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include translation, reading aloud, and reading literature. He also said that there is no need to test comprehension of an essay if students still have
difficulty in understanding a sentence. Sentence comprehension must precede essay comprehension. Some sentence level comprehension items
are good for beginning students. Here are the techniques for testing reading comprehension.
a.
Testing sentence comprehension
1 Picture cues
We will start with question that simply asks for the right picture to be circled.
2 Phrase and sentence cues
One of the simplest forms of sentence comprehension is the true-false sentence.
b. Testing passage comprehension
1 Question techniques for beginners
There are two useful approaches for testing beginning students who can read simple passages. One of these is true-false items and the
other is the matching techniques.
2 Question techniques for more advanced students
There are two useful approaches for testing advanced students the first is standard multiple-choice and the second is multiple-choice
cloze.
B. Cooperative Reading Groups CRG Technique
1. The Nation of Technique
Technique is the way to do something that consists of some steps. Technique can also be defined as an approach or way for doing something,
especially in teaching the language. When the teachers teach the language, they may use some methods or techniques. Richard and Rogers 2001: 19
propose a reformulation of these concepts, namely: approach, design, and procedure. An approach defines assumption, beliefs, and theories about
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the nature of language and language learning. Designs specify the relationship of those theories to classroom materials and activities.
Procedures are the techniques and practices that are derived from one’s approach and design. Related to these different hierarchical nations about
technique, it can be concluded that technique is a key to effective instructional decision because it is the real implementation of approach,
method, and design.
Other definition is stated by Harmer 2001: 78, he said that in the general area of methodology, people talk about approaches, method, and
techniques, procedure and models, all of which go into the practice of English teaching. These terms, though somewhat vague, are definable:
a.
Approach describes how language is used and how its constituent parts interlock – in other words it offers a model of language competence. An
approach describes how people acquire their knowledge of the language and makes statements about the conditions which will promote
successful language learning. b.
Method is the practical realization of an approach. The originators of a method have arrived at decisions about types of activities, roles of
teachers and learners, the kinds of material which will be helpful, and some model of syllabus organization.
c. Procedure is an ordered sequence of techniques. A procedure is a
sequence which can be described in terms. It is smaller that method and bigger than a technique.
d. Technique describes as the typical procedures or sets of procedures,
such as designed to guide teaching practice.
2. CRG Technique
