015): Educational Community and Cultural Diversit
Publisher : Proceeding 7th International Seminar on Regional Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract Reading Journal is a possible instrument to find out what and how learners do extensive reading and explore their perceptions about what and how they read. This article is based on one of instruments for a study on Exploring Extensive Reading in Developing English Language Competency of Indonesia EFL Learners. The study is a case study and one of the data collected through journal entry. This article aims to present the findings of the study in terms of types of reading materials that an Indonesian learner read for extensive reading and learner’s perceptions about the reading materials. The findings from this instrument are: (1) types of reading materials that an Indonesian learner read for extensive reading were a book about health and a novel about ditective and (2) an Indonesian learner’s perceptions’ about reading materials were her interest in terms of the use for the book and pleasure for the novel. This study suggests that learners need to write journal for extensive reading materials. This study also recommends to include what learners learn in journal entry by reading the novel selected for further.Keywords: characteristics and benefit of Extensive Reading
Extensive Reading in Developing Language Competency for Indonesian EFL Learners Majoring in English Delfi, Syofia; Yamat, Hamidah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 1(2), 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (193.195 KB) | DOI: 10.21093/ijeltal.v1i2.20

Abstract

Extensive reading might develop EFL learners’English competency because in the process of reading, they keep on reading a lot of reading materials and immerse in the language use. This article is based on literature review for a study “ a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aims to describe how extensive reading contributes to English competency of EFL learners. The review shows that the contribution of extensive reading is in terms of the context of Indonesian EFL learners, learning language for Indonesian EFL learners, and characteristics and the benefit of extensive reading meet the Indonesian EFL Learners’ reading experiences. The more the learners read, the more they acquire the language, and the more they acquire the language, the more they develop their language competency. This process shows how extensive reading contributes to English competency. This review is expected to be meaningful for the study designed.
AN INVESTIGATION OF TEACHERS’ PEDAGOGICAL SKILLS AND CONTENT KNOWLEDGE IN A CONTENT-BASED INSTRUCTION CONTEXT Maasum, Tengku Nor Rizan Tengku Mohamad; Maaruf, Nooreiny; Yamat, Hamidah; Zakaria, Effandi
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.86

Abstract

Abstract: Advocates of the content-based approach believed that a language can be learnt effectively when it is the medium of instruction rather than just a subject.  Integrating English and content as part of instruction has become one of the cornerstones of second language pedagogy. Researchers claimed that there are many benefits of integrating English and content instruction.  Among the benefits are the increase in students’ interest with content themes, meaningful input and understanding. In 2003, the Malaysian Ministry of Education introduced the teaching and learning of science and mathematics in English for Year One, Form One and Lower Six Form in all government public schools. This paper describes the challenges faced by teachers when they are required to teach content subjects such as science and mathematics in English.  The focus of the paper is on the teachers’ pedagogical skills  and content knowldge which comprises subject matter content, pedagogical approach, classroom management, use of resources, assessment, preparation of teaching materials, managing students, teachers’ compensatory communication strategies, use of first language and teachers’ perspectives of teaching content subjects in English. Data were obtained from a self-report questionnaire administered to 495 secondary school teachers in West Malaysia. Results from the study provide implications for school administrators in making decisions in assignment of  capable teachers to teach the various levels of classes. Suggestions for teacher self-development and life-long learning efforts are also provided.   Key words: Content-based instruction, ESL instruction, second language, first language and second language pedagogy
An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice Delfi, Syofia; Yamat, Hamidah
JOURNAL OF EDUCATIONAL SCIENCES Vol 1, No 1: July 2017
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.1.1.p.35-44

Abstract

Learners’ reading performances are needed to be studied in order to clarify the appropriate context of studies about learners’ extensive reading experiences. This article is based on a preliminary study on “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”. This article aimed to answer two questions: (1) How is The Indonesian EFL learners’ reading performance before learning extensive reading? (2) How is The Indonesian EFL learners’ reading TOEFL score for reading section before learning extensive reading? An analysis was conducted for the data on the documents of reading performance and Reading Section of TOEFL score. The result of this study found: (1) The Indonesian EFL learners’ reading performance before learning extensive reading is in the range 66-80 (B) in Reading III for all learners (100%) (2) The Indonesian EFL learners’ TOEFL score for Reading section before learning extensive reading is in the range 51% - 80 %. These preliminary data were needed in order to indentify the learners’ reading performances, therefore, it is expected that the findings are meaningful for the study designed.
Extensive Reading for Indonesian Learners’ Linguistic Background Delfi, Syofia; Yamat, Hamidah
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The benefits of extensive reading for EFL students majoring in English have been studied in terms of the implementation of extensive. In Indonesia, there are not so many studies in the area of extensive reading and it is difficult to find out the study about the exploration of the use of extensive reading. This article is based on background and the main discussion of extensive reading for a study about “the exploration of the EFL Indonesian students’ experience in developing English competence”. The study is conducted to answer the research questions; (1) How is extensive reading being taught in classrooms? (2)What are the Indonesian EFL learners’ extensive reading experiences? (3) How does extensive reading develop the Indonesian EFL learners’ English language competency? In order to answer these questions, linguistic background of Indonesian students is needed to be studied thoroughly, therefore, it is inspired this article. The purpose of this article is to discuss the use of extensive reading for Indonesian students’ linguistic background. It will be discussed why extensive reading is expected to be experienced by Indonesian students, especially the students majoring in English. It focuses on Indonesian learners’ linguistic background, extensive reading, and the use of extensive for Indonesian learners’ linguistic background.
The Implementation of a Progressive Aproach PBL Model to Improve Students Reading Comprehension at English Study Program FKIP -UR Erni, Erni; Yamat, Hamidah
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Based on the curriculum of English Study Program FKIP University of Riau, Reading as a subject course is focused on reading for academic purposes which required high academically demanding. Data of students post-test in previous semester show that students find difficulties in comprehending academic text. The teaching method applied by lecturers in the reading class did not engage students to learn fully that the result of students reading score could not reach the minimum achievement criteria of Reading III. This research is classroom action research. The objectives of this study were to know how PBL can improve the reading comprehension of the third semester students of English Study Program FKIP University of Riau and to know what factors give dominant   increase to the reading comprehension of the third semester students of English Study Program FKIP UR.The result of the study found that PBL Model which is derived from constructivism theory can improve the reading comprehension the third semester students of English study program FKIP UR. The data analysis showed that the mean of pre test is 45.78, post test I is 70.03 and post test II is 75.95. The improvement was due to the increase on students’ activity and motivation well in learning reading by using PBL Model. It was because this model can facilitate students in identifying the problems,   brain storming, analyzing, formulating problem, self-study and presenting activities
An Analysis of Studies on Teaching and Learning Reading in Indonesia delfi, sofia; Yamat, Hamidah
J-SHMIC : Journal of English for Academic Vol 4 No 2 (2017): J-SHMIC(Journal of English for Academic)
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP UIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2017.vol4(2).703

Abstract

Various studies on teaching and learning reading in Indonesia have been conducted. In order to know the strengths and the weaknesses of the studies, a thorough study is needed to be conducted. This article is based on a critical analysis on teaching and learning reading in Indonesia for a study “a Case Study on Two Indonesian Learners’ Extensive Reading in English Experiences towards Developing Reading Competency”.  It aimed to answer: (1) What were the strengths and the weaknesses of the studies on teaching and learning reading in 2003 to 2013? (2) How were the studies similar and/ or different from the current study”? The critical analysis was conducted by studying twenty articles from 2003 until 2013. The studies were analyzed critically in terms of the strengths and the weaknesses. The findings of the analysis are;  (1) The strengths of the studies on teaching and learning reading in 2003 to 2013 were in terms of the topic of the studies indicating that learning English in Indonesian context and the studies on extensive reading were developed gradually. The weaknesses were in terms of the focus of   extensive reading and the variation of the research design. (2) The studies were similar with the current study in terms of the concept of extensive reading and the research design. This condition might be considered as an opportunity for the following researchers to conduct a research about learners’ experiences on extensive reading. It is suggested that that teachers, lecturers and the policy makers on language learning concern about how extensive reading is implemented.