Publicación:
Short story-based systemic functional linguistics (SFLl) and reading comprehension skills in 10th graders: an action research

Vista sencilla de ítem
dc.contributor.advisorGonzález Lara, Delia
dc.contributor.authorMestra Alean, Angélica M.
dc.contributor.authorRamirez Tuirán, Kathina J.
dc.contributor.juryHerazo Rivera, José David
dc.contributor.juryPacheco, Leonardo
dc.date.accessioned2023-12-19T02:19:14Z
dc.date.available2023-12-19T02:19:14Z
dc.date.issued2023-12-11
dc.description.abstractReading comprehension is considered as the construction of the information from a text in a new knowledge. Thus, it is considered one of the most important skills due to its relevance to the other skills. In a public school of Monteria- Cordoba, 10th graders presented low levels regarding reading comprehension skills levels (literal, inferential and critical) understanding main ideas, identifying characters and their roles in the text. In order to address this issue, this study is aimed to explore the use of Systemic functional linguistics (SFL) and its semiotic functions through short stories to develop reading comprehension skills in 10th grade students. The course selected were students of 10th -grade, group second. It has a total of 28 students in the classroom. The study focused on one of five groups of a public school in Monteria - Cordoba. To this end, this action case study employed data collection techniques such as reading tasks, semi-structured interviews and observations in a specific group. When the data was obtained, it was read several times in order to group similar characteristics that emerged from the information taking into account that the qualitative approach was inductive. Thus, software called Nvivo was used to analyze the data making coding to classify the information, which was a helpful tool for sorting, organizing, and analyzing qualitative data. Lastly, the information was organized through mind maps to align themes with coded data to analyze the relevant aspects that were found in the results and help us to extract the themes. In short, after the analysis of the information obtained we could conclude the extent of the use of short stories-based SFL improvement of reading comprehension skills, due to the students could use the chart about the features of the theory of language to analyze the short stories applied. The results obtained show an improvement in the identification of the characters and their roles through the story that are aligned with the tenor feature. In addition, they could recognize the plot of the short stories implemented that were key to comprehending the role of the characters. Through the interviews made to them, the outcome analyzed allowed us to understand their perceptions about the application of the study, which reflected the increasing confidence at the moment to develop the tasks. At the end, there were some struggles that students still faced when reading, such as; vocabulary and their meaning in a specific context.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsIntroduction................................................................................................................................9eng
dc.description.tableofcontents2. Theoretical framework.........................................................................................................12eng
dc.description.tableofcontents2.1 Conceptual framework...................................................................................................12eng
dc.description.tableofcontents2.1.1 Reading ...................................................................................................................12eng
dc.description.tableofcontents2.1.2 Short stories ............................................................................................................16eng
dc.description.tableofcontents2.1.3 Systemic Functional Linguistics.............................................................................18eng
dc.description.tableofcontents2.2 Literature Review...........................................................................................................22eng
dc.description.tableofcontents3. Methodology........................................................................................................................27eng
dc.description.tableofcontents3.1 Method ..........................................................................................................................27eng
dc.description.tableofcontents3.2 Type of Research ...........................................................................................................29eng
dc.description.tableofcontents3.3 Context and Participants................................................................................................31eng
dc.description.tableofcontents3.4 Data collection techniques.............................................................................................32eng
dc.description.tableofcontents3.5 Data Analysis.................................................................................................................34eng
dc.description.tableofcontents4. Findings................................................................................................................................38eng
dc.description.tableofcontents4.1 Systemic Functional Linguistic (SFL) theory of language to comprehend a short story ..............................................................................................................................................38eng
dc.description.tableofcontents4.1.1 Identifying the character of the text........................................................................42eng
dc.description.tableofcontents4.1.2 Understanding the main idea from a text....................................................................44eng
dc.description.tableofcontents4. 2 Gains obtained after the implementation of short stories based- SFL theory of language ...............................................................................................................................46eng
dc.description.tableofcontents4.2.1 Confidence ..............................................................................................................47eng
dc.description.tableofcontents4.3. Difficulties that students still have when reading.........................................................48eng
dc.description.tableofcontents5. Discussion............................................................................................................................49eng
dc.description.tableofcontents6. Conclusion ...........................................................................................................................54eng
dc.description.tableofcontents7. References............................................................................................................................55eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7992
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesAbdulrahman, W. (2016). An Introduction to Halliday’s Systemic Functional Linguistics. Journal for the Study of English Linguistics, 4(1), 70. https://doi.org/10.5296/jsel.v4i1.9423
dc.relation.referencesAidinlou, N. A. (2012). An SFL-oriented Framework for the Teaching of Reading in EFL Context. International Journal of English Linguistics, 2(1). https://doi.org/10.5539/ijel.v2n1p207
dc.relation.referencesAlderson, J. C. (2000). Assessing reading. Univ. Press.
dc.relation.referencesAmerican Psychological Association. (2018, April 19). APA Dictionary of Psychology. Dictionary.apa.org. https://dictionary.apa.org/production-task
dc.relation.referencesBanks, D. (2002). Systemic Functional Linguistics as a model for text analysis. ASp, 35-36, 23–34. https://doi.org/10.4000/asp.1584
dc.relation.referencesBarrionuevo, A., & Pico, M. L. (2006). Systemic Functional Linguistics -an Aid to Improve Reading Comprehension at Secondary Schools in Tucumàn, Argentina. https://www.pucsp.br/isfc/proceedings/Artigos%20pdf/07e_barrionuevo_171a180.pdf
dc.relation.referencesButt,D.,Fahey,R.,Feez,S.,Spinks,S.,&Yallop,C. (2006).Using functional grammar:An explorer’s guide. National Center for English language Teaching and Research, Sydney, AU: Macquarie University.
dc.relation.referencesBuzan, T., & Buzan, B. (2007). The mind map book. Bbc Active.
dc.relation.referencesCekiso, M. (2012). Reading comprehension and strategy awareness of grade 11 english second language learners. Reading & Writing, 3(1). https://doi.org/10.4102/rw.v3i1.23
dc.relation.referencesCreswell, J. W. (2015). 30 Essential Skills for the Qualitative Researcher. SAGE Publications
dc.relation.referencesDarani, L. H., & Mansouri, S. (2015). Theme in English and Persian Short Stories: A Systemic Functional Linguistics Perspective. In Proceedings: The International Conference on Challenges in ELT and English Literature.
dc.relation.referencesDhakal, K. (2022). NVivo. Journal of the Medical Library Association, 110(2), 270–272. https://doi.org/10.5195/jmla.2022.1271
dc.relation.referencesDjatmika, D., Santosa, R., Wiratno, T., Wibowo, H. A., & Sari, I. M. (2022). SFLdriven analysis of English reading materials within the textbooks for high school students in Indonesia. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 205-231.
dc.relation.referencesFrançoise Grellet. (1981). Developing reading skills : A practical guide to reading comprehension exercises. Cambridge Univ. Press.
dc.relation.referencesFrederiks, A., Derrington, K., & Bartlett, C. (2021). Types of Exams. Usq.pressbooks.pub. https://usq.pressbooks.pub/academicsuccess/chapter/types-of-exams/
dc.relation.referencesGarcía Montes, P. A., Sagre Barboza, A. M., & Lacharme Olascoaga, A. I. (2014). Systemic Functional Linguistics and Discourse Analysis as Alternatives When Dealing With Texts. Profile: Issues in Teachers’ Professional Development, 16(2), 101–116. https://dialnet.unirioja.es/servlet/articulo?codigo=4858604
dc.relation.referencesGelling, L. (2015). Qualitative research. Nursing Standard, 29(30), 43–47. https://doi.org/10.7748/ns.29.30.43.e9749
dc.relation.referencesGinting, D. A., Hasan, M., & Syafi’i, M. (2020). The Effectiveness of Short Story To Improve Students’ Reading Comprehension. The Seall Journal, 1(1), 42–48. http://ojs.yayasanalmaksum.ac.id/index.php/jellas/article/view/36/47
dc.relation.referencesGioia, D. A., Corley, K. G., & Hamilton, A. L. (2013). Seeking Qualitative Rigor in Inductive Research. Organizational Research Methods, 16(1), 15–31. https://doi.org/10.1177/1094428112452151
dc.relation.referencesGrabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25(3), 375–406. https://doi.org/10.2307/3586977
dc.relation.referencesHai-Jew, S. (2023, November 7). Using Nvivo: An unofficial and Unauthorized primer: Manual Coding in Nvivo. Using NVivo: An Unofficial and Unauthorized Primer. https://scalar.usc.edu/works/using-nvivo-an-unofficial-and-unauthorized primer/coding-in-nvivo
dc.relation.referencesHalliday, M. A. (1978). Language as Social Semiotic. Hodder Education
dc.relation.referencesHamra, A., & Syatriana, E. (2015). Developing a Model of Teaching Reading Comprehension for EFL Students. TEFLIN Journal - a Publication on the Teaching and Learning of English, 21(1), 27. https://doi.org/10.15639/teflinjournal.v21i1/27-40
dc.relation.referencesICFES. (2021). Guía de orientación grado 11.o Cuadernillo 2 de 2021 Inglés. Gov.Co. https://www2.icfes.gov.co/documents/39286/2923040/Guia_PC-Ingles-11-2.pdf
dc.relation.referencesJones, S. S. (2013). The fairy tale. In Google Books. Routledge. https://www.google.com.co/books/edition/The_Fairy_Tale/qF2IviGxcMQC?hl=es&g bpv=1&dq=inauthor:%22Steven+Swann+Jones%22&printsec=frontcover
dc.relation.referencesJufri, J. (2015, August 29). Reading Strategies for Comprehending Literal, Inferential, and Critical Meanings in Reading. Semantic Scholar. https://www.semanticscholar.org/paper/READING-STRATEGIES-FOR COMPREHENDING-LITERAL%2C-AND Jufri/5fc7ecaa21274ef89809c6a430128c13d4905ae3
dc.relation.referencesKeshta, A. S., Seif, A., & Schools, P. (2013). Evaluating the Higher Order Thinking Skills in Reading of English for Palestine Grade Eight. Semantic Scholar. https://www.semanticscholar.org/paper/Evaluating-the-Higher-Order-Thinking-Skills in-of-Keshta-Seif/af8ed1c138216921267ed4b69201f606f0e03c2
dc.relation.referencesKhamkhong, S. (2017). Assessing English L2 Reading Comprehension in Thai EFL Learners: The Correlations Between Literal, Interpretative and Critical Comprehension Skills. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(1), 181–187. https://doi.org/10.18844/prosoc.v4i1.2253
dc.relation.referencesLakshmi, L. B. (2010). Reading and Comprehension. In Google Books. Discovery Publishing House. https://www.google.com.co/books/edition/Reading_and_Comprehension/YmEE8lms 6AIC?hl=es&gbpv=1&dq=inauthor:%22Leigineni+B.+Lakshmi%22&printsec=frontc over
dc.relation.referencesLeung, A. (2016, June 17). Field, tenor and mode – a literacy framework for all subjects. Alice Leung. https://aliceleung.net/2016/06/17/field-tenor-and-mode-a-literacy framework-for-all-subjects
dc.relation.referencesLi, H., & Hughes, K. (2008). Exploring Pedagogical Reasoning: Reading Strategy Instruction from two Teachers’ Perspectives. The Reading Matrix, 8(1). http://www.readingmatrix.com/articles/li_wilhelm/article.pdf
dc.relation.referencesLim, F. V. (2018). Developing a Systemic Functional Approach to Teach Multimodal Literacy. Functional Linguistics, 5(1). https://doi.org/10.1186/s40554-018-0066-8
dc.relation.referencesMario Vega, L. E., & Montes Miranda, M. S. (2020). Diagnòstico de los Niveles de Comprensiòn lectora de los estudiantes de grado undècimo de la Instituciòn Educativa Santa Maria .Universidad de Còrdoba .Licenciatura en Literatura y Lengua Castellana Facultad de Educaciòn y Ciencias Humanas.Departamento de Español y Literatura. Montería-Còrdoba. https://repositorio.unicordoba.edu.co/server/api/core/bitstreams/64241d76-79a8-4b04- 947d-5e4e2dc1151f/content
dc.relation.referencesMarshall, C., & Rossman, G. B. (2011). Designing qualitative research. Sage.
dc.relation.referencesMcAlister, A., Lee, D., Ehlert, K., Kajfez, R., Faber, C., & Kennedy, M. (2017). Qualitative Coding: An Approach to Assess Inter-Rater Reliability. 2017 ASEE Annual Conference & Exposition Proceedings. https://doi.org/10.18260/1-2--28777
dc.relation.referencesMoore, J., Schleppegrell, M., & Palincsar, A. S. (2018). Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers: Applying Systemic Functional Linguistics Concepts Through Design-Based Research. TESOL Quarterly, 52(4), 1022–1049. http://www.jstor.org/stable/44987047
dc.relation.referencesNunan, D. (1992). Research Methods in Language Learning. Cambridge University Press, , Cop.
dc.relation.referencesO’Brien, R. (2019). An Overview of the Methodological Approach of Action Research. https://base.socioeco.org/docs/overview_of_action_research_methodology.pdf
dc.relation.referencesOlvera, Waltraud & Gámez, Ismael. (2017). Reading comprehension strategies of English for high school students, supported by multimedia materials. Campus Virtuales. 6. 9-22.
dc.relation.referencesPasaribu, A. N., Sinambela, E., & Manik, S. (2020). The Contributions of Systemic Functional Linguistics to Literary Text Analysis. International Journal of Linguistics, Literature and Translation, 3(9), 81–86. https://doi.org/10.32996/ijllt.2020.3.9.8
dc.relation.referencesPathan, M. (2012). Advantages of Using Short-Stories in ELT Classroom and the Libyan EFL Learners’ Perceptions Towards them for Developing Reading Comprehension . AWEJ, 1(1), 28–41. Skill https://awej.org/images/AllIssues/Volume4/Volume4Number1March2013/3.pdf
dc.relation.referencesPathan, M., & Al-Dersi, Z. (2013). Investigating the Role of Short-Stories in Overcoming the Problems Faced by the Libyan EFL Learners in Reading Comprehension Skill. The Criterion: An International Journal in English. 1-8. https://www.researchgate.net/publication/313239973_Investigating_the_Role_of_Sho rt- Stories_in_Overcoming_the_Problems_Faced_by_the_Libyan_EFL_Learners_in_Rea ding_Comprehension_Skill
dc.relation.referencesPourkalhor, O., & Kohan, N. (2013). Teaching Reading Comprehension Through Short Stories in Advance Clases. http://ajssh.leena luna.co.jp/AJSSHPDFs/Vol.2(2)/AJSSH2013(2.2-06).pdf
dc.relation.referencesRodríguez Sua, M. (2021). Cognitive Strategies for Developing Students’ Reading Comprehension Skills Using Short Stories. Revista de Estudios Y Experiencias En Educación, 20(44), 233–253. https://doi.org/10.21703/0718-5162.v20.n43.2021.014
dc.relation.referencesSantiago Schwarz, V., & Hamman-Ortiz, L. (2020). Systemic functional linguistics, teacher education, and writing outcomes for U.S. elementary English learners: A review of the literature. Journal of Second Language Writing, 49, 100727. https://doi.org/10.1016/j.jslw.2020.100727
dc.relation.referencesSkjott Linneberg, M., & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19(3).
dc.relation.referencesSnow, C. (2002). Reading for Understanding Toward an R&D Program in Reading Comprehension. Santa Monica Rand Corporation Ann Arbor, Michigan Proquest.
dc.relation.referencesSuggate, S., & Lenhard, W. (2022). Mental imagery skill predicts adults’ reading performance. Learning and Instruction, 80, 101633. https://doi.org/10.1016/j.learninstruc.2022.101633
dc.relation.referencesSuryani, D. (2020, May 12). The Use of Short Story to Improve Reading Comprehension Ability of the Tenth Graders of MAN 1 Lampung Timur in the academic year of 2019/2020. Repository.metrouniv.ac.id. https://repository.metrouniv.ac.id/id/eprint/3421/
dc.relation.referencesSyafii, M. L. (2018). Using Online Short Stories to Improve the Reading Comprehension Ability. Register Journal, 11(2), 168. https://doi.org/10.18326/rgt.v11i2.168-191
dc.relation.referencesThomas, D. R. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. American Journal of Evaluation, 27(2), 237–246. Sagepub. https://doi.org/10.1177/1098214005283748
dc.relation.referencesUpreti, K. (2012). Teaching short stories: Challenges and issues (Doctoral dissertation, Department of English). https://elibrary.tucl.edu.np/handle/123456789/12638
dc.relation.referencesUribe Enciso, O. L. (2015). Improving EFL Students’ Performance in Reading Comprehension Through Explicit Instruction in Strategies. Rastros Rostros, 17(31), 37–52. https://dialnet.unirioja.es/servlet/articulo?codigo=6515564
dc.rightsCopyright Universidad de Córdoba, 2023
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsSystemic functional linguisticseng
dc.subject.keywordsReading comprehension skilleng
dc.subject.keywordsShort storyeng
dc.titleShort story-based systemic functional linguistics (SFLl) and reading comprehension skills in 10th graders: an action researcheng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
mestraaleanangelicamaria-ramireztuirankathinajulisa.pdf
Tamaño:
1.63 MB
Formato:
Adobe Portable Document Format
Descargar
No hay miniatura disponible
Nombre:
FormatoAutorizaciòn..pdf
Tamaño:
348.49 KB
Formato:
Adobe Portable Document Format
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
15.18 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.D.A. Trabajos de Investigación y/o Extensión