Teaching Reading Using Clustering Compare to Direct Instruction

commit to user 43

D. Teaching Reading Using Clustering Compare to Direct Instruction

We know that all the methodsmodellearning strategies are good. But what happened in the field all is not as we want. This is caused by several factors, 1. Students condition whether it is geographical or cognitive abilities 2. School conditions 3.Learning infrastructure, 4.Learning media 5.Teachers creativity. In this thesis the authors wanted to compare the teaching of reading by using a clustering technique and direct instruction. Basically, the purpose of teaching by using clustering is to prepare students ready, having knowledge in their mind in attending the subject and do not get difficulties during the learning process. The steps of clustering in teaching reading comprehension are as follows: 1. Pre-reading a. Writing the theme on the whiteboard. b. The teachers draw a sample of cluster and ask the students to competitively complete to provide cluster. c. Giving the example of description phrase on cluster. d. The students are asked to make a cluster on their own. This activity as a tool to preview the chapter or text and asking students to make prediction about the text based on the cluster. Therefore, in the pre- background or prior knowledge through questioning and some cluster. 2. During-reading a. The students are asked to read the text. The students find the important information as they read the text and commit to user 44 the activities focused on extracting the topic, explicit and implicit information. 3. Post-reading a. The students are asked if clustering is helping them in reading the text. b. The procedure of teaching reading by using Direct Instruction as follows: 1. work to ensure that students are ready for the presentation of new information. 2. Explanationpresentation. The teacher provides clear explanation, description. Examples or models of what is to be learned while checking for stioning. 3. Giving guided practice. Guided practice often takes the form of public recitation whereby the teachers asks a question, students or students answer, the teacher ask another questions. If the students have difficulty, the teacher helps then think aloud. Guided practice continuous until the class and the individuals are responding correctly over 85 of the time. 4. Giving feedback. This step the teacher use specific praise in moderation -conception may require review, re-teaching, or more practice. 5. Giving Individual task. Assignments are given to reinforce the learning without teacher assistance to determine the degree of mastery that pupils have achieved. From the procedure of teaching reading comprehension above whether using clustering or direct instruction, we can compare that: commit to user 45 Clustering Direct Instruction 1. Students centered 1. Teacher centered 2. Active thinking 2. Guided thinking 3. More independent 3. Dependent 4. Better understand prior knowledge knowledge 5. More communicative 5. Less communicative

E. Interest