Using Predict Locate Add Note (Plan) Strategy
Program Studi Pendidikan Bahasa
Artikel ini membahas penggunaan strategi membaca PLAN dalam mengajar membaca teks report
membantu siswa membaca teks secara aktif dan strategis. Dalam mengaplikasikan strategi ini, ada empat langkah kegiatan membaca yang harus diikuti. Pertama, siswa memprediksi informasi yang akan yang akan didapat dari teks kemudian menuangkannya ke dalam peta konse
Lalu, siswa mengidentifikasi informasi pada peta konsep dengan cara memberi tanda centang disamping informasi yang diketahui dan tanda tanya disamping informasi yang kurang atau tidak diketahui (Locate). Setelah itu, siswa membaca teks sambil
Terakhir, siswa mengerjakan tugas pemahaman mereka (Note).
Kata kunci: reading, reading strategy, PLAN strategy, report text
A. Introduction
Reading is one important languag
bridges readers to meaning of texts. Through reading, people can enlarge their knowledge. Reading is defined in various ways. According to
(1998), reading is the process of understanding written language in order to the message communicated. Through a text a writer wants to commu something to readers. He or
written text.
Reading is also seen as interactive process.
reading is an interactive process that goes on between the reader and the text resulting in comprehension. Alyousef
process between a reader and a text that leads to automaticity or reading fluency.
In this process, the reader interacts dynamically with the text as she or he tries to elicit the meaning and where various kinds of kno
linguistics or systematic knowledge as well as schematic knowledge.
In English curriculum in Indonesia, reading is taught from elementary school up to university level. In senior high school, reading is taught integratively
1Mahasiswa penulis makalah Prodi Pendidikan
2Pembimbing, Dosen FBS Universitas Negeri Padang
Using Predict Locate Add Note (Plan) Strategy in Teaching Reading Texts to Senior High School Students
Fastilla1, Zainuddin Amir2
Program Studi Pendidikan Bahasa dan Sastra Inggris FBS Universitas Negeri Padang
Email: [email protected] Abstrak
Artikel ini membahas penggunaan strategi membaca PLAN dalam mengajar report. PLAN adalah suatu strategi membaca yang dapat siswa membaca teks secara aktif dan strategis. Dalam mengaplikasikan strategi ini, ada empat langkah kegiatan membaca yang harus diikuti. Pertama, siswa memprediksi informasi yang akan yang akan didapat dari teks kemudian menuangkannya ke dalam peta konse
Lalu, siswa mengidentifikasi informasi pada peta konsep dengan cara memberi tanda centang disamping informasi yang diketahui dan tanda tanya disamping informasi yang kurang atau tidak diketahui (Locate). Setelah itu, siswa membaca teks sambil mengoreksi prediksi yang telah dibuat (Add).
Terakhir, siswa mengerjakan tugas-tugas yang relevan untuk mengecek pemahaman mereka (Note).
Kata kunci: reading, reading strategy, PLAN strategy, report text
Reading is one important language skills to be mastered. It is a skill that bridges readers to meaning of texts. Through reading, people can enlarge their knowledge. Reading is defined in various ways. According to Aebersold and Field
(1998), reading is the process of understanding written language in order to the message communicated. Through a text a writer wants to commu something to readers. He or she delivers message or idea for readers through the
Reading is also seen as interactive process. Burkart (1998) states that reading is an interactive process that goes on between the reader and the text resulting in comprehension. Alyousef (2005) adds reading as an interactive process between a reader and a text that leads to automaticity or reading fluency.
In this process, the reader interacts dynamically with the text as she or he tries to elicit the meaning and where various kinds of knowledge are being used:
linguistics or systematic knowledge as well as schematic knowledge.
In English curriculum in Indonesia, reading is taught from elementary school up to university level. In senior high school, reading is taught integratively
Mahasiswa penulis makalah Prodi Pendidikan Bahasa Inggris Dosen FBS Universitas Negeri Padang
Teaching Reading Report
Inggris
Artikel ini membahas penggunaan strategi membaca PLAN dalam mengajar . PLAN adalah suatu strategi membaca yang dapat siswa membaca teks secara aktif dan strategis. Dalam mengaplikasikan strategi ini, ada empat langkah kegiatan membaca yang harus diikuti. Pertama, siswa memprediksi informasi yang akan yang akan didapat dari teks kemudian menuangkannya ke dalam peta konsep (Predict).
Lalu, siswa mengidentifikasi informasi pada peta konsep dengan cara memberi tanda centang disamping informasi yang diketahui dan tanda tanya disamping informasi yang kurang atau tidak diketahui (Locate). Setelah itu, mengoreksi prediksi yang telah dibuat (Add).
tugas yang relevan untuk mengecek
Kata kunci: reading, reading strategy, PLAN strategy, report text
e skills to be mastered. It is a skill that bridges readers to meaning of texts. Through reading, people can enlarge their Aebersold and Field (1998), reading is the process of understanding written language in order to know the message communicated. Through a text a writer wants to communicate delivers message or idea for readers through the Burkart (1998) states that reading is an interactive process that goes on between the reader and the text (2005) adds reading as an interactive process between a reader and a text that leads to automaticity or reading fluency.
In this process, the reader interacts dynamically with the text as she or he tries to wledge are being used:
linguistics or systematic knowledge as well as schematic knowledge.
In English curriculum in Indonesia, reading is taught from elementary school up to university level. In senior high school, reading is taught integratively
with other skills. Students are required to understand the meaning of the text in the form of genres. The students are also required to achieve informational level of literacy in which they are expected to use language to get information.
However, reading is n
still have low comprehesion of the texts they have read. It happens due to several factors. First, the students have poor linguistic knowledge such as vocabulary and grammar. Then, students also have po
information in the texts do not have any relationship with the knowledge they have possessed. Another factor comes from teachers’ side. The teachers can not give their maximum effort in conducting successful tea
Sometimes teacher do not use appropriate materials for the students. They tend to take materials from textbooks which seem uninteresting and inappropriate with students. Reading material is one important aspect in reading. The m
be interesting so students can be motivated to read. It also should be appropriate with students ability in case of the topic, length of the texts, and vocabulary.
Furthermore, the teachers still use conventional way in teaching. The teachers distribute the text, ask students to read the whole text by using dictionary and then answer the questions related to the text. These activities are boring and do not motivate students to learn more. Teachers should use various techniques and strategies in presenting reading. In reading, teachers should concern about reading strategies used.
Reading strategies are one of important factor in successful comprehension.
Garner in Heisat, et.al. (2009) defines reading strategies as an action or series employed in order to construct meaning. Then, Barnet in Heisat et.al. (2009) uses term of reading strategy to refer to the cognitive operations that take place when reader approach a text with a purpose to make sense of what they read. So it can be assumed that reading strategies are ways consciously used by readers in constructing meaning.
In selecting reading strategies, teachers should consider the genre of the text. One strategy can work best with particular genre. Teachers should teach explicitly the strategies to the students.
explicitly instruct students in strategies through modeling, guided practice, and independent practice, learners can concretely apply tactics that increase comprehension of text.
There are many reading strategies can be used.
reading strategies that will help students become efficient readers. They are identifying the purpose in reading, using graphemic rules and patterns to aid in bottom-up decoding, using efficient si
using semantic mapping or clustering, guessing, analyzing vocabulary, distinguishing between literal and implied meaning, and capitalizing on discourse markers to process relationship.
strategies that can develop bottom up skills are skimming, scanning, guessing, analyzing vocabulary and capitalize on discourse markers.
Cohen (2008) proposes several instructional strategies for both narrative and expository texts such as reciprocal teaching, QAR and PLAN. Earlier, Barton (2001) suggests several strategies used in comprehending text such as anticipation r skills. Students are required to understand the meaning of the text in the form of genres. The students are also required to achieve informational level of literacy in which they are expected to use language to get information.
However, reading is not an easy thing to do for the students. The students still have low comprehesion of the texts they have read. It happens due to several factors. First, the students have poor linguistic knowledge such as vocabulary and grammar. Then, students also have poor technique in reading. They read as if the information in the texts do not have any relationship with the knowledge they have possessed. Another factor comes from teachers’ side. The teachers can not give their maximum effort in conducting successful teaching and learning process.
Sometimes teacher do not use appropriate materials for the students. They tend to take materials from textbooks which seem uninteresting and inappropriate with students. Reading material is one important aspect in reading. The material should be interesting so students can be motivated to read. It also should be appropriate with students ability in case of the topic, length of the texts, and vocabulary.
Furthermore, the teachers still use conventional way in teaching. The s distribute the text, ask students to read the whole text by using dictionary and then answer the questions related to the text. These activities are boring and do not motivate students to learn more. Teachers should use various techniques in presenting reading. In reading, teachers should concern about Reading strategies are one of important factor in successful comprehension.
Garner in Heisat, et.al. (2009) defines reading strategies as an action or series in order to construct meaning. Then, Barnet in Heisat et.al. (2009) uses term of reading strategy to refer to the cognitive operations that take place when reader approach a text with a purpose to make sense of what they read. So it can ading strategies are ways consciously used by readers in In selecting reading strategies, teachers should consider the genre of the text. One strategy can work best with particular genre. Teachers should teach tegies to the students. Hoyt (2002) notes that when teachers explicitly instruct students in strategies through modeling, guided practice, and independent practice, learners can concretely apply tactics that increase eading strategies can be used. Brown (2001) identified ten reading strategies that will help students become efficient readers. They are dentifying the purpose in reading, using graphemic rules and patterns to aid in up decoding, using efficient silent reading technique, skimming, scanning, using semantic mapping or clustering, guessing, analyzing vocabulary, distinguishing between literal and implied meaning, and capitalizing on discourse markers to process relationship. From these strategies, it is seen that reading strategies that can develop bottom up skills are skimming, scanning, guessing, analyzing vocabulary and capitalize on discourse markers.
Cohen (2008) proposes several instructional strategies for both narrative and h as reciprocal teaching, QAR and PLAN. Earlier, Barton (2001) suggests several strategies used in comprehending text such as anticipation
3
r skills. Students are required to understand the meaning of the text in the form of genres. The students are also required to achieve informational level of literacy in which they are expected to use language to get information.
ot an easy thing to do for the students. The students still have low comprehesion of the texts they have read. It happens due to several factors. First, the students have poor linguistic knowledge such as vocabulary and or technique in reading. They read as if the information in the texts do not have any relationship with the knowledge they have possessed. Another factor comes from teachers’ side. The teachers can not ching and learning process.
Sometimes teacher do not use appropriate materials for the students. They tend to take materials from textbooks which seem uninteresting and inappropriate with aterial should be interesting so students can be motivated to read. It also should be appropriate with students ability in case of the topic, length of the texts, and vocabulary.
Furthermore, the teachers still use conventional way in teaching. The s distribute the text, ask students to read the whole text by using dictionary and then answer the questions related to the text. These activities are boring and do not motivate students to learn more. Teachers should use various techniques in presenting reading. In reading, teachers should concern about Reading strategies are one of important factor in successful comprehension.
Garner in Heisat, et.al. (2009) defines reading strategies as an action or series in order to construct meaning. Then, Barnet in Heisat et.al. (2009) uses term of reading strategy to refer to the cognitive operations that take place when reader approach a text with a purpose to make sense of what they read. So it can ading strategies are ways consciously used by readers in In selecting reading strategies, teachers should consider the genre of the text. One strategy can work best with particular genre. Teachers should teach Hoyt (2002) notes that when teachers explicitly instruct students in strategies through modeling, guided practice, and independent practice, learners can concretely apply tactics that increase Brown (2001) identified ten reading strategies that will help students become efficient readers. They are dentifying the purpose in reading, using graphemic rules and patterns to aid in lent reading technique, skimming, scanning, using semantic mapping or clustering, guessing, analyzing vocabulary, distinguishing between literal and implied meaning, and capitalizing on discourse is seen that reading strategies that can develop bottom up skills are skimming, scanning, guessing, Cohen (2008) proposes several instructional strategies for both narrative and h as reciprocal teaching, QAR and PLAN. Earlier, Barton (2001) suggests several strategies used in comprehending text such as anticipation
guide, Directed Reading Thinking Activity (DRTA), graphic organizer, group summarizing, KWL, pairs read, Predict, Loc
situation, reciprocal teaching, SQR3 and think aloud.
Among those strategies, PLAN strategy is a great strategy to help readers read informational texts actively and strategycally.
reading strategy developed by research conducted by David C. Caverly, Thomas F. Mandeville, and Sheila A. Nicholson in 1995. They described the PLAN as a study-reading strategy which helps students develop strategic approach to reading (Caverly et.al. 1995). PLAN
Add, and Note) involved
readers are pushed to use a number of strategies such as relating text to prior knowledge, predicting, questioning, s
purpose for reading.
Radcliffe (2004) defines PLAN as an
students in understanding and analyzing a textbook. He then defines PLAN in greater detail as an approach intended to
knowledge and conclude PLAN strategy is a four
texts such as nonfiction and textbooks. It is an excelle skills and should be taught as part of literacy.
In implementing PLAN strategy in teaching reading, there are four main steps to be followed. First, students predict the content of the text (Predict Step).
The next step is loca
topics that are known and question marks by topics that are unknown on the map (Locate Step). After that, students read the text to correct their predictions (Add Step). Finally, students demonstrat
map, writing a summary, or completing some other relevant tasks
This step is important because students use their comprehension to complete the learning task.
There are several benefits of usi
(2006) found 5 advantages when use PLAN in teaching reading. First, strategy facilitates active reading.
should create their predictions into a map.
knowledge of the topic that simultaneously build their interest and motivation to read. This strategy also encourages students to take responsibility of their comprehension by requiring con
map helps students to visualize the ideas in the text that will monitor their comprehension. It also helps students to recognize text construction easily.
Based on explanation above, to improve students’ comprehension of the text, there are many things t
strategies in teaching. This article will discuss one of great reading strategy that is PLAN Strategy.
guide, Directed Reading Thinking Activity (DRTA), graphic organizer, group summarizing, KWL, pairs read, Predict, Locate, Add, Note (PLAN), problematic situation, reciprocal teaching, SQR3 and think aloud.
Among those strategies, PLAN strategy is a great strategy to help readers read informational texts actively and strategycally. PLAN strategy is a study
strategy developed by research conducted by David C. Caverly, Thomas F. Mandeville, and Sheila A. Nicholson in 1995. They described the PLAN as a reading strategy which helps students develop strategic approach to reading (Caverly et.al. 1995). PLAN is an acronym for four distinct steps (Predict, Loca Add, and Note) involved in before, during, and after reading. Through these steps, readers are pushed to use a number of strategies such as relating text to prior knowledge, predicting, questioning, summarizing, using imagery, and setting a
Radcliffe (2004) defines PLAN as an instructional approach
students in understanding and analyzing a textbook. He then defines PLAN in greater detail as an approach intended to start with an evaluation of studen
knowledge and conclude with an appropriate activity. According to Cohen (2008) PLAN strategy is a four-strategy used to increase comprehension of expository texts such as nonfiction and textbooks. It is an excellent strategy to promote study skills and should be taught as part of literacy.
In implementing PLAN strategy in teaching reading, there are four main steps to be followed. First, students predict the content of the text (Predict Step).
The next step is locate. During this step, students place check marks next to topics that are known and question marks by topics that are unknown on the map
After that, students read the text to correct their predictions (Add students demonstrate their comprehension by revising the concept map, writing a summary, or completing some other relevant tasks
This step is important because students use their comprehension to complete the There are several benefits of using PLAN in teaching reading. Seagrave (2006) found 5 advantages when use PLAN in teaching reading. First,
strategy facilitates active reading. Students interact more with the text as they should create their predictions into a map. Then, it engages students’ background knowledge of the topic that simultaneously build their interest and motivation to read. This strategy also encourages students to take responsibility of their comprehension by requiring concrete evidence of their reading. Creating concep map helps students to visualize the ideas in the text that will monitor their
also helps students to recognize text construction easily.
Based on explanation above, to improve students’ comprehension of the text, there are many things to do. One of them is to use various and appropriate strategies in teaching. This article will discuss one of great reading strategy that is guide, Directed Reading Thinking Activity (DRTA), graphic organizer, group ate, Add, Note (PLAN), problematic Among those strategies, PLAN strategy is a great strategy to help readers PLAN strategy is a study- strategy developed by research conducted by David C. Caverly, Thomas F. Mandeville, and Sheila A. Nicholson in 1995. They described the PLAN as a reading strategy which helps students develop strategic approach to reading is an acronym for four distinct steps (Predict, Locate, Through these steps, readers are pushed to use a number of strategies such as relating text to prior ummarizing, using imagery, and setting a approach designed to aid students in understanding and analyzing a textbook. He then defines PLAN in tart with an evaluation of students’ prior with an appropriate activity. According to Cohen (2008) strategy used to increase comprehension of expository nt strategy to promote study In implementing PLAN strategy in teaching reading, there are four main steps to be followed. First, students predict the content of the text (Predict Step).
te. During this step, students place check marks next to topics that are known and question marks by topics that are unknown on the map After that, students read the text to correct their predictions (Add e their comprehension by revising the concept map, writing a summary, or completing some other relevant tasks (Note Step).
This step is important because students use their comprehension to complete the ng PLAN in teaching reading. Seagrave (2006) found 5 advantages when use PLAN in teaching reading. First, PLAN Students interact more with the text as they udents’ background knowledge of the topic that simultaneously build their interest and motivation to read. This strategy also encourages students to take responsibility of their Creating concept map helps students to visualize the ideas in the text that will monitor their
also helps students to recognize text construction easily.
Based on explanation above, to improve students’ comprehension of the o do. One of them is to use various and appropriate strategies in teaching. This article will discuss one of great reading strategy that is
B. Discussion 1. Preparation
Before implementing PLAN in teaching reading, there are several things be prepared such as material and media. Teachers should select reading materials that are familiar, interesting, and appropriate with students’ language level. It will be better if the texts are provided with text features such as title, subtitle, highlighted words, graph, and picture. They are really helpful for students to predict the content of the text. After preparing materials, teachers should also consider about media. Media have important role in teaching and learning process.
They can attract students’ attention and increase their motivation to read. In this article, the writer will use picture as the media.
2. Teaching Activities
In teaching reading by using PLAN strategy to second grade of senior high school students, there are some activities that should be followed. There are three stages of teaching namely pre activities, whilst activities and post activities
1. Pre Activities
Pre activities are done in the beginning of the lesson. There are several activities in this phase, namely:
a. Teacher greets the students and lead b. Teacher checks students’ attendance.
c. Teacher activates students’ background knowledge to the lesson some questions to the students for example
life? What kinds of technology do you use? Do you use computer? Wh you use computer?
d. Teacher introduces the competences that students should achieve in the end of the lesson that is students are required to understand the meaning of report text.
2. Whilst Activities
There are three steps to be followed in whilst activities: exploration, elaboration, and confirmation.
a. Exploration
1. Teacher introduces the title
(what is a computer?). To make students understand more about computer, teacher sticks picture of computer. The students will predict the information they will find in the text by reading the title. To help stude predict the content of the text, teacher should explore their knowledge about the computer.
Before implementing PLAN in teaching reading, there are several things be prepared such as material and media. Teachers should select reading materials that are familiar, interesting, and appropriate with students’ language level. It will be better if the texts are provided with text features such as title, subtitle, ighted words, graph, and picture. They are really helpful for students to predict the content of the text. After preparing materials, teachers should also consider about media. Media have important role in teaching and learning process.
udents’ attention and increase their motivation to read. In this article, the writer will use picture as the media.
In teaching reading by using PLAN strategy to second grade of senior high school students, there are some activities that should be followed. There are three
pre activities, whilst activities and post activities
Pre activities are done in the beginning of the lesson. There are several activities in this phase, namely:
Teacher greets the students and leads to pray.
Teacher checks students’ attendance.
Teacher activates students’ background knowledge to the lesson
to the students for example: Do you use technology in your hat kinds of technology do you use? Do you use computer? Wh Teacher introduces the competences that students should achieve in the
lesson that is students are required to understand the meaning of
There are three steps to be followed in whilst activities: exploration, elaboration, and confirmation.
Teacher introduces the title of the text and writes it on the whiteboard (what is a computer?). To make students understand more about computer, teacher sticks picture of computer. The students will predict the information they will find in the text by reading the title. To help stude predict the content of the text, teacher should explore their knowledge about the computer. (Predict Step)
Before implementing PLAN in teaching reading, there are several things to be prepared such as material and media. Teachers should select reading materials that are familiar, interesting, and appropriate with students’ language level. It will be better if the texts are provided with text features such as title, subtitle, ighted words, graph, and picture. They are really helpful for students to predict the content of the text. After preparing materials, teachers should also consider about media. Media have important role in teaching and learning process.
udents’ attention and increase their motivation to read. In this
In teaching reading by using PLAN strategy to second grade of senior high school students, there are some activities that should be followed. There are three
pre activities, whilst activities and post activities.
Pre activities are done in the beginning of the lesson. There are several
Teacher activates students’ background knowledge to the lesson by asking o you use technology in your hat kinds of technology do you use? Do you use computer? Why do Teacher introduces the competences that students should achieve in the lesson that is students are required to understand the meaning of
There are three steps to be followed in whilst activities: exploration,
of the text and writes it on the whiteboard (what is a computer?). To make students understand more about computer, teacher sticks picture of computer. The students will predict the information they will find in the text by reading the title. To help students predict the content of the text, teacher should explore their knowledge
2. Teacher explores students’ knowledge about the title by asking such questions:
a. What the picture is about?
b. Who uses computer?
c. What do people use computer for?
d. What are the components of computer?
show the components of computer on the picture.
3. Teacher records students’ answers on the board. (p a. Computer.
b. People in offices c. To type document
d. CPU, keyboard, screen, mouse
4. After predicting the content based on the title, the students will predict based on the headings given
computer). The teacher writes the headi
teacher can help students predict the information about these headings by asking some questions.
a. What do you use computer for?
b. What type of computer do you use?
c. How many types of computer do you know?
d. Ok, gener
mainframe computer, micro computer and mini computer. Do you know each of them?
5. Again, teacher records students’ answers.
a. to play music, to play games, to type document.
b. Desktop computer, Laptop.
c. Two, desktop computer and laptop.
d. I don’t know
6. Students create a tentative map about the content of the text based on their predictions start with the title, headings and the subheadings.
Teacher
Students
Teacher explores students’ knowledge about the title by asking such picture is about?
computer?
. What do people use computer for?
. What are the components of computer? Teacher can ask students to show the components of computer on the picture.
Teacher records students’ answers on the board. (possible answer b. People in offices.
. To type document
. CPU, keyboard, screen, mouse
After predicting the content based on the title, the students will predict based on the headings given (what do computers do and types of
. The teacher writes the headings on the whiteboard Again, teacher can help students predict the information about these headings by asking some questions.
What do you use computer for?
b. What type of computer do you use?
c. How many types of computer do you know?
d. Ok, generally there are three major types of computer. They are mainframe computer, micro computer and mini computer. Do you know each of them?
Again, teacher records students’ answers. (possible answers) a. to play music, to play games, to type document.
p computer, Laptop.
c. Two, desktop computer and laptop.
d. I don’t know, mam.
Students create a tentative map about the content of the text based on their predictions start with the title, headings and the subheadings.
: Now, you are going to make a map containing your prediction about the text you are going to read. What is the title of the text?
: What is a computer?.
Teacher explores students’ knowledge about the title by asking such
Teacher can ask students to answers)
After predicting the content based on the title, the students will predict (what do computers do and types of ngs on the whiteboard Again, the teacher can help students predict the information about these headings by
ally there are three major types of computer. They are mainframe computer, micro computer and mini computer. Do you know
(possible answers)
Students create a tentative map about the content of the text based on their predictions start with the title, headings and the subheadings.
make a map containing your prediction about the text you are going to read. What is the
Teacher : That’s right. Write the title in the center of your paper.
Then, what are the headings?
Students : What do computers do
Teacher : Ok, now make two branches from the title to write the headings. Then, make branch below each heading with your predictions.
7. After that, the teacher identifies students’ knowledge of the information in the map based on their predictions. If they know the information, place checkmark and question marks next to unknown information.
Step)
What do computers do?
To process data, to play music, to play games, to watch video, to type
document, to browse internet
What do computers do?
To process data, to play music, to play games, to watch video, to type document, to browse internet
: That’s right. Write the title in the center of your paper.
Then, what are the headings?
What do computers do? and types of computer.
: Ok, now make two branches from the title to write the headings. Then, make branch below each heading with your predictions.
After that, the teacher identifies students’ knowledge of the information in based on their predictions. If they know the information, place checkmark and question marks next to unknown information.
? ? ? What is a
computer?
Types of computer
Mainframe computer
Micro computer
Mini computer
Types of computer What is a
computer?
Mainframe computer
Micro computer
Mini computer
: That’s right. Write the title in the center of your paper.
: Ok, now make two branches from the title to write the headings. Then, make branch below each heading with your
After that, the teacher identifies students’ knowledge of the information in based on their predictions. If they know the information, place checkmark and question marks next to unknown information. (Locate
? ?
Mini computer
Mini computer
b. Elaboration
1. The teacher distributes the text to the students and asks them to read the text to correct their predictions about the text. Here, the students revise the map. The map below is the example of the map after reading the text.
(Add Step)
What do computers do?
Do simple and complicated arithmetic Ability to play game
Word processing
distributes the text to the students and asks them to read the text to correct their predictions about the text. Here, the students revise the map. The map below is the example of the map after reading the text.
? ?
What is a computer?
Types of computer
Mini computer Micro
computer Mainframe
computer
Also known as personal computer, ex:
desktop and notebook computers Used to store
information in centralized
Use
microprocess or as CPU Large computer
system that can support hundreds of computer
Found in large organizations
Popular uses: word processing, surfing the web, sending email, spreadsheet calculation, editing photographs, creating graphics, playing
distributes the text to the students and asks them to read the text to correct their predictions about the text. Here, the students revise the map. The map below is the example of the map after reading the text.
?
Mini computer
Support many input and output terminals
Run on mini chip
Faster than micro computer
2. After students finish completing the map, the students (Note Step)
3. Students answer some questions related to the text.
Questions:
a. What is the text about?
b. What is the largest kind of
c. What are micro computer famous for?
d. What kind of computer do you use?
e. What is the difference between micro computer and mini computer?
4. Teacher explains the genre of the text, the generic structure and the lexicogrammatical of the report
5. Students identify the generic structure of the text above.
c. Confirmation
1. The teacher gives positive feedback and reinforcement in the form of oral, written, gesture, or a gift to the success of learners.
2. The teacher gives confirmation toward t elaboration process.
3. Post Activities
Before closing the class, there are some activities the teacher should do:
a. The teacher does assessment and reflection of the learning process by asking some questions about what they have learnt.
b. The teacher concludes the lesson together with the students.
c. The teacher assigns homework.
C. Conclusions and Suggestions
Based on discussion above, it can be concluded PLAN Strategy is a good strategy to foster students to be active and critical reader.
strategy, it is suggested to use familiar topic of reading materials. It is better to use topics that are close with students knowledge and environment so students can use their background knowledge to invest in reading activities.
Note: This article is written based on the writer’s paper with advisor Drs.
Zainuddin Amir, M.Pd.
References
Alyousef, Hesham Suleiman.
Learners. The Reading Matrix .Vol. 5, No. 2, September Retrieved on March
After students finish completing the map, the students summarize Students answer some questions related to the text.
a. What is the text about?
b. What is the largest kind of computer?
c. What are micro computer famous for?
d. What kind of computer do you use?
What is the difference between micro computer and mini computer?
Teacher explains the genre of the text, the generic structure and the lexicogrammatical of the report text.
Students identify the generic structure of the text above.
The teacher gives positive feedback and reinforcement in the form of oral, written, gesture, or a gift to the success of learners.
The teacher gives confirmation toward the result of exploration and elaboration process.
Before closing the class, there are some activities the teacher should do:
a. The teacher does assessment and reflection of the learning process by asking what they have learnt.
b. The teacher concludes the lesson together with the students.
c. The teacher assigns homework.
C. Conclusions and Suggestions
on discussion above, it can be concluded PLAN Strategy is a good strategy to foster students to be active and critical reader. In implementing this strategy, it is suggested to use familiar topic of reading materials. It is better to use ose with students knowledge and environment so students can use their background knowledge to invest in reading activities.
This article is written based on the writer’s paper with advisor Drs.
iman. Teaching Reading Comprehension to ESL/EFL The Reading Matrix .Vol. 5, No. 2, September
Retrieved on March 26th, 2012 13
summarize the text.
What is the difference between micro computer and mini computer?
Teacher explains the genre of the text, the generic structure and the
The teacher gives positive feedback and reinforcement in the form of oral, he result of exploration and
Before closing the class, there are some activities the teacher should do:
a. The teacher does assessment and reflection of the learning process by asking
on discussion above, it can be concluded PLAN Strategy is a good In implementing this strategy, it is suggested to use familiar topic of reading materials. It is better to use ose with students knowledge and environment so students can use
This article is written based on the writer’s paper with advisor Drs.
Teaching Reading Comprehension to ESL/EFL The Reading Matrix .Vol. 5, No. 2, September 2005.
Barton, Mary Lee and Jordan, Deborah L. 2001.
Colorado.
Block, et.al. 2002. Improving
theory, and classroom practice Brown, Douglass H. 2001.
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Burkart, Grace Stovall. 1998.
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Applied Linguistics.
Caverly, et.al.1995.
Journal of Adolescent and Adult Litera from http://www.jstor.org/stable/40015675 Cohen, Vicky L, and Cohen, John Edwin. 2008.
Studies. Canada: Thomson Learning Inc.
Heisat, et.al. 2009.
Reading Competency among Primary School Teachers in Malaysia.
European Journal of Social Sciences Vol 12. Retrieved on June 12, 2012 from http://www.eurojournals.com/ejss_12_2_14.pdf
Hoyt, L. 2002. Make it Real! Strategies for Success with Informational Texts Portsmouth: Heinemann.
Radcliffe, et.al. 2004.
Classroom. Reading Improvement. Vol. 41. Retrieved on January5, 2012 from http://www.questia.com/googleScholar.qst?docId=5007415029
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Secondary Science Classroom
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Reading Competency among Primary School Teachers in Malaysia.
European Journal of Social Sciences Vol 12. Retrieved on June 12, 2012 http://www.eurojournals.com/ejss_12_2_14.pdf
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Radcliffe, et.al. 2008. Improving Textbook Reading in a Middle Science . The International Reading Association. Retrieved on
Seagrave, Lindy J. 2006. Implementation of the PLAN Reading Strategy in a Secondary Science Classroom. Published Thesis of Defiance College.
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14
Teaching Reading in Science.
comprehension instruction: Rethinking research, Bass.
Teaching by Principles: An Interactive Approach to
Modules for the Professional Preparation for Washington, DC: Center for
PLAN: A Study Reading Strategy for Informational Texts.
cy. Retrieved on January 5, 2012
Building Literacy in Social
The Use of Reading Strategies in Developing Students’
Reading Competency among Primary School Teachers in Malaysia.
European Journal of Social Sciences Vol 12. Retrieved on June 12, 2012
Make it Real! Strategies for Success with Informational Texts.
Improving Textbook Reading in a Middle School Science Reading Improvement. Vol. 41. Retrieved on January5, 2012 http://www.questia.com/googleScholar.qst?docId=5007415029
Improving Textbook Reading in a Middle Science ved on
Implementation of the PLAN Reading Strategy in a . Published Thesis of Defiance College.
http://etd.ohiolink.edu/send
