CHAPTER II: REVIEW RELATED LITERATURE
B. Some Pertinent Ideas
3. Immediate Written Recall (IWR) Technique
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This is how Lewin describes the initial cycle:
The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea.
(Ibid,1998:205).
According to Stringer (1999:160), the action research process works through three basic phases:
Look. Building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.
Think. Interpreting and explaining. When evaluating we analyses and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.
Action. Resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems.
3. Immediate Written Recall (IWR) Technique
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understanding a choosen passages and asked to recall in writing everything that they can remember”.
According to Berkemeyer (1989: 131) the Immediate Written Recall demands that the reader comprehend the text well enough to be able to recall it in a coherent and logical manner. This procedure allows misunderstandings and gaps in comprehension to surface; a feature that other methods of evaluation cannot offer. While, Dr. Pauk (1999:23) says that one minute spent in immediate recall nearly doubles retention of that piece of data
According to Dr. Robert A. Palmatier, (2004:16) assistant professor of reading education at the University of Georgia suggests that you study for tests in the following manner. Take out your loose-leaf pages and shift them around so the order makes the most sense for studying. Take the first page and cover up the notes portion, leaving just the clues visible. See if you can recall the notes that go with the clues, and as you get a page right, set it aside. If you're going to be taking a short-answer test, shuffle up your note pages so they're out of order. (That's why it's important to use just one side of the paper.)
Immediate Written Recall (IWR) technique require students to respond to their reading by writing down what they have understood of the text. Underlying the Immediate Written Recall (IWR) technique is the assumption that reading and writing collaborates procceses that pester thinking. Writing about what has been read about facilitate the reader’s understanding of the text. In this technique also students collect their written. It functions to know whether or not the students understand what they have read of the passage.
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There are three parts of immediate Written Recall technique, According to Noareny Moaroof (1995:37), these are:
1. Summarizing the Text
The best way to demonstrate the students’ comprehension of the information and in any piece of wiring and reading is to compare on accurate and clearly written summary of the piece. By summary we mean a brief restatement in our own words of the content passage.
A summary is a brief statement or list of ideas that identify the major concept in a text book section (Katten; 1992:251) its main form while Martin’s (1985 : 483) state that summary is selection of main ideas.
According to Selgin (2007:23) a summary, a synopsis, or recap is a shorter version of original. Such a simplification highlights the major points from the much longer subject. Such as is text, speech, film, or event. The purpose is to help the audience to get the gist in short period of time.
According to Brain and king (2004:51) a summary is a brief account that contains the main points of something. Some examples that you hear or see almost every day are news report given on the radio or TV, students often have to write summaries of books they have read. Writing a summary lets you, or the researcher knows how much you understood of what you read or saw. Summaries are a great way to remember what have happened. When you write a summary, you first look the most important ideas. Then, put all the main ideas together in a logical order.
The ability summarized is an important skill that can be applied to avariety of purpose.
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1. Reviewing lecture and text material for examination.
2. Condensing key text to include in turn paper presentations.
3. Briefly retelling a narrative as part of critical evaluation for decision making in a field situation.
According to Laurence Learnard (1998) states that according to understand what they read because they force them to put the text into their own words.
Beside that practice by writing summaries also develop students’ general writing habit. since a good writing contain unity, clarity, coherence, and accurancy while most students think of summary as a correctly written paragraph when written for you or their own study and review purpose. It may be in either paragraph or not format. If students record ideas and not just fact, here are few suggestions for writing useful summaries.
a. Start by identifying the author’s main point. Write a statement that expresses it.
b. Identifying the most important information of the writer includes supporting or explanations of main point.
c. Include any defenition of the terms or important new principles, theories or procedures that are combined.
2. Finding the Main Idea.
A paragraph is a group of sentences related to the particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you know about the concept of the paragraph. When the authors write, they have an idea in mind that they are
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trying to get across. This is especially true as author compose paragraph. An author organizes each paragraph’s main idea and sequences details to support of the topic or central theme, and each paragraph support the paragraph preceding it.
A writer will state her/his main idea explicitly somewhere in the paragraph.
According to Baiz (1998:12-13), locating the main idea is one of the basic skill that a reader has to develop if he is going to understand and enjoying reading essays. The main idea is very commonly found at the beginning and in the followed by supporting sentence. Very often the writer begins with supporting evidence and places the main idea in the last sentence. Sometimes, the writer uses a few sentences introduced the topic, place the main idea in the middle and followed it with supporting sentences. So, the main idea may be stated at the beginning, in the middle or at the end of the paragraph.
3. Recognizing Details.
The details in a paragraph are those fact and ideas that prove explain support or give example of the paragraph, kathlen (1992:25) state that details are proof, reason or example that explain or support the paragraph’s main idea. Once the topic main idea have been identified, recognizing the supporting details is a relaively simple matter. The more difficult job involved is the selection of the view key or most important, details that clearly to support the main idea has been identified. All the details in paragraph relate to and in some way expand the paragraph’s relate to and in some expand the paragraph’s main idea.
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But not all these details are just meant to discribe other are meant to provided added, but not essential information still intended merely to repeat or restate the main idea.
On the other hand, the key supporting details within a paragraph are those statements that carry the primary supporting evidence to back up the main idea.
b. The implementation of Immediate Written Recall in the classroom.
These are step by step plan of Immediate Written Recall technique according to Karim Sadeghi (2011:120)
1. The first session; the researcher introduced the importance of written recall and described the objectives of structured of written recall.
2. In the second session; the researcher provided for each students the text andasks the students to read the passage, ask them to concentrate on the significant information, and identifying important ideas.
3. In the third session; after the students read the whole of passage, and to evaluate their reading comprehension, the students are requiredto write down their understanding of the passages. They are asked to write by own words whatever they can remember from the reading passage they have just read. Then they answer the essay text questions.
4. And the last session; aftertesting end, the researcher ask the students to review their written,then report their written to the researcher.
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English Learning Process
Implementation of CAR
Action
Observation