TEACHING READING COMPREHENSION OF NARRATIVE TEXT BY COMBINING SAY SOMETHING STRATEGY WITH TWO COLUMN NOTES STRATEGY FOR JUNIOR HIGH SCHOOL Oleh : *) CIPTAWATI **) Dona Alicia, Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Membaca merupakan salah satu keahlian penting yang harus dimiliki oleh seorang pelajar dalam proses belajar mengajar, namun banyak dari siswa mengalami kesulitan ketika membaca kalimat dalam bahasa inggris,serta sulit dalam memahami makna dalam sebuah text. Hal tersebut disebabkan oleh kurangnya kosa kata serta kurangnya pemahaman tentang unsur-unsur dari teks yang mereka baca. Salah satu strategy belajar yang dapat digunakan untuk membantu siswa dalam meningkatkan pemahaman dalam membaca terutama pada teks narrative adalah dengan mengkombinasikan Say Something Strategy dan Two Column Notes strategy. Makalah ini bertujuan untuk manambah strategi pengajaran dalam bahasa inggris terutama dalam membaca pemahaman (Reading Comprehension). Dalam strategi siswa diminta untuk dapat memprediksi teks yang akan dibaca melalui sebuah gambar yang berkaitan dengan teks yang akan dibaca. Kemudian, siswa diminta untuk menuliskan hasil prediksinya dalam dua buah kolom yang terdiri dari topic dan detail. Selanjutnya, diminta untuk membaca teks yang sebenarnya dan berhenti pada bagian tertentu, kemudian salah satu siswa diminta untuk mengucapkan sesuatu yang dipahami sesuai dengan apa yang telah dibaca sebelumnya. Sehingga dengan menkombinasikan dua strategi ini siswa tidak hanya memahami teks tersebut tetapi juga mampu mengucapkan dan berbagi informasi dengan siswa lainnya tentang apa yang mereka pahami dari teks bacaan yang telah dibaca.
Key word: Say Something Strategy, Two Column Notes Strategy, Teaching Reading Comprehension
Keterangan : * Penulis (Mahasiswa Program Studi Pendidikan Bahasa Inggris) ** Pembimbing (Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
to understand by students because of
INTRODUCTION Reading is one of the four
the lacking of vocabulary.
skills in English beside listening, speaking and writing. Since, reading
REVIEW OF RELATED
is not an easy language skill to be
LITERATURE
mastered by students, it must be
Harmer (1998:68) states that
arranged in such a way in order to
teaching reading is useful for other
help students to understand the text
purpose too any exposure to English
and to improve their reading ability.
(provided students understand it
However, teaching of those
more or less) is a good thing for
texts is not easy task, mainly for
language students.
teaching narrative. Many students
DICUSSION
got
difficulty
in
understanding
Brownlie (2005:7) states that
narrative text. Most of them think
say something strategy is the strategy
that narrative text is the same with
that involves everyone in the group
recount text. Not only that most of
and gives the students considerable
them difficult to read word by word.
control over the conversation.
These problems were caused by
In
this
case,
the
writer
some factors, first the students had
follows some point of procedure
low motivation because the teacher
from
unable to explain the material and
Brainbrisge (1999:163), cause each
did not have effective strategy to
of experts can be collaborate to be a
make students interested in learning
good procedure in teaching reading.
process until they got bored during
So, the procedures as follow:
Kucker
(1996:211)
and
the lesson. Second, the students
a. Inform students that they will be
unusual to read the word in English
reading and discussing with a
and they don’t have self confidence
partner.
when they will read the English text.
b. The teacher selects a piece of
The last cause is the meaning of the
text and divides the passage to
sentence from the text that difficult
the students.
Keterangan : * Penulis (Mahasiswa Program Studi Pendidikan Bahasa Inggris) ** Pembimbing (Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
c. The text is read to the previously
CONCLUSION ANSUGESSTION
selected point. When stopping
Referring
to
the
discussion
point has been reached, ask the
above, the writer can be concludes
students to turn to their partner
that reading is an activity to catch the
and “say something” about the
ideas and as communication between
text.
the writer and reader through the
d. The teacher engages the students
message in their written text.
to give comment they made as they read.
Combining of say something with two column note strategy is the
Furthermore,
new way for teacher in teaching
Winehern (2006:1430) explains that
reading comprehension of narrative
two column notes strategy is the
text
strategy that helps the students to
active then students.
in which the students more
organize the information they have
By combining say something
read. For this time the writer follows
strategy with two column note
the points from Eller (2009:186). So,
strategy, the writer gives some
there are four procedures of two
suggestions for the English teacher in
column note strategy:
using those strategies:
a. Copy
two
column
notes
prediction. b. On the right side, have students record
their
thought
process
behind those predictions. c. Lead a students in discussion about understanding the concept, keyword, phrases from the text based on the illustration. d. Have
students
predictions.
share
their
First,
the
comprehend
teacher
each
step
should of
the
strategy. Second, the teacher should be able choose the appropriate topic. Finally,
the
teacher
should
be
creative and interactive than the students. REFERENCES Brianbrigde, Joyce .1999. Learning with Literature in the Canadian. Canada: Universisty
of Alberta
Press.
Keterangan : * Penulis (Mahasiswa Program Studi Pendidikan Bahasa Inggris) ** Pembimbing (Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
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Keterangan : * Penulis (Mahasiswa Program Studi Pendidikan Bahasa Inggris) ** Pembimbing (Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
