THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY

1.1 INTRODUCTION

Carol (n.d.) stated that evidence-based instruction is an instructional program or strategies which have been tested and have demonstrated success. This means that the research results are reliable and valid.  As a result, the research shows there is reasonable evidence to indicate the program or strategies will result in academic gains.

Evidence-based instruction includes materials, strategies, methods and instructional teaching that have been tested and found to be effective for students and have effects on their learning outcomes. If they gave positive effects on learning outcomes, we will use in a long time until the better materials, strategies, methods and instructional teaching have found.

Excellence’s students are closely related to teacher, methods, strategies, materials and instructional teaching. If we use the wrong methods, it will give negatives effects to who involve like students, school and parents. So, that is why we need to do a research to find the best ways and implement them to our students.

 

1.1 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG AVERAGE

        The average student is a learner in the middle of achievement in academic. They are not too excellent and not too weak. They can be an excellent student if they do more efforts so, as a teacher, we have to pay more attention to them because they have potentials to be better.

 

1.1.1        Instructional methods to develop reading fluency among average 

1.1.1.1 Read a story book

Provide the students with the opportunity to read any story books that they like. Then, ask them to reread the stories by reading on their own or partner. When they repeat the reading, they can increase their speed in reading. I use this method when I was in primary school. When I read and read again, it can increase my speed in reading. It is supported by Texas Education Agency (n.d.) which stated that fluency develops as a result of many opportunities to practice reading with a high degree of success. Therefore, your students should practice rereading aloud texts that are reasonably easy for them – that is, texts containing mostly words that they know or can decode easily. In other words, the texts should be at the students' independent reading level.

a)      Material involved

I choose story books as materials in this activity because they like to read story books compare to academic books. I want to emphasize on fluency of reading not academic achievement. So, that is why I choose the material that is suitable for their interest. If I choose the academic books, they might bore. I ask them to choose simple story books with simple vocabularies because they can understand it and can read independently. 

b)      Lexical item

Beautiful, hardworking, heavy, elephant and sleep – these words are suitable for their level. They need to know more vocabulary. 

c)      Strategy employed

I asked them to read a simple story book. If they can read the book smoothly, it was a proud achievement. If they cannot read fluency, their friends and teacher will help them.

We cannot insult them because they will hate us and do not have a spirit to learn. We have to be a friendly and approachable person to make sure students not afraid to communicate with us. It is important to make sure they fell comfortable and confident to learn. 

d)     Instructional language

When I went to the class with several story books, the students were shocked and happy. Then, I persuaded them to quite “class, can you sit on your chair, keep quiet and look at me?”. After the class was under control, we started the conversation:

Mine                : How are you today?

Students          : Good

Mine                : Have you taken breakfast?

Students          : Yes

Mine                : Do you like to read a story book

Students          : Yes

Mine                : How many books do you read in a week?

Student           (they gave several answers)

Mine    : Today, we are going to read a story book. You can choose any books that you like and you have to read it. I will pass the books start from in front

Then, the students took a book and read it. I went around the class and looked at them. I guided and helped them when they have problems. When they finished reading, I asked them to reread. Students who finished early, I asked them to change another story book and read the second book twice.

           

1.2.1.2 Test their understanding

I asked them to read a text from an English textbook. Their task is they need to understand what they read because reading is nothing without understanding. Then, we have to test their understanding. We can use any appropriate methods to test their understanding like give exercise and asking several questions. 

a)      Material involved

It only involved an English textbook. I choose one of the passages in the textbook then, I asked them to read and understand it. 

b)      Lexical items

Walk, teenager, buy 

c)      Strategies employed

After they finished reading the text, I test their understanding by asking them. I asked them randomly something related to the text. If the student cannot answer it, I asked a volunteer to help him. If the answer still wrong, I ask other voluntary. If the answer still mistakes, I guide them by giving a clue or several clues. After finished the activities, I asked them to do an exercise. They need to give short answers. 

d)     Instructional language

When the students get ready, we started the conversation,

Mine                : Class, did you enjoy reading story books yesterday?

Students          : Yes. “Nak baca buku cerita lagi”.

I laughed. 

Mine                : Class, we will read story books, next class. Today, we are going to read a text from the textbook. Can you open the English textbook page 14

They took their books and open them. After they got ready,

Mine                : Class, please read the passages slowly

After they finished reading,

Mine                : Adam, please read the first paragraph

Adam stands up and reads the paragraph. After he finished,

Mine                : Good, sit down, please

Then, I asked another student to read the next paragraph and I did the same steps until finished the last paragraph. After that, I asked them related to the passages.

Mine                : Liza, can u tell me what did Sandra buy at the mini market?

Liza                 : Bread

Mine                : Very good, excellent. Sit down, please. Aiman, can you tell me, who was Sandra meeting at the mini market”?

Aiman             : Ah Meng

Mine                : Very good. Sit down, please. Zara, can you tell me, how did Sandra go to the mini market?

Zara                 : By bus

Mine                : Very good, excellent. Michelle, where did Sandra go after she finishes shopping?

Michelle          : Her auntie’s house

Mine                : Very good. Sit down, please. Class can you open your exercise book and do an exercise 5.1

They took the exercise book and did the exercise. They have to fill in the blanks with short answers. I walked around them, look and guided them.

 

1.2 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG STRUGGLING

        Anonymous (n.d) defined a struggling learner is a student who has difficulty keeping up with classmates of the same age in the developmentally appropriate learning environment. So, as a teacher, we have to be patient to handle this type of student and need to choose suitable methods for them.

 

1.2.1 Instructional method for struggling students

1.2.1.1 Merge the syllabary card

I choose this method because they cannot spell and read smoothly. So, I gave them several pictures then, I asked them to arrange the syllabary cards that merge with the images voluntary. Then, I asked all students in the class to spell and pronounce the words several times. If they do a mistake, I will guide them to correct it.       

a)    Selection of materials

Pictures and the syllabary cards - I used simple pictures that suitable for their level 

b)    Lexical items

Examples of lexical items for the activity are:

Apple

Ball

Cat

Donkey

 

c)    Strategies employed

I put a picture on a whiteboard then, I asked a voluntary student to choose the suitable syllabary cards that suitable for the picture. Then, I asked the class to spell and pronounce the word several times until I satisfied. I repeat the same steps for other words.

 

d)    Instructional language

Firstly, I put a picture of an apple. Then, we started the conversation.

Mine                : Could you tell me, what is this?

Students          : apple

Then, I asked them to repeat the word. They repeated the word several times.

Mine                : Can somebody spell the word for apple?

Several students raised their hand.

Mine                : Aiman

Aiman             : A P P L E

Mine                : Very good. Can you choose the suitable syllabary cards in this box then, put under the picture?

Aiman went in front and choose the suitable syllabary cards and put under the picture.

Mine                : Very good. Sit down, please. Class, please spell apple, A P P L E, apple

I asked them to repeat several time. I repeat the same steps for other words.

 

1.2.1.2 Teach short words that have one or two syllables

I chose this method because they not really expert in spelling so, I teach them to pronounce and spell words correctly. I chose words that have one or two syllables.

           

a)   Selection of materials

Cards with of animals, food and things which have one or two syllables

 

b)   Lexical items

Examples of lexical items for the activity are:

Bat, cat, hat, ball, toy, apple, chair

 

c)   Strategies employed

I hold a hat picture with its spelling. Then, I asked them to pronounce the word. I asked them to repeat several times. After that, I spelled the word “hat” and then I pronounce it. I asked them to follow me several times. After I satisfied, I changed to another picture. I repeat the same steps until the fifth pictures. Then, I repeated to the pictures before to test their memories. I repeat the same steps until the last pictures.

 

d)   Instructional language

The dialogue between me and my students

When the students got ready, I started our lesson. I took a ball picture.

Mine                : Class, what is this?

Students          : Ball

Mine                : Ball

Students          : Ball

Mine                : B A L L, ball

Students          : B A L L, ball

We repeated the word “ball” several time. Then, I showed them several pictures. I repeated the same stages. After the fifth pictures, I repeated to the first picture to test their memories.

Mine                : Do you remember, what is it?

Students          : yes, ball

Mine                : How to spell it?

Mine                : B A L L

After the fifth picture, I changed to other pictures. I repeated the same stage until the end.

 

1.3 THE EFFECTIVENESS OF EVIDENCE-BASED INSTRUCTIONAL METHOD TO DEVELOP READING FLUENCY AMONG LEARNING-DISABLED STUDENTS

            TeensHealth (n.d.) stated that learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who isn't affected by learning disabilities. The example of for learning-disabled student is dyslexia and autism.

 

1.3.1 Instructional method for learning-disable students

There are several methods suitable for them: 

1.3.1.1  Teach alphabet

The alphabet is important when we want to read. So, they have to know and identify about it first. They have to know and remember how to pronounce the entire alphabet.  We can attract their attention by using a song.

 

a)   Selection of materials

Laptop, LCD, CD and song

I choose suitable songs like ABC song for the activity to attract their attention for learning. The song is the best way to make sure they can recognize and memorize the words in a short time. Laptop and LCD help them to watch and listen to the alphabet and song.

 

b)   Lexical items

Alphabet - A, B, C, D until Z.

 

c)   Strategies employed

I plug in a laptop and an LCD then, I played the CD. I invited the students to follow the ABC song by watching the screen. I asked them to repeat several times.

 

d)   Instructional language

Mine                : Have you ever heard about the ABC song?

Students          : yes

Mine                : Today, we are going to sing the song by following the CD.

All students laughed. Then, I plug in the LCD and laptop then, we sang together several times.

 

1.3.1.2  Teach consonant and vowel

They cannot do anything if they only know the name of the alphabet. So, that is why we have to teach them how to sound the letters. For instances, “beh” for B,

 

a) Selection of materials

The alphabet cards

I used the alphabet cards for this activity to attract their attention with colourful cards

 

b) Lexical items

Alphabet - A, B, C, D until Z

 

c) Strategies employed

I showed the alphabet cards and teach them how to sound them correctly one by one and asking them to repeat several times until I satisfied. Then, I tested them one by one. If they sound mistaken, I will correct them.

 

d) Instructional language

I started the class with revision of ABC song.

Mine                : Class, do you remember about ABC song

Students          : Yes

Mine                : Can you sing louder, please

Students          : Yes

Mine                : Okay, we start to sing, 1, 2, 3. ABC……Z

After finished,

Mine                : Very good. You have a good memory. Today, we are going to learn how to sound the alphabet.

Then, I took an alphabet card,

Mine                : What is this letter?

Students          : a

Mine                : Do you know how to sound it

They quieted.

Mine                : Class, follow me please, “aa”.

Student           : “aa”

I asked them to follow me several times until I looked they had improvement. When they had improvement, I thought another alphabet until “Z”

1.4 CONCLUSION

            Each student has his strength and weakness. So, as a teacher, we have to identify both to make sure we can use suitable methods for them. The suitable methods are important to make sure they can understand easily our lesson. It is supported by Elvis (2013) who stated that teachers should apply appropriate teaching methods that best suit specific objectives and level exit outcomes.

            When we face with average, struggling and learning-disabled students, we have to teach slowly to make sure they can follow us. We have to make sure that they can master the basics first before we go to next lesson. Besides, we have to make sure that they have an improvement every day even though it just a little. It is better than they are at the same level.

            We cannot use old methods when teaching because nowadays, students like something new and have attractions. They do not like study in a boring situation. As a teacher, we have to know how to tackle them. We have to use several materials to attract their attention. It is important to make sure they enjoy our lesson. The fun environment will give long-time effects for them.