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Jurnal Pendidikan & Pembelajaran Jurnal Pendidikan & Pembelajaran Tiga Model Peran Strategis Pesantren Di Indonesia Developing Reading Comprehension Abilities
Madekhan, S.Pd., M.Si. Abdullah Farih, M.Pd.
and that often one must think carefully and record their response to the material in the go beyond the words.
text; or they might write down suggestions The teaching sequence of the 3H strategy is
for what they will do to make use of the as follows:
information they have learned to extend Teacher poses a question related to the
their study of the same topic. text.
The KWL strategy is intended for use Teacher demonstrates (by ‗thinking
with expository texts, and the teacher needs aloud‘) how to locate relevant
to select material that lends itself well to information on the page (here).
this type of analysis. Expository text is Students practise this step to fi nd
more diffi cult than narrative text for answers to additional questions, with
students to understand, so the subject feedback from the teacher.
textbooks used in upper primary and Teacher demonstrates the second
secondary schools often cause problems. So possibility, using information on the
too does the concise informative data page to infer or predict a possible answer
presented online when students are (hidden).
conducting computer searches for their Students practise step 1 and step 2
projects and assignments. Teachers and together with guidance and feedback.
tutors need to appreciate the diffi culties Teacher
students experience with expository text. possibility, namely that the answer is not
Most weaker readers need guidance to here or hidden but must be located from
become more aware of the typical structure, sources outside the text, for example
style and sequence used within this type of from what a student already knows.
text (Gersten et al., 2001; Williams, 2005, Students practise step 1, step 2 and step
cited in Westwood, 2008: 47). The teaching
3 with guidance and feedback. sequence of the KWL strategy is as follows: Over the following lessons the strategy is
Immediately before a non-fi ction text is reviewed and used again on a variety of
to be read, the students and teacher text types.
brainstorm and list all they know about the topic under the fi rst column.
4. K-W-L strategy (Know – Want to know –
Under the second column they generate
Learned)
some questions or issues that may be This strategy activates students‘ prior
answered in the text.
knowledge on a given topic, then invites After reading the text, either silently or them to generate some questions they hope
as a shared activity, the students write a the text may answer, and fi nally they must
dot-point summary in the third column summarise any new information they have
listing the main things they have learned learned from the reading (Ogle, 1986, cited
from the text.
in Westwood, 2008: 47). To facilitate this process, a ‗KWL Chart‘ is provide for each
reading comprehension student. The chart is ruled up with three
Effective
strategies (Grabe, 2009: 209): columns, headed respe ctively ‗what we
1. Summarizing
know‟, ‗what we want to know‘, and ‗what
2. Forming questions
we learned‟. A fourth column might be
3. Answering questions and elaborative
added to the chart in which students can
integrative interrogation
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RE F F O O R R M M A A
Tiga Model Peran Strategis Pesantren Di Indonesia
Developing Reading Comprehension Abilities Jurnal Pendidikan & Pembelajaran Jurnal Pendidikan & Pembelajaran Madekhan, S.Pd., M.Si. Abdullah Farih, M.Pd.
4. Activating prior knowledge Know-Want to know-Learned (KWL)
5. Monitoring comprehension
KWL represents a three-stage instructional Strategies used for comprehension
process for understanding texts: what monitoring
students know, what they want to know,
1. Has a reading and is aware of it and what they have learned.
2. Recognizes text structure
Experience-Text-Relate (ETR)
3. Identifies important and main-idea Developed as part of the curriculum for the information
Kamehameha Early Education Program
4. Relates text to background knowledge (KEEP) in Hawai, with this approach the
5. Recognizes relevance of text to reading teacher activates the students‘ background goal(s)
knowledge, promotes predictions about the
6. Recognizes and attends to difficulties text, and helps students monitor their
7. Reads carefully comprehension of the text, form questions
8. Clarifies misunderstanding about the text, evaluate the text, and reflect on the relation between text information
6. Using text-structure awareness
and personal experience through discussion
1. Levels of importance of information in (Saunders & Goldenberg, 1999). texts
Question-Answer-Response (QAR)
2. Heading and subheadings Teachers train students to answer questions
3. Paragraphing choices
on:
directly
available information,
4. Co-referential connections across ideas information to be inferred, and information in a text
drawing on background knowledge
5. Relations of part-to-part and part-to-
Directed Reading and Thinking Activeness
whole information
(DRTA)
6. Transition forms and signal words Students relate background knowledge to
7. Pattern for organizing text information the text, determine goals for reading, and (cause and effect, problem and solution,
then engage in predicting activities atset comparison and contrast, description,
stopping points throughout the text. classification, analysis, argument and
Reciprocal teaching
evidence,
This approach to strategy instruction has chronological ordering)
procedural
sequence,
received consistently strong support from a
7. Using graphic organizers
wide range of research studies. The biggest
8. Inferencing
limitation of reciprocal teaching is that it is designed only for use with reading groups
Research on multiple-strategy instruction
rather than a whole class. (Grabe, 2009: 231)
Collaborative Strategic reading (CSR)