TEACHER’S STRATEGIES IN TEACHING READING TO STUDENTS’
EIGHT GRADE AT MADRASAH TSANAWIYAH TARBIYATUS SHOLIHIN MUARO JAMBI
THESIS
WIWIN SURYANI STUDENT ID: TE. 130597
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI
2019
TEACHER’S STRATEGIES IN TEACHING READING TO STUDENTS’
EIGHT GRADE AT MADRASAH TSANAWIYAH TARBIYATUS SHOLIHIN MUARO JAMBI
THESIS
Submitted as Partial Fulfillment of Requirement to get Undergraduate Degree (S.1) in Education
WIWIN SURYANI STUDENT ID: TE. 130597
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI
2019
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DEDICATION
Alhamdulillah God the grace and gifts of thy God, I can finish this thesis. I dedicate this thesis to:
1. For my father Sutrisno and my mother Hartini who always give prayer, motivation and suggestion for me over the years. I will try to give the best for you. How this self
wants to see you guys proud of me with the results that I have achieved today.
2. For my sister Khoirunnisa who always make me smile and also loved me 3. For my advisors who have guided my thesis, I would like to thank the infinite on
science that you have given to me.
4. For all of my friends Yunita, Wardah, Meira Anaputri, Susita, Lena Faiz, Nafiatun, Ngizatul Latifah on campus that I cannot mention one by one, the moment that I
missed when gathered with all of you in the class.
5. For my partner of life Sukarminto who always care of me and understand all the time
6. The last for all people who have helped me in writing this thesis. I would like to say thank you so much. I love you all as always.
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MOTTO
MOTTO
“Messenger, announce that which has been revealed to you from your Lord, and if you do not, then you have not conveyed His message. And Allah will protect you from the people. Indeed, Allah does not guide the disbelieving people.” Al-Maidah (2): 67.
Artinya: Hai rasul, sampaikanlah apa yang diturunkan kepadamu dari Tuhanmu. dan jika tidak kamu kerjakan (apa yang diperintahkan itu, berarti) kamu tidak menyampaikan amanat-Nya. Allah memelihara kamu dari (gangguan) manusia.
Sesungguhnya Allah tidak memberi petunjuk kepada orang-orang yang kafir.
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ABSTRAK
Nama : Wiwin Suryani
Jurusan : Bahasa Inggris
Judul :. Tentang Strategi Guru Dalam Mengajar Membaca Untuk Siswa Kelas Delapan di Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jamb
Skripsi ini membahas tentang strategi guru dalam mengajar membaca untuk Siswa Kelas Delapan di Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi. Ini adalah penelitian kualitatif, penelitian yang menggunakan observasi dan wawancara untuk mengumpulkan data dan analisis data dalam penelitian ini adalah analisis deskriptif.
Hasil penelitian menunjukkan bahwa strategi guru dalam mengajar membaca pemahaman di kelas delapan Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi menggunakan tiga strategi, seperti; strategi pemindaian di mana guru memberikan teks kepada siswa berdasarkan minat siswa, kemudian dia meminta siswa untuk membaca teks dan menghafal tiga hingga lima kosakata dan yang artinya secara individu terkait dengan topik yang mereka diskusikan; strategi menebak di mana guru menulis cerita di papan tulis dan para siswa akan bertanya untuk menebak ceritanya tentang, dan juga kosakata yang dia pilih; bekerja dalam kelompok kecil, dalam strategi ini siswa akan bekerja dalam kelompok kecil untuk menyelesaikan latihan mereka. Siswa bekerja bersama sebagai tim untuk tidak hanya mempelajari materi tetapi juga saling membantu untuk memahami materi karena dapat dipelajari dan ditingkatkan melalui kerja tim. Strategi ini membantu siswa dalam berpikir cara yang lebih mudah, lebih cepat, dan lebih menyenangkan untuk menguasai memberikan ide sehingga mereka benar-benar mendukung peningkatan pemahaman siswa
Kata Kunci : Strategi Guru Dalam Mengajar Membaca Bahasa
Inggris
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ABSTRACT
Name : Wiwin Suryani
Study Program : English Department
Title :. Teacher‟s Strategies in Teaching Reading to Students‟ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi
The aim of this study was to investigate teacher‟s strategies in teaching reading to students‟ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
This a qualitative research, the research employing observations and interviews to collect data and data analysis in this research was descriptive analysis.
The result of the study showed that teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi was used three strategies, such as; scanning strategy where where the teacher gave the texts to the students based on the students‟ interesting, then she asked the students to read the text and memorize three to five vocabularies and those meaning individually related to the topic that they have discussion; guessing strategy where the teacher wrote the story in the whiteboard and the students would ask to guess the story tells about, and also the vocabularies that he choose; work in small groups, in this strategy the students would work in small groups to complete their exercise. Students worked together as a team to not only learn the material but also help each other to understand the material because it can be learned and enhanced through teamwork.
These strategies help the students in thinking easier, faster, and more enjoyable ways to master giving the ideas so they really support the students‟ reading comprehension improvement.
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ACKNOWLEDGEMENTS
By reciting Alhamdulillahirabbil‟alamin, with all of mercies and blessing of Allah, finally the author accomplished the research and this thesis. The objective of this thesis is a partial requirement for the undergraduate degree (S1) in English Education Program, Faculty of Education and Teacher Training in the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi which is entitled
“Teacher’s Strategies in Teaching Reading to Students’ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi”.
I would like to express my sincerely gratitude to Drs. Ilyas Idris, M. Ag., as the first advisor and Reni Andriani, SS, M. Pd, as the second advisor who have given guidance and support for accomplish in this thesis. The researcher also likes to express many thanks to the following people who have given in accomplishing this thesis, namely:
1. Dr. Hadri Hasan, MA, As the Rector of the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
2. Vice Rector I, II and III of the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
3. Dr. Hj. Armida, US, M. Pd. I the Dean of Faculty of education and teacher training the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
4. Vice Dean I, II, III of Faculty of education and teacher training the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
5. Amalia Nurhasanah S. Pd., M. Hum, as chief of English Study Program Faculty of education and teacher training the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
6. Drs. Ilyas Idris, M. Ag as first and Reni Andriani, SS, M. Pd as second advisor.
7. All lecturers at Faculty of education and teacher training of the State Islamic University Studies Studies Sulthan Thaha Saifuddin Jambi.
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TABLE OF CONTENT
PAGE OF TITLE ... i
THESIS AGREEMENT ... ii
THESIS AGREEMENT ... iii
OFFICIAL NOTE ... iv
LETTER OF RATIFICATION ... v
STATEMENT OF ORIGINALITY ... vi
DEDICATION ... vii
MOTTO ... viii
ABSTRAK ... ix
ABSTRACT ... x
ACKNOWLEDGEMENT ... xi
TABLE OF CONTENTS ... xiii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Research Question ... 5
C. Purpose of the Study ... 5
D. Limitation of the Study ... 6
E. Significance of the Study ... 6
CHAPTER II REVIEW OF LITERATURE A. Theoretical Review ... 8
1. Definition of Reading ... 8
2. Teaching Strategies ... 10
3. Teacher Strategies in Teaching Reading ... 14
4. Teaching English in Madrasah Tsanawiyah... 17
B. Previous Studies ... 19
xiii CHAPTER III RESEARCH METHOD
A. Research Design... 24
B. Setting Description... 25
C. Subject of the Research ... 25
D. Data and Sources of Data ... 26
E. Technique of Data Collection ... 26
1. Observation ... 26
2. Interview ... 27
3. Documentation ... 27
F. Technique of Data Analysis ... 27
1. Data Reduction ... 27
2. Presentation ... 28
3. Conclusion or Verification ... 28
G. Research Schedule ... 29
CHAPTER IV FINDINGS AND DISCUSSION A. The Description of The Subject ... 30
B. Research Finding ... 30
1. Teacher‟s Strategies in Teaching Reading Comprehension ... 30
2. Types of Teacher‟s Strategies in Teaching Reading Comprehension ... 30
a) Scanning Strategy ... 32
b) Guessing Strategy ... 36
c) Working in Group Strategy ... 44
C. Discussion ... 50
1. Teacher Used Scanning Strategy ... 51
2. Teacher Used Guessing Strategy ... 52
3. Teacher Used Work in Group Strategy ... 53
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CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ... 55 B. Suggestion ... 56 REFERENCES
APPENDIXES
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CHAPTER I INTRODUCTION
A. Background of the Study
Teaching is the process of teacher in helping students to learn by sharing of knowledge and experience. It also includes any technique that involves the students in learning process for their own learning (Halik, 2016). Teacher must have many experiences of active teaching techniques without being aware of students, by asking questions as a part of normal teacher style. The goal of teaching and learning is to make students understand the language even spoken and written (Muslaini, 2017). It means that teachers need to teach the students which are relevant to the student‟s current situation and the teachers should find good strategies in teaching in the classroom.
Teaching strategy is a teachers‟ plan in teaching and learning process to achieve a purpose which has been plan (Muslaini, 2017). In other word, teaching strategies are approaches to teach the students. The teachers have to apply the strategy which is balance between strategies and also materials. One of factors to be successes in teaching is teaching strategies (Wulandari and Ihsan, 2014). It means that teacher should have understood well four language skills in order that their students could use the skills to communicate or express their thoughts, feeling, and opinions in English.
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One of the vital components of the language in learning language besides listening, speaking and writing is reading (Nugroho, 2013).
Reading is one of the four skills in English that must be mastered by every student. Rahman (2015) said that reading is the ability of an individual recognizes a visual form to associate the form with the sound or meaning acquired in the past, and the past experience, understand and interpret its meaning. It means that reading is individual ability in understanding and finding the message written by the author.
Reading may help students to develop their language skills necessary for success, but it is not easy to implement an effective reading, especially in countries where English language is treated as foreign language, it means the success of implementing reading will depend on the students‟ interest.
Mahardinata (2012) stated that reading skill is very important, especially for students who in learning to develop their skill in education and they also can apply in their daily life. By reading students can get some information to increase their knowledge. Reading is very important in education world because it provides access to get the information, knowledge, facilitates life-long learning, and open doors to opportunity (Marlini, 2014). Reading is also very important for English students because reading can enlarge their knowledge, vocabulary, and information (Riyanti, 2012). From reading students can extract a lot of information and knowledge from many text books, references and related library reading they read. Reading can also serve pleasure feeling. It is mostly gained by reading magazine, newspaper, short story, novel, etc according to what they like (Nugroho, 2013). By reading those
material, it can feel relax and joyful since in this type of reading it just read what they want. Reading then can be said as a means of studying and thinking as well as a means of enjoying.
During teaching reading, teachers need the materials and the strategies that are suitable with the students, because strategy is an action that the teacher takes to attain one or more of the teaching learning‟s goals (Gurning and Regar, 2017). The strategy can be defined as a general direction set for the teaching process and its various components to achieve a desired state in the future. The teacher should use many strategies in teaching reading such as applying various teaching methods, media and games in order to stimulate their interests. The fundamental of teaching strategies is to make it easier to implement a variety of teaching methods and techniques (Kusumastuti, 2013).
In effective reading, teachers lead each student in the classroom to become proficient and successful readers. Effective teachers do not use only one specific strategies, but implement many strategies and skills to accommodate the needs and learning styles for each individual student in the classroom. The successful reading teachers realize that reading can be taught by using a variety of strategies (Kasim and Wahyuni, 2016). It must be modified by the teachers depending on the students‟
needs. Teaching reading is one of language skills learned in Madrasah Tsanawiyah to understand and not only the content of it, but also the pronunciation and intonation.
Reading comprehension is fundamental for English foreign learner in observing new information and knowledge.
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The researcher found that Madrasah Tsanawiyah Tarbiyatus Sholihin is one of the favorite schools for the students in Mestong Muaro Jambi and it is located in the street of Jambi-Bajubang Kilometer 32. This school always makes positive extracurricular activities such as; drama performance, speech, football competition in Mestong District and this school gets support from the police of Mestong Muaro Jambi, where the police always give sports aids to this school. The students also get knowledge, experience, money and certificate when they follow the competition and become the winner. Moreover, this school has an activity which called “The Power of Reading” once in a week, the teacher holds this activity and this activity is a place for students to read the interesting materials in a library and also learn English in a joyful environment. The students will have opportunities to read and share their ideas. The students always practice their English from different background and skills based on their knowledge and experience that is why some students are interesting in learning in this school.
The English teachers provide students to assess their learning styles, strengths and weaknesses by reading and sharing in group and it can enhance student‟s motivations to read the texts and enhance their academic performance. The teachers also help the students to communicate or express their thoughts, feeling, and opinions in English. Some students are good in reading the texts and also their score in academic.
Some students know how to read and pronoun the words well and they can get the information and answer the questions easily. It means that the teacher should have a plan as accurate as possible to get an effective teaching and learning. Especially, to
reach a good development in teaching reading, teacher should create various teaching strategies to enhance student‟s motivation to understand the texts easily.
So, the researcher conducted this research for some reasons. First, English teachers in Madrasah Tsanawiyah Tarbiyatus Sholihin have good knowledge, experience in making comfortable atmosphere, understanding, style and interest in teaching reading. Second, students can read more accurately and easily to understand the events, information, concepts in a text and they feel motivated to read in school and for pleasure. Third, most of the students are active when they are studying in classroom and also they can make decision or arguing for their opinions. The last, the school has good achievements of their graduations. Based on the reasons above, the researcher analyzes this thesis proposal entitled “Teacher’s Strategies in Teaching Reading to Students’ Eight Grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi”.
B. Research Questions
The researcher decided to focus on two relevant questions to address for the purpose of this study was formulated as follow:
How are strategies applied by the teacher in teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi?
C. Purpose of the Study
The purpose of this study is to find out the teacher‟s strategies in teaching reading comprehension at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
Therefore, the purpose of this study is:
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To find out the strategies applied by the teacher in teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
D. Limitation of the Study
In this study, the researcher focuses on teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi and the object on the first year in the academic year of 2017/2018.
E. Significance of the Study
In this study, there are two significances of the study, namely;
1. This study is expected to be input in practicing and learning process especially for knowing the teacher‟s strategies in teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi and give additional information and knowledge to the readers especially to the students and lectures in English Department who want to read this paper.
2. The researcher hopes this study can give some suggestion for the teachers in teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
3. The researcher also hopes this study will give new knowledge to the researcher itself about teacher‟s strategies in teaching reading.
4. From this research researcher hopes can be developed the writing ability and this study will be done by the researcher as one of requirement on getting
S1 Degree in English Education, Education Faculty and Teacher Training, The State Islamic University.
5. The researcher hopes this study will be useful as guidance of reference to the next researcher in understanding teacher‟s strategies in teaching reading to students‟ eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi and it can give contrBapaktion to the society.
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CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. The Definition of Reading
Many experts have given their definition about what reading really means.
Reading is very important skill that the students must be mastered, because the reading cannot be separated in the process of teaching and learning. Reading is the most important activity in any class, not only as a source of information, but also as a means of consolidating and extending one‟s idea and knowledge of language.
According to Linse and Nunan (2005, p. 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. It means that reading is a complex conscious and unconscious mental process in which the reader uses a variety of strategies to reconstruct the meaning that the author is assumed to have intended, based on data from the text and from the reader‟s prior knowledge.
Reading is as approach in a thinking process-one in which the student interacts with the textual material and sorts, evaluates, and reacts to its organization and content. Numerous strategies for perceiving patterns and structure within sentence are included. In addition, according to Linse and Nunan (2005, p.
75) states reading is fluent process of readers combination of word recognition, intellect and emotion interrelated with prior knowledge to understand the message
communicated. It means that the participants or the reader transfer meaning from the text and give assessment from the text to understand the message communicated.
The other opinion about definition of reading is decoding written words so that the readers can produce them orally. Similarly, Richard and Renandya (2002, p. 12) defines reading as the meaningful interpretation of written or printed verbal symbols. This definition is also supported by Linse and Nunan (2005.68) who states that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. The same way that reading requires the reader to focus attention on the reading materials and integrate previously acquired knowledge and skills to comprehend what someone else has written. It means that reading is a set of skills that involves making sense and deriving meaning from the printed word. In order to read, we must be able to decode (sound out) the printed words and also comprehend what we read.
Reading, which is one of the four language skills, can be classified into two types: initial reading, it is an effort made by those who have not been able to read to learn reading (e.g., how to read the alphabets and combination of letters or simple words) and reading comprehension, it is an activity aimed to understand the messages of a particular text (Brown, 2000, p. 306). Initial reading and reading comprehension are the types of reading which have the advantage. Initial reading very useful to use for the children who are learning to read English. For example is how to read the alphabets while reading comprehension is understand the message
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of the text fully. The researcher will use the reading comprehension in this research.
Based on the definition above, it can be concluded that reading is an interactive process that goes on between the reader and the text, a reader will use his knowledge, skills, and strategies to understand what the text talk about. It means that the reader tries to recognize the words. He or she meets in print and find the meaning of the written text. So, the reading brings a maximum of understanding to the author‟s massage.
2. Teaching Strategies
There are a variety of teaching strategies that teachers can use to improve student learning. Kimbly and Garmezy in Brown (2000, p. 7) define that teaching is the activities to show or help someone to learn how to do something, give instructions, guide in the study of something, provide with the knowledge, causes to know, understand knowledge and give new knowledge. Brown (2000, p. 7) also says that “teaching cannot be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learners to learn, setting the conditions for learning”. Meanwhile learning is getting the knowledge or the acquisition of the knowledge. From the definitions above, it can be known that teaching as helping, facilitating, and giving instructions how to learn and get something or knowledge.
Here the teacher is the subject in doing those because the teacher has the obligation to help the students getting or acquiring the second language that is English.
According to Richards and Renandya (2002, p. 16-27), there are ten teaching principles that may be appropriate in teaching reading that is summarized below.
a) Lowering Inhibitions
In the classroom, students need some activities to decrease their difficulties in studying English. Nation and Newton (2009, p. 61) said that there were many activities that teacher can apply in the classroom, those are, playing guess and communication games, doing role-replay and skits; sing a songs, using group work, laughing with the students, having them share fears in small groups.
b) Encouraging risk-taking
Richards and Renandya (2002, p. 19) say that when students feel afraid in making mistakes in studying or doing exercises, some efforts can be applied in the classroom, those are, praising students for making science efforts to try out language, using fluency exercises where errors are not corrected at that time, giving outside-of-class assignments to speak or write or to try out the language.
c) Building students‟ self-confidence
Teacher need to build the students‟ confident in studying English because self-confident is one of important factor which influents the students‟
success in studying English (Brown and Palincsar, 1984, p. 97). To do that, teacher should tell students explicitly (verbally and nonverbally) that he or she
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do indeed believe in them that their students can do their job. Teacher should ask them make lists of their strengths of what they know or what they have accomplished so far in the course.
d) Helping students develop intrinsic motivation
Developing intrinsic motivation can help students to improve their achievement in studying English. Some efforts that can be done by the teacher are reminding students explicitly about the rewards for learning English, describing students that many jobs requires English, playing down the final examination in favor of helping students to see rewards for themselves beyond the final exam (Cameron, 2001, p. 21).
e) Promoting cooperative learning
In studying English in the classroom, teacher needs explain that cooperative learning in the class is more important than competition between the students. some activities can be done in cooperative learning are directing students to share their knowledge in a group, asking the students to think of themselves as a team so that the students who have a good ability in learning can help the students who do not have it (Richards and Renandya, 2002, p. 21).
f) Encouraging students to use right-brain processing
In studying English, teacher should insist that learning is not only doing exercises and decide the right and the wrong answer but the teacher also needs some activities to develop the students‟ creativity in learning English (Cameron, 2001, p. 21). Some activities which can be done are using movies
and tapes in class, having students read passages rapidly, doing skimming exercises, doing rapid „free writes‟, doing oral fluency exercises where the object is to get students to talk or to write a lot without being corrected.
g) Promoting ambiguity tolerance
Making the classroom is enjoyable and comfortable is a good way to make students feel relax in studying English. Some activities can be done are encouraging the students to ask you and each other, questioning when they do not understand something, making your theoretical explanations very simple and briefly by doing translation into a native language to clarify a word or meaning (Richards and Renandya, 2002, p. 23).
h) Helping students use their intuition
Making the students not depend to the teacher is a good way to building their intuition. Some strategies can be done by the teacher are praising the students for good guesses, doing not always give explanation of errors, letting a correction suffice and correcting only selected errors (Harmer, 2001, p. 72).
i) Getting students to make their mistakes work for them
Teacher does not need to correct and always explain why the students make errors in their learning. Asking the students to do self-learning activities is good way for them (Cameron, 2001, p. 21). Some activities can be done are recording students‟ oral production and getting them to identify their errors, letting students catch and correct each other‟s errors, encouraging students to make lists of their common errors and to work on them on their own.
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j) Getting students to set their own goals
Setting the students‟ own goals are good way to improve their study.
The activities are asking them to make list of what they will achieve on their own particular week, getting students to make specific time commitments at home to study the language, and giving “extra credit” work (Brown and Palincsar, 1984, p. 98).
These are the ten principles which can be implemented in the teaching reading in the classroom. Teacher can select one or two appropriate principles as the need of the students because the appropriate principle influences the students‟ achievement. From ten principles above, it will be used to know the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
3. Teacher Strategies in Teaching Reading
In teaching English, teacher as the center and facilitator to the students in the classroom needs to prepare some teaching strategies and principles to teach the students so that they can understand well what the teacher teach in the classroom.
In teaching reading, the teacher needs some strategies to make the students comprehend the reading texts. According Brown (2000, p. 306-311), the following are eight strategies which can be applied in the teaching reading comprehension in the classroom:
a) Identifying the purpose in reading
By knowing the purpose of what the reader reads, the reader can throw the unwanted distraction or information. By doing this, students know what information they want to know in reading the texts (Brown, 2000, p. 306).
b) Using graph emic rules and patterns to aid in bottom up decoding (especially for the beginning level learners)
At the beginning levels of learning English, one of the difficulties that students encounter in learning to read is making the correspondences between spoken and written English. Here teacher also need to teach how to read the sound words with sort vowel sound such as (bat, leg, wish, etc) and the sound words with final silent “e” such as (late, time, bite, etc) (Brown, 2000, p. 306).
c) Using efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels)
In advanced learner, teacher can apply reading fast to reduce time consuming in reading (Richards and Renandya, 2002, p. 29). Readers do not need to pronounce every word and do not need to know the meaning of every word but the comprehension of the text is more important.
d) Skimming the text for the main ideas
Skimming is the one of the most valuable reading strategies for learners. Skimming consist of quickly running one‟s eyes across a whole text (such as an essay, article, or chapter) to find out what the text tells about or to find out the main idea of the text (Harmer, 2001, p. 69). Skimming gives
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readers the advantages of being able to guess the purpose of the passage, the main topic, or massage, and possibly some of the developing or supporting ideas (Brown, 2000, p. 306).
e) Scanning the text for specific information
Scanning is quickly searching for some particular piece or pieces of information that the reader needs in reading a text. Scanning exercises may ask students to look for names or dates, to find a definition of a key concept, or to list a certain number of supporting details (Brown, 2000, p. 308).
f) Using semantic mapping or clustering
Readers can resume the long string of ideas or events by grouping the important key of the word they get from the reading (Harmer, 2001, p. 69). The strategy of semantic mapping, or grouping ideas into meaningful clusters, helps the reader to remember the contents of the text.
g) Guessing when you are not certain
Learners can use guessing to their advantages to:
(1) guess the meaning of a word,
(2) guess grammatical relationship (e. g. , a pronoun reference), (3) guess a discourse relationship,
(4) infer implied meaning (“between the lines”), (5) guess about a cultural reference, and
(6) guess content massages (Kader, 2008, p. 108).
From explanation above, it can be known that the researcher used the theory above to find out the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
4. Teaching English in Madrasah Tsanawiyah
Teaching English in Madrasah Tsanawiyah has an important role in our education. Tambe (2015, p. 234) categorizes children in the ages between 12 and 14 year as older children and between 7 and 8 years as younger children. Thus, students of Madrasah Tsanawiyah, based on their level of ages, are still called as young learners. In line with Cameroon (2001) and Brown (2001) state that Madrasah Tsanawiyah students are in age of transition, confusion, self- consciousness, growing, and changing bodies and minds. He also adds that teens are in between childhood and adulthood, and therefore a very special set of considerations applies to teaching them, as follows:
a) Intellectual capacity adds abstract operational thought around the age of twelve.
b) Attention spans are lengthening as a result of intellectual maturation, but once again, with many diversions present in a teenager‟s life, those potential attention spans can easily be shortened.
c) Varieties of sensory input are still important, but, again, increasing capacities of abstraction lessen the essential nature of appealing to all five senses.
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d) Factors surrounding ego, self-image, and self-esteem are at their pinnacle.
Teens are ultrasensitive to how others perceive their changing physical and emotional selves along with their mental capabilities. One of the most important concerns of the secondary school teacher is to keep self-esteem high by:
(1) Avoiding embarrassment of students at all costs, (2) Affirming each person‟s talents and strengths, (3) Allowing mistakes and other errors to be accepted, (4) De-emphasizing competition between classmates, and
(5) Encouraging small-group work where risks can be taken more easily by a teen.
e) Secondary school students are of course becoming increasingly adult like in their ability to make those occasional diversions from “here and now”
nature of immediate communicative contexts to dwell on a grammar point or vocabulary item. But as in teaching adults, care must be taken not to insult them with stilted language or to bore them with overanalyzes.
At Madrasah Tsanawiyah, the English teaching and learning process is targeted to enable students to gain the ability to communicate in daily life context. As language is a mean of communication, students have to be accustomed to speak English orally. Their communicative competence has to be developed through tasks and activities which are carried out during the teaching and learning process. Considering the fact
that the students of Madrasah Tsanawiyah are still young learners, the teacher has to organize the lesson based on their needs, interest, and characteristics as well. They need enjoyable activities, which involves body movement, pictures, real objects, during the teaching and learning process.
B. Previous Studies
In this study, the researcher did the research about the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi. There are some previous researchers that have discussed aboutteaching reading comprehension, they are;
Firstly, the student from English and Literature Department Faculty of Languages and Arts State University of Medan named Dessyana Nasution (2017, p. 5) by journal entitled “The Teachers’ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat”.
This research discussed about the Teachers‟ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat. It was conducted by using qualitative research method. The subjects of this study are two English teachers at SMA Negeri 1 Simpang Empat. The two teachers taught at Grade X. They chose as the subject which were observed and interviewed. The writer used two instruments, they were observation and interview. This study found that the teachers at SMA Negeri 1 Simpang Empat used appropriate strategy in teaching reading comprehension of recount text and using the media to make the students be motivated and interested in learning. The teachers guided and managed the students in
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comprehending the material. The teachers' reason in using strategies is because the students get difficulties in comprehending the material if the teachers were used the traditional teaching strategies. The implementation of the strategy adapted by the teachers with the material, the indicator, the purpose of learning on the syllabus and curriculumn. All of the students were active and motivated in teaching and learning process. They were also brave to share the idea, asked the teacher when they found the problem on learning the material and answer the question that given by the teacher.
Secondly, the student from English Education Department Faculty of Tarbiyah and Teacher Training The State Institute of Islamic Studies (Iain) Tulungagung named Tiin Nurlaili (2014, p. 4) by thesis entitled “A Study On Teacher’s Strategies In Teaching Reading Comprehension in Second Grade of Student’s MTS Tarbiyatul Ulum Panggungasri Panggungrejo Blitar Academic Year 2013/2014”. This research discussed about the teacher‟s strategies in teaching reading comprehension in second grade of MTs Tarbiyatul Panggungasri Panggungrejo Blitar. Research method, the researcher used descriptive qualitative research consisting of some data in the form of word, phrase and sentences. It is used to describing something that is known to have happened in the process of teaching activity. In conducting the research, the researcher collected data through observation. Then the research interviewed the English teacher to get more information. The subjects of this research were the English teacher at MTs Tarbiyatul Ulum Panggungasri Panggungrejo Blitar. The result showed that teacher‟s strategies in teaching reading comprehension is use fourth strategy they are:
memorizing strategy, question answer strategy, game and discussion strategy. With those strategies the students easily understand the text of reading comprehension.
Thirdly, the student from Education Faculty and Teacher Training of the State Islamic University Studies Sulthan Thaha Saifuddin Jambi named Muhammad Agung Salmiah (2015, p. 8) by thesis entitled “Teacher‟s Strategies in Teaching Reading at Eighth Grade Junior High School Satu Atap Paseban Tebo”. This research discussed about the the teacher‟s strategies in teaching reading comprehension at Eighth Grade Students of Junior High School Satu Atap Paseban Tebo. This a qualitative research, the research employing observations and interviews to collect data and data analysis in this research was descriptive analysis. The result of the study showed that teacher used memorizing, question and answer relationship and game to enhance students‟ reading comprehension in the classroom and also make friendship by using more than one teaching strategies such as: translation and understanding, looking up at dictionary, practicing dialogue and storytelling, and writing simple essay for communication in daily life. These strategies helped the students in thinking easier, faster, and more enjoyable ways to master giving the ideas so they really support the students‟ reading comprehension improvement
Fourthly, the student from Muhammadiyah University of Surakarta School of Teacher Training and Education named Muhammad Agung Nugroho (2013, p. 3)by thesis entitled “A Descriptive Study on Teaching Reading to the First Grade of SMA Al-Islam 3 Surakarta in 2012/2013 Academic Year by Ums Students on the Job Training”. This research discussed about the teaching reading implemented by
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UMS students and the problem faced by them during teaching-learning process. The research is a descriptive research. The writer collets the data by observing teaching- learning process, conducting the interview, and documenting some important data that support to this research. The data are from interview script, field note, syllabus, text book, and lesson plan. The methods of collecting data are observation, interview, and documentation. The techniques of analyzing data are reduction the data, data analysis, display the data, and conclusion and verification. The result of the research: 1) the method on teaching reading used by UMS students are GTM and GBA. 2) the goal of teaching reading is to help the students in understanding the reading material such as genre text. 3) reading materials that are given to the students are recount text, narrative text, and procedure text. 4) teaching-learning process is implemented by using three phase technique: pre-reading, whilst-reading, and post-reading. Two students on the Job Training use GTM with applying translation, previewing, and repetition in the classroom activity.
From the preview related research above, most of them analyzed about the implementation teaching reading comprehension and the difference between this research with them as like as Dessyana Nasutio‟S thesis, she analyzed about the the Teachers‟ Strategies on Teaching Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang Empat.and Tiin Nurlaili‟S thesis, she analyzed about the teacher‟s strategies in teaching reading comprehension in second grade of MTs Tarbiyatul Panggungasri Panggungrejo Blitar and also Muhammad Agung Nugroho‟s thesis, he analyzed about the teaching reading implemented by UMS students and the
problem faced by them during teaching-learning process. The researcher used qualitative method through observation, interview and also documentation which were same with the researchers above, but in this thesis, the researcher analyzed in teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi
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CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses descriptive qualitative, because it describes the teacher‟s strategies in teaching reading at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi in the academic year of 2017/2018. The researcher selected this method because it conveys a broader understanding of the teacher and students‟ views on teacher‟s strategies in teaching reading. The data collected in the form of words as a descriptive explanation than a number and the result of teacher‟s strategies contains quotations from the teacher and students‟ views in order to interpret their words. The results of teacher‟s strategies emphasize more toward the data interpretation found in the field and it is not written in the form of figures and tables with statistical measures, but it is illustrated in the form of describing words to the teacher‟s strategies and it is presented in narrative.
Based on explanations above, it can be concluded that descriptive qualitative is analyzing about descriptive data that is collected in the field, by using descriptive qualitative the researcher gets the answer about the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
B. Setting Description
This research was carried out at eight grade Madrasah Tsanawiyah Tarbiyatus Sholihin and it is located in the street of Jambi-Bajubang Kilometer 32. The reason for conducting this study in teacher‟s strategies in teaching reading comprehension at eight grade Madrasah Tsanawiyah Tarbiyatus Sholihin that the English teacher in Madrasah Tsanawiyah Tarbiyatus Sholihin had good knowledge, experience, understanding, style and interest in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi
C. Subject of the Research
The subjects of this study is the English teacher and students of eight grade when the teacher uses the strategies in teaching reading comprehension at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi in the academic year of 2017/2018.
There are two classes of eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi such as class A and class B, in this research the researcher only takes class A because the students always follow the activity “The Power of Reading” once in a week than class B and also the students are good in reading the texts and also their score in academic. Some students know how to read and pronoun the words well and they can get the information and answer the questions easily.
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D. Data and Sources of Data
In this research the researcher takes the data from the teacher‟s strategies through observations, interviews and documents when the teacher as the subject applies the strategies in teaching reading and the students as the object in practicing learning process. The sources of data in this study is teacher as a person who applies the strategies in teaching reading, student‟s interactions and situations process when teacher uses the strategies in teaching reading and also student‟s note, photos, modules.
E. Technique of Data Collection
This research uses three kinds of technique to collect the data. They are observations, interviews and documentation. It can be seen in the explanations below:
1. Observation
The researcher uses this technique to observe the teacher‟s strategies in teaching reading comprehension for class A and also student‟s interactions and situations process (Sugiyono, 2015, p. 43). The researcher comes and sits in the class and uses the observation field to find out the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
2. Interview
The interview is also used to answer the formulation of the study, related to the objectives of the teacher‟s strategies in teaching reading comprehension. An unstructured interview is used to collect data and the researcher asks the teacher
and the students of eight grade class A (Sugiyono, 2015, p. 47). The researcher starts with a general guiding question based on formulation and allow the teacher and the students to talk freely and to avoid misunderstanding the teacher and students will be interviewer in Indonesia language Later the interview take shape as themes emerged from the information given by the teacher and students.
3. Documentation
The last technique is documentation. Documentation is used to collect teacher‟s modules, materials and photos when teacher uses the strategies in teaching reading comprehension (Sugiyono, 2015, p. 53). The researcher will collect the notes, pictures of the conditions while teaching and learning process.
The documentation of their exercise will help the researcher gets additional data.
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis. Using this technique, the researcher collects, arranges and presents the data. The qualitative method is a kind of research without using any calculation or statistic procedures. The scheme above is the techniques in analyzing data by;
1. Data Reduction
During the field notes processes, the data gains grow much and complex.
The data need to be reduced. Data reduction means to summarize, to choose the points, to focus on teacher‟s strategies, in order to find the answer. The researcher reduces from the whole data collected and gets the more suitable data that would be analyzed.
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2. Presentation
The data are organized and managed for they are able to be understood.
Data presentation enables the researcher to understand the teacher‟s strategies and the whole situation. Presentation of data gives possibility of taking of conclusion and taking action. In this study presentation of data is descriptive. Descriptive means giving description of the teacher‟s strategies in the narrative way. The researcher was collecting the information from the teacher and students based on Brown (2000) and Mukhroji (2011) theories about teacher strategies in teaching reading comprehension and after taking the information then explain the data and take the conclusion.
3. Conclusion
The conclusion needed to be verified for its credibility. Verification is some programs to check the researcher‟s carefulness and to the accurate data.
Taking conclusion is only the part of activity in though configuration. The researcher begins to seek supporting information, then the reduction data, presentation data, and the last was making conclusion. After reduced and presented the data, the last step the researcher made the conclusion about teacher‟s strategies in teaching reading the classroom.
G. Research Schedule
Schedule of the study can be seen in the following table:
NO Activities
Month 2019
January February March April May
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Preparation of
proposal
2 Improvement of proposal
3 Seminar of
proposal
4 Improvement
of seminar
5 Research
permit
6 Research
preparation
7 Research
improvement
8 Scrip arrange
9 Scrip
improvement
10 Final report
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CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
Based on the result of observation and interview to the subjects of the study, the researcher found that the teacher only used three strategies in teaching reading comprehension and the these strategies are always used by the teacher in teaching reading comprehension at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi.
The data were also taken from documentation. The following researcher presented the finding of the study below:
1. Teacher’s Strategies in Teaching Reading Comprehension
This part presented the research findings which the researcher found in the field by doing observation and interview. It related to the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi. After the researcher investigated the teacher‟s strategies in teaching reading, finally, the researcher got some data. The results of the research findings were presented in the descriptions bellow. There were four strategies used by the teacher in teaching, they were Scanning, Guessing and Working strategies. All the strategies were used by the teacher in teaching reading comprehension effectively, because with those strategies the students can understand the material easily, as SR said that:
“Dalam mengajar membaca, saya menggunakan beberapa strategi kepada siswa di dalam kelas. Karena kalau saya hanya focus pada satu strategi saya tidak cukup untuk membuat kelas itu nyaman, strategi yang saya gunakan tentu harus memberikan dampak yang baik bagi perkembangan belajar siwa, sehingga jika siswa berhasil dalam belajar tentu akan memberikan manfaat bagi semuanya, biasanya saya meminta siswa untuk membaca secara bertahap dan mereka sejauh ini mengikuti saya dengan baik, karena saya telah memberikan peraturan agar semuanya berjalan dengan baik.”[SR] (12th May 2018).
From the quotation above he believed that in teaching reading comprehension the teacher needs to understand her or his strategies very well, it is used to make students understand and have fun to the materials that the teacher give. The first strategies when teaching reading comprehension to encourage students‟ reading comprehension is scanning. In this strategy the teacher asked to students to read and find three vocabularies from text readings that was taught, student was given a few minutes to memorize vocabulary. After that, the student asked to memorize vocabularies at each theirs seat with attendance.
2. Types of Teacher’s Strategies in Teaching Reading Comprehension
The data related to the teacher‟s strategies in teaching reading comprehension at eight grade at Madrasah Tsanawiyah Tarbiyatus Sholihin Muaro Jambi were taken from conducting interview with the subjects and having observation. The presentation of findings, in this part covers three strategies, they were Scanning Strategy, Guessing Strategy and Working in Group Strategy. It can be seen below:
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a) Scanning Strategy
In this strategy, the teacher gave the texts to the students based on the students‟ interesting, then he asked the students to read the text and memorize three to five vocabularies and those meaning individually related to the topic that they have discussion. It is done in the end of lesson. In a week the students read three text and memorized ten vocabularies because in a week they have two meeting with English lesson.
“Saya bertanya kepada siswa dan meminta kepada masing-masing siswa untuk dengan berhati-hati membaca teks yang saya berikan, selain itu pula saya harus menjelaskan kepada mereka tentang tujuan dari membaca itu sendiri, dalam hal ini ini tujuan itu saya berikan agar siswa mengetahui isi dari bacaan yang akan mereka baca, setelah mereka memahami apa tujuan teks itu, tentu akan memudahkan mereka memahami teks tersebut. Kadang saya juga meminta mereka untuk membaca dengan suara lantang, karena sebagian mereka banyak bermain jagi daya suruh mereka satu-persatu mereka akan membaca di depan kelas. Dengan begitu mereka akan memahami teks yang telah mereka baca, tentu teksnya bebentuk bahasa inggris, namun tentu sesuai dengan kemampuan mereka, mereka akan mendapatkan penambahan ilmu pengetahuan dari teks yang mereka bacakan. Itu gunanya saya meminta mereka untuk membaca dengen perlahan dan mendalam. ”[SR] (12th May 2018).
It can be known that, the teacher made good strategies for teaching reading comprehension in the classroom, because he always asked the students to read carefully on their texts, sometimes he asked his students to read loud in front of the class and sometimes focused on their text, it was used to get the in formations from the text. After the students understand the text, then they memorized the words if they could not understand the words itself. The researcher‟s observation hold on May, 16, 2018 found that the teacher also
added some picture for the students‟ understanding in reading the text, when the text was about family, the teacher would bring some pictures to add students‟ understanding. The pictures can help the teacher fell easy in giving explanation to the students, because the students loved when the text added with the pictures and they can develop their knowledge with the pictures.
The following is field note that researcher got on May, 16, 2018. The field note describes an activity conducted by teacher in providing the students opportunity to ask. In the A class the teacher give the easy questions to the students. It is depending on how a question is asked to open students‟ opinions, the student may use various opinions or assumptions to form a conclusion based the questions. The teacher asked to the students to give suggestions about the questions and the answer must tell about the facts. The teacher could start with words or phrases such as, „„explain,‟‟ „„compare,‟‟ „„why,‟‟ „„which is a solution to the problem,‟‟ „„what is the best and why,‟‟ and „„do you agree or disagree with this statement?‟‟ (Appendix I: documentation result). As the students said that:
“Kalau Bapak SR mengajar ditambah dengan pakai gambar, kami lebih suka, soalnya kalau ada penjelasan gambar dari teks yang kamu kami baca, itu jadi lebih mudah dan tidak susah memahaminya” [LR] “Lebih enak kalau ada gambarnya, soalnya ada penjelasan dari gambar yang disampaikan oleh guru”. [OE]. “Kalau tidak ada gambarnya kami kurang jelas kadang teksnya menceritakakan tentang apa, kalau ada gambarnya saya bisa menebak isi dari teksnya” [UW]
It can be known that the teacher added pictures to make students know the text talk about, the teacher also helped the students to remember
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vocabulary based on the context. He explained the words clearly in front of the class, because the words should be introduced within the context of a story, everyday situation, sport, activity or any context his students are familiar with.
In this strategy the teacher also asked the students to find the topic first and then the students can develop the texts based on the students‟ experiences.
“Sebelum saya meminta siswa mengingat tiga atau lima kata dari teks yang telah mereka baca, saya meminta mereka menemukan kata yang mereka tidak mengetahui makna dari kata itu sendiri, setelah mereka menemukan kata tersebut mereka bisa menuliskan di dalam buku mereka atau di dalam teks yang saya berikan pada mereka. Saya berharap dengan sering membaca maka siswa akan mendapatkan informasi dari teks yang saya berikan, tentunya materi yang saya berikan berdasarkan kebutuhan mereka dan juga berdasarkan silabus yang telah saya buat agar tercapai tujuan dari pelajaran saya” [SR] (17th May 2018).
He believed that by using scanning strategy the students can develop their experiences with the texts that they read, so it will help them to be easy in understanding and getting the information from the texts. The teacher also asked the students about the vocabularies that they have memorized, because repetition should follow at progressively longer intervals. So, to ensure that students will remember the words you teach them, they must use them again and again.
After the students understood the texts and answer the questions in the texts, then the teacher asked the students to find the vocabularies in the texts and they must memorize those words, the words could be three to five. He also
did not forget to ask his students in general review of words learned in the previous week and the last he concluded the texts before close the class.
“Dalam mengejar membaca saya tidak terpaku pada satu strategi saja, yang terpenting tiu bagaimana membuat siswa merasa nyaman dalam belajar di dalam kelas, dengan berhasil mendapatkan perhatian mereka tentu nanti akan membuat kita mengajarnya akna lebih mudah, soalnya apabila tidak mendapatkan perhatian dan keseriusan mereka , maka pembelajaran akan sulit untuk tercapai, saya selalu memberikan apresiasi kepada siswa baik berbentuk permen ata jajanan yang sebetulnya tdak mahal, dan saya melakukan itu guna menarik simpati mereka uantuk belajar dengan serius dan mendengarkan apa yang saya samapikan kepada mereka itu hanyalah semata untuk kebaikan mereka”
[SR] (17th May 2018).
It means that, teacher should make the students loved his in learning in the class, so the students will follow teacher‟s attention. He also allowed the students to use skimming or scanning the texts depended on their interest, because he believed that if the students have many vocabularies in their mind, they will easy to understand the texts. In every meeting the students should memorize five vocabularies and those meaning. They memorize the vocabulary from reading passage that they have done. In a week, the students have ten vocabularies to memorize, because in a week only twice meeting. The trick used to memorize call by teacher directly one by one.
The researcher‟s observation hold on May, 16, 2018 found that these strategies help the teacher in teaching reading comprehension in the class.
Because with scanning the text the teacher can make students remember what already the teacher to give them and the students also feel easy to know the text about with the pictures, the teacher asked the students to memorize three
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vocabularies. Although maybe available one forgets, but students tries to remember it back. The words that were memorize by the students, teacher took from reading passage that already work together sometimes also from the teacher‟s utterance. The teacher did this, in order the students if they found the words that have not known they will not be lazy to memorize it and it also help the teacher in process teaching and learning which is if there is difficult word the students will not always ask to the teacher.
b) Guessing Strategy
The students are happy with this activity because it is conducted with students in group. For example, the teacher in front the class showing the card that there is a picture and the students finding the answer what is the picture.
After the students read the text the teacher had prepared pictures to make sure that the students understand the text with asked them the answer the teacher question. In this strategy, the teacher gave to the students more than one questions. So the students answer that question. The questions were about the lesson that they want to discuss of they had discussed. It was done by the teacher to know students understand or not understand about the materials. It was done in final learning with the teacher point one of student to answer that question. And they answer it by sits in chair each.
“Dalam strategi ini, saya perlu membaca referensi buku cerita dengan baik, karena saya akan meminta siswa menebak cerita dan juga kata yang mereka tidak ketahui. Langkah yang pertama saya tentu memancing mereka dengan bercerita suatu kejadian dan pristiwa terbaru, yang berhubungan dengan cerita yang akan saya sampaikan.
Setelah itu ketika siswa telah terfokus pada saya, saya menuliskan teks
