أثر تقنية القصص المصورة في مهارات الفهم القرائي لدى طلبة الصف السادس الأردنيين من متعلمي اللغة الإنجليزية باعتبارها لغة أجنبية

المؤلفون

  • براءة محمد محمود ربابعة
  • عبدالله أحمد عبدالله بني عبدالرحمن

DOI:

https://doi.org/10.53286/arts.v6i3.2084

الكلمات المفتاحية:

اللغة الإنجليزية بوصفها لغة أجنبية، فهم القراءة، تقنية القصص المصورة، التعليم والتعلم

الملخص

بحثت هذه الدراسة أثر تقنية القصص المصورة في مهارات الفهم القرائي لدى طلبة الصف السادس الأردنيين من متعلمي اللغة الإنجليزية بوصفها لغة أجنبية. بلغ عدد المشاركين في الدراسة 30 طالبة. تم تقسيمهن بالتساوي وعشوائيًّا إلى مجموعتين: تجريبية وضابطة. وتم تصميم اختبار فهم قرائي قبلي/بعدي أداةً للدراسة لكل من المجموعتين التجريبية والضابطة. وتم استخدام المنهج شبه التجريبي. ولتحقيق هدف الدراسة، تم تدريس المجموعة التجريبية باستخدام تقنية القصص المصورة، في حين تم تدريس المجموعة الضابطة باستخدام الطريقة التقليدية كما هو موضح في كتاب المعلم. ووفقًا للنتائج، عززت تقنية القصص المصورة الفهم القرائي لدى الطلبة.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

المراجع

Abo-Eker, Y. (2021). The Effectiveness of Storyboard Activities in Developing Communication and Communication Skills in English Language Among 9th Female Grader. [Unpublished Master Thesis], Islamic University, Gaza.

Abraham, P. (2002). Skilled Reading: Top-Down, Bottom-Up. Field Notes, 10(2), 1-27.

Abuzaid, H., & Al Kayed, M. (2020). The Impact of Using Storyboards on Improving Reading Skills of Third-Grade Students with Reading Disabilities in Jordanian Context. International Journal of Learning, Teaching and Educational Research, 19(1), 172-187.

Aeni, E., Purwandari, G., & Sari, S. (2018). Improving Students’ Reading Comprehension Through Storyboard Technique. Faculty of Letters Universitas Muhammadiyah Purwokerto, 49.

Afflerbach, P., Pearson, P., & Paris, S. (2008). Clarifying Differences Between Reading Skills and Reading Strategies. The Reading Teacher, 61(5), 364-373.

Afiyanti, T. (2016). The Effectiveness of Using Storyboard Technique on Students' Reading Comprehension of Narrative Text (A Quasi-Experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan). http://repository.uinjkt.ac.id/dspace/handle/123456789/32621

Al-Damiree, R., & Bataineh, R. (2015). Vocabulary Knowledge and Syntactic Awareness as Potential Catalysts for Reading Comprehension among Young Jordanian EFL Pupils. Journal of Teaching and Teacher Education, 4(1), 53-59.

Ali, A. (2020). An Investigation of the Extent of Using Cultural Clues in EFL Reading Comprehension by Undergraduates and their Opinions towards them. [Unpublished Doctoral Dissertation]. Yarmouk University, Jordan.

Alkhawaldeh, A. (2010). The challenges faced by Jordanian English language teachers at Amman 1st and 2nd Directorates of Education. College student journal, 44(4), 836-860.

Al-Ma’ani, A. (2008). The Effect of Directed Reading - Thinking Activity on the Achievement of Upper Basic Stage Students of Jordan in Literal and Inferential Reading Comprehension. [Unpublished Master Thesis] Amman Arab University for Graduate Studies, Jordan.

Al-Shablawi, S. (2017). The Reality of the Use of the Story by Arabic Language Teachers in Teaching and its Effect on Language Fluency among First-Grade Students in the Holy Karbala Governorate. Journal of the College of Basic Education for Educational and Human Sciences, 1(32), 786-803.

Asyrifah, L., Lestari, L., & Purwati, O. (2021). Teachers’ Perciption: Teaching Reading Storyboard for Mentally Retarded Students. Journal Education and Development, 9(3), 81-85.

Atili, T., & Nasr, H. (2015). The Effect of Teaching Islamic Education with Oral and Electronic Narration Strategies in Improving the Visualization Skills of Elementary Stage Students in Jordan. Jordanian Journal of Educational Sciences, 11(4), 525-537.

Baniabdelrahman, A. (2006). The Effect of Using Authentic English Language Materials on EFL Students’ Achievement in Reading Comprehension. Journal of Educational & Psychological Sciences, 7(1), 9-21.

Basaraba, D., Yovanoff, P., Alonzo, J. & Tindal, G. (2013). Examining the Structure of Reading Comprehension: Do Literal, Inferential, and Evaluative Comprehension Indeed Exist? Reading and Writing, 26(3), 349-379.

Bataineh, R., & Mayyas, M. (2017). The Utility of Blended Learning in EFL Reading and Grammar: A Case for Moodle. Teaching English with Technology, 17(3), 35-49.

Cain, K., Oakhill, J., & Bryant, P. (2004). Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. Journal of Educational Psychology, 96(1), 31.

Chastain, K. (1988). Developing Second Language Skills: Theory and Practice. TESOL Quarterly, 22(4), 663-664.

Chen, H. (2009). Online Reading Comprehension Strategies among General and Special Education Elementary and Middle School Students. [Unpublished Doctoral Dissertation]. Michigan State University, USA.

Doherty, J., & Coggeshall, K. (2005). Reader’s Theatre and Storyboarding: Strategies that Include and Improve. Voices from the Middle, 12(4), 37-43.

Erliana, S. (2011). Improving Reading Comprehension through Directed Reading Thinking Activity Strategy. Journal of English as Foreign Language, 1(1), 49 57.

Glenn, E. (2016). Social Constructions of Mothering: A Thematic Overview. Mothering, 1-29.

Goldman, S., & Rakestraw, J. (2000). Structural Aspects of Constructing Meaning from Text. In R. Barr, M. Kamil, P. Mosenthal, and P.D. Pearson, eds., Handbook of Reading Research. White Plains, Longman.

Goodman, K. (1970). Reading: Process and Program. Champaign, III.: National Council of Teachers of English.

Gravetter, F., & Wallnau, L. (2008). Repeated-Measures and Two-Factor Analysis of Variance. Essentials of Statistics for the Behavioral Sciences, 378-421.

Grellet, F. (1981). A Practical Guide to Reading Comprehension Exercises. London: Cambridge.

Harp, B., & Brewer, J. (1991). Reading and Writing: Teaching for the Connections. Florida.

Harris, T., & Hodges, R. (1995). The Literacy Dictionary. Newark, DE: International Reading Association.

Hidayanti, L., Pahamzah, J., & Miranty, D. (2020). The Effect of Storyboard Technique on Students’ Reading Comprehension in Narrative Text at The Tenth Grade of SMAN 2 KS CILEGON. Jurnal Bebasan, 7(1), 11-18.

Hou, S. (2006). The Effect of Storyboard Visuals on ESL Reading Recall. Doctoral Dissertation, Purdue University.

Kintsch, W. (1988). The Role of Knowledge in Discourse Comprehension: A Construction-Integration Model. Psychological Review, 95(2), 163-182.

Kompyang, A. (2017). The Effect of Directed Reading Thinking Activity in Cooperative Learning Setting Toward Students’ Reading Comprehension of the Eleventh Grade Students. Journal of Psychology and Instruction, 1(2), 88-96.

Lerner, J., & Jones, B. (2014). Learning Difficulties and Minor Related Disabilities: Modern Teaching Characteristics and Strategies. Dar Al-Fikr Publishers and Distributors.

Maulida, F., Eliwati, E., & Sumbayak, D. (2017). The Effect of Storyboard Technique on Reading Narrative Text Ability of Second Year Students of Sman 9 Pekanbaru. [Unpublished Doctoral dissertation]. Riau University.

Mawaddah, N., & Heriyawati, D. (2022). Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers. VELES (Voices of English Language Education Society), 6(1), 102-117. https://doi.org/10.29408/veles.v6i1.5086

McShane, S. (2005). Applying Research in Reading Instruction for Adults: First Steps for Teachers. National Institute for Literacy.

Megawati, I. (2019). The Effect of Directed Reading Thinking Activity (DRTA) Strategy on Students’ Reading Comprehension. Getsempena English Education Journal (GEEJ), 6(2), 172-180.

Mikulecky, B., & Jeffries, L. (1996). Reading Power. Reading Foster. Thinking Skills. Reading for Pleasure Comprehension Skills. Singapore, Linda Jeffries, Addison Wesley Publishing Company.

Naar, J. (2013). Storyboards and Reading Comprehension of Literary Fiction in English. HOW, 20(1), 149-169.

Nuttall, C. (1996). Teaching Reading Skills in a Foreign Language. Oxford.

Pahamzah, J. (2023). The Effect of Storyboard technique on Students’ Reading Comprehension in Narrative Text at the Tenth Grade SMAN 2 KS Cilegon. Universitas Sultan AgengTirtayasa, 7(1), 1-14.

Radaideh, E. (2020). The Effect of Digital Storytelling on Fifth Grade Students' Reading Comprehension Skills and their Motivation towards it. [Unpublished Doctoral Dissertation]. Faculty of Education, Yarmouk University, Jordan.

Richards, J., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied Linguistics. Longman Pearson.

Smadi, O., & Alshra'ah, M. (2015). The Effect of an Instructional Reading Program Based on the Successful Readers' Strategies on Jordanian EFL Eleventh Grade Pupils' Reading Comprehension. Journal of Education and Practice, 6(15), 76-87.

Smaldino, S., Russell, J., Heinich, R., & Molenda, M. (2004). Instructional media and technologies for learning.

Snow, C. (2002). Reading for Understanding: Toward an R&D Program in Reading Comprehension. Rand Corporation.

Thompson, S. (2000). Effective Content Reading Comprehension and Retention Strategies. Educational Resources Information Centre, 3(2),1-59.

Wahyono, E. (2019). Correlation Between Students’ Cognitive Reading Strategies and Reading Comprehension. Jurnal Studi Guru dan Pembelajaran, 2(3), 256-263.

Watkins, P. (2017). Teaching and Developing Reading Skills. Cambridge University Press.

Welson, M., Abdel-Haq, E., & Kamil., Y. (2020). The Directed Reading Thinking Activity for Enhancing Reading Comprehension and Metacognitive Awareness among English Department Faculty of Education Students. Journal of Faculty of Education, 121(3), 69-100.

Wiesendanger, K. (2001). Strategies for Literacy Education. New Jersey, Columbus: Merill Prentice Hall.

التنزيلات

منشور

2024-08-26

كيفية الاقتباس

ربابعة ب. م. م., & بني عبدالرحمن ع. أ. ع. (2024). أثر تقنية القصص المصورة في مهارات الفهم القرائي لدى طلبة الصف السادس الأردنيين من متعلمي اللغة الإنجليزية باعتبارها لغة أجنبية . الآداب للدراسات اللغوية والأدبية, 6(3), 553–573. https://doi.org/10.53286/arts.v6i3.2084

إصدار

القسم

ِArticle

المؤلفات المشابهة

<< < 1 2 3 4 5 6 7 8 9 10 11 12 13 14 > >> 

يمكنك أيضاً إبدأ بحثاً متقدماً عن المشابهات لهذا المؤلَّف.