Principles for Teaching Reading

21 solving discussion, concluding and summarizing text, games, puzzle, role-play etc. 3. Strategies-Based Instruction Before discussing Strategies-Based Instruction, in this section, the writer would like to discuss firstly the definition of the term language learning strategies and the position of reading strategies in language learning strategies. Cohen says 1998:68 “Language learning strategies are the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language.” Since language learning strategies must be conscious actions, consciousness in language learning strategies differentiates these processes from other processes that are not strategic Cohen, 1998:4. Strategies in language learning include a range of substrategies from more general to more specific. For example, “forming concepts and hypotheses about how the target language works” is a general strategy, while “improving reading comprehen sion in the new language” is a specific strategy which has many strategies that are more specific Cohen, 1998:9. The examples of the more specific strategies in improving reading comprehension can be skimming, scanning, activating background knowledge, summarizing, etc. Pertaining to the terms that refer to language learning strategy, the literature includes other terms such as technique, tactic, move, macro-strategies and micro strategies Cohen 1998:10. Cohen says 1998:10 A solution to the 22 problem would be to refer to all of these simply as strategies, while still acknowledging that there is a continuum from the broadest categories to the most specific or low- level.” Language learning strategies can contribute success to language learning whatever the skills are. The researcher finds that it is best to adapt one of the options for providing strategy training that is Strategies-Based Instruction in designing the reading materials in this study to develop learners as strategic language learners. In Strategies-Based Instruction, students are explicitly taught how, when, and why strategies can be used to facilitate language learning and those strategies are integrated into the course content explicitly or implicitly Cohen1998: 81. It means that Strategies-Based Instruction facilitates students to become more aware of the range of possible strategies that they can consciously select during language learning and language use. Moreover, they can use those strategies appropriately. In a typical SBI classroom strategy-training situation, the teachers Cohen 1998: 81: 1 describe, model, and give examples of potentially useful strategies; 2 elicit additional examples from students based on the students‟ own learning experiences; 3 lead small-groupwhole class discussion about strategies e.g. reflecting on the rationale behind strategy use, planning an approach to a specific activity, evaluating the effectiveness of chosen strategies; 4 encourage their students to experiment with a broad range of strategies; and 23 5 integrate strategies into everyday class materials, explicitly and implicitly embedding them into the language tasks to provide for contextualized strategy practice. The components of explicit as well as implicit integration of learning strategies into everyday class materials differentiate SBI from other options for providing strategy training Cohen, 1998:82. From what the teachers do in a typical SBI classroom strategy-training it can be said that SBI expands the role of teachers. Teachers‟ job is not only to teach language content but also how to learn the language or language learning strategies. The goal of SBI is to help foreign language students become more aware of Cohen, 1998: 82: 1 how they learn most effectively; 2 how they can enhance their own comprehension and production of the target language; and 3 how they can continue to learn on their own and communication in the target language after they leave the language classroom. In brief, SBI encourages learners to be responsible for their own learning, not only at the time they are joining SBI classroom but also in their further learning. It is because they can transfer their ability to use language learning strategies in new situations. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI