TEACHING READING IN NARRATIVE TEXT BY USING PREDICT-OGRAM STRATEGY COMBINED WITH JIGSAW STRATEGY AT THE EIGHTH GRADE OF JUNIOR HIGH SCHOOL By: Nosa Reza *) **) 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 tidak hanya ditingkatkan melalui strategi pengajaran, tetapi juga diperlukan suatu strategi yang efektif dalam mengevaluasi kemampuan siswa untuk membaca teks yang dibaca. Dengan menggunakan strategi kombinasi Predict-O-Gram dan Jigsaw dalam mengevaluasi kemampuan membaca siswa, guru dapat mengetahui tingkat kemampuan dan kelancaran siswa terhadap teks yang dibaca. Dengan menggabungkan strategi Predict-O-Gram dan Jigsaw, dalam penerapan aplikasinya terlebih dahulu guru membagi siswa dalam kelompok dan mendistribusikan chart dan teks naratif kepada siswa. Selanjutnya siswa diminta menganalisis dan memprediksikan kosakata baru yang berhubungan dengan struktur cerita seperti karakter, tempat, tindakan dan penyelesaian cerita tersebut. Kemudian anggota kelompok dengan topik yang sama membentuk kelompok dan mendiskusikan hasil prediksi tersebut berdasarkan apa yang sudah mereka pelajari. Selanjutnya siswa kembali ke kelompok semula dan mengajarkan informasi yang didapat kepada anggota yang lain. Dengan adanya penggabungan strategi ini dapat membantu siswa dalam memahami alur cerita dengan cepat dan dapat membantu siswa untuk meningkatkan kosakata siswa dalam membaca. Key word: Predict-O-Gram strategy combined with Jigsaw strategy *) Penulis **) Pembimbing able to increase knowledge, get
INTRODUCTION Reading
is
one
of
the
information or ideas from what they
important skills for students besides
read. Furthermore, the students will
listening, speaking, and writing.
comprehend many kinds of the text
Through reading, the students are
that is stated in reading material. So
that, the students can be master the
interest in teaching reading because
lesson as well.
the teacher likes to use texts on the
From the statement above,
student’s English book in teaching
that reading is very essential and
learning process.
necessary for students. In reading
make the students bored, not spirit
skill, the students are expected to
and not motivated for studying.
comprehend various kinds of the
Consequent, it
In here, the writer interested
text. Based on the KTSP (2006), the
to
standard competency of reading in
Strategy with Jigsaw Strategy in
Senior High School is to understand
teaching reading. By combining of
the meaning of the words and
these strategies, it will make the
sentences from the short functional
students
text and monolog text.
comprehending the text and also it is
However,
concentration
in
appropriate to be applied in teaching
teaching
learning process , especially in
English at Junior High School 9
reading skill and it can improve the
Padang,
student’s reading achievement.
experiences
most
of
on
more
Predict-O-Gram
the
writer’s
based
combining
in
students
got
difficulties in comprehending in
REVIEW OF RELATED
reading texts. First, the students are
LITERATURE
lack vocabulary. It make the students
Reading is a skill that is
were not familiar with the word.
important in learning English in
Second, the students did another
which it needs the understanding of
activity like made homework or task
the meaning that provided in the text.
from another while they learned.
In other word, reading is a skill
Third,
which
the
students
could
not
has
complicated
understand the text because they did
According
not know important words in the
reading is a fluent process of readers
text. Fourth, in many cases, most of
combining information from a text
students were able to read but they
and
did not understand to what they read.
knowledge to build meaning. It
Moreover, the students were not
means that in reading, the reader’s
their
to
Nunan
process.
own
(2003:8),
background
knowledge
integrates
with
the
Grey (2008:4), the types of narrative
information from the text to create
text can divide into traditional fiction
the meaning.
including
folktales,
fairy
tales,
Teaching reading is how the
parables, moral tales, myths and
way of teacher to attract the students
legends and modern fiction which
is interesting to read books or
includes
something.
contemporary realistic fiction.
Teaching
can
help
students in comprehending a text
modern
fantasy
and
The definition of Predict-O-
easily. It is also designed to make
Gram
the students have sufficient capacity.
strategies which are most effective in
Long
that
teaching learning process. It not only
teaching reading is how students to
helps students to increase their skill
understand a given texts when there
in reading but also help students
are gaps their linguistic skills. It
build the self-knowledge which is
means, in teaching reading the
they need to grow as thinker and
teacher use the appropriate way to
learners.
guide the students can understand
(1999:47) explains that Predict–O-
about the text.
Gram strategy is strategy based on
(2009:215)
describes
Strategy
is
one
Blachowicz
of
in
the
Janet
The narrative text constitutes
the same principles as exclusion
a story in form fiction that populated
brainstorming. Known and unknown
by children and adult because it
words, phrases, places, and dates are
entertains,
interests
combining and used to predict story,
them. Usually, the narrative text not
plot and character relationships. It
only tells about human life but also
means,
tells about animals. Sometimes, in
student’s discussion around a narrow
the story they can be active and do
selection of word as they anticipate
everything as human. Moreover,
how these words will be included in
narrative text constitutes one of
the story.
amuses
and
several kinds of text that learned by
Predict-O-Gram
focuses
The procedures of Predict-O-
students at Junior High School and
Gram
strategy
according
Senior High School. According to
McLaughlin (2002:15), as follow:
to
1. Select vocabulary from the story to stimulate prediction.
2. Split class of 25 students into five groups of five students each.
2. Have students decide which story
3. Every member of base group
element the word tell about and
selects or is assigned one of the
write each word on Predict-O-
major sections.
Gram in the appropriate place.
4. The
base
groups’
temporary
3. Have students read the story.
divide up so each student can join
4. Revisit the original prediction
a new group in order to become
with students and make changes as necessary. The
an “expert” in his or her topic. 5. Students return to their base
definition
of
Jigsaw
groups and serve as the expert for
strategy is a strategy designed for
their topics.
cooperative learning. This strategy
DISCUSSION
can be used when students are reading
a
text,
listening
to
The procedures Predict-OGram
Strategy
combined
with
presentation or carrying out a group.
Jigsaw Strategy are:
Harvey (2007:187) states that jigsaw
1. Divide class into 4-6 member
strategy is one of the most well
groups. Each member becomes an
known and most effective of all
expert on different topic/concept
cooperative learning strategies. It
assigned by teacher
means, this strategy is the most effective strategy used by the student in
cooperative
learning
2. Distribute copies of story and chart to the students.
process.
3. Ask students to make prediction
Jigsaw strategy also requires students
Ask each group to use their
to help each other learn.
knowledge of the new vocabulary
The procedures of Jigsaw
words
and
story
structures
strategy according to Neal (2003:4),
(setting, characters, problem/goal,
as follow:
actions, and resolution) to predict
1. Separate a new part of the
each word’s use in the story.
curriculum sections.
into
five
major
4. As a whole class, discuss the
Anderson, Grey. 1999. Targeting
meaning of the new vocabulary
Text
words.
Drama.
5. As whole class, discuss where
Narrative,
Poetry,
Singapore:
Green
Grace Press
students group placed vocabulary
Glasgow, Neal A and Cathy D.
words. Words may be placed in
Hicks. 2003. What Successful
more than one category.
Teachers Do: 91 research-
6. Allow students to read a text to confirm
and
reject
their
predictions
based classroom strategies for new and veteran teachers. California: Corwin Press
7. Member of the team with the
Long, Peter. 2009. Translation in
same topic meet together in an
Second Language Learning
expert group.
And
8. The students prepare how they will teach the information to other.
Teaching.
Germany:
International Academic McLaughlin, Maureen and Mary Beth Allen. 2002.
Guide
9. Everyone returns to their group to
Comprehension: A Teaching
teach what they learned to the
Model for Grades 3-8. New
other members.
York:
10.
Group members listen and
note when their classmate teaches them. 11.
Discuss
The
International
Reading Association, Inc. Nunan,
David.
2003.
Practical
English Language Teaching. how
the
author
employed the vocabulary words in the story. REFERENCES
New York: Mc Graw-Hill Companies, Inc. Silver,
Harvey
F.
2007.
The
Strategic Teacher: Selecting
Allen, Janet. 1999. Words, Words,
The Right Researcher-Based
Words: Teaching Vocabulary
Strategy for Every Lesson.
in Grades 4-12. New York:
New
Stenhouse Publisher
Education Press
York:
Thoughtful
