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
DAPATKAN REFERENSINYA DI SINI
Minggu, 25 November 2012
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.
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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
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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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