TEACHING READING BY COMBINING HIGHLIGHTING AND PAIRED READING STRATEGY AT JUNIOR HIGH SCHOOL By: Cici Yulia Syaputri *) **) Yulmiati, S.S, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Proses belajar mengajar Bahasa Inggris diperlukan adanya suatu strategi pengajaran yang tepat dan efektif. Pengajaran yang tepat dan efektif sangat membantu siswa untuk lebih meningkatkan kemampuan mereka didalam belajar Bahasa Inggris. Kompetensi siswa didalam belajar Bahasa Inggris tergantung pemahaman mereka terhadap suatu bacaan baik berupa buku, koran, majalah dan materi pembelajaran. Namun, pemahaman siswa terhadap Bahasa Inggris bisa ditingkatkan melalui strategi pengajaran yang efektif dalam mengevaluasi kemampuan siswa untuk membaca teks yang dibaca. Dengan menggunakan strategi kombinasi Highlighting and Paired Reading strategy dalam mengevaluasi kemampuan membaca siswa, guru dapat mengetahui tingkat kemampuan dan kelancaran siswa terhadap teks yang dibaca. Dalam penerapan aplikasi pertama guru menerapkan Highlighting strategi. Strategi ini diawali dengan membagikan materi berupa teks report untuk mereka baca terlebih dahulu dan dilanjutkan dengan menggaris bawahi kata-kata yang tidak mereka ketahui. Ini bertujuan untuk memahami teks, mendapatkan informasi dari teks dan ide. Disini akan jelas terlihat mana siswa yang bisa memahami teks dengan baik mana yang kurang mengerti dari pemahaman teks yang dibaca tadi. Pada strategi Paired Reading siswa diminta untuk berkelompok dalam membaca teks agar mereka bisa membagi ide-ide yang terlewatkan yang ada dalam teks bacaan. Makalah ini diharapkan mampu memberi masukan yang efektif bagi guru untuk mengajar Bahasa Inggris dalam mengetahui kemampuan siswanya dan khususnya bagi siswa dalam memahami suatu bacaan. Key word: Highlighting strategy,Paired Reading strategy and Reading Comprehension *) Penulis **) Pembimbing the
INTRODUCTION Reading is a crucial skill for English
students
as
a
students
will
get
many
advantages, such as: gaining a lot of
second
information, and improving their
language (ESL) and as a foreign
knowledge. By reading, students can
language (EFL). Through reading,
catch the ideas from the text which
they read. If the students read well,
for the students in understanding
they are able to understand and
texts that can makes them more
comprehend the text.
active, have motivation, and give
Based experience,
on
writers’
to
the
students
in
teaching and learning process. By
learning
combining both of Highlighting and
teaching
Paired reading strategy, the students
reading monolog text. From the
flesh out their understandings of key
students, most of them felt that
ideas and point from the text.
reading is one of difficult skill that to
Besides that, students are continually
be mastered. Actually, they can read
reminded that reading involves a
the text but they did not understand
mental conversation between an
what they had been read because
author and a reader because they
they cannot get the meaning from the
bring content of the text into their
text.
own words.
process
in
teaching
especially
They
were
opportunity
some
problems
there
the
got
in
difficulties
in
comprehending the text, such as report text because the text has many
REVIEW OF RELATED
difficult words. One of factor that
LITERATURE
causes this problem is key words
Reading is a process of
from the text itself. If the students
getting information of a written text.
cannot find the key words from the
It is supported by Nunan (2003:68),
text, they cannot get the meaning of
reading is a fluent process of reader
the text and they did not achieved the
combining information from a text
reading comprehension yet. In the
and
other hand, if the students can find
knowledge to build meaning. It
the
means that the reader get the
key
words
of
the
text,
their
meaning
of the text. So that, the students can
combining. During reading activity
brings the ideas from the text into
the reader get information from a
their own words or share with others.
text
Therefore, the teacher can use the appropriate strategy of learning
knowledge.
reading
background
automatically they know the content
and
in
own
their
text
is
background
According
to
Snow
the students will get important
(2002:75), reading comprehension is
information from a text through this
as the process of simultaneously
strategy. So, the students can easy
extracting and constructing meaning
when they studying for a test.
through interaction and involvement
There are five ways for
with written language. It means that
highlighting strategy according to
reading comprehension is difficult to
Ellis (2012: 130): 1.Read carefully
determine in students because so
first. Read an entire chapter or
much of it occurs in the head and is
section at least once before you
not readily observable.
begin highlighting. 2. Make choices
Furthermore
,
Meyer
up front about what to highlight. 3.
(2007:125) states that the teaching of
Recite first. Talking about what you
reading seem to grow increasingly
read to yourself or with other people
controversial as teacher, legislators,
can help you grasp the essence of a
researcher, and community member
text. 4. Underline, then highlight.
all seem to know the best way for
Underline key passage lightly in
children to learn to read. It means
pencil.
that the teacher and their students are
monitor your comprehension. When
pulled in one directions and then
highlighting, you’re making moment
another.
by moment decision about what you
In this paper the writer used Highlighting combined with Paired
5.
Use
highlighting
to
want to remember from a text. According
to
Rasinski
Reading strategy in teaching reading
(2003:68), paired reading is an
comprehension.
to
activity shared by two readers, one
Williams, Brown and Hood (2012:
stronger than other. It works best
116) explain that highlighting is a
with students who are experiencing
useful strategy for quickly marking
difficulty with decoding and general
important information in a text when
fluency. It means that the teacher
you are studying for a test or doing
needs one reader who has best
research. It means that highlighting
experiencing than other to help other
strategy has benefit for the students
students when they read the text.
According
when they read a text. Besides that,
According
to
Rasinski
meaning of the text. 10. Complete
(2003:68), there are some steps of
the paired reading record sheet and
this strategy: 1. Do paired reading at
response form.
least five times per week, 10 to 20 minutes per session, for at least six consecutive weeks. 2. Allow the
DISCUSSION Highlighting
strategy
and
student to choose the material to
Paired Reading strategy can be used
read. 3. Find a comfortable, quite
in exploration and elaboration part.
place to sit side by side. Position the
The procedure Highlighting strategy
text so that it can be easily viewed by
combining
both readers. 4. If the text is a
strategy:
continuation of a previous day’s
a. Do paired reading.
reading, quickly review what was
b. Allow the student to choose the
read. 5. Begin reading together. 6.
with
Paired
Reading
material to read.
Have the student follow the text with
c. Find a comfortable, quite place to
a finger as you read.7. If the students
sit side by side. Position the text
makes an error (or hesitates for a few
so that it can be easily viewed by
seconds on a word), wait to see if he
both readers.
corrects it. 8. Decide on a non verbal
d. Read carefully first. Read an
signal with the student, (e.g., a gentle
entire chapter or section at least
elbow nudge to your side) that he can
once
use to tell you that he wants to read
highlighting.
independently. a) If the student encounters difficulty during solo
before
students
begin
e. Make choices up front about what to highlight.
reading, provide helps and resume
f. Begin reading together. Adjust
reading aloud. b) If the students
your intonation and rate the
wishes to read independently again
student’s level of proficiency.
later, if should use the agreed-upon
g. Underline,
then
highlight.
signal. 9. At the end of the session,
Underline key passage lightly in
chat with the student about the
pencil.
reading behaviors that are improving. Praise
his
efforts.
Discuss
the
h. If the students makes an error (or hesitates for a few seconds on a
word), wait to see if he corrects
REFFERENCES
it. If he doesn’t pronounce the
Ellis, Dave. 2012. Becoming a Master Students. Fourteen Edition. California: Pearson Education, Inc. Meyer, Richard J. 2007. Reading and Teaching. New Jersey: Lawrence Earlbaum Associates, Inc. Nunan, David. 2003. Practical English Language Teaching. Singapore: McGraw Hill. Rasinski, Timothy V. 2003. The Fluent Reader: Oral Reading Strategies For Building Word Recognition Fluency and Comprehension. New York: Harper Collins Publisher. Snow, Chaterine E. 2002. Reading For understanding: Toward A Research and Development in Reading Comprehension. Pittsburgh:RAND. Williams, Jessica, Brown Kristine and Susan Hood. 2012. Academic Encounters. Second Edition. New York: Cambridge University Press.
word and have the student repeat it. The continue reading. Review and discuss errors at the end of the session. i.
Use
highlighting
to
monitor
students comprehension.
CONCLUSSION Based on the activity above, the writer concludes that to make this strategy more interesting to the students in the reading activity, the writer
tries
to
combine
the
Highlighting Strategy and Paired Reading Strategy. Talking about Paired
Reading
Strategy,
this
strategy can motivate the students in reading the text, because they not work
alone
but
they
working
together with their friend. This strategy can help students to activate their background knowledge and persuade
working
together
with
another. The students can share their idea with their friend after they read the
text.
For
example,
gives
comment, questions, connection and so on.
