TEACHING READING IN NARRATIVE TEXT BY USING PREDICT-O- GRAM STRATEGY COMBINED WITH JIGSAW STRATEGY AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL

Ukuran: px

Mulai penontonan dengan halaman:

Download "TEACHING READING IN NARRATIVE TEXT BY USING PREDICT-O- GRAM STRATEGY COMBINED WITH JIGSAW STRATEGY AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL"

Hadian Pranoto
6 tahun lalu
Tontonan:

1 TEACHING READING IN NARRATIVE TEXT BY USING PREDICT-O- GRAM STRATEGY COMBINED WITH JIGSAW STRATEGY AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL By: Nosa Reza *) **) Yulmiati, S.S., M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Proses belajar mengajar Bahasa Inggris diperlukan adanya suatu strategi pengajaran yang tepat dan efektif. Pengajaran yang tepat dan efektif sangat membantu siswa untuk lebih meningkatkan kemampuan mereka didalam belajar Bahasa Inggris. Kompetensi siswa didalam belajar Bahasa Inggris tergantung pemahaman mereka terhadap suatu bacaan baik berupa buku, koran, majalah dan materi pembelajaran. Namun, pemahaman siswa terhadap Bahasa Inggris tidak hanya ditingkatkan melalui strategi pengajaran, tetapi juga diperlukan suatu strategi yang efektif dalam mengevaluasi kemampuan siswa untuk membaca teks yang dibaca. Dengan menggunakan strategi kombinasi Predict-O-Gram dan Jigsaw dalam mengevaluasi kemampuan membaca siswa, guru dapat mengetahui tingkat kemampuan dan kelancaran siswa terhadap teks yang dibaca. Dengan menggabungkan strategi Predict-O-Gram dan Jigsaw, dalam penerapan aplikasinya terlebih dahulu guru membagi siswa dalam kelompok dan mendistribusikan chart dan teks naratif kepada siswa. Selanjutnya siswa diminta menganalisis dan memprediksikan kosakata baru yang berhubungan dengan struktur cerita seperti karakter, tempat, tindakan dan penyelesaian cerita tersebut. Kemudian anggota kelompok dengan topik yang sama membentuk kelompok dan mendiskusikan hasil prediksi tersebut berdasarkan apa yang sudah mereka pelajari. Selanjutnya siswa kembali ke kelompok semula dan mengajarkan informasi yang didapat kepada anggota yang lain. Dengan adanya penggabungan strategi ini dapat membantu siswa dalam memahami alur cerita dengan cepat dan dapat membantu siswa untuk meningkatkan kosakata siswa dalam membaca. Key word: Predict-O-Gram strategy combined with Jigsaw strategy *) Penulis **) Pembimbing INTRODUCTION Reading is one of the important skills for students besides listening, speaking, and writing. Through reading, the students are able to increase knowledge, get information or ideas from what they read. Furthermore, the students will comprehend many kinds of the text that is stated in reading material. So

2 that, the students can be master the lesson as well. From the statement above, that reading is very essential and necessary for students. In reading skill, the students are expected to comprehend various kinds of the text. Based on the KTSP (2006), the standard competency of reading in Senior High School is to understand the meaning of the words and sentences from the short functional text and monolog text. However, based on the writer s experiences in teaching English at Junior High School 9 Padang, most of students got difficulties in comprehending in reading texts. First, the students are lack vocabulary. It make the students were not familiar with the word. Second, the students did another activity like made homework or task from another while they learned. Third, the students could not understand the text because they did not know important words in the text. Fourth, in many cases, most of students were able to read but they did not understand to what they read. Moreover, the students were not interest in teaching reading because the teacher likes to use texts on the student s English book in teaching learning process. Consequent, it make the students bored, not spirit and not motivated for studying. In here, the writer interested to combining Predict-O-Gram Strategy with Jigsaw Strategy in teaching reading. By combining of these strategies, it will make the students more concentration in comprehending the text and also it is appropriate to be applied in teaching learning process, especially in reading skill and it can improve the student s reading achievement. REVIEW OF RELATED LITERATURE Reading is a skill that is important in learning English in which it needs the understanding of the meaning that provided in the text. In other word, reading is a skill which has complicated process. According to Nunan (2003:8), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. It means that in reading, the reader s

3 knowledge integrates with the information from the text to create the meaning. Teaching reading is how the way of teacher to attract the students is interesting to read books or something. Teaching can help students in comprehending a text easily. It is also designed to make the students have sufficient capacity. Long (2009:215) describes that teaching reading is how students to understand a given texts when there are gaps their linguistic skills. It means, in teaching reading the teacher use the appropriate way to guide the students can understand about the text. The narrative text constitutes a story in form fiction that populated by children and adult because it entertains, amuses and interests them. Usually, the narrative text not only tells about human life but also tells about animals. Sometimes, in the story they can be active and do everything as human. Moreover, narrative text constitutes one of several kinds of text that learned by students at Junior High School and Senior High School. According to Grey (2008:4), the types of narrative text can divide into traditional fiction including folktales, fairy tales, parables, moral tales, myths and legends and modern fiction which includes modern fantasy and contemporary realistic fiction. The definition of Predict-O- Gram Strategy is one of the strategies which are most effective in teaching learning process. It not only helps students to increase their skill in reading but also help students build the self-knowledge which is they need to grow as thinker and learners. Blachowicz in Janet (1999:47) explains that Predict O- Gram strategy is strategy based on the same principles as exclusion brainstorming. Known and unknown words, phrases, places, and dates are combining and used to predict story, plot and character relationships. It means, Predict-O-Gram focuses student s discussion around a narrow selection of word as they anticipate how these words will be included in the story. The procedures of Predict-O- Gram strategy according to McLaughlin (2002:15), as follow:

4 1. Select vocabulary from the story to stimulate prediction. 2. Have students decide which story element the word tell about and write each word on Predict-O- Gram in the appropriate place. 3. Have students read the story. 4. Revisit the original prediction with students and make changes as necessary. The definition of Jigsaw strategy is a strategy designed for cooperative learning. This strategy can be used when students are reading a text, listening to presentation or carrying out a group. Harvey (2007:187) states that jigsaw strategy is one of the most well known and most effective of all cooperative learning strategies. It means, this strategy is the most effective strategy used by the student in cooperative learning process. Jigsaw strategy also requires students to help each other learn. The procedures of Jigsaw strategy according to Neal (2003:4), as follow: 1. Separate a new part of the curriculum into five major sections. 2. Split class of 25 students into five groups of five students each. 3. Every member of base group selects or is assigned one of the major sections. 4. The base groups temporary divide up so each student can join a new group in order to become an expert in his or her topic. 5. Students return to their base groups and serve as the expert for their topics. DISCUSSION The procedures Predict-O- Gram Strategy combined with Jigsaw Strategy are: 1. Divide class into 4-6 member groups. Each member becomes an expert on different topic/concept assigned by teacher 2. Distribute copies of story and chart to the students. 3. Ask students to make prediction Ask each group to use their knowledge of the new vocabulary words and story structures (setting, characters, problem/goal, actions, and resolution) to predict each word s use in the story.

5 4. As a whole class, discuss the meaning of the new vocabulary words. 5. As whole class, discuss where students group placed vocabulary words. Words may be placed in more than one category. 6. Allow students to read a text to confirm and reject their predictions 7. Member of the team with the same topic meet together in an expert group. 8. The students prepare how they will teach the information to other. 9. Everyone returns to their group to teach what they learned to the other members. 10. Group members listen and note when their classmate teaches them. 11. Discuss how the author employed the vocabulary words in the story. REFERENCES Allen, Janet Words, Words, Words: Teaching Vocabulary in Grades New York: Stenhouse Publisher Anderson, Grey Targeting Text Narrative, Poetry, Drama. Singapore: Green Grace Press Glasgow, Neal A and Cathy D. Hicks What Successful Teachers Do: 91 researchbased classroom strategies for new and veteran teachers. California: Corwin Press Long, Peter Translation in Second Language Learning And Teaching. Germany: International Academic McLaughlin, Maureen and Mary Beth Allen Guide Comprehension: A Teaching Model for Grades 3-8. New York: The International Reading Association, Inc. Nunan, David Practical English Language Teaching. New York: Mc Graw-Hill Companies, Inc. Silver, Harvey F The Strategic Teacher: Selecting The Right Researcher-Based Strategy for Every Lesson. New York: Thoughtful Education Press

dokumen-dokumen yang mirip

By SRI SISWANTI NIM

READING COMPREHENSION IN NARRATIVE TEXT OF THE TENTH GRADE STUDENTS OF MA NAHDLATUL MUSLIMIN UNDAAN KUDUS TAUGHT BY USING IMAGINATIVE READING MATERIALS IN THE ACADEMIC YEAR 2015/2016 By SRI SISWANTI NIM.