Professional Documents
Culture Documents
TANJONG MALIM
METHODS IN TESL
BIT6053
LECTURER:
DR. RAJA NOR SAFINAS BINTI RAJA HARUN
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Introduction:
The title of the journal article is “Teacher modelling: Its impact on an extensive
reading programme”. It is written by Jason Kok Khiang Loh. He has discussed the
Loh (2009) has observed the implementation of a reading programme in Singapore called
Uninterrupted Sustained Silent Reading (USSR). The data were collected from
fifty teachers and they had been observed for 10 weeks and surveyed. Interviews also
In this journal Loh (2009) described in detailed the Uninterrupted Sustained Silent
Reading (USSR). The USSR actually is a name for individualised extensive reading
schools to promote reading habit. By reciting McCraken (1971) Loh (2009) states that the
main purpose of this activity is to develop each student’s ability to read silently without
interruption for a period of time. This programme was first implemented in latter half of
the 1980’s. Loh (2009) mentions that Stephen Krashen believes this kind of activity will
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Teacher Modelling: The effect.
teaching modelling by quoting Bandura (1969, 1977, 1986). It is said that social
behaviour is important because child will follow adult’s beliefs and behaviours. Thus, in
make students adopt it. It is found that children spent more time reading if the teacher
also read (Cambell, 1989 as cited in Loh, 2009). This activity also gives benefit to low-
achieving readers as well (Jones & Wills, 2004 as cited in Loh, 2009). From the
literature, Loh (2009) believes that the teacher modelling effect has an underlying
principle which is observational learning. He argues that — if teacher does not read, how
can it then be important to the students, particularly the low achieving ones?
Reading is good
Loh has mentioned about the benefit of reading in his literature review. It can be
seen as the chain effect to on vocabulary, reading comprehension and writing. He also
emphasises on ‘The Matthew Effect’ which was first coined by Walberg and Tani (1983).
This concept tells us that when one is competent in reading, one learns more and hence
grows richer in knowledge and proficiency. On the other hand, if one is not competent in
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Method
This study was using mixed design. The quantitative procedure was to collect data
from a large number of people and results to be generalised. On the other hand,
The results show the number of teachers who read in the time-interval of 0710
hours is almost zero or zero. From the observation it also seen that teachers and students
sometimes were excluded from USSR programme due to other programme such as
mathematics remedial programme which had taken most or the USSR time allocation.
From the interview, it is seen that the verbs use has indicated that USSR is used to
promote the reading activity. It is also found that teachers in general believe that silent
reading is a beneficial programme which is also a programme that has the ability to
promote reading, develop reading habit and the students’ mastery of the English
Language as well as help in inculcating a liking for reading. From the survey, it is clearly
shown that there were a sizeable number of teachers who truly believe in importance of
reading and role-modelling. Other than that, teachers generally also are found did not
model even though a substantial number claimed that they did. The claim they made in
believing the importance of reading and in modelling was not tally with the numbers of
implementation.
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My Point of View
Loh (2009) in his study has confirmed his hypothesis that even though the
teachers believe in the importance of reading and modelling, they actually do not model
reading. This indicates that teachers are actually aware the benefits of reading and
modelling it. The only thing is they sometimes were not able to model reading for the
students to take example due to some impediments. In Singapore, the USSR has been
regard as an extensive reading activity (Loh, 2009). This kind of activity is importance as
West (1955) in Hedge (2009) describes that extensive reading is to make use the already
gained vocabulary, to give the child a sense of achievement and a taste of the pleasure to
acronym for ‘Nadi Ilmu Amalan Membaca’ or can be translated as Reading Is the Pulse
of the activities that is specifically for extensive reading is the ‘Program Membaca
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Bersama’ (Read together). During this activity teachers and students are to read any
reading materials in silence for about ten minutes before the first period starts.
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Bahagian Teknologi Pendidikan-Nilam: http://www.moe.edu.my:8080/web/guest/projek/nilam/
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Photo of implementation of ‘Program Membaca Bersama can be accessed at
http://psssmks.blogspot.com/2007/09/program-gerakan-membaca-peringkat.html
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Based on my experience this programme has already provided a good foundation
for extensive reading. However, there are no standard instructions to make student to read
reading materials in English language. Robb & Susser (1989) in Hedge (2000) has stated
that by reading what students choose and (more or less) enjoying their homework,
students’ motivation to learn will increase. Thus, I feel that to enhance students’ English
language vocabulary, some instructions which can control the reading materials have to
be set up. For example, teachers can instruct students to read materials in Bahasa Melayu
during the first week and English language reading materials will take their turn in the
following week.
also face similar problems with teachers in Malaysia. They know the benefits of
extensive reading activity yet some obstacles at school did halt their desire of
implementing it. Perhaps, some amendment to school’s calendar should make some
To conclude, I believe that extensive reading should not only be seen as beneficial
programme for reading. We must also see it as a compulsory activity at the school level.
similar treat to Bahasa Melayu reading materials to be given to English language reading
materials. Teachers must also be a good model of promoting reading habit. They should
be the first to have this habit. Thus, they can share interesting facts or knowledge with
their students to show that the facts and knowledge come from reading.
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References:
Hedge, T. (2000). Teaching and learning in the language classroom. NY: Oxford
University Press
Loh, J. (2009). Teacher Modeling: Its Impact on an Extensive Reading Program. Reading
in a Foreign Language, 21(2), 93-118. Retrieved from ERIC database.