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g what t hestudents ’percepiton sonthe i n lfuence so f s s u c s i d p u o r
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t ot thesecond research quesiton aboutt he students ’percepiton son the implementaiton o fgroup discussion .Then, 58 student sof et h Engilsh Language
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ii i v K A R T S B A . . 3 1 0 2 . a n a i v i
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i diskus ikelompokd imatakuilahBasicRadingI I.Peneilitani n i n a h a l a s a m r e p a u d a d A . a t r a k a y g o Y a m r a h D a t a n a S s a ti s r e v i n U i d n a k u k a li d a n a m i a g a B ) 1 ( : i n i n a it il e n e p m a l a d n a k s u m u r i d g n a
y k ah implementas idar i
j a s a p A ) 2 ( ? k o p m o l e k i s u k s i
d a perseps isiswa mengena i implementas i dari k o p m o l e k i s u k s i
d d i mata kuilah Basic Rading II?. Peneilitan in ipenitng untuk i a n e g n e m i s a m r o f n i n a k i r e b m e m i n i n a it il e n e p a n e r a k s a h a b i
d apilkas i dari
k o p m o l e k i s u k s i d . a n a m i a g a b i s a m r o f n i n a k u m e n e m k u t n
U prose s diskus i keitka
ii
d mplementasikan d i dalam kela s dan apa saja perseps i siswa mengenai i r a d i s a t n e m e l p m
i diskus ikelompok d i mata kuilah Basic Rading II, penelti i n u g g n e
m akan peneilitan survey . Ada dua instrumen nya g digunakan dalam n a it il e n e
p . Instrumennya adalah lemba r observas i dan kui isoner . Lemba r k u t n u n a k a n u g i d i s a v r e s b
o menjawab rumusan permasalahan yang pertama k o p m o l e k i s u k s i d i r a d i s a t n e m e l p m i i a n e g n e
m .Kemudian ,kusiione rdigunakan h a l a s a m r e p n a s u m u r b a w a j n e m k u t n
u an yang kedua mengena iperseps isiswa a
d a
p diskus ikelompok .Kemudian ,58 mahasiswa Pendidikan Bahasa Inggri s h a il u k a t a m l i b m a g n e m g n a
y Basic Reading II diberikan kuisioner.
. a k u b r e t n a d p u t u tr e t n a a y n a t r e p a p u r e b a y n n a a y n a t r e P a w h a b n a k k u j n u n e m i n i n a it il e n e p i r a d l i s a
H adaduaf orma tdiskus iyang m e l p m ii
d entasikan d idalam kelas .Formatnyaadalahdiskus ikelompokkeci ldan i d n a k u k a li d g n a y h a k g n a l a p a r e b e b a d a , u ti n i a l e S . r a s e b k o p m o l e k i s u k s i d g n a r o e s h il i m e m , a w s i s k o p m o l e k i g a b m e m , it r e p e s s a l e k m a l a
d pemimpin ,
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b ag id idalamkelompok ,danmenuil shasi ldsikus.iKemudian ,siswa memiilk i f it i s o p g n a y i s p e s r e
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F Jesu sChristfo rHi s
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I ttiude to my lovely mom and dad .They alway s
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I Chrisitna Krisityani ,
. d P . M , . d P .
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t al lPBI l ecturerswho alwayst each
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m y, especially fo rJ .Sr iMurwan iPudj i
m u H . M , . d P . S , i r a t s e
L ., who allow s me to conduc t my research in he r
d n a h c r a e s e r y m g n i o d n i d e e n I t a h t g n i h t y n a s e d i v o r p e h s , s e d i s e B . m o o r s s a l c . p l e h r o f k s a I n e h w e m s p l e h s y a w l a y m o t s e o g o s l a s s e n l u f k n a h t y
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w al lPB I
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t Romo Anton, who give shi s itmet o correc tmy mistakesi n
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H pilshed wtihou ta grea t
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t g n it e l p m o c n i e m d e p l e h e v a
h hist hesi .s
i x
S T N E T N O C F O E L B A T
E G A P E L T I
T ... i L
A V O R P P
A PAGES ... ii Y
T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ... iv
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v
E G A P N O I T A C I D E
D ... iv T
C A R T S B
A ... ii....v
K A R T S B
A ... iiv i S
T N E M G D E L W O N K C
A ... ix S
T N E T N O C F O E L B A
T ... xi
F O T S I
L TABLES ... vx i
I R E T P A H
C :I NTRODUCTION ... 1 d
n u o r g k c a B h c r a e s e R .
A ... 1 s
m e l b o r P h c r a e s e R .
B ... 3
n o it a ti m i L m e l b o r P .
C ... 4 s
e v it c e j b O h c r a e s e R .
D ... 4 s
ti f e n e B h c r a e s e R .
E ... 4 s
m r e T f o n o it i n if e D .
F ... 5
I I R E T P A H
C :REVIEWOFRELATEDLITERATURE ... 7 .... n
o it p ir c s e D l a c it e r o e h T .
ii x
a .Natureo fReading ... 8 b .Purpose so fReading ... 8 c .Type so fReading ... 9 d .Srtategie so fTeachingReading ... 11
2 .GroupDiscussion... 21
a .Type so fGroupDiscussion ... 2....1
b .Stagesi nGroupDiscussion... 13 ....
.3 Percep iton ... 41
a .Deifniitono fPercepiton ... 41
b .FactorsI n lfuencingPercepitons ... 51 k
r o w e m a r F l a c it e r o e h T .
B ... 61
I I I R E T P A H
C :METHODOLOGY ... 9..1 d
o h t e M h c r a e s e R .
A ... 91 g
n it t e S h c r a e s e R .
B ... 02
s t n a p i c it r a P h c r a e s e R .
C ... 02 n
a s t n e m u rt s n I h c r a e s e R .
D dDataGatheirngTechnique... 12
1 .ObservaitonCheckilst ... 12
2 .Quesitonnarie ... 22
e u q i n h c e T s i s y l a n A a t a D .
E ... 42 e
r u d e c o r P h c r a e s e R .
F ... 52
V I R E T P A H
C :RESEARCHRESULTSANDDISCUSSION... 72 n
o i s s u c s i D p u o r G f o n o it a t n e m e l p m I e h T .
ii i x
1 .TheForma toft heDiscussion ... 28
2 .TheStep sTakenint heDiscussion ... 92 .
B Students ’Percepitonont heI mplementaitono fGroupDiscussion i n
BasicReadingI I ... 53
V R E T P A H
C :CONCLUSIONSANDRECOMMENDATIONS ... 74 s
n o i s u l c n o C .
A ... 74 n
o it a d n e m m o c e R .
B s ... 94
1 .EngilshTeachers ... 94
.2 Student s ... 94
3 .Researchers ... 94
S E C N E R E F E
R ... 15 S
E C I D N E P P
A ... 3..5
r e tt e L n o i s s i m r e P . 1 x i d n e p p
A ... 45 t
e e h S n o it a v r e s b O . 2 x i d n e p p
A ... 65 e
ri a n n o it s e u Q . 3 x i d n e p p
A ... 95 t
n ir p e u l B e ri a n n o it s e u Q 4 x i d n e p p
A ... 46 e
s o l C f o t l u s e R e h T 5 x i d n e p p
A EndedQuesitons ... 66 s
n o it s e u Q d e d n E n e p O f o a t a D w a R 6 x i d n e p p
v i x
S E L B A T F O T S I L
e l b a
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s t e e h S n o it a v r e s b O e h t f o e l p m a S 1 .
3 ... 12
m r o F e ri a n n o it s e u Q e h t f o e l p m a S 2 .
3 ... 32
s e s n o p s e R s e l a c S g n it a R ’ s t n a p i c it r a P 3 .
3 ... 25
e ri a n n o it s e u Q 1 .
4 Resul tNumber s13- 91 ... 63
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4 - 62 ... 04
.
1 I R E T P A H C
N O I T C U D O R T N I
e h t s e t a g it s e v n i h c r a e s e r s i h
T implementaiton fo groupdiscussioninBasic g
n i d a e
R II subject . In thi s chapter , the researche r discusse s the research ,
d n u o r g k c a
b the research problems , the problem ilmtiaiton, the research ,
s e v it c e j b
o theresearchbenefti sand et h deifniitonoft erms. They arer especitvely .s
w o ll o f s a d e t a r o b a l e
.
A ResearchBackground e h t f o e n o s i g n i d a e
R skills needed by et h student swhen learning a g
n i d u l c n i e g a u g n a
l Engilsh .Readingi sno tasimplet hingt obel earned ilkemany e
l p o e
p thinkabout . tIi sbecausethereader sd tono o dnlyrea et th t ex butt heyalso n
i a
g informaitonand rtyto ifnd to u themeaning oft het ext .Nevills( 2004)state s t
a h
t readingi s na ab litiyt odrawmeaningf romt hep irnted pageand i nterprett he y
l e t a ir p o r p p a n o it a m r o f n
i .( )p 3 .I tmean stha tin reading ,the reader sneed a .
t x e t e h t m o r f d a e r y e h t t a h t n o it a m r o f n i e h t d n e h e r p m o c o t s s e c o r p
) 0 0 0 2 ( n o s r e d l
A statest hattheproces sofr eadingi smorehelpfulthant he tl
u s e
r (p .3) .The reason i sbecause in reading process ,there i san interaciton n
e e w t e
b et h reader sandt het ext .Whendiscussingabou tprocess , tii sknownt ha t l
li w t a h t s g n i h t y n a m e r a e r e h
t happen inther eadingproces .sTher eader swli lno t y
l n
) 0 0 0 2 ( n o s r e d l
A alsomen iton ssomepurposes ofr eading namely to l earn r
o f h c r a e s o t d n a , n o it a m r o f n i e t a r g e t n i o t ,t x e t e h t m o r
f et h informaiton(p .10) . In ,
s e s o p r u p e s e h t h c a e r o t r e d r
o thereader ssomeitmescanno tworki ndividuallybu t y
e h
t need firend sto share w tih o rto help them in understanding wha tthe tex t .
s i t u o b
a Therefore ,they wli lwork in ogr u s p and learn the tex ttogethe rt o .
li a t e d n i t x e t e h t d n a t s r e d n
u Moreove,rl earningt exttogetheri ngroups anddoi ng r
e h t e g o t k r o w p u o r g
a in group sare an interesitng proces sto be implemented i n .
m o o r s s a l c e h t
When discussing abou tgroup work ,there are many thing shappening e
h
w n et h student sare discussing the tasks. They have to work in groups to do r
i e h
t tasks bysha irngwtiht herif irends .Thi skindo fdiscussion i sno talwaysr un .
y l h t o o m
s Someitme swhen seeing the rea lpracitce o fgroup discussion ,some s
m e l b o r
p ym a occurin ti .Oneoft heproblems si somestudents whodo tn o really k
s a t e h t t u o b a e r a
c s given and ask the group to do ti .Thi sfac tis proved by n
o tl a
W ’ s(1997)statemen tsaying t hat “somemember so fgroups may depend t oo n
o h c u
m theothersi n t hegroups to solvet hei rproblems”( p .463).I tmeanst ha t e
r a c y ll a e r t o n o d s t n e d u t s e h
t abouttherir esponsiblitiyi ndoingt het asks given . n
o i s s u c s i d p u o r g , d n a h r e h t o e h t n
O nc oa a ls h eelp t h students t o do t he k
s a
t s easliy becauset hey can sharet hei runderstanding t hrough et h discussion ni p
u o r
g s .WB IEvaluaiton Group ( 2007)menitonst hat “group discussion w pill h el p
u o r g e h
t member stobulideachothers’ commentsandr eacitons”( p .1) .Fromt he k
s a
t s given ,every studen twli l rty t o giveresponses ot whatt o do and give t hei r n
o i n i p
o s l a s i n o i s s u c s i d f o d n i k s i h
T implemented atSanataDharmaUniverstiy n
i theBasicReadingI Isubject .Oneoft hesrtategie sused i n t hi ssubjecti sgroup n
o i s s u c s i
d .By using group discussion ,the lecture rexpect sthe student sto help . r e h t e g o t n e v i g k s a t e h t g n i o d n i d n a t x e t e h t g n i d n a t s r e d n u n i r e h t o h c a e
o t r e d r o n i l u f p l e h s i n o i s s u c s i d p u o r g , e r o f e r e h
T d o the task quickly da n to d
n a t s r e d n
u thet exts easliy. e e h t n o d e s a
B xplanaiton above ,the researche rt ires to s ee w ehat t h e
h t n o s n o it p e c r e p ’ s t n e d u t
s implementaiton o fthe group discussion when i ti s m
o o r s s a l c g n i d a e r n i d e il p p
a especiallyi ntheBasicReadingI Isubject .Thati st he i
c i p o t s i h t y h w n o s a e
r s i mpo trantt o bediscussed. The researche rwantst o ifnd e
r o
m informaitonabou tgroupdiscussionwhen tii si mplementedand f ocuse d on .
n o i s s u c s i d p u o r g f o s s e c o r p e h
t Therefore ,t rhe esearcher wantst o ifnd thef act t
e h w n o i s s u c s i d p u o r g t u o b
a he ro rno ti ti sreally helpfu lby observing the rea l .
y lt c e ri d n o i s s u c s i d f o e c it c a r p
.
B ResearchProblems
e h t s e t a l u m r o f r e h c r a e s e r e h t , e v o b a d n u o r g k c a b e h t n o d e s a
B research
.s w o ll o f s a s n o it s e u q
.
1 Howi sthediscussioni nt hegroupworkconducted? .
2 Wha taret hestudents’ percepiton sont heimplementaiton fo groupdiscussion n
.
C ProblemLimtia iton
n o i s s u c s i d e h t ti m il o t e k il d l u o w r e h c r a e s e r e h
T t o the proces so fgroup
e h t d n a n o i s s u c s i
d implementaiton o fgroup discussion. The researche rwli lno t tl
u s e r e h t n o s u c o
f s t or heachievemen to feachstuden tbutf ocu sont hestudents ’ n
o it a t n e m e l p m i e h t n o s n o it p e c r e
p o fgroupdiscussioni n theBasicReadingI I .
.
D ResearchObjecitves
h t , n o it a l u m r o f m e l b o r p e h t n o d e s a
B e research’ s objecitve s are sa .
s w o ll o f
T .
1 o ifndou thowt hediscussioni nt hegroupwork si conducted. o
T .
2 ifndoutstudents ’percepiton sont heimplementaiton o fgroupdiscussion ni g
n i d a e R c i s a
B II .
.
E ResearchBeneftis r
e h
T esearche rexpectst hatt her esul toft her esearchwli lbebeneifcialf o r .
w o l e b s t n e m e l e e s e h t
.
1 Engilsht eachers h
T si research i s expected to give clear informaiton abou t the n
o it a t n e m e l p m
i o fgroup discussion .Iti sexpected t hatt hrough t hisr esearch ,the s
r e h c a e
t nc na g ai m oreinformaitonabou tgroupdiscussion .Beside ,st heyc oana ls e
s o o h
c thesutiablemethod when t hey p lanto t each t hestudent sespecially i n the .t
.
2 Students
c it c a r p s i n o i s s u c s i d p u o r g t a h t g n i w o n
K ed a sa learning srtategy, t shi h
c r a e s e
r i sexpected to h eelp t h students tocomprehendther ea lpracitceo fgroup n
o i s s u c s i
d in the classroom .The student sare expected to pracitce the posiitve g
n i o d n i s g n i h
t group discussion. Besides ,they can also rty to implement et h d
n a s d n e ir f ri e h t h ti w n o i s s u c s i d p u o r
g workwel lwtiht hegroup’ smember .s .
3 FutureResearchers tl
u s e r e h
T s o fthi sresearch hopefully can be used a sa reference fo rthe r
e h c r a e s e r t x e
n s fit heyneedmorei nformaitonaboutt hist opic . tIi sexpectedt ha t tl
u s e r e h
t so fthi sresearch are able to be used to develop anothe rresearch . s
i h c r a e s e r s i h t , r e v o e r o
M a lso expected to encourage othe r researcher s to s
i h t y fi d o m r o , e s i v e r , e t a u l a v
e studywtihdfiferentl evel sandobjecitves .
.
F De ifniitono fTerms m o s e r a e r e h
T et erm sused i n t hi sresearch .The researche rwli lgive t he e
h t f o n o it a n a l p x
e term ,sin ordert oavoidmisunderstandingwhendiscussingthi s h
c r a e s e
r .The term sused in thi sresearch are percepiton, group discussion and g
n i d a e R c i s a
B II .Theexplanaitonwli lbediscussedi nt hef ollowingpatr .s .
1 Percep iton
, y d u t s s i h t o t t n a v e l e r s i t a h t n o it i n if e d s ’ s e n o J d n a e g r o e G o t g n i d r o c c A
h c i h w y b s s e c o r p e h t “ s i n o it p e c r e
p et h individual sselect ,organize ,and i nterpre t e
h
t inpu tfrom thei rsenses (vision ,heairng ,touch ,smell ,and taste )to give g
n i n a e
s i h t n
I research , percepiton deal s wtih the students ’ opinion s on the n
o it a t n e m e l p m
i o fgroupdiscussioni ntheBasicReadingI .I 2 . GroupDiscussion
o t g n i d r o c c
A Watlon( 1997 ,)groupdiscussioni s“amethodf o rgeneraitng fl
e s ti p u o r g e h t n i s t n a p i c it r a p l l a n e e w t e b n o it a c i n u m m o c e e r
f ”( p .459).I tcanbe
a s i e r e h t , n o i s s u c s i d p u o r g n i t a h t d i a
s facet of acei nteraciton betweent hegroup h
ti w t c a r e t n i l li w y e h T . s r e b m e
m et h other sby communicaitng thei rideas and .
p u o r g a n i g n ir a h s o s l a
o t s r e f e r n o i s s u c s i d p u o r g , h c r a e s e r s i h t n
I theacitviiteswhenthestudent s n
i r e h t e g o t g n i k r o w e r
a groups and discus sanything r elated t o t he t asks given in m
o o r s s a l c e h
t .Besides ,they also share thei rknowledge o rthei runderstanding n
i s d n e ir f ri e h t h ti
w groups .
3 . BasicReading II g n i d a e R c i s a
B II si a subject tha tis studied by the Engilsh Language n
o it a c u d
E studentsi n semestert wo a tSanataDharmaUniverstiy .In t hi ssubject , e h t d n a t s r e d n u o t r e d r o n i l li k s g n i d a e r r i e h t p o l e v e d o t t h g u a t e r a s t n e d u t s e h t
t x e
t swhich are given by t he l ecturer .The purposeof t hi ssubject i s t o give et h g
n i d a e r n i e g d e l w o n k c i s a b e h t s t n e d u t
s and help the student sto develop thei r .
y ti li b a l li k s g n i d a e r
s i h t n
I research ,BasicReading I Ireferst ot hesubjec twheret hisr esearch d
e t c u d n o c e b l li
w . TheBasic Reading IIbecome sthe subject which i st aken by e
h
7
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
, r e t p a h c s i h t n
I theresearche rexplain sal lof t het heo ires t hat ea r used i n s
i h t g n it c u d n o
c research . tIi sdivided i nto t wo main secitons ,namelyt heoreitca l .
k r o w e m a r f l a c it e r o e h t d n a n o it p ir c s e
d In the theoreitca l descirpiton, et h e
m o s s e s s u c s i d r e h c r a e s e
r impo tran ttheo iresr elated t ot her esearch .Thet heo ire s i
d p u o r g , g n i d a e r g n i h c a e t e r
a scussion , a nd percepiton . In the theoreitca l ,
k r o w e m a r
f ther esearchers ummairze sandr elatest het heo irest ot hes tudy .
.
A Theoreitca lDescrip iton
, n o it c e s s i h t n
I t heresearche rdiscussest het heo iresrelatedt ot hisr esearch. r
h t e r a e r e h
T eer elatedtheo irest o beexplained. Theyaret eachingr eading ,group d
n a , n o i s s u c s i
d percepiton .
.
1 TeachingReading
t s ll i k s y c a r e ti l e h t f o e n o s i g n i d a e
R ha t i simpo tran tto be learned . Reading i salso t aught i n et h educaitona l ifeld .Thi sseciton presentst hetheo ires
. g n i d a e r l a r e n e g f
o Thet heo ire sareabout et h natureo freading ,the purpose so f ,
g n i d a e
.
a Natureo fReading
s e d i s e b e g a u g n a l g n i n r a e l n i s ll i k s t n a tr o p m i t s o m e h t f o e n o s i g n i d a e R
. g n it ir w d n a , g n i n e t s il , g n i k a e p
s Kustaryo (1988) deifne s “reading a s the n
o it a t e r p r e t n i l u f g n i n a e
m s fo et h p irnted o rw irtten verba lsymbols” (p.2) .I t t
a h t s n a e
m thereader sd ono tonly l ook and r eadt hep irnted version o rthet s ,ext y
e h t t u
b also rty to i nterpre tand recognize what t het ext sare aboutso t hat t hey n
a
c thoroughlyunderstandt het exts. o
T understand t he t s ,ext thereader sshould havea good recogniiton skli l y
ll a i c e p s
e word recogniiton .Kustaryo (1988) claimstha tword recogniiton i san t
n a tr o p m
i p atr t uo nderstand a targe tlanguage because i fthe reader shave no e h t r o g n i n a e m e l o h w e h t b a r g o t e l b a t o n l li w y e h t ,s d r o w e h t e z i n g o c e r o t y ti li b a
t e h t f o s a e d
i e s xt given (p .16) .Otherwise they wli lface some dfiifculite sin g
n i d a e
r especiallyi nunderstandingt het exts .
.
b Purpose so fReading
) 2 9 9 1 ( e c a ll a
W menitons t hat there are some purpose so freading (p .6) . .
e r u s a e l p d n a , g n i n r a e l , l a v i v r u s r o f g n i d a e r e r a s e s o p r u p e h
T Frist ,reading fo r l
a v i v r u
s ist o ifnd ou ttheinformaiton on astircltyutlitiairan basi .s tIi nvolve san .
n o it a u ti s a o t e s n o p s e r e t a i d e m m
i
d n o c e
S , reading fo rlearning usually happens in the academic contex tin n
o it a m r o f n i e h t d n if d n a , d a e r , h c r a e s s r e d a e r e h t h c i h
w in order to learn
g n i h t e m o
’ s r e d a e
r ownsake. I tmeanst hat et h reader shavet hei rown choicest or eado rno t d
e e n r i e h t n o d e s a b d a e r o
t s orf eeilng .
.
c Typeso fReading
) 8 9 9 1 ( r i e W d n a t r a h u q r
U statethat t here are “ifve types o freading” ( p. d n a , g n i d a e r l u f e r a c , g n i n n a c s , g n i d a e r h c r a e s , g n i m m i k s e r a y e h T . ) 1 0 1
. g n i s w o r b
)
1 Skimming
e p y t g n i d a e r a s i g n i m m i k
S used by the reader sto look fo rthe gist . l
a ir e t a m e h t f o w e i v r e v o n a t e g o t e s o p r u p a s a h g n i m m i k
S s ro et th t s .ex Oneo f .
s d r o w y e k e h t g n i d a e r y b s i m i k s o t s y a w e h
t Kustaryo (1988) meniton ssome e v it p ir c s e d e h t , c i p o t e h t “ e r a y e h T . s d r o w y e k e h t s a d e s u e b n a c t a h t s e u l c
. p ( ” s d r o w n o it c n u f e h t d n a , s n u o n t c a rt s b a e h t ,s e v it c e j d
a 6 .)
)
2 SearchReading
. s c i p o t d e n i m r e t e d e r p n o n o it a m r o f n i g n it a c o l s n a e m g n i d a e r h c r a e
S I n
s i h
t type , thereader swillr eadt hespeci ifci nformaitont hatt heyneedtoanswer ot r
o s n o it s e u q c if i c e p s e h
t t oprovide et h data. Searchreadingwli lp irmarliyi nvolve r
o f t r e l a g n i p e e
k et h wordsi n t herelated semanitcs ifeld such a susing et h itlte s d
n
a the subtiltes .Beside ,s t he reader salso may contirbuteforma lknowledge to r
o f h c r a e
s theinformaiton.
)
3 Scanning
a s i g n i n n a c
S readingt ypeusedby et h readerst oachievetheveryspeciifc .
s l a o g g n i d a e
r I t i salso known a sreading selecitvely when the readers are .s
d e e n y e h t t a h w d n if y e h t li t n u s l a ir e t a m e h t r e v o t a o lf o t d e ri u q e
r I tmayi nvolve
e h
t effo trto l ook rfo thespeci ifc words ,phrases , ifgures ,ages ,names ,and date s f
o theparitcula revents .In t hist ypeo freading, t herei sno need t o completethe e
c n e t n e s e h t f o g n i d a e
r s .
)
4 Carefu lReading
s i h
T reading type si associated wtih reading t o l earn ni which et h reader s a
c d a e
r refullyt hemateiralsi ndetali .Thisi susedt ol earnt hemateiralsi nordert o n
i a t b
o a newknowledgei naparitculart opic. Ther eader sdecidet or eadt het ext s o
t y l b a m u s e r p , y ll u f e r a
c study o rsome simlia rpurposes .I ti sassociated wtih e
l o t g n i d a e
r arn .Ther eader sattemptt o handlethemajortiyof et h informaiton i n t
x e t e h
t s. hT er eader sbegin eachsentencef ro m thebeginning and conitnueuntli w
o ll o f d n a , d n e e h
t theprocessesindetali.
)
5 Browsing
e s o p r u p a s a h g n i s w o r
B ,namely to descirbe the sor to freading where e
r a s l a o
g no twell-deifned and pa tr so ft s ext may beskipped failry randomly .In e
r o f e b , e p y t s i h
t readingt het exts , thereader susually haveno goalsi n mind why f
o d n i k t a h t d a e r y e h
t the t s .ext In othe rwords ,the goal sare vague and the c
i p o t f o l e v e l a t a y l b a b o r p s i e r u t c u rt s o r c a
.
d Strategieso fTeachingReading
Urquhar tandWeri( 1998)explainthatt herearet hrees rtategiesi nt eaching e
r p “ e r a y e h T . g n i d a e
r -reading ,wh lie-reading ,andpost-reading”( p .183 .)
)
1 P -rereading
e r p n
I -reading , there are two acitviites used yb et h teachers namely w
e i v e r
p and prediciton .Thet eache raskst hestudent sto preview t het exts given . w
e i v e r
P help sthe students to recognize the dfiifcu tly leve lof et h t s ext and to g
d u
j e the relevance o fthe t s .ext Then ,the nex tacitvtiy i sprediciton .A tfe r t
x e t e h t g n i w e i v e r
p s ,the t eacher i nvtie sthe studentst o makea prediciton abou t t
x e t e h
t s especially t o makethehypothesesf ortheconten toft het ext .Thus, t hey d
n a t c e j b u s e h t t u o b a k n i h t l li
w inqurie themselves et h quesiton srelated to the g
n i d a e r .
)
2 Whlie-reading
e li h w n
I -reading,t het eache rgive soppo truniites ot et h studentstomontio r r
e h t e h
w o r no t comprehension i s succeeding . Whlie-reading involve s two s
e it i v it c
a , namely s -eflquesitoning and sefl-montio irng . S -eflquesitoning i s a .
s s e c o r p e v it i n g o c s e t o m o r p t i e s u a c e b g n i d a e r d o o g a f o c it s ir e t c a r a h
c Besides ,
fl e s s i e r e h
t -montio irng .S -efl montio irng i sused by the teacher to check the s
t n e d u t
s ’ comprehension whether o rnot they understand wha tthey read in the .
g n i n r a e l f o s s e c o r
)
3 P -ostreading
t s o p n
I -readingsrtategies ,therearet woacitviites .Theyareevaluaitonand .
e s n o p s e r l a n o s r e
p In these acitviites ,the teache rask sthe students to relate the t
x e
t s to t heoutsidewo lrd .Fo rexample ,thestudents wli lbeencouraged t or elate t
x e t e h t f o t n e t n o c e h
t s to t hei rexisitngknowledgeandt oevaluate tii n t hei rown s
e d i s e B . s e c n e ir e p x e d n a e g d e l w o n
k , the students wli l give thei r persona l e
s n o p s e
r s inf ormoft hei ropinion saboutt het exts theyhaveread.
.
2 GroupDiscussion
s e v l o v n i n o i s s u c s i d p u o r
G a face to face interaciton between the groups .
s r e b m e
m Watlon (1997) men iton s tha t “group discussion i s a method fo r p
u o r g e h t n i s t n a p i c it r a p l l a n e e w t e b n o it a c i n u m m o c e e r f g n it a r e n e
g ” (p .4 ) .59
, n o i s s u c s i d p u o r g n i ,s u h
T thestudent swilli nterac twtihother sbycommunicaitng s
a e d i ri e h t g n ir a h s d n
a .
.
<
