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5. Approaches in Reading Process.
a. Bottom - up models It is lower-level reading process. Students start with the fundamental
basics of letter and sound recognition, which in turn allows for morpheme recognition followed by word recognition, building up to the identification of
grammatical structures, sentences and longer texts. The students begin with the smallest and build up to comprehension of what is being read.
b. Top - down models It begins with the idea that comprehension resides in the students. The
students use their background knowledge, and makes prediction. Rumelhart states that reader’s knowledge is systematically organized in schemata. The
schemata can be used to anticipate text contents and structures to guide understanding during reading and to aid recall after reading Rumelhart in
Nunan, 2003: 71. c. Interaction between top-down and bottom-up process.
The use of top-down and bottom-up process can be combined in reading process. By top-down process the students can activate their prior knowledge to
make prediction about the text and then, it can be continued by using bottom- up process. In this process, the students can start with the smallest elements of
reading text and build up to comprehension of what is being read. Both approaches support the students in reading process. The combination will
usually facilitate attempts to arrive at comprehension.
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B. Test Taking Teams
1. Definition of Test taking teams
“Test Taking Teams is students work teams that aim to prepare for instructor-created exams and then take the exams first individually and next as a
group”. Barkley, Cross, and Major, 2005: 163. They add that there are three steps in applying the technique: a the group studies for the exam together, b
individuals take the exam, and c the group takes the exam. By working together to prepare for the exam, students helps each other deepen their understanding of
the content. Because each student first takes the test independently, this Collaborative Learning Technique CoLT emphasizes individual accountability.
By retaking the test as teams, individual students benefit from the collective knowledge of the group. Since the group score is generally superior to the
individual scores, Test Taking Teams is useful for demonstrating the value of collaborative learning. Also Barkley et.al state that this technique may be used for
short quizzes within a single class period or for test covering larger amounts of material.
Test Taking Teams is a model that seems to make most students shudder. However, this model is necessary to help students learn about their weaknesses so
that they can improve and learn about their strength; they help give students a steady and encouraging measure of their growth; and tests are helpful for review.
The more students know about tests, the better they can do on them. The information that follows on test is provided for you the teacher so that you can
help your students to be better test. The amount of information that we present to
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