Teaching Junior High School Reading in English: A Quantitative Analysis of Students’ Reception of the Lesson

Abstract

In view of the recent concern with teaching English in English, this study conducted a quantitative analysis of junior high school students’ reception of the reading instruction in English and how they evaluated it. The lesson was constructed taking the following three points into consideration: (1) The MERRIER Approach for comprehensible input; (2) four skills integration; (3) guided reading tasks using the comprehension approach. After the class, the students completed a questionnaire involving self-evaluation, activity preferences for, and effectiveness of the lesson, and follow-up questions. It was found that the students had a favorable reception as a whole. The reception by the students at two proficiency levels and the correlation between each item of the questionnaire were also examined.