By Ima Widiyanah
According to
Brown (2001, p. 313) reading is treated as one of two or more interrelated
skills, it means that reading has role as a subject matter for the students
reading competence that provider opportunities to develop the other skills as
well. Reading have three main purposes; reading for information, reading for
learning, reading for pleasure. Reading for information is used to give
response to our environment and to find out information. In the contrary,
reading for learning is considered to be the type of reading done in the
classroom and is goal oriented. Meanwhile, reading for pleasure is conducted by
someone to amuse him or herself to use the time for fun. The success of a
teaching and learning process is not only based on the teachers or students but
also some others factors that give influence to the quality of education, for
example the quality of the curriculum, teaching techniques, the teacher, and
the materials. To improve students reading skill the teacher should apply
various strategies appropriate for the students. Besides that, from the
curriculum we know the materials to be taught in learning process. Then we can
start to develop a teaching instructional materials based on the real condition
of the students, by considering their needs and their background. Most of the students who learn foreign language
will face many problems or difficulties in reading skill and understanding a
textbook. Students must be trained and accustomed to understanding and
mastering reading comprehension skill. Students are also taught strategies
for reading, studying and taking notes in nonfiction, including textbooks.
In this case, the role of teacher is prominently taken into
account. It is believed that teaching is a synery of science and art in that
some innate ability complements learned teaching skills. As an examples,
unsatisfactory instructional materials will be of great benefit for the
students in the hand of creative teachers. Moreover, the modification of materials will be more effective with the selection of
various learning tasks.
Teaching Reading
Brown (2007, p. 373)
stated that teaching is a process of transferring knowledge. Teaching reading
is not only teaching to read, but more of it. Comprehending the text is one of
the reading’s goals. Teaching reading can be main as facilitate students’
performance this in comprehending texts, and provide students with many
opportunities for practice are encourage in a number of comprehending-enhancing
the best known of which are reciprocal teaching, cooperative learning and
reading recovery. Brown (2007, p. 373) stated that ESL students who are
literate in their own language sometimes are left to their own devices when it
comes to learning reading skills. Most of the teachers often assume that the
students will learn good reading simply by absorption through generous
offerings of extensive reading opportunities. In reality, there is much to be
gained by the students’ focusing on reading skills. It is important to make
sure the students to have ample time for extensive reading. Sustain silent
reading allows them to develop a sense of fluency. Silent reading becomes an
excellent method for self-instruction on the part of the learner. Brown (2007)
stated that balance authenticity and readability in choosing texts, Encourage
the development of reading strategies, Include both bottoms-up and top-down
techniques, Follow the SQ3R sequence, effective series of procedures for
approaching a reading test has come be labeled the SQ3R technique, a process
consisting of the following five steps:
a.
Survey: skim the text for an overview of
main ideas.
b.
Question: the reader asks questions
about what he or she wishes to get out of the text.
c.
Read: read the text while looking for
answers to the previously formulated questions.
d.
Recite: reprocess the salient points of
the text through oral or written language.
e.
Review: asses the importance one of what
one has just read and incorporates it into long-term associations.
f.
Plan on pre-reading, during-reading, and
after-reading phases.
g.
Build an assessment aspect into your
techniques.
According to the steps are mention above it is necessary to apply those
steps in teaching reading. Teaching reading is not vacuum activity. In this
case students must enjoy during reading process. Teaching reading needs more
than only read text. Before the teacher teaches reading, it is necessary for
the teacher to choose material that is relevant to those goals.
To conduct this research and development, the researcher follows some
steps as the procedure as follows: (1) Identifying the problem that faced by
the third grade students in learning English textbook (2) Reviewing the problem
into theory (3) obtaining information through the needs survey, (4) expert
judgment , (5) revision, (6) tryout, (7) revisions, (8) expert validation.
Identification of problem is initiated by giving questionnaire for
students to find out what become their difficulties in learning English.
Besides, the researcher gives the students tryout. If the data is gained from
the questionnaire and the tryout, it will be a consideration for the researcher
of many aspects of the materials such as teaching strategy, level of
difficulty, and proportional skills to solve the problem they encounter in
Learning English.
Materials Mapping
The result of
need analysis and need assessment becomes a base how the developer will develop
what content will be selected for the materials. The developer writes the
materials and determined how many units will be developed in the materials
mapping. Not only has the result of needs assessment, the writer also
considered how many meetings are covered in the textbook.
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