teacher reads aloud, he communicates the massage by adding intonation and gestures to facilitate understanding.
c. Readers’ theatre: a dramatic interpretation of a play script through oral
interpretive reading. The story theme and character development are conveyed through intonation, inflection, and fluency of oral reading.
d. Story writing: an instructional format for teaching narrative writing that
includes three stages: prewriting, writing, and evaluating. By writing their own stories, students increase their awareness of their story parts.
2. The Notion of ReQuest technique
Kennedy 1981: 9 states that the ability to use complete sentence in asking or answering question, and describing events within the student
experiential background can lead to the success in reading comprehension. Therefore, Judson 1963: 163 states that
ReQuest technique is to read with specific questions actively in mind. Although before you read thoroughly you cannot know all the questions
the author may answer for you, it is possible to formulate many important questions beforehand, to guide your thorough reading.
It is supported by Walker 1988: 177 that ReQuest technique is used during the reading of the story to promote active reading comprehension. So, it
means that ReQuest technique is particularly suited for narrative text but can be used with expository text. He also describes it as follows:
ReQuest technique develops comprehension by having the teacher and the students take turn asking and answering questions. At turning point in
the text, the teacher models effective question-asking strategies. The student, in turn, asks appropriate questions by following the model. The
goal is to develop self-questioning strategies for the student.
Based on
http:www.justreadnow.comstrategiesrequest.htm, in
Reciprocal Questioning ReQuest the students take on the role of the teacher by formulating their own list of questions about a reading selection. The teacher then
answers the students questions. This exercise assists reading comprehension at two levels:
1. Students deeply analyze the reading selection to extract their teacher questions.
2. The teacher, in turn, reinforces learning by answering the questions and, if necessary, helping students to refine their work into more focused questions.
Besides that, Burns 1990: 208 states that ReQuest technique seems a promising way of improving reading comprehension because ReQuest technique
is a one to one teaching technique that encourages students to think critically and formulate questions.
In conclusion, ReQuest technique is relatively simple technique that allows the teacher and students to take turn in asking questions about the
sentences of a text. By formulating their own questions, the students can explore their mind to think critically and their reading will be more purposeful.
3. The Classroom Procedures
