17
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
18
curriculum applied now. In this study, the researcher presents the theories of Communicative Language Teaching and Cooperative Language Learning.
However, before discussing the theory of Communicative Language teaching and Cooperative Language Learning, the writer will present first the
general view on teaching. Lewis and Hill 2002: 22 state, “Teacher of any subject must have a clear idea of the subject they are teaching- not only the fact of the
subject. But also an overall view of the nature of the subject. This is as true for the language teachers as for any other teacher.” It implies that every teacher,
regardless what subject he or she is teaching, must comprehensively master the subject he or she teaches. A teacher of a certain subject, including language, must
not only master the fact of the subject, but also an overall view and understanding on it. What Lewis and Hill state implies that in order to effectively conduct the
teaching activities a teacher must have an overall understanding of the subject he or she is teaching.
In addition, teachers should also tell the students what kind of activities they are going to do in learning so that they are able to predict what they would
get through the learning activities they have. Mikulecky 1990: 28 cites “Research, mostly with first language speakers, has shown that students of all
ages learn new strategies or thinking processes best when they are consciously aware of what they are doing and what they purposes is for doing it.”
According to Badan Standar Nasional Pendidikan BSNP 2006: 5, a teacher is suggested to vary the learning approach and teaching methodology he
or she applies in teaching-learning techniques. For this study, the researcher takes the teaching methodologies of Communicative Language Teaching and
