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reading activity. Prediction prepares students to read the text better because it could enrich their background or prior knowledge needed in reading the text so
that they can understand the text better and easier. This learning technique also facilitates students to verify their predictions by checking whether their
predictions and expectations were met while they read. According to Chamot et al. 1999: 209, a learning technique of reading a
fairy tale begins with a discussion on different genres, such as social satire, horror, comedy, mystery, and romance. By adapting this procedure, therefore, this
learning technique begins with discussion on topic of learning. The discussion covers related terms and things deal with the topic of learning. The discussion also
covers how usually a descriptive text develops ideas. By discussing related terms and things along with how they are developed, students are assisted in knowing
the proper way in understanding the content of the text. In the discussion, the teacher then gives an example of prediction for descriptive text in a certain topic
by demonstrating his predicting process. The teacher should not use the topic students are going to learn.
The next technique is students practice in predicting before reading. Adapted from Chamot et al. 1999: 210, the practical guideline for this activity is
summarized and adapted as follows: The teacher asks students to give their prediction when reading a descriptive text. The teacher may give students a
worksheet or write on the board the title of the text, a list of related terms and ideas, and any key vocabulary in the text as prior information. The students are
asked to predict how the text is developed based on the information they have and then write it down.
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After predicting, the students are given the copy of the descriptive text. Before students begin reading, the teacher introduces and explains the way to
verify the predictions by summarizing the story Chamot et al., 1999: 211. The teacher then has students read the descriptive text. After they finish reading, the
students then summarize the text from the beginning to the end of text. This summation will be used to verify their prediction they have. To evaluate their
work, students share their predictions and summaries among others.
d. Finding the Meaning from the Text
Chamot et al. 1999: 215 state that this learning technique aims to help students read and understand a text by using inferencing in order to unlock the
meaning of new words while reading. According to Chamot et al. 1999: 25, inferencing involves guessing the meaning of unfamiliar language based on what
students know, the context, the language, and other contextual clues. In addition to that, inference enables students to quickly solve problem without having to go
to another person or to reference materials Chamot et al., 1999: 25. This learning technique then facilitates students to verify their guess in inferencing activity by
using reference materials such as dictionaries, text books, computer programs, CD-ROMs, and internet Chamot et al., 1999: 26, 215.
This learning technique begins with students’ activity in reading a text with a picture, scan it through, and write down all new word they find Chamot et
al., 1999: 215. After students finish reading and writing down new unfamiliar words, the teacher then discusses with class how students would normally find the
meanings of the new words. Students usually try to find the meaning of new words right after they find it in the text. It could be so disturbing when they find a
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lot of new words because they have to stop reading then find its meaning and start reading again, and it happens again and again. In the discussion, therefore, the
teacher introduces and explains the strategy of inferencing and using reference to find and check the meaning of new words Chamot et al., 1999: 215. This
learning technique provides students with a strategic way in finding the meaning of new words they find when reading.
The teacher demonstrates how to conduct the technique. The following is the researcher’s summation on teacher’s demonstration of the learning technique
according to Chamot et al. 1999: 215-216. The teacher takes a word or some words from the text, which are new for students. The teacher then demonstrates
how to predict the meaning by relating the words to information provided in the text and in the picture. The teacher shows students the correlation between the
sentences containing the new words with information provided in the picture. After the teacher gets his prediction, he checks it by looking up to a dictionary to
make it sure. The teacher’s demonstration explains how to guess the meaning of a certain new word using information provided in the text before clarifying the
prediction result to appropriate resource. As a practice, Chamot et al. 1999: 216 suggest the teacher to ask students
to work in pairs and use inferencing to find the meaning of the words on their list of new words from the text. The students should also explain how they made their
guesses and mention the resource they can use to clarify the meaning.
2. Language Teaching Methodologies
In this part, the writer presents theories of language teaching methodology according to the approach of teaching and learning that are suggested in the
