CHAPTER II REVIEW OF THE RELATED LITARATURE
H. The Application of OKRE (Overview, Key ideas, Reviewing and Evaluation)
The material will present from the teacher was analyzed by the students with three phases Before Reading, During Reading, and After Reading. The three phase:
1. Before Reading
Before reading students get ready to read a text selection, before reading help students get an idea of what the author might be trying to say, how the information might be useful, and to create a mental set that might be useful for taking in and storing information.
Based reading could include previewing headings, surveying, pictures, reading introduction and summaries, creating a pre – reading outline, creating question that might need to be answer, making predication that need to be confirm, etc. The primary questions for a teacher here is “ what steps ( observable as well as unobservable ) should I teach students to do regularly and automatically that the prepare them it advance to get the most out of reading selection need to be read more thoroughly.
When a teacher introduces a reading selection to students, walks students through the text, helps the students get ready to read through the use of advance organizer, or creates pre – reading outlines, he/she is ensuring content learning by compensating for the fact that students have not develop good Before – Reading.
Teacher was need to continue the lead students in these types of before reading activities to ensure content area learning occurs until students have been thought to fluently use before – reading. Teacher use of before – reading prompts activities does not necessarily lead students to develop and use before – reading independently without direct and explicit instruction. This is why it is important to directly teach and provide practice that gradually requires student to use Before – Reading.
2. During Reading
During reading students learn to us while there are reading a text selection. During reading help the students focus on how to determine what the author is actually trying to say and to match the information with what the students already knows. These strategies should be influence by the Before – Reading because students should be using or keeping in mind the previews, outlines, question, predictions. That
were generate before reading and then using this information to digest what they are reading.
The during reading that help a students understand during reading includes questioning, predicting, visualizing, paraphrasing, elaborating (comparing what is read to what is known), changing reading rate, rereading. The primary question for a teacher is “What steps (observable and unobservable) should I teach students to do so that they will regularly and automatically figure out the intend meaning of the text and how it connects to what they already known?”.
When a teacher develops reading guides and outlines that need to be complete during reading requires students to ask and answer question, creates summaries as they read, they are compensating for the fact that students have not develop good during reading. Teacher will need to continue to lead students in this types of during reading activities to ensure content area learning occurs until students are taught to fluently us Before – Reading.
Teacher use of during Reading prompts and activities does not necessarily lead students to develop and use during Reading independently without direct and explicit instruction. This is why it is
important to directly teach and provide practice that gradually requires students to use during reading.
3. After Reading
After Reading students learn to used when they have complete reading a text selection. After reading is use to help “look back “and think about the message of the text and determine the intend or possible meanings that might be important.
After – Reading are us to follow up and confirm what was learn (answer question or confirm predictions) from the use of before and during reading. However, After – Reading also help the reader to focus and determining what the big, critical or overall idea of the author’s message was and how it might be use before moving on to performance tasks or other learning tasks.
The primary question for a teacher is : “ What steps (observable and unobservable ) should I teach students to do so that they will regularly and automatically stop when they are finish reading a text selection are try to figure out the intend meaning of the text to determine what is most important and how they will us it?”.
When a teacher reviews a reading selection, leads a discussion on what was important about the author’s message, helps students
summarize or “ look back “ at what was read, provides a post – organizer, or asks students to complete a study guide over what was learn from reading text, the teacher is compensating for the fact that students have not develop good After – Reading.
The teacher need to continue lead students in these types of before reading – activities to ensure content area learning occurs until students have been taught to fluently us After – Reading. Teacher was of after – reading prompts and activities does not necessary lead students to develop and use after – reading independently without direct and explicit instruction. This is why it is important to directly teach and provide practice that gradually requires students to use after – reading.
I. Advantages and Disadvantages OKRE Method a. Advantages OKRE Method
1. Shaffat (2009:24) said that generally each book is compos three elements: the main ideas, supporting details and transition. In us OKRE ( Overview, Key ideas, Reviewing and Evaluation ) method students teaching and they are require to sort out the main ideas, supporting details, and transitions in the passage before students make inferences about part of the text.
2. Sudarmin (2009 : 15) said the strategy of OKRE(Overview, Key ideas, Reviewing and Evaluation) method help transfer new information from short – term information into long – term information through the creation of a join and the relationship between need information and what is have known.
3. Students are easy to recall the essence of literature have the read their way to reopen to record have they made at the time they had finish reading.
b. Disadvantages OKRE Method
1. OKRE (Overview, Key ideas, Reviewing and Evaluation) method only focus on the students understanding of reading without attention to students understanding of grammar and writing.
2. From the time the sector implementation become divide this method three parts, namely :
a. Before reading (Overview) b. During Reading (Key ideas) and
c. After reading (Reviewing and Evaluation) Shaffat (2009: 25).
So in the important of this method requires considerable time to carry out section by section to do the reader / students.