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The Purposes of Descriptive Text

Then, the last question is asked after the reading; What had I learned from this text?. All of the question correspond to the mental operations to accessing prior information, determining reading purposes, and recalling information. 22 Based on Blachowicz and Ogle, here are the procedures to apply K-W-L chart in teaching reading: 23 1. The teacher guides students in brainstorming or probe their prior knowledge what they already know about the topic of reading. It helps to have students list and share their ideas 2. Teacher creates a K-W-L chart on the board, overhead projector, or computer and writing down the information about what students think or ideas in K – What do we Know ? column. The teacher is not to correct or evaluate but to encourage and stimulate students to think broadly about what they bring about the study. 3. Teacher asks students to think of questions they have about the topic. generally, it will surface on through brainstorming or discussion process. They may begin by reviewing what they know, and finding where their knowledge is incomplete. Write questions on the chart in the colmn marked W - What do we Want to know? 4. The students now should read the text. They are reminded to look for answers to their questions, and for any new ideas they did not anticipate. 5. The students report the things they have learned both they report answers they found to their questions, and then they report any other interesting or important ideas they discovered. It may be writing on the chart in the column marke L- What have we Learned? Thus it concludes that in the K-W-L technique tea cher‘s role stimulates questions for all to persuade as they learn to learn. Because the teacher is the first one to write on the board, it permits students to see models what the students will 22 Gillet, Temple, Temple, Crawford, Understanding Reading Problem, Boston: Pearson, 2012, p.173. 23 Camille Blachowicz and Donna Ogle, Reading Comprehension, New York: The Guilford Press: 2008, p. 114.

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