University of Benghazi Faculty Of languages department of

applied linguistics

using pictures and words in teaching reading skills of

the school kids

SUBMITTED BY
LUBNA BILAL ALGHRYANI
STUDENT ID: 61995

SUPERVISID BY
DR : GENAN ALASHHAB

2022/2023
 Dedication
i dedicate this project to my family, my husband, my friends, and my mother and
father in particular. My father has always been my first supporter who endured and
supported me all these years of success and failure. He encouraged me and urged me a
lot to complete this university journey. All love to everyone who stood beside me.

Acknowledgement

2
All thanks to the generous professors in this journey, who struggled and
persevered in explaining without getting tired or bored, and many thanks
and love to the Dean of the College, Dr. Nawara Amsalem, and to those
who stood and helped me in my project, my dear Dr. Janan Al-Ashhab,
with my best wishes

3
 TABLE OF CONTENTS
 DEDICATION........II
 ACKNOWLEDGEMENT ....III
 TABLE OF CONTENTS......IIII
 ABSTRACTS .......IIIII

CHAPTER ONE: BACKGROUND TO THE STUDY

1. INTRODUCTION.........
2. BACKGROUND.........
3. RESEARCH QUESTION.......
4. STATMENT OF THE PROBLEM.........
5. AIMS OF THE STUDY.........

CHAPTERTWO:LITERATURE REVIEW :
1. DEFINITION OF READING......
2. COMPONENT OF READING SKILL......
READING TYPES ......

CHAPTER THREE: TECHNIQUES OF TEACHING READING

1. DEFINITION OF LESSON PLAN
2. THE IMPORTANCE OF A LESSON PLAN
3. COMPONENT OF LESSON PLAN INVOLVE
4. LESSON OVERVIEW

4
 Abstract
This research aims to improve the reading skills through words and
pictures for young learners at Libyan schools

Introduction
This chapter is improve talk about how to teach reading of using
pictures or words.

BACKGROUND
This paper will investigated the effect of reading strategies of Libyans
EFL students’ comprehension skill at SEBHA University in Libya .The
Survey of Reading Strategies Questionnaire that is adopted from
Mokhtari and Sheory (2002) was administered to 20 male and female
participants during thefirst semester of the academic year 2016/2017. The
data was analyzed through descriptive statistics to revealthe frequency
and type of strategies utilized by the sample participants. The results then
were illustrated anddiscussed in forms of frequencies and percentages
concerning the use of the reading strategies by Libyan English Language
and Literature at the University of Libya. The results of the study showed
that 67% agreed they interested using these four reading strategies , while
34% agreed that these reading strategies helped the mcompletely and
more easily in achieving their reading comprehension tasks than the
conventional reading comprehension method they usually practice
(technical aid strategies, clarification and simplification strategies,
coherence detection strategies and monitoring strategies). Then,
recommendations were provided for further research studies of this kind
in order to get a good understanding of Libyans English Language and
Literature students’ reading strategies use
1.4 Research question
What are the current reading skills levels in Libyan schools and what
factors are contributing to these levels?
1.5 Statement of the problem

5
The purpose of this study was to look at the impact of blended learning
methodologies on the reading comprehension achievement of Libyan
EFL primary school pupils. To achieve this purpose, a quasi-experimental
two-way betweengroup factorial design was used. A total of 120 Libyan
EFL respondents from four different schools were randomly assigned to
one of the two groups. The experimental group (N= 60) consisted of 30
males and 30 females who were given reading comprehension education
in general English understanding as well as blended learning materials
created by the researchers. However, 30 males and 30 females in the
control group (N= 60) acknowledged typical classroom training grade 9
textbooks. Ameen Omran Saleh AlManafi, Siti Zuraidah Md Osman,
Ibrahim Suleiman Ibrahim Magableh, Rabha Hassan Hamed Alghatani
International Journal of Instruction 16 (2), 2023.

1.6Aims of the study

The aims of the study on teaching reading skills in primary school
kids in Libya may include:

1. Assessing the current reading abilities of primary school children in

Libya.
2. Identifying the challenges or barriers that children may face in
developing reading skills.
3. Investigating effective teaching strategies and methods for
promoting reading skills in primary school children.
4. Developing appropriate reading materials and resources for primary
school students in Libya.
5. Examining the role of parental involvement and community support
in promoting reading skills.
6. Evaluating the impact and effectiveness of different reading
programs or interventions.
7. Identifying gaps or areas for improvement in the current reading
curriculum.
8. Providing recommendations and guidelines for teachers, parents,
and policymakers to enhance reading instruction and support in
primary schools in Libya.
9. Comparing the reading performance of primary school children in
6
 Libya to international standards or benchmarks.
10. Promoting a love for reading and encouraging lifelong reading
habits among primary school children in Libya.

1.7 scope of reading

It helps to think about the scope as a stepping stone between the
subject and the main idea.
1.8 Methodology
teaches children to pair sounds with letters and blend them together to
master the skill of decoding. The Whole-word Approach teaches kids
to read by sight and relies upon memorization via repeat exposure to
the written form of a word paired with an image and an audio.

Chapter Two
2.2.1. Definition of reading
faced Libyan students in reading comprehension within the English
language programme at Zawia University, Libya, through the perceptions
of lecturers and students at the Department of English. This study also
evaluated the current teaching practices of reading comprehension at the
Department of English at Zawia University. It also identified the key
causal factors that contributed to the students' inadequate reading
comprehension performance
Sakina Mustafa Mohamed
PQDT-UK & Ireland, 2016
2.1 Component of reading
Learning to read is a complex process made up of five key components,
which means teaching reading essentials is also a complex task. The five
essential reading components are identified as phonemic awareness,
phonics, fluency, vocabulary, and comprehension. Together, these

7
components form the foundation for good reading skills and are essential
for helping young children become proficient readers.
A student’s ability to read has a vast impact on their life that goes far
beyond the classroom setting. Therefore, implementing research-based
reading instruction is vital for student success. According to the National
Reading Panel, “There is a growing body of research that shows
correlations between aspects of formal teacher preparation and quality of
teaching or student outcomes.” Teachers are an important factor in
student success, and equipping teachers with general methods and
strategy instruction is also important for institutions to remember when
considering professinal developmentopportunities.
2.2 Reading types
1.Decoding

Decoding is the ability to sound out words children have heard before but
haven’t seen written out. This is a vital step in the reading process as it
forms the foundation for other reading skills.

Decoding heavily relies on an early language skill called phonemic

awareness. Phonemic awareness is the ability to hear and manipulate
different sounds into words. Children develop this awareness when
learning about syllables, words, and sounds (phonemes).

2.Phonics

Phonics is the ability to recognize the connection between sounds and

letters they make. This process of mapping the sounds in words to written
words is a very important reading skill. Children first decode the words
into sounds and encode the sounds into words as they write and spell.

3. Vocabulary

A good vocabulary is a fundamental part of academic success. This

reading skill is necessary to understand the meaning of words, their
definitions, and their context.

The more words a child knows, the better they are at reading and
understanding the texts they read.
4.Fluency

8
Fluency is the ability to read aloud with understanding, accuracy, and
speed. It is a skill needed for good reading comprehension. Kids fluent in
reading know how to read smoothly, at a good pace, using proper tone,
and without making too many errors.

2.3Teaching reading

This study was conducted with the participation of the students in the
English Department at the University of Zawia, Libya. This study is
designed to explore the reading strategy most often used among Libyan
university students, to show how male and females use learning strategies
when they face a text in English, and also to show the relationship
between the learners’ strategies use and their EFL proficiency. The
results of the study show that the most frequently Reading strategies used
was meta-cognitive strategies, there is a statistically differences between
male and female learners in their use of language learning strategies.

HH Elmadwi, Ritu Shepherd

IOSR Journal of Humanities and Social Science (19) 1, 2014

Background knowledge. Past experiences and prior knowledge are

great building blocks in helping students to get the gist of a word or
phrase. Encourage kids to build their knowledge through reading,
learning more about art, watching TV shows and having meaningful
conversations with parents.
2.3 using pictures in improving reading skills
The purpose of this study was to improve students' reading skills using
picture and picture media. This research is a Classroom Action
Research. The research was conducted in two cycles. The subjects of
this study were 23 students in class IX SMP Kristen Idamgamlamo
west Halmahera. The data collection techniques in this study were
observation and test. While the data analysis techniques were used
The results showed that: The use of picture and picture media can
improve students' reading activities. The increase occurred in cycle I is
53, 8%. Learning activities were not optimal. The implementation of
cycle II is 88, 4% causes activity and learning outcomes to be good
and increase to a higher level so that it can support quality learning.

9
The conclusion of this research is to improve reading ability by using
picture and picture media in class IX SMP Kristen idamgamlamo

10
 Chapter three
3.1. Definition of lesson plan
A lesson plan is one of the essential parts that may lead English teachers
to gain the expected learning outcome. Nevertheless, to implement the
lesson plan so that the expected outcome can be met might be challenging
if conducted in a digital classroom. This study was aimed to unravel the
way a lesson plan was implemented in a digital classroom. A case study
was employed and the collected data from interview, classroom
observation, and document were analysed through an interactive model.
Findings revealed that both strength and weakness as a result of
implementing the lesson plan for a digital classroom were perceived by
the subjects. This study reached a conclusion that the lesson plan was
categorised as good, ie it conforms 86.9% to the components of the
curriculum 2013. Moreover, the challenges consisted of the aspects of the
network connection, preparation, and students‟ familiarity with the use of
the technology; meanwhile, the benefits covered the aspects of the
resources, students‟ skills and participation, and efficiency.

3.2 The Importance of a lesson plan

Lesson plan make the teaching easier. It is the guidance of teaching from
the very beginning until the end of teaching. “Lesson plans also provide
records that allow good, reflective teachers to go back, analyze their own
teaching (what went well, what didn't), and then improve it in the future”
[4]. It helps the teacher conduct her lesson in an orderly manner and it
allows students to know what they are going to learn.

11
 Lesson plan
Date: 19/8/2023
Teacher's name:Lubna Alghryani
Class profile: 10 male and female students aged 10 to 11
Level:primary 5 school
Lesson length: 40 minutes
Lesson name: our school
Main objectives:by the end of the lesson, student will be able in :
-Read and listen to the lesson then answer many questions with the
photos.
Materials: -white board , markers, data show.
- The questions, exercises from
English from libya primary 5 book.

PROCEDURE
Stage Objective Procedure Focus Time

Teacher smiles and greets T.S

Warm To engage the the students in order to S.T 5 to 10
up students break the ice T.S minutes
S.T
3 minutes
Lead in To prepare Teacher shows the pictures T-S
' pre students to the and read it to the students
reading lesson T-S
T Ask the S if they
understand it.
S-T
S Covered and keep going
to answer it.

12
EXERCISES
1- Look at the pictures then answer:

2-Read the picture then answer it:

13
14
3-point and say:

15
 Chapter four
Methodology, finding and discussion

4.0 Introduction
Explain what we can find and discuss this Chapter will tell us how we
result and particpent the research.
4.1 Research approach
This chapter is telling students if they understand more when
they read the lesson or when they show the pictures.
4.2 data collection
Will choose a group of 10 students 5 famale and 5 male , the
students will be tested by using pictures.
4.3 Area of study
The place will be able in the primary 5 school of libya
Benghazi .
4.4 analysis of results
Qualitative and this page of lesson is 12 page of the
book.

4.5 findings

Through this study, we want to conclude that students take in more

information through pictures or only from hearing and writing words.

Chapter five : the results

16
 5.0 conclusion

Concluding this research, we will find that some people can read and
deduce, and others must see pictures in order to be able to answer

Recommendations

In this research, I concluded that it is necessary to learn and master the

words or even vocabulary in order to make it easier for students to
understand the lesson.

-Bibliography-

17
Mohamed, S. M. (2016). Evaluating EFL students’ reading comprehension skills
with reference to the Department of English at Zawia University, Libya. Liverpool
John Moores University (United Kingdom).
Alhammali, M. A. A. (2019). How the reading strategies influence on EFL students’
comprehension skill at Sebha University in Libya. International Journal of Physical
and Social Sciences, 9(11), 14-20

AlManafi, A. O. S., Osman, S. Z. M., Magableh, I. S. I., & Alghatani, R. H. H.

(2023). The Effect of Blended Learning on the Primary Stage EFL Students' Reading
Comprehension Achievement in Libya. International Journal of Instruction, 16(2).

El Abbar, M. (2016). A lesson study of internet usage to enhance the development of

English language teaching in a Libyan university (Doctoral dissertation, University of
East Anglia).

Elmadwi, H. H., & Shepherd, R. (2014). A critical study of the problems faced by the
Libyan students in reading and comprehension of English as a foreign
language. IOSR Journal of Humanities and
Social Science (19), 1.
Soliman, S. (2013). Libyan teachers’ attitudes and believes regarding the use of EFL
authentic materials within reading lessons at universities levels in
Libya. International Journal of Learning & Development, 3(5), 121-129
Pathan, M. M., & Marayi, Z. E. (2016). Teaching English as a foreign language in Libyan schools:
Issues and challenges. International journal of English and education, 5(2), 19-39.

Quintana, J. (2018). English for libya (Repr 1). Garnet publishing ltd.

Appendix

18
Pictures Vocabulary Read

✔️✔️✔️ ✔️✔️✔️

19