The comparison of discussion of internasional journal 1st and 2st

Comparison the 1st and 2st journals is : the first journal analisiss about teaching young learner engliah vocabulary with reading based exercises in a real classroom situation. And the second journal analisis on the english teacher strategies in teaching reading comprehension. and the method used in the first journal is analysis in a class that uses young learners who have never attended English learning as many as 35 children. while the second journal is about the theory of strategy theory the teacher teaches reading English.

Article comparison between fist review journal and second review journal

Comparison the 1st and 2st journals is : the first journal analisiss about teaching young learner engliah vocabulary with reading based exercises in a real classroom situation. And the second journal analisis on the english teacher strategies in teaching reading comprehension. and the method used in the first journal is analysis in a class that uses young learners who have never attended English learning as many as 35 children. while the second journal is about the theory of strategy theory the teacher teaches reading English.

Journal review part 2 page 3

Hallo guys. Today I will review the reserch methode in the journal.
The title of the journal is AN ANALYSIS ON THE ENGLISH TEACHERS STRATEGIES IN
TEACHING READING COMPREHENSION.

This research used descriptive qualitative with the direct observation, interviews, and
documentation.

1. Observation checklist
The teacher was observed by the researcher using the observation checklist.In this case,
The researcher observed whatever done by the English teacher related to the teacher strategies in
teaching reading comprehension in the classroom It was used to investigate the English teaching and learning process in the classroom.It recorded English teaching process that was conducted
by the English teacher.

journal review part 2 page 1

AN ANALYSIS ON THE ENGLISH TEACHERS STRATEGIES IN TEACHING READING COMPREHENSION  

Nurmadia Sarjan
Universitas Islam Negeri Alauddin Makassar
 nurmadias@yahoo.co.id 
Mardiana
Universitas Islam Negeri Alauddin Makassar
mardiana@uin-alauddin.ac.id 

come back to my journal, I will review the journal again but difference tittle.
the tittle is " an analysis on the English teacher strategies in teaching reading comprehension"

this is the review of the introduction the journal
 

Teaching strategies are a generalized plan for a lesson or a lesson which includes structure, desire learner behavior, in terms of the goals of instruction, and an outline of tactics necessary to implement the strategy (Strasser, 1964). Teachers strategies often expect students to develop their reading skill by osmosis (absorption)  and without help. In the osmosis approach, it is believed that if a teacher teaching reading comprehension to the target language all day, they will improve their reading comprehension. However,  this research is proven to be ineffective since the student also finds difficulties in reading comprehension.  This finding indicates that teachers need to be equipped with strategies in teaching reading comprehension in order to help the students to cope with the difficulties in learning English reading. In line with the previous  explanation  that  reading comprehension  is necessary in  language teaching. Teachers  are confronting some problems in the process of reading comprehension. There are  many teachers taught about reading comprehension by explaining about the text, main idea, and purpose of the text.  Based on the problem stated above, the researcher assumes that the reading comprehension become a problem if not overcome soon. By those considerations, the researcher framed her interest to conduct a research analysis English teacher’s strategies in teaching reading comprehension, especially at the second grade. This research particularly focuses on English teacher’s strategies in teaching reading comprehension. To conduct this research, the research focus on what kinds of teaching strategies employed by English teacher in teaching reading comprehension and how the implement of the strategies. The reading comprehension of the students focus on descriptive text. 

Journal international review #4

Teaching Young Learners English Vocabulary with
Reading-Based Exercises in a Real Classroom
Situation

Using five naturally occurring lessons for a group of Primary three pupils, this teacher-
initiated classroom study documented how reading-based lessons could be conducted to teach
young learners L2 vocabulary from meaning recognition to using the word in a sentence
context. To ensure pupils’ mastering of target items to a productive level, both receptive
and productive exercises are needed. Young learners at this stage have great difficulties in
learning and using verbs accurately. Such difficulties can be partially attributed to learners’
L1 influence (as in this study) and partially to the L2 verbs’ own complexity. Considering
young learners’ relatively lower cognitive capacity than that of adult learners, teachers should
teach verbs in chunks as well as create opportunities for young learners to meet the target
word in contexts different from the original context. Attention should be paid to variant
morphological forms of verbs and the context in which they should be used. Reading-based
vocabulary text exercises prove to be an effective way to help young learners learn vocabu-
lary, but the importance of more communicative oral activities/tasks in facilitating vocabulary
use should not be underestimated. Future studies should focus on how text-based exercises
and oral activities can be synergized to promote young learners’ L2 vocabulary learning.

Journal international review #3

Teaching Young Learners English Vocabulary with Reading-based Exercises in a Real Classroom Situation

Hello guys. today's topic is Method in the journal.

There are 3 methods in the journal

1.Participant

The participants in this study were young students, there were 14 men and 11 girls, aged 8 to 9. Most of these students will learn English in their first fun class,usually have half-hour to one hour of English language lessons every weekday

2.Instrument

here were two types of instruments in this research: four short reading texts with vocabulary exercises developed by the researchers as the instructional instrument (the in￾dependent variable) and a test adapted from the Vocabulary Knowledge Scale (VKS) as 

the testing instrument (the dependent variable). 

Journal international review #3

journal international review #2

Teaching Young Learners English Vocabulary with Reading-based Exercises in a Real Classroom Situation

Hello guys. today"s topic is literature review about the journal.

there are 3 points in the journal 

1. Vocabulary Acquisition through Reading

the author tells about Vocabulary Acquisition through Reading. 

reading is believed to be one of the most important resources

for acquiring vocabulary, and if there is a difficult vocabulary can consulting with a teacher or can search for difficult words using a dictionary.

Although reading roles

in second language vocabulary learning are widely accepted, there are some limitations

to this. First, guessing from the context of reading may not be accurate, it takes time

and cognitively demanding (Huckin and Coady, 1999).

2. Text-based Vocabulary Learning Exercises

While doing vocabulary exercises, learners' attention can be more directly attuned to the

form of target items. There are two types of text-based vocabulary exercises: one is fully

contextualized and the other semi-contextualized. The difference lies in the length of the

reading context on which the exercises are based.

3. Receptive vs. Productive Vocabulary Learning

It is generally agreed that the learning of receptive or productive knowledge can be

explained by the transfer-appropriate processing (TAP) theory that suggests that words

processed receptively result in better receptive knowledge and those processed productively

Mondria and Wiersma, 2004; Shintani, 2011) or lexical phrases/idioms (Steinel, Hulstijn

and Steinel, 2007) lend support to this view, i.e. receptive learning is more compatible

for receptive knowledge and productive learning more suitable for product knowledge.

that's enough. thankyou 

journal international review #1

Teaching Young Learners English Vocabulary with Reading-Based Exercises in a Real Classroom Situation

Porta Linguarum 23, enero 2015
MA, Qing
The Hong Kong Institute of Education, Hong Kong
SIN, Ching Ha
Christian Alliance S. Y. Yeh Memorial School, Hong Kong

Hello everyone, I'am come back again

This journal investigates how English vocabulary is taught for
elementary school students in a series of reading lessons.

 with two conditions: (a) reading in practice or (b) reading plus productive learning exercise

. Results show that conditions involve
practice causes an increase in vocabulary.
In addition, analytically, the productive knowledge of young students about memorizing vocabulary is repeated every day. this matter
depending on the grammar system taught by the teacher.

Byeee