Functions and relevance of a newspaper in enhancing reading ability

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Шеримбетова, М., & Раушан, К. (2023). Functions and relevance of a newspaper in enhancing reading ability . Ренессанс в парадигме новаций образования и технологий в XXI веке, 1(1), 292–297. https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp292-297
М Шеримбетова, Международный казахско-турецкий университет имени Х.А.Ясави

Старший преподаватель

К Раушан, Международный казахско-турецкий университет имени Х.А.Ясави

студент 4 курса

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Аннотация

Newspapers are a tool for educational and personal empowerment. Newspapers are the best sources for the information and evolution in every field. Newspapers have to become more independent, more economical interpreter of information. It helps for the development of skills for the intellectual and personal empowerment. In the 21st century newspaper plays an essential role because they provide global information for every person whether he or she is businessman, politician, shopkeeper, teacher and student.


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FUNCTIONS AND RELEVANCE OF A NEWSPAPER IN ENHANCING

READING ABILITY

Sherimbetova M.A.

Turkestan, Kazakhstan

Senior lecturer

Khoja Akhmet Yassawi International Kazakh-Turkish University

e-mail:

meruert.sherimbetova@ayu.edu.kz

Raushan K.

Turkestan, Kazakhstan

4th year student

Khoja Akhmet Yassawi International Kazakh-Turkish University

Newspapers are a tool for educational and personal empowerment. Newspapers

are the best sources for the information and evolution in every field. Newspapers have to
become more independent, more economical interpreter of information. It helps for the
development of skills for the intellectual and personal empowerment. In the 21st century
newspaper plays an essential role because they provide global information for every
person whether he or she is businessman, politician, shopkeeper, teacher and student.

Newspapers are one of the few sources of information that are comprehensive,

interconnected, and offered in one format. They provide application of the information
reading, critical thinking, analytical skills, and synthesis skills needed for comprehension.
Newspapers help college students to make connections among different fields, subjects,
topics, issues, and events, and hence help them ask the right questions. Newspapers must
enable students, statements, behaviors, and hands-on issues of candidates, and provide
verbatim transcripts. It also enables to students for reading the texts of important
speeches, press releases, statements, and reports so they can draw their own conclusions.
No doubt, newspaper is more important for the development of analytical skill and
critical skill but there are many students who don’t read newspaper. Newspaper
nonreaders were defined as those who offer a negative response to have read a newspaper
yesterday or today? There are many reason because of lack of time of read, the high cost
of the newspaper, too much advertising, large size of newspaper, the editorial stance of
the newspaper and dissatisfaction with new coverage.

There are different arguments of non-readers newspaper like some believe that

they have less time, extra work load. Some believe that newspaper present more negative
daily news like terrorism, rape, accident, murders which affect on the students. Some
researchers believe that mostly female college students don’t read newspaper because
they give preference to the bookish content material. Some believe that they prefer to use
another medium; television, radio and magazines for news and information [1]. They also
believe that tough language, newspaper content or dislike of reading which effect on the
non-reader. After discussion about newspaper reading we can conclude that newspaper
increase different skills and abilities.

And first of them is a critical thinking. Critical thinking is essential in history

because all students need to evaluate, assess, analyze, conceptualize, and judge what is
presented as information or facts. Critical thinking skills are important in a democracy
where citizens need to be informed in order to make judgments and decisions. Critical


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thinking skills consist of fundamental concepts of how we understand and learn and are
the epitome of education critical thinking is “the process of evaluating what other people
say or write to determine whether to believe their statements.” Critical thinking consists
of “assessing authenticity, accuracy, and worth of knowledge claims and arguments.”
Critical thinking is purposeful and reflective judgment about what to believe or do in
response to observations, experience, verbal or written expressions, or arguments.
Critical thinking might involve determining the meaning and significance of what is
observed or expressed or concerning a given inference or argument, determining whether
there is adequate justification to accept the conclusion as true. Hence, Fisher & Scriven
define critical thinking as “Skilled, active, interpretation and evaluation of observations,
communications, information, and argumentation” [2].

Critical thinking gives due consideration to the evidence, the context of judgment,

the relevant criteria for making the judgment well, the applicable methods or techniques
for forming the judgment, and the applicable theoretical constructs for understanding the
nature of the problem and the question at hand. Critical thinking employs not only logic
but broad intellectual criteria such as clarity, credibility, accuracy, precision, relevance,
depth, breadth, significance and fairness. Critical thinking can occur whenever one
judges, decides, or solves a problem; in general, whenever one must figure out what to
believe or what to do, and do so in a reasonable and reflective way. Reading, writing,
speaking, and listening can all be done critically or uncritically. Critical thinking is
crucial to becoming a close reader and a substantive writer. It can be developed with the
help of some tools raises vital questions and problems, formulating them clearly and
precisely; gathers and assesses relevant information, using abstract ideas to interpret it
effectively; comes to well-reasoned conclusions and solutions, testing them against
relevant criteria and standards; thinks open-mindedly within alternative systems of
thought, recognizing and assessing, as need be, their assumptions, implications, and
practical consequences; and communicates effectively with others in figuring out
solutions to complex problems; without being unduly influenced by others thinking on
the topic.

Critical thinking is about being both willing and able to evaluate one’s thinking.

Thinking might be criticized because one does not have all the relevant information -
indeed, important information may remain undiscovered, or the information may not
even be knowable, or because one makes unjustified inferences, uses inappropriate
concepts, or fails to notice important implications [3]. One’s thinking may be unclear,
inaccurate, imprecise, irrelevant, narrow, shallow, illogical, or trivial, due to ignorance or
misapplication of the appropriate skills of thinking. On the other hand, one’s thinking
might be criticized as being the result of a sub-optimal disposition. The dispositional
dimension of critical thinking is characterological. Its focus in developing the habitual
intention to be truth-seeking, open-minded, systematic, analytical, inquisitive, confident
in reasoning, and prudent in making judgments. Those who are ambivalent on one or
more of these aspects of the disposition toward critical thinking, or who have an opposite
disposition [and are intellectually arrogant, biased, intolerant, disorganized, lazy,
heedless of consequences, indifferent toward new information, mistrustful of reasoning,
imprudent are more likely to encounter problems in using their critical thinking skills.
Failure to recognize the importance of correct dispositions can lead to various forms of


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self-deception and closed-mindedness, both individually and collectively. When persons
possess intellectual skills alone, without the intellectual traits of mind, weak sense critical
thinking

results. Fair-minded or strong sense critical thinking requires intellectual

humility, empathy, integrity, perseverance, courage, autonomy, confidence in reason, and
other intellectual traits. Thus, critical thinking without essential intellectual traits often
results in clever, but manipulative and often unethical, thought. In short, the sophist, the
con artist, the manipulator often uses intellectually defective but effective forms of
thought. While critical thinking skills might be considered largely «objective», few
humans notice the degree to which they uncritically fail to discern their own
“subjectivity” and one-sidedness [4].

And next one is a logical thinking. Logical thinking is thinking in terms of causes

and consequences, which in its turn means that it is sequential thinking. Logical thinking
means following a train of thought. It is like looking into and predicting the future: if this
happens, then that will happen. However, this has nothing to do with fortune telling. It is
based on the interpretation of certain prevalent conditions and then predicting what will
happen if the same conditions continue to prevail. ability to think logically is of immense
practical importance in our daily lives. Day after day, from moment to moment, we are
busy interpreting available evidence and making predictions on what will happen next.
When I walk along the sidewalk, it is my interpretation of the available evidence that
leads me to the conclusion that it will be safe to put a foot forward for the next step. The
moment conditions change — for example, if I hear a gunshot — I may have to
reinterpret, and may then conclude that it is no longer safe to put a foot forward for a next
step. Logical thinking is not only of great importance in our everyday lives, but is also a
skill that is indispensable for children in school. Very little of what happens in any
learning situation is not dependent on logical thinking. It is therefore of the utmost
importance that parents should as early in life as possible teach their children this very
important skill. Newspaper develop comprehend reading and skills of students. It helps to
use the information in critical and logically way. It helps to synthesize the information
analytically. So, analytically abilities are formed collectively in critically and logically
thinking.

And the last one is analytical thinking. It develops the capacity to think in

thoughtful, discerning way, to solve the problem, analyzes the data, recall and use
information. The ability of scrutinize and break down fact and thoughts into their
strengths and weakness. Analysis task, therefore, is not to describe the work. Its task,
essentially, is to reveal as clearly as possible the problem of each particular work. “To
Analyze” means much the same as to become aware of a work as a force-field organized
around a problem. It is referred by B.S. Bloom as intellectual abilities and skills [5]. This
ability plays a very important part during the college career of any students. When the
idea is presented one after the other, how far the student is able to analysis the
relationship existing among them so that he/she can have total grasp of all the idea put
together is known from the amount of this ability one possesses. Newspaper article in
which idea are well-sknit, one idea follows another in a logically connected fashion. In
fact, in such articles one idea will be clear only one has a clear analysis of the previous
one. When two ideas are such that the understanding of the first idea is prerequisite for
understanding the second, they may be said to be connected. One is said to have analysis


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the first idea. If he obtains a complete knowledge of its implications, its meaning in
various context etc., applies it another situation and gets a clear idea of the basis first one.
If this process carried out in the reader’s mind, the reader may be said to have analysis
between two ideas [6].

Besides language learners can earn a lot of benefits from newspapers, especially

when it comes to their reading skills. Learners would be taught two techniques:
skimming and scanning. These techniques would enable them to identify the general idea
and main details of an article within a minimum of time. Furthermore, learners would be
introduced to two forms of reading: intensive and extensive reading. In intensive reading,
learners would tackle articles closely and become aware of text organization, justify the
use of certain context based expressions and get acquainted with different writing styles
used in different types of articles. It is worth adding that intensive reading sometimes
requires handling difficult readings which might usually exceeds the learners’ level of
comprehension. However, such practice would normally be considered a boost to the
learners’ abilities. On the other hand, extensive reading would allow learners to practice
reading on a daily basis and thus get familiar with a good number of topics and articles
classified under different genres.

Nelson said this in 1976: “One cannot master English spelling unless one read

widely.” Thus reading newspaper can make one to read faster and meaningful, in
addition, is become paramount to mote that all language skills are interrelated. In short, a
newspaper has got following functions:

Newspaper enables one to know more about one’s self, to solve problems, both

personal and general issues.

Life and society are dynamic, so newspaper is necessary to take care of the

changing nature of life, so as to give students an insight in to what is happening and
changes in the society.

Newspaper assists both libraries and information agencies in the state and in the

nation, because it serves as the starting point of obtaining new information.

Newspaper enhances reading ability, and increase commands of language and

reading skills in general.

I found a poll that was taken from students of one university in Nigeria. This poll

was conducted in the form of questionnaire. The aims of this research was written below:

To collect information about educational element found in newspaper which can

enhances reading ability among students of English language in Usmanu Danfodiyo
University, Sokoto.

To collect information about educational materials contained in newspaper which

student of English language are conversant of familiar with. And other likely problems
which students encounter in relation to reading newspapers.

To collect information on why some students find it difficult to read newspaper.

And also to find out the target population, that is who fill the questionnaires from which
department he or she belong to? And also to obtained information about the level of those
who filled the questionnaire.

All this information obtained are useful to the research or one can say are the basic

tools of the business in finding the required information.


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The results of the poll were published in table form. So I would like show them

shortly [7].

Here Q is a question; A is an answer.

Q1: Do you read a newspaper?
A: 45 respondents representing 75% are those who read newspaper much than those who
do not read. While those who not read were 15 respondents representing 25% from the
respondents.
Q2. What kind of newspaper do you read?
A: Those who read weekly newspapers were 20 representing 33.3% while those who read
evening newspaper were 15 representing 25%, like wise those who preferred to read
daily newspapers were 10 represent 16.7% and those who read sport newspapers were 15
representing 25% from the all total respondents.
Q3. What time or period do you read a newspaper?
A: Twenty two respondents preferred to read newspapers in the morning time, which
represent 36.7% while on the other hand 14 respondents preferred to read newspapers in
evening time representing 23.3% while 13 respondents decided to read newspaper in the
night time representing 21.7% and eleven respondents are to read newspapers in any time
representing 18.3% from the total respondents.
Q4. How often do you read a newspaper?
A: Majority of the students read newspapers weekly while small number of students
assert that they read newspapers daily.
Q5.Do you comprehend all what you read?
A: It is clear that majority of students comprehend all what they read in the newspaper,
because they were thirty-nine (39) respondents representing 65% while twenty-one
respondents said they read newspapers but they do not comprehend all what they read
which represent 35% from the total respondent.
Q6. Do you have a favorite newspaper?
A: Twenty five (25) respondents have their favorite newspapers representing 41.7%
percent, while thirty-five said no representing 58.3% from the total respondents.
Q7. How do you find reading newspaper?
A: Twenty-four respondents find reading newspapers interesting which represents 40%.
While fifteen respondents do read newspaper not interesting which is represent 25%
percent, and those who find reading newspapers very interesting were twenty-one
representing 35% percent from the total respondents.
Q8. Do you consider reading newspaper as a part of education?
A: Thirty-eight respondents representing 63.3% considered newspapers as part of
education. While nine said no reading newspapers is not part of education and thirteen
representing 21.7% decides not answer the questions.
Q9. Do you agree that newspaper contains some element of education?
A: 45 respondents representing 75% percent, agree that newspapers contained some
educational element. While 10 representing 16.7% disagree with the above statement and
five remain silent on the question.
Q10. Do you agree that reading newspaper enhance reading ability?
A: 35 respondents representing 58.3% percent agreed that, reading newspapers enhances
reading ability. While on the other hand 15 respondents representing 25% percent said


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reading newspapers does not enhances reading ability and 10 Respondents representing
16.7% remain silent. Therefore in consideration to the above data presented that, majority
of the students agreed that reading newspapers enhances reading ability.
Q11.Do you come across any problem so far, in connection with newspaper reading?
A: 40 respondents representing 66.7% of the total respondents do not encounter any
problem while reading newspaper, while 14 respondents representing 23.3% do
encounter some problem while reading newspaper and 6 respondents representing 10%
did not respond about the question. To address the question, hence, we can deduce that,
majority of the students do not encounter any problem while reading newspaper.
Q12.Why do you think some students find it difficult to read newspaper?
A: Thirty respondents representing 50% of the total respondents explained that some
students find it difficult to read newspapers because they have lack or interest in reading
it. While seventeen respondents representing28.3% percent explained that some students
were lazy to read newspaper. While 13 respondents representing 21.7% were saying, it is
a financial stress that hinders many students from reading newspapers.

As you see on the text above, in spite of not every student reads a newspaper, most

of them agree that it contains educational elements. It means they consider a newspaper
as a part of education. In conclusion, it is revealed the influence of newspaper in
enhancing reading ability of students.

REFERENCES:

1.

Cheyney, A.B. Teaching reading skills through the newspaper. Newark:

International Reading Association. 1992.
2.

Daly, B. Facilitating discussions of newspaper articles in the ESL/EFL classroom.

The internet TESL Journal, (7). 2004, 232-252.
3.

Elmadwi, M.H. A study of the significance of using newspapers as an instrument

to develop reading and comprehension skills for learning of English as a second
language. International Journal of English language, literature and humanities. Vol. 1,
No5. 2014, 560-580.
4.

Kenji, K. «Teaching English through newspapers». English literacy society of

Doshisha University. 1995
5.

Kim, I. The headlines and sentence structure in English language newspapers.

Educational research. USA. 2005
6.

Mehata, N.K. English newspapers: Exploring innovative methodological

paradigm. A study into classroom dynamics. Romanian Journal of education. Vol.1, No
1, 2010, pp. 55-60.
7.

Babalola, E.A. Newspapers as instruments for building literate communities: The

Nigerian experience. Nordic journal of African studies 11 (3), 2002, 403-410



Библиографические ссылки

Cheyney, A.В. Teaching reading skills through the newspaper. Newark: International Reading Association. 1992.

Daly, B. Facilitating discussions of newspaper articles in the ESL/EFL classroom. The internet TESL Journal, (7). 2004, 232-252.

Elmadwi, M.H. A study of the significance of using newspapers as an instrument to develop reading and comprehension skills for learning of English as a second language. International Journal of English language, literature and humanities. Vol. 1, No5. 2014,560580.

Kenji, K. «Teaching English through newspapers». English literacy society of Doshisha University. 1995

Kim, I. The headlines and sentence structure in English language newspapers. Educational research. USA. 2005

Mehata, N.K. English newspapers: Exploring innovative methodological paradigm. A study into classroom dynamics. Romanian Journal of education. Vol.l, No 1,2010, pp. 55-60.

Babalola, E.A. Newspapers as instruments for building literate communities: The Nigerian experience. Nordic journal of African studies 11 (3), 2002, 403-410

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