The Political Role of Philippine Children and Young People as Represented in Youth Fiction

Lualhati Bautista's Dekada '70 (1983) is a mainstay of Philippine high school reading. It tells the story of Amanda Bartolome and her five sons during the titular decade as they live under the shadow of Martial Law. And while youth activism is at the core of Dekada's narrative, existing scholarship on the book does not adequately reflect this. This article begins the work of addressing this gap by identifying schemas of Filipino children's and young people's participation in the socio-political sphere through the characters of the Bartolome brothers and reading them through the lens of Diane M. Rodgers's typology of children as social movement participants.

Penggunaan Teknik Pelatihan Dasar di Alam Terbuka untuk Meningkatkan Keterampilan Membaca Puisi Siswa Kelas XII IPS 1 SMA Negeri 16 Pekanbaru

Reading poetry is one of the skills in the field of literature included in the learning of Indonesian language and literature in high school. Reading poetry is not the same as reading in general. Reading poetry requires a special skill, namely a reading expression skill. Reading expression trains students to be creative in expressing a poetic text and creating appreciation, vocal techniques, and appearance that are following the contents of the poetry. Unfortunately, based on the field observation, it found that the poetry reading skills of students in class XII Social Science 1 at SMAN 16 Pekanbaru were still low, as seen from the lack of students’ ability in ensouling, vocal techniques, and performances that did not match the contents of the poetry they read. The problem formulation of this study was whether the use of basic outdoor training techniques can improve students' poetry reading skills and how the changes of students’ behaviors in reading poetry learning after applying basic outdoor training techniques in class XII Social Science 1 at SMAN 16 Pekanbaru? This study aimed to describe the improvement of students' ability in reading poetry and to investigate the changes of students’ behaviors in reading poetry learning after applying basic outdoor training techniques in class XII Social Science 1 at SMAN 16 Pekanbaru. The type of this research was classroom action research. The results of this study show that there was an improvement of students' poetry reading skills with an average score of the cycle I was 69.32 and an average score of the cycle II was 82.97. In other words, there is an increase from cycle I to cycle II of 13.65 points or 19.69%. While the changes in students’ behavior in reading poetry learning experience the addition of positive behavior.

PENINGKATAN PEMAHAMAN ISI TEKS BERBAHASA INGGRIS MELALUI METODE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) PADA SISWA KELAS XI IPA 3 SMA JEMBATAN BUDAYA

[Title: Improving the Comprehension of English Text Content Through Cooperative Integrated Reading and Composition (CIRC) Method in Grade XI Science 3 Jembatan Budaya Senior High School] Reading is a skill that should be learned also be considered as one of the most important skill because it can affect other skills (listening, speaking, and writing) (Hibbard, 2003). The main purpose of reading is to know the thoughts and ideas expressed in writing (Alderson, 2000).This study also aims to determine the ability of students in understanding English text before and after CIRC method applied in class XI IPA 3 SMA Jembatan Budaya by three aspects of comprehension, those are, the comprehension of text content, lexical cohesion comprehension, grammatical cohesion comprehension. The data source is the 24 students of class XI IPA 3 SMA Jembatan Budaya. Research was held by using classroom action research and consists of three stages; pre-action testing used to determine student’s ability before the test, cycle 1 and cycle 2 to apply CIRC method. Data collection used four instruments; observation, documentation, test and questionnaire. Data analysis which appeared from the research are presented in the form of tables, graphs, and description descriptions.The results showed that CIRC method can improve the reading ability of English of grade 11 IPA 3 SMA Jembatan Budaya. Progress of study is shown by score achievement from pre-test, cycle 1 until cycle 2.

LA LECTURA DE LOS CLÁSICOS EN SECUNDARIA

La problemática presencia de los clásicos en las aulas surge en Secundaria y Bachillerato, etapas en que es exigible mayor esfuerzo lector. Tras revisar el concepto de canon, así como el de clásico y sus implicaciones, se reflexiona sobre los distintos tipos de clásicos literarios y se exploran algunas cuestiones sobre las obras y autores que pueden constituir una selección de lecturas para niños y jóvenes que contribuyan al desarrollo de su educación literaria. Para flexibilizar la “obligatoriedad” de la lectura de los clásicos en esas edades presentamos tres estrategias a utilizar siempre tras una selección rigurosa de los textos: adaptaciones, antologías y lecturas fragmentadas. También proponemos las guías de secuenciación lectora del CEPLI como un instrumento que puede ayudar a introducir los clásicos a lectores infantiles y juveniles. Nos centraremos especialmente en dos guías de lectura referidas a la lectura del Quijote: Hidalgos, cómicos y escuderos. Maeso Pedro y su retablo (editada por el CEPLI y la UCLM) y La aventura de la cueva de Montesinos (publicada por la Fundación Botín y el CEPLI). Palabras-chave: Libros clásicos. Secundaria. Entrenamiento de lector. Quijote. Guía de lectura. READING CLASSIC BOOKS IN HIGH SCHOOL Abstract: Classic books in the classroom can become a problem for High School students as greater reading effort is required at their age. After reviewing the concepts of canon as well as of classics, this paper explores some issues about classic books that can contribute to the development of adolescent literary education. In order to make this "obligatory" reading more flexible at these ages, some strategies are showed, always keeping in mind a rigorous selection of texts: adaptations, anthologies and fragmented readings. A reading guide is also presented as an instrument that can help to introduce classic books to young readers. Focus is especially given to two reading guides of Don Quixote: Hidalgos, cómicos y escuderos. Maese Pedro y su retablo (edited by CELPI and UCLM) and La aventura de la cueva de Montesinos (published by Fundación Botín and CEPLI). Keywords: Classic books. High school. Reading skills. Don Quixote. Reading guide. A LEITURA DOS CLÁSSICOS NO ENSINO MÉDIO Resumo: A utilização de livros clássicos em sala de aula de ensino médio pode se tornar um problema, à medida que um maior esforço cognitivo é exigido dos alunos nessa faixa etária. Após rever os conceitos de cânone bem como de clássicos, este artigo explora algumas questões sobre os livros clássicos que podem contribuir para o desenvolvimento da educação literária do adolescente. Com o objetivo de tornar essa leitura “obrigatória” mais flexível para esses alunos, algumas estratégias são mostradas, tendo-se em mente uma seleção rigorosa dos textos: adaptações, antologias e leituras fragmentadas. Apresenta-se, também, uma guia de leitura como um instrumento de introdução dos livros clássicos para jovens leitores. Focalizam-se, principalmente, duas guias de leitura de Don Quixote: Hidalgos, cómicos y escuderos. Maese Pedro y su retablo (editado por CELPI e UCLM) e La aventura de la cueva de Montesinos (publicado pela Fundación Botín e CEPLI). Palavras-chave: Livros clássicos. Ensino médio. Treinamento de leitor. Dom Quixote. Guia de leitura.

On the Relationship between Language Proficiency and Teaching Knowledge Acquisition of English Majors at a Normal School—Based on Three Repetitive Lessons

Taking three high school reading repetitive lessons of two English majors with different language proficiency as samples, this paper explores the relationship between language proficiency and teaching knowledge acquisition. Through the qualitative analysis of teaching scores, teaching plans, reflective reports, interview recordings and other data, it is found that: After three repetitions, the teaching skills of the student with high language proficiency have been significantly improved. The quality of teaching design and the effectiveness of teacher's language have made remarkable progress in the second lesson. The teaching management ability and students' learning effect have gradually improved with the increase of teaching times. The abilities of the student with low language proficiency in all aspects are gradually improved with the increase of teaching times. This study has important reference significance for pre-service foreign language teacher education.

DEVELOPING INTERACTIVE READING AND WRITING LEARNING MULTIMEDIA FOR “BAHASA INGGRIS” GRADE X OF SENIOR HIGH SCHOOL

The objectives of this study are: (1) to identify the needs of grade X students of senior high school in learning English using interactive learning multimedia and (2) to develop reading and writing interactive learning multimedia for “Bahasa Inggris” for grade X students of senior high school. This research and development study follows ADDIE design model proposed by Branch (2009). The steps were conducting needs analysis, syllabus writing, first product development, expert judgment, revision, try-out, and final product development. The data of needs analysis were obtained in two schools, they were SMA N 1 and 2 Temanggung while the try-out was only done in SMA N 1 Temanggung. The data were collected by using questionnaire and interview. The quantitative data were analyzed by using the descriptive statistics and the qualitative data were analyzed qualitatively. This study develops a three-chapter interactive learning multimedia for reading and writing which consists of five main menus, i.e. User Guide, Materials, Semester Review, About the Developer, and References. Each chapter has ten tasks organized into Warmer, Vocabulary Builder, Reading, Vocabulary Exercises, Text Structure, Grammar Review, Writing, and Reflection. The results of the try-out indicate that the interactive learning multimedia is good/appropriate as shown by the mean value ranging from 3.04 to 3.48.Keywords: senior high school, reading and writing, developing interactive learning multimedia. PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF UNTUK KETERAMPILAN MEMBACA DAN MENULIS DARI BUKU TEKS “BAHASA INGGRIS” KELAS X SEKOLAH MENENGAH ATAS ABSTRAKPenelitian ini bertujuan untuk: (1) mengidentifikasi kebutuhan belajar siswa kelas X SMA dalam belajar Bahasa Inggris menggunakan multimedia pembelajaran interaktif dan (2) mengembangkan multimedia pembelajaran interaktif untuk keterampilan membaca dan menulis dari buku teks “Bahasa Inggris” kelas X SMA. Penelitian dan pengembangan ini mengikuti model desain ADDIE oleh Branch (2009) yang dilaksanakan melalui beberapa tahap, yaitu analisis kebutuhan, penulisan silabus, pengembangan produk pertama, penilaian ahli, revisi, uji coba, dan pengembangan produk akhir. Pengambilan data untuk analisis kebutuhan dilakukan di dua sekolah, yaitu SMA N 1 dan 2 Temanggung sedangkan uji coba hanya dilaksanakan di SMA N 1 Temanggung. Pengambilan data dilakukan dengan menggunakan kuesioner dan interview. Data kuantitatif dianalisis dengan menggunakan statistik deskriptif dan data kualitatif dianalisis secara kualitatif. Penelitian ini mengembangkan multimedia pembelajaran interaktif yang terdiri dari 5 menu utama, yaitu User Guide, Materials, Semester Review, About the Developer, dan References. Terdapat 3 bab untuk materi dengan 10 task untuk masing-masing bab. Task-task tersebut dibagi dalam beberapa sub-bab: Warmer, Vocabulary Builder, Reading, Vocabulary Exercises, Text Structure, Grammar Review, Writing, dan Reflection. Hasil uji coba produk menunjukan bahwa multimedia pembelajaran interaktif baik/ tepat ditunjukkan dengan nilai rata-rata 3.04 hingga 3.48.Kata Kunci: sekolah menengah atas (SMA), keterampilan membaca dan menulis, pengembangan multimedia pembelajaran interaktif

ENGLISH TEACHERS’ QUESTIONS IN A VIETNAMESE HIGH SCHOOL READING CLASSROOM

Recently, developing students’ thinking, especially critical thinking (CT), has become a hot issue. Critical thinking has been claimed to have an important impact on learners’ reading comprehension because it can help them analyze, evaluate, construct their thinking, solving problems and reasoning (Ennis, 1989). However, the extent that teachers’ classroom activities contribute to developing students’ critical thinking has rarely been researched. The current case study was conducted with six EFL high school teachers and 10 reading lessons in Vietnam to explore the teachers’ use of questions and to analyze if these questions could facilitate the students’ critical thinking. Classroom observations and the cognitive domain of Bloom’s taxonomy were adapted as the research instruments. The study results reveal common types of questions are often used by high school teachers in their reading lessons. Suggestions are made on types of questions that teachers should function more in their class in order to enhance students’ critical thinking.