TEACHING READING COMPREHENSION OF NARRATIVE TEXT BY COMBINING SAY SOMETHING STRATEGY WITH TWO COLUMN NOTES STRATEGY FOR JUNIOR HIGH SCHOOL ABSTRAK

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1 TEACHING READING COMPREHENSION OF NARRATIVE TEXT BY COMBINING SAY SOMETHING STRATEGY WITH TWO COLUMN NOTES STRATEGY FOR JUNIOR HIGH SCHOOL Oleh : *) CIPTAWATI **) Dona Alicia, Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Membaca merupakan salah satu keahlian penting yang harus dimiliki oleh seorang pelajar dalam proses belajar mengajar, namun banyak dari siswa mengalami kesulitan ketika membaca kalimat dalam bahasa inggris,serta sulit dalam memahami makna dalam sebuah text. Hal tersebut disebabkan oleh kurangnya kosa kata serta kurangnya pemahaman tentang unsur-unsur dari teks yang mereka baca. Salah satu strategy belajar yang dapat digunakan untuk membantu siswa dalam meningkatkan pemahaman dalam membaca terutama pada teks narrative adalah dengan mengkombinasikan Say Something Strategy dan Two Column Notes strategy. Makalah ini bertujuan untuk manambah strategi pengajaran dalam bahasa inggris terutama dalam membaca pemahaman ( Reading Comprehension). Dalam strategi siswa diminta untuk dapat memprediksi teks yang akan dibaca melalui sebuah gambar yang berkaitan dengan teks yang akan dibaca. Kemudian, siswa diminta untuk menuliskan hasil prediksinya dalam dua buah kolom yang terdiri dari topic dan detail. Selanjutnya, diminta untuk membaca teks yang sebenarnya dan berhenti pada bagian tertentu, kemudian salah satu siswa diminta untuk mengucapkan sesuatu yang dipahami sesuai dengan apa yang telah dibaca sebelumnya. Sehingga dengan menkombinasikan dua strategi ini siswa tidak hanya memahami teks tersebut tetapi juga mampu mengucapkan dan berbagi informasi dengan siswa lainnya tentang apa yang mereka pahami dari teks bacaan yang telah dibaca. Key word: Say Something Strategy, Two Column Notes Strategy, Teaching Reading Comprehension

2 INTRODUCTION Reading is one of the four skills in English beside listening, speaking and writing. Since, reading is not an easy language skill to be mastered by students, it must be arranged in such a way in order to help students to understand the text and to improve their reading ability. However, teaching of those texts is not easy task, mainly for teaching narrative. Many students got difficulty in understanding narrative text. Most of them think that narrative text is the same with recount text. Not only that most of them difficult to read word by word. These problems were caused by some factors, first the students had low motivation because the teacher unable to explain the material and did not have effective strategy to make students interested in learning process until they got bored during the lesson. Second, the students unusual to read the word in English and they don t have self confidence when they will read the English text. The last cause is the meaning of the sentence from the text that difficult to understand by students because of the lacking of vocabulary. REVIEW OF RELATED LITERATURE Harmer (1998:68) states that teaching reading is useful for other purpose too any exposure to English (provided students understand it more or less) is a good thing for language students. DICUSSION Brownlie (2005:7) states that say something strategy is the strategy that involves everyone in the group and gives the students considerable control over the conversation. In this case, the writer follows some point of procedure from Kucker (1996:211) and Brainbrisge (1999:163), cause each of experts can be collaborate to be a good procedure in teaching reading. So, the procedures as follow: a. Inform students that they will be reading and discussing with a partner. b. The teacher selects a piece of text and divides the passage to the students.

3 c. The text is read to the previously selected point. When stopping point has been reached, ask the students to turn to their partner and say something about the text. d. The teacher engages the students to give comment they made as they read. Furthermore, Winehern (2006:1430) explains that two column notes strategy is the strategy that helps the students to organize the information they have read. For this time the writer follows the points from Eller (2009:186). So, there are four procedures of two column note strategy: a. Copy two column notes prediction. b. On the right side, have students record their thought process behind those predictions. c. Lead a students in discussion about understanding the concept, keyword, phrases from the text based on the illustration. d. Have students share their predictions. CONCLUSION ANSUGESSTION Referring to the discussion above, the writer can be concludes that reading is an activity to catch the ideas and as communication between the writer and reader through the message in their written text. Combining of say something with two column note strategy is the new way for teacher in teaching reading comprehension of narrative text in which the students more active then students. By combining say something strategy with two column note strategy, the writer gives some suggestions for the English teacher in using those strategies: First, the teacher should comprehend each step of the strategy. Second, the teacher should be able choose the appropriate topic. Finally, the teacher should be creative and interactive than the students. REFERENCES Brianbrigde, Joyce Learning with Literature in the Canadian. Canada: Universisty of Alberta Press.

4 Browline, Faye Grand Converstaion, Thoughtful Responses A Unique Approach toliterature Circles. Canada: Highnell Printing the Regular Classroom. Minreapolies: Free Spalt Publishing,Inc Ellery, Valerie Creating Strategies Reders. New York: International Reading Association, Inc Harmer, Jeremy How to Teach English. Malaysia: Pearson Education Limited Klinger, K, Janette Teaching Reading Comprehnsion to Students With Learning Difficulties. New York, London: The Guildford Press Mclaughlin, Maureen Guided Comprehension In Action. Canada: International Reading Association, Inc Meltzer, Lynn Promoting Executive Function In The Classroom. New York: Guilford Press Winehine, Susan, Teaching Kids With Learning Difficulties in

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