Inquiry-Based Teaching (IBT) to Teach Reading for English for Academic Purposes (EAP): Its Strengths, Limitations, and Students? Achievements (A Case Study on Teaching Reading for EAP for UNS Graduate Students)  

Oleh:

Khrisdiyanti, Desy

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 505-508 .
Topik: Inquiry-Based Teaching; English for Academic Purposes; reading; Graduate Students
Fulltext: INQUIRY-BASED TEACHING (IBT) TO TEACH READING.pdf (6.95MB)

Isi artikel

Reading is considered as a merely passive cognitive process resulted in inactive classes leading to unfavorable learning atmosphere. IBT is one of the solutions for a more successful reading class on both the improvement of students’ reading comprehension skill and achievement. IBT is a teaching technique rooted in questioning — both students’ questions about the material under investigation and the interrogation of students by teachers to elicit understanding (Lewandowski: 2010). IBT employs the appropriate tenets, stages, and strategies appropriate to teach reading for EAP, an integrated English training focusing on reading based on genre. The research involves 3 classes holding in 20 meetings assisted by different teachers. IBT provides some strengths assisting students’ learning and promoting their achievements, i.e. IBT provides a means to actively involve students in the learning process, validates habits of mind, and gives students with different learning styles the chance to excel and contribute in the classroom activities. Some limitations originate from technical and cultural barriers resulted from students’ lack of linguistic competence and affective domains. At the end of EAP sessions, students show some improvement in their reading comprehension skill evaluated from their formative and summative assessments.

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