strategies in teaching reading in order to facilitate the students better in comprehension. PLAN Strategy also can facilitate the students in thinking and
reflecting on the text that they have read at two different levels, such as literal comprehension and interpretive or inferential comprehension.
From those above experts’ statements of PLAN Strategy, it can be concluded
that each expert has different definition and concept in explaining this strategy. Caverly, Mandeville and Nicholson as the creator of this strategy states that PLAN
can develop strategic approach to reading. Radcliffe, Caverly, Peterson and Emmons 2004:145 describe PLAN startegy as an instructional approach designed to aid the
students’ understanding, analyze a textbook and start with an evaluation then conclude with an appropriate activity. Cohen and Cowen 2008:219 state that PLAN
is a research-based instructional strategy which can be used for both teaching narrative text and expository text. Then, Urquhart and Frazee 2012:15 add that
PLAN is a reading strategy to get information from the text both general and specific that facilitates the students read startegically based on the steps followed. And at last
but not least, Fastilla 2012:203 adds that PLAN Strategy is a number of strategies which relate the students’ prior knowledge to the text reading.
Therefore, the researcher dealt with the explanation of Cohen and Cowen about PLAN Strategy. The reason was the researcher wanted to know the effect of
PLAN Strategy which is believed to be the instructional strategies to teach narrative text Cohen and Cowen, 2008:219. Thus, each issue is explained in detail in the
following sections.
a. Predict
In before reading phase, we put predict stage as the first step. Radcliffe, Caverly, Peterson and Emmons 2004:148 state that during this stage it is explained
before the students scan the certain reading text and then predict the content of the text, they should predict what is going to happen in the story by analyzing the title
first. After they guess what are the contents will be in the text, the students scan the
text quickly. They are expected to read through the text to become familiar with its content and organization. When the students scan the text, they should aware of the
title, the theme and other characteristics of the text which stated both implicitly and explicitly. The students create a probable map or diagram based on chapter title,
subtitles, highlighted words, and information in the graphics organizer provided. In executing this step, the researcher points out that the students create a
concept map which can be modified as the process continued. Fordham, Wellman, and Sandman cited in Seagrave 2006:6 suggest that the importance of this step is
the integrated reading approach allowed for deeper understanding of the material. Besides, before doing this step, the basic consideration is selecting an appropriate text
which can be related with the students’ prior knowledge or last experience. The students may use dictionary to find the meaning of some difficult words from the
text, but they have to remember the limitation of the time. Thus, the best suggestion for this problem is guiding the students to interpret the word with the whole sentence,
or associate them with the sentence before or after. Here is the example of graphic organizer in the step of predict.
Internal Factors External factors
Characters Characteristics
Title
Setting Theme
Moral Value Background of
story Point of
view
b. Locate
The next step of PLAN Strategy in during reading phase identifies in the professional literature is locate Radcliffe, Caverly, Peterson and Emmons,
2004:148. During this step, the students place check marks ✔ to the table where
they have understanding of it based on their prior knowledge and use question marks ? to the unknown information on their graphic organizer. Seagrave 2006:6 states
that this marking system gives the students a clear list of the topic to focus on during the reading. Caverly, Nicholson and Mandeville 1995:1993 point out that during
this stage, the students enable to determine the speed of their reading and depths to which they must read to complete the related reading task.
Here is the example of graphic organizer in the step of locate.
c. Add
