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TEACHING READING IN HORTATORY EXPOSITION TEXT BY USING TEXT LOOK BACK STRATEGY FOR SENIOR HIGH SCHOOL
Oleh: Asnita Sari*)
**)Dona Alicia, Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Makalah ini bertujuan untuk mengajarkan memahami teks bacaan dengan menggunakan look back strategy. strategi ini dianggap penulis dapat membantu siswa dalam memahami teks yang dibacanya. Dalam menggunakan look back strategy guru dapat memahami kemampuan siswa dalam menjawab setiap pertanyaan berdasarkan tingkatan pertanyaannya masing-masing.
Dalam pembuatan makalah ini, penulis berpedoman sebelumnya kepada kemampuan siswa dalam pemahaman membaca yang banyak penulis temui waktu melakukan observasi disalah satu sekolah menengah atas. Disini penulis melihat siswa kurang mampu dalam memahami sebuah teks bacaan sehingga mereka sulit untuk mengetahui isi dalam teks bacaan yang mereka baca. Mereka hanya membaca tanpa memahami maksud dan tujuan dari teks tersebut.
Berdasarkan masalah diatas, penulis mencoba menggunakan strategi ini untuk meningkatkan pemahaman siswa dalam membaca sebuah teks. Disini penulis menggunakan teks hortatory exposition sebagai salah satu teks yang ada dalam kurikulum bahasa inggris, dan penulis mengambil teks hortatory exposition untuk kelas XI Sekolah Menengah Atas (SMA). Untuk membantu siswa dalam memahami teks ini, penulis menggunakan look back strategy.
Strategi teks look back ini sangat simple apabila diaplikasikan. Membaca menggunakan stategi text look back ini sangat bermanfaat khususnya bagi siswa yang memiliki daya ingat yang kurang. Dengan menggunakan strategi ini siswa yang memiliki daya ingat yang kurang dapat mengetahui sedikit banyaknya informasi yang ada dalam bacaan.
Key words: Reading, look back strategy
*) Penulis
2 Introduction
Reading is a skill that plays an important role expanding students’ knowledge. One of reading’s role is by providing many advantages for the readers. Many advantages are, can expand knowledge, get new
information. Reading is also can help someone to know the world exactly and will able to increase someone
knowledge and to know the culture. It can be proved through reading some interesting book, such as magazine, comics, novel, and also newspaper. That is why reading is important to be taught from elementary to senior high school. Based on the writer experience when writer became in training at senior high school. Many students had
difficulties in reading, especially in comprehending the text. It can be caused some factors. First students had difficulties to understand the text because they lack vocabularies. So that, they were lazy continue their reading. If the student were lazy their reading, student will be reduced concentration and focused in studying reading, because they less comprehension about the text that was given by the teacher. moreover if the teacher asked students to answer the question based on the
information on the text where as the students feel not comfort because they did not understand about the text and they have to answer the question. Second, students have low
comprehension. The students often forget that the meaning of a word can be based on the context of the text. Third, limited vocabulary. In fact, they do not know a meaning of some words even they are familiar for them.
The fourth is come from the teacher. Teacher had difficulty in managing the class and had not enough creative in giving the material. It can make students less motivation and felt bored in studying reading. Another effect, student can be silent and cannot give respond in studying. Based on the situation above, teacher should have full attention and try make student feel comfortable in studying reading
because in senior high school especially in learn about the some type of the text. Students should be able to understand some kinds of text. The teacher can do text look back strategy as one strategy in teaching reading. Text look back strategy is simple but is innovative because it can help students to find some portion of information which is forgotten from the text. So that, the text
3 look back can reduce careless in
answering question or tasks by the students. This strategy is useful for poor reader and will be easier to apply.
DISCUSSION Reading
There are some experts who have opinions about the meaning of reading. Nunan (2003) defines reading is a fluent process of readers combining information from a text and their own background knowledge to build reading skill. This is a process of someone to get information.
Furthermore, Seyler (2004) states that reading is the process obtaining or constructing from a word or cluster of words. Reading is combining of several words so that it will be a sentence that has meaning by good constructing. Moreover, by good combining the reader will be easy to get the idea and the point from what they have are reading.
Text Look back Strategy
Text look back strategy is a a strategy that can be used in teaching reading to help students’ understanding about text being discussed. Some different experts show their point of
view about definition of text look back strategy. According to Wright (2008:52), text look backs strategy is a simple strategy that students can use to boost their recall of expository prose by looking back in the text for important information. Looking back means able in answering comprehension questions by reviewing the content of text in order to find the answer.
Bender (2011:9) explains that text look back strategy is a strategy which directly teach the skill from the teacher involved in looking back over a text chapter or assigned reading in order to find specific information. the teacher’s role is to monitor the students in gaining important information stated or unstated in the text.
Wallace (1992) states that teaching reading a subject is to help the students read the printed materials comprehensively. It is required that the students will be able to comprehend the printed materials through teaching reading. In this case, the teachers’ job is to make the students’ comprehension ability improved in the way they recognize the words and the sentence that belong to the text being read.
Teaching Reading by Using Text Look Back Strategy
4 According to Wright (2008 )leveled look back strategy has some steps, they are: first Teacher presents short passages (100-200 words) from expository text on an overhead transparency and a list of 3 lookback qustions and 1 think question. Second, Provide students with copies of expository text passages and text lookback/think questions. Third, Introduce the strategy by explaining to students that people cannot remember, fourth Describe the difference between a ‘fact’ quetsion and a think question, five, Read aloud through a sample expository passage and then read a series of 3 text lookback/think questions to the class, six Teach students to underline key words in question and then skim article for titles, headings or illustrations that might tell the reader what to look for.
Advantages of Text Look Back Strategy
According to Manzo et. Al (1995:298), Text Look back strategy is useful for the poor reader. This strategy can be done for all age and level. The power of text look back can give input for reading comprehension because text look back leads the students to find the
correct answers of comprehension questions given.
Moreover, Reis and Leone (2007:416) adds that Text look back strategy effectively teaches students to reinspect a text they have read in order to answer comprehension questions.
CONCLUSION
reading is an ability to make
students understand about content of the text. In fact, students have many
problems in reading activities; therefore they are difficult to understand what they read in the text. Because of that, the teacher have big responsible to help students to solve their problem.
Therefore, the teachers should use good strategies to make students’ reading comprehension in the class. The English teacher should use Text Look back strategy in teaching reading.
Text look back strategy is kind of strategy that can help students improve their understanding of the text. For the implementation of this strategy, the teacher will pose some questions that relate to the text given. There are two kinds of questions that are going to be given. The first is fact question or look back questions. This question is a
5 question in which the answer is stated in the text. Meanwhile, think question is a question that the answer cannot be found in the text directly or in the other words, it is in implied meaning. The teacher will lead the students to answer these kinds of questions. In leading the students, the teacher will tell the students that these questions are going to be answered by using key words in the questions. Therefore, the students can answer the questions easily.
REFERENCES
Bender, William N.2011. Differentiated Instruction for the Inclusive Middle and Secondary Classroom. Georgia: University of Georgia.
Hawkin, Barbara.1991. Teaching Children to Read in a Second language. Los Angeles: Newburry House.
Manzo, et.al.2008. metagconition in Literacy Learning. New Jersey: Lawrence Erlbawn Associates, Inc
Nunan, David. 2003. The Practicial English Language Teaching. Singapore: The MC Graw-Hill Campanies. Inc
Reis, R Leone P.2007. Teaching Text Look Back to Mildly Handicapped Students. Journal of Reading. Seyler, Dorothy U. 2004. The Reading Context: Developing Collage Reading Skill. New York: Longman
Wright, Jim.2008. Resource material for Reading interventions and assessement. London.
Wallace, Catherine.1992. Language Teaching: A Scheme for Teacher Education. New York: Oxford University Press.
