Oleh : *) EVI PEBRIYANI RAHMAWATI. **) Armilia Riza M P.d Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK

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1 TEACHING READING OF NARRATIVE TEXT BY COMBINING PREDICT-O GRAM AND QUESTION-ANSWER RELATIONSHIP STRATEGIES FOR SENIOR HIGH SCHOOL STUDENTS AT ELEVENTH GRADE Oleh : *) EVI PEBRIYANI RAHMAWATI **) Armilia Riza M P.d Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Evi Pebriyani Rahmawati Teaching Reading of Narrative Text by Combining Predict-O Gram and Question Answer Strategies for Senior High School Students at Eleventh Grade. Makalah. Program Sarjana. STKIP PGRI Padang Sumatera Barat. Pengajaran Reading merupakan salah satu komponen penting dalam belajar bahasa inggris yang harus diajarkan oleh seorang guru kepada siswa. Sejalan dengan pentingnya pengajaran Reading maka, seorang guru harus kreatif untuk membuat pembelajaran Reading menjadi lebih menyenangkan. Salah satunya dengan menerapkan strategi yang menarik dan tepat dalam pembelajaran Reading. Sehingga, siswa tertarik dan termotivasi untuk mempelajarinya. Penulisan makalah ini bertujuan membantu guru dalam menemukan strategi yang digunakan dalam pengajaran Reading. Penulis membahas tentang bagaimana mengajarkan Reading melalui gabungan dua strategi yaitu Predict-O Gram dengan Question Answer Relationship Strategies. Predict-O Gram Strategy adalah strategi membaca dengan memprediksi isi cerita teks narrative, yang mana terdiri dari kosa kata dan struktur cerita. Question Answer Relationship adalah strategi dalam memahami pertanyaan, yang mana pertanyaannya berdasarkan informasi yang didapat dan membutuhkan jawaban setiap pertanyaan tersebut. Dalam aplikasi dua strategi ini, lebih mengedepankan kepada aktivitas siswa dalam memahami text. Dan model pembelajaran ini selalu diawali dengan membagi kelas menjadi beberapa kelompok. Setiap kelompok terdiri empat orang atau lima orang. Dapat disimpulkan bahwa secara garis besar dengan menggabungkan dua strategi ini sebagai strategi pengajaran dalam memahami teks bahasa inggris dapat meningkatkan dan memotivasi siswa dalam menyampaikan ide dan pendapat. Key word: Predict-O Gram and Question Answer Relationship Strategies, Teaching Reading

2 INTRODUCTION Reading is a process between the reader and the text. The text presents letters, words, sentences, and paragraphs that encode meaning. The students use knowledge, skills, and strategies to determine what the meaning is. Then by reading the students can identify what the content of the text itself. In fact, based on the writer s observation and experiences in senior high school (SMAN 2 Benai, Taluk Kuantan), some of the students still have problems in reading activity, especially in reading narrative. Meanwhile, most of the students get low score of examination which has given by the teacher. The problems such as: the difficulties in finding out the topic and main idea from the text, laziness finding out difficult word having lack of vocabulary. Moreover, the problems are not only from the students but also from the teacher who always gives the text then asks the students to read and answer the question based on the text. There are several strategies can be used to solve the problem above. They are Story Pyramid strategy, Rapid Retrieval strategy and Predict-O Gram and Question Answer Relationship strategies. The writer focuses on combining predict- O Gram and Relationship Strategies. REVIEW OF RELATED LITERATURE Question Answer Reading is one of the most important skills in English subject. It is a complex activity that involves both perception and thought. Nunan (2000:72) states that reading is usually conceived as solitary activity in which the reader interacts with the text in isolation. Next, Seyler (2004:3) states that reading is the process of obtaining or constructing meaning from a word or cluster of word. Here, more concerns on skill to gain and construct the meaning from print a words in reading material. TEACHING READING Teaching reading is the process in English classroom where there are interaction between teacher and students that focuses on an

3 understanding the text. Nunan (2003:68) states that teaching reading usually has at least two aspects. First it can refer to teach learners who are learning to read for the first time. A second aspect of teaching reading refers to teach learners who already have been reading skills in their first language. Next Campbell and Dickinson (2004:19) states that teachers can intentionally use words to enhance reading skills. The teacher helps students in a foreign language reading ability in learning process PREDICT-O GRAM STRATEGY It is one of strategy in reading, where it can be used to improve students abilities to comprehend the ideas of the paragraph. Mclaughlin and Allen (2009:189) state that Predict O Gram is strategy to predict the story by narrative elements, to introduce vocabulary. It means that the students can improve their understanding in learning narrative text. PROCEDURE OF PREDICT-O GRAM STRATEGY The procedures of Predict O Gram strategy, the writer has collected experts opinion. According to Frost and Buhle (2009:155) said that the Predict O Gram strategy have some steps. The steps are: The teacher distributed standardized Predict O Gram graphic to the class. Then Predict O Gram provides students with a structure to match words to predetermine categories story take place, character, actions, and story s resolution, describe the problem and other things. Then, teacher lets the students work on pairs or partners. After categorizing the words on the graphic, students make prediction about the story and construct a question about some aspect of the story. The students share their prediction with each other, either in small group or with a partner, before they begin reading. Teacher can ask them to explain how and why they categorize the words as they did and what about the words led them to their prediction and question. The last Teacher asks students to

4 compare their predictions to what the author actually wrote and summarize their understanding of the story. QUESTION ANSWER RELATIONSHIP STRATEGY In learning process, the teacher can use various strategies such as Question Answer Relationship strategies. According to Reid and Lienemann (2006:157) state that question answer relationship strategy is one of primary means by which we asses a student s ability to comprehend the text. Furthermore, Bender and Larkin (2009:219) state that question answer relationship strategy is a reading strategy in which students categorize comprehension question according to where they got information they needed to answer each question. PROCEDURES OF QUESTION ANSWER RELATIONSHIP STRATEGY The procedures of question answer are simple in learning process. It can be used by teacher on learning process. Reid and Lienemann (2006:157) explain that three steps on question answer relationship strategy. They are: Right There (Text explicit) is a question with an answer stated explicitly in the text within a single sentence. Think and Search (Text implicit) is a question that requires the reader to integrate information across sentences or paragraph. On My Own (script implic it) is a question that requires the reader to draw from his or her own background knowledge to answer the question. TEACHING READING OF NARRATIVE TEXT BY COMBINING PREDICT-O GRAM AND QUESTION ANSWER RELATIONSHIP STRATEGIES FOR SENIOR HIGH SCHOOL In teaching there are procedures or step should teacher apply in learning process by combining those strategies as follow: 1. Pre Teaching a. The teacher prepares the students to be involved in teaching and learning process physically and mentally. 1) The teacher greets the students

5 2) The teacher checks students attendance list b. The teacher explains the purpose of teaching that will be achieved by the students. c. The teacher does brainstorming to the students that relates to the topic. 2. Whilst Teaching a. Exploration 1) The teacher distributes standardized Predict O Gram graphic to the class. 2) The teacher asks to match words to predetermined categories story take place, character, actions, and story s resolution, describe the problem and other think. 3) The teacher lets the students to work in pair or partner. 4) The teacher asks categorize the words on the graphic and make prediction about the story and construct a question about some aspects of the story. b. Elaboration a) The students make some questions to predict of the story. Right There (t ext explicit), the question with the answer stated explicitly in the text within in the single sentence. b) The students share their prediction each other, either in small group or with a partner, before they begin reading. Then the students read text of narrative and identify the generic structure about Beauty and the Beast. c) The students explain how and why they categorize the words as they have done and what about the words led them to their prediction and question. d) The students compare their predictions to what the author actually writes and summarize the story. e) The students answer some questions and take

6 individually Think and Share (text implicit), the question that requires the reader to integrate information across sentence or paragraph. f) The students answer next question based on own background knowledge On My Own (script implicit), the question that requires the reader to draw from his or her own background knowledge to answer the question. c. Confirmation a) The teacher gives feedback to the students. b) The teacher leads students to make conclusion the material. c) The teacher gives appreciation. 3. Post Teaching a. The teacher evaluates the students achievement. b. The teacher gives homework to the students. CONCLUSION In learning English, reading is learned and mastered by the students. Through reading, the reader gets some information and readers knowledge. In teaching reading, there are many problems that will be found, such as the students difficult to find out the topic and main idea from the text. The students are also lazy to find out difficult word and they have lack vocabulary. Moreover, some of the students assume that English and teaching reading are difficult to study and make them bored in learning. To solve the problem above in the class, many strategies can be used in teaching reading such as Combining Predict-O Gram and Question Answer Relationship Strategies. Using Combining Predict- O Gram and Question Answer Relationship strategies can help students easier to understand the text and increase students comprehension in learning process. The students make prediction and question before beginning reading. Besides that, the students understand about unfamiliar word when they find it in the text.

7 REFERENCES Bender, William, N., and Larkin, Martha, J Reading Strategies for Elementary Students With Learning Difficulties. United States of America. Campbell, Linda., Campbell, Bruce., and Dickinson., Dee Teaching and Learning Through Multiple Intelligences. United States of America: Pearson Education. Reid., Robert., and Lienemann., Torri., Ortiz Strategy Instruction for Students With Learning Disabilities. United States of America: Guilford Press. Suyanto, Kasihani K.E English for Young Learnes: Melejitkan Potensi Anak Melalui English Class yang Fun, Asyik, dan Menarik. Jakarta: Bumi Aksara. Cohen, Vicki, L., and Cowen, John, Edwin Literacy for Children In An Information Age. Canada. Frost., Shari., and Buhle, Roberta Effective Literacy Coaching. United States of America. MCLaughin., Maureen., and Allen., Mary., Beth Guided Comprehension. International Reading Association,Inc. Nunan., David Language Teaching Methodology: a Text Book for Teachers. Sidney: Macquarie University. Nunan., David Practical English Language Teaching. Singapore: MC Graw-Hill companies.