Fostering the EFL students’ participation in learning English reading through warm-up activities : A case study at one of senior high schools in Cicalengka, Indonesia.

Pratama, Muhammad Difa (2023) Fostering the EFL students’ participation in learning English reading through warm-up activities : A case study at one of senior high schools in Cicalengka, Indonesia. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_cover.pdf Download (365kB) | Preview
Preview	Text (ABSTRAK) 2_abstrak.pdf Download (460kB) | Preview
Preview	Text (DAFTAR ISI) 3_daftarisi.pdf Download (323kB) | Preview
Preview	Text (BAB I) 4_bab1.pdf Download (330kB) | Preview
	Text (BAB II) 5_bab2.pdf Restricted to Registered users only Download (509kB)
	Text (BAB III) 6_bab3.pdf Restricted to Registered users only Download (387kB)
	Text (BAB IV) 7_bab4.pdf Restricted to Registered users only Download (912kB)
	Text (BAB V) 8_bab5.pdf Restricted to Registered users only Download (395kB)
	Text (DAFTAR PUSTAKA) 9_daftarpustaka.pdf Restricted to Registered users only Download (338kB)

Abstract

nior high schools in Cicalengka, Indonesia. Warm-up activities are important in English learning. According to Kay (1995), Warming up is an effective method for getting students to think in English and reviewing previously introduced material. This study aimed to find out the role of warm-up activities in students’ participation during learning English reading and to explore students’ responses to the impact of the implementation of warm-up activities to their participation in learning English reading. This study used a qualitatvie method with a case study approach. This research was conducted at one of senior high schools in Cicalengka, Indonesia. Six eleventh grade students were involved as participants in this research. Observation, document analysis, and interview were employed to acquire data for this research. The result of this study showed that there are several roles of warm-up in students’ participation during English reading learning, such as Encourage students actively engaged, focused, paying attention, and excited during learning English reading, inspire students to understand the context of the material in learning English reading, motivate students to understand new vocabularies related to the reading material, promote students to ask, answer, and disscuss about reading material, help students to be accepting to studying English reading and to practice pronunciation. Furthermore, high-participation students showed that warm-up activities positively impact English reading learning by preparing students' bodies and minds, establishing attention, aiding content absorption, increasing vocabulary acquisition, and improving pronunciation. Average-participation students showed that warm-up activities could to boost participation, enthusiasm, and enjoyment. Low-participation students found them that warm-up activities to have a minor impact to their participation. Moreover, this study is conducted to serve as a reference and source of information for English teachers interested in the benefits of warm-up activities in English learning

Actions (login required)

View Item