READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS

Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on their comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense that more of them can reap the benefits of being able to connect to the...

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Autores principales:	Dannah Neriah L. Tan, Ma. Joahna Mante-Estacio
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	culturally relevant texts reading comprehension schema Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/4e49c00be54b473282809aa317cb27cf
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spelling	oai:doaj.org-article:4e49c00be54b473282809aa317cb27cf2021-11-24T16:32:51ZREADER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS0215-773X2356-264110.15639/teflinjournal.v32i2/342-361https://doaj.org/article/4e49c00be54b473282809aa317cb27cf2021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1562https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on their comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense that more of them can reap the benefits of being able to connect to the text (Christ & Sharma, 2018). This article aims to identify the characteristics of texts, particularly those categorized as culturally relevant, which make them appropriate for a specific group of students. Three data gathering methods were used: ratings of texts, reflective journals, and discussion points during Literature Circles. Results indicate that the students participating in the study consider that similar experiences, relatability of the story in terms of feelings and motivation conveyed, actions of the characters, and possibility of experiencing the same event are the main factors that made reading texts culturally relevant to them. These text characteristics can guide classroom teachers, materials developers, and curriculum designers in choosing materials and preparing lessons for specific groups of students, as these underscore the importance of text relatability in building and keeping the students’ reading interest and motivation.Dannah Neriah L. TanMa. Joahna Mante-EstacioAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articleculturally relevant textsreading comprehensionschemaLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 342-361 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	culturally relevant texts reading comprehension schema Language and Literature P Philology. Linguistics P1-1091
spellingShingle	culturally relevant texts reading comprehension schema Language and Literature P Philology. Linguistics P1-1091 Dannah Neriah L. Tan Ma. Joahna Mante-Estacio READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
description	Maintaining students’ engagement with reading texts that reflect their background knowledge has positive effect on their comprehension. Culturally relevant materials provide more equitable opportunities to students, in the sense that more of them can reap the benefits of being able to connect to the text (Christ & Sharma, 2018). This article aims to identify the characteristics of texts, particularly those categorized as culturally relevant, which make them appropriate for a specific group of students. Three data gathering methods were used: ratings of texts, reflective journals, and discussion points during Literature Circles. Results indicate that the students participating in the study consider that similar experiences, relatability of the story in terms of feelings and motivation conveyed, actions of the characters, and possibility of experiencing the same event are the main factors that made reading texts culturally relevant to them. These text characteristics can guide classroom teachers, materials developers, and curriculum designers in choosing materials and preparing lessons for specific groups of students, as these underscore the importance of text relatability in building and keeping the students’ reading interest and motivation.
format	article
author	Dannah Neriah L. Tan Ma. Joahna Mante-Estacio
author_facet	Dannah Neriah L. Tan Ma. Joahna Mante-Estacio
author_sort	Dannah Neriah L. Tan
title	READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
title_short	READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
title_full	READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
title_fullStr	READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
title_full_unstemmed	READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS
title_sort	reader-text connection: reporting the engagement of high school students with culturally relevant texts
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/4e49c00be54b473282809aa317cb27cf
work_keys_str_mv	AT dannahneriahltan readertextconnectionreportingtheengagementofhighschoolstudentswithculturallyrelevanttexts AT majoahnamanteestacio readertextconnectionreportingtheengagementofhighschoolstudentswithculturallyrelevanttexts
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READER-TEXT CONNECTION: REPORTING THE ENGAGEMENT OF HIGH SCHOOL STUDENTS WITH CULTURALLY RELEVANT TEXTS

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