Mid-Term Test

Advances Reading B

Developing Listening and Reading Skills in Website or Media social

Arranged by: Intan Putri Pertiwi (13020120130131)

English Literature

Faculty of Humanities

Dipenogoro University

2021
LIST OF CONTENT

1.1 Introduction...................................................................................................1

1.2 Research Background...................................................................................3

1.3 Reseach Question..........................................................................................3

1.4 Purpose..........................................................................................................3

1.5 Finding and Discussion.................................................................................4

1.6 Closing..........................................................................................................4

Refrence...................................................................................................................4
 Abstract

This study focuses on alternative media used to develop English learning skills in the field of
reading and listening. The author is interested in deepening and making comparisons by using the
options of 3 selected journals as a benchmark, what media are used to improve learning skills. The
results also show that the learning media that are in demand on average use web media because
there are many choices or learning options that can be tailored to the needs. Other media used are
game media which can be given online or simple game media made with simple materials, but these
are still few in demand and are considered not serious in learning. The reason I took this discussion
topic was to find out how strategies for Developing Listening and Reading Skills through
alternative media were interesting for students. At this time the author wants to focus on how
alternative means to improve Developing Listening and Reading Skills. In addition, the author is
also interested in finding out apart from social media whether there are other alternatives to carry
out these lessons

Keywords: Study, Reading, Listening

1.1 Introduction

Learning language skills that are receptiveness is a reading skill and listening (listen). In
reading skills learning and listening, the teacher must pay attention learner's understanding of
reading and listening. The teacher must develop the learning process effectively for students.
Therefore, the teacher must develop the material learning following the objectives curriculum.
Effective learning too means that this learning has an impact on student understanding. Teachers
must also develop evaluations suitable for learning (George, 2018).

In daily activities both at in learning activities as well as in outside of learning activities,

students more dealing with activities listening compared to activities other languages. It can be said
to start wake up until bedtime, every human being including students always perform listening
activities. All information in the form of knowledge and ideas generally accepted by students
through the listening process. Listening ability should be owned by students for absorb knowledge.

Ability to listen to someone will affect ability speak someone like, speak, reading and
writing. A listener a good person is a good speaker good. A good listener is a good writer. A a good
listener is a good reader.It is show that listening has a very important role in life. Achievement of
educational goals what has been set is very determined by several factors such as teacher, students,
learning approaches, teaching materials and other supporting factors. If one of these factors such as
Inappropriate teaching materials, then learning will also not work and will not run smoothly
(Pourhosein Gilakjani & Sabouri, 2016).

Thus, competence will be measured as valid (valid). Learning language skills that are
receptiveness is a reading skill and listening (listen). In reading skills learning and listening, the
teacher must pay attention learner's understanding of reading and listening. The teacher must
develop the learning process effectively for students. Therefore, the teacher must develop the
material learning following the objectives curriculum. Effective learning too means that this
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learning has an impact on student understanding. Teachers must also develop evaluations suitable
for learning. Thus, competence in reading skills can include: read silently and reading aloud. An
example of reading silently is reading to find the main idea or conclude the story.

An example of reading aloud is reading a poem or giving a speech. Evaluation reading

audibly can be measured from loudness, pronunciation, intonation, expression. Evaluation of
reading comprehension or reading silently is students' ability to express return reading content.
Students must be able to reveal the contents of the reading with good language, and correctness will
be measured as valid. One of the purposes of reading is to find the main idea. Thought the subject is
often synonymous with the main idea, main idea, basic idea, idea base, main sentence, and even
keywords. Main sentence terms refer more to the shape of sentences, while thoughts, ideas, should
mean not forever in the form of a correction. It can be a word or a phrase. In learning to read the
text, the teacher has to prepare the text (Abame et al., 2017).

Teachers also have to guide students to understand the text they read. A lesson like this
should be quite intense given in learning to read. Curriculum demands like this must be the teacher
answered by allocating time for lessons read. Reading lessons must guide students to understanding
growing reading. So, the reader shouldn't be forgetting the things he had read. Text should be read
in time limited. Teacher gives text to students and welcome students read it for a limited time. After
the allotted time is up, teacher can discuss the contents of the text with students. If students are able
to remember a number of things related to reading, then students' understanding of reading already
pretty good. If students do not understand the content reading, then the teacher must train so that
students are able to remember the contents of reading well. When a child reads a text consisting of
300 words and fourth grade students reading ability must be able to read at least 75 words per
minute (kpm), then the time given to read the text at least four minutes.

Problems in reading text is that students often can't remember which paragraph the idea
could. Students read the text and capture ideas or ideas without pay attention to which paragraph he
read. Maybe one solution is paragraph teaching. Become a student read one paragraph not several
paragraph. Instead of asking students mention the source of the paragraph he read, the teacher can
ask students to mention a number of ideas that he can get when he reads. Choice Another is that the
teacher can ask students answer questions based on reading. Evaluation of reading text can be done
in several ways. One of the ways evaluate reading ability student text is to rewrite the things he had
read in one paragraph. Another way is to answer reading-based questions.

1.2 Research Background

The reason I took this topic of discussion was to find out how the strategies for developing
Listening and Reading Skills through alternative media are attractive to students and effective
learning media to be used as learning media that are quickly captured by students.

1.3 Reseach Question

Based on the results of observations, at this time the author wants to focus on how alternative
means to improve Developing Listening and Reading Skills. In addition, the author is also
interested in finding out apart from social media whether there are other alternatives to carry out
these lessons

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1.4 Purpose

From Manjusha Susan George's journal published in 2018 on "Developing Listening and
Reading Skills through Social Media using Apps" that currently English is being developed into a
global language position and requires several requirements in order to master the skills and become
an important criteria for anyone who wants to continue their study abroad or to get a job in
multinational corporations. To master English skills and become a competent user remains a distant
dream for many even after studying it for more than 15 years. This causes the proliferation of many
spoken English training institutes and people are ready to spend thousands to become proficient in
English language skills.

Many methods and approaches have been adopted to teach English over the years but none
of them seem to be 100% successful. Most of the time is done to emphasize improvement of
productive skills, speaking and writing, easily ignore receptive skills, leaving them untrained.
Besides, it's impossible to spend much time in development of receptive skills in the classroom due
to heavy syllabus and pressing needs for timely completion.

The advent of technology and online resources has opened up many possibilities for learn
English inside and outside the classroom. Among the latest online developments, the most powerful
are social networking sites. From this journal we can know that social media is very necessary in
one's life and surveys have shown that the number of social media users is increasing very rapidly
every year. For this reason, the role and influence of social media can be utilized effectively to
teach and learn even though it was not designed to do so.

1.5 Finding and Discussion

Based on careful observation of several journals that are the target of writing this article, a good
learning media is to use social media, the main reason is that teaching learning media has many
choices and options that can be adapted to teaching needs. In addition, learning becomes easier
because many students are interested in participating and observing learning which is an alternative
to develop their reading and listening skills in English.

In addition, Abebe Lolamo Anjulo's research journal (2017) has the main reason for choosing a
website he goes to on the grounds that several researchers have implemented this site and used it as
a tool in teaching English, as a foreign language or second language in place of research.

It is the same with Manjusha Susan George's research which uses social media as an interesting
learning tool for students. Meanwhile, research by Abbas Pourhosein Gilakjani prefers to give a
game where it also helps in developing children's interest in learning and developing their skills in
learning to read and listen to foreign languages.

1.6 Closing

Based on the results of the analysis and discussion of the research above, we can see that social
media can be an alternative that is used for learning and self-development of students in learning to
read and listen orally in a foreign language where the language is one of the most important parts of
life, both in world of work or education.

Refrence
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Abame, A., Biraga, M., Abe, T., & Fantu, S. (2017). Improving Reading Comprehension through
Extensive Reading: the case of WCU 2nd year English Majoring students. International
Journal of Research, July, 661. https://www.researchgate.net/deref/https%3A%2F
%2Fedupediapublications.org%2Fjournals
George, M. S. (2018). Developing Listening and Reading Skills through Social Media using Apps.
An Interdisciplinary Journal of Literary Studies, 3(1), 93–101.
Pourhosein Gilakjani, A., & Sabouri, N. B. (2016). How Can Students Improve Their Reading
Comprehension Skill? Journal of Studies in Education, 6(2), 229.
https://doi.org/10.5296/jse.v6i2.9201