MAKING THE BEST USE OF A TEXTBOOK IN INDONESIAN TERTIARY EFL READING CLASSROOMS
Nowadays, EFL reading textbooks have adjusted their level of linguistic difficulties to their prospective users and provide texts about a variety of topics, detailed explanation of reading skills and practices, not to mention the smart lay-out and good quality of paper, all aiming at facilitating both students and teachers to successfully learn and teach reading, respectively. However, having qualified reading textbooks, teachers cannot take for granted that their students will directly appreciate reading and the textbook selected for the course because in some places extensive reading may not be part of the people's routine, and may not be considered to be very important by the authority. This article provides several useful techniques to take a full advantage of textbooks in A. M. Da Silva, Making the Best Use ofa Textbook 21 EFL reading classrooms in the aforementioned context.
The Effect of ESL Students' Perceptions of Their Cognitive Strategies on Reading Achievement
U Although a few studies have investigated the cognitive reading strategies used by Hispanic ESL students (Block, 1986; Knight, Padron, & Waxman, 1985), the effect of these students' use of strategies on reading achievement has not been specifically examined. Furthermore, most of these studies have used think-aloud procedures and verbal reports to identify reading strategies, a methodology that has been questioned because students sometimes have difficulty assessing metacognitive processes (Afflerbach & Johnston, 1984; Ericsson & Simon, 1984). On the other hand, a few studies have successfully used self-report instruments to identify the cognitive reading strategies used by students (Hahn, 1984; Paris & Myers, 1981). These instruments, however, have not been used with Hispanic ESL students, nor have they specifically examined the relationship between students' reported use of cognitive reading strategies and performance on measures of reading comprehension.
A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program
The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.