102 Another example is when parents asked their child to do something but the child
does not want to and then cries. With this condition, parents often can not decide what to do. When their child is crying parents often punish and be angry to their
child. A child who is crying can not concentrate to what he is doing. When parents ask their child to study, for example, a child can not do it while crying. Actually, a
child cries can be caused by some factors at least because he doesn’t feel comfort with the condition or cannot have what he needs.
C. How to Say “No” to our children
The power of “crying’ often makes parents just follow to what their child wants. What parents have to do is to find a good way to make the child follow and not
crying. Actually, there is no mystery as to why children say “No” to parents’ but the most important thing is parents also can say “No” to their child.
When a child responds to a parent by crying, whining, throwing a temper tantrum, or just saying “No” it’s common for parents to punish the child. But children who
are highly uncooperative have most likely been punished repeatedly. If punishment worked, a parent would be using it less often rather than more often with a child
because the result of the punishment would be to reduce or stop the child’s unfavorable behaviors. Furthermore, when we try to administer punishment, we can
easily get into a power struggle with our child. Here are some important preconditions proposed by Maagh 2004 to say “No” to
our child when they force us with crying:
First, be aware that some habitual ways of dealing with our child, especially punishing her, may actually be making the negative interactions worse and
harder to change.
Second, research tells us that the way to make a request of a child can affect how she responds. It’s easier to avoid power struggles and get compliance
from our child if we give her directions in a clear, direct, and specific fashion.
Third, we have to use as few words as possible, and give her a reasonable amount of time to comply. By contrast, we may encourage power struggles
with our child if our commands are vague, overly wordy, and include multiple instructions for the desired behavior Walker, Ramsey, Gresham, 2004.
The fourth we must be able to create rapport with our child. Rapport involves communicating with a child, using the child’s point of view. Say in response?
“No, you’re wrong; I really don’t want to be in style?” Once rapport is created, it becomes easier to obtain compliance.
D. Conclusion
Crying is a complex behavior as the unique of children. Sometimes parents respond in different way on their child’s crying. A child who has been able to
articulate his or her need and feeling still use “crying” as the power to force their parents.
Parents can manage this condition with positive and effective strategies. Don’t punish them, but the most important thing is parents also can say “No” to their child.
Parents may have to step outside the comfort zone and get creative in responding to the child’s misbehavior.
103
References
Maag, JW. 2004. Strategies of Managing Resistance.
http:www.schwablearning.orgarticles.aspx?r=1099f=allart February 20
th
2007
Cole M., Cole S. 2001.The Development of Children.USA Sandiago: University of Callifornia. Walker, H. M., Ramsey, E., et al. 2004.Antisocial behavior in school: Evidence-based
practices 2
nd
ed.. Belmont, CA: WadsworthThomson,
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TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION
A Case Study at a Senior High School in Bengkulu
By Muhammad Syukrianto
A. Background
Applying different strategies in teaching and learning process is not a new notion for a teacher. However, the application of the strategies seems to be
questionable since the teachers have a lack of understanding on the strategies they apply. The strategy in reading comprehension is one example. From writer’s
informal observation, there are some EFL teachers have different understanding and responses toward the strategies in teaching reading comprehension theoretically,
and how to implement it practically. Some of them are still confused how to teach reading comprehension to the students. This phenomenon leads the writer to explore
what actually happened concerning with teachers’ strategies in teaching reading comprehension.
Based on the new curriculum of 2004, reading is one of the four language skills that should be taught and learned. The skill of reading is regarded as the
backbone of other language skills. In other words, through reading students can develop the other language skills such as writing and speaking and improve the
language components as well, for instance vocabulary and grammar.
It is generally accepted that the major goals for any reading activities is comprehension. Reading the words of a composition is one thing, but
comprehension is the vital point for the reader. Anderson et al, 1969 states that comprehension is the essence of reading, the writer creates a text to communicate a
message, and the reader task is to comprehend that message. This goal is in line with the objective of teaching reading in High School.
The objective of teaching reading in High School is to develop the students’ reading skills so that they can read English texts effectively and efficiently.
Ariwiyati 1994:12 asserts that the specific objectives are: 1 to enable the students to develop basic comprehension skills so that they can read and understand texts of
general nature; 2 to use reading to increase their general knowledge; 3 to decide about reading purpose; 4 to adapt their strategies of reading; 5 to develop the
ability to read critically.
Several studies about teaching reading strategies have been performed. Strategic reading involves the use of cues to decode the message of the written
word. Grabe et al, 2002: 15 states that the strategies in reading are often defined as a set of abilities under conscious control in the form of actions selected deliberately
to achieve particular goals.
Based on the description above, it is believed that to reach the objectives of teaching reading, the teacher should have the strategies to help the students to
achieve and accomplish the goals. In so doing, the study will explore and investigate teachers’ strategies In Teaching Reading Comprehension.
B. Research Questions
