Kamis, 29 November 2012
Selasa, 27 November 2012
Read, Cover, Remember, Retell strategy
. Read, cover, remember, retell is an
instructional strategy that is used to help students stop after reading small
portions of the text and retell what the section was mostly about. Many
learners will continue reading a selection even if they don't understand what
they have just read. This process supports both understanding of text and
summarizing by stopping readers frequently to think about the meaning
before moving on to the next section of the text. After students become
adept at using this strategy to orally retell portions of the text, the teacher can
encourage students to write a summary sentence of each section and then
use these sentences to write an overall summary of the selection (Hoyt,
1999).
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instructional strategy that is used to help students stop after reading small
portions of the text and retell what the section was mostly about. Many
learners will continue reading a selection even if they don't understand what
they have just read. This process supports both understanding of text and
summarizing by stopping readers frequently to think about the meaning
before moving on to the next section of the text. After students become
adept at using this strategy to orally retell portions of the text, the teacher can
encourage students to write a summary sentence of each section and then
use these sentences to write an overall summary of the selection (Hoyt,
1999).
DAPATKAN REFERENSINYA DI SINI
Fix-Up Strategy
Fix-Up Strategy. Model for students how good readers monitor their
comprehension and use fix-up strategies when necessary. Explain to students
how to look at the pictures and/or illustrations to help them read and
understand text. Explain to students how readers should look carefully at the
images within text to help decode unfamiliar words and to make meaning.
Encourage readers to think:
Do I see any clues in the picture?
Does this word make sense with the picture?
Why did the illustrator draw this?
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comprehension and use fix-up strategies when necessary. Explain to students
how to look at the pictures and/or illustrations to help them read and
understand text. Explain to students how readers should look carefully at the
images within text to help decode unfamiliar words and to make meaning.
Encourage readers to think:
Do I see any clues in the picture?
Does this word make sense with the picture?
Why did the illustrator draw this?
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Interactive Story Reading
Interactive Story Reading. The teacher chooses and pre-reads a book prior to
teaching and selects stopping points for a read aloud. While reading aloud to
students, the teacher stops at these preselected points and invites students to
respond and share thoughts. Possible stopping points may be: informational
sections that need clarification or are of high interest, previously studied
information to activate prior knowledge, or graphics or visual information
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teaching and selects stopping points for a read aloud. While reading aloud to
students, the teacher stops at these preselected points and invites students to
respond and share thoughts. Possible stopping points may be: informational
sections that need clarification or are of high interest, previously studied
information to activate prior knowledge, or graphics or visual information
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CARD RANKING in reading comprehension
CARD RANKING
Skills
Working with Others
Thinking, Decision-Making
What is it?
This activity allows pupils to prioritise ideas and information and discuss
justifi cations for their choices. See Diamond Ranking for a further prioritising
activity.
Implications for classroom layout
Pupils can work at a board or wall space. Alternatively, groups can work around a
table.
How does it work?
1. Pupils in small groups receive a range of cards.
2. Pupils arrange them in order of importance/priority. They might do this in a straight
line or build up tiers.
3. Pupils might then compare each other’s ranking as a starting point for class
discussion of the issue.
4. A debrief after this activity might be benefi cial.
5. Further tools such as Five Questions might be used to explore ideas further
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Skills
Working with Others
Thinking, Decision-Making
What is it?
This activity allows pupils to prioritise ideas and information and discuss
justifi cations for their choices. See Diamond Ranking for a further prioritising
activity.
Implications for classroom layout
Pupils can work at a board or wall space. Alternatively, groups can work around a
table.
How does it work?
1. Pupils in small groups receive a range of cards.
2. Pupils arrange them in order of importance/priority. They might do this in a straight
line or build up tiers.
3. Pupils might then compare each other’s ranking as a starting point for class
discussion of the issue.
4. A debrief after this activity might be benefi cial.
5. Further tools such as Five Questions might be used to explore ideas further
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CAF (Consider All Factors)
CAF (Consider All Factors)
Skills
Managing Information
Working with Others
Thinking, Problem-Solving, Decision-Making
What is it?
This methodology encourages pupils to think about all the relevant factors when
making a decision or considering an idea. It is a useful tool before deciding and
planning a particular course of action, and can be used in conjunction with a
possible carousel activity to gather together a comprehensive list of factors which
may determine a decision or idea.
Implications for classroom layout
If used in conjunction with a carousel activity, pupils might need to rotate in groups
to different desks in a room. Alternatively, pupils could remain seated and pass a
fl ip chart sheet to the group beside them after the allocated time.
How does it work?
1. The facilitator might want to discuss with pupils the importance of considering all
factors in decision-making and planning. For example, if an important factor is
forgotten, a route of action which may seem right at the time may ultimately turn
out to be wrong.
2. In groups pupils could fi ll out the Consider All Factors template.
3. Once the CAF sheets are completed, pupils might rotate in groups and view the
factors which other groups have noted. They may wish to use the Two Stars and a
Wish strategy as a means of peer assessment.
4. Pupils could then be given time to modify or add to their original factors based on
what other groups have written on their sheets.
5. A debrief afterwards in order to bring together all factors as a whole group might
be benefi cial
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Skills
Managing Information
Working with Others
Thinking, Problem-Solving, Decision-Making
What is it?
This methodology encourages pupils to think about all the relevant factors when
making a decision or considering an idea. It is a useful tool before deciding and
planning a particular course of action, and can be used in conjunction with a
possible carousel activity to gather together a comprehensive list of factors which
may determine a decision or idea.
Implications for classroom layout
If used in conjunction with a carousel activity, pupils might need to rotate in groups
to different desks in a room. Alternatively, pupils could remain seated and pass a
fl ip chart sheet to the group beside them after the allocated time.
How does it work?
1. The facilitator might want to discuss with pupils the importance of considering all
factors in decision-making and planning. For example, if an important factor is
forgotten, a route of action which may seem right at the time may ultimately turn
out to be wrong.
2. In groups pupils could fi ll out the Consider All Factors template.
3. Once the CAF sheets are completed, pupils might rotate in groups and view the
factors which other groups have noted. They may wish to use the Two Stars and a
Wish strategy as a means of peer assessment.
4. Pupils could then be given time to modify or add to their original factors based on
what other groups have written on their sheets.
5. A debrief afterwards in order to bring together all factors as a whole group might
be benefi cial
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BACK-to-BACK
BACK-to-BACK
Skills
Working with Others
Thinking, Problem-Solving
What is it?
This activity encourages pupils to work together and to develop clarity in
communication and observation. It also promotes active auditory skills. It can be
easily transferred into different learning areas.
Implications for classroom layout
Facilitators might wish to arrange the room in such a way that pupils are sitting
back-to-back. Alternatively, pupils may sit in pairs, although care must be taken
that they do not peek at each other’s visual!
How does it work?
1. Pupils sit back-to-back with chairs touching, so that pupils can hear each other
when the activity begins. They must not look over their shoulders at any time.
2. One pupil (pupil A) receives a visual stimulus, the second pupil (pupil B) receives a
piece of paper and pen/pencil.
3. Pupil A describes the visual to pupil B who must aim to draw it as accurately as
possible, taking into account size, shape detail and annotation.
4. Pupil B may ask as many questions as necessary, although the facilitator may wish
to set an overall time limit for the activity.
5. After the allocated time, pupils compare their drawings.
6. Pupils might then swap roles.
7. A debrief afterwards might concentrate on the nature of communication within the
pairs and why the end product was close to the original, or not,
as the case may be
DAPATKAN REFERENSINYA DI SINI
Skills
Working with Others
Thinking, Problem-Solving
What is it?
This activity encourages pupils to work together and to develop clarity in
communication and observation. It also promotes active auditory skills. It can be
easily transferred into different learning areas.
Implications for classroom layout
Facilitators might wish to arrange the room in such a way that pupils are sitting
back-to-back. Alternatively, pupils may sit in pairs, although care must be taken
that they do not peek at each other’s visual!
How does it work?
1. Pupils sit back-to-back with chairs touching, so that pupils can hear each other
when the activity begins. They must not look over their shoulders at any time.
2. One pupil (pupil A) receives a visual stimulus, the second pupil (pupil B) receives a
piece of paper and pen/pencil.
3. Pupil A describes the visual to pupil B who must aim to draw it as accurately as
possible, taking into account size, shape detail and annotation.
4. Pupil B may ask as many questions as necessary, although the facilitator may wish
to set an overall time limit for the activity.
5. After the allocated time, pupils compare their drawings.
6. Pupils might then swap roles.
7. A debrief afterwards might concentrate on the nature of communication within the
pairs and why the end product was close to the original, or not,
as the case may be
DAPATKAN REFERENSINYA DI SINI
Senin, 26 November 2012
Group Quizzes and Exams
Group Quizzes and Exams
Tanenbaum et.al. (1998) described a process by which group quizzes were utilized to increase learning
during the test-taking experience. Harris and Johnson have utilized this process and extended it to
include examinations. It is a efficient way to get students to read the textbook before class and to learn
basic course content according to Herreid (1998).
First, tests are taken individually. After the students have finished the test and marked their individual
answers they are put into small groups to take the test again. In the small groups the students must
interact collaboratively to justify their answers and complete the exam a second time. Who would expect
that the noise level during an examination would far exceed any other sounds in the classroom? The
individual and group scores for the test are then averaged either as equal scores or with individual score
carrying two-thirds of the weight (Tanenbaum and Tilson, 1998). The quiz process becomes less a means
of assessment and more of an integrated part of the learning process.
DAPATKAN REFERENSINYA DI SINI
Tanenbaum et.al. (1998) described a process by which group quizzes were utilized to increase learning
during the test-taking experience. Harris and Johnson have utilized this process and extended it to
include examinations. It is a efficient way to get students to read the textbook before class and to learn
basic course content according to Herreid (1998).
First, tests are taken individually. After the students have finished the test and marked their individual
answers they are put into small groups to take the test again. In the small groups the students must
interact collaboratively to justify their answers and complete the exam a second time. Who would expect
that the noise level during an examination would far exceed any other sounds in the classroom? The
individual and group scores for the test are then averaged either as equal scores or with individual score
carrying two-thirds of the weight (Tanenbaum and Tilson, 1998). The quiz process becomes less a means
of assessment and more of an integrated part of the learning process.
DAPATKAN REFERENSINYA DI SINI
Concept Mapping
Concept Mapping
A concept map is a graphic representation for organizing and representing the pieces and parts of
knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts or propositions, indicated by a connecting line between two concepts (Novak). The
principle goal of concept mapping is to have your students discover, define and develop an understanding
of the interrelated parts of a complex set of ideas. Cognitive psychologists postulate that learning is a
process that new knowledge is added to an existing knowledge web/network by creating associations to
existing knowledge (Anderson 1992).
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A concept map is a graphic representation for organizing and representing the pieces and parts of
knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts or propositions, indicated by a connecting line between two concepts (Novak). The
principle goal of concept mapping is to have your students discover, define and develop an understanding
of the interrelated parts of a complex set of ideas. Cognitive psychologists postulate that learning is a
process that new knowledge is added to an existing knowledge web/network by creating associations to
existing knowledge (Anderson 1992).
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Buddy Reading
Buddy Reading
Buddy Reading is one alternative to round robin or popcorn reading. The
value lies in giving each partner more "time on task" for actual reading
practice. Buddy Reading is more appropriate for elementary students but can
be adapted for secondary students.
1. Students can be paired with those of similar ability or with weaker or
stronger students.
2. Model seating arrangement and voice volume to students before
beginning Buddy Reading.
3. Ask students to sit Indian style, side by side and facing opposite
directions. Each student will read softly into his partner's ear.
4. If students are prone to correct one another, give each pair only one
text and insist that there be a reader who holds the book and a listener
who cannot see the text while the buddy is reading. Otherwise, it is
preferable for both students to have a book.
5. Ask the students to alternate paragraphs. (Alternate pages if the
students are in first grade texts).
6. When Buddy Reading is used as a whole class strategy, pairs of
children will be reading softly around the room.
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Buddy Reading is one alternative to round robin or popcorn reading. The
value lies in giving each partner more "time on task" for actual reading
practice. Buddy Reading is more appropriate for elementary students but can
be adapted for secondary students.
1. Students can be paired with those of similar ability or with weaker or
stronger students.
2. Model seating arrangement and voice volume to students before
beginning Buddy Reading.
3. Ask students to sit Indian style, side by side and facing opposite
directions. Each student will read softly into his partner's ear.
4. If students are prone to correct one another, give each pair only one
text and insist that there be a reader who holds the book and a listener
who cannot see the text while the buddy is reading. Otherwise, it is
preferable for both students to have a book.
5. Ask the students to alternate paragraphs. (Alternate pages if the
students are in first grade texts).
6. When Buddy Reading is used as a whole class strategy, pairs of
children will be reading softly around the room.
DAPATKAN REFERENSINYA DI SINI
Case-Based Learning or Case Method Teaching
Case-Based Learning or Case Method Teaching
The case-based approach to teaching and learning utilizes real or imagined scenarios to teach students
about their field of study. Barnes (1994) describes the case as “an account of events that seem to include
enough intriguing decision points and provocative undercurrents to make a discussion group want to think
and argue about them.” According to Harris and Johnson the key in utilizing this technique is to capture
the imagination of the students. In this manner students are challenged to learn by doing, develop
analytical and decision making skills, internalize learning, learn how to grapple with real life problems,
develop skills in oral communication and team work. As Herreid (1998) states, “It’s a rehearsal for life!”
The significance of case-based learning is that it links theory and application to real or possible
circumstances. Students must acquire knowledge and understanding from required readings before
attending class in order to apply the information in small discussion groups. Cases prepared by the
instructor from textbooks, professional experience, websites, current issues, etc. are then presented to
the students with specific questions or issues to be resolved. These questions are designed to reveal a
required answer or may be open to a creative response for which there is no right or wrong. In all cases
the intention is to create questions that guide the students through appropriate analysis, synthesis and
evaluation. In this manner the students are aided in exploring possible solutions and recognizing the
consequences of their answers by the instructor.
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The case-based approach to teaching and learning utilizes real or imagined scenarios to teach students
about their field of study. Barnes (1994) describes the case as “an account of events that seem to include
enough intriguing decision points and provocative undercurrents to make a discussion group want to think
and argue about them.” According to Harris and Johnson the key in utilizing this technique is to capture
the imagination of the students. In this manner students are challenged to learn by doing, develop
analytical and decision making skills, internalize learning, learn how to grapple with real life problems,
develop skills in oral communication and team work. As Herreid (1998) states, “It’s a rehearsal for life!”
The significance of case-based learning is that it links theory and application to real or possible
circumstances. Students must acquire knowledge and understanding from required readings before
attending class in order to apply the information in small discussion groups. Cases prepared by the
instructor from textbooks, professional experience, websites, current issues, etc. are then presented to
the students with specific questions or issues to be resolved. These questions are designed to reveal a
required answer or may be open to a creative response for which there is no right or wrong. In all cases
the intention is to create questions that guide the students through appropriate analysis, synthesis and
evaluation. In this manner the students are aided in exploring possible solutions and recognizing the
consequences of their answers by the instructor.
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Reading and Rereading for Understanding with note-Taking Guide Chart
Reading and Rereading for
Understanding with
Note-Taking Guide Chart
Organizing Topic Comprehending Informational Text
Related Standard(s) of Learning 6.5, 7.6, 8.6
Objective(s)
· The student will read and reread informational text.
· The student will take notes.
· The student will paraphrase.
· The student will summarize.
Materials needed
· Informational text with subheadings
· Read-and-Reread Note-Taking Guide Chart (see next page)
Lesson procedure
1. Choose and distribute a challenging informational text with subheadings. Distribute the chart.
2. Have students read and consider the title and write it on the guide. Have them also write the
author’s name on the guide and activate any prior knowledge about him/her by means of a
whole -class or small-group discussion. Have students identify the source of the text, write it
on the guide, and activate any prior knowledge about its bias by means of a whole -class or
small-group discussion. Have them note the bias, if any, on the chart
3. Have the students read the opening and closing paragraphs aloud. Have them paraphrase
these two paragraphs on their guides.
4. Ask the students to skim the article for boldface type, italics, and subheadings and write these
on the guide in the order they appear in the text. Clarify any unfamiliar vocabulary during the
second reading, and have students write needed clarifications on their guides.
5. Have students skim the article by reading the topic sentence in each paragraph. Explain that
usually the topic sentence comes first in the paragraph, but occasionally one needs to read
carefully to find it. Have students record the topic sentence on their guides. This step might
be accomplished with partners or individually.
6. Pause to discuss what has been learned thus far.
7. Have students read the entire article, writing any important information not already included
on their guide.
8. Finally, have students summarize the article.
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Understanding with
Note-Taking Guide Chart
Organizing Topic Comprehending Informational Text
Related Standard(s) of Learning 6.5, 7.6, 8.6
Objective(s)
· The student will read and reread informational text.
· The student will take notes.
· The student will paraphrase.
· The student will summarize.
Materials needed
· Informational text with subheadings
· Read-and-Reread Note-Taking Guide Chart (see next page)
Lesson procedure
1. Choose and distribute a challenging informational text with subheadings. Distribute the chart.
2. Have students read and consider the title and write it on the guide. Have them also write the
author’s name on the guide and activate any prior knowledge about him/her by means of a
whole -class or small-group discussion. Have students identify the source of the text, write it
on the guide, and activate any prior knowledge about its bias by means of a whole -class or
small-group discussion. Have them note the bias, if any, on the chart
3. Have the students read the opening and closing paragraphs aloud. Have them paraphrase
these two paragraphs on their guides.
4. Ask the students to skim the article for boldface type, italics, and subheadings and write these
on the guide in the order they appear in the text. Clarify any unfamiliar vocabulary during the
second reading, and have students write needed clarifications on their guides.
5. Have students skim the article by reading the topic sentence in each paragraph. Explain that
usually the topic sentence comes first in the paragraph, but occasionally one needs to read
carefully to find it. Have students record the topic sentence on their guides. This step might
be accomplished with partners or individually.
6. Pause to discuss what has been learned thus far.
7. Have students read the entire article, writing any important information not already included
on their guide.
8. Finally, have students summarize the article.
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Interpreting Political Cartoons strategy
Interpreting Political Cartoons
Organizing Topic Comprehending Informational Text
Related Standard(s) of Learning 8.6 (a, b, c, d, h, and i)
Objective(s)
· The student will read and interpret political cartoons.
Materials needed
· A transparency of an age-appropriate political cartoon
· Handout of one or several age-appropriate political cartoons (different from that on the
transparency)
· Transparency pens and wipes
· Overhead projector
Lesson procedure
1. Select and display on the overhead an age-appropriate political cartoon.
2. List common features of cartoons: caricature, symbolism, exaggeration, wit, and brevity.
3. Point out an example of one or several of the features in the cartoon on the overhead, and
allow students to find other features, if possible. This transparency might be labeled with
washable pens.
4. Assist students in interpreting what the cartoonist is trying to convey, and write the
interpretation on the transparency.
5. Distribute other cartoons, and allow the students to work in pairs or trios to find and list the
features of each and collaborate on an interpretation.
6. Have the class share the features found and discuss the interpretation of the cartoons.
7. Have the students individually write their interpretations in paragraph form
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Organizing Topic Comprehending Informational Text
Related Standard(s) of Learning 8.6 (a, b, c, d, h, and i)
Objective(s)
· The student will read and interpret political cartoons.
Materials needed
· A transparency of an age-appropriate political cartoon
· Handout of one or several age-appropriate political cartoons (different from that on the
transparency)
· Transparency pens and wipes
· Overhead projector
Lesson procedure
1. Select and display on the overhead an age-appropriate political cartoon.
2. List common features of cartoons: caricature, symbolism, exaggeration, wit, and brevity.
3. Point out an example of one or several of the features in the cartoon on the overhead, and
allow students to find other features, if possible. This transparency might be labeled with
washable pens.
4. Assist students in interpreting what the cartoonist is trying to convey, and write the
interpretation on the transparency.
5. Distribute other cartoons, and allow the students to work in pairs or trios to find and list the
features of each and collaborate on an interpretation.
6. Have the class share the features found and discuss the interpretation of the cartoons.
7. Have the students individually write their interpretations in paragraph form
DAPATKAN REFERENSINYA DI SINI
Zooming In and Zooming Out (ZIZO) strategy
Zooming In and Zooming Out
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The Zooming In and Zooming Out (ZIZO) strategy was developed by Harmon and Hedrick primarily to
enhance concept development in social studies texts, but in general, it works well with concept- laden
informational texts. It involves a two-part framework — one part for situating the concept in its larger
picture (ZO) and the other for taking a close look (ZI). The ZI part contains three components: 1)
identifying the concept, 2) ranking important information about the concept, and 3) listing unrelated or
improbable expectations related to the concept (non-examples). The ZO part also contains three
components: 1) identifying similar concepts, 2) identifying related concepts or events, and 3)
summarizing.
Strategy procedure
1. Choose an informational text that introduces one important concept. The text should be on the instructional
reading level of students. Write the concept on the board, and activate students’ background knowledge about
it by brainstorming with the class as a whole and listing their responses on the board.
2. Distribute the text, and assign students to read it with partners or individually. Instruct students to highlight or
list new information learned while reading.
3. Revisit the brainstormed list to add new information and correct any misconceptions. Model how to
differentiate important ideas on the list from less important ones.
4. Assign students to small groups to come to consensus about which three ideas are the most important and
which three ideas are the least important. Revisit the brainstormed list to identify the most important and least
important ideas, as determined by the small groups.
5. Distribute and display on the overhead the ZIZO Frame graphic organizer (see next page). Write the concept
in the center, and list the most important and least important ideas in the appropriate spaces.
6. Discuss with students what the concept reminds them of, and record appropriate responses in the circle
labeled “Similar to.”
7. Discuss with students the related ideas or concepts by prompting with, “You cannot discuss this topic without
mentioning ___________________.” Record appropriate responses in the circle labeled “Related concepts.”
8. Discuss with students the non-examples by prompting with, “What does this concept not tell us?” or “What
things would you not expect this concept to do?” List the appropriate responses in the box labeled “Non-examples.”
9. Assign students to small groups again, and have each group come to consensus about a summary statement to
share with the class.
10. Choose or synthesize the best summary statement(s) to record on the summary oval of the ZIZO Frame.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The Zooming In and Zooming Out (ZIZO) strategy was developed by Harmon and Hedrick primarily to
enhance concept development in social studies texts, but in general, it works well with concept- laden
informational texts. It involves a two-part framework — one part for situating the concept in its larger
picture (ZO) and the other for taking a close look (ZI). The ZI part contains three components: 1)
identifying the concept, 2) ranking important information about the concept, and 3) listing unrelated or
improbable expectations related to the concept (non-examples). The ZO part also contains three
components: 1) identifying similar concepts, 2) identifying related concepts or events, and 3)
summarizing.
Strategy procedure
1. Choose an informational text that introduces one important concept. The text should be on the instructional
reading level of students. Write the concept on the board, and activate students’ background knowledge about
it by brainstorming with the class as a whole and listing their responses on the board.
2. Distribute the text, and assign students to read it with partners or individually. Instruct students to highlight or
list new information learned while reading.
3. Revisit the brainstormed list to add new information and correct any misconceptions. Model how to
differentiate important ideas on the list from less important ones.
4. Assign students to small groups to come to consensus about which three ideas are the most important and
which three ideas are the least important. Revisit the brainstormed list to identify the most important and least
important ideas, as determined by the small groups.
5. Distribute and display on the overhead the ZIZO Frame graphic organizer (see next page). Write the concept
in the center, and list the most important and least important ideas in the appropriate spaces.
6. Discuss with students what the concept reminds them of, and record appropriate responses in the circle
labeled “Similar to.”
7. Discuss with students the related ideas or concepts by prompting with, “You cannot discuss this topic without
mentioning ___________________.” Record appropriate responses in the circle labeled “Related concepts.”
8. Discuss with students the non-examples by prompting with, “What does this concept not tell us?” or “What
things would you not expect this concept to do?” List the appropriate responses in the box labeled “Non-examples.”
9. Assign students to small groups again, and have each group come to consensus about a summary statement to
share with the class.
10. Choose or synthesize the best summary statement(s) to record on the summary oval of the ZIZO Frame.
DAPATKAN REFERENSINYA DI SINI
About/Point strategy
About/Point
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The About/Point strategy, developed by Morgan, Meeks, Schollaert, and Paul, is a versatile strategy for
informational, persuasive, and expository text. With it, readers need to find the subject of the text and
state it succinctly; they must enumerate the points made, as well. With such a chart, students can find
and record the main idea as well as the supporting details. They can also recognize the author’s
viewpoint or bias. Teacher modeling is essential.
Strategy procedure
1. Choose and distribute a short expository or persuasive text on the instructional reading level of students. Read
the text to the students, or assign them to read it with partners.
2. Distribute and display the About/Point Chart (shown below), and model its use. Demonstrate, using
Think-Aloud, how to find and record the main idea in as few words as possible in the space next to ABOUT.
Demonstrate, using Think-Aloud, how to find and record the supporting details in the bulleted space next to
POINT. In this space, the author’s viewpoint can be highlighted as well.
3. Choose and distribute another short text on the independent reading level of students. Assign the students to
read the text, individually or with partners.
4. Instruct the students to complete an About/Point Chart for this text. Discuss the student answers with the
class, listing all the points made on a group About/Point Chart. There should be a fair amount of agreement
about the main idea and a fair amount of variation in the points list.
5. Repeat often with increasingly complex texts.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The About/Point strategy, developed by Morgan, Meeks, Schollaert, and Paul, is a versatile strategy for
informational, persuasive, and expository text. With it, readers need to find the subject of the text and
state it succinctly; they must enumerate the points made, as well. With such a chart, students can find
and record the main idea as well as the supporting details. They can also recognize the author’s
viewpoint or bias. Teacher modeling is essential.
Strategy procedure
1. Choose and distribute a short expository or persuasive text on the instructional reading level of students. Read
the text to the students, or assign them to read it with partners.
2. Distribute and display the About/Point Chart (shown below), and model its use. Demonstrate, using
Think-Aloud, how to find and record the main idea in as few words as possible in the space next to ABOUT.
Demonstrate, using Think-Aloud, how to find and record the supporting details in the bulleted space next to
POINT. In this space, the author’s viewpoint can be highlighted as well.
3. Choose and distribute another short text on the independent reading level of students. Assign the students to
read the text, individually or with partners.
4. Instruct the students to complete an About/Point Chart for this text. Discuss the student answers with the
class, listing all the points made on a group About/Point Chart. There should be a fair amount of agreement
about the main idea and a fair amount of variation in the points list.
5. Repeat often with increasingly complex texts.
DAPATKAN REFERENSINYA DI SINI
Biopoem strategy
Biopoem
Reading component Comprehension
Related Standard(s) of Learning 6.4, 7.5, 8.5
Overview of the strategy
The Biopoem strategy uses patterned poems (biopoems) that allow readers to reflect on the subjects of
biography or fiction. The pattern, developed by Geer, is adaptable. Teachers might want to expose
students to biopoems based on themselves before asking them to write biopoems based on characters
found in their reading.
Strategy procedure
1. Choose a fictional or biographical text on the independent reading level of students. Have the students read
the text either individually or in groups.
2. Display and/or distribute the formula for a biopoem (shown below). Model its use if students are unfamiliar
with the form.
3. Instruct students to draft, either individually or in pairs, biopoems about the characters in the text. Have the
students share their drafts with a partner and help each other improve any unfinished or misleading lines.
Instruct students to revise and illustrate their biopoems.
4. Share and/or display the biopoems in the classroom
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.4, 7.5, 8.5
Overview of the strategy
The Biopoem strategy uses patterned poems (biopoems) that allow readers to reflect on the subjects of
biography or fiction. The pattern, developed by Geer, is adaptable. Teachers might want to expose
students to biopoems based on themselves before asking them to write biopoems based on characters
found in their reading.
Strategy procedure
1. Choose a fictional or biographical text on the independent reading level of students. Have the students read
the text either individually or in groups.
2. Display and/or distribute the formula for a biopoem (shown below). Model its use if students are unfamiliar
with the form.
3. Instruct students to draft, either individually or in pairs, biopoems about the characters in the text. Have the
students share their drafts with a partner and help each other improve any unfinished or misleading lines.
Instruct students to revise and illustrate their biopoems.
4. Share and/or display the biopoems in the classroom
DAPATKAN REFERENSINYA DI SINI
Collaborative Summarizing strategy
Collaborative Summarizing
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
Summarizing is difficult, and students need to be shown a variety of ways to perfect their skill at this.
Rules, models, graphic organizers, and collaboration are all effective. The Collaborative Summarizing
strategy allows students to share and learn from each other while developing skill at summarizing.
Strategy procedure
1. Choose a text on the independent reading level of students, and ask them to read and summarize it. If
appropriate, limit the number of sentences students may use.
2. Assign students to groups of four or five students, and instruct each member of the group to read his or her
summary aloud while the other group members highlight the parts of their own summary that are similar to
the read summary. Continue until each member of every group has read his or her summary.
3. Instruct each student to examine any item in his/her summary not highlighted to see if it too is a key point.
4. Instruct each group to make a collaborative list of the key points highlighted in the summaries.
5. Instruct each student to rewrite his or her summary based on the collaborative list. If appropriate, limit the
number of sentences students may use.
6. Allow students time to share their rewritten summaries and to discuss the improvements based on
collaboration.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
Summarizing is difficult, and students need to be shown a variety of ways to perfect their skill at this.
Rules, models, graphic organizers, and collaboration are all effective. The Collaborative Summarizing
strategy allows students to share and learn from each other while developing skill at summarizing.
Strategy procedure
1. Choose a text on the independent reading level of students, and ask them to read and summarize it. If
appropriate, limit the number of sentences students may use.
2. Assign students to groups of four or five students, and instruct each member of the group to read his or her
summary aloud while the other group members highlight the parts of their own summary that are similar to
the read summary. Continue until each member of every group has read his or her summary.
3. Instruct each student to examine any item in his/her summary not highlighted to see if it too is a key point.
4. Instruct each group to make a collaborative list of the key points highlighted in the summaries.
5. Instruct each student to rewrite his or her summary based on the collaborative list. If appropriate, limit the
number of sentences students may use.
6. Allow students time to share their rewritten summaries and to discuss the improvements based on
collaboration.
DAPATKAN REFERENSINYA DI SINI
Group Summarizing
Group Summarizing
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
Summarizing is difficult, and students need to be shown a variety of ways to perfect their skill at this.
Rules, models, graphic organizers, and collaboration are all effective. The Group Summarizing strategy,
based on the work of M. W. Olson and T. C. Gee, allows students to divide a text into manageable
portions and to learn from each other during and after the summarizing process.
Stra tegy procedure
1. Choose or write an informational text on the instructional level of students that has four subheadings in it.
Distribute the text, and instruct the students to read it.
2. Instruct the students to divide a piece of paper into four parts; do the same with a piece of chart paper for
modeling and for posting student work.
3. Model putting each of the subheadings into a quadrant of the chart paper, and have the students do the same
on their paper.
4. Divide the class into four groups, and assign each group one portion of the text to reread and summarize,
using the back of the divided paper for drafting. The students should be encouraged to collaborate for
summarizing and to use rules (see the Summarizing Based on Rules strategy on the previous page and the
Collaborative Summarizing strategy on the next page).
5. Instruct students to record their group summary in the appropriate quadrant on their personal divided paper.
Post the four group summaries in the appropriate quadrants on the chart paper, and have each group present
their summary to the rest of the class. Have the students write the summaries presented by each group on their
divided papers.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
Summarizing is difficult, and students need to be shown a variety of ways to perfect their skill at this.
Rules, models, graphic organizers, and collaboration are all effective. The Group Summarizing strategy,
based on the work of M. W. Olson and T. C. Gee, allows students to divide a text into manageable
portions and to learn from each other during and after the summarizing process.
Stra tegy procedure
1. Choose or write an informational text on the instructional level of students that has four subheadings in it.
Distribute the text, and instruct the students to read it.
2. Instruct the students to divide a piece of paper into four parts; do the same with a piece of chart paper for
modeling and for posting student work.
3. Model putting each of the subheadings into a quadrant of the chart paper, and have the students do the same
on their paper.
4. Divide the class into four groups, and assign each group one portion of the text to reread and summarize,
using the back of the divided paper for drafting. The students should be encouraged to collaborate for
summarizing and to use rules (see the Summarizing Based on Rules strategy on the previous page and the
Collaborative Summarizing strategy on the next page).
5. Instruct students to record their group summary in the appropriate quadrant on their personal divided paper.
Post the four group summaries in the appropriate quadrants on the chart paper, and have each group present
their summary to the rest of the class. Have the students write the summaries presented by each group on their
divided papers.
DAPATKAN REFERENSINYA DI SINI
Pattern Guide strategy
Pattern Guide
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The Pattern Guide strategy, developed by Herber, demonstrates the predominant pattern the author used
to construct the text. Pattern guides can help readers recognize causal relationships as well as patterns of
organization. These guides, also called graphic organizers, should be chosen or created by the teacher to
match the text to help students recognize the relationship between main ideas and details as well as to
facilitate note taking while reading.
Strategy procedure
1. Choose a text on the instructional reading level of the students that shows a strong organizational pattern.
2. Choose/create a Pattern Guide or graphic organizer to match the text. Examples of Pattern Guides for
commonly used patterns of organization are shown on the next page. Fill in one or several parts of the guide
to demonstrate completion of the guide.
3. Distribute the text and the pattern guide. Read aloud a portion of the text and pause to fill in a portion of the
guide.
4. Have students read and complete the guide individually or with partners.
5. Repeat with different patterns of organization and with texts constructed with more subtle patterns of
organization.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.5, 7.6, 8.6
Overview of the strategy
The Pattern Guide strategy, developed by Herber, demonstrates the predominant pattern the author used
to construct the text. Pattern guides can help readers recognize causal relationships as well as patterns of
organization. These guides, also called graphic organizers, should be chosen or created by the teacher to
match the text to help students recognize the relationship between main ideas and details as well as to
facilitate note taking while reading.
Strategy procedure
1. Choose a text on the instructional reading level of the students that shows a strong organizational pattern.
2. Choose/create a Pattern Guide or graphic organizer to match the text. Examples of Pattern Guides for
commonly used patterns of organization are shown on the next page. Fill in one or several parts of the guide
to demonstrate completion of the guide.
3. Distribute the text and the pattern guide. Read aloud a portion of the text and pause to fill in a portion of the
guide.
4. Have students read and complete the guide individually or with partners.
5. Repeat with different patterns of organization and with texts constructed with more subtle patterns of
organization.
DAPATKAN REFERENSINYA DI SINI
Hot Spots strategy
Hot Spots
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Hot Spots strategy is a tactile and interactive method to allow students to seek and receive
clarification for unfamiliar ideas and words found while reading.
Strategy procedure
1. Choose and distribute a text on the students’ instructional level and that contains unfamiliar words and/or
ideas. Distribute small, brightly colored sticky notes.
2. Instruct the students to scan the text individually and mark each unfamiliar word or phrase with a sticky note.
These are “hot spots.” Have the students go to the board as they finish reading and write their hot spots on the
board, together with page and paragraph numbers to identify the spots. Encourage all students to contribute
until all their hot spots have been listed.
3. Erase the duplicates.
4. Ask for volunteers to clarify the hot spots identified by others. Add clarification as needed, and refer students
to clues in the text as well as to examples in their background knowledge. Continue until all the hot spots
have been clarified. Encourage students to examine the hot spots in context and to connect them with prior
knowledge when possible.
5. Have students read the text either individually or with partners. Since the preparation for reading has been so
robust, the text might be assigned as homework.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Hot Spots strategy is a tactile and interactive method to allow students to seek and receive
clarification for unfamiliar ideas and words found while reading.
Strategy procedure
1. Choose and distribute a text on the students’ instructional level and that contains unfamiliar words and/or
ideas. Distribute small, brightly colored sticky notes.
2. Instruct the students to scan the text individually and mark each unfamiliar word or phrase with a sticky note.
These are “hot spots.” Have the students go to the board as they finish reading and write their hot spots on the
board, together with page and paragraph numbers to identify the spots. Encourage all students to contribute
until all their hot spots have been listed.
3. Erase the duplicates.
4. Ask for volunteers to clarify the hot spots identified by others. Add clarification as needed, and refer students
to clues in the text as well as to examples in their background knowledge. Continue until all the hot spots
have been clarified. Encourage students to examine the hot spots in context and to connect them with prior
knowledge when possible.
5. Have students read the text either individually or with partners. Since the preparation for reading has been so
robust, the text might be assigned as homework.
DAPATKAN REFERENSINYA DI SINI
Written Conversation strategy
Written Conversation
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Written Conversation (WC) strategy was developed by Bintz and Shelton to capitalize on
adolescents’ natural tendency to socialize. Students working in pairs have a silent conversation by
“talking” on paper. Since the conversational process has been slowed down, the students will often
“listen” to each other’s ideas more intensely than in spoken conversation.
Strategy procedure
1. Select a text on the students’ independent reading level if the text is to be read by students, or at the
instructional level if the text is to be read aloud by the teacher. Mark in the text the places to stop reading for
Written Conversation.
2. Assign partners, and distribute to each pair one Written Conversation Log (see sample below) and the marked
text.
3. Read aloud to the first stopping place, pause, and instruct the students write their conversation. Each student
should have at least two opportunities to write and respond. No talking is permitted.
4. Resume reading aloud, or assign the students to share the reading either quietly between partners, or
individually and silently. Instruct the students to pause at the next stopping place to do Written Conversation
again.
5. Continue until the whole text has been read and the Written Conversation has been shared.
6. Lead a whole -class discussion of the insights gained by writing conversations during reading. How is this
similar to spoken conversation? How is it different?
7. Repeat with increasingly difficult text and different partners, as appropriate.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Written Conversation (WC) strategy was developed by Bintz and Shelton to capitalize on
adolescents’ natural tendency to socialize. Students working in pairs have a silent conversation by
“talking” on paper. Since the conversational process has been slowed down, the students will often
“listen” to each other’s ideas more intensely than in spoken conversation.
Strategy procedure
1. Select a text on the students’ independent reading level if the text is to be read by students, or at the
instructional level if the text is to be read aloud by the teacher. Mark in the text the places to stop reading for
Written Conversation.
2. Assign partners, and distribute to each pair one Written Conversation Log (see sample below) and the marked
text.
3. Read aloud to the first stopping place, pause, and instruct the students write their conversation. Each student
should have at least two opportunities to write and respond. No talking is permitted.
4. Resume reading aloud, or assign the students to share the reading either quietly between partners, or
individually and silently. Instruct the students to pause at the next stopping place to do Written Conversation
again.
5. Continue until the whole text has been read and the Written Conversation has been shared.
6. Lead a whole -class discussion of the insights gained by writing conversations during reading. How is this
similar to spoken conversation? How is it different?
7. Repeat with increasingly difficult text and different partners, as appropriate.
DAPATKAN REFERENSINYA DI SINI
The ReQuest strategy,
ReQuest
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The ReQuest strategy, based on the work of Manzo, stems from the idea that readers need to ask
informed questions in order to comprehend. ReQuest is recommended for weaker readers because it
involves a short portion of text, small groups, and supportive teacher modeling.
Strategy procedure
1. Choose a text on the students’ instructional reading level. Ask the students to read the first paragraph or
several paragraphs silently.
2. Construct and ask questions of the students based on the portion of text read. Have them answer the questions
without consulting the text at first. Then, have them consult the text to answer any question that could not be
answered without referring back to the text.
3. Next, ask students to read the second paragraph or group of paragraphs.
4. Ask the students to construct and ask questions of other students based on the second portion of text. Have the
respondents answer the questions without consulting the text at first. Then, have them consult the text and
answer the questions that could not be answered without referring back to the text.
5. Have the students continue reading and constructing and answering questions until they can work more
independently.
6. Assign partners or trios. Have the groups read silently a paragraph or small portion of the text at a time and
then take turns constructing, asking, and answering questions, portion by portion.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The ReQuest strategy, based on the work of Manzo, stems from the idea that readers need to ask
informed questions in order to comprehend. ReQuest is recommended for weaker readers because it
involves a short portion of text, small groups, and supportive teacher modeling.
Strategy procedure
1. Choose a text on the students’ instructional reading level. Ask the students to read the first paragraph or
several paragraphs silently.
2. Construct and ask questions of the students based on the portion of text read. Have them answer the questions
without consulting the text at first. Then, have them consult the text to answer any question that could not be
answered without referring back to the text.
3. Next, ask students to read the second paragraph or group of paragraphs.
4. Ask the students to construct and ask questions of other students based on the second portion of text. Have the
respondents answer the questions without consulting the text at first. Then, have them consult the text and
answer the questions that could not be answered without referring back to the text.
5. Have the students continue reading and constructing and answering questions until they can work more
independently.
6. Assign partners or trios. Have the groups read silently a paragraph or small portion of the text at a time and
then take turns constructing, asking, and answering questions, portion by portion.
DAPATKAN REFERENSINYA DI SINI
Read-Pair-Share
Read-Pair-Share
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Read-Pair-Share strategy, based on the work of Larson and Dansereau, is based on the idea that
readers summarize and clarify more easily with peer support. Summarizing helps students demonstrate
literal comprehension, and clarifying helps students ask and answer questions about text.
Strategy procedure
1. Choose a text on the instructional level of the students. Divide the text into portions, and mark the places
where students will pause to discuss. Distribute the text to the students.
2. Divide students into partners; if there is an odd number, partner with a student who may need additional
support. Assign one student in each pair to be the summarizer and the other to be the clarifier.
3. Model the procedure with the first portion of the text, using a strong student to be your partner: the students
read a portion of the text silently and then pause to summarize and clarify. The summarizer restates the
important ideas briefly while the clarifier listens and asks clarifying questions. Then the clarifier adds any
important information that may have been omitted.
4. Have the student pairs continue reading and pause to summarize and clarify. After several portions have been
discussed, have the students switch roles. Have students continue until the text has been completed.
5. Students might also draw, chart, diagram, or summarize the entire selection collaboratively or individually to
demonstrate comprehension of the text as a whole
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 6.4, 6.5, 7.5, 7.6, 8.5, 8.6
Overview of the strategy
The Read-Pair-Share strategy, based on the work of Larson and Dansereau, is based on the idea that
readers summarize and clarify more easily with peer support. Summarizing helps students demonstrate
literal comprehension, and clarifying helps students ask and answer questions about text.
Strategy procedure
1. Choose a text on the instructional level of the students. Divide the text into portions, and mark the places
where students will pause to discuss. Distribute the text to the students.
2. Divide students into partners; if there is an odd number, partner with a student who may need additional
support. Assign one student in each pair to be the summarizer and the other to be the clarifier.
3. Model the procedure with the first portion of the text, using a strong student to be your partner: the students
read a portion of the text silently and then pause to summarize and clarify. The summarizer restates the
important ideas briefly while the clarifier listens and asks clarifying questions. Then the clarifier adds any
important information that may have been omitted.
4. Have the student pairs continue reading and pause to summarize and clarify. After several portions have been
discussed, have the students switch roles. Have students continue until the text has been completed.
5. Students might also draw, chart, diagram, or summarize the entire selection collaboratively or individually to
demonstrate comprehension of the text as a whole
DAPATKAN REFERENSINYA DI SINI
Using the Context with Sticky Notes and Jot Chart
Using the Context with Sticky Notes and Jot Chart
Reading component Vocabulary
Related Standard(s) of Learning 6.3, 6.5
Overview of the strategy
The use of context is vital for determining the meaning of unfamiliar words so that the reader does not
have to break the flow of the text by stopping and using a reference tool. Students should be provided
many opportunities to examine unfamiliar words in rich contexts that make use of synonym, definition,
explanation, antonym, example, and inference types of clues. By using sticky notes to mark the
unfamiliar words found during reading, students can return to these words after reading and determine
their meanings if the meanings have not been revealed by subsequent context.
Strategy procedure
1. Choose or write a text that features several unfamiliar words in a rich context. Model for the students by
reading aloud until arriving at an unfamiliar word. Guess a meaning for the word, write it on the sticky note,
and put it on the text near the word. Read the entire sentence or paragraph to include the clues.
2. Assign the students to read in pairs or individually and mark the remaining unfamiliar words. Students should
also guess a definition for each word and record the definition on a sticky note.
3. After the students have finished reading, make a list of all the words they found. Record the students’ guessed
definitions next to the words.
4. Instruct the students to record the context words or phrases that help reveal the meaning of each word.
Discuss the types of clues, if appropriate.
5. Have the students use reference tools to confirm or modify the meanings learned from context. Divide up the
list, if long, and have groups of students work on groups of words.
6. Record the reference-source definitions on the chart.
7. Instruct students to reread the text now that the previously unfamiliar words are known.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary
Related Standard(s) of Learning 6.3, 6.5
Overview of the strategy
The use of context is vital for determining the meaning of unfamiliar words so that the reader does not
have to break the flow of the text by stopping and using a reference tool. Students should be provided
many opportunities to examine unfamiliar words in rich contexts that make use of synonym, definition,
explanation, antonym, example, and inference types of clues. By using sticky notes to mark the
unfamiliar words found during reading, students can return to these words after reading and determine
their meanings if the meanings have not been revealed by subsequent context.
Strategy procedure
1. Choose or write a text that features several unfamiliar words in a rich context. Model for the students by
reading aloud until arriving at an unfamiliar word. Guess a meaning for the word, write it on the sticky note,
and put it on the text near the word. Read the entire sentence or paragraph to include the clues.
2. Assign the students to read in pairs or individually and mark the remaining unfamiliar words. Students should
also guess a definition for each word and record the definition on a sticky note.
3. After the students have finished reading, make a list of all the words they found. Record the students’ guessed
definitions next to the words.
4. Instruct the students to record the context words or phrases that help reveal the meaning of each word.
Discuss the types of clues, if appropriate.
5. Have the students use reference tools to confirm or modify the meanings learned from context. Divide up the
list, if long, and have groups of students work on groups of words.
6. Record the reference-source definitions on the chart.
7. Instruct students to reread the text now that the previously unfamiliar words are known.
DAPATKAN REFERENSINYA DI SINI
Using the Context with a Speech Bubble
READING Strategy fi Using the Context with a Speech Bubble
Reading component Vocabulary
Related Standard(s) of Learning 6.3, 6.5
Overview of the strategy
A speech bubble, included with the Wordsalive set of blackline masters, is designed to allow students to
focus attention on the words and phrases that reveal the meaning of unfamiliar words in context.
Students should be provided many opportunities to examine unfamiliar words in rich contexts that make
use of synonym, definition, explanation, antonym, example, and inference types of clues.
Strategy procedure
1. Display on the overhead or board and distribute copies of the blackline master #3, located on the Wordsalive
Web site (go to address listed below; click on Blackline masters; scroll down to page 3).
2. Choose or write a short text that features one unfamiliar word in a rich context.
3. Model for the students by writing in the speech bubble only the context that reveals the meaning of the
unfamiliar word. Be as brief as possible but as complete as necessary. Include and underline the unfamiliar
word. Think aloud for the students while writing the context, and mention the type of clue that helps reveal
the meaning of the unfamiliar word. Model using reference tools to confirm or modify the meaning learned
from context.
4. Provide students with guided practice, using text demonstrating a variety of clue types. Partners or small
groups are recommended. Have students use reference tools to confirm or modify the meaning learned from
context.
5. Encourage students to look for and bring to class unfamiliar words in rich contexts.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary
Related Standard(s) of Learning 6.3, 6.5
Overview of the strategy
A speech bubble, included with the Wordsalive set of blackline masters, is designed to allow students to
focus attention on the words and phrases that reveal the meaning of unfamiliar words in context.
Students should be provided many opportunities to examine unfamiliar words in rich contexts that make
use of synonym, definition, explanation, antonym, example, and inference types of clues.
Strategy procedure
1. Display on the overhead or board and distribute copies of the blackline master #3, located on the Wordsalive
Web site (go to address listed below; click on Blackline masters; scroll down to page 3).
2. Choose or write a short text that features one unfamiliar word in a rich context.
3. Model for the students by writing in the speech bubble only the context that reveals the meaning of the
unfamiliar word. Be as brief as possible but as complete as necessary. Include and underline the unfamiliar
word. Think aloud for the students while writing the context, and mention the type of clue that helps reveal
the meaning of the unfamiliar word. Model using reference tools to confirm or modify the meaning learned
from context.
4. Provide students with guided practice, using text demonstrating a variety of clue types. Partners or small
groups are recommended. Have students use reference tools to confirm or modify the meaning learned from
context.
5. Encourage students to look for and bring to class unfamiliar words in rich contexts.
DAPATKAN REFERENSINYA DI SINI
List/Group/Label (Word Sort)
READING Strategy fi List/Group/Label (Word Sort)
Reading component Vocabulary
Related Standard(s) of Learning 6.5
Overview of the strategy
A grouping and labeling activity prior to reading helps students predict and clarify the meanings of
words and the upcoming text. The teacher might list the words thought to be unfamiliar or ask the
students to brainstorm about the topic and identify such words. The teacher might provide the labels, as
in a closed sort, or ask the students to determine the categories, as in an open sort. This activity requires
classification, deductive reasoning, inference, and prediction. A similar activity after reading can help
students absorb and comprehend the vocabulary essential to the topic.
Strategy procedure
1. Choose a topic, and instruct the students to brainstorm as many words for it as possible. Alternatively, select a
list of words from a text the students are going to read.
2. Assign the students to small groups, and instruct them to sort the words into categories, either predetermined
by the teacher or developed by the students. The use of file cards is recommended.
3. Verbalize as a model for the students the rationale for categorization of some of the words.
4. Encourage students to verbalize the rationale for their categorization as well.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary
Related Standard(s) of Learning 6.5
Overview of the strategy
A grouping and labeling activity prior to reading helps students predict and clarify the meanings of
words and the upcoming text. The teacher might list the words thought to be unfamiliar or ask the
students to brainstorm about the topic and identify such words. The teacher might provide the labels, as
in a closed sort, or ask the students to determine the categories, as in an open sort. This activity requires
classification, deductive reasoning, inference, and prediction. A similar activity after reading can help
students absorb and comprehend the vocabulary essential to the topic.
Strategy procedure
1. Choose a topic, and instruct the students to brainstorm as many words for it as possible. Alternatively, select a
list of words from a text the students are going to read.
2. Assign the students to small groups, and instruct them to sort the words into categories, either predetermined
by the teacher or developed by the students. The use of file cards is recommended.
3. Verbalize as a model for the students the rationale for categorization of some of the words.
4. Encourage students to verbalize the rationale for their categorization as well.
DAPATKAN REFERENSINYA DI SINI
Concept Definition Map
READING Strategy fi Concept Definition Map
Reading component Vocabulary
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
A Concept Definition Map is a graphic representation that helps students understand the essential
attributes, qualities, or characteristics of a word’s meaning. It is also a strategy for teaching students the
meaning of a key concept by having students describe the concept and cite examples of it.
Strategy procedure
1. Display an example of a concept definition map on a chart or transparency.
2. Discuss the parts of the concept definition map:
· Category – What is it?
· Properties – What is it like?
· Illustrations – What are some examples?
3. Model how to use the map by selecting a familiar vocabulary term from a previous unit and mapping its
features.
4. Provide guided practice by allowing students to map another familiar vocabulary word with a partner or in
small groups.
5. Have students work in pairs to complete a map for a concept in their current unit of study.
6. Have students use the map to write sentences defining the concept.
7. As the unit progresses, encourage students to refine their maps as they learn additional characteristics and
examples of the concept
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
A Concept Definition Map is a graphic representation that helps students understand the essential
attributes, qualities, or characteristics of a word’s meaning. It is also a strategy for teaching students the
meaning of a key concept by having students describe the concept and cite examples of it.
Strategy procedure
1. Display an example of a concept definition map on a chart or transparency.
2. Discuss the parts of the concept definition map:
· Category – What is it?
· Properties – What is it like?
· Illustrations – What are some examples?
3. Model how to use the map by selecting a familiar vocabulary term from a previous unit and mapping its
features.
4. Provide guided practice by allowing students to map another familiar vocabulary word with a partner or in
small groups.
5. Have students work in pairs to complete a map for a concept in their current unit of study.
6. Have students use the map to write sentences defining the concept.
7. As the unit progresses, encourage students to refine their maps as they learn additional characteristics and
examples of the concept
DAPATKAN REFERENSINYA DI SINI
Concept Sorts
READING Strategy fi Concept Sorts
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning K.8, 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Concept sorts are activities in categorization. Students can sort objects, pictures and/or words by
concepts or meaning. This is an excellent way to link vocabulary instruction to what students already
know and to expand their conceptual understanding of essential reading vocabulary.
Stra tegy procedure
1. Gather students together around a large table or pocket chart.
2. Choose something to sort. For younger students, use objects or pictures. For older students, use words.
Possibilities for concept sorts include objects, such as students (male/female, hair color, eye color, age,
favorite color), shoes (boys’/girls’, right/left, tie/Velcroe/slip-on), coats (short/long, button/zip,
hood/hoodless), and buttons (number of holes, shapes, colors, sizes). Possibilities could also include units of
study, such as food groups, animals, forms of transportation, and states of matter.
3. Begin with an open sort: Let the students determine how to sort based on their background knowledge and
experience.
4. Ask students to describe how the things in each category are alike.
5. Decide on a key word or descriptive phrase to label each category.
6. Model writing key words. Also, write individual labels for each item if sorting objects or pictures.
7. Allow for individual sorting, using a closed sort. Have the items and labels available for students to sort on
their own or with a partner during free time or center time.
Variations of the strategy
1. Use as advanced organizers for anticipating new reading.
2. Revisit and refine after reading to assist in recall and comprehension.
3. Use to organize ideas prior to writing.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning K.8, 1.9, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Concept sorts are activities in categorization. Students can sort objects, pictures and/or words by
concepts or meaning. This is an excellent way to link vocabulary instruction to what students already
know and to expand their conceptual understanding of essential reading vocabulary.
Stra tegy procedure
1. Gather students together around a large table or pocket chart.
2. Choose something to sort. For younger students, use objects or pictures. For older students, use words.
Possibilities for concept sorts include objects, such as students (male/female, hair color, eye color, age,
favorite color), shoes (boys’/girls’, right/left, tie/Velcroe/slip-on), coats (short/long, button/zip,
hood/hoodless), and buttons (number of holes, shapes, colors, sizes). Possibilities could also include units of
study, such as food groups, animals, forms of transportation, and states of matter.
3. Begin with an open sort: Let the students determine how to sort based on their background knowledge and
experience.
4. Ask students to describe how the things in each category are alike.
5. Decide on a key word or descriptive phrase to label each category.
6. Model writing key words. Also, write individual labels for each item if sorting objects or pictures.
7. Allow for individual sorting, using a closed sort. Have the items and labels available for students to sort on
their own or with a partner during free time or center time.
Variations of the strategy
1. Use as advanced organizers for anticipating new reading.
2. Revisit and refine after reading to assist in recall and comprehension.
3. Use to organize ideas prior to writing.
DAPATKAN REFERENSINYA DI SINI
Semantic Feature Analysis
READING Strategy fi Semantic Feature Analysis
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Semantic Feature Analysis (SFA) uses a chart that compares the terminology of a subject by its features
or characteristics. An SFA is a visual representation of how the terms students are studying are similar
or different. An SFA can be used with any content subject area.
Strategy procedure
1. Choose a subject of study, e.g., pets.
2. Create a table. List the terminology of the subject in the left column, and list the features or characteristics
common to the subject in the top row.
3. Ask students to place a plus sign (+) to indicate that the feature applies to the term, or place a minus sign (–)
to indicate that the feature does not apply to the term:
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Semantic Feature Analysis (SFA) uses a chart that compares the terminology of a subject by its features
or characteristics. An SFA is a visual representation of how the terms students are studying are similar
or different. An SFA can be used with any content subject area.
Strategy procedure
1. Choose a subject of study, e.g., pets.
2. Create a table. List the terminology of the subject in the left column, and list the features or characteristics
common to the subject in the top row.
3. Ask students to place a plus sign (+) to indicate that the feature applies to the term, or place a minus sign (–)
to indicate that the feature does not apply to the term:
DAPATKAN REFERENSINYA DI SINI
Anticipation Guide
READING Strategy fi Anticipation Guides
Reading component Comprehension
Related Standard(s) of Learning 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Anticipation Guides can be used to activate and assess students’ prior knowledge, to establish a purpose
for reading, and to motivate students by stimulating their interest. They promote active reading and
critical thinking.
Strategy procedure
1. Identify the major concepts that you want students to learn from a reading.
2. Determine ways these concepts might support or challenge the students’ beliefs.
3. Create four to six statements about the topic for which students may have prior beliefs or experiences.
Address important points, major concepts, controversial ideas, and misconceptions. Do not include simple,
literal statements that can be easily answered.
4. Share the guide with the students. Have the students react to each statement, formulating a response to it and
preparing to defend their opinions.
5. Discuss each statement with the class. Ask how many agreed or disagreed with each statement. Have students
representing opposing viewpoints explain their reactions.
6. Have students read the selected text in order to find supporting or contradictory evidence for their responses.
Students may confirm their original responses, revise original responses if necessary, and decide if any
additional information may be required.
8. Discuss with the class what was learned from the reading.
Variations of the Strategy
1. Make a human continuum: line students up according to a Likert rating scale (i.e., strongly agree, agree,
neutral, disagree, or strongly disagree). Have them justify their responses to each statement.
2. Rewrite any statement that was not true to make it correct.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Anticipation Guides can be used to activate and assess students’ prior knowledge, to establish a purpose
for reading, and to motivate students by stimulating their interest. They promote active reading and
critical thinking.
Strategy procedure
1. Identify the major concepts that you want students to learn from a reading.
2. Determine ways these concepts might support or challenge the students’ beliefs.
3. Create four to six statements about the topic for which students may have prior beliefs or experiences.
Address important points, major concepts, controversial ideas, and misconceptions. Do not include simple,
literal statements that can be easily answered.
4. Share the guide with the students. Have the students react to each statement, formulating a response to it and
preparing to defend their opinions.
5. Discuss each statement with the class. Ask how many agreed or disagreed with each statement. Have students
representing opposing viewpoints explain their reactions.
6. Have students read the selected text in order to find supporting or contradictory evidence for their responses.
Students may confirm their original responses, revise original responses if necessary, and decide if any
additional information may be required.
8. Discuss with the class what was learned from the reading.
Variations of the Strategy
1. Make a human continuum: line students up according to a Likert rating scale (i.e., strongly agree, agree,
neutral, disagree, or strongly disagree). Have them justify their responses to each statement.
2. Rewrite any statement that was not true to make it correct.
DAPATKAN REFERENSINYA DI SINI
Frayer Model
READING Strategy fi Frayer Model
Reading component Vocabulary
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
The Frayer Model is a word categorization activity. Students analyze words based on their attributes.
This is done by selecting examples and non-examples of the concept.
Strategy procedure
1. Select a concept or word to be analyzed.
2. Demonstrate/model an easy word with the class, for example, “polygon.”
3. Complete the entire four-block graphic organizer together. (See figure below.)
4. Have students practice the strategy in pairs or in small groups, with vocabulary from the unit of study.
5. Share comparison charts with the class.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
The Frayer Model is a word categorization activity. Students analyze words based on their attributes.
This is done by selecting examples and non-examples of the concept.
Strategy procedure
1. Select a concept or word to be analyzed.
2. Demonstrate/model an easy word with the class, for example, “polygon.”
3. Complete the entire four-block graphic organizer together. (See figure below.)
4. Have students practice the strategy in pairs or in small groups, with vocabulary from the unit of study.
5. Share comparison charts with the class.
DAPATKAN REFERENSINYA DI SINI
Word Splash
READING Strategy fi Word Splash
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning 1.7, 2.6, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
This before-reading strategy introduces students to key vocabulary, allowing them to access prior
knowledge of the topic. Students are asked to sort words into categories, justifying their placement
based on prior knowledge. Students make predictions based on what they know from the introduced
vocabulary words, which can be confirmed as the story or article is read. This strategy works especially
well with nonfiction text.
Strategy procedure
1. Using an overhead transparency, chart paper, or chalkboard, display 6-10 unusual or unfamiliar words from
the text, splashing the words around the title of the story or article.
2. Read aloud with the students as you point to each word.
3. Ask the students to work with partners or in teams. Students should classify the words into groups, justifying
why certain words might go together.
4. Have students share their groupings and reasons with the class.
5. Have the students make predictions about the text based on the words in the Word Splash.
6. Students should read the text silently, either in its entirety or in chunks. Have them confirm and/or revise their
predictions based on what they have read.
DAPATKAN REFERENSINYA DI SINI
Reading component Vocabulary/Comprehension
Related Standard(s) of Learning 1.7, 2.6, 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
This before-reading strategy introduces students to key vocabulary, allowing them to access prior
knowledge of the topic. Students are asked to sort words into categories, justifying their placement
based on prior knowledge. Students make predictions based on what they know from the introduced
vocabulary words, which can be confirmed as the story or article is read. This strategy works especially
well with nonfiction text.
Strategy procedure
1. Using an overhead transparency, chart paper, or chalkboard, display 6-10 unusual or unfamiliar words from
the text, splashing the words around the title of the story or article.
2. Read aloud with the students as you point to each word.
3. Ask the students to work with partners or in teams. Students should classify the words into groups, justifying
why certain words might go together.
4. Have students share their groupings and reasons with the class.
5. Have the students make predictions about the text based on the words in the Word Splash.
6. Students should read the text silently, either in its entirety or in chunks. Have them confirm and/or revise their
predictions based on what they have read.
DAPATKAN REFERENSINYA DI SINI
Selective Underlining STRATEGY
READING Strategy fi Selective Underlining
Reading component Comprehension
Related Standard(s) of Learning 3.6, 4.5, 5.6
Overview of the strategy
Selective underlining is a study strategy that enables students to understand what the author is trying to
say and to organize information in texts.
Strategy procedure
1. Explain to students that, when used selectively, underlining sections of text and taking notes in the margins
are helpful comprehension strategies. Explain that underlining is one way to organize information in texts.
2. Using a transparency of an assignment, model how you underline. First, read through the selection, then
reread and begin underlining, not whole sentences, but words and phrases that get at key ideas. Note main
ideas with numbers or other notations. For key ideas, come up with short topic names, and write them in the
margins.
3. Underline main ideas and details with different colored markers. For example, main ideas may be in blue
while details are in red.
4. When main points are not explicit, generate your own main points, jot them in the margins, and color
appropriately.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 3.6, 4.5, 5.6
Overview of the strategy
Selective underlining is a study strategy that enables students to understand what the author is trying to
say and to organize information in texts.
Strategy procedure
1. Explain to students that, when used selectively, underlining sections of text and taking notes in the margins
are helpful comprehension strategies. Explain that underlining is one way to organize information in texts.
2. Using a transparency of an assignment, model how you underline. First, read through the selection, then
reread and begin underlining, not whole sentences, but words and phrases that get at key ideas. Note main
ideas with numbers or other notations. For key ideas, come up with short topic names, and write them in the
margins.
3. Underline main ideas and details with different colored markers. For example, main ideas may be in blue
while details are in red.
4. When main points are not explicit, generate your own main points, jot them in the margins, and color
appropriately.
DAPATKAN REFERENSINYA DI SINI
Questioning the Author
READING Strategy fi Questioning the Author
Reading component Comprehension
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Questioning the Author is a comprehension strategy that enables students to construct meaning from
texts. It is grounded in the fact that many textbooks lack coherence and explanation and assume
unrealistic levels of background knowledge. This strategy asks readers to engage with text in a
meaningful way.
Strategy procedure
1. Begin by discussing with students the idea that textbooks are written by ordinary people and that authors have
varying styles which may be unclear or even confusing to some readers. Alert students to the fact that they
may have to work at figuring out what an author is trying to say.
3. Read passages from selected texts.
4. Prompt students by asking
· “What is the author trying to tell you?”
· “Why is the author trying to tell you that?”
· “Is that expressed clearly?”
5. As students discover problems and confusions in the text, prompt them to revise those ideas in clearer
language by asking questions, such as
· “How could the author have expressed the ideas more clearly?”
· “What would you want to say instead?”
6. By transforming an author’s ideas into their own, students successfully comprehend text.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Questioning the Author is a comprehension strategy that enables students to construct meaning from
texts. It is grounded in the fact that many textbooks lack coherence and explanation and assume
unrealistic levels of background knowledge. This strategy asks readers to engage with text in a
meaningful way.
Strategy procedure
1. Begin by discussing with students the idea that textbooks are written by ordinary people and that authors have
varying styles which may be unclear or even confusing to some readers. Alert students to the fact that they
may have to work at figuring out what an author is trying to say.
3. Read passages from selected texts.
4. Prompt students by asking
· “What is the author trying to tell you?”
· “Why is the author trying to tell you that?”
· “Is that expressed clearly?”
5. As students discover problems and confusions in the text, prompt them to revise those ideas in clearer
language by asking questions, such as
· “How could the author have expressed the ideas more clearly?”
· “What would you want to say instead?”
6. By transforming an author’s ideas into their own, students successfully comprehend text.
DAPATKAN REFERENSINYA DI SINI
Literary Report Card in reading improvement
READING Strategy fi Literary Report Card
Reading component Comprehension
Related Standard(s) of Learning 3.5, 4.4, 5.5
Overview of the strategy
Literary report cards (Johnson & Louis, 1987) help students analyze characters in narrative stories.
Students assign grades to characters based on a variety of criteria on which the teacher has initially
decided.
Strategy procedure
1. Have students create a literary report card that focuses on key character traits. (See the example below for the
character Frog in Frog and Toad All Year by Arnold Lobel. The report card can be designed to look like a real
report card.)
2. After reading a narrative text, students assign grades to characters.
3. Students must cite an example from the story when assigning a grade
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 3.5, 4.4, 5.5
Overview of the strategy
Literary report cards (Johnson & Louis, 1987) help students analyze characters in narrative stories.
Students assign grades to characters based on a variety of criteria on which the teacher has initially
decided.
Strategy procedure
1. Have students create a literary report card that focuses on key character traits. (See the example below for the
character Frog in Frog and Toad All Year by Arnold Lobel. The report card can be designed to look like a real
report card.)
2. After reading a narrative text, students assign grades to characters.
3. Students must cite an example from the story when assigning a grade
DAPATKAN REFERENSINYA DI SINI
READING Strategy Story Face
READING Strategy fi Story Face
Reading component Comprehension
Related Standard(s) of Learning 1.9, 2.8, 3.5, 4.4, 5.5
Overview of the strategy
The Story Face is a graphic organizer that aids students’ comprehension of narrative text. It functions
like a story map, allowing students to visualize the important components of a narrative text, including
setting, main characters, problems, events, and a resolution.
Strategy procedure
1. Preview the Story Face with students prior to reading a narrative text.
2. Review the information (setting, main characters, problem, events, and resolution) that students are
expected
to find.
3. Have students read the text and complete the Story Face, either individually, in pairs, or as a group. Some
teachers prefer to have students fill out the Story Face as they read, while others prefer that students fill it out
after reading.
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 1.9, 2.8, 3.5, 4.4, 5.5
Overview of the strategy
The Story Face is a graphic organizer that aids students’ comprehension of narrative text. It functions
like a story map, allowing students to visualize the important components of a narrative text, including
setting, main characters, problems, events, and a resolution.
Strategy procedure
1. Preview the Story Face with students prior to reading a narrative text.
2. Review the information (setting, main characters, problem, events, and resolution) that students are
expected
to find.
3. Have students read the text and complete the Story Face, either individually, in pairs, or as a group. Some
teachers prefer to have students fill out the Story Face as they read, while others prefer that students fill it out
after reading.
DAPATKAN REFERENSINYA DI SINI
Sticky notes
READING Strategy fi Sticky Notes
Reading component Comprehension
Related Standard(s) of Learning 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Sticky notes are used to mark sections in a text that students would like to return to, difficult sections for
which they require clarification, for instance, or powerful or clear passages they would like to share with
others. These stopping places can be used to foster discussion and inspire writing.
Strategy procedure
For fiction or narrative texts
1. Have students read a text independently, placing sticky notes in spots about which they want to talk. These
may be parts they have questions about or parts they really enjoy, such as humorous sections and interesting
or vivid descriptions.
2. Begin discussion by having students share those places they have marked, explaining the places and why they
were chosen.
For informational/expository texts:
1. Have students read content area text independently, marking with sticky notes any sections they want to
discuss. These may be sections they understand and can explain, sections that need further clarification (write
out specifics), or places for creating their own explanations, pictures, and diagrams. Students may add to the
text, using sticky notes. They may add, for example, additional illustrations and diagrams, examples from
their own backgrounds, or restatements of the author’s ideas.
2. Begin discussion by having students share the sections they have marked, including their questions
and additions to the text. Ask students to give their reasons for choosing these sections
DAPATKAN REFERENSINYA DI SINI
Reading component Comprehension
Related Standard(s) of Learning 2.8, 3.5, 3.6, 4.4, 4.5, 5.5, 5.6
Overview of the strategy
Sticky notes are used to mark sections in a text that students would like to return to, difficult sections for
which they require clarification, for instance, or powerful or clear passages they would like to share with
others. These stopping places can be used to foster discussion and inspire writing.
Strategy procedure
For fiction or narrative texts
1. Have students read a text independently, placing sticky notes in spots about which they want to talk. These
may be parts they have questions about or parts they really enjoy, such as humorous sections and interesting
or vivid descriptions.
2. Begin discussion by having students share those places they have marked, explaining the places and why they
were chosen.
For informational/expository texts:
1. Have students read content area text independently, marking with sticky notes any sections they want to
discuss. These may be sections they understand and can explain, sections that need further clarification (write
out specifics), or places for creating their own explanations, pictures, and diagrams. Students may add to the
text, using sticky notes. They may add, for example, additional illustrations and diagrams, examples from
their own backgrounds, or restatements of the author’s ideas.
2. Begin discussion by having students share the sections they have marked, including their questions
and additions to the text. Ask students to give their reasons for choosing these sections
DAPATKAN REFERENSINYA DI SINI
Minggu, 25 November 2012
Shared Reading and Guided Reading1
Shared Reading and Guided Reading
You are aware of what the students know and you can use this information as you
read aloud. In shared reading, you invite them to apply their skills, setting them up
for success. Stop at particular points in the text and ask someone to help you read.
Emphasis here is on the print so point to what you are reading. Stop reading and
encourage children to read independently where you know they can be successful.
Also, encourage students to volunteer to participate in the reading. When students
come to a word they know, they can say or sign it aloud. Then you pick up with
reading aloud until you come to another section of text which the students or one
student can read independently.
In guided reading, the student takes the lead, reading as best he or she can until
coming to an unknown word. The teacher encourages the student to decode the
word, looking at spelling patterns, using structural analysis (attending to a prefix or
suffix, for example) or employing other strategies.
DAPATKAN REFERENSINYA DI SINI
You are aware of what the students know and you can use this information as you
read aloud. In shared reading, you invite them to apply their skills, setting them up
for success. Stop at particular points in the text and ask someone to help you read.
Emphasis here is on the print so point to what you are reading. Stop reading and
encourage children to read independently where you know they can be successful.
Also, encourage students to volunteer to participate in the reading. When students
come to a word they know, they can say or sign it aloud. Then you pick up with
reading aloud until you come to another section of text which the students or one
student can read independently.
In guided reading, the student takes the lead, reading as best he or she can until
coming to an unknown word. The teacher encourages the student to decode the
word, looking at spelling patterns, using structural analysis (attending to a prefix or
suffix, for example) or employing other strategies.
DAPATKAN REFERENSINYA DI SINI
T-T-T or Task, Teach, Task
T-T-T or Task, Teach, Task
This paradigm is perhaps the best for these materials. Here the teacher supplies the learners
i rst with a task, analyses their performance and selects an area of language to work on.
They then provide another task to see if the learners have absorbed the language point. In
this conception it is reactive teaching, requiring the teacher to feel coni dent about almost
any area of grammar. Of course, the teacher can also select a grammar area in advance that
they think would be problematic and prepare additional materials in advance. For example,
the initial questions in the Clinical Epidemiology lesson could be used to diagnose learner
ability with the language of giving opinions. The teacher could then correct and supply a
follow up task with discussion on the same topic
DAPATKAN REFERENSINYA DI SINI
This paradigm is perhaps the best for these materials. Here the teacher supplies the learners
i rst with a task, analyses their performance and selects an area of language to work on.
They then provide another task to see if the learners have absorbed the language point. In
this conception it is reactive teaching, requiring the teacher to feel coni dent about almost
any area of grammar. Of course, the teacher can also select a grammar area in advance that
they think would be problematic and prepare additional materials in advance. For example,
the initial questions in the Clinical Epidemiology lesson could be used to diagnose learner
ability with the language of giving opinions. The teacher could then correct and supply a
follow up task with discussion on the same topic
DAPATKAN REFERENSINYA DI SINI
S.O.S (The Structural-Oral-Situational approach)
S.O.S (The Structural-Oral-Situational approach)
The SOS approach was officially accepted by the Madras Presidency in 1950. Till 1990, the
SOS has been practiced in schools in South India. It is a communication of certain aspect
of the Direct Method, oral and Audio Lingualism. The basic importance features of this
approach are:
1. Learning a language is not only learning its words but also the syntax
2. Vocabulary is presented through grades.
3. The four skills of (LSRW) Listening, Speaking, Reading and Writing are presented in
order.
4. Sentence patterns exist and can form the basis of a language course.
5. Class room teaching and learning are made enjoyable
. 6 Concrete linguistic items are taught through Demonstration
7. Abstract ideas are taught through association.
8. It helps to develop learners competence in the use of structure in L2.
The SOS approach was officially accepted by the Madras Presidency in 1950. Till 1990, the
SOS has been practiced in schools in South India. It is a communication of certain aspect
of the Direct Method, oral and Audio Lingualism. The basic importance features of this
approach are:
1. Learning a language is not only learning its words but also the syntax
2. Vocabulary is presented through grades.
3. The four skills of (LSRW) Listening, Speaking, Reading and Writing are presented in
order.
4. Sentence patterns exist and can form the basis of a language course.
5. Class room teaching and learning are made enjoyable
. 6 Concrete linguistic items are taught through Demonstration
7. Abstract ideas are taught through association.
8. It helps to develop learners competence in the use of structure in L2.
Strategies-based instruction in speaking
Strategies-based instruction is a learner-centered approach to teaching that has two
major components: (1) students are explicitly taught how, when, and why strategies can
be used to facilitate language learning and language use tasks, and (2) strategies are
integrated into everyday class materials, and may be explicitly or implicitly embedded
into the language tasks. The first of these components has often stood alone as the
approach when strategies are included in the language classroom. The field has referred
to this approach as "strategy training," "strategies instruction," or "learner training" (cf.
Chamot & Rubin 1994:771, with regard to these three terms). In a typical classroom
strategy training situation, the teachers describe, model, and give examples of
potentially useful strategies; they elicit additional examples from students based on the
students' own learning experiences; they lead small-group/whole class discussions
about strategies (e.g., the rationale behind strategy use, planning an approach to a
specific activity, evaluating the effectiveness of chosen strategies); and they encourage
their students to experiment with a broad range of strategies.
DAPATKAN REFERENSINYA DI SINI
major components: (1) students are explicitly taught how, when, and why strategies can
be used to facilitate language learning and language use tasks, and (2) strategies are
integrated into everyday class materials, and may be explicitly or implicitly embedded
into the language tasks. The first of these components has often stood alone as the
approach when strategies are included in the language classroom. The field has referred
to this approach as "strategy training," "strategies instruction," or "learner training" (cf.
Chamot & Rubin 1994:771, with regard to these three terms). In a typical classroom
strategy training situation, the teachers describe, model, and give examples of
potentially useful strategies; they elicit additional examples from students based on the
students' own learning experiences; they lead small-group/whole class discussions
about strategies (e.g., the rationale behind strategy use, planning an approach to a
specific activity, evaluating the effectiveness of chosen strategies); and they encourage
their students to experiment with a broad range of strategies.
DAPATKAN REFERENSINYA DI SINI
Improving Students’ Writing Skill by Using Cue Card (A Classroom Action Research
ABSTRACT
FARIDATUL HIKMAH. S891008030. 2012. Improving Students’ Writing Skill by Using Cue Card (A Classroom Action Research in the VIII A Grade of SMPN 2 Barat, Magetan in the Academic Year of 2011-2012). Consultant 1: Dr. Ngadiso, M.Pd. Consultant 2: Drs. Martono, M.A. Thesis: English Education Department Graduate School, Sebelas Maret University, 2012.
This thesis is aimed at knowing whether cue card media can improve students’ writing skill or not, and the strengths and weaknesses of using cue card when it is implemented to teach writing. The preliminary research showed that the students had problems in writing elements: idea/content, organization, vocabulary, grammar, and mechanics. They also did not know the process of writing.
The research was done in SMP Negeri 2 Barat, Magetan from November 2011-Februari 2012. The subject of the study was the students of the VIII A of SMP Negeri 2 Barat, Magetan, consisting of 30 students. It was a Classroom Action Research. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, the researcher applied several techniques including observation, interview, questionnaire, and test. The quantitative data were anayzed by using descriptive statistic. It compared between the scores of pre-test (before implementing cue card) and post-test (after implementing cue card), while the qualitative data were analyzed by using Constant Comparative Method which consists of four steps, namely: (1) comparing incidents to each category; (2) integrating categories and their properties; (3) delimiting theory; and (4) writing the theory.
The research findings are described in line with the problem statements as follows: first, by using cue card media, the students’ writing skill improves. This is proved by the significant increase of the mean score of pre-test, post-test cycle 1, and post-test cycle 2. The second, there are strengths and weaknesses. The strengths are: (1) there were improvements of students’ mean score in each component of writing who got score above KKM; and (2) there were improvements of class situation, namely: improvement of students’ motivation, interest, and creativity. Besides, the weaknesses are: (1) the students have to spend long time to make this media; and (2) the students were crowded while implementing the cue card in writing process, because they like to speak about their idol in cue card.
Based on the result of the research, it can be concluded that the use of cue card improves students’ writing skill and class condition. Therefore, it is recommended that the teachers use cue card media in teaching writing.
DAPATKAN REFERENSINYA DI SINI
FARIDATUL HIKMAH. S891008030. 2012. Improving Students’ Writing Skill by Using Cue Card (A Classroom Action Research in the VIII A Grade of SMPN 2 Barat, Magetan in the Academic Year of 2011-2012). Consultant 1: Dr. Ngadiso, M.Pd. Consultant 2: Drs. Martono, M.A. Thesis: English Education Department Graduate School, Sebelas Maret University, 2012.
This thesis is aimed at knowing whether cue card media can improve students’ writing skill or not, and the strengths and weaknesses of using cue card when it is implemented to teach writing. The preliminary research showed that the students had problems in writing elements: idea/content, organization, vocabulary, grammar, and mechanics. They also did not know the process of writing.
The research was done in SMP Negeri 2 Barat, Magetan from November 2011-Februari 2012. The subject of the study was the students of the VIII A of SMP Negeri 2 Barat, Magetan, consisting of 30 students. It was a Classroom Action Research. The researcher did some steps for each cycle. They were planning, action, observation, and reflection. In collecting the data, the researcher applied several techniques including observation, interview, questionnaire, and test. The quantitative data were anayzed by using descriptive statistic. It compared between the scores of pre-test (before implementing cue card) and post-test (after implementing cue card), while the qualitative data were analyzed by using Constant Comparative Method which consists of four steps, namely: (1) comparing incidents to each category; (2) integrating categories and their properties; (3) delimiting theory; and (4) writing the theory.
The research findings are described in line with the problem statements as follows: first, by using cue card media, the students’ writing skill improves. This is proved by the significant increase of the mean score of pre-test, post-test cycle 1, and post-test cycle 2. The second, there are strengths and weaknesses. The strengths are: (1) there were improvements of students’ mean score in each component of writing who got score above KKM; and (2) there were improvements of class situation, namely: improvement of students’ motivation, interest, and creativity. Besides, the weaknesses are: (1) the students have to spend long time to make this media; and (2) the students were crowded while implementing the cue card in writing process, because they like to speak about their idol in cue card.
Based on the result of the research, it can be concluded that the use of cue card improves students’ writing skill and class condition. Therefore, it is recommended that the teachers use cue card media in teaching writing.
DAPATKAN REFERENSINYA DI SINI
Improving Student’s Performance and Writing Skills by Using Photography, Autophotography and Music
Chapter I
Introduction
Every photograph tells a story, every story can be expressed by music but it is
only up to us to see or hear the story that is told and can be written. The following paper
will explore the influence of photographs and music on free-style and creative writings. It
would examine how the use of photographs and music can improve students’ self-expressions during the free-style and creative writings and increase their interest in
writing. In addition, it will analyze the influence of this approach on the free style and
creative writings of marginalized students. I believe the use of photography,
autophotography, and music engage adult learners, students and people in general in their
pathways to self-discovery and their ideas of belongings. In addition, it may help them to
find a community of people who share similar interests or are connected to each other
through belonging to a group of people sharing similar or ‘different’ backgrounds.
I would try to prove that the combination of photographs and autobiography
(autophotography) together with music is an important tool helping students to express
themselves by writings. I would, based on my findings, summarize which approach
towards free-style and creative writings seems to suite the students the best: (1) a teacher
selects a photograph and music, (2) a student selects a photograph from a group of
photographs provided by a teacher and listens music selected by the teacher and (3)
students either take their own photographs or select an image on their own together with
a selection of their own music. I believe that any of the above approaches are important
and can be used in any form by others when dealing with today students and adults and,
2
mainly, when dealing with marginalized groups of people. The major reason is that
media (art forms) used during this research method are accessible to a large variety of
people.
I believe that using photography and autobiography (autophotography) in
combination with music would help students to engage themselves more deeply in
written expressions dealing with their search for their placement in our society and build
a community of people that is based on some common goals. Furthermore, it would help
them to define needs for social justice and democracy “because life stories and
photographs are a record of social interaction and the inevitable power relationships
among the people interacting” (Armstrong, 2005, p. 34). The use of music at the same
time would enrich learners’ mood that is in my view an important factor when they are
engaged in self-directed writing.
In 1996, I was working for Keewatin Community College, now The University of
North, in northern Manitoba. I was preparing First Nation Students for their entry to the
post-secondary education. Besides teaching many courses I was responsible for, the focus
of the program was to help the students with their adjustment to higher learning. One of
the important factors of their adjustment was, as it was viewed by the administrative
bodies of this project, to help students with their awareness of themselves and to learn
about empathy towards others. Since I had some academic freedom in designing my
courses, I decided to explore the use of photography and music with a combination of
creative writings to accomplish this task. The result was amazing. The majority of
students in my program usually refused to write, not because they did not know how, but
because they did not know what to write. Like for many of us, having an empty page on
3
which they should write their ideas was extremely challenging. I had empathized with
them, knowing how hard it is to write a first letter, a first word and then compose a first
sentence on a blank piece of a paper.
I decided that there must be some other easier way how to accomplish this task. A
one day I brought into my class two photographs, a one of an older woman from the
community and the second of a young European woman. I asked the students to write
anything they want about these two women. The result was amazing. In a few minutes
the students were able to write not a one page but two to three pages reflecting their ideas
about those two women. The most interesting was that they did not only describe the
photographs, but wrote stories including feelings. They reflected not just what those two
women may have, but also the feelings and empathies of individual students towards
these two women as well. After the project, I asked the students how we should improve
this approach. They suggested using their own photographs. I asked them if playing the
music during this project would help them with their abilities to express themselves.
Their answer was that we should explore it.
The next class the students brought their own photographs or images they wanted
to write about. I selected some songs that I thought would be appropriate for this
assignment: a classical music and music of Tom Waits and Leonard Cohen. I believed
that songs would be appropriate for this task since thy represent more than a pop music. It
is need to note that at that time there were no MP3s yet, so it was impossible to have each
student listening to their own music. During the project many students became emotional.
The music and the pictures had evoked in them emotions connected to their own self
discoveries. Their works, their piece of writings, become for them the tool that enabled
4
them to express their own beliefs, feelings, happiness, fears sadness and dreams. It was
their own writings that was not forced upon them and, therefore, become a part of their
personal expression. The emotional part of the writing, although important, may cause
some difficulties for all parties, therefore, it is a factor than cannot be controlled, but must
be considered. Due to this fact, the teacher or instructor must be prepared to be able
dealing with the emotional part of the assignment; in addition, if needed the counselling
service should be available. Overall, results of the project and the students’ appreciation
for this approach overweight the possible difficulties.
DAPATKAN REFERENSINYA DI SINI
Introduction
Every photograph tells a story, every story can be expressed by music but it is
only up to us to see or hear the story that is told and can be written. The following paper
will explore the influence of photographs and music on free-style and creative writings. It
would examine how the use of photographs and music can improve students’ self-expressions during the free-style and creative writings and increase their interest in
writing. In addition, it will analyze the influence of this approach on the free style and
creative writings of marginalized students. I believe the use of photography,
autophotography, and music engage adult learners, students and people in general in their
pathways to self-discovery and their ideas of belongings. In addition, it may help them to
find a community of people who share similar interests or are connected to each other
through belonging to a group of people sharing similar or ‘different’ backgrounds.
I would try to prove that the combination of photographs and autobiography
(autophotography) together with music is an important tool helping students to express
themselves by writings. I would, based on my findings, summarize which approach
towards free-style and creative writings seems to suite the students the best: (1) a teacher
selects a photograph and music, (2) a student selects a photograph from a group of
photographs provided by a teacher and listens music selected by the teacher and (3)
students either take their own photographs or select an image on their own together with
a selection of their own music. I believe that any of the above approaches are important
and can be used in any form by others when dealing with today students and adults and,
2
mainly, when dealing with marginalized groups of people. The major reason is that
media (art forms) used during this research method are accessible to a large variety of
people.
I believe that using photography and autobiography (autophotography) in
combination with music would help students to engage themselves more deeply in
written expressions dealing with their search for their placement in our society and build
a community of people that is based on some common goals. Furthermore, it would help
them to define needs for social justice and democracy “because life stories and
photographs are a record of social interaction and the inevitable power relationships
among the people interacting” (Armstrong, 2005, p. 34). The use of music at the same
time would enrich learners’ mood that is in my view an important factor when they are
engaged in self-directed writing.
In 1996, I was working for Keewatin Community College, now The University of
North, in northern Manitoba. I was preparing First Nation Students for their entry to the
post-secondary education. Besides teaching many courses I was responsible for, the focus
of the program was to help the students with their adjustment to higher learning. One of
the important factors of their adjustment was, as it was viewed by the administrative
bodies of this project, to help students with their awareness of themselves and to learn
about empathy towards others. Since I had some academic freedom in designing my
courses, I decided to explore the use of photography and music with a combination of
creative writings to accomplish this task. The result was amazing. The majority of
students in my program usually refused to write, not because they did not know how, but
because they did not know what to write. Like for many of us, having an empty page on
3
which they should write their ideas was extremely challenging. I had empathized with
them, knowing how hard it is to write a first letter, a first word and then compose a first
sentence on a blank piece of a paper.
I decided that there must be some other easier way how to accomplish this task. A
one day I brought into my class two photographs, a one of an older woman from the
community and the second of a young European woman. I asked the students to write
anything they want about these two women. The result was amazing. In a few minutes
the students were able to write not a one page but two to three pages reflecting their ideas
about those two women. The most interesting was that they did not only describe the
photographs, but wrote stories including feelings. They reflected not just what those two
women may have, but also the feelings and empathies of individual students towards
these two women as well. After the project, I asked the students how we should improve
this approach. They suggested using their own photographs. I asked them if playing the
music during this project would help them with their abilities to express themselves.
Their answer was that we should explore it.
The next class the students brought their own photographs or images they wanted
to write about. I selected some songs that I thought would be appropriate for this
assignment: a classical music and music of Tom Waits and Leonard Cohen. I believed
that songs would be appropriate for this task since thy represent more than a pop music. It
is need to note that at that time there were no MP3s yet, so it was impossible to have each
student listening to their own music. During the project many students became emotional.
The music and the pictures had evoked in them emotions connected to their own self
discoveries. Their works, their piece of writings, become for them the tool that enabled
4
them to express their own beliefs, feelings, happiness, fears sadness and dreams. It was
their own writings that was not forced upon them and, therefore, become a part of their
personal expression. The emotional part of the writing, although important, may cause
some difficulties for all parties, therefore, it is a factor than cannot be controlled, but must
be considered. Due to this fact, the teacher or instructor must be prepared to be able
dealing with the emotional part of the assignment; in addition, if needed the counselling
service should be available. Overall, results of the project and the students’ appreciation
for this approach overweight the possible difficulties.
DAPATKAN REFERENSINYA DI SINI
PROR STRATEGY in reding comprehension
PROR STRATEGY
The PROR strategy (REFERENCE) is another variation of many of the reading organization strategies in
this page.
Preread
Use the title, headings, introduction, and summary to form questions to guide reading. Recall prior
knowledge related to the subject to form more questions.
Read
Read with the goal of answering the questions. Annotate key concepts, supporting details, and examples.
Consider how illustrations relate to the text.
Organize
Develop rehearsal strategies to organize the important information and commit it to memory. Answer the
questions aloud. Compare the text to lecture material.
Review
Reduce the information to the bare essentials. Target the information that was unclear. Talk through the
material to yourself or another student
DAPATKAN REFERENSINYA DI SINI
The PROR strategy (REFERENCE) is another variation of many of the reading organization strategies in
this page.
Preread
Use the title, headings, introduction, and summary to form questions to guide reading. Recall prior
knowledge related to the subject to form more questions.
Read
Read with the goal of answering the questions. Annotate key concepts, supporting details, and examples.
Consider how illustrations relate to the text.
Organize
Develop rehearsal strategies to organize the important information and commit it to memory. Answer the
questions aloud. Compare the text to lecture material.
Review
Reduce the information to the bare essentials. Target the information that was unclear. Talk through the
material to yourself or another student
DAPATKAN REFERENSINYA DI SINI
PRSR STRATEGY
PRSR STRATEGY
The PRSR reading comprehension strategy (REFERENCE) follows the same general pattern as most of
the other organization strategies in this section. PRSR stands for preview, read, self-test, and review.
Text organization, paraphrasing, and self-evaluation are stressed.
Preview
Read the title and introduction. What do you already know about the subject? Read the headings and
subheadings to determine the main ideas covered in the text. Examine the illustrations for additional
information. Look at the words in italics or bold print. Read the summary and then skim any review
questions or discussion questions at the end of the chapter.
Read
Form the headings into questions and then read with the goal of answering those questions. Identify
important points by underlining or taking notes. Use think-aloud to work through the meaning of the
text. Clarify meanings further with visual imagery.
Self-Test
Monitor understanding by answering self-made questions as well as review and discussion questions at
the end of the chapter without referring to the text. Use summaries to organize important information.
Try explaining key ideas and concepts to another person.
Review
Check answers to review questions against the text. Reconsider information that was forgotten or
misunderstood. Repeat the self-test and review stages until the material is mastered. Then review
periodically to keep the information in long-term memory.
DAPATKAN REFERENSINYA DI SINI
The PRSR reading comprehension strategy (REFERENCE) follows the same general pattern as most of
the other organization strategies in this section. PRSR stands for preview, read, self-test, and review.
Text organization, paraphrasing, and self-evaluation are stressed.
Preview
Read the title and introduction. What do you already know about the subject? Read the headings and
subheadings to determine the main ideas covered in the text. Examine the illustrations for additional
information. Look at the words in italics or bold print. Read the summary and then skim any review
questions or discussion questions at the end of the chapter.
Read
Form the headings into questions and then read with the goal of answering those questions. Identify
important points by underlining or taking notes. Use think-aloud to work through the meaning of the
text. Clarify meanings further with visual imagery.
Self-Test
Monitor understanding by answering self-made questions as well as review and discussion questions at
the end of the chapter without referring to the text. Use summaries to organize important information.
Try explaining key ideas and concepts to another person.
Review
Check answers to review questions against the text. Reconsider information that was forgotten or
misunderstood. Repeat the self-test and review stages until the material is mastered. Then review
periodically to keep the information in long-term memory.
DAPATKAN REFERENSINYA DI SINI
MULTIPASS STRATEGY in reading
MULTIPASS STRATEGY
MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and
generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton
(1982), the approach requires that the reader make three passes through a text. Different strategies are
used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas.
One advantage of MultiPass is that registration of information in long-term memory is enhanced by
going over the reading several times with different goals in mind. In addition, the approach may be used
to improve understanding of readings in a variety of subjects. Similarly, it may be used for reading
textbook assignments as well as journal articles and other forms of text. By producing written materials
and providing review of readings, Multipass aids in exam preparation.
First Pass: Survey the Reading
The reader becomes familiar with the organization and main ideas of the text by quickly surveying the
title, introduction, headings, visual aids, and summary. Consider the following questions: What is the
general subject of the reading? What is the purpose or goal of the author? What are the main ideas
covered in the text? What does the author conclude?
Second Pass: Size-Up the Reading
In the second pass, the reader carefully reads the text, looking for textual information and visual
representations that support the main ideas. Pay particular attention to illustrations, statistics, and words
in bold or italic print. The reader may wish to record the main ideas and supporting details on audio
cassettes or in writing using some organizational tool like an outline, a word map, a time line, or a flow
chart.
Third Pass: Sort Out the Information
The final pass allows the reader to evaluate his/her understanding of the text. He/she should determine
what was learned and what still needs to be learned.
The sorting-out process may be accomplished in one of several ways, used individually or in
combination. First, if there are review questions at the end of the text, the reader may self-evaluate by
answering them with the read-answer-mark process. This entails reading each question, answering what
one can, and marking those that must be looked up in the text. Second, if the text lacks review questions,
the student (or the instructor or a study buddy) may make up and answer his/her own questions.
Explaining the main points of the text to another person is a third way of evaluating one's understanding
of the material
DAPATKAN REFERENSINYA DI SINI
MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and
generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton
(1982), the approach requires that the reader make three passes through a text. Different strategies are
used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas.
One advantage of MultiPass is that registration of information in long-term memory is enhanced by
going over the reading several times with different goals in mind. In addition, the approach may be used
to improve understanding of readings in a variety of subjects. Similarly, it may be used for reading
textbook assignments as well as journal articles and other forms of text. By producing written materials
and providing review of readings, Multipass aids in exam preparation.
First Pass: Survey the Reading
The reader becomes familiar with the organization and main ideas of the text by quickly surveying the
title, introduction, headings, visual aids, and summary. Consider the following questions: What is the
general subject of the reading? What is the purpose or goal of the author? What are the main ideas
covered in the text? What does the author conclude?
Second Pass: Size-Up the Reading
In the second pass, the reader carefully reads the text, looking for textual information and visual
representations that support the main ideas. Pay particular attention to illustrations, statistics, and words
in bold or italic print. The reader may wish to record the main ideas and supporting details on audio
cassettes or in writing using some organizational tool like an outline, a word map, a time line, or a flow
chart.
Third Pass: Sort Out the Information
The final pass allows the reader to evaluate his/her understanding of the text. He/she should determine
what was learned and what still needs to be learned.
The sorting-out process may be accomplished in one of several ways, used individually or in
combination. First, if there are review questions at the end of the text, the reader may self-evaluate by
answering them with the read-answer-mark process. This entails reading each question, answering what
one can, and marking those that must be looked up in the text. Second, if the text lacks review questions,
the student (or the instructor or a study buddy) may make up and answer his/her own questions.
Explaining the main points of the text to another person is a third way of evaluating one's understanding
of the material
DAPATKAN REFERENSINYA DI SINI
MULTIPASS STRATEGY to improve the students reading skill
MULTIPASS STRATEGY
MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and
generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton
(1982), the approach requires that the reader make three passes through a text. Different strategies are
used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas.
One advantage of MultiPass is that registration of information in long-term memory is enhanced by
going over the reading several times with different goals in mind. In addition, the approach may be used
to improve understanding of readings in a variety of subjects. Similarly, it may be used for reading
textbook assignments as well as journal articles and other forms of text. By producing written materials
and providing review of readings, Multipass aids in exam preparation.
First Pass: Survey the Reading
The reader becomes familiar with the organization and main ideas of the text by quickly surveying the
title, introduction, headings, visual aids, and summary. Consider the following questions: What is the
general subject of the reading? What is the purpose or goal of the author? What are the main ideas
covered in the text? What does the author conclude?
Second Pass: Size-Up the Reading
In the second pass, the reader carefully reads the text, looking for textual information and visual
representations that support the main ideas. Pay particular attention to illustrations, statistics, and words
in bold or italic print. The reader may wish to record the main ideas and supporting details on audio
cassettes or in writing using some organizational tool like an outline, a word map, a time line, or a flow
chart.
Third Pass: Sort Out the Information
The final pass allows the reader to evaluate his/her understanding of the text. He/she should determine
what was learned and what still needs to be learned.
The sorting-out process may be accomplished in one of several ways, used individually or in
combination. First, if there are review questions at the end of the text, the reader may self-evaluate by
answering them with the read-answer-mark process. This entails reading each question, answering what
one can, and marking those that must be looked up in the text. Second, if the text lacks review questions,
the student (or the instructor or a study buddy) may make up and answer his/her own questions.
Explaining the main points of the text to another person is a third way of evaluating one's understanding
of the material.
DAPATKAN REFERENSINYA DI SINI
MultiPass is a suite of strategies intended to improve reading comprehension, learning acquisition, and
generalization and paraphrasing skills. Developed by Schumacher, Deshler, Alley, Warner, and Denton
(1982), the approach requires that the reader make three passes through a text. Different strategies are
used in each pass for surveying the reading, sizing-up the information, and sorting out main ideas.
One advantage of MultiPass is that registration of information in long-term memory is enhanced by
going over the reading several times with different goals in mind. In addition, the approach may be used
to improve understanding of readings in a variety of subjects. Similarly, it may be used for reading
textbook assignments as well as journal articles and other forms of text. By producing written materials
and providing review of readings, Multipass aids in exam preparation.
First Pass: Survey the Reading
The reader becomes familiar with the organization and main ideas of the text by quickly surveying the
title, introduction, headings, visual aids, and summary. Consider the following questions: What is the
general subject of the reading? What is the purpose or goal of the author? What are the main ideas
covered in the text? What does the author conclude?
Second Pass: Size-Up the Reading
In the second pass, the reader carefully reads the text, looking for textual information and visual
representations that support the main ideas. Pay particular attention to illustrations, statistics, and words
in bold or italic print. The reader may wish to record the main ideas and supporting details on audio
cassettes or in writing using some organizational tool like an outline, a word map, a time line, or a flow
chart.
Third Pass: Sort Out the Information
The final pass allows the reader to evaluate his/her understanding of the text. He/she should determine
what was learned and what still needs to be learned.
The sorting-out process may be accomplished in one of several ways, used individually or in
combination. First, if there are review questions at the end of the text, the reader may self-evaluate by
answering them with the read-answer-mark process. This entails reading each question, answering what
one can, and marking those that must be looked up in the text. Second, if the text lacks review questions,
the student (or the instructor or a study buddy) may make up and answer his/her own questions.
Explaining the main points of the text to another person is a third way of evaluating one's understanding
of the material.
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SNIPS strategy (REFERENCE) in reading strategy
Reading comprehension may be improved by using the SNIPS strategy (REFERENCE). It is a five-step
reading approach for facilitating on-line processing through interpretation of visual aids.
There are some similarities in the types of tasks involved in SNIPS and other reading comprehension
strategies such as SQ3R and RAP. SNIPS, however, focuses exclusively on pictures, graphs, charts,
maps, time lines, and other visual representations found in texts. As such, SNIPS may be used
effectively with more text-based approaches to enhance student understanding of reading assignments
Perform Goal Setting
Consider why you are analyzing the text parts. Is it to aid understanding? To improve class
participation? To improve the quality of lecture notes? To improve quiz scores? Identify a goal related to
this reason, such as making one comment or asking one question in the next class, or improving the next
quiz score by five points. Make a positive self-statement.
Analyze Little Parts
Divide the text into parts, such as title, headings, visuals, and words. Analyze one part at a time. What is
the main idea of each part? What details support each part? Explain the information included in each
part. Then, based on one part, predict what the next part will discuss. After reading all parts, tie them
together. How are the parts related?
Review Big Parts
Review the introduction and summary of the text. Search for signal words, such as "the most important"
or "the purpose is," that indicate the main ideas. Decide what the author's main goal or purpose is. Relate
the new information to knowledge you have already about the subject. Paraphrase the main ideas into
your own words.
Think of Questions You Hope Will Be Answered
Identify your own questions based on titles and headings, previous knowledge, and predictions. Check
the questions at the end of the text.
State Relationships
Consider how the text relates to other texts in the unit. Consider how the text relates to the course
objectives indicated on the syllabus. Consider how the text relates to what you already know about the
subject
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reading approach for facilitating on-line processing through interpretation of visual aids.
There are some similarities in the types of tasks involved in SNIPS and other reading comprehension
strategies such as SQ3R and RAP. SNIPS, however, focuses exclusively on pictures, graphs, charts,
maps, time lines, and other visual representations found in texts. As such, SNIPS may be used
effectively with more text-based approaches to enhance student understanding of reading assignments
Perform Goal Setting
Consider why you are analyzing the text parts. Is it to aid understanding? To improve class
participation? To improve the quality of lecture notes? To improve quiz scores? Identify a goal related to
this reason, such as making one comment or asking one question in the next class, or improving the next
quiz score by five points. Make a positive self-statement.
Analyze Little Parts
Divide the text into parts, such as title, headings, visuals, and words. Analyze one part at a time. What is
the main idea of each part? What details support each part? Explain the information included in each
part. Then, based on one part, predict what the next part will discuss. After reading all parts, tie them
together. How are the parts related?
Review Big Parts
Review the introduction and summary of the text. Search for signal words, such as "the most important"
or "the purpose is," that indicate the main ideas. Decide what the author's main goal or purpose is. Relate
the new information to knowledge you have already about the subject. Paraphrase the main ideas into
your own words.
Think of Questions You Hope Will Be Answered
Identify your own questions based on titles and headings, previous knowledge, and predictions. Check
the questions at the end of the text.
State Relationships
Consider how the text relates to other texts in the unit. Consider how the text relates to the course
objectives indicated on the syllabus. Consider how the text relates to what you already know about the
subject
DAPATKAN REFERENSINYA DI SINI
The RAP strategy to improve the students reading
The RAP strategy (Schumaker, Denton, and Deshler, 1984) targets the reader's ability to understand
main ideas and supporting details by emphasizing paraphrasing skills. The three-step approach involves
reading, asking questions, and parphrasing.
RAP may be used by students on their own or with the help of facilitators. The approach may be
modified for use in group activities lead by the instructor. Readings from most subject areas are
amenable to the strategy.
In general, RAP is similar in purpose and structure to SQ3R, PQ4R, and other reading comprehension
strategies that focus on how information is organized. RAP, however, lacks the initial surveying and
questioning steps found in other approaches.
Read
One paragraph of the text is read at a time. Reading may be done by the facilitator, but it is more
effective if the student completes the reading. The student may read silently or aloud.
Ask Oneself What the Main Idea Is
The next step involves the reader asking him/herself what the main idea of the paragraph is. He/she
should also identify details supporting the main idea.
Paraphrase
The information is then paraphrased into the reader's own words and recorded on paper or audio tape.
Written material from several paragraphs should be organized using outlines, word maps, matrixes, or
other organizational tools. Paraphrasing is covered in more detail in the Paraphrasing section of the
Writing and Proofing page.
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main ideas and supporting details by emphasizing paraphrasing skills. The three-step approach involves
reading, asking questions, and parphrasing.
RAP may be used by students on their own or with the help of facilitators. The approach may be
modified for use in group activities lead by the instructor. Readings from most subject areas are
amenable to the strategy.
In general, RAP is similar in purpose and structure to SQ3R, PQ4R, and other reading comprehension
strategies that focus on how information is organized. RAP, however, lacks the initial surveying and
questioning steps found in other approaches.
Read
One paragraph of the text is read at a time. Reading may be done by the facilitator, but it is more
effective if the student completes the reading. The student may read silently or aloud.
Ask Oneself What the Main Idea Is
The next step involves the reader asking him/herself what the main idea of the paragraph is. He/she
should also identify details supporting the main idea.
Paraphrase
The information is then paraphrased into the reader's own words and recorded on paper or audio tape.
Written material from several paragraphs should be organized using outlines, word maps, matrixes, or
other organizational tools. Paraphrasing is covered in more detail in the Paraphrasing section of the
Writing and Proofing page.
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The CSSD strategy in vocabulary
The CSSD strategy combines a number of approaches for learning vocabulary words and meanings
(Dulin, 19xx). This four-step procedure is outlined below.
Context
The first step is to consider the context of the word.
In what setting does the word appear? How is the word used? Based on the rest of the
sentence or paragraph, what should the word mean in orde for the text to make sense?
Refer to the Predictions Based on Context section of this page for more details.
Structure
Break the word into smaller parts and look for familiar prefixes, root words, and suffixes.
Can you think of other words whose meanings you know that contain the word elements?
More information on word elements may be found elsewhere in this page.
Sound
Analyze the word phonetically by breaking it into units of sound. Are any sounds familiar?
Dictionary
If these methods do not work, consult the dictionary.
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(Dulin, 19xx). This four-step procedure is outlined below.
Context
The first step is to consider the context of the word.
In what setting does the word appear? How is the word used? Based on the rest of the
sentence or paragraph, what should the word mean in orde for the text to make sense?
Refer to the Predictions Based on Context section of this page for more details.
Structure
Break the word into smaller parts and look for familiar prefixes, root words, and suffixes.
Can you think of other words whose meanings you know that contain the word elements?
More information on word elements may be found elsewhere in this page.
Sound
Analyze the word phonetically by breaking it into units of sound. Are any sounds familiar?
Dictionary
If these methods do not work, consult the dictionary.
DAPATKAN REFERENSINYA DI SINI
Visual Aids in reading
Visual Aids
Students can work in groups to develop one of a number of visual aids based on the text
while they are reading.
Visual organizers include time lines, sequence of events chains, mind maps, flow charts,
outlines, matrices, word maps, hierarchical maps, spider or web maps, herringbone maps,
compare-contrast diagrams, opinion chart, and cycle of events charts. These are described
and illustrated in the Organization page.
Divide the class into groups of three students.
Each member reads one-third of the assignment, taking notes on key ideas and supporting
details.
Then the members work together to develop the visual aid. All group members should draw
the graphic organizer.
Class discussion and presentation of results follow.
Evaluation may involve writing a summary of the entire reading or quizzing
DAPATKAN REFERENSINYA DI SINI
Students can work in groups to develop one of a number of visual aids based on the text
while they are reading.
Visual organizers include time lines, sequence of events chains, mind maps, flow charts,
outlines, matrices, word maps, hierarchical maps, spider or web maps, herringbone maps,
compare-contrast diagrams, opinion chart, and cycle of events charts. These are described
and illustrated in the Organization page.
Divide the class into groups of three students.
Each member reads one-third of the assignment, taking notes on key ideas and supporting
details.
Then the members work together to develop the visual aid. All group members should draw
the graphic organizer.
Class discussion and presentation of results follow.
Evaluation may involve writing a summary of the entire reading or quizzing
DAPATKAN REFERENSINYA DI SINI
Paired Storytelling Strategy
Paired Storytelling Strategy
The paired storytelling strategy (Lie, 1993) was developed as an alternative to strategies that rely solely
on translating words and phrases. It encourages foreign students in high school and college to use prior
knowledge to improve comprehension of reading assignments. Both reading and writing skills are
integrated with group activities in the paired storytelling strategy.
"This approach includes five characteristics important in teaching students to read in a foreign language:
(a) that students' cultural background plays an important role in reading comprehension; (b) that L2
(second language) readers should use the same sorts of skills as effective L1 (first language) readers do;
(c) that reading should be integrated with writing; (d) that students should be engaged in nonthreatening
cooperative contexts; and (e) that they should have the opportunity to process information effectively
and communicate in the target languge (TL)" (Lie, 1993, p. 656).
The paired storytelling strategy has several advantages. First, it gives ESL students the opportunity to
converse in the target language in an informal setting on a one-on-one basis. Because it is a group
endeavor, paired storytelling encourages cooperation, motivation, and confidence. Self-esteem often is
impacted positively. Second, verbal use of the target language improves the students' skills in reading
and writing the language. A third advantage of the strategy is the contextualized practice with vocabulary
that it provides. New words are used in meaningful ways by both partners in each pair.
The paired storytelling strategy requires guidance by a facilitator. Directions for using the paired
storytelling strategy are outlined below.
1. Divide Students.
Break the class into pairs of students.
2. Introduce Topics.
Introduce the topic of the reading assignment and write it on the board or overhead
projector.
3. Brainstorm.
Help the students brainstorm about the topic. What previous knowledge do they have about
the topic? How does it relate to personal experiences?
The facilitator should emphasize that there are no "right" answers or comments in this initial
stage. The point is to activate the students' background and to encourage them to anticipate
what they might find in the assignment.
For the facilitator, the brainstorming stage is important for evaluating whether or not the
students' knowledge base is adequate for the reading assignment. If necessary, the facilitator
may provide additional background information relevant to the reading.
4. Distribute Assignment.
Divide the reading assignment into two parts. Give a copy of the first section to one student
in each group, and a copy of the second section to the other student in each pair.
5. Read and Annotate.
As each student reads his/her section, he/she should write down the main ideas in the order
in which they appear in the text. It may be helpful to limit the number of main points to be
recorded for each of the two sections of text.
6. Exchange Lists.
The students in each pair then exchange their lists of key ideas with their partners. The
students are given a few minutes to evaluate his/her partner's list with respect to the section
he/she read and annotated. At this stage, if a student does not understand an item on his/her
partner's list, the facilitator or partner may define it or use it in a sentence in the target
language.
7. Write a Story.
Using his/her partner's list as well as recollections of the section he/she read, each student
composes his/her own version of the missing section. The student who read the first section
predicts what happens in the end, and the student who read the second section predicts what
happened in the beginning.
8. Read Stories.
The partners then read their versions of the missing sections to each other. The facilitator
also may seek volunteers to read their versions to the entire class. During this stage, it is
important to forbid teasing or deriding by the other students.
9. Comparison.
The missing sections are then distributed to the students, who read it and compare it to their
own versions.
10. Discussion.
The complete story is then discussed within each pair and/or by the entire class. The former
situation is better if students are wary of speaking in front of others. The facilitator may
move among the pairs to monitor the discussion.
11. Evaluation.
The facilitator may choose to quiz students on the reading assignment. If so, the evaluations
should be completed individually.
section outlines strategies to help one prepare for the reading comprehension sections of standardized
tests. Because respectible standardized test scores are necessary for admission into undergraduate,
graduate, and professional programs, it is important to perform well on the reading comprehension
portions of these tests.
Reading comprehension tests usually contain excerpts of text a few hundred words in length. Topics of
the text vary widely from popular culture to natural science to current politics. Each passage is followed
by several questions based on the text. The number of questions is proportional to the length of the
passages.
Three strategies for improving performance on reading comprehension tests are knowing typical
questions on reading comprehension, reading the passage before the questions, and practicing reading
skills (REFERENCE). Other strategies such as underlining and annotating are discussed.
For more strategies, see the Reading Comprehension Tests section of the Test Taking page.
DAPATKAN REFERENSINYA DI SINI
The paired storytelling strategy (Lie, 1993) was developed as an alternative to strategies that rely solely
on translating words and phrases. It encourages foreign students in high school and college to use prior
knowledge to improve comprehension of reading assignments. Both reading and writing skills are
integrated with group activities in the paired storytelling strategy.
"This approach includes five characteristics important in teaching students to read in a foreign language:
(a) that students' cultural background plays an important role in reading comprehension; (b) that L2
(second language) readers should use the same sorts of skills as effective L1 (first language) readers do;
(c) that reading should be integrated with writing; (d) that students should be engaged in nonthreatening
cooperative contexts; and (e) that they should have the opportunity to process information effectively
and communicate in the target languge (TL)" (Lie, 1993, p. 656).
The paired storytelling strategy has several advantages. First, it gives ESL students the opportunity to
converse in the target language in an informal setting on a one-on-one basis. Because it is a group
endeavor, paired storytelling encourages cooperation, motivation, and confidence. Self-esteem often is
impacted positively. Second, verbal use of the target language improves the students' skills in reading
and writing the language. A third advantage of the strategy is the contextualized practice with vocabulary
that it provides. New words are used in meaningful ways by both partners in each pair.
The paired storytelling strategy requires guidance by a facilitator. Directions for using the paired
storytelling strategy are outlined below.
1. Divide Students.
Break the class into pairs of students.
2. Introduce Topics.
Introduce the topic of the reading assignment and write it on the board or overhead
projector.
3. Brainstorm.
Help the students brainstorm about the topic. What previous knowledge do they have about
the topic? How does it relate to personal experiences?
The facilitator should emphasize that there are no "right" answers or comments in this initial
stage. The point is to activate the students' background and to encourage them to anticipate
what they might find in the assignment.
For the facilitator, the brainstorming stage is important for evaluating whether or not the
students' knowledge base is adequate for the reading assignment. If necessary, the facilitator
may provide additional background information relevant to the reading.
4. Distribute Assignment.
Divide the reading assignment into two parts. Give a copy of the first section to one student
in each group, and a copy of the second section to the other student in each pair.
5. Read and Annotate.
As each student reads his/her section, he/she should write down the main ideas in the order
in which they appear in the text. It may be helpful to limit the number of main points to be
recorded for each of the two sections of text.
6. Exchange Lists.
The students in each pair then exchange their lists of key ideas with their partners. The
students are given a few minutes to evaluate his/her partner's list with respect to the section
he/she read and annotated. At this stage, if a student does not understand an item on his/her
partner's list, the facilitator or partner may define it or use it in a sentence in the target
language.
7. Write a Story.
Using his/her partner's list as well as recollections of the section he/she read, each student
composes his/her own version of the missing section. The student who read the first section
predicts what happens in the end, and the student who read the second section predicts what
happened in the beginning.
8. Read Stories.
The partners then read their versions of the missing sections to each other. The facilitator
also may seek volunteers to read their versions to the entire class. During this stage, it is
important to forbid teasing or deriding by the other students.
9. Comparison.
The missing sections are then distributed to the students, who read it and compare it to their
own versions.
10. Discussion.
The complete story is then discussed within each pair and/or by the entire class. The former
situation is better if students are wary of speaking in front of others. The facilitator may
move among the pairs to monitor the discussion.
11. Evaluation.
The facilitator may choose to quiz students on the reading assignment. If so, the evaluations
should be completed individually.
section outlines strategies to help one prepare for the reading comprehension sections of standardized
tests. Because respectible standardized test scores are necessary for admission into undergraduate,
graduate, and professional programs, it is important to perform well on the reading comprehension
portions of these tests.
Reading comprehension tests usually contain excerpts of text a few hundred words in length. Topics of
the text vary widely from popular culture to natural science to current politics. Each passage is followed
by several questions based on the text. The number of questions is proportional to the length of the
passages.
Three strategies for improving performance on reading comprehension tests are knowing typical
questions on reading comprehension, reading the passage before the questions, and practicing reading
skills (REFERENCE). Other strategies such as underlining and annotating are discussed.
For more strategies, see the Reading Comprehension Tests section of the Test Taking page.
DAPATKAN REFERENSINYA DI SINI
: Improving Students’ Writing Skill by Using Process Approach (A Classroom Action Research
ABSTRACT
Ery Retno Wulandari, S.890908113: Improving Students’ Writing Skill by Using Process Approach (A Classroom Action Research at the Second Semester of the English Department STKIP PGRI NGAWI in the Academic Year of 2009/2010). First Consultant: Prof. Dr. Sri Samiati T.; Second Consultant: Dr. Abdul Asib, M.Pd. Thesis. Surakarta: Graduate School Sebelas Maret University.
The main objectives of the research are (1) to identify the use of process approach to improve students’ skill in writing recount text for the second semester students of the English Department STKIP PGRI Ngawi; (2) to know the extent of process approach to improve students’ skill in writing recount when the teacher applies this technique in teaching and learning process; and (3) to know the strengths and the weaknesses of process approach in improving the students’ writing skill in writing recount text.
The classroom action research was employed in this research. The subject of the research was 30 of second semester students of the English Department STKIP PGRI Ngawi in the Academic Year of 2009/2010. This action research was conducted in two cycles. Each consisted of planning, implementing, observing, and reflecting the action. In collecting data, the researcher used observation, interview, questionnaire, and test. The questionnaire and interview were given to the students before and after the teaching-learning process was done. The tests were in the form of pre-test and post-test. The researcher used a scoring rubric and inter-rater scoring to obtain valid scores.
The research findings are described in line with the problem statements as follows: first, process approach improves the students’ writing skill, especially in recount text. Since it covers five stages i.e. prewriting, first draft composing, feedback, second draft writing, and proofreading helps the students to compose their writing better.
Second, process approach gives much improvement to the students’ writing skill. This is proved by the significant increase of the mean score of the post- test cycle 1 and post-test cycle 2. Besides, by implementing process approach in teaching writing, the students’ behavior in learning writing changes gradually and the application of process approach is also helpful to increase the students’ motivation in learning it. Being taught using process approach, the students’ interest in writing improved. They were also actively involved in the teaching-learning process. Their group work also improved since the researcher gave them group work project to finish their works.
Based on the result of the research, it can be concluded that the use of process approach improves students’ writing skill. Therefore, it is recommended that teachers apply process approach in teaching writing.
DAPATKAN REFERENSINYA DI SINI
Ery Retno Wulandari, S.890908113: Improving Students’ Writing Skill by Using Process Approach (A Classroom Action Research at the Second Semester of the English Department STKIP PGRI NGAWI in the Academic Year of 2009/2010). First Consultant: Prof. Dr. Sri Samiati T.; Second Consultant: Dr. Abdul Asib, M.Pd. Thesis. Surakarta: Graduate School Sebelas Maret University.
The main objectives of the research are (1) to identify the use of process approach to improve students’ skill in writing recount text for the second semester students of the English Department STKIP PGRI Ngawi; (2) to know the extent of process approach to improve students’ skill in writing recount when the teacher applies this technique in teaching and learning process; and (3) to know the strengths and the weaknesses of process approach in improving the students’ writing skill in writing recount text.
The classroom action research was employed in this research. The subject of the research was 30 of second semester students of the English Department STKIP PGRI Ngawi in the Academic Year of 2009/2010. This action research was conducted in two cycles. Each consisted of planning, implementing, observing, and reflecting the action. In collecting data, the researcher used observation, interview, questionnaire, and test. The questionnaire and interview were given to the students before and after the teaching-learning process was done. The tests were in the form of pre-test and post-test. The researcher used a scoring rubric and inter-rater scoring to obtain valid scores.
The research findings are described in line with the problem statements as follows: first, process approach improves the students’ writing skill, especially in recount text. Since it covers five stages i.e. prewriting, first draft composing, feedback, second draft writing, and proofreading helps the students to compose their writing better.
Second, process approach gives much improvement to the students’ writing skill. This is proved by the significant increase of the mean score of the post- test cycle 1 and post-test cycle 2. Besides, by implementing process approach in teaching writing, the students’ behavior in learning writing changes gradually and the application of process approach is also helpful to increase the students’ motivation in learning it. Being taught using process approach, the students’ interest in writing improved. They were also actively involved in the teaching-learning process. Their group work also improved since the researcher gave them group work project to finish their works.
Based on the result of the research, it can be concluded that the use of process approach improves students’ writing skill. Therefore, it is recommended that teachers apply process approach in teaching writing.
DAPATKAN REFERENSINYA DI SINI
Improving the Students’ Writing Skill in News Item Text using the Journalist’s Questions Technique
ABSTRACT
Dananto, Bambang. 2011. S 890209105. Improving the Students’ Writing Skill in News Item Text using the Journalist’s Questions Technique (An action research in Class X-2 of SMA Negeri 1 Bojonegoro in the academic year of 2009/2010 ). Thesis, Graduate Program in English Education, Sebelas Maret University, Surakarta. Advisors: (I) Dr. Sujoko, MA (II) Drs. H. Tarjana, MA.
This research investigates whether the Journalist’s Questions technique can improve the students’ writing skill in News Item Text and how the teaching learning situation when the technique is applied in writing class of Class X-2 students of SMA Negeri 1 Bojonegoro in the second semester in the academic year of
2009/2010. During the teaching-learning process, the researcher found out that the students got difficulties in getting ideas and arranged them in coherent paragraphs. They also got difficulties in determining what tenses they should use in their sentences, besides they lacked of vocabulary to express the ideas.
This research is an action research. Action research is a way of reflecting on the teaching which is done systematically by collecting the data on every day practice and analyzing it in order to come to the decision about what the future practice should be. The research was done in two cycles with four meetings in every cycle. Each cycle consisted of planning, acting, reflecting, and the post-test. The qualitative data were collected by observation, interview, and tests. The quantitative data was analyzed by using descriptive statistics, figuring out the mean scores of the test and the improvement of the score. The qualitative data was analyzed using Constant-comparative technique proposed by Strauss and Glasser consisting of the following steps: (1) Observing the students during the writing process, starting from pre-writing activities by using observation sheet. (2) Analyzing the result of the interview to find out the information about the implementation of the Journalist’s Questions Technique in writing. (3) Analyzing the students’ writing progress based on the result of analytic scoring rubric.
The result of the study showed that: (1) the Journalist’s Questions technique can improve the students’ writing ability. It also improved the students’ interest in writing. The students were actively involved in the teaching and learning process. Most of them were able to organize their ideas in news item text. (2) The Journalist’s Questions technique also produced more alive classroom atmosphere, increased the students’ participation, reduced teacher’s domination, provided more chances for the students to write, increased teachers’ innovation and understanding the students’ potential.
Based on the results of the study, the researcher concluded that the Journalist’s Questions technique can improve students’ writing ability and classroom situation. Therefore, it is recommended that teachers use the technique in teaching writing, especially in writing news item text.
Keyword: The Journalist’s Questions Technique, News Item Text, Writing Skill
DAPATKAN REFERENSINYA DI SINI
Dananto, Bambang. 2011. S 890209105. Improving the Students’ Writing Skill in News Item Text using the Journalist’s Questions Technique (An action research in Class X-2 of SMA Negeri 1 Bojonegoro in the academic year of 2009/2010 ). Thesis, Graduate Program in English Education, Sebelas Maret University, Surakarta. Advisors: (I) Dr. Sujoko, MA (II) Drs. H. Tarjana, MA.
This research investigates whether the Journalist’s Questions technique can improve the students’ writing skill in News Item Text and how the teaching learning situation when the technique is applied in writing class of Class X-2 students of SMA Negeri 1 Bojonegoro in the second semester in the academic year of
2009/2010. During the teaching-learning process, the researcher found out that the students got difficulties in getting ideas and arranged them in coherent paragraphs. They also got difficulties in determining what tenses they should use in their sentences, besides they lacked of vocabulary to express the ideas.
This research is an action research. Action research is a way of reflecting on the teaching which is done systematically by collecting the data on every day practice and analyzing it in order to come to the decision about what the future practice should be. The research was done in two cycles with four meetings in every cycle. Each cycle consisted of planning, acting, reflecting, and the post-test. The qualitative data were collected by observation, interview, and tests. The quantitative data was analyzed by using descriptive statistics, figuring out the mean scores of the test and the improvement of the score. The qualitative data was analyzed using Constant-comparative technique proposed by Strauss and Glasser consisting of the following steps: (1) Observing the students during the writing process, starting from pre-writing activities by using observation sheet. (2) Analyzing the result of the interview to find out the information about the implementation of the Journalist’s Questions Technique in writing. (3) Analyzing the students’ writing progress based on the result of analytic scoring rubric.
The result of the study showed that: (1) the Journalist’s Questions technique can improve the students’ writing ability. It also improved the students’ interest in writing. The students were actively involved in the teaching and learning process. Most of them were able to organize their ideas in news item text. (2) The Journalist’s Questions technique also produced more alive classroom atmosphere, increased the students’ participation, reduced teacher’s domination, provided more chances for the students to write, increased teachers’ innovation and understanding the students’ potential.
Based on the results of the study, the researcher concluded that the Journalist’s Questions technique can improve students’ writing ability and classroom situation. Therefore, it is recommended that teachers use the technique in teaching writing, especially in writing news item text.
Keyword: The Journalist’s Questions Technique, News Item Text, Writing Skill
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