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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)