The Roles of Teachers in Teaching Reading in the Classroom

choice, but the disadvantage comes out when the students become more struggling to do the task since it offers the more difficult activity. The next is the comprehension questions. This task provides the students with the text and some questions with four possible answers in the form of A, B, C, or D, in which the students are asked to choose the best answer. It aims to check the students reading comprehension. Generally, the questions cover some comprehension features, such as main idea, expressions or idioms, inference, grammatical features, stated and unstated detail, supporting idea, and vocabulary in context. The effective reading strategies can be used to answer this kind of questions, such as skimming for main idea, scanning for details, guessing word meanings from context, making inferences, using discourse makers, etc. Moreover, to check reading comprehension, the short-answer tasks alternatively can be used as one of open-ended reading comprehension questions. The activity can be given by presenting a reading passage which is followed by some questions that must be answered in a sentence or two. In assessing this task, the teacher must decide the criteria for the acceptable answers and spend more time to evaluate the students’ answers. The last is ordering tasks. It provides the students with the wrong order sentences then they are asked to order the sentences into the right one. The activity requires the students to be aware with the sequence of events and cohesive devices involving in the story so that they can understand the logical order of the story. Therefore, those kinds of awareness will ease them to re-order the sentences.

B. Review of Related Studies

In the previous research, Ruddell Shearer 2002 emphasized that the students in the middle school becomes energetic and enjoy learning the vocabulary by using Vocabulary Self-Collection Strategy VSS. They feel curious to study the words chosen from the text since they can explore the ideas to find the meaning of the words. Another research was also conducted by Juwita Sunaryo 2013. They have concluded that the Vocabulary Self-Collection Strategy VSS is the interesting strategy to teach vocabulary in Junior High School. The students can be more active to collect and find the meaning of key vocabularies found in the text. Therefore, it can be concluded that the strategy can be implemented in teaching reading comprehension since it is related to vocabulary learning in which the students can comprehend the text if they understand the meaning of the words based on the context. In addition, Putri 2012 has conducted an experimental research at the sixth grade of elementary school students in order to find the effect of using Vocabulary Self-Collection Strategy VSS to reading achievement. The result of this research shows that there is significant correlation between the use of VSS and students’ reading achievement. The mean score of the experimental class using VSS is higher than the control class i.e 81,89 72,96. It means that VSS had given the positive value to the student’s reading achievement.