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the meaning of it in communication. Johnson 2001: 39 states, “Learning a language is like learning other
habit. You don’t have to think about it, it just develops automatically.” This theory implies that in order to be successful in learning a language, a student must
be familiar with the language. It can be stated that the best way to learn a language is by using it often and familiar with it. Johnson explains more that learners
develop the language ‘inside themselves’, forming their own view about how it works, and following their own sweet way Johnson, 2001: 39.
As discussed previously, teaching activities cannot be separated from learning activities. In discussing learning techniques, therefore, it also covers the
teachers’ teaching techniques in conducting the learning activities. To make language learning interesting and effective for students, it is better for teachers to
prepare and conduct the learning activities with appropriate and acceptable teaching techniques.
The appropriate and acceptable teaching techniques will help and encourage students in their learning. Allen and Campbell 1965: 7 state, “A
technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate
objective.” This theory implies that teaching techniques are teachers’ way to direct and drive students to achieve goals in learning process. In addition, Allen
and Campbell also state that teaching techniques must be consistent with a method, and therefore in harmony with an approach as well 1965: 7. It implies
that in preparing and applying his or her teaching techniques, a teacher must consider the learning approach and learning methodology has been implemented
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from the first place. The learning approach and learning methodology must be in the same line with goals of curriculum applied in the school.
There are many reasons for a teacher in applying certain teaching techniques to conduct learning activities. Every teaching technique has its own
purposes or expected outputs. Cornelius 1953: 3 presents several reasons in
choosing certain teaching techniques according to teachers’ point of view.
The choice of specific teaching techniques depends entirely on the preparation and experience of the teacher, understanding of the speech
habits of the students in their native language, a familiarity with the speech habits of the foreign language to be taught, and immediate factors such as
number students in the class, hours per week of class session, age and interest of the students, type of examination to be used, and other factors.
1953: 3
There are many learning activities teachers can apply in conducting language learning. It is possible for teachers to apply the available activities, adapt
them, and even create the new ones. In deciding what learning techniques will be applied, teachers need to consider what subject he or she is going to teach. The
followings are examples of learning techniques for reading class which are adapted and summarized from Chamot et al. 1999: 15-216. The researcher
presents the example of learning strategies as a comparison for learning techniques he wants to find out and describe in this study.
a. Preparing to Read
This is a pre reading activities. This technique emphasizes the use of cooperation among students in sharing their prior knowledge before they begin to
read a text. This technique considers that students who think about what they have
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already known are better prepared and more successful in their second language reading Chamot et al., 1999: 196. In addition to that, this technique also
considers that sharing prior experiences with other students in group increases all students’ background knowledge about a topic. This learning technique,
therefore, prepares students better for reading Chamot et al., 1999: 196. This learning technique facilitates students to practice using what they have already
known related to the topic and share it in a cooperative group to prepare them for reading activities.
The following is an example of procedures adapted by the researcher from the practical guideline of the technique presented by Chamot et al. 1999: 197.
Students will be divided into groups of four. In the groups, the teacher gives each students a piece of paper and then asks them to draw a graphic consists of a circle
and four smaller circles around the first one. The teacher then asks students to write the title of the text they are going to read in the center circle. Students have
one minute for each outer circle to fill it with a key word related to the topic or the title of the text. After completing the four outer circles, students discuss in their
groups what each student has in his or her graphic. Every group then draws a new similar graphic based on what they have discussed in the groups. This new
graphic consists of all key words the group has found and discussed before. The next is students’ reading activities; they read the text they have
discussed in groups before. After students read the text, the teacher leads them in a discussion about how they use what they have already known about the text they
are going to read Chamot et al., 1999: 198. The teacher asks each group to share how they use what they have already known. This learning technique helps and
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prepares them before they read a certain kind of text.
b. Answering Comprehension Questions
Answering comprehension question is one of the most common classroom tasks. This learning technique helps students to use what they already know about
question words to understand the questions. This learning technique emphasizes the use of background knowledge. Chamot et al. 1999: 19 state, “Thinking about
what you already know helps you get ready for the content of the text and familiarizing themselves with it.” In addition to that, Chamot et al. 1999: 19 also
state that by having in mind what students already know, students will find it easier to understand and learn see information by relating it to their background
knowledge. This learning technique also facilitates students to check their answers on
comprehension questions. This can be done by asking them to check whether their answers make sense. According to Chamot et al. 1999: 21, asking ourselves
helps us to keep track of how we are doing and to identify problems. The followings are procedures to conduct this learning technique. The
teacher begin the class with students’ activities in reading a text and completing comprehension questions and followed by a discussion on what students do when
they answer a comprehension question. After students finish reading the text and complete the comprehension questions, the teacher models the way how to use
what have been known related to the question words in front of the class Chamot et al., 1999: 193. In modeling the activity, the teacher takes one of
comprehension questions as an example. According to Chamot et al. 1999: 193- 194, the teacher demonstrates and verbalizes his or her way of thinking in finding
