ETR method provides opportunities for students to explore many dimensions of the story and to integrate features of it with their existing store of
knowledge Au, 1979. Au in Edwards 2003 also adds that ETR method will help to stimulate the student’s interest in reading and help to develop their
comprehension. Additionally, since ETR method is a discussion-based activity, it encourages students to think critically and to develop their way of
thinking. It also engages the entire class to interact and share their experiences.
c. The Implementation of Experience-Text-Relationship Method
This method is firstly implemented by Au 1979 to teach reading comprehension in EFL of Hawaiian children. Through the implementation of
this method, the students were stimulated to think and to activate their background knowledge during reading process. After reading process using
ETR completed, a test was administered for the student to see the effect of the ETR method in Hawaiian children’s reading comprehension. The result of
Hawaiian children who have been instructed with the ETR method showed to indicate the improvement of their reading achievement.
There are some procedures or steps in implementation of experience- text-relationship method according to Au 1979, as follows:
a. Experience E
In the first section, the teacher sets students to have a discussion. This activity consists of students expressing their own experience of knowledge
about the topic prior to reading. The teacher can stimulate each student to talk by asking some questions related to the topic.
b. Text T
After the students have shared their knowledge sufficiently, the text then becomes the focus of the class. During this section of the lesson, the
teacher asks the students to read short parts of the text and then asks questions about the content. The teacher must be sensitive to the texts that
can cause the students’ misunderstandings and the teacher should work hard to guide the students to find the correct answer.
c. Relationship R
In the final section, the teacher encourages the students to draw relationships or connections between the content of the text discussed in
the previous section and their personal experiences and knowledge. In this section the teacher also gives the students an opportunity to contrast and
compare the information presented in the text with their existing knowledge. This process provides the opportunity for students to expand
their existing schemata. The teacher’s task is to guide the students constructing the meaning of the text by stimulating them with questions
that can lead them to find the correct answer without telling too much information.
B. Relevant Studies
