Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 3 (2024)

The English Language Needs of Agriculture Undergraduate Students Focusing on Reading Skills

Lady Angel B. Edrada | Antoneth P. Rodriguez | Jonelson C. Escandallo

Discipline: Education

 

Abstract:

This study investigates the reading skills of undergraduate students from the Bachelor of Science in Agricultural students at Kapalong College of Agriculture, Sciences, and Technology. The study used Present Situation Analysis and Learning Situation Analysis to assess students’ current reading proficiency, the importance of reading skills for various academic tasks, the significance in acquiring specialize technical terminology, and corresponding challenges that students faced. Therefore, findings revealed that, while many students thought their reading skills were sufficient, they struggled to understand central themes and technical jargon. The survey emphasized the critical role about tailored readings instruction for meeting academic and professional demands within the agricultural technology. Additionally, it highlighted the necessity for targeted interventions to address students' difficulties in reading comprehension. Lastly, this study contributed to curriculum development and instructional strategies that aimed at enhancing students' English reading skills, thereby better preparing them for future academic and professional pursuits.



References:

  1. Australian Christian College. (2019) https://www.acc.edu.au/blog/readingcomprehension-student-performance  Reading daily improves comprehension and student performance | ACC Blog
  2. Dima Hijazi. (2018). The Relationship between Students' Reading Comprehension and their academic Achievement in English. ResearchGate. https://doi.org/10.17265/1539-8080/2018.03.002
  3. Fauzi, F. (2018). Karakteristik Kesulitan Belajar Membaca Pada Siswa Kelas Rendah Sekolah Dasar. Perspektif Ilmu Pendidikan, 32(2), 95–105. https://doi.org/10.21009/pip.322.2
  4. Gore, J., Fray, L., Miller, A., Harris, J., & Taggart, W. (2021). The impact of COVID-19 on student learning in New South Wales primary schools: An empirical study. The Australian Educational Researcher, 48(4), 605–637. doi:10.1007/s13384-021-00436-w Productivity Commission. Review of the national school reform agreement: Interim report. https://www.pc.gov.au/inquiries/current/school-agreement/interim/school-agreement-interim.pdf
  5. Molotja, T. W., and Themane, M. (2018). Enhancing learners' reading habits through reading bags at secondary schools. Read. Writ. 9. 1-9. doi: 10.4102/rw.v9i1.185
  6. Paltridge, B., & Starfield, S. (2012). The Handbook of English for specific purposes. In Wiley eBooks. https://doi.org/10.1002/978111833985
  7. Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., Wagner, R. K. (2020). How the science of reading informs 21st-century education. Reading Research Quarterly, 55(S1), S267–282. doi:10.1002/rrq.352
  8. Pratiwi, I. M., & Ariawan, V. A. N. (2017). Analisis Kesulitan Siswa Dalam Membaca Permulaan Di Kelas Satu Sekolah Dasar. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 26(1), 69–76. https://doi.org/10.17977/um009v26i12017p069
  9. Rosyidah, M. T. L., & Giyoto, H. (2018). Teaching vocabulary for the second-grade students of SMP AIslam Kartasura in the academic year 2017/2018. Retrieved from http://eprints.iain-surakarta.ac.id/id/eprint/1268
  10. Sukmawati, S., Sujarwo, S., Soepriadi, D. N., & Amaliah, N. (2022). Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response. Al-Ta lim Journal, 29(1).
  11. Syakur, A., Junining, E., & Mubarok, M. K. (2020). Developing English for Specific Purposes (ESP) Textbook for Pharmacy Students Using On-Line Teaching in Higher Education. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 2(1), 467-474.
  12. Viera, R. T. (2018). Vocabulary knowledge in the production of written texts: a case study on EFL language learners. Revista Tecnológica ESPOL – RTE, 30(3), 89-105. http://www.rte.espol.edu.ec/index.php/technologica/article/view/628/377.
  13. Warmbold-Brann, K., Burns, M. K., Preast, J. L., Taylor, C. N., & Aguilar, L. N. (2017). Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes. School Psychology Quarterly, 32(3), 291–305. doi:10.1037/spq0000207

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic