Recording log reading

By
Nur Habibah/ 147835058
Tanyeli, N. (2009). The efficiency of online English language
instruction on students reading skills Procedia Social and Behavioral
Sciences Vol? No?, 564567. doi: 10.1016/j.sbspro.2009.01.102
(Tanyeli, 2009)
Notes
1. The
purpose of
the study

Direct Quotes

Paraphrase

Interpretation/Comment

I aim to determine if
Faculty of Law students in
Eastern Mediterranean
University (EMU) are
learning better when
the reading instruction
is assisted by the web.

The purpose of the study

is to find out the
effectiveness of using
web-assisted English
reading activities at
Faculty of Law , Eastern
Mediterranean University
(EMU).

This article is seeking the

positive result of students
using web-assisted teaching
and learning English language
in improving reading skills. This
will be conducted through
comparative study between
web-assisted
learning
instruction
and
traditional
method instructed manually by
the teacher in the class.

Methodology
2. Sample

The
sample
will
be
chosen randomly among
ENGL 254 students. I
have chosen students
from this course because
it is the 4th and final
English course in the
curriculum
of
Law
students.

The sample of this study

is the 4th semester
students of Law from
ENGL 254 who have been
selected randomly.

3.

Triangulation is used in
this
study.
I
also
interviewed
some
randomly
selected
students in order to learn
their psychological and
emotional
attitudes
towards using web-based
and traditional paperbased
activities
in
learning English. Finally I
delivered a questionnaire
to the students.

As the instrument, the

researcher uses
triangulation, interview
for finding out pupils
perspectives about webbased and paper-based
learning, and also
questionnaire.

Instrument

I think this report is less

informative because the writer
doesnt
provide
overt
information about the number
of the sample in this study.

As I understand instruments
are tools used to assist
researchers work in collecting
the data and these tool uses
depend
on
the
method/technique used.
For
example observation list and
field note for observation
technique, interview guidelines
for interview, matrix or table in
document method, and test
questions
in
using
test
method, and many more.
In addition, I also do not
agree why triangulation is
stated here as instrument. As I
know, triangulation is used
after data analysis and it is
used to verify the reliability of

the data.
Therefore, I argue that the
instruments needed in this
study are, for instance, pre and
post test reading questions,
observation checklist or field
note during the experiment
that
maybe
also
involve
reading task materials. Then it
can be interview guidelines
and questionnaire questions as
well.
During interview, recorders if
it is conducted directly or email if it is not conducted
directly are also needed as
instruments too.
4. Data
Collection

5. Data
Analysis

The data is collected

through a questionnaire,
interviews,
and
observations. The design
of the questionnaire is to
collect quantitative data
on
investigating
how
effectively web can assist
English
language
instruction at EMU.
Students responses to
questionnaire are
statistically analyzed
according to the
education level, English
level, having computer at
home, etc. Semistructured interview is
designed to collect
qualitative data.

In this study quantitative

research methods
(frequencies, t-test, and
ANOVA) is used to
investigate the research

There are three

techniques to collect data
consisting of
questionnaire, interviews,
and observations. The
qualitative data is
gathered through semistructured interview,
while questionnaire is
employed for quantitative
data consisting of how
effective web can assist
English language
instructions is, this phase
involves education level,
English level, availability
of computer at home, so
forth.

Analysis
The effectiveness of web
based reading skills is
analyzed through
frequencies, t-test, and
ANOVA. While the

The data wanted to know is

the effectiveness of using web
assisted reading skills. In this
point, it is stated that there are
three techniques to prove this:
interview, questionnaire, and
observation.
I wonder if pre and post test
stated by the researcher are
also
included
into
data
collecting technique because
they are
used
to
know
students prior knowledge and
their
outcome
of
the
treatment. The results of the
test are more important to
know
because
it
also
determines whether this study
aim is proven or not. However,
it is not stated in this point.
In addition, I think the
qualitative data is not only
gained from interview but also
observation. Yet the researcher
does not explain what kind of
data is collected through
observation, whether students
progress in experiment, is
there any whilts test during the
process, teachers instructions
and
material
during
experiment, and so forth.

In fact, there are two kinds

of data analyzed in this study.
Quantitative data is from test
results and questionnaire. The
effectiveness can be seen from

question that is about the

effectiveness of web
assisted reading skills. At
the same time,
qualitative research
methods are used to ask
open ended questions to
figure out if students are
happy with web assisted
activities or traditional
activities. The data is
analyzed while collecting
it.

qualitative data is
analyzed simultaneously
during data collection
from interview using
open ended questions.

the students outcome in pre

and post test. Yet what kind of
test, objective or subjective
test is not explained here. And
whether the test results are
processed/analyzed
through
formula (frequencies, t-test,
and
ANOVA)
is
still
questionable for me because
there
is
no
elaborate
information.
In short, for qualitative data
from interview and observation
are
automatically analyzed
while collecting it. The results
are then reported descriptively
to support the findings of
quantitative data.

Findings and Conclusion

6. Findings

7. Conclusion

The results showed

that the score of pretest
mean before the
experimental procedure
of the experiment group
was
M=19.06
and
control
group
was
M=19.28.
When
the
experiment took place
and the post-test is
given, the average of the
post-test of experiment
group was M=43.73 and
the
control
group
M=41.08.
In the interviews, it
was obvious that the
students
who
are
involved
in
online
reading activities have
positive feelings
and
attitudes towards the
reading activities online.
Although
couple
of
students mentioned that
they have difficulties in
handling
online
activities,
majority
is
fond of the process
they are involved in.

The results of post test

from both groups are
higher than pre test. The
interviews also show that
students
perspectives
towards
using
online
reading
activities
are
positive albeit some of
students
encounter
difficulty
in operating
web
assisted
reading
program.

This study reports the

finding from two kinds of
analysis consisting of pre and
post test result and interview.

From the study, it is

indicated that there is an
improvement
in
the
reading
comprehension
skills. It is concluded that
the experimental group

It is concluded that the

web
assisted
reading
activity is effective in
enhancing
students
reading
comprehension
skills. It is proven by the

Unfortunately,
these
evidences are too weak in
concluding that the webassisted
English reading
instruction is more effective
and successful than that of the

Meanwhile, previously the

researcher states that this
study
is
also
researched
through questionnaire, yet the
result is not reported.
In brief, the results show
that
there
is
slight
improvement of the students
score after being treated by
online reading activities. The
score of pre-test mean of the
experiment
group
was
M=19.06 and control group
was
M=19.28.
When
the
experiment was administered
and the post-test was given,
the average of the post-test of
experiment
group
was
M=43.73 and the control group
M=41.08.
In
addition,
from
the
interview, it can be seen that
most of the students also have
positive responses towards
web assisted reading activities.

who are involved in

online
reading
skills
achieved higher level of
learning.
The
results
show
that
theres
a
significant difference in
reading
comprehension
scores achieved on the
reading
comprehension
tasks before and after
online English language
instruction on students
reading skills.

higher score attained by

experimental group. To
recapitulate,
the
difference
in
reading
scores before and after
experiment using online
activities
and
using
traditional method is very
predominant.

traditional teaching of English

reading skills. Although indeed
there
is
an
increase
in
students
achievement
of
reading skills when it is web
assisted, the score is too
slightly different from using
instructions
in
traditional
method in class. Its slight
difference, in fact, is not strong
in withdrawing a conclusion of
a
treatment
effectiveness
because it doesnt represent
the reliable findings.

Annotated Bibliography
By
Nur Habibah/ 147835058

Tanyeli, N. (2009). The efficiency of online English language

instruction on students reading skills Procedia Social and Behavioral
Sciences 564567. doi: 10.1016/j.sbspro.2009.01.102

This article discusses in-depth about web-assisted teaching and

learning English language to Faculty of Law students in Eastern
Mediterranean University (EMU). Internet is seen as significant tool
to enhance language teaching and learning since it provides
innovative services, media, or sources like webs offering various
digital language activities (Hackbarth, 1997; Isman & Dabaj., 2005;
Uzunboylu, 2005).Thus, the use of web in EFL teaching and learning
might help students success.
Tanyeli tries to find out the efficacy of utilizing web in teachers
giving instruction on students reading skills through experimental
studies. To collect the data, it is done by dividing students into groups
of experiment, two groups with different treatment. The first group
students practiced reading skills activities on the web. Another
group practiced the same activities using the traditional methods,
guided by the teacher in class. To compare whether any significant
difference of achievements from the two groups, both groups were
given pre-test at the beginning and post-test at the end. The
experiment took place in one month. During the experiment, quizzes
were given as well to both groups in order to figure out and follow
their progress. In addition, interview was also conducted to know
students impressions and perspectives of being given different
instructions in reading skills during experiment. This also aims to
confirm the result of pre, post tests, and whilts.
The findings show that the web-assisted English language
instruction is more effective and successful than that of the
traditional teaching of English reading skills. Therefore, there is an
increase in students achievement of reading skills when it is web
assisted. In short, it can be said that web assisted learning provides
students with a higher-level learning.
This conclusion is withdrawn based on post test and result of
interviews with the treated students. The score of pre-test mean of
the experiment group was M=19.06 and control group was
M=19.28. When the experiment was administered and the posttest was given, the average of the post-test of experiment group was
M=43.73 and the control group M=41.08. From interview, some
students involving in online reading activities admit their positive
feelings and attitudes. However, some students also encountered
some difficulties to cope with online activities.

Unfortunately, these evidences are too weak in concluding that

the web-assisted English reading instruction is more effective and
successful than that of the traditional teaching of English reading
skills. Although indeed there is an increase in students achievement
of reading skills when it is web assisted, the score is too slightly
different from using instructions in traditional method in class. Its
slight difference, in fact, is not strong in withdrawing a conclusion of a
treatment effectiveness because it doesnt represent the reliable
findings.
To recapitulate, as a study in obtaining effectiveness, this study
looks haphazardly in conducting the method. This article doesnt
provide enough information of the method. That could be understood
is that the treatments done are so simple and less intricate. The
process is lack informed as well. The process in giving treatments
must be well-arranged and careful. What reading materials given in
online activities and in the class must be equal. The kinds of tests
used whether pre,whilts, and post should be clear too. This will make
the results are fair and trusted albeit those are conducted with
different method. Moreover, the reason why researcher is eager to
conduct web based study in reading skills is also less informed. The
article just tells mostly in choosing the place of study. Besides, the
references used are also peculiar, not stated clearly in bibliography.
All in All, this article is not recommended to be used as academic
source since some considerations as a good source are not fulfilled.
The List of Reporting Verb
N
o.

Reporting Verb

Chategor
y

Function

1.

Web, WWW, is
a new
technology which
is used as a
communication
facilitator and it is
an instructional
delivery medium,
as defined by
Uzunboylu
(2005).
As Hackbarth
(1997) suggests,
web sites
.............

Neutral
reporting
Verb

To introduce the
topic

Discourse
Reporting
Verb

To indicate your
source thinks
something is
possibly
important but

2.

The
tense
used
Passive
present

Comments

Simple
Present
tense

This statement
suggests a solution
that web sites
provide digital
educational

This statement
introduce the
meaning of Web
according to
Uzunboylu.

need further
investigation

3.

As Isman and
Discourse
Dabaj (2005)
Reporting
suggest, with
Verb
the
developments in
the
Internet................
.........

To indicate your
source thinks
something is
possibly
important but
need further
investigation

Simple
present
tense

activities and
network-based
courses for all
grade levels in a
large number of
subjects.
Isman and Dabajs
statement offers
alternative with
the developments
in the Internet
and the global
network system,
the universities
immediately took
the advantage of
using World Wide
Web to deliver
instruction,
regardless of the
physical distance
and time.

References
Hackbarth. (1997). Integrated web -based learning into school curriculum.
Educational Technology.
Isman, A., & Dabaj., F. (2005). Diffusion of Distance Education in North
Cyprus. Turkish Online Journal of Distance Education.
Tanyeli, N. (2009). The efficiency of online English language instruction on
students reading skills Procedia Social and Behavioral Sciences 564
567. doi: 10.1016/j.sbspro.2009.01.102
Uzunboylu, H. (2005). The Effectiveness of Web Assisted English Language
Instruction on the Achievement and Attitude of Students.