ISSN : 2442-9384 Prim ISSN: 2460-3244 olllille
I
Volume 1, Dumber 2, July 2016
1 The Effect ofJigsaw and Think - Pair - Share Strategy
on Teaching Reading Comprehension of SMA Negeri 7Medan Hilman Pardede, Darnauli
2. An Analysis ofStudents's Needs in Speaking Material in English Achievement of Tellth Grade in Senior High School
Loyalty Sinurat
3. Effect of Using Milld Mapping Strategy and Power Strategy on the Studellts' Skill
in Writing Descriptive Text Tagor Pangaribuan,
Friscilla Selllbiring
4. Deductive And Inductive Thinking In Conversation
Discourse Analysis Rilllllla Sianipar
5. Metaphor Translation in Sandra Brown's Novel
"Exclusive"
Busmin Gurning.
Herlina Libra Lisa
6 Error Analysis 011
Readillg Comprehension at VocationaL School Rani Juliana Tamba
http://www.nommensen-id.org/index.php/fakultas/viewJ)rodi/MPBlng pascasarjanababasainggris. [email protected]
- -
Executive Advisor Advisor
Editor in Chief
Cover Design Editor Assistant
Rector of UHN DR.Sa Director of Groducne Head of English Mogisrl?
... -'
-~_
.Hum Dr.Sondang Manik M .
Prof. Lince Sihombing, Dr.Himpun Panggobean, Dr. Eddy Setia, M.Ed, TfSP Dr.Hilman Pardede., M .Hu Prof.Dr.Selviana Napitupu! , Dr.Sanggam Siahaan
Dr.Bloner Sinurat.,M.Hum (Ca ) Dra. Erika Sinambela M.Hum(Co J Dr.SahlanTampubolon M.Hum (Co )
Dr.lmmanuel Ginting.,M.Hum (Can) :;
Dr.Arsen Pasaribu, M.Hum (Can) Dra.Rotu'a Pangaribuan,M.Hum
Parulian Sirait S.Kom
Riva Wrighl Mllrhull Richi in :!
Rudi Salam Silllllillggu Herhert MOIII'el1 Sitll1ipar
Mlld.HaslIl1 Tarigull
o
SulaSlri Gil/lil1g Hiduyuli Dae~)'
Saru Fril11allliu Yessy Simulljllllluk JlIli Semhiring
Riki Siul!aun. , M.Pd D
The Explora Journal
Journal ofE7glish Language Teaching (.tI T) and Linguistic
The Explora is first launching published in March 2014 by the English Department, Magister of Education, Graduate School of Nommensen HKBP University , Medan Indonesia
The Explora is a refereed journal published thrice a year, in March, July and December . The Explora is legally and formally is formed by the letter of Director Decree no : 046-a/PPs/D/IIi/2014, dated at 11 March 2014. It presents articles on the study of English language Teaching and linguistics.
The principal aim of The Explora is to disseminate theory, research of English Language Teaching, Linguistic (ELT) reviews to the academic community, ELT linguistic studies, those in Indonesia and abroad, and to provide a channel for discussion. The views expressed here in do not necessarily those of the Editorial Board . The Reviewers of Nommensen HKBP University, or of the publishers.
In Indonesia, English as a foreign language, so the journal of English is quite a few. Its overriding objective is to provid~ a forum for scholars and practitioners within any of the various subspecialties of the discipline to address a broad cross-section of the profession . Appropriates subject include : but not limited to, the dissemination of well
~onceived analysis, studies , application of theories research reports material development, book reviews , critical theory, rhetoric etc. An attempt is made to maintain a balance coverage of language, literature, and linguistic issues no area is less welcome than any other as long as the topic is of general interest with in the profession.
Publisher: English Department
l
Magister of Education Nommensen HKBP University I
JI. Perinlts no 23 , Medan 20234 - lndonesia Telephone: (061) 4522922/452283114565635 ext. 266
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Website : .tillQJLwww.nommensenid.oJ:ELindex.Qh~fuklJltas{,ti2~rQdj/ME..~J.QgEmail: [email protected] Edition: Volume 2 no 2 - July 2016
ISSN
1 2442-9384 Print - 2460-3244 online
The Explora Volume .2 n ISSN: 2442·9384
_ Pri ISSN: 2460-3244 online
1 Page
on Teaching Reading Comprehensio n o f 5_ 1..4 Segeri 7 The Effect of Jigsaw and Think - Pa ir - S IJ re Strategy
Medan 1-35
Hi/man Pardede, Darn
36-56
2An Analysis ofStudents's Needs in Spea J.. ing _ \fa f eriaJ in
English Achievement of Tenth Grade in S en i o r High School
Loyalty Sinurat
3 The Effect of Using Mind Mapping Strategy and POK" er
157 71-trategy on the Students' Skill in Writing Descripfire Tc.xt
Tagor Pangaribuan. Friscilla Sembiring
I
72-77 4
Deductive And Inductive Thinking In Conversation
Discourse Analysis
Rimma SianiplTr
I
5 Metaphor Translation in Sandra Brown 's _ Yo l--'el 78-95
"Exclusive"
Busmin Gurning, Herlina Lih l.iu
6 Error Analysis on Reading Comprehen io n at
~ocarional 96 -115
School
l;~fii;": J-,,,ii:;nq ~
The Effect ofJigsaw and Think - Pair - Share Strategy on Teaching Reading Comprehension ofSMA Negeri 7 Medan
HUman Pardede, Darnauli tobin¥. [email protected]
Abstract
The objective of this study were, to find out the effects of Jigsaw Strategy in teaching reading comprehension at SMA Negeri 7 Medan, to find out the effect'> ofThink - Pair-Share strategy in teaching reading comprehension at SMA Negeri 7 Medan, to find out which strategy is the most significant in teaching reading comprehension at SMA Negeri 7 Medan. This study was conducted by using experiemtnal research with factorial design 2 x 2. The popUlation of this study were 120 students of grade XI of 20 16 /2017 of SMA Negeri 7 Medan. They were divided into three groups : the first group was treated by using Jigsaw strategy, the second group was treated by using Think - P:ur - Share (TPS) strategy and the third by using the conventionalteaching. Students achievement on reading comprehension was measuring by given test The data were analyzed by using Two Way Anova with program SPSS version 17.00. Based on the analysis, there were found that the score of Jigsaw Mean is 80.00, Std.
deviation is 9,25, N is 40 students, Sig is .038 while as the score of Think - Pair - Share strategy mean is 77,5, Std.
devation is 7,75, N is 40 students, Sig is .002 and the score of conventionalteachingmean is 75, Std. deviation is 7,50, N is 40 studer,~s, Sig is .000 so it can be stated that students achievement on reading comprehension taught by using Jigsaw strategy is the most significant 1n this research, Jigsaw Strategy is more improve students score on reading comprehension than Think - Pair - Share Str::egy. Think - Pair - Share Strategy is more improve student score on reading comprehension than conventionalteaching.
Keywords.' Jigsaw Strategy, Think - Pair - Share strategy, reading comprehension 1.The Background of The Study
Genre in English text is meant to be determinative to the form of language. Genre plays an important role to construct the conceptual meaning of the readers from a text. Therefore the good understanding of genre is considered as a vital to find out what the expected meaning in a text. In education, for instance, students are expected to be familiar with genre and good at identifying and applying it in getting information from a reading text, since the knowledge and skills will be useful for their future jobs or higher education.
In educational era, genr~ is 'developedin order to meet the need of students and job market. It can be also interpreted as a model of discourse such as giving instruction telling some events, convincing the readers through argument series, teUing a story to get the advice or moral valU;!.
Students need to have the ability to understand and to achieve reading objectives comprehensively.
The importance of reading comprehension especially in English, at present tl-te S<;'ninr Hi;:' School English Curriculum has been concentrated on the use of genres. 1t is st&ted that students arc abk to comprehend short functional text, dialogue, and monologue text in the fonu of Narrative, Recount, News Item, Descriptive, Report, Exposition, and Discussion (Departemen Pendidikao Nasional, 2007 : 2). For those reasons, reading comprehension should be taught in Senior High School. Various teaching will support students in transferring knowledge.
Teaching refers to work of teachers in transferring knowledge to students. It can be defined as
"showing or h.elping someone to leam., bow to do something, giving instruction, guiding in tbe study of someth.ing, providing with knowledge, causing to know or understand". (Brown, 2007 : 8). In helping the students to know what the students don't know before, the teachers should be creative. They try to learn teaching method, approach, strategy, classroom management techniques and many things in order to increase their knowledge. They are able to choose certain methods and techniques to achieve the
The bplora Journal ofELTand Linguistics vol2 no 2 July 2016 Page 1 of 115
7~ _ understand the content - -11 6) states that although . it involves compiex teaching goals in students learning. They try to gel mare e-.==a::::n,;;.
Consequently, the teachers have the important role in be of a reading text by using genre knowledge. Hurd reading comprehension is often referred to as 'passi\
mental processing in order to make sense of the mater :- -" .-:: -~ _ , --~ ..;... readers read, they do further than merely absorb words. They may well ha -e =.-x-: '-: : :::' : re they have asked questions in their mind to get something new they did not '. out they ought to have a chance to repeat in reading it until they do really co 'e".:: _. -eel... This is because their brain is easy processing what they have read and trying to
ability to read text accurately and quickly (Willis, 2008 : .: in their own language, because they have a vast repc:-L{l' certain context, and the vocabulary and phrases r lat awareness of the way their language works gramma . vocabularies, grammar, and try to translate it in their first text. This means that when they read in their own language.
because they are able to make sense of the whole. But since ~_ ~- ~- --_ ;' -' em they do not have
any sense of words. get informant ion
comprehensively.
Reading comprehension is the abili~,
20 I 0 : 170). The meaning refeR) to the contextual.meaning o~ • relational meaning of the text and the prior knowledge comprehension is the process of the binding altogether conceptual meaning organized by the reader by mapp' g
referred to the situation. Reading comprehension involve'S ai I~
The process of comprehending involves decoding the
knowledge to construct the approximate understanding oftbe \1iTUa '
In carrying out the research, it is necessary to state the e study clearly. So the objective of this study are :to find out the effects of jigsa :""'a·eg:. in teaching 'Reading Comprehension' , to fmd out the effects of Think-P . . leaching 'Reading
Comprehension' .to find out Which strategy teaching 'Reading
Comprehension' at SMA NEGERl7 MEDAN.
There are thirteen kinds of genre: narrative, repo ;; - sinon. procedure, hortatory exposition, discussion, reviews, description, spoof, anecdote. n~\\ item, and explanation (Gerot, 1994 : Knapp, 2005). However, this study is f .sed on Prrx ;:dure. Report, Narrative.
Analytical Exposition since they are stated in 2013 1: 11;, '('u1'J , ~ .e. ior High School (K13 SMA), (2013) for grade XI of the first semester. TIley arc nbk 1::1 ;.::T.;;~ ,
, c , ':
e meaning of short functional texts and monologue texts. Procedure, report, narrative, anaiy1icai exposition.The fmdings of the study are expecttd to be useful theoretically and prac ically Theoretically, are expected: to be input for the teachers and educational instimtio ' . to e 'cb the researcher's knowledge who is interested in research especially related to Englisll teachin~ strategy in Senior High School.. to give a lot of contribution to improve the teachers' capability in teach.ing. the educational institutions and other researchers who want to apply the teaching strategies.
PracticaHy, the findings are expected useful to: inform the teachers to device which strategy is more effective to develop and improve the students', provide a solution to the problem that faced by the
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115-
_ - .~~.
2lso have an intuitive readers related the rehending about the to read every word,
to construcl iLel:Ol::<e
0 '
.... _...
....rirer·
meaning and the process of reading g ~t b: the writer, the
.":..
~~-:;Of
knowledge, and e reader and the writer.using background
students in comprehending a text during the reading process., improve the students' ability on reading comprehension to the higher level of reading comprehension skill.
The Reading Comprehension is viewed by most linguists as composed of a multiple number of skills and abilities that are interrelated and interdependent. Burns, Paul C, et al (1984: 148) states that reading comprehension is at once a unitary process and a set of discrete processes. Then, Heilman, Arthur W (1981 :242) states that reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. Reading comprehension is an extraordinary feat of balancing and coordinating many abilities in a very complex and rapid set of routines that makes comprehension a seemingly effortless and enjoyable activity for fluent readers.
Based on that statement, in comprehending reading text, readers have to finding the main ideas to obtain the message. In other words, fmding the main ideas will determine the quality of their reading comprehension.
Tbe Levels of Reading Comprebension
According to Bums, Paul C, et al (1984: 177) there are four levels of comprehension that must achieve in reading comprehension, says that it is possible to understand material on a number of different levels. To take the ideas that directly stated is literal comprehension, to read beetwen the lines interpretive comprehension; to read for evaluation is critical reading and to read beyond the line is creative reading. Perhaps because literal compreher.si9n is the easiest to attaint, teachers have given it a dispropotionate amount of attaint in the classroom, but children need to achieve higher level of reading comprehension to become informed and effective citizens.
Literal Reading
Bums, Paul C, et al (1984; 177) says that reading for literal comprehension whlch involves acquiring information that is directly stated in a selection, is important in and of itself and is also a prerequisite for higher - levels understanding. Examples of the skill involved are the ability to full0w direction and the ability to restate the author's material in other words. For instance, if the aut~or
wrote,' The man's tattered coats is not effective against the cold," a child could show evidence of literal comprehension by saying. The man ragged coat didn't keep him warm". Recognizing stated the main ideas, details, cause and effects and sequences are the basic and a trough understnading of vocabulary, sentences meaning, andparagr:aph meaning is inlpor~t.
In terpretive Reading
Bums, Paul C, et al (1984; 177) says that interpretive reading involves reading beetwen tbe line or making inference. It is the process of deriving ideas that are implied rather than directly stated.
Skills for interpretive reading include: Inferring main idea of to passage in which the main ideas are no!
directly stated. Inferring C,U.lSC and effect relationship when they are not directly stated. l.i1ferrin :;, referent of pronouns. Inlerrent referent O( adverbs. Inferring omitted words. Detecting mood, Detecting the author's purpose in writing, and Drawing conclusions.
Critical Reading
Burns, Paul C, et al (1984; 177) says that critical reading is evalution written materials
comparing the idea discovered in the materials with knowing standards and drawing conclusion about accuracy, appropriateness, and time. The ciritica! readers must be active readers, questioning searching for facts, and suspending judgment until he or she has considered all of the materials. Critical reading implied idea is especially important.
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Creative Reading
Burns, Paul C, et al (1984; 177) says that creative reading involves going beyond the material presented by the author. It requires readers to think as they read, just as critical reading does, and it also requires them to use their imagination. It is concerned with the production of new insight, fresh approach, and original construct. Teacher must carefully nurture creative reading, trying not to encourage the diverse process characteristic of creative reading.
Based on the level of comprehension above, the writer focused on the Burn's level, which is literal reading. She uses literal reading because students are required to understand and recognize the main idea, details, cause effect, and that is stated directly in the text.
Teaching Reading Comprehension
Brown (200 I;306) states that in teaching readin comprehension teacher can apply some strategies, they are :Identity the Purpose In Reading
How many times students have been told to read something yet they do not know why they are being asked to read it? The students did only a medicore job of retaining what they "read" and perhaps were rather slow in the process. Efficient reading consists of clearly identifYing the purpose in reading something. By doing so, the students know what they are looking for and can weed out potential distracting information. Whenever they are teaching a reading teclm.ique, make sure students know their purpose in reading something.
Skim tbe Text for Main Ideas
Perhaps the two most valuable reading strategies for the students (as well as native speakers) are skimming and scanning. Skimming consist of quickly running one's, eyes across a whole text (such as an essay, article, or chapter) for its gist. Skimming gives readers the advantage of being able to preciict purpose of the p~sage, the main topic, or massage, and possibly some of developing or supporting ideas. This.gives them a head start as they embark on more focused reading. Teacher can train the students to skim passages by giving them, say, thirty seconds to look through a few pages of material, close their books, and then tell you what they learned.
Scan the Text for Specific Information
The second in the most valuable Category is scanning, or quickly searching for some particuJarr piece or pieces of information in a text Scanning exercises may ask students to look for names or dates, to find a definition of a k!!y concept, or to list a certain list of supporting detail. The purpose of scanning is to extract specific information without reading through the whole text.. For academic English, s<;:uilTling is absolutely essential. In vocational or general English, scanning is impo;tFlt in dealing with
J;n:~J like schedules, manuals, forms, etc.
Use Semantic Mapping or Clustering.
Readers can easily be overwhelmed by a long sring of ideas or events. The strategy of Semantic mapping or grouping into meaningful clusters, helps the reader to provide some order to the chaos. Makin such semantic maps can be done individually, but they make for a productive group work thechnique as students collectively induce order and hierarchy to passage.
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Analyze Vocabulary
One way for learners to make guessing payoff when they don't immediately recognize a word is to analyze it in terms of what they know about it. Several technique are useful here:
a. Look for prefixes (co-, inter-, un-, etc.) that may give clues.
b. Look for suffixes (-tion, -tive, -ally, etc) that may indicate what part of speech it is.
c. Look for roots that are familiar (e.g.,interverning may be a word a student doesn't know, but recognizing that the root ven comes from Latin "to come" would yield the meaning "to come in beetwen").
d. Look for grammartical contexts that may signal information.
e. Look at the semanti.: context (topic) for clues.
Kinds of Reading Text (Genres)
There are thirteen kinds of genres; narrative, report, analytical exposition, procedure, hortatory exposition, discussion, reviews, description, spoof, anecdote, recount, news item, and explanation (Gerot, 1994; Knapp, 2005). They have each generic structure. The generic structure of genre will help the students to have schemata in their mind. The organized schemata will be stored in the long term memory in order to remember the meaning of a reading text for a long time and they use their prior knowledge to read a text comprehensively.
According to Swales (1990 : 84) the readers or students use prior knowledge not only to interpret fucts and concepts but also call up interactiNe procedures or routines. The prior knowledge consists of two components. 1. Assimilated direct experiences or life and 2. Assimilated verbal experiences. As the arrows show, both types of experiences contribute to thp. accumulated store of facts or concepts. The reading activities done to the text function by applying the genre knowledge; generic structures to top up the content O~ fonnal schemata to fonn genre. So, comprehension of a text can be done effectively by genre knowledge.
PRIOR KNOWLEDGE.
.---.- ---
Previous Experience ~_ _ _-=P::n:::'o::r:::te:::xt~1 ral and written}
_- --- .--
...
Fact and concepts Proced\es Information structures/
'.
Rhetorical ele~nts/ Style Content
Schemata
F~a
/-~/
Genre (allowable contribution)
Figure 2. 1. the lise of prior knowledge to form genres
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In the process or reading comprehension (Knapp, 2005, 24 - 27) genres are seen as a core set of generic processes (describing, explaining, instructing, arguing, and narrating). After the students construct the meaning of text in their mind, they are able to reflect, interpret, and evaluate the expected meani.:lg from the text. In comprehending text, it is stayed in teach with the generic structure of {hat genre. The simple grammatical representation of the model for the generic processes can be seen in Figure 2 (Knapp, 1992, p. 13 in Knapp, 2005, p. 29)
GENRES Special Processes That:
DESCRIBE EXPLAIN INSTRUCT ARGUE NARRATE
Through the Through the Through the Through the Through the process of process of process of process of process of ordering things sequencing logically expanding a sequencing into common phenomena in sequencing proposition to people and sen',e or temporal andl action or persuade events in time technical or casual behaviours readers to and space
framework of relationship accept a point
meaning of view
Processes Commonly used in :
Personal Explanation of Procedures Essays Personal
descriptions how recount
Instruction Expositions
Commonsense Explanation of Historical
descriptions vfhy Manuals Discussions recounts
Technical El,aborations Recipes Debates Stories description
Illustrations Directions Interpretations Fairly tales Information
reports Accounts Evaluations Myths
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Products
I
Scientific Reviews Travelog ues Commentaries Interviews Experiments
News stories Articles Web pages Letters MULTI-GENERIC PRODUCTS
Figure 2.2. The social process ofgenres Knapp, 2005 : 27 Narrative
Narrative is a kind of text which its social function is to amuse, entertain the readers or the
listenel~ and to deal with actual and various expeIjence in different ways. Narrative deals with problematic events which lead to a crisis to turning point or some kind, which in turn find a resolution (Gerot, 1994).
The story might be a legend, fable, short story, novel, serial story and so on. Those can be as the teaching material could make the students/ the readers/ listeners entertained! amused after reading the text. For instance, when a fable is taught, they could get something new and have moral value that can be applied in their daily life. Simultaneously the vocabularies are easily to be mastered, fmd out the meaning of some expression, sentences in a certain grammar, and how to form the word content and sentences used in a narrative text. For these reasons, teaching reading comprehension of text with genre will lead them become an independent learners. They read for pleasure and also for getting information from the reading text by their own desire.
Narrative text has its ow~ generic structure. ft co;]sist of orientation, evaluation, complication, resolution, and re-orientation. In orientation part, it is presented the information about the time, place, and the characters or participants in the text. In evaluation part.. contains the information about a stepping back to evaluate the plight. In complication part, it talks the infonnation about a crisis arises or the problem in the story. In the resolution part, it is presented the infonnation about the crisis resolved, for better or worse or the resolution of the pi"Obi~rr.s. r:: J('<! i:UIi.-:.ti0fi part, contains the infonnation about optional, if it is necessary. These generic structure sy~(em;::l!cally order in narrative text. By genre approach, text is easier to be comprehended. It is not really, needed to be read words by words.
The purpose of narrative text is written not only to entcltain, to amuse, to gain and hold the readers, interest but also to teach or infonn to change attitudes or social opinions. Narratives serve many important function namely. I) Narrative enables people to make sense of their experience culturally, 2) narrative presents narrator in a particular light, for example as hero or victims, 3) narrative builds past events present abstract concept vivid such as jurnalist in interviewing, and 4) narrative forces relationship. For briefly elaboration, it can be seen in Table 2.1
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Table 2.1 The characteristics of narrative
NARRATIVE
Purpose To amuse, entertain the readers or listeners, and to deal with actual or various experience in different ways
Generic structure 1. Orientation 2. Complication 3. Resolution 4. Re-orientation Reports
Report is a kind of text which describes something the way things are, with reference to a range of natural, man made and sosial phenomena in our environment (Gerot, 1994 : 196). It presents the general classification, how it lives, survives, and produces, and so on. For instance, a lion. It presents what kind of animal a lion is, how it lives, how it survives, how it produces its young, where it lives and so on. In other words, in report text it present the phenomenon under discussion in terms of parts and their functions, qualities, and habits or behaviors, if it is living things; uses, if it is non natural things.
In constructing the report, it · has generic structure. It consists of general classification and description. In general classification part, it tells what the phenomenon under discussion is. In description part, it tells what the phenomenon under discussion is, like in terms of parts (their function) qualities, habits or behaviors, if living; uses, if non-natural.
Tabel 2.2 The characteristic ofRaport
REPORT
Purpose To describe something the way things are, by reference to a range of natural, man-made and social phenomena in out environment
Generic structure 1. Classification (wbat tbe pebomenon under discussion)
2. Description (what the pehomenon under discussion); their functions, qualities, and habits or behaviours if living;
uses, if non-natural
Analytical Exposition
Analytical exposition is a kind of a text which persuades the readers or the listeuers that something is the case. It provides some arguments and the elaboration the arouse the readers or the listeners get something new and they know what they should do with the case.
In constructing the analytical exposition, it has the generic structure. It consists of thesis, arguments and reiteration. In the thesis part, it presents the writer's position, after introducing the topic and it also presents the outlines, the main arguments to be presented. In argument part, it restates the main argument outlined in preview and in elaboration, it develops and supports each point! argument in reiteration part, it restate the writer's position.
When the text is written, it has significant lexicogrammatical features. It consists of the focus on generic human and non human participants. It uses simple present tense. It uses the relational processes. It also uses the external temporal conjunction to state argument. And then it uses the casual conjunction or nominalization. For briefly elaboration, it can be presented in Table 2.3.
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Table 2.3 The characteristics of Analytical Exposition
ANALYTICAL EXPOSITION
Purpose To persuade the readers or listeners that something is the case
Generic structure I. Thesis 2. Arguments 3. Reiteration
Procedure
Procedure is a kind of text which social function is to describe how something is accomplished through a sequence of actions or steps.lts generic structures are goal, materials (not required for all procedural texts); steps one until the end or achieving the goal.
Its significant lexicogrammatical features are focus on generalized human agents; use of Simple Present Tense, often imperative: use mainly of temporal conjunctions (or numbering to indicate sequence) : use mainly of, material processes. For briefly elaboration, it can be seen in the Table 2.4 Table 2.4. The Characteristic of Procedure
rROCEDUlU
Purpose To describe something is accomplished through a sequence of actions or steps
Generic structure I. Goal
2. Materials (not required for all procedural texts) 3. Steps one until the end or achieving the goal
Hortatory Exposition
Hortatory Exposition is a kind of text which persuades the reader or the listener that something should or should not be a case or problem.
In constructing the hortatory exposition, it has the generic structure. If consists of thesis, arguments and recommendation. In the thesis pmt, it presents announcement of ir.sue of concern. In argument part, it presents the reason for concern, leading to the recommendation in recommendation part, it presents the statement of what ought or ought not to happen. For briefly elaboration, it can be 5een in Table 2.5,
rable 2.5 The characteristics of Hartatory Exposition.
HORTATORY EXPOSI1'ION
Purpose To persuade the reader or listener that something should or should not be the case
Generic structure I. Thesis 2. Argument 3. Recommendation
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Discussion
Discussion is a kind of text wbich its social function is to present (at least) two points of view about an issue. lts generic structure are issue; statement and preview; arguments for and against or statements of differing points of view; point and elaboration; conclusion or recommendation.
It's significant lexicogrammatical features; focus on generic non-human participants. Use of material, relational, and mental processes. Use of comparative: contrastive and consequential conjunctions. Reasoning expressed as verbs and noun (abstraction). Loot at tabe12.6.
Table 2.6 The characteristics of discussion
DISCUSSION
Purpose To present (at least) two points of view about an issue Generic structure I . issue; statement and preview
2. Arguments for and against or statements of differing points of view; point and elaboration
3. Conclusion or recommendation Reviews
Reviews is a kind ~f text whicb its social function is to critique an art work or event for a public audience such as movies, TV shows, books, plays, operas, recordings, exhibition, concert and ballets.
Its generic structw'e are firstly, orientation in which places the work in its general and particular context, often by comparing it with others of its kind or through analogue with Cl non art object or event. Secondly, interpretative recount in which summarizes the plot and! or provides on account of bow the reviewed rendition of a work came into being; is optional, but if present often recursive. Thirdly, evaluation in which provides an evaluation of the work and! or its perfonnance or production is usually recursive. Finally, evaluative summation in which provides a kind of punch line which sum up the reviewer's opinion of the art event as a whole is optional.
Its lexicogrammatical features; focus on particular participants, direct expression of opinion, use of elaborating and extending clause' and group of complexes to package the information, use of metaphorical language.
Table 2.7 The characteristic of Review
REVIEW
Purpose To eritique an art work or event for a public audience such as movies, TV shows, books, plays, operas, recordings, exhibitions, concert and ballets
Generic structure I. Orientation
2. Interpretative recount 3. Evaluation
4. Evaluative Summation
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Description
Description is a kind of text which social function is describe a particular person, place or thi ng. Its generic structures are identification; identifies phenomenon to be described. Description:
-J~3cribes parts, qualities, characteristics.
Its significant lexicogrammatical features are focus on specific participants: Use of attributive
!.:ld Identifying processes; frequent use of epithets and classifiers in nominal groups; Use of Simple
?resent Tense.
Ie 2.8 The characteristics of Description
DESCRIPTION
Purpose To describe a particular person, place, things
neric structure 1. Identification 2. Description
Spoof
Spoof can be defined as a kind of text which tells or retells an even~ with a humorous twist. It tells the participants involved in the event, when it happened and where it hu?pened. The event, when it happened and where it happened. The teacher convey an event and then after reading the text the teacher asks them to tell it again by using their own words in English. It is tried to select the humorous twist in order to attract the studen~s attention. Lastly, it provides the humorous part or the funny pan.
it has generic structure in order to construct the spoot. It consists of orientation, events and twist. It is ordered systematically with its generic structures. In orientation part, it sets the scene; who are the participants, where and when the story happened. In event part, it teUs what happened (action in the story). In twist part, it provides the 'punch line' or the humorous/ funny part.
Table 2.9 The characteristics of spoof
SPOOF
Purpose To tell or retell an event with a humorous twist Generic structure i. Orientation
2. Events 3. Twist
Anecdote
Anecdote i~ a part of narrative which social function is to share with others an account of un unusual or amusing incident. It makes the readers think and find the strange one. It is not as well as hoped but it is a little bit funny and confused. Its generic structure is Abstract; signals and retelling of an unusual incident. It is presented the facts that something is good to be done but the response is not required as needed. Crisis: provide details of the unusual incident. It contains more facts 10 support the statement in previous paragraph and it is responded with different ways by giving some reasons.
Reaction: reaction to crisis. The problem is presented and responded for personally reason that would make the incident strange. Coda: optional - reflection on or evaluation of the accident. It talks about the personal opinion due to the crisis.
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Its significant lexicogrammatical features is the use of the eclanation, rhetorical questions and intensifiers (really, very, quite, etc) to point up the significance of the events. The use of the material processes to tell what happened. The use of temporal conjunction is needed to connect one paragraph to another. These will the text cohesive and coherent.
Table 2.10. The Characteristic of Anecdote
ANECDOTE
Purpose To share with others an accounts of an unusual or amusing incident
Generic structure l. Abstract 2. Orientation 3. Crisis 4. Reaction 5. Coda Recount
When a spoof is a text to retell an event with a humorous twist, recount is defined as a kind of text which social function is to retell events for the purpose of informing or entertaining. It is presented the facts as much as needed in order to support the event.
Its generic structure is Orientation: provides the setting and introduces participants. Events : tell what happened, in what sequence, it may tell with chronological order to retell the events systematically; such as firstly, 'secondly, thirdly, then, next and finally. Those will help the readers or listeners to understand the events better. RE-orientation : optional closure of events. It is emphasized the focus stated. Its significant lexicograrnmatical features are focus on specific participants; Use of material Processes; the use of circumstances of time and place; Use of Past Tense. Focus on Temporal sequence. These features will help the teachers in explaining and asking them to form a new text.
Table 2.11. The Characteristic of Recount
RECOUNT
Purpose To retell events for the purpose of informing or entertaining
Generic structure I. Orientation 2. Events c 3. Re-oricntation News Item
News item is a kind of text which social function is to infonn readers, listeners or viewers about events of the day which are considered news worthy or important. Its generic structure is newsworthy events: recollllt the event in summary form. Backgr0\Lld eve:'.t:; : ela~ratc what happened, to whom, in what circumstances. Sources: comments by participants in, witnesses to and authorities 'expert on the event.
Its significant lexieogrammatical features are short, telegraphic information about story captured in headline; use of material processes to retell the events; use of projecting verbal processes in source stage; focus on circumstances.
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Table 2.12. The characteristic of News Items
NEWS ITEM
Purpose To infonn readers, listeners or viewers about ev considered newsworthy or important
ent of the day which are
Genelic structure 1. Newsworthy events 2. Background 3. Sources
Explanation
Explanation is a kind of text which social function is to explain the processes involved in the formation or workings of natural or socio - cultural phenomena.
Its generic structures are a general statement to position the reader. A sequenced explanation of why or how something occurs.
Its significant lexicogrammaticaJ features are focus on generic, on human participants. Use mainly of material and relational processes. Use mainly of temporal and causal circumstances and conjuctions. Use of simple Present Tense. Some use of passive voice to get them right.
Table 2.13. The characteristics of Explanation
EXPLANATION
Purpose To explain the processes involved in the fonnation sociI) cultural phenomena
or workings of natural or
Generic structure I. General st.atement
2. A sequence explanation of how and why som 3. S:losing
ething occurs
The Function of G~nre in Teaching Reading Comprehension
Theoretically, genre is ~ed in the teaching of reading of comprehension to help the students I) To form expectation about what they will read 2) To organize incoming information, 3) To judge the relative importance of what they read 4) To improve their comprehension, 5) To enhance their recall (Klinger, 2007 : 79). Next, those will produce the critical readers (Kanpp, 2005 : 90). Teachers used genre in the teaching of reading comprehension with various teaching strategies such as story face or Mind Mapping, R:C:l;liii'.i;, Tc~:·.. -:; .: .. ;·.· .· ·;i-::i,(c, Multipass, Hierachical Summary, Procedure, Identifying Text StnJctures, r.:;x;:;~!"ic, lIb~;l.Jc!i~:i i..::, individual Text Structures, and Interactive Instructional Model (Klinger, 2007 : 77 - 87). Genre constrains the possible ways in which a text is interpreted, guiding readers through out a text towaids a critical reader. It is aimed to interprete the meaning of texts by using the aspects of genre and solve the recurring communicative issue culturally (Hellekson, 20 I 0: 54). The expected meaning is grasped through out culture. The following aspects are the use of genre knowledge in reading comprehension.
According to Klinger (2007 : 76), there are five aspects of the use of genre in the teaching of reading comprehension, nevertheless the writer would like to discuss three aspects in order to analyze the data due to the tittle of the research. They are I) To form expectation about what they will read 2) To organize incoming information, 3) And to judge the relative importance of what they read.
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To Organize Incoming Information
Genre knowledge functions are used to help the students to organize the incoming information and create mind mapping which lead them to read the text. As Rogier states in hjs international journal that mind mapping is a useful technique that help students organize their thought on paper. It is commonly used to help the students in understanding the various structure of a story or a lesson. By mind mapping, the students can better comprehend what they have been learning. It also helps to improve the students memory by reconstructing their thought into an orgaillzed pattern.
Creating a mind mapping can be very useful in improving comprehension of a text so the incoming information are organized well. The topic of a lesson or story can be written in the centre of a blank paper sheet and draw circle, around the starting point. Next, lines are draw extending outward from the centre circle and write the characteristics of genre as subheading, categories related to main topic.
Furthermore, further Lines drawn extending from the topics for additional details and points related to each such as the characteristics of narrative; title, orientation, complication, resolution, and coda.
Complication
Resolution
Figure 2.3. Creating Mind Mapping (Halliday, 1975)
When the students have organized pattern in mind they can memorize and understand the lessons efficiently. As halliday analyzes that the mind goal of genre theory therefore are; to represent and account for seemingly chaotic realities of the world; to understand and account for private intention of the author, in addition to socially recognize communicative purpose; to understand how language is used in and shaped by socio critical environment; and to offer effective solution to pedagogical ad other applied linguistic problems (Halliday, 1975 in Bathia, 1999 : 5).
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To Judge the Relative lmportance of Wbat Students Read
After the students have organized the incoming infonnation in mind mapping based on genre knowledge, they are trying to judge the relative importance of what they read in order to make inference of the text they have just read. As Hallowell (2008) asserts that inferring is a skill that is necessarJ for reading comprehension. It involves several processes that simultaneously take place while reading.
Inferring, sometimes called "reading between the lines" is what occurs when the reader draws upon prior knowledge to make a prediction about upcoming events in the story. Good readers infer without realizing it because they read often and become proficient with increased practiced. Inferring aids comprehension by causing the erader to ask questions as they read and use context clues to determine the author'S purpose and meaning of the text. It involves making logical guesses about the author's assumptions, purpose and massage. The ability to make inferences is an essential part of reading comprehension. This ability can be guided by using the characteristics of genre; purpose; generic structures and language features.
The Definition of Jigsaw Strategy
The Jigsaw Strategy is a method of organizing classroom activity that makes students dependent on each other to succes. It has been central to 'interaction' theory of foreign language learning since 1980s. Rivers (1987) defined the interactive perspective in language education; "students achieve facility in using a language when their attention is focused on conveying and receiving authentic message (Richards & Rodgers,200 1 :21). Jigsaw advocates draw heavily on the theoretical work of developmental psychologists Jean Piaget (1965) and Vygotsky (1962), both of whom stress the centrai role of social interaction in learning (ibid: 194).
Susan Ledlow (\996) in CL TS (Center of Learning and Teaching Excellent) says that Jigsaw W2.S
originally developed by Elliot Aronson (1978). It has since been adapted by a number of teachers at all levels in a variety of ways. Essentially, it is a cooperative learning lesson design that takes the place of a lecture. Each student within a team has a piece of the infonnation to be learned by all students, and each student is responsible for teaching their section to the other students on the team when all the pieces (i.e put together, the students should have the whole picture hence the name, Jigsaw. Can these same strategies be turned into learning and teaching strategies?
Elliot Aronson says yes: Author of Thf! Jigsaw Classroom (1 ~78), Aronson used them to develop a teaching concept built on cooperative learning exercises aimed at actively engaging all stud~nts.
"Designing an effective jigsaw requires different, but overlapping, team assignments and a meaningful group task, plus attention both to how students will prepare effectively for peer teaching and how the instructor will evaluate what individual students have learned" (Tewsbury, 2010).
According to Eggen and Kauchack irr Yas£.;1{2:;; .~;) ~« .
' . ..
"j i..:'·.':tW· · i~ the name of a colection of teaching strategies that use by the students to help ea::h other to karr.. Reia.ted to above statement, Slavin (1991) says that; "jigsaw strategy refers to instructionnl method~ in which students work together in a small groups to help each other learn." Proponent to above theory, Johnson & Johnson (1991) says mat, "jigsaw is the instructional use of small groups so that students work together to maximize their own and each other's learning."Kagan (1994) said that jigsaw is an effective strategy to use when you want to increase student's astery or a topic at a hand, boost their conc~pt development, enhance targeted discussion among -(udents, and foster group project participatiorr and learning.
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Clark J in his book" cooperative Learning :The Jigsaw Strategy (1985) " said that Jigsaw is one method which makes the independence of group members possible, promotes interaction and ccgnitive elaboration, takes into consideration, the principle of the multiple perspective and context as well as the construction of common knowiedge. Furthermore Aronson (1976) defmes that "Jigsaw learning is a group learning processed based on the understanding that people learn better when they are together. It provides an alternative to the traditional classroom in which teacher is up front teaching the class as a whole or supervising individualized seat work. It also provides an alternative to competition among students for attention approval and achievement. Jigsaw strategy is used to develop the skills and expertise needed to participate effectively in group activities.
Based on opinion above, we can conclude jigsaw Strategy is learning strategy of cooperative learning, with students learn in small group consist of four or six person, diverse inter gender ethnicity, race and ability, cooperative in positive interdepedence and responsible to present the task for each member.
Procedures of Jigsaw Strategy
Each learning strategy has a certain steps or procedure. The teachers who want to apply a special learning strategy must understand the whole steps and procedures. Aronson, E, & Patneo, S (1997) especially propose 10 steps or procedures in using Jigsaw learning to teach any subject, including teaching speaking skill:
a. Divide students into 5 or 6 person jigsaw groups. The groups should be diverted in terms of gender, ethnicity, race, and ability.
b. Appoint one student from each group as the leader. Initially, this person shuold be he most mature student in the group.
c. Divide the day' s lesson into 5-6 segments. For example, if you want history learners to learn about Eleanor Roosevelt, you might divide a short biography of her into stand-alone segments on :
1) Her childhood,
2) Her family life with Franklin and their children, 3) Her life after franklin contracted polio,
4) Her work in the White House as First Lady, and 5) Her life and work after franklin's death.
d. Assign each learner to learn one segment, making sure learners have direct access only to their own segment.
e. Give learners time to read over their segment at least twice and become familiar with it.
There is no need for them to memorize it.
f. Form lemporary "expert groups" by having one student from each jigsaw group join other student assigned to the same segment. Give learners in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.
g. Bring the learners back into their jigsaw groups.
h. Ask each learner to present her or his segment to the group. Encourage others in the group to ask questions clarification.
I. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.
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j . At the end of the session, give a quis on the material so that learners quickly come to realize that these sessions are not just fun and games but really count.
Advantages and Disadvantagts of Jigsaw Straiegy
There are some advantages of using Jigsaw strategy (TewkesbW1y(2008 : web.grcc.edu».
a. Students have the opportunity to teach themselves. instead of having material presented them. The technique fosters depth of understanding.
b. Each student has practiced it in self-teaching, which is the most valuable of the entire skill teacher can help them learn.
c. Students have can practice in peer teaching, which requires that they understand the material at deeper level than student typically do when simply asked to produce an exam d. Students become more fluent in use of English
e. Each student has a chance to contribute meaningfully ill discussion that is difficult to achieve in large group discussion. Each student develops an expertise and has something important to contribute.
f. Asking each group to discuss a follow-up question after individual presentation fosters real discussion
Implementation of jigsaw of jigsaw strategy in class not only has the advantages but also disadvantages, such as follow:
a. It takes much time to organize the group. The Teacher should make groups that combine the students who have different intelligences.
b. [f students don't get into their group quickly enough or read their initial texts quickly enough, it will run out of time.
c. If one or two ohstinate students don't participate a whole group or t\vo will lose out on a piece oftbe text.
d. The class situation become noisy, so the teacher needs to control the students.
e. A Teacher cannot monitor all groups at once.
Definition of Think-Pair-Share Strategy
The Think-Pair-Share strategy is designed to differentiaie rnstmction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response, rather than using a basic recitation method in which a teacher poses a question and one student offers a response. Additionally, Think-Pair-Share can also be used <ts it> infonnation
c:ss~s~;nent tool; as students discuss their ideas, the teacher can cin.:ula!e <:rc. h 'l e' :: i, . ,-',' "~,, ,·,?t:()US
iili.i;;g place and respond accordingly,
In this strategy, a problem is posed, students have time to think about it individul!!Iy, and then they work in pairs to solve the problem and share their ideas with the class. Think-Pair-Share is easy to use I'ithin a planned lesson, but is also an easy strategy to use for spur-of-the-moment discus:;ions. This strategy can be used for a wide variety of daily classroom activities such as concept reveiews, .Jiscussion questions, partner reading, brainstorming, quiz reviews, topic development, etc. l1tink-Pair
hare helps students develop conceptual understanding of a topic, develop the ability to filter . formation and draw conclusions, and develop the ability to consider other points ofvi'~w.
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Think: Students think independently about the question that has been posed, forming ideas of their own.
Pair: Students are grouped in pairs to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others.
Share: Student pairs share their ideas with a larger group, such as the whole class. Often, students are more comfortable presenting ideas to a group with the support of a partner. In addition, students'ideas have become more refined through this three-step process.
Think-Pair-Share is a grouping strategy tbat lets students collaborate on ideas, opinions, research topics, problem solving procedures, debate resolutions, textual analyses, and small group activities (Schlemmer, 2008:24).
Frank Lyman (1981) purposes this strategy in order to solve or at least to minimize students' problems. Think-Pair-Share strategy is a strategy to accustom students practice in speaking by their ideas. Think-Pair-Sbare strategy can guide the students to tbeir prior knowledge background and make the students active participating classroom discussion. The importance of self-confidence for learners is crucial part in learning speaking english. This can achieve teaching material and activities that can give enthusiasm, brave and stimulation to learners, when the teacher present the material and ask student to perfonn with their ideas, they will not to monotonous and boring in learning process.
Dornyei (2001) sugg!!S~ that the ways to promote students' self-confidence were through providing experience of success, encouraging the learners and reduching anxiety. The learners have to enthusiasm achieved the goal of learning a foreign language to success in mastery a target language well. Students having to high self-confidence will maximize the feedback to improve their speaking competency and reach their excellent goal in learning.
Procedures of Tbink-Pair-Sbare Strategy
According to Gunter, M. A Schwab, J. H (1999), there are four steps of Think-Pair-Share procedure, they are:
l. Step One - Teacher poses a question. The process of think-pair-share begins when the teacher poses a thought-provoking question for the entire class. This may be a straight forward question or a problem the teacher wants to pose to the class for solution.
Questions must pose problems or dilemmas that students will be willing and bale to think about.
2. Step Two - Students think individually. At a signal for the teacher, students are given a limited amount of time to think of their own answer to the problematic question. The time should be decided by the teacher on the b~sis of knowledge of the students, the nature of the question, and the dcr~aj]ds of the s.:hedule. It may be helpful, though it is not required, to have students write out their individual responses and solutions. Students should understand that while there may be no one right answer, it is important that everyone come up with some reasonable answer to the question. This step of the procedure automatically builds" wait time" into the classroom conversation.
3. Step Three - Each students discusses his or her answer with a fellow students. The end of the tink step signal to the students the time to begin working with one other students to reach consensus on an answer to the question. Each student now has a chance to try out possibilities. Together, each pair of students can reformulate a common answer based 0 their collective insights to possible solutions to problem. At times, the proccess can go one step farther by asking pairs of students to regroup into foursome te further refine their
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115thoughts before sharing with the group at large. These small group settings are less threaterr;llg to individual students than venturing forward before the whole group with an Wltried answer. The pair step in the model also promotes much more conversation among students about the issues entailed by the questi0n.
4. Step Four - Students share their answer with the whole class. In this final step, individuals can present solutions individually or cooperatively to the class as a whole group. Where pairs of students have constructed displays of their answer, as in a chart or diagram, each member of the pair can take credit for the product of their thinking.
Advantages and Disadvantages of Tbink-Pair-Share Strategy Advantages of Think-Pair-Share Strategy :
a. Students' confidence improves and all students are given a way to participate in class rather than the few who usually volWlteer.
b. Students are actively engaged in the thinking.
c. More of the critical thinking is retained after a lesson it students have an opportunity to discuss and reflect on the topic.
d. Many students find it safer or easier to enter a discussion with another classmate rather than with a large group.
e. Students and teacher alike gain much clearer Wlderstandings of the expectation hr attention and participation in classroom iliscussion.
Disadvantages of Think-Pair-Share Strategy :
a. The class can be noisy because it's a group discussion.
b. Time conswning. This strategy may be time consuming if the class is big and the teacher cannot create an amusing classroom atmosphere.
c. There is no equal participation, although each student within the group has an equal opportunity to share. It is possible that one student may try to dominate.
Conceptual Framework
ill Teaching Reading the strategy is one of the important part. Good strategy can improve the IDIdents reading ability. Jigsaw Strategy and Think Pair Share strategy are enjoy strategy.
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