TEACHING READING COMPREHENSION BY COMBINING READ, COVER, REMEMBER, RETELL AND THREE TWO ONE STRATEGIES AT SENIOR HIGH SCHOOL

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1 TEACHING READING COMPREHENSION BY COMBINING READ, COVER, REMEMBER, RETELL AND THREE TWO ONE STRATEGIES AT SENIOR HIGH SCHOOL By: Nova Yulimariza *) **) Nanik Sulastri, S.Pd. Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Dalam proses belajar mengajar banyak cara pengajaran yang dapat digunakan untuk membantu siswa memahami pelajaran dan memudahkan proses belajar mengajar. Dalam proses belajar Bahasa Inggris yang dialami penulis dan juga yang sering penulis lihat dalam keseharian, banyak siswa yang menghadapi kesulitan dalam memahami teks dalam suatu bacaan, khususnya narrative text. Penulisan makalah ini bertujuan untuk membahas penggunaan Read, Cover, Remember, Retell strategy and Three Two One strategy dalam pengajaran membaca text naratif untuk SMA. Strategy ini dibahas untuk lebih memotivasi siswa dalam belajar Bahasa Inggris. Penggunaan Combining Read, Cover, Remember, Retell strategy and Three Two One strategy dalam pengajaran bahasa inggris dibagi menjadi 3 tahapan: 1. Pre-teaching, kegiatan ini bertujuan untuk membangkitkan latar belakang pengetahuan siswa serta persiapan mereka untuk masuk pada materi yang baru. 2. Whilst-teaching, dalam tahapan ini siswa diarahkan untuk terlibat langsung dalam pembahasan materi. 3. Post-teaching, siswa dan guru menyimpulkan informasi yang diperoleh dalam kegiatan Whilstteaching. Berdasarkan hasil diskusi serta penerapannya. Combining Read, Cover, Remember, Retell Strategy and The Strategy dapat menjadi alternatif bagi guru untuk meningkatkan motivasi siswa dalam belajar bahasa inggris, khususnya membaca serta dapat membuat mereka berpikir lebih aktif dan kritis dalam memahami text. Key word: read, cover, remember, retell strategy, three two one (3-2-1) strategy and reading comprehension *) Penulis **) Pembimbing INTRODUCTION We can get information in many ways through reading, such as reading the books, newspapers, magazines, and comics. We knows the topic and main idea from the text. So, it is able to increase students ability and knowledge. However, based on the writer s experience, the writer found that 1

2 some problems of students in reading comprehension. First, the students lazy to read the text because the text is long. Second, the students have one difficulties in comprehending the text; they only read the text without knowing the meaning. Third, the students are lazy to check dictionary to understand the difficult words and lack vocabulary. The writer found that some problems that teacher. First, the teacher gives some reading material or text not interest and long. Second, the teacher only gives the text without explain meaning of the text. Third, the strategy of teaching reading used by the teacher make students passive in teaching reading comprehension. Based on the problem above, the teacher needs the new strategy that can change that situation. Hope the new strategy can help students and teacher to understand about the material in teaching English. But in this paper the writer limits on teaching reading comprehension by combining Read, Cover, Remember, Retell and Three two one Strategy at Senior High School. REVIEW OF RELATED LITERATURE Reading is one of the most important skills in learning English. According to Bielby (1999:2) says reading is a complex process. In addition, Harmer (2003:6) defines reading is useful for other purposes too: any exposure to English is a good thing for language students. It can be concluded that reading is one of ways to get the meaning as information or knowledge from the text. Then, the writer also explain about teaching reading. According to Davies and Pearse (2000:92) adds that the teaching of reading comprehension are similar to the teaching of listening comprehension. In addition, Nunan (2003:68) says that teaching reading usually has at least two aspects. First, it can refer to teaching learners who are learning to read for the very first time. A second aspect of teaching reading refers to teaching learners who already have reading skills in their first language. It can be concluded that teaching reading is a learning process to 2

3 extracting and constructing new knowledge contained in the text. Then, reading comprehension is a learning process to understand information and meaning in the text by the students. According to Snow (2002:11) says that, reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. In addition, Brassel and Rasinski (2008:18) state that reading comprehension is the ability to take information from written text. It can be concluded that reading comprehension is a process by student to understand and improving background knowledge about information in the text. There are two strategies will be explains in this paper. The first, and three two one Strategy helps the students read more carefully and focusing on remembering information in the text. In this paper the writer used Read, Cover, Remember, Retell strategy combined with Three Two One strategy in teaching reading comprehension. According to Hoyt (1999:1) adds the Strategy for monitoring comprehension especially when reading a longer selection. In addition, Brummer and Macceca (2008:147) state that Read, Cover, Remember, Retell Strategy is an effective strategy to help readers at all levels who think that good reading is reading quickly. It can be concluded this strategy is more effective to make student can understand and remember what they read in the text. In teaching reading Read, Cover, Remember, Retell Strategy has procedures of Read, Cover, Remember, Retell Strategy. Hoyt (1999) explains the procedures of Strategy such as : (1) Read only as much as your hand can cover. (2) Cover the words with your hand. (3) Remember what you have just read. (4) Retell what you have just read in your own words. The second, Three Two one strategy. This strategy can be defined by the teacher as a tool or way to get the teaching process runs well. 3

4 According Kuta (1997:89), Three two one (3-2-1) strategy is reading strategy designed to train students reading ability, to guide the learners to figure out the problem in the text. In addition, Jones (2006:-) says that Three Two One (3-2-1) strategy is to give students a chance to summarize some keys idea. It can be concluded that Three Two One (3-2-1) strategy is a reading strategy that is designed to help the reader to understand, summarize the text. Kuta (1997:89) explains the procedures of three two one (3-2-1) strategy in learning such as: (1) Teacher may divide the students into some group. (2) Teacher or students determine the topic of the text. (3) Ask each of group to read and discuss the text that they get. (4) After discuss the text, the teacher gives each of the students a sheet that contain the procedure of this strategy. (5) To conclude the material from the text based on the sheet that students fill out. DISCUSSION Read, Cover, Remember, Retell strategy and Three two one strategy will be used in whilst teaching activity. The procedures strategy combining with Three two one (3-2-1) strategy: 1. Teacher may devide the students into some groups. 2. Students select a small amount of text on a page that can be covered by their hand. 3. Teacher or students determine the topic of the text. 4. Have students silently read only as much text as they can cover words they with one hand. 5. Ask each of group to read and discuss the text that they get. 6. After reading, ask them to cover the text again with their hand and think about what they read. 7. Students found 3 Things in the text. 8. Students found 2 Interesting Things in the text. 9. Students have 1 Question about the text. 10. Remember what you have just read. 11. Have students retell the section they just read, either silently or with a partner. 4

5 12. Summarizing is beneficial to readers in several ways. CONCLUSION Based on the explanation above, the writer conclude, this strategy is a way which provide understand memorizing in learning process. However, combination strategies above can be applied in teaching reading. Teachers can measure students understanding about the text and students can analyze the information which printed in the text. REFERENCES Bielby, Nicholas Teaching Reading at Key Stage 2. Wellington Street: Ellenborough House. Brassel, Danny Comprehension that Works. Huntington Beach: Shell Education Brummer, Trisha Reading Strategies for Mathematics. Shell Education: McREL. Davies, Paul Success in English Teaching. China: University Press. Harmer, Jeremy How to Teach English. Longman: Cambridge University Press. Hoyt, Linda Read, Cover, Remember, Retell. Retrieved on 20 March from file:///d:/my%20documents/ /agama/strategy.aspx% 20.htm. Jones, Raymond C Reading Nest. strat/321.html. Retrieved on Wednesday, July 4 th, 2006.at 18:56 AM. Kuta, Katherine Wiesolek What a Novel Idea! Project and Activities for Young Adult Literature. Greenwood: Publishing Group.. Nunan, David Practical English Language Teaching. New York: McGraw-Hill Companies Inc. Snow, Chaterine E Reading for Understanding. Santa Monica: RAND Recomendation. New Delhi: Discovering Publishing House. 5

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