Identification of Fields Problems Determining the Research Problems
3 After reading
In this phase, the teacher would do the following steps: f Dividing the students into some groups.
g Guiding the students to choose a leader for each group to control the discussion.
h Asking each student to mention the words that he or she has selected. i Asking the student write the meaning of the selected words.
j Bringing up small-group discussion to guide the students in comprehending the text.
In the practice, the activities above were formulated into four steps; those are building students’ interest and attention, collecting and exploring key
vocabularies found in the text, building connection between the key vocabularies and content of text; and comprehending the whole text.
The description of each step could be seen as follows:
1 Building students’ interest and attention
Building students’ interest and attention could be done in various ways. In this research, the pre-reading activities were conducted to build the
students’ interest and attention before discussing the main material. Firstly, the students were showed some pictures of animals on the slide which were
related to their daily life. Those animals were categorized as animals in the zoo, animals in the sea, and pets.
Secondly, the students were divided into eight group in which each group consist of four students and then they were given a worksheet
consisting the materials to be learnt at that day. The worksheets were colorful printed and involved some pictures. Since they had a worksheet on
their hand, they could do every activity effectively. Furthermore, they would be engaged to read because there were a lot of colorful pictures on the
worksheet.
2 Collecting and exploring the key vocabularies found in the text
In this step, the students were asked to collect the key vocabularies that they thought those were important, interesting, or challenging to learn. They
also could select the words that they did not know the meaning yet. All of those words would be written on the VSS chart which was given before.
In this activity, a model about how to collect the key vocabularies which were important for comprehending the text would be given. Each
student was supposed to have the key vocabulary to be shared with the other students. In addition, each leader of the group or even his or her members
had to write their words on the board.
3 Building connection between the key vocabularies and content of text
After collecting and exploring the key vocabularies, the students would be guided to build up their mind in defining the selected words
based on the content of text. It meant that they had to see the context of the
text to find the appropriate definition of the words. Understanding the words by seeing the context of the text would improve their long-term
acquisition. Moreover, the students would be given clues from the surrounding
words or sentences in defining the unfamiliar words. They also would be supposed to improve their higher-order thinking skill in which they could
understand the words by recalling their prior knowledge and connected them with the new words they had found.
4 Comprehending the whole text
Understanding the key vocabularies found in the text is the key to comprehend the whole text. In this step, the students had learnt the
selected words so that it would be easier for them to comprehend the text. The comprehension questions were provided to test the students’
comprehension after reading the text. The questions would be in the form of short-answer questions or even true or false statements.