Athriyana S. Pattiwael
Krida Wacana Christian University
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All levels Interaction pattern and questioning practice of the reading facilitators in group literacy sessions more
Tue, Aug 8, 17:45-18:20 Asia/Tokyo
The success of a group literacy program relies on at least three main factors, namely the design of the program, method of implementation, and reading facilitators. Though these factors are interconnected and complementary to one another, reading facilitators play an elemental role in facilitating the interactions to allow participants moving between stages of reading. Furthermore, they provide adequate linguistic support to the participants in grasping the meaning of the text and relating it to the context. This presentation illustrates the practice of a group of reading facilitators (RFs) who are part of a literacy initiative called Baca Asyik di Rumah Aja. It focuses on the RFs’ interaction pattern and questioning technique used in facilitating the interaction with the participants. The result indicates that the interaction patterns tend to be non-triadic. Besides, the RFs utilize question types in combination to serve different interaction purposes and at different stages of reading.
All levels Navigating students’ reading journeys with C.A.R.E. more
Wed, Aug 9, 16:15-16:50 Asia/Tokyo
This presentation illustrates the process of implementing a piloting model for teaching reading called C.A.R.E. The model separates the reading process into four phases, namely Conception, Action, Reaction and Evaluation. Though they share inter-relatedness and connection, each stage serves a different purpose when students are interacting with the reading materials. Utilizing the Extensive Reading principles and a home run book, this model introduces reading as a comprehensive process that embraces aspects of language, intercultural issues, social awareness, critical thinking and the need to trigger a habit of reading. Taking place in Indonesia and the Philippines, two junior high school teachers adopted the C.A.R.E model in their reading teaching sessions. Their perceptions of the pros and cons and challenges faced as the result of putting this framework into practice will be examined together with the response of the students to the activities proposed.