15 recognition techniques and in the basic skills of comprehension so that the child
can read independently when the assistance of teacher or friend is not available. 7.
Every activity must be related to the whole scheme All the reading activity that the students have should fit with the aims of
reading activity. If the teacher provides the activities that unrelated to the reading lesson, the students will not achieve the goal of reading lesson.
8. Progress through the reading program must be kept under review
The teacher, particularly, if the class is large, will find difficulty to measure the students’ progress in reading lesson. Therefore, in order to see the
progress of each student in class, the teacher should keep the detailed records in every meeting of the reading by conducting some form of standardized test.
7. In-school motivators of reading behavior
According to Guszak 1972: 73, traditionally there are several specific motivators, such as:
-Grades designed to reward or punish ego -Promotion or retention designed to threaten, reward punish
-Symbols such as gold stars to reward or punish ego -Praise and criticism designed to verbally reward or punish ego
Teachers should inform the children about how to get the praise, rewards, and symbols in the reading activities. Guszak then states that the children in class
16 must do the reading activities in competition with other children in class. It will
motivate the children to do best in their reading activities Guszak, 1972: 73.
8. Techniques for fostering motivation
Guszak begins the discussion by emphasizing that most children already have self initiating and directing behaviors going for them. Furthermore he said
that it is our task to foster their full development by:
Building positive self-concepts Assisting realistic goal-setting behaviors
Establishing listening sets Creating
self-instructional attitudes
Planning tangible rewards reinforcement.
Guszak 1972: 74
Buliding positive self-concepts
Children believe they cannot read. They experience a string of failures in their reading instruction. We can correct much of the damage or prevent it in the
following ways:
1. Step 1 Praise the children efforts and accomplishments generously, and allow the opportunities to delay reinforcement as the child develops.
Praise is essential to the development of positive self concept. 2. Step 2 Avoid criticism that reflects on the personality of the individual.
Statements such as “Are you going to be a baby all of your life?”
17 3. Step 3 Criticism can be useful to the child if it focuses on what has to
be done and omits negative statements about the children.
Assisting realistic goal setting
According to Guszak, the affection and praise of teacher will not afford sufficient satisfaction if the child does not get any challenge in the reading task,
Guszak, 1972: 75. Therefore, the teacher should establish realistic short and long term goal in reading activities as it is not an easy to do to predict how quickly
children will master certain skills. Furthermore, according to Guszak, the short realistic goals are those the
child can attain in the short period which are guided by the teachers who assist students in checking their progress in short interval. While long term goals in
reading are things like finishing given book, learning a list of words, etc, Guszak, 1972: 75.
Planning tangible rewards reinforcement
Reinforcement is one of the ways to motivate students in classrooms. However, sometimes praise and approval can not always be carried out in the
terms of both frequency and timing. Therefore, teachers should provide real motivators to children. According to Guszak, the real motivators that can be used
in class are the use of tangible rewards or gifts. Tangible rewards consist of two types; they are fixed rewards and
occasional rewards Guszak, 1972: 78. Fixed rewards means the regularly rewards that have value in the sense that they can be clearly seen as the rewards or
gifts to specific behaviors, for example candy, toys, food, books, etc. If the
18 teachers want to use fixed rewards as one of the reinforcements in class, the
teachers have to tell the students about the behaviors that the students have to achieve in order to get the reward. So, the students know what they have to do in
order to obtain the reward. Furthermore, fixed rewards also have negative results when the student 1
can not complete the task and subsequently gain the reward, 2 is asked to perform other behaviors without reward, or 3 performs the task and gains the
reward, but does not retain the behavior. Different to fixed rewards, occasional rewards seem to be less meaningful
than fixed rewards but more useful and effective to sustain established behaviors. Fixed rewards are more meaningful to students but it can be monotonous for the
students whereas the occasional rewards enable the students to maintain his behavior for long periods of time. Besides, it can make the students not easily
pleased with what they have achieved
9. Cooperative Integrated Reading Composition
