3-Ls: A Model for Teaching Young Learners

Autor/in	Diem, Chuzaimah Dahlan
Titel	3-Ls: A Model for Teaching Young Learners
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 22 (2011) 2, S.125-149 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); Elementary School Students; Grade 5; Teaching Methods; Reading Habits; Literacy Education; Instructional Effectiveness; Experimental Groups; Control Groups; Comparative Analysis; Multiple Regression Analysis; Reading Achievement; Low Achievement; Reading Skills; Reading Tests; Pretests Posttests; English Teachers; Librarian Teacher Cooperation; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Reading habit; Lesegewohnheit; Unterrichtserfolg; Leseleistung; Unterdurchschnittliche Leistung; Reading skill; Lesefertigkeit; Lesetest; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Indonesien
Abstract	The fact that EFL literacy in Indonesia is still low led me to conduct this study to cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls--libraries, literature, and literacy--as an instructional model, the study involved five methods: Informational Text Structures; Online Resources; Partnership with Librarians; Big6; and Literature Circles. The sample consisted of 200 fifth graders divided equally into five groups, each of which was also divided into experimental and control groups. Each of the experimental groups was taught for three months using one method. All the students in both groups were given English tests and a questionnaire before and after the experiment. The results showed that the experimental groups outperformed the control groups with a significant mean difference of 21.73 on literacy skills and 10.15 on reading habits. Using regression analysis, it was also found that 3-Ls as a whole had given a significant contribution to both students' reading habits (R[superscript 2] 0,793) and literacy skills (R[superscript 2] 0,943) with the highest percentage contributed by every method was reading skill. However, in spite of demonstrating significant effects on students' literacy, these methods still did not bring the students' literacy to an acceptable level. A factor that might contribute to the low achievement of their English literacy was that the 3-Ls model requires optimal facilities. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01