UNIVERSITI PENDIDIKAN SULTAN IDRIS

TANJONG MALIM

METHODS IN TESL
BIT6053

Journal Article Review

Teacher modelling: Its impact on an extensive reading
programme. By Jason Kok Khiang Loh

MOHD FAISAL FARISH BIN ISHAK

M20082000013

LECTURER:
DR. RAJA NOR SAFINAS BINTI RAJA HARUN

1
Introduction:

The title of the journal article is “Teacher modelling: Its impact on an extensive

reading programme”. It is written by Jason Kok Khiang Loh. He has discussed the

importance of teacher modelling in implementing extensive reading activity. Specifically

Loh (2009) has observed the implementation of a reading programme in Singapore called

Uninterrupted Sustained Silent Reading (USSR). The data were collected from

observation log, questionnaire surveys and semi-structured interviews. Samples were

fifty teachers and they had been observed for 10 weeks and surveyed. Interviews also

were conducted with teachers from systematic sampling.

Review of The Article

The Singapore’s USSR

In this journal Loh (2009) described in detailed the Uninterrupted Sustained Silent

Reading (USSR). The USSR actually is a name for individualised extensive reading

being implemented in Singapore’s schools. It is promoted in both primary and secondary

schools to promote reading habit. By reciting McCraken (1971) Loh (2009) states that the

main purpose of this activity is to develop each student’s ability to read silently without

interruption for a period of time. This programme was first implemented in latter half of

the 1980’s. Loh (2009) mentions that Stephen Krashen believes this kind of activity will

stimulate language acquisition since reading is the basis of vocabulary competence,

reading comprehension and writing style.

2
Teacher Modelling: The effect.

In discussing teacher modelling, Loh (2009) emphasises the importance of

teaching modelling by quoting Bandura (1969, 1977, 1986). It is said that social

behaviour is important because child will follow adult’s beliefs and behaviours. Thus, in

school context reading behaviour is important to be projected by teachers in order to

make students adopt it. It is found that children spent more time reading if the teacher

also read (Cambell, 1989 as cited in Loh, 2009). This activity also gives benefit to low-

achieving readers as well (Jones & Wills, 2004 as cited in Loh, 2009). From the

literature, Loh (2009) believes that the teacher modelling effect has an underlying

principle which is observational learning. He argues that — if teacher does not read, how

can it then be important to the students, particularly the low achieving ones?

Reading is good

Loh has mentioned about the benefit of reading in his literature review. It can be

seen as the chain effect to on vocabulary, reading comprehension and writing. He also

emphasises on ‘The Matthew Effect’ which was first coined by Walberg and Tani (1983).

This concept tells us that when one is competent in reading, one learns more and hence

grows richer in knowledge and proficiency. On the other hand, if one is not competent in

reading one gets poorer in one’s language proficiency through years.

3
Method

This study was using mixed design. The quantitative procedure was to collect data

from a large number of people and results to be generalised. On the other hand,

qualitative procedure was to get more in-depth exploration of a few individuals.

Results of the study

The results show the number of teachers who read in the time-interval of 0710

hours is almost zero or zero. From the observation it also seen that teachers and students

sometimes were excluded from USSR programme due to other programme such as

mathematics remedial programme which had taken most or the USSR time allocation.

From the interview, it is seen that the verbs use has indicated that USSR is used to

promote the reading activity. It is also found that teachers in general believe that silent

reading is a beneficial programme which is also a programme that has the ability to

promote reading, develop reading habit and the students’ mastery of the English

Language as well as help in inculcating a liking for reading. From the survey, it is clearly

shown that there were a sizeable number of teachers who truly believe in importance of

reading and role-modelling. Other than that, teachers generally also are found did not

model even though a substantial number claimed that they did. The claim they made in

believing the importance of reading and in modelling was not tally with the numbers of

implementation.

4
My Point of View

Loh (2009) in his study has confirmed his hypothesis that even though the

teachers believe in the importance of reading and modelling, they actually do not model

reading. This indicates that teachers are actually aware the benefits of reading and

modelling it. The only thing is they sometimes were not able to model reading for the

students to take example due to some impediments. In Singapore, the USSR has been

regard as an extensive reading activity (Loh, 2009). This kind of activity is importance as

West (1955) in Hedge (2009) describes that extensive reading is to make use the already

gained vocabulary, to give the child a sense of achievement and a taste of the pleasure to

be derived from his accomplishment.

Malaysia’s school also has a similar programme in providing opportunities of

enhancing already gained vocabulary which is called ‘Program NILAM1’. NILAM is an

acronym for ‘Nadi Ilmu Amalan Membaca’ or can be translated as Reading Is the Pulse

of Knowledge. It is a combination of reading encouragement programmes at school. One

of the activities that is specifically for extensive reading is the ‘Program Membaca
2
Bersama’ (Read together). During this activity teachers and students are to read any

reading materials in silence for about ten minutes before the first period starts.

1
Bahagian Teknologi Pendidikan-Nilam: http://www.moe.edu.my:8080/web/guest/projek/nilam/
2
Photo of implementation of ‘Program Membaca Bersama can be accessed at
http://psssmks.blogspot.com/2007/09/program-gerakan-membaca-peringkat.html

5
 Based on my experience this programme has already provided a good foundation

for extensive reading. However, there are no standard instructions to make student to read

reading materials in English language. Robb & Susser (1989) in Hedge (2000) has stated

that by reading what students choose and (more or less) enjoying their homework,

students’ motivation to learn will increase. Thus, I feel that to enhance students’ English

language vocabulary, some instructions which can control the reading materials have to

be set up. For example, teachers can instruct students to read materials in Bahasa Melayu

during the first week and English language reading materials will take their turn in the

following week.

In discussing teacher modelling, I really impressed that teachers in Singapore has

also face similar problems with teachers in Malaysia. They know the benefits of

extensive reading activity yet some obstacles at school did halt their desire of

implementing it. Perhaps, some amendment to school’s calendar should make some

improvements in extensive reading programme.

To conclude, I believe that extensive reading should not only be seen as beneficial

programme for reading. We must also see it as a compulsory activity at the school level.

As in Malaysia, ‘Membaca Bersama’ of Program NILAM can be modified to ensure the

similar treat to Bahasa Melayu reading materials to be given to English language reading

materials. Teachers must also be a good model of promoting reading habit. They should

be the first to have this habit. Thus, they can share interesting facts or knowledge with

their students to show that the facts and knowledge come from reading.

6
References:

Bahagian Teknologi Pendidikan-NILAM. Available at

http://www.moe.edu.my:8080/web/guest/projek/nilam/

Hedge, T. (2000). Teaching and learning in the language classroom. NY: Oxford
University Press

Loh, J. (2009). Teacher Modeling: Its Impact on an Extensive Reading Program. Reading
in a Foreign Language, 21(2), 93-118. Retrieved from ERIC database.

NILAM implementation photo. Available at

http://psssmks.blogspot.com/2007/09/program-gerakan-membaca-peringkat.html