TEACHING READING NARRATIVE TEXT BY COMBINING STUDENT VOC STRATEGY WITH LIST-GROUP-LABEL STRATEGY
FOR JUNIOR HIGH SCHOOL STUDENTS Wiwin *)
**) Yelliza Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Didalam makalah ini, penulis akan menguraikan dan menjelaskan tentang pengajaran reading khususnya dalam teks narrative. Disini akan di jelaskan bagaimana pengajaran reading melalui penggabungan dua strategi yaitu strategi List Group Label dan strategi VOC pada sekolah menengah pertama. List Group Label adalah sebuah strategi yang bisa meningkatkan kemampuan siswa dalam reading skill. Penggunaan strategi ini memudahkan guru dan murid dalam memahami sebuah teks karena strategi List Group Lebel membantu siswa dalam mengelompokkan serta memahami arti dari tiap-tiap kata berdasarkan kategorinya, dan siswa memberikan label atau pengelompokan kata yang tepat dari sebuah teks. Sedangkan strategi VOC membuat siswanya lebih aktif lagi dalam memahami dan mempelajari sebuah kata baru berdasarkan konteks. Pada strategi VOC ini guru akan membimbing murid-muridnya untuk berfikir aktif dan memprediksikan makna kata dari sebuah teks sesuai konteksnya. Sehingga pembelajaran teks narrative dalam reading skill akan lebih menyenangkan dan lebih mudah di pahami. Sesuai dari tujuan penggabungan dua strategi ini agar siswa menjadi lebih aktif, efektif dan efisien dalam membaca. Penulis mengharapkan agar penggabungan strategi- strategi ini bisa menjadi panduan bagi guru dalam mengajar membaca.
Keywords: Reading, List Group Label and VOC Strategies
*) Penulis
**)Pembimbing
INTRODUCTION
Reading is important skill in English, because through reading, we can get information, increase our knowledge and experience. By having good skill in reading, students will get information easier from many sources. But most of the students get some difficulties in reading. First, they got difficulties in understanding the topic, main idea, and details. Second, students were lack of vocabulary. Third, students have lack of background knowledge about the text that they read. In addition, teacher still used the conventional method in the class, the teacher asked students to read and then did exercises.
This activity make students bored so the teacher need other strategies that can motivate students to learn and make students have interest in learning activity. Dealing with the situation above, there are many strategies that can be used in teaching reading. Such as, concept map strategy, summarizing, List-Group-Label strategy, and Students VOC strategy. Concept map focus on concept and how they are related to other concepts. Summarizing require students
to determine what is important in what they are reading and put it into their own words.
List-Group-Label strategy is strategy that focus on the interrelationship that exist among technical vocabulary words. Student VOC strategy is a useful strategy that help students analyze word meaning from the context.
REVIEW OF RELATED LITERATURE Reading has an important role in all skill, it always relate with the others skills. It includes listening, speaking, and writing. As we know if somebody have good skill in reading, they will easier in get information and get more information from what they have read. According to Pang (2003:6), reading is about understanding written text. It is a complex activity that involves both perception and though. He is (Pang) also said that reading consist of two related processes:
word recognition and comprehension. Words recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehensionsis the process of making sense of words, sentences and connected text. In other hand,
its mean that reading is a complex and active activity. In additional, Anthony, Pearson, &
Raphael in Farrel (2008:20) state the definition of reading is the process of constructing meaning through the dynamic interaction among the readers’s existing knowledge, the information suggested by the written language, and the context of the reading situation. In other words, reading is about knowledge that we have and the information from what we read.
Principles of Teaching Reading
Teaching reading is very important for teacher and students. It is an activity that involves complex skill of the teacher in guiding the students to get ideas and information from the text. In teaching reading, the students not only reading the text, but also comprehend and get ideas from reading text. According to Nunan (2003:68) teaching reading ussually has at least two aspect such as; first, it can be refer to teaching learners who learn to read for the very first time. In this aspect, teacher will teach the students who do not already have reading skill before. So, the teacher has
important function to help the students in reading. Second, teaching reading refers to teach learners who already have reading in their first langauge. In this aspect, the students who have understand knowledge about reading. In addition, Davies (2000:92- 93) states that there are three stages that are generally to recomend and to make reading more realistic and interesting for teaching reading. First, pre-reading activities, the teacher prepares the learners for what they are going to read. Second, whilst teaching activities, teacher helps students comprehend the text. Last, post-reading activities, teacher help students to connect what they read. This is the last stage in teaching reading activity where discuss from pre-teaching to whilst- teaching.
Narrative Text
These are some texts which are learned by students. One of them is narrative text. According to Kane (2000:366) a narrative is “ meaningful squence of events told in words. it is squencial in that the events are ordered, not merely random.”
Because Narrative text is a text which
contains about the story and deal with actual or various experience in difference ways.
Narrative deals with problematic events and turn to find the resolution.
Generic Structure of Narrative Text
There are three generic structure of narrative text. According to Soeprapto and Darwis (2006:11) generic structure of narrative text as follow: Orientation (Tells about character setting, and time of the story), Evaluation (stepping back to evaluate the plight), Complication (Tells about problems of the story), Resolution(Tells about solution of the problems), Reorientation, Coda(Message or moral of the story).
List-Group-Label Strategy
There is a strategy that can be use in teaching reading, such as List-Group-Label strategy. This strategy that used by the teacher to improve students’ reading skill.
According McKenna (2002:66) List-Group- Label is a strategy that is especially useful toward the end of the content. After the students has learn then student reorganize what the words that teacher giving so it
making the studentsd more easily to understand and remember it words. Rasinski in Dugan (2004:212) states List-Group-label strategy is a pre reading strategy that builds background knowledge, uses the students’
own knowledge on the topic as a foundation for learning new information, and provide a structure for students to organize information. When teacher uses this strategy, students brainstorm as many words as posible that relate to the topic being studied.
After the words have been sorted by the students into it categories then give label each words in the same characteristic.
Procedure of List-Group-Label Strategy Mckenna (2002:66) states that there are several ways to do this activities as follow:
Steps 1. Begin by suggesting to the class a major topic they have been studying. In the list stage, ask the students to brainstorm all the words they have been learned in association with the topic. Record these words on the board or transparancy until 25 or 30 have been acumulated. Step 2. In the group stage, have the students work together or rearrange the words into categories. Step
3. Finally, in the label stage, each category of words is given an appropriate designation.
Meanwhile Dugan (2004:212) explains the procedure of List Group Label first the teacher asks students brainstorm as maany words as posible that relate to the topic being studied. Once the list is made, students sort the words into categories based on common characteristic. After all of the words have been sorted, students labels each set of words and can add new words to the different list.
Advantages of List-Group-Label Strategy List-Group-Label strategy provide several benefits for teacher and students.
With a diverse class with diverse experience, this activity allows teacher to quickly determine what the students know about the topic and what missunderstanding need to be addressed. The collective knowledge and interaction between the students in the group also set the stage for the topic to be more formally introduce by the teacher.
VOC Strategy
Students VOC Strategy is one of strategy that can be used in teaching reading.
By using this strategy, teaching and learning process will be interesting. Doty (2003:93) mentions that, Students VOC Strategy is
useful for helping students analyze words meaning from context. It means, this strategy allows students to learn a new words and finding its meaning through the context.
In addition, Barton and et al (in Vasquez et al, 2013) state that students VOC strategy is one strategy that can use for determining the definition of a word through context. It means this strategy help the students to determine the meaning of a new word in the context. The teacher guide them to think and make prediction of it words meaning where they are categories.
Procedure of VOC Strategy
The procedure of VOC Strategy will be explain of some experts below: According to Doty (2003:93) the procedure of student VOC strategy as follow: 1)Assign a passage for the students to read. 2)Share vocabulary words with students prior reading. 3)Direct students to identify unfamiliar terms on the list and to learn their meaning by using VOC strategy either before reading the passage or while reading it. 4)Encourage students share their methods for remembering a word’s meaning. Meanwhile, Vasquez et al
(2013:151) explains students VOC strategy as follow: 1) Ask students write the sentence of the unfamiliar word. 2) The students make predictin about the meaning of the word based on the sentence.
Advantages of VOC Strategy
Student VOC strategy is beneficial to students because it allows students to use a variety of learning style with one strategy. Its helpul for students who learn a new word. It allow students to find the meaning of new words from the context
DISCUSSION Preparation
Before doing the activities, the teachers have to make some preparations like bellow;
1)Teacher select the material. 2)The teacher should prepare the lesson plan. 3)Teacher should prepare the media for teaching.
4)Time allocation
Procedures of Teaching Pre-Teaching Activities
In pre-teaching the teacher should be able make the students enjoy, before the teacher come to whilst teaching process, the activities such as: a)Teacher ask students to pray before classes begin. b) the teacher greets the students by saying “good morning”, “good afternoon”, ect. c) explain
about the purpose of the lesson and the activities.
Whilst-Teaching Activities Exploration
a)Teacher explains the material about narrative text. For example:
Teacher : “ok students today we will learns about narrative. Please look at the picture bellow:”
b)Teacher assigns a passage for the students to read. For example:
Teacher: “ Well, please read this text now.
After that, list the vocabulary words from the text”!
The Legend of Toba Lake
Once upon a time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surpised to find out that the fish could talk. The begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru agreed and promise that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad.
He shouted angrily and got the word of fish to his daughter. The daughters were crying. They found their mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. The the earth began to shake. Volcanos started to erupt. The earth formed a very big hole. People believe that the big hole become a lake. Then this lake is known as Toba Lake.
c)Teacher share vocabulary words with students prior reading
Example:
handsome surprised shouted
begged made angry
Beautiful volcanos annoyed
marry hole promise
secret broke earth
attracted daughters erupt
Elaboration
d)The teacher directs students to identify unfamiliar terms on the list and learn their meaning by using VOC strategy.
For example:
1. Handsome = Once upon a time, there was a handsome man.
2. Begged = The fish begged him to set it free
3. Attracted = She attracted Batara Guru so much
4. Marry = The woman wanted to marry with him
5. Shouted = He shouted angrily and got the word of fish
6. Annoyed = The mother was very annoyed
7. Erupt = Volcanos started to erupt 8. Hole = The earth formed a very big
hole
9. Volcanos = Volcanos started to erupt 10. Broke = Batara Guru broke his
promise
e)The teacher encourages students to share their methods for remembering a word’s meaning. For example:
1.Handsome = Randi is my classmate and he is handsome
2.Begged = The teacher begged me to open the door
3.Attracted = The sircus is so attracted 4.Marry = Would you like to marry me
5.Shouted = His father shouted angrily to his litle daughter
6.Annoyed = I was very annoyed you, you broke my bag
7.Erupt = There is an erupt in my village because of rain
8.Hole = There is so many hole in the street
9.Volcanos = Volcanos beggin erupted in gunung Merapi
10.Broke = You broke my toys, you should pay for it
Confirmation
f)Begin by suggesting to the class a major topic that they have been studying. In the list stage, teacher ask the students to brainstrom all the words they have learned association with the topic. Then the students record these words on the board or transparency.
g) In the group stage, the students work together to rearrange the words into categories. For example:
handsome surprised shouted
begged made angry
Beautiful volcanos annoyed
marry hole promise
secret broke earth
attracted daughters erupt
h) Finally, in the Label stage, each category of words is given an appropriate designation.
Occasionally some of the words may be left over without clear cut category membership.
For example:
Post Teaching Activity
a)Teacher asks the students, are they have some difficulties about the material and concludes the material
b) Teacher concludes the material c)Evaluation
Conclusion
In this point the writer focus on the combining of teaching strategies to teach reading at school. The strategies are combining of List-Group-Label and VOC strategies. List-Group-Label strategy is focus on correlation about some words with other words. The student begin with make a list about some words that have correlation each other. Then, students grouping some words based on the characteristic. Last, students
Subject Act Part of
accident to the earth
between Batara guru and fish- woman
Planet
Handsome Surprised Erupt Marry Earth
Beautiful Begged Volcanos Secret Angry Attracted Hole
Annoyed Made Shake
Promise
give labels the group of every characteristic.
Meanwhile, student VOC strategy is focusses about how to find the meaning of words based on the context and students’
prior knowledge. By using this strategy, students can improve their ability in remembering the words vocabulary. This strategy will be interesting for students, so the student have motivation in teaching learning process.
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