ASSESSING CONTENT BASED INSTRUCTION’S IMPACT ON ENGLISH READING SKILL
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This study examines the effectiveness of Content-Based Instruction (CBI) on the enhancement of English reading skills among language learners, aligning with established curriculum guidelines. Utilizing a quantitative methods approach while, quantitative insights were obtained via observation, questionnaire, and test. The participants included 30 students as a sample at MTs Mukhtarul Amin NWDI Rensing Bat in class VII B. Findings reveal that CBI significantly improves reading comprehension and engagement compared to traditional instruction methods. The integration of subject content with language learning not only adheres to curriculum standards but also fosters a more meaningful and context-rich learning environment. Implications for curriculum designers and educators suggest a strategic adoption of CBI to optimize English reading skills development.
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Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913. https://doi.org/10.1007/s11145-021-10136-4
Dryden, S., Tankosić, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia. System, 101, 102593.https://doi.org/10.1016/j.system.2021.102593
Hartmann, S., & Pleyer, M. (2021). Constructing a protolanguage: Reconstructing prehistoric languages in a usage-based construction grammar framework. Philosophical Transactions of the Royal Society B, 376(1824), 20200200.https://doi.org/10.1098/rstb.2020.0200
Jackson, J. C., Watts, J., List, J.-M., Puryear, C., Drabble, R., & Lindquist, K. A. (2022). From text to thought: How analyzing language can advance psychological science. Perspectives on Psychological Science, 17(3), 805–826.https://doi.org/10.1177/17456916211004899
Kakhramonovich, A. A. (2021). Principles of communicative competence and its practical reflection on homework. Galaxy International Interdisciplinary Research Journal, 9(12), 480–484. https://doi.org/10.17605/OSF.IO/QR5TK
Maharani, P. N., Afifah, N., & Lubis, Y. (2023). The Power of Phonology: Analyzing the Impact of Sound Structure on Language. Journal of English Language Teaching and Learning, 4(1), 48–52.https://doi.org/10.33365/jeltl.v4i1.3305
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50–79.Peters, O. (2020). Distance teaching and industrial production* A comparative interpretation in outline. In Distance education (pp. 95–113). Routledge. https://doi.org/10.26417/edep.v9i4.p50-79
Sari, S. N., & Aminatun, D. (2021). Students’perception on the use of English movies to improve vocabulary mastery. Journal of English Language Teaching and Learning, 2(1), 16–22. https://doi.org/10.33365/jeltl.v2i1.757
Sariani, S., Yaningsih, Y., & Rozi, F. (2022). Implementing Content-Based Instruction (CBI) on EFL student’s writing through technology-enhanced language teaching. Education Quarterly Reviews, 5(1). https://doi.org/10.31014/aior.1993.05.01.364
Setiyadi, A. B. (2020). Teaching English as a foreign language.
Spenader, A. J., Wesely, P. M., & Glynn, C. (2020). When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research, 24(4), 476–495. https://doi.org/10. 1177/1362168818795975
Sua, M. R. (2021). Cognitive strategies for developing students’ reading comprehension skills using short stories. REXE-Revista de Estudios y Experiencias En Educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014
Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit. 12207
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913. https://doi.org/10.1007/s11145-021-10136-4
Dryden, S., Tankosić, A., & Dovchin, S. (2021). Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia. System, 101, 102593.https://doi.org/10.1016/j.system.2021.102593
Hartmann, S., & Pleyer, M. (2021). Constructing a protolanguage: Reconstructing prehistoric languages in a usage-based construction grammar framework. Philosophical Transactions of the Royal Society B, 376(1824), 20200200.https://doi.org/10.1098/rstb.2020.0200
Jackson, J. C., Watts, J., List, J.-M., Puryear, C., Drabble, R., & Lindquist, K. A. (2022). From text to thought: How analyzing language can advance psychological science. Perspectives on Psychological Science, 17(3), 805–826.https://doi.org/10.1177/17456916211004899
Kakhramonovich, A. A. (2021). Principles of communicative competence and its practical reflection on homework. Galaxy International Interdisciplinary Research Journal, 9(12), 480–484. https://doi.org/10.17605/OSF.IO/QR5TK
Maharani, P. N., Afifah, N., & Lubis, Y. (2023). The Power of Phonology: Analyzing the Impact of Sound Structure on Language. Journal of English Language Teaching and Learning, 4(1), 48–52.https://doi.org/10.33365/jeltl.v4i1.3305
Mohajan, H. K. (2020). Quantitative research: A successful investigation in natural and social sciences. Journal of Economic Development, Environment and People, 9(4), 50–79.Peters, O. (2020). Distance teaching and industrial production* A comparative interpretation in outline. In Distance education (pp. 95–113). Routledge. https://doi.org/10.26417/edep.v9i4.p50-79
Sari, S. N., & Aminatun, D. (2021). Students’perception on the use of English movies to improve vocabulary mastery. Journal of English Language Teaching and Learning, 2(1), 16–22. https://doi.org/10.33365/jeltl.v2i1.757
Sariani, S., Yaningsih, Y., & Rozi, F. (2022). Implementing Content-Based Instruction (CBI) on EFL student’s writing through technology-enhanced language teaching. Education Quarterly Reviews, 5(1). https://doi.org/10.31014/aior.1993.05.01.364
Setiyadi, A. B. (2020). Teaching English as a foreign language.
Spenader, A. J., Wesely, P. M., & Glynn, C. (2020). When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research, 24(4), 476–495. https://doi.org/10. 1177/1362168818795975
Sua, M. R. (2021). Cognitive strategies for developing students’ reading comprehension skills using short stories. REXE-Revista de Estudios y Experiencias En Educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014
Teng, F. (2020). The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language. Literacy, 54(1), 29–39. https://doi.org/10.1111/lit. 12207
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208