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Rethinking English Language Reading Resources in Terengganu Schools

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meris
28 diapositives · 387 Views · Oct 05, 2014

This study explores the current state of English language reading resources in schools across Terengganu, Malaysia. Presented by Peter Wickham and Pn. Hjh Zaliha Bt Abdullah, the research highlights significant findings such as the scarcity of English fiction books and the need for improvement in access to engaging reading materials. It emphasizes the benefits of extensive reading, including increased language competence and learner motivation. Possible solutions are suggested, including innovative programs like book clubs and the creation of original stories.

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  1. Rethinking English Language Reading Learner Resources in Terengganuan Schools Researched and presented by Peter Wickham, English Language Training Fellow of Brighton Education LS and Pn Hjh Zaliha Bt Abdullah, lecturer at Institut Pendidikan Guru Kampus Dato’ Razali Ismail, Kuala Terengganu, Malaysia.

  2. Kuala Terengganu Fellows KTF2012.weebly.com

  3. Susser, B., & Robb, T. (1990). • EFL Extensive Reading Instruction: • Research and Procedure. JALT Journal, • Vol. 12, No. 2 (November 1990). Extensive Reading

  4. Our working definition of "extensive reading" as a language teaching/learning procedure is that it is reading of large quantities of material or long texts; for global or general understanding; with the intention of obtaining pleasure from the text… reading is individualized, with students choosing the books they want to read, the books are not discussed in class.

  5. The Internet TESL Journal, Vol. IV, No. 12, December 1998http://iteslj.org/ Extensive Reading: Why? and How? Timothy Belltimothy [at] hsc.kuniv.edu.kwKuwait University

  6. Extensive Reading -Timothy Bell can provide 'comprehensible input' can enhance learners' general language competence increases the students' exposure to the language can increase knowledge of vocabulary can lead to improvement in writing can motivate learners to read can consolidatepreviously learned language helps to build confidence with extended texts encourages the exploitation of textual redundancy facilitates the development of prediction skills

  7. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. - Krashen, S. (1987)

  8. How do I provide for Extensive Reading? How do I assess it?

  9. Interest? Engagement? reading material

  10. Discussion of Findings • 19 out of 119 expected respondents(16%) • 15 Primary schools : 4 secondary schools. • The average books : 18,077 books. • The average number of English Language Books : 3,276 books. • Only 1,683English Fiction 9.3%of all the books in the library. • In summary we have a RESULT: only 0.2 books per student who read English Fiction.

  11. Reasons for Low Percentage of English Fiction Book Borrowers • Difficulty in good and interesting books - List of fiction book titles not easily available. • English Fiction not available in bookshops in Kuala Terengganu • Not much book distributor or publisher promotion.

  12. Literature • 2003 Reading Programme by the KPM • Structured Early Reading(Ladybird and Sound Start series for Year 1) , Extensive Reading(year 3,4,5,6) and Contemporary Literature Reading (Year 4,5,6)

  13. Possible Solutions 1. Book Club www.scholastic.com

  14. http://scholastic-asia.com/scholastic/images/cC320_2988.jpg

  15. http://www.scholastic-asia.com/scholastic/images/cC1335_5383.jpghttp://www.scholastic-asia.com/scholastic/images/cC1335_5383.jpg

  16. Possible Solutions 1. Book Club 2. Make your own

  17. storiesformalaysiankids.weebly.com

  18. http://www.huffingtonpost.com/2011/05/19/amazon-ebook-sales-surpas_n_864387.htmlhttp://www.huffingtonpost.com/2011/05/19/amazon-ebook-sales-surpas_n_864387.html

  19. http://acollectionofteslresources.weebly.com/making-little-books-basic-book.htmlhttp://acollectionofteslresources.weebly.com/making-little-books-basic-book.html

  20. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. - Krashen, S. (1987)