UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS
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This study explores the effectiveness of theme-based learning in enhancing English reading comprehension and writing skills among non-English majors, specifically accounting students at the State Polytechnic of Ambon. Using a quasi-experimental pretest-post-test control group design, 50 fourth-semester students were divided into experimental and control groups, with the experimental group receiving 20 instructional sessions using the Theme-Based Model of Content-Based Instruction (CBI). The results demonstrated significant improvements in reading comprehension and writing skills in the experimental group, with 36% of students achieving "Excellent" scores in reading comprehension post-tests, compared to none in the pretest. Writing skills showed improvement across content, organization, grammar, word choice, and mechanics. Statistical analyses, including Paired Sample t-tests and regression analysis, confirmed the efficacy of this approach, which mainly benefited reading comprehension components like inference, sequencing, and vocabulary. At the same time, grammar and structure were pivotal in writing improvement. These findings highlight the importance of integrating theme-based learning into English curricula for non-English majors to address the gap between language proficiency and professional learning needs.
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Putra, H., & Sekewael, M. (2025). UNLOCKING POTENTIAL: THEME-BASED LEARNING TO IMPROVE NON-ENGLISH MAJORS’ READING AND WRITING SKILLS. English Review: Journal of English Education, 13(1), 47-56. https://doi.org/10.25134/erjee.v13i1.10556
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Referensi
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Almarshedi, R. M. (2022). Role of metalinguistic awareness in training for reading: A quasi-experimental study with Saudi EFL learners. F1000Research, 11(412). https://doi.org/10.12688/f1000research.109456.1
Anik, S., Suryani, F. B., Mohammad, K., & Bamiro, N. B. (2023). Development of student worksheets on technology development theme-based contextual teaching and learning. ICCCM Journal of Social Sciences and Humanities, 2(4), 21–28. https://doi.org/10.53797/icccmjssh.v2i4.4.2023
Bachega, D., & Carmo, J. dos Santos. (2023). The Paulo Freire “Method” in a Behavioral Reading of the Alphabetization. In Contributions of Behavior Analysis to Reading and Writing Comprehension (pp. 339–359). Springer International Publishing. https://doi.org/10.1007/978-3-031-40868-7_15
Basarir, F., & Sari, M. (2022). An action research on development of students' awareness of global issues through theme-based English language teaching. International Online Journal of Education and Teaching, 9(2), 811–840. Retrieved from https://eric.ed.gov/?id=EJ1343128
Bizetto, C. N. (2020). Content-based, task-based, or theme-based tasks aligned to 21st-century themes in teaching writing. Journal of Innovation in Social Science, 1(1), 19–25. Retrieved from http://8.218.148.162:8081/JISS/article/view/8
Boardman, C. A., & Frydenberg, J. (2008). Writing to communicate 2: Paragraphs and essays. Pearson
Chaojing, M. (2023). Approaches to designing interdisciplinary theme-based learning cases for primary and secondary schools. Advances in Educational Technology and Psychology, 7(10), 8–14. https://doi.org/10.23977/aetp.2023.071002
Djoumana, G. (2024). Investigating the effectiveness of theme-based instruction in raising English vocabulary mastery of primary school pupils. Retrieved from https://dspace.univ-ouargla.dz/jspui/handle/123456789/33192
Duong, T., & Tran, T. (2024). Teachers’ perceptions of theme-based instruction implemented in Vietnamese EFL classrooms. Electronic Journal of Foreign Language Teaching [e-FLT], 21(1), 20–35. https://doi.org/10.56040/tdtt2112
Flores, A. M. (2023). Theme-based role-play as an alternative approach in a task-based EFL learning and teaching environment. Academia. Literature and Linguistics Edition, (113), 301–327.
Herda, R. K., Margana, & Putro, N. H. P. S. (2023). Role of Collaborative Strategic Reading in Post-Pandemic EFL Reading Class: A Quasi-Experimental Study. Issues in Language Studies, 12(2), 211–226. https://doi.org/10.33736/ils.5491.2023
Howden, T., Bras, P. L., Methven, T. S., Padilla, S., & Chantler, M. J. (2021). Enhancing reading strategies by exploring a theme-based approach to literature surveys. arXiv preprint. Retrieved from https://arxiv.org/abs/2102.05374
Hoyou, A. M. (2021). A comparative analysis of theme-based and non-theme-based read-aloud. Aurora University.
Ishak, N., Noordin, N., Ismail, L., & Mustakim, S. S. (2023). Development, validity, and reliability of a theme-based CBI vocabulary module for ESL post-secondary tourism management students at an English-medium university. Arab World English Journal, 14(3), 351–367. https://doi.org/10.2139/ssrn.4593930
Ji, J., Cui, W., & Cheng, H. (2024). The application of thematic task-based active learning in business English speaking teaching. The Educational Review, USA, 8(3), 424–427. https://doi.org/10.26855/er.2024.03.015
Kilinc, S. (2020). A quasi-experimental examination of drama frames: A teacher professional development program that targets reading achievement. Proceedings of the 2020 AERA Annual Meeting. AERA. https://doi.org/10.3102/1574121
Koç, Ö., Altun, E., & Yüksel, H. G. (2022). Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies, 27(1), 845–866. https://doi.org/10.1007/s10639-021-10438-x
Liu, C. (2023). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614–5632. https://doi.org/10.1080/10494820.2021.2012812
Liu, W. (2023). Reflective practices in theme-based language instruction. Journal of Reflective Language Teaching, 5(1), 30–45.
Maming, K. (2022). Theme-based tasks with topics familiarity to promote learners' productive language skills at junior secondary education. Universitas Hasanuddin.
Maming, K., Yassi, A. H., Saleh, N. J., & Jubhari, R. R. (2023). Exploring theme-based tasks using familiar topics in promoting secondary learners’ speaking and writing skills. Diksi, 31(1), 98–111. https://doi.org/10.21831/diksi.v31i1.59414
Nelson, N., Skinner, K., & Barrera, E. S. (2022). The writing-reading nexus. In The Routledge International Handbook of Research on Writing (pp. 141–162). Routledge. https://doi.org/10.4324/9780429437991-12
Noviyanti, A., Anugrawati, N., & Azis, A. (2023). The use of theme-based teaching to improve the students’ writing skills in SMKN 5 Selayar: A pre-experimental research. English Language Teaching Methodology, 3(2), 185–192. https://doi.org/10.56983/eltm.v3i2.426
Okta, Z., Ashadi, A., Triyono, S., & Pranowo, D. D. (2023). Thematic structure in students’ writings: Implications on their ideas organization and development. Register Journal, 16(1), 49–72. https://doi.org/10.18326/register.v16i1.49-72
Pan, G. (2022). Application of theme-based approach and blended teaching model in college medical English teaching. Pacific International Journal, 5(3), 52–56. Retrieved from https://rclss.com/pij/article/view/197
Phan, T. N. L. (2024). Students' perceptions of the pros and cons of theme-based instruction in English classes. ICTE Conference Proceedings. Retrieved from http://i-cte.org/proceedings/index.php/ictep/article/view/66
Puspita, R. D., Hoerudin, C. W., & Yudiantara, R. A. (2020). Integrating thematic instruction using webbed curricula model to improve students' reading comprehension on informational text. Anatolian Journal of Education, 5(2), 1–18. https://doi.org/10.29333/aje.2020.521a
Rachmadani, F. (2022). The implementation of theme-based teaching to improve students’ English vocabulary in speaking. English Language Teaching Methodology, 2(2), 110–119. https://doi.org/10.56983/eltm.v2i2.99
Roe, B. D., & Burns, P. C. (2011). Informal Reading Inventory: Preprimer to Twelfth Grade (8th ed.). Cengage Learning.
Shibata, N. (2022). The effectiveness of theme-based instruction on Japanese university students’ lexical diversity in writing. Nagoya JALT Journal, 3(1), 78–105. https://doi.org/10.37546/JALTCHAP.NAGOYA3.1-4
Subaedah, S., Bundu, P., & Yahya, M. (2023). Development of a theme-based English learning model with contextual teaching and learning (CTL) approach to improve students’ reading skills. Asian Journal of Education and Social Studies, 45(1), 28–39. https://doi.org/10.9734/ajess/2023/v45i1975
Sun, J. (2023). The role of thematic content in enhancing reading comprehension in EFL contexts. Asian Journal of Education Studies, 12(1), 45–60.
Truman, S. E. (2023). An epistle outlining my queer-feminist orientation to reading/writing in qualitative research. In Writing and the Articulation of Postqualitative Research (pp. 149–156). Routledge. https://doi.org/10.4324/9781003280590-13
Wadi, A. S., Wathoni, H., & Sulaiman, A. A. B. (2021). The influence of theme-based language teaching on Indonesian students’ reading comprehension. International Journal of English and Applied Linguistics (IJEAL), 1(3), 169–177. https://doi.org/10.47709/ijeal.v1i3.1191
Walls, H., & Johnston, M. (2020). The fast feedback method: A quasi-experimental study of the use of formative assessment for primary students’ writing. Australian Journal of Learning Difficulties, 26(1), 21–46. https://doi.org/10.1080/19404158.2020.1862880
Wang, F., & Shen, Z. (2023). Research on theme-based teaching's effectiveness in English language education. The Educational Review, USA, 7(7), 962–967. https://doi.org/10.26855/er.2023.07.020
Wang, Y., & Xia, J. (2022). Theme-based instruction applied in teaching non-English majors in China and an empirical analysis. In Advances in Artificial Systems for Medicine and Education V (pp. 469–480). Springer International Publishing. https://doi.org/10.1007/978-3-030-92537-6_43
Yulsyofriend, Y., Anggraini, V., & Mafardi, M. (2022, June). Literacy development through theme-based song animation media during the COVID-19 pandemic in Bukittinggi. In 6th International Conference of Early Childhood Education (ICECE-6 2021) (pp. 238–241). Atlantis Press. https://doi.org/10.2991/assehr.k.220602.048
Yumei, L., Jiadi, H., Kang, Z., Mingyang, G., Liwang, J., Huanying, C., & Siyao, L. (2022). Practice of the theme-based teaching of big culture community in middle school English—Taking an example of a reading-to-write lesson with heterogeneous groups. IETI Transactions on Social Sciences and Humanities, 19, 1–14. https://doi.org/10.6896/IETITSSH.202208_19.0001
Yumei, L., Xiaolin, Q., Jialuo, X., Dingxiang, H., & Chunlan, L. (2023). The qualities of English teachers in theme-based instruction—An exploration about the humanity of the different teachings in the same reading and writing lesson in Grade 8. International Journal of New Developments in Education, 5(6), 28–39. https://doi.org/10.9734/ajess/2023/v45i1975
Zhang, M., & Tang, L. (2024). A review of content-based instruction on critical thinking in college English reading instruction. International Journal of Education and Humanities, 16(1), 177–181. https://doi.org/10.54097/3xwwds97
Zhou, J. (2020). A theme-based text analysis of an academic abstract in English and Chinese. Journal of Language Teaching and Research, 11(5), 1–13. https://doi.org/10.17507/jltr.1105.13
Aksoy, E. (2020). Theme-based instruction and integrated curriculum in the shadow of Turkey’s 2023 education vision. Journal of Language Teaching and Learning, 10(1), 1–18. Retrieved from https://jltl.com.tr/index.php/jltl/article/view/178
Almarshedi, R. M. (2022). Role of metalinguistic awareness in training for reading: A quasi-experimental study with Saudi EFL learners. F1000Research, 11(412). https://doi.org/10.12688/f1000research.109456.1
Anik, S., Suryani, F. B., Mohammad, K., & Bamiro, N. B. (2023). Development of student worksheets on technology development theme-based contextual teaching and learning. ICCCM Journal of Social Sciences and Humanities, 2(4), 21–28. https://doi.org/10.53797/icccmjssh.v2i4.4.2023
Bachega, D., & Carmo, J. dos Santos. (2023). The Paulo Freire “Method” in a Behavioral Reading of the Alphabetization. In Contributions of Behavior Analysis to Reading and Writing Comprehension (pp. 339–359). Springer International Publishing. https://doi.org/10.1007/978-3-031-40868-7_15
Basarir, F., & Sari, M. (2022). An action research on development of students' awareness of global issues through theme-based English language teaching. International Online Journal of Education and Teaching, 9(2), 811–840. Retrieved from https://eric.ed.gov/?id=EJ1343128
Bizetto, C. N. (2020). Content-based, task-based, or theme-based tasks aligned to 21st-century themes in teaching writing. Journal of Innovation in Social Science, 1(1), 19–25. Retrieved from http://8.218.148.162:8081/JISS/article/view/8
Boardman, C. A., & Frydenberg, J. (2008). Writing to communicate 2: Paragraphs and essays. Pearson
Chaojing, M. (2023). Approaches to designing interdisciplinary theme-based learning cases for primary and secondary schools. Advances in Educational Technology and Psychology, 7(10), 8–14. https://doi.org/10.23977/aetp.2023.071002
Djoumana, G. (2024). Investigating the effectiveness of theme-based instruction in raising English vocabulary mastery of primary school pupils. Retrieved from https://dspace.univ-ouargla.dz/jspui/handle/123456789/33192
Duong, T., & Tran, T. (2024). Teachers’ perceptions of theme-based instruction implemented in Vietnamese EFL classrooms. Electronic Journal of Foreign Language Teaching [e-FLT], 21(1), 20–35. https://doi.org/10.56040/tdtt2112
Flores, A. M. (2023). Theme-based role-play as an alternative approach in a task-based EFL learning and teaching environment. Academia. Literature and Linguistics Edition, (113), 301–327.
Herda, R. K., Margana, & Putro, N. H. P. S. (2023). Role of Collaborative Strategic Reading in Post-Pandemic EFL Reading Class: A Quasi-Experimental Study. Issues in Language Studies, 12(2), 211–226. https://doi.org/10.33736/ils.5491.2023
Howden, T., Bras, P. L., Methven, T. S., Padilla, S., & Chantler, M. J. (2021). Enhancing reading strategies by exploring a theme-based approach to literature surveys. arXiv preprint. Retrieved from https://arxiv.org/abs/2102.05374
Hoyou, A. M. (2021). A comparative analysis of theme-based and non-theme-based read-aloud. Aurora University.
Ishak, N., Noordin, N., Ismail, L., & Mustakim, S. S. (2023). Development, validity, and reliability of a theme-based CBI vocabulary module for ESL post-secondary tourism management students at an English-medium university. Arab World English Journal, 14(3), 351–367. https://doi.org/10.2139/ssrn.4593930
Ji, J., Cui, W., & Cheng, H. (2024). The application of thematic task-based active learning in business English speaking teaching. The Educational Review, USA, 8(3), 424–427. https://doi.org/10.26855/er.2024.03.015
Kilinc, S. (2020). A quasi-experimental examination of drama frames: A teacher professional development program that targets reading achievement. Proceedings of the 2020 AERA Annual Meeting. AERA. https://doi.org/10.3102/1574121
Koç, Ö., Altun, E., & Yüksel, H. G. (2022). Writing an expository text using augmented reality: Students’ performance and perceptions. Education and Information Technologies, 27(1), 845–866. https://doi.org/10.1007/s10639-021-10438-x
Liu, C. (2023). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614–5632. https://doi.org/10.1080/10494820.2021.2012812
Liu, W. (2023). Reflective practices in theme-based language instruction. Journal of Reflective Language Teaching, 5(1), 30–45.
Maming, K. (2022). Theme-based tasks with topics familiarity to promote learners' productive language skills at junior secondary education. Universitas Hasanuddin.
Maming, K., Yassi, A. H., Saleh, N. J., & Jubhari, R. R. (2023). Exploring theme-based tasks using familiar topics in promoting secondary learners’ speaking and writing skills. Diksi, 31(1), 98–111. https://doi.org/10.21831/diksi.v31i1.59414
Nelson, N., Skinner, K., & Barrera, E. S. (2022). The writing-reading nexus. In The Routledge International Handbook of Research on Writing (pp. 141–162). Routledge. https://doi.org/10.4324/9780429437991-12
Noviyanti, A., Anugrawati, N., & Azis, A. (2023). The use of theme-based teaching to improve the students’ writing skills in SMKN 5 Selayar: A pre-experimental research. English Language Teaching Methodology, 3(2), 185–192. https://doi.org/10.56983/eltm.v3i2.426
Okta, Z., Ashadi, A., Triyono, S., & Pranowo, D. D. (2023). Thematic structure in students’ writings: Implications on their ideas organization and development. Register Journal, 16(1), 49–72. https://doi.org/10.18326/register.v16i1.49-72
Pan, G. (2022). Application of theme-based approach and blended teaching model in college medical English teaching. Pacific International Journal, 5(3), 52–56. Retrieved from https://rclss.com/pij/article/view/197
Phan, T. N. L. (2024). Students' perceptions of the pros and cons of theme-based instruction in English classes. ICTE Conference Proceedings. Retrieved from http://i-cte.org/proceedings/index.php/ictep/article/view/66
Puspita, R. D., Hoerudin, C. W., & Yudiantara, R. A. (2020). Integrating thematic instruction using webbed curricula model to improve students' reading comprehension on informational text. Anatolian Journal of Education, 5(2), 1–18. https://doi.org/10.29333/aje.2020.521a
Rachmadani, F. (2022). The implementation of theme-based teaching to improve students’ English vocabulary in speaking. English Language Teaching Methodology, 2(2), 110–119. https://doi.org/10.56983/eltm.v2i2.99
Roe, B. D., & Burns, P. C. (2011). Informal Reading Inventory: Preprimer to Twelfth Grade (8th ed.). Cengage Learning.
Shibata, N. (2022). The effectiveness of theme-based instruction on Japanese university students’ lexical diversity in writing. Nagoya JALT Journal, 3(1), 78–105. https://doi.org/10.37546/JALTCHAP.NAGOYA3.1-4
Subaedah, S., Bundu, P., & Yahya, M. (2023). Development of a theme-based English learning model with contextual teaching and learning (CTL) approach to improve students’ reading skills. Asian Journal of Education and Social Studies, 45(1), 28–39. https://doi.org/10.9734/ajess/2023/v45i1975
Sun, J. (2023). The role of thematic content in enhancing reading comprehension in EFL contexts. Asian Journal of Education Studies, 12(1), 45–60.
Truman, S. E. (2023). An epistle outlining my queer-feminist orientation to reading/writing in qualitative research. In Writing and the Articulation of Postqualitative Research (pp. 149–156). Routledge. https://doi.org/10.4324/9781003280590-13
Wadi, A. S., Wathoni, H., & Sulaiman, A. A. B. (2021). The influence of theme-based language teaching on Indonesian students’ reading comprehension. International Journal of English and Applied Linguistics (IJEAL), 1(3), 169–177. https://doi.org/10.47709/ijeal.v1i3.1191
Walls, H., & Johnston, M. (2020). The fast feedback method: A quasi-experimental study of the use of formative assessment for primary students’ writing. Australian Journal of Learning Difficulties, 26(1), 21–46. https://doi.org/10.1080/19404158.2020.1862880
Wang, F., & Shen, Z. (2023). Research on theme-based teaching's effectiveness in English language education. The Educational Review, USA, 7(7), 962–967. https://doi.org/10.26855/er.2023.07.020
Wang, Y., & Xia, J. (2022). Theme-based instruction applied in teaching non-English majors in China and an empirical analysis. In Advances in Artificial Systems for Medicine and Education V (pp. 469–480). Springer International Publishing. https://doi.org/10.1007/978-3-030-92537-6_43
Yulsyofriend, Y., Anggraini, V., & Mafardi, M. (2022, June). Literacy development through theme-based song animation media during the COVID-19 pandemic in Bukittinggi. In 6th International Conference of Early Childhood Education (ICECE-6 2021) (pp. 238–241). Atlantis Press. https://doi.org/10.2991/assehr.k.220602.048
Yumei, L., Jiadi, H., Kang, Z., Mingyang, G., Liwang, J., Huanying, C., & Siyao, L. (2022). Practice of the theme-based teaching of big culture community in middle school English—Taking an example of a reading-to-write lesson with heterogeneous groups. IETI Transactions on Social Sciences and Humanities, 19, 1–14. https://doi.org/10.6896/IETITSSH.202208_19.0001
Yumei, L., Xiaolin, Q., Jialuo, X., Dingxiang, H., & Chunlan, L. (2023). The qualities of English teachers in theme-based instruction—An exploration about the humanity of the different teachings in the same reading and writing lesson in Grade 8. International Journal of New Developments in Education, 5(6), 28–39. https://doi.org/10.9734/ajess/2023/v45i1975
Zhang, M., & Tang, L. (2024). A review of content-based instruction on critical thinking in college English reading instruction. International Journal of Education and Humanities, 16(1), 177–181. https://doi.org/10.54097/3xwwds97
Zhou, J. (2020). A theme-based text analysis of an academic abstract in English and Chinese. Journal of Language Teaching and Research, 11(5), 1–13. https://doi.org/10.17507/jltr.1105.13