COMPLETE THE EFFECT OF QUANTUM LEARNING METHOD ON THE STUDENTt
T H E E F F E C T O F Q U A N T U M L E A R N IN G M E T H O D O N T H E S T U D E N T S ’ R E A D IN G A B IL IT Y
IN C O M P R E H E N D IN G R E C O U N T T E X T A T G R A D E T E N T H O F S M A T A M A N S IS W A
P E M A T A N G S IA N T A R
A RESEA RCH
By:
B E R N IE K E A N G G IT A R IS T IA D A M A N IK , S .P d , M .H u m
D o se n P r o g r a m S tu d i P e n d id ik a n B a h a sa In g g e r is
F K IP U n iv e r sita s H K B P N o m m e n se n P e m a ta n g sia n ta r
F A C U L T Y O F T E A C H E R T R A IN IN G A N D E D U C A T IO N
U N IV E R S IT Y O F H K B P N O M M E N S E N P E M A T A N G S IA N T A R
A C A D E M IC Y E A R
2015
1
2
C H A PT E R I
IN T R O D U C T IO N
1 .1 T h e B a c k g r o u n d o f t h e R e s e a r c h
E n g lish is o n e o f la n g u a g e su b je c t a n d lite ra tu re th a t im p o rta n t to te a c h fo r
stu d e n t. A s w e k n o w
p e o p le
to
E n g lish is a n in te rn a tio n a l la n g u a g e a n d a re u se d b y th e
c o m m u n ic a te
o r g e t in fo rm a tio n a ro u n d th e w o rl d flo w
o n sc ie n c e ,
te c h n o lo g y , a n d c u ltu re . A c c o rd in g to R u sm a ja d i (2 0 1 0 :2 6 ) th a t “ E n g lish g re w u p
a ro u n d th e w o rld c o -in c id e W e ste rn C o u n trie s c o lo n ia lism
F ro m
a l l o v e r t h e w o r l d .”
th a t sta te m e n t a b o v e , E n g lish h a s b e e n u sin g to c o m p e titiv e w ith a fte r a n d
a fte r m a n n e r o f d e v e lo p n a tio n w ith th e re su lt th a t E n g lish h a s b e e n u se d b y m u c h
c o u n trie s .
B e c o m in g
m o re
c o u n trie s
use
E n g lish ,
d e fin ite ly
w ill
in flu e n c e
c o m m u n ic a tio n in te rra c ia l a n d c ro ss c u ltu ra l. E n g lish w ill m a k e th e p o in t th a t it
has
d o m in a n t
g lo b a liz a tio n
p o sitio n
so
in
w o rld
th a t E n g lish
la n g u a g e
w ill b e
as
m o d ern
c o m m u n ic a tio n
and
“ T h e L a n g u a g e o f T h e W o rld ” . It m a k e
E n g lish a s a k n o w le d g e th a t sh o u ld b e k n o w n b y th e p e o p le .
E n g lish
is
a
k n o w le d g e . A s
th e
k n o w le d g e
E n g lish
m ust be
ta u g h t o n
fo rm a l in stitu tio n su c h a s sc h o o l. In d o n e sia n stu d e n t s h a v e a lso le a rn e d E n g lish
fo r lo n g tim e . E n g lish is a lso a p a rt o f n a tio n a l e d u c a tio n a n d a lso h a v e in c lu d e d
to C u rric u lu m
o f In d o n e sia e d u c a tio n . In E n g lish , th e stu d e n ts a re e x p e c te d th a t
th e y a re c o m p e te n t o n fo u r E n g lish sk ills , th e y a re sp e a k in g , re a d in g , w ritin g a n d
liste n in g , b u t m o st o f th e m
a re n o t c o m p e te n t to c o m m u n ic a te th e fo u r sk ills.
3
T h e y a re o n ly c o m p e te n t in o n e sk ill su c h lik e sp e a k in g . T h e re is a p e rc e p tio n if
so m e o n e c a n sp e a k E n g lish flu e n tly h e m u st h a v e a g o o d sk ill to c o m m u n ic a te th e
E n g lish
la n g u a g e .
It is tru e b u t n o w g e n e ra lly p e o p le c o m m u n ic a te w ith re a d in g
p ro cess.
T h e p ro c e ss o f re a d in g c a n n e v e r b e se p a ra te d fro m
th e te x t. T h e te x t is
o n e o f th e m a te ria ls re a d th a t m u st b e p ro c e ss e d to g iv in g in fo rm a tio n fo r th e
re a d e r b e c a u se re a d in g is a re c e p tiv e sk ill a n d a n a c tiv e p ro c e ss.
In re a d in g ,
stu d e n ts sh o u ld b e a b le to u n d e rsta n d th e te x t, p re d ic t w h a t w ill c o m e n e x t a n d
b rin g h is o r h e r k n o w le d g e o f th e la n g u a g e to th e te x t su c h a s th e c o m p o n e n ts o f
th e la n g u a g e lik e sp e llin g , v o c a b u la ry , g ra m m a rs, p ro n u n c ia tio n a n d m a in id e a o f
th e te x t.
R e a d in g a lso is a flu e n t p ro c e ss o f re a d e r c o m b in in g i n fo rm a tio n fro m
th e te x t a n d p e o p le s’
b a c k g ro u n d k n o w le d g e to b u ild m e a n in g . S u b se q u e n tly
S to n e (2 0 1 3 :9 8 ) o ffe rs a d e fin itio n o f re a d in g
p u rp o sefu l
so c io
sim u lta n e o u sly
k n o w le d g e
of
c u ltu ra l,
use
th e
th e ir
to p ic
c o g n itiv e , a n d
k n o w le d g e
of
th e
te x t,
of
and
th a t “R e a d in g is a c o m p le x a n d
lin g u istic
spoken
th e ir
p ro cess
and
in
w ritte n
k n o w le d g e
of
w h ic h
read ers
la n g u a g e ,
th e ir
th e ir
c u ltu re
to
c o n stru c t m e a n in g w ith te x t” . It m e a n s th a t re a d in g p ro c e ss n e e d s k n o w le d g e to
p ro c e ss u n d e rsta n d in g th e te x t.
T o u n d e rsta n d p ro c e ss in re a d in g is k n o w n a s re a d in g c o m p re h e n sio n . In
re a d in g c o m p re h e n sio n . T h e re a re m a n y stu d e n ts fin d d iffic u ltie s to u n d e rsta n d
th e te x t. B a se d o n th e w rite r ’s e x p e rie n c e , it is fo u n d th a t th e stu d e n ts a re d iffic u lt
in u n d e rsta n d in g
th e stru c tu re o f th e se n te n c e , th e c o n te x t o f th e te x t, a n d th e
p re d ic tio n w h a t w ill c o m e n e x t. M o st o f th e stu d e n ts g o t lo st w h e n th e y re a d th e
4
te x t e sp e c ia lly in re a d in g re c o u n t te x t. T h e stu d e n ts o n ly re a d , b u t th e y d id n o t try
to
co m p reh en d
a c h ie v e m e n t
in
th e
te x t.
re a d in g
W h ereas
on
based
E n g lish
on
su b je c t
2013
are
C u rric u lu m ,
not
o n ly
a b le
th e
to
stu d e n ts
c a tc h
th e
in fo rm a tio n b u t a lso o b se rv e d , q u e stio n e d , e x p lo re , a sso c ia te , a n d c o m m u n ic a te
th e w ritte n te x t. It is p ro v e d th a t th e q u a lity o f stu d e n t’s re a d in g is lo w e sp e c ia lly
re a d in g c o m p re h e n sio n
T h e re a re m a n y fa c to rs th a t le a d to p o o r q u a lity o f stu d e n ts in re a d in g su c h
as
a
la c k
of
in te re st in
re a d in g , th e a v a ila b ility o f re a d in g m a te ria ls , a n d
th e
te a c h e r’s stra te g y in te a c h in g re a d in g . T h e w rite r w ill d isc u ss a b o u t th e te a c h e r’s
stra te g y in te a c h in g E n g lish re a d in g . S tra te g y in te a c h in g is v e ry n e c e ssa ry in
le a rn in g
p ro c e ss b e c a u se te a c h e r’s stra te g y in te a c h in g
, h e lp s th e stu d e n ts to
stu d y a n d c o m p re h e n d to th e m a te ria l. It w ill b e b e tte r if a te a c h e r n o t o n ly g o t
o n e stra te g y b u t th e te a c h e r m u st h a v e m a n y stra te g ie s in te a c h in g .
O n e te a c h in g m e th o d th a t w a s still a p p lie d b y m o st o f te a c h e r s in re a d in g
is c o n v e n tio n a l m e th o d . C o n v e n tio n a l te a c h in g m e th o d is a tra d itio n a l te a c h in g
m e th o d o r it is a lso c a lle d th e le c tu re m e th o d , b e c a u se th is m e th o d h a s a lw a y s
b e e n u se d a s a m e a n s o f o ra l c o m m u n ic a tio n b e tw e e n te a c h e rs a n d stu d e n ts in th e
te a c h in g
w ith
and
le a rn in g
le c tu rin g
e x e rc ise s .
T h is
p ro c e ss . In th e c o n v e n tio n a l m e th o d
a c c o m p a n ie d
is
m e th o d
by
an
fo cu ses
e x p la n a tio n , a n d
on
e x p la n a tio n
th e
o f th e
te a c h in g is m a rk e d
d iv isio n
te a c h e r.
of
ta sk s
In
and
re a d in g
p ro c e ss th e stu d e n ts o n ly re a d th e te x t th e n th e te a c h e r g iv e s e x p la n a tio n a b o u t th e
te x t o r a n sw e r th e q u e stio n s. T h e re a re so m e a d v a n ta g e s u sin g th is m e th o d su c h a s
sa v e s tim e a n d m o n e y b e c a u se o n ly w ith th e sim p le le a rn in g to o ls th a t stu d e n ts
5
c a n le a rn m u c h m a te ria l, a n d a lso stu d e n ts w h o h a v e th e a b ility to u n d e rsta n d th e
m a te ria l m o re q u ic k ly d o n o t n e e d to fin d a c o n c e p t in d e p e n d e n tly . E v e n th o u g h it
has
som e
a d v a n ta g e ,
c o n v e n tio n a l
m e th o d
a lso
has
d isa d v a n ta g e
e x p e rie n c e o f th e stu d e n t ra r e ly h e a v ily o n th e k n o w le d g e o f
te a c h e r,
te a c h e r
a c tiv e ly
tra n sfe rrin g
k n o w le d g e
w h ile
such
as
e x p e rie n c e o f th e
stu d e n ts
o n ly
re c e iv e
k n o w le d g e fro m th e te a c h e r, a n d d o n o t a llo w stu d e n t to le a rn a c tiv e ly .
B ased
e ffic ie n t in
on
p ro b le m
p ro cess
above
te a c h in g
w rite r w ill c o n d u c t o n e
le a rn in g
m e th o d th a t is m o re
in re a d in g . T h e m e th o d th a t w rite r w ill
c o n d u c t is Q u a n tu m L e a rn in g M e th o d . Q u a n tu m L e a rn in g M e th o d sh o w s te a c h e rs
h o w to o rc h e stra te th e ir stu d e n ts su c c e ss b y ta k in g in to a c c o u n t e v e ry th in g in th e
c la ssro o m
a lo n g w ith th e e n v iro n m e n t, th e d e sig n o f c u rric u lu m , a n d h o w
it is
p re se n te d . T h is m e th o d h a s e x p e c ta tio n in h ig h -e ffe c tiv e w a y to te a c h a n y th in g to
a n y b o d y e sp e c ia lly to stu d e n t in th e c la ssro o m . It m e a n s th a t in a sh o rt tim e b y
u sin g a n in te re stin g te c h n iq u e o f te a c h in g , th e stu d e n ts w ill b e m o re c o m p e te n t
q u ic k ly a n d m o re a c tiv e in le a rn in g p ro c e ss. T h is m e th o d s a re u sin g te c h n iq u e
n a m e ly e n ro ll, e x p e rie n c e , le a rn a n d la b e l, re v ie w a n d re fle c t a n d a lso c e le b ra tio n .
T h is
m e th o d
a lso
su p p o rts
th e
a im s
of 2013
C u rric u lu m , th a t is , in te ra c tiv e
le a rn in g w ith c h a ra c te r b u ild in g .
B a se d o n th e p ro b le m
c o n c lu d e s
th is
th a t re se a rc h e r fa c e d in th e c l a ssro o m , th e w rite r
stu d y p ro p o se s th e e ffe c tiv e n e ss o f Q u a n tu m
L e a rn in g M e th o d
sig n ific a n tly a ffe c t stu d e n ts’ re a d in g a b ility in c o m p re h e n d in g re c o u n t te x t
te n th g ra d e stu d e n t o f
S M A T a m a n S isw a P e m a ta n g s ia n ta r.
to th e
6
1 .2 T h e P r o b l e m s o f t h e R e s e a r c h
B ased
on
th e
b ack g ro u n d
of
th e
research
th e
p ro b le m s
o f th is
stu d y
are
fo rm u la te d a s fo llo w :
1.
D o e s Q u a n tu m L e a rn in g m e th o d sig n ific a n tly a ffe c t th e stu d e n ts’ re a d in g
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g s ia n ta r?
2.
H ow
sig n ific a n t
re a d in g
a b ility
does
in
Q u a n tu m
c o m p re h e n d in g
L e a rn in g
m e th o d
affect
re c o u n t te x t a t g ra d e
th e
stu d e n ts’
te n th
of SM A
T a m a n S isw a P e m a ta n g s ia n ta r?
1 .3 T h e O b j e c t i v e s o f t h e R e s e a r c h
B a se d o n th e p ro b le m
o f th e stu d y p re v io u sly , th e o b je c tiv e s o f th is re se a rc h
a re fo rm u la te d :
1.
T o f i n d o u t i f Q u a n t u m L e a r n i n g M e t h o d s i g n i f i c a n t l y a f f e c t s t h e s t u d e n ts ’
re a d in g
a b ility
in
c o m p re h e n d in g
re c o u n t te x t a t g ra d e
te n th
of SM A
T a m a n S isw a P e m a ta n g s ia n ta r?
2.
T o k n o w h o w sig n ific a n t q u a n tu m
le a rn in g
a ffe c ts th e stu d e n ts’ re a d in g
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g s ia n ta r?
1 .4 T h e S c o p e o f t h e R e s e a r c h
7
In th is c a se , th e w rite r trie s to fin d o u t th e sig n ific a n t e ffe c t o f Q u a n tu m
L e a rn in g
M e th o d
in
a ffe c tin g
th e
stu d e n ts’ re a d in g
a b ility
in
c o m p re h e n d in g
re c o u n t te x t. T h e th e o ry is u se d b y D e P o rte r (2 0 1 3 : 3 4 ) sta te d Q u a n tu m L e a rn in g
M e th o d
are
a c c e le ra te d
m e th o d s
and
le a rn in g , a n d
p h ilo so p h y
of
N e u ro lin g u istic
le a rn in g
th a t c o m b in e
su g g e sto lo g y ,
(N L P ). T h is m e th o d w ill c o n d u c t in
re a d in g a b ility o f stu d e n t th a t m e a su re c o m p re h e n d s to th e te x t o f re c o u n t te x t in
le v e l lite ra l re a d in g . A c c o rd in g to B u rn (1 9 8 4 : 1 7 7 ), lite ra l re a d in g re c o g n iz in g
sta te d m a in id e a s, d e ta il c a u se s a n d e ffe c ts, a n d se q u e n c e a s th e b a sis o f lite ra l
c o m p re h e n sio n a n d th ro u g h u n d e rsta n d in g o f v o c a b u la ry , se n te n c e m e a n in g , a n d
p a ra g ra p h m e a n in g .
The
m a te ria l
w h ic h
used
by
th e
w rite r
is
lo n g
fu n c tio n a l
te x t
w ith
sp e c ific a tio n in re a d in g c o m p re h e n sio n o f re c o u n t te x t. T h e re se a rc h w ill c o n d u c t
to th e te n th g ra d e stu d e n t o f S M A T a m a n S isw a P e m a t a n g sia n ta r a t first se m e ste r
in a c a d e m ic y e a r 2 0 1 4 /2 0 1 5 .
1 .5 T h e R e s e a r c h S i g n i f i c a n c e s
T h e re a re tw o sig n ific a n t o f th is re se a rc h , n a m e ly th e o re tic a l sig n ific a n c e
a n d p ra c tic a l sig n ific a n c e .
1 .5 .1
T h e T h e o r e tic a l S ig n ific a n c e
T h e th e o rie s a re sig n ific a n t ju st to m a k e th e stu d y sig n ific a n t to su p p o rt
th e o rie s u se d . H e re , th e w rite r h o p e s th a t th is re se a rc h c a n g iv e p ro fita b le
d e sc rip tio n to a n y fu rth e r re se a rc h e r w h o w a n ts to stu d y th e sa m e c a se , so
th is stu d y b e c o m e s a h e lp fu l in fo rm a tio n a n d u se fu l r e fe re n c e fo r th e n e x t
stu d y .
8
9
1 .5 .2
T h e P r a c tic a l S ig n ific a n c e
1 .5 .2 .1 T h e T e a c h e r
T h e re se a rc h w ill g iv e c o n trib u tio n fo r E n g lish te a c h e r s a s so u rc e s o f
in fo rm a tio n a n d a s a re fe re n c e to d e v e lo p th e te a c h in g le a rn in g p ro c e ss
e sp e c ia lly
in
re a d in g
c o m p re h e n sio n
in
u sin g
Q u a n tu m
L e a rn in g
M e th o d .
1 .5 .2 .2 T h e S t u d e n t
It is v e ry u se fu l fo r th e stu d e n ts to g iv e a c o n trib u tio n to th e stu d e n ts
h o w to im p ro v e th e ir sk ill in re a d in g c o m p re h e n sio n .
1 .5 .2 .3 T h e F u r t h e r S t u d y
T h is re se a rc h w ill b e e x p e c te d to h a v e c o n trib u tio n to th e n e x t fu rth e r
stu d y th a t w ill le a rn a n d m a k e o b se rv a tio n e sp e c ia lly to fin d o u t th e
e ffe c t o f Q u a n tu m L e a rn in g M e th o d in re a d in g c o m p re h e n sio n .
1 .6 T h e o r e t i c a l F r a m e w o r k
T h is stu d y is b a se d o n so m e th e o rie s su c h a s :
1.
B u rn (1 9 8 4 :1 7 7 )
T h e re a re th re e le v e l re a d in g c o m p re h e n sio n s , th e y a re , 1 ) lite ra l re a d in g ,
2 ) in te rp re ta tiv e re a d in g , a n d 3 ) c ritic a l re a d in g .
2.
A ld e rso n (2 0 0 0 :2 0 2 )
T h e re a re so m e te c h n iq u e s in te stin g re a d in g n a m e ly th e c lo z e a n d g a p
fillin g
te st,
te c h n iq u e s.
m u ltip le
c h o ic e
te c h n iq u e s ,
and
a lte rn a tiv e
o b je c tiv e
10
3.
N u n a n (2 0 0 3 :6 8 )
R e a d in g is a flu e n t p ro c e ss o f re c e iv e r c o m b in in g in fo rm a tio n fro m a te x t
a n d th e ir o w n b a c k g ro u n d k n o w le d g e to b u ild m e a n in g .
4.
B ro w n (2 0 0 0 : 3 1 5 )
A c c o rd in g to B ro w n
a g o o d ru b ric to k e e p in m in d fo r te a c h in g re a d in g
is th e fo llo w in g th re e - p a rt fra m e w o rk n a m e ly b e fo re re a d in g , w h ile
re a d in g
5.
a n d a fte r re a d in g
S m ith (2 0 0 4 :1 2 )
C o m p re h e n sio n
is
a
k in d
o f u p -m ark et sy n o n y m
fo r u n d e rsta n d in g
in
d isc u ssio n th a t a re (o r a re in te n d e d to a p p e a r) te c h n ic a l a n d sc ie n tific .
6.
M o re illo n (2 0 0 7 :1 1 )
Ju d i M o re illo n
a c tiv a tin g
or
id e n tifie s se v e n re a d in g c o m p re h e n sio n stra te g ie s th e re a re
b u ild in g
b ack g ro u n d
k n o w le d g e ,
u sin g
sen so ry
im a g e s,
q u e stio n in g , m a k in g p re d ic tio n s a n d in fe re n c e s, d e te rm in in g m a in id e a ,
u sin g fix -u p o p tio n s, a n d sy n th e z in g .
7.
K lin g n e r (2 0 0 7 : 2 )
R e a d in g
C o m p re h e n sio n
c o o rd in a tin g
a
is
a
p ro cess
n u m b e r o f c o m p le x
of
p ro cess
c o n stru c tin g
th a t in c lu d e
m e a n in g
w o rd
by
re a d in g ,
w o rd , w o rld k n o w le d g e , a n d flu e n c y .
8.
S to n e (2 0 0 9 : 9 8 )
R e a d in g
is
a
c o m p le x
and
p u rp o sefu l
so c io
c u ltu ra l,
c o g n itiv e ,
and
lin g u istic p ro c e ss in w h ic h re a d e rs sim u lta n e o u sly u se th e ir k n o w le d g e o f
11
sp o k e n a n d w ritte n la n g u a g e , th e ir k n o w le d g e o f th e to p ic o f th e te x t, a n d
th e ir k n o w le d g e o f th e ir c u ltu re to c o n stru c t m e a n in g w ith te x t .
9.
A rik u n to (2 0 1 0 :1 0 2 )
P o p u la tio n is se t o r c o lle c tio n o f a ll e le m e n ts p ro c e ssin g o n e o r m o re
a ttrib u te s o f in te re st.
1 0 . S n o w (2 0 0 2 :1 1 )
R e a d in g c o m p re h e n sio n a s th e p ro c e ss o f sim u lta n e o u sly e x tra c tin g a n d
c o n stru c tin g m e a n in g th ro u g h in te ra c tio n a n d in v o lv e m e n t w ith w ritte n
la n g u a g e
1 1 . H a m id (2 0 1 2 : 7 5 )
H a m id sa id th a t Q u a n tu m
reach
th e
lig h t
le a rn in g try in g to le a rn a s m u c h a s p o ssib le to
in te ra c tio n s ,
re la tio n sh ip s ,
re su ltin g
in
en erg y
and
in sp ira tio n so th a t th e lig h t.
1 2 . S u g iy o n o (2 0 1 3 : 1 1 1 )
T h e d e sig n o f p re -e x p e rim e n ta l a re O n e G ro u p P re te st P o stte st D e sig n .
1 3 . F a u z ia n ti
( 2013 : 98)
E n d a n g F a u z ia n ti d k k sa id lik e a n o th e r a sse ssm e n t o f o th e r la n g u a g e sk ill
th e re a sp e c t to b e m e a su re a re p ro p o se d in in c lu d in g th e fo llo w in g ite m s
la n g u a g e a n d g ra p h ic sy m b o ls, id e a s, a n d T o n e a n d S ty le .
1 4 . D e P o rte r(2 0 1 3 :3 4 )
Q u a n tu m
L e a rn in g M e th o d is m e th o d s a n d p h ilo so p h y o f le a rn in g th a t
c o m b in e su g g e sto lo g y , a c c e le ra te d le a rn in g , a n d N e u ro lin g u istic (N L P ).
12
1 .7 T h e H y p o t h e s i s
I n t h i s r e s e a r c h , t h e w r i t e r u s e s s t a t i s t i c a l h y p o t h e s i s . S t a t i s t i c a l h y p o t h e s is
is u se d to d e c id e w h e th e r th e h y p o th e sis w ill b e a c c e p te d o r re je c te d . S o , th e
h y p o th e sis, w h ic h a re fo rm u la te d in th is p ro p o sa l a re :
: Q u a n tu m L e a rn in g m e th o d sig n ific a n t a ffe c ts th e stu d e n ts’ re a d in g a b ility
H a
in
c o m p re h e n d in g
reco u n t
te x t
at
g rad e
te n th
of
SM A
Tam an
S isw a
P e m a ta n g sia n ta r
L e a rn in g m e th o d d o e sn ’t sig n ific a n t a ffe c ts th e stu d e n ts’ re a d in g
H o : Q u a n tu m
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g sia n ta r
1 .8 T h e K e y T e r m s o f T h e R e s e a r c h
T h e re so m e te rm s in th is stu d y th e re a re c la rifie d a s fo llo w :
1.
E ffe c t is c h a n g e th a t so m e th in g o r so m e b o d y c a u se in so m e th in g o r so m e b o d y
(O x fo rd D ic tio n a ry 2 0 0 0 :1 3 8 )
2.
A b ility
is
th e
p h y sic a l
or
m e n ta l
pow er
or
sk ill
needed
to
do
so m e th in g (C a m b rid g e D ic tio n a ry 2 0 0 8 )
3.
R e a d in g C o m p re h e n sio n is a p ro c e ss o f c o n stru c tin g m e a n in g b y c o o rd in a tin g
a
num ber
of
c o m p le x
p ro cess
th a t
in c lu d e
w o rd
re a d in g ,
w o rd ,
w o rld
k n o w le d g e , a n d flu e n c y (K lin g n e r 2 0 0 7 : 2 )
4.
Q u a n tu m
c re a te s
L e a rn in g
p a ssio n a te
is
an
in te g ra te d
te a c h e rs,
m e th o d
e n g a g in g
o f te a c h in g
c la ssro o m
and
and
le a rn in g
m e a n in g fu l
th a t
c o n te n t
re su ltin g in a c c e le ra te d stu d e n t’s a c h ie v e m e n t. ( D e P o r te r 2 0 0 0 : 2 5 )
5.
R e c o u n t is a te x t w h ic h list a n d d e sc rib e s p a st e x p e rie n c e b y re te llin g e v e n ts
in th e o rd e r in w h ic h th e y h a p p e n e d (H o o k 1 9 9 8 : 4 )
C H A P T E R II
R E V IE W
O F R E L A T E D
L IT E R A T U R E
2 .1 Q u a n t u m L e a r n i n g
N ow adays,
e d u c a tio n
E n g lish
e x p e rts
so
to
m any
im p ro v e
in n o v a tio n s
th e
and
te a c h in g
c re a tio n s
and
are
le a rn in g
c la ssro o m . O n e o f th e in n o v a tio n s is Q u a n tu m
m ade
by
som e
q u a lity , e sp e c ia lly in
L e a rn in g m e th o d . T h is
m e th o d h a s b e c o m e p o p u la r re c e n tly s in c e th e m e th o d m a k e s th e c la ssro o m m o re
e ffe c tiv e a n d th e stu d e n ts e n jo y th e le sso n .
A c c o rd in g to D e P o rte r (2 0 1 3 :1 6 ) “ Q u a n tu m
m e a n s in te ra c tio n c h a n g in g
e n e rg y b e c o m e s lig h t. B e c a u se a ll life is e sse n tia lly e n e rg y ” .
sa id th a t Q u a n tu m
H a m id (2 0 1 2 : 7 5 )
le a rn in g try in g to le a rn a s m u c h a s p o ssib le to re a c h th e lig h t
in te ra c tio n s , re la tio n sh ip s , re su ltin g in e n e rg y a n d in sp ira tio n so th a t th e lig h t.
F ro m
e x p la n a tio n a b o v e w e c a n c o n c lu d e th a t in Q u a n tu m
le a rn in g th e stu d e n t
w ill b e a b le m a k e le a p u n e x p e c te d a c h ie v e m e n t if h e u se s h is o f th o u g h t a n d h is
e m o tio n s a p p ro p ria te ly . F o r sim p le Q u a n tu m L e a rn in g is a p ro c e ss a c c e le ra te d in
te a c h in g
and
le a rn in g
p ro cess
w ith
good
m e th o d
or
stra te g ie s
to
a c h ie v e
c o m p e te n c e s th a t is e x p e c te d q u ic k ly a n d a c c u ra te ly .
2 .1 .1
P r in c ip le o f Q u a n tu m L e a r n in g
A c c o rd in g to D e P o tte r (2 0 1 0 :3 6 ) th e re a re 5 p rin c ip le s in Q u a n tu m
le a rn in g , su c h a s:
1.
E v e ry th in g S p e a k s: E v e ry th in g , fro m
to
d istrib u tio n
of
m a te ria ls, c o n v e y s
le a rn in g .
11
su rro u n d in g s a n d to n e o f v o ic e
an
im p o rta n t
m ess age
about
12
2.
E v e ry th in g is O n P u rp o se : E v e ry th in g w e d o h a s a n in te n d e d p u rp o se .
3.
E x p e rie n c e B e fo re
c o n te n t
in to
L a b e l: S tu d e n ts m a k e m e a n in g a n d tra n sfe r n e w
lo n g -te rm
m em o ry
by
c o n n e c tin g
to
e x istin g
schem a.
L e a rn in g is b e st fa c ilita te d w h e n stu d e n ts e x p e rie n c e th e in fo rm a tio n
in so m e a sp e c t b e fo re th e y a c q u ire la b e ls fo r w h a t is b e in g le a rn e d .
4.
A c k n o w le d g e E v e ry E ffo rt: A c k n o w le d g m e n t o f e a c h stu d e n t’ s e ffo rt
e n c o u ra g e s le a rn in g a n d e x p e rim e n ta tio n .
5.
If It’s W o rth L e a rn in g , It’ s W o rth C e le b ra tin g !: C e le b ra tio n p ro v id e s
feed b ack
re g a rd in g
p ro g ress
and
in c re a se s
p o sitiv e
e m o tio n a l
a sso c ia tio n s w ith th e le a rn in g .
2 .1 .2
E le m e n t o f Q u a n tu m L e a r n in g
A s th e a p p lic a tio n o f q u a n tu m
Q u a n tu m
c o n te n t
le a rn in g , th e re a re so m e ste p s to d o . T h e
L e a rn in g d e sig n fra m e th a t d riv e s th e p re se n ta tio n a n d fa c ilita tio n o f
w as
fo rm u la te d
fro m
m any
y ears
of
research
on
e ffe c tiv e
d e liv e ry
m e th o d s a n d is th e stru c tu ra l fra m e u p o n w h ic h c o n te n t is d e sig n e d to e n su re
stu d e n t m a ste ry . T h e re a re so m e e le m e n ts th a t a re a lig n e d w ith le a rn in g c y c le a re
(D e P o tte r 2 0 1 0 :3 9 )
1.
E n ro ll: U se te a c h e r m o v e s th a t c a p tu re th e in te re st, c u rio sity a n d a tte n tio n
o f th e stu d e n ts.
2.
E x p e rie n c e : C re a te o r e lic it a c o m m o n e x p e rie n c e , o r ta p in to c o m m o n
k n o w le d g e
to
w h ic h
a ll
le a rn e rs
can
re la te . E x p e rie n c e
c re a te s sc h e m a o n w h ic h to b u ild n e w c o n te n t.
b efo re
Label
13
3.
L earn &
le a rn
L a b e l: P re se n t, se q u e n c e a n d d e fin e th e m a in c o n te n t. S tu d e n ts
la b e ls, th in k in g sk ills a n d a c a d e m ic stra te g ie s. S tu d e n ts a d d n e w
c o n te n t to th e ir e x istin g sc h e m a .
4.
D e m o n stra te : G iv e stu d e n ts a n o p p o rtu n ity to d e m o n stra te a n d a p p ly th e ir
n e w le a rn in g .
5.
R e v ie w
and
stra te g ie s
R e fle c t:
and
U se
a
v a rie ty
e m p o w e r stu d e n ts
to
o f e ffe c tiv e , m u lti-se n so ry
p ro cess
th e ir n e w
re v ie w
c o n te n t th ro u g h
re fle c tio n .
6.
C e le b ra tio n : A c k n o w le d g e th e le a rn in g . It c e m e n ts th e c o n te n t a n d a d d s a
se n se o f c o m p le tio n .
2 .1 .3
M o d e l o f Q u a n tu m L e a r n in g
Q u a n tu m
L e a rn in g
M e th o d
is
m e th o d s
and
p h ilo so p h y
of
le a rn in g
th a t
c o m b in e su g g e sto lo g y , a c c e le ra te d le a rn in g , a n d N e u ro lin g u istic ( D e P o rte r 2 0 1 3
:1 6 ). S u g g e sto lo g y u se d to g iv e th e p o sitiv e a n d n e g a tiv e su g g e st to th e stu d e n t
w ith te c h n ic a lly m a k e th e stu d e n t c o m fo rt o n th e ir site , se t th e b a c k g ro u n d w ith
th e m u sic , in c re a se stu d e n t p a rtic ip a tio n , a n d a lso p u t u p p o ste rs. A c c e le ra te d
le a rn in g th a t u se d to p e rh a p s th e stu d e n ts to le a rn w ith im p re ssiv e sp e e d b y u sin g
n o rm al
e ffo rt.
N e u ro lin g u istic
is
o b serv ed
about
how
th e
m in d
m anage
th e
in fo rm a tio n .
Q u a n tu m
L e a rn in g is a n in te g ra te d sc h o o l m o d e l d e sig n e d to in itia te c h a n g e ,
e n h a n c e te a c h e r c a p a c ity , a n d in c re a se stu d e n t a c h ie v e m e n t. A p rim a ry g o a l o f the
m odel
is
to
C o m p o n e n ts
c re a te
of
th e
school
m odel
e n v iro n m e n ts
fo cu s
on
th a t
are
le a d e rsh ip ,
e n g a g in g
and
research ed -b ased
d y n a m ic .
te a c h in g
14
m e th o d s, c o g n itiv e p sy c h o lo g y , le a rn in g a n d life sk ills, p a re n t a n d c o m m u n ity
in v o lv e m e n t, a n d sc h o o l im p ro v e m e n t th ro u g h e v a lu a tio n . T h e m o d e l se e k s to
m ake
c o n te n t m o re
m e a n in g fu l a n d
re le v a n t to
stu d e n ts f o r liv e s. S o m e c o re
e le m e n ts in Q u a n tu m L e a rn in g to b e s u c c e ssfu l su c h a s :
1.
T h e P h y sic a l E n v iro n m e n t
E v e ry e ffo rt is m a d e to c re a te a c o m fo rta b le le a rn in g e n v iro n m e n t.
L ig h tin g , te m p e ra tu re , c o lo r, p la n ts a n d d e c o r a re ta k e n in to c a re fu l
c o n sid e ra tio n . S e a tin g a rra n g e m e n ts a re o p e n a n d fle x ib le .
2.
M u sic
A p p ro p ria te
and
e ffe c tiv e
use
of
m u sic
enhances
th e
le a rn in g
e n v iro n m e n t. B a ro q u e m u sic h e lp s stu d e n ts re la x a n d fo c u s. U p b e a t
m u sic e n e rg iz e s stu d e n ts.
3.
P e rip h e ra ls
P e rip h e ra ls
are
p o ste rs
and
v isu a ls
th a t
re in fo rc e
le sso n s.
The
in fo rm a tio n , o r su g g e stio n , c o n ta in e d in th e p e rip h e ra ls is ta k e n in b y
th e su b c o n sc io u s m in d w h ile th e stu d e n t is c o n sc io u sly fo c u se d o n th e
te a c h e r o r a n a c tiv ity .
4.
Teacher
T h e te a c h e r m u st e sta b lish c re d ib ility w ith th e stu d e n ts a n d b e w e ll
t r a i n e d i n i m p l e m e n t i n g t h e c o n c e p t o f A c c e l e r a t e d L e a r n i n g . T o n a l i ty
o f sp e e c h (p itc h /to n e /te m p o /lo u d n e ss/so ftn e ss) is a te c h n iq u e u se d to
c a p tu re th e stu d e n ts‟ a tte n tio n a n d e m p h a siz e k e y p o in ts.
15
5.
A tm o sp h e re
E m o tio n a l sa fe ty is e sta b lish e d a n d th e to n e is frie n d ly a n d jo y fu l.
P o sitiv e
e m o tio n s
in flu e n c e
th e
le a rn in g
p ro cess
and
enhance
re te n tio n . C a re fu l la n g u a g e e m p h a siz e s p o sitiv e sta te m e n ts a n d a v o id s
n e g a tiv e
sta te m e n ts.
The
te a c h e r
b u il d s
stro n g
rap p o rt
and
re la tio n sh ip s w ith th e stu d e n ts.
6.
A rts
T h e te a c h e r u se s p ro p s su c h a s p u p p e ts, c o stu m e s, h a ts a n d a rtifa c ts to
illu stra te le sso n s. D ra m a tic s, in c lu d in g ro le -p la y in g a n d sto ry te llin g ,
m a k e le sso n s c o m e a liv e .
7.
C o n c e rts
T hese
e le m e n ts
are
used
in
c la ssic
su g g e sto p e d ia
c la ssro o m s.
A c c o m p a n ie d b y se le c te d m u sic , th e te a c h e r d ra m a tic a lly re a d s a sto ry
im b e d d e d
w ith
in fo rm a tio n
and
m a in
p o in ts
fro m
th e
le sso n
and
stu d e n ts jo in t it a c tiv e ly o r p a ssiv e ly . U sin g th e p ro p e r v o ic e to n a lity is
a c ru c ia l p a rt o f e ffe c tiv e ly te llin g th e sto ry .
8.
T e a c h in g F ra m e
T h e te a c h in g fra m e is th e e le m e n t th a t b rin g s it a ll to g e th e r in to a
h a rm o n io u s
flo w .
A
stro n g
fram e
g iv e s
th e
c o n te n t
stru c tu re ,
e ffe c tiv e ly ta k in g stu d e n ts th ro u g h a su c c e ssfu l le a rn in g c y c le .
16
2 .2 R e a d i n g
R e a d in g is a p ro c e ss to g e t in fo rm a tio n , g iv e n b y th e w rite r th ro u g h
w ritte n w o rd s o r th e la n g u a g e . B y a re a d in g o n e is fin d in g in fo rm a tio n a n d
c o m p re h e n d in g th e m e a n in g o f th e te x t.
A c c o rd in g
to
N unan
c o m b in in g in fo rm a tio n fro m
(2 0 0 3 :
68)
“ R e a d in g
is
flu e n t
p ro cess
re c e iv e r
te x t a n d th e ir o w n b a c k g ro u n d k n o w le d g e to b u ild
m e a n in g ” .
A c c o rd in g
to
S to n e
(2009: 98)
” R e a d in g
is
a
c o m p le x
an d p u rp o sefu l
so c io c u ltu ra l, c o g n itiv e , a n d lin g u istic p ro c e ss in w h ic h re a d e rs sim u lta n e o u sly
u se s th e ir k n o w le d g e o f sp o k e n a n d w ritte n la n g u a g e , th e ir k n o w le d g e o f th e to p ic
o f th e te x t, a n d th e ir k n o w le d g e o f th e ir c u ltu re to c o n stru c t m e a n in g w ith te x t ” .
F ro m
th e d e fin itio n w e c a n c o n c lu d e th a t re a d in g is a p ro c e ss re c e iv e d o f
m e ssa g e in fo rm a tio n fro m th e w rite r to th e re a d e r th a t w h ic h th e re a d e r u se d th e ir
k n o w le d g e to u n d e rsta n d o r c o n stru c t m e a n in g .
2 .2 .1
C o m p r e h e n sio n
C o m p re h e n sio n is a p ro c e ss to k n o w a n d to u n d e rsta n d . A lm o st e v e ry d a y
th e p ro c e ss o f c o m p re h e n sio n a re u se d b y a h u m a n e sp e c ia lly in sp e e c h th a t th e n
b rin g s to th e re a d in g p ro c e ss. S m ith (2 0 0 4 :1 2 ) sa y th a t c o m p re h e n sio n is a k in d o f
u p -m ark et sy n o n y m
ap p ear)
te c h n ic a l
fo r u n d e rsta n d in g in d isc u ssio n th a t a re (o r a re in te n d e d to
and
sc ie n tific . In
c o m p re h e n sio n
p ro cess
th e
read er
try
to
u n d e rsta n d th e te x t th a t w ith fin d o u t th e m e a n s e a c h o f th e w o rd s o r a p p ro a c h
w o rd s,
th e n
c o m b in e
th e
k n o w le d g e
of
th e
read er
(m ak e
a
c o n n e c tio n ).
C o m p re h e n sio n m a y b e re g a rd e d a s re la tin g a sp e c t o f w o rld a ro u n d u s - in c lu d in g
17
w h a t w e re a d - to th e k n o w le d g e , in te n tio n , a n d e x p e c ta tio n w e a lre a d y h a v e in o u r
h e a d . S o , in c o m p re h e n sio n th e re is c o n n e c tio n th a t c o m b in in g th e in fo rm a tio n
w ith k n o w le d g e to fin d o u t a n u n d e rsta n d in g .
2 .2 .2
R e a d in g C o m p r e h e n sio n
R e a d in g C o m p re h e n sio n c o m p o se d w ith tw o w o rd s th e re a re re a d in g a n d
c o m p re h e n sio n . R e a d in g is a p ro c e ss re c e iv e d a m e ssa g e fro m th e w ritte n te x t a n d
c o m p re h e n sio n is a p ro c e ss to u n d e rsta n d th e w ritt e n te x t. A c c o rd in g to S n o w
(2 0 0 2 :1 1 ) sta te d th a t R e a d in g c o m p re h e n sio n a s th e p ro c e ss o f sim u lta n e o u sly
e x tra c tin g a n d c o n stru c tin g m e a n in g th ro u g h in te ra c tio n a n d in v o lv e m e n t w ith
w ritte n
la n g u a g e . F ro m
th e
e x p la n a tio n
above
w e
can
c o n c lu d e
th a t re a d in g
c o m p re h e n sio n is a p ro c e ss m a k e a c o n n e c tio n to u n d e rsta n d a n d c o n stru c t th e
m e a n in g a s w a y to re c e iv e a m e ssa g e o r in fo rm a tio n th a t th e re in w ritte n te x t o r
la n g u a g e . In c o m p re h e n sio n b a sic a lly ta lk a b o u t h o w to m a k e c o n n e c tio n to th e
w ritte n te x t a n d it is a v o id th e re a d e r to g e t lo st w h e n th e y re a d .
2 .2 .2 .1 L e v e l R e a d i n g C o m p r e h e n s i o n
A c c o rd in g to B u rn (1 9 8 4 :1 7 7 ) sta te d th a t th e re a re th re e le v e ls o f re a d in g
c o m p re h e n sio n , th e y a re :
1.
L ite r a l R e a d in g
R e a d in g
fo r
lite ra l
c o m p re h e n sio n ,
w h ic h
in v o lv e s
a c q u irin g
in fo rm a tio n th a t is d ire c tly sta te d in a se le c tio n is a p re re q u isite fo r
h ig h e r le v e l u n d e rsta n d in g . R e c o g n iz in g sta te d m a in id e a s, d e ta ils,
causes
and
e ffe c ts,
and
sequence
is
th e
b a sis
o f
lite ra l
18
c o m p re h e n sio n , a n d th ro u g h u n d e rsta n d in g o f v o c a b u la ry , se n te n ce
m e a n in g , a n d p a ra g ra p h m e a n in g is im p o rta n t.
2.
In te r p r e ta tiv e R e a d in g
In te rp re tiv e c o m p re h e n sio n in v o lv e s re a d in g b e tw e e n th e lin e s o r
m a k in g
in fe re n c e s. It
is
th e
p ro cess
o f d e riv in g
id e a s
th a t a re
im p lie d ra th e r th a n d ire c tly sta te d . R e a d e r m a k e s in fe re n c e s b a se d
o n th e ir sc h e m a ta . It is im p o rta n t to re a liz e th a t c h ild re n h a v e le ss
p rio r
k n o w le d g e
sp o n ta n e o u sly ;
th a n
even
a d u lts
th e y
and
possess
do
th e
not
m ake
n ecessary
in fe re n c e s
sc h e m a ta
or
b a c k g ro u n d k n o w le d g e .
3.
C r itic a l R e a d in g
C ritic a l
id e a s
re a d in g
is
d isc o v e re d
e v a lu a tin g
in
th e
w ritte n
m a te ria l
m a te ria ls, c o m p a rin g
w ith
sta n d a rd s
and
th e
d ra w in g
c o n c lu s io n s a b o u t th e ir a c c u ra c y , a p p ro p ria te n e ss, a n d tim e lin e ss.
It re q u ire s th e re a d e r to h a v e c ritic a l th in k in g o f w h a t th e y re a d .
C ritic a l
re a d in g
in te rp re tiv e
depends
upon
c o m p re h e n sio n ,
and
lite ra l
g ra sp in g
c o m p re h e n sio n
im p lie d
and
id e a s
is
e sp e c ia lly im p o rta n t.
2 .2 .2 .2 T e a c h i n g R e a d i n g C o m p r e h e n s i o n S t r a t e g i e s
T e a c h in g re a d in g is o n e w a y in te a c h in g in re a d a te x t e sp e c ia lly in
th e c la ss ro o m . T h e re a re m a n y te c h n iq u e s, a n d stra te g y in te a c h in g
re a d in g . A c c o rd in g
to
B ro w n
m in d fo r te a c h in g re a d in g
(2 0 0 0 : 3 1 5 ) a g o o d ru b ric to k e e p in
is th e fo llo w in g th re e - p a rt fra m e w o rk :
19
1.
B e fo r e r e a d in g : S p e n d tim e in tro d u c in g th e to p ic , e n c o u ra g in g
sk im m in g ,
sc a n n in g ,
p re d ic tin g ,
and
a c tiv a tin g
sc h e m a ta .
S tu d e n t c a n b rin g th e b e st o f th e ir k n o w le d g e a n d sk ill to a te x t
w h e n th e y h a v e b e e n g iv e n c h a n c e to “ e a se in to ” th e p a ssa g e .
2.
W h ile r e a d in g : n o t a ll re a d in g is sim p ly e x te n siv e o r g lo b a l
re a d in g . T h e re m a y b e c e rta in fa c t o r rh e to ric a l d e v ic e s th a t
stu d e n t sh o u ld
ta k e
n o te
o f w h ile th e y re a d . G iv e stu d e n t a
se n se o f p u rp o se fo r re a d in g ra th e r th a n ju st re a d in g b e c a u se
o rd e re d it.
3.
A fter
r e a d in g :
C o m p re h e n sio n
q u e stio n
are
ju st
one
fo rm
a c tiv ity a p p ro p ria te fo r p o st- re a d in g . A lso c o n sid e r v o c a b u la ry
stu d y , id e n tify in g th e a u th o r’s p u rp o se , d isc u ssin g th e a u th o rs’
lin e re a so n in g , e x a m in in g g ra m m a tic a l stru c tu re s, o r ste e rin g
stu d e n ts to w a rd a fo llo w u p w ritin g e x e rc ise .
R e a d in g C o m p re h e n sio n stra te g ie s a re to o ls th a t p ro fic ie n t re a d e rs
use
to
so lv e
th e
c o m p re h e n sio n
p ro b lem s
th e y
e n c o u n te r
in
te x t.
M o re illo n (2 0 0 7 : 1 1 ) id e n tifie s se v e n te a c h in g re a d in g c o m p re h e n sio n
stra te g ie s th e re a re :
1.
A c tiv a tin g o r b u ild in g b a c k g r o u n d k n o w le d g e
U n d e rsta n d in g
th e
c o m p re h e n sio n
is
im p o rta n t
of
c ritic a l b e c a u se
b ack g ro u n d
w e
k n o w le d g e
connect new
to
in fo rm a tio n
w ith p rio r k n o w le d g e b e fo re w e in te g ra te d th e n e w in fo rm a tio n .
20
2.
U sin g se n so r y im a g e s
S en so ry
e x p e rie n c e s
are
a
sig n ific a n t a sp e c t o f o u r b a c k g ro u n d
k n o w le d g e . S e n so ry im a g e ry is a n im p o rta n t p a rt o f o u r sc h e m a s.
W h e n w e b rin g o u r se n so ry k n o w le d g e to th e re a d in g o f a te x t, w e
a re th e d ire c to rs o f th e m o v ie th a t p la y s in sid e o u r h e a d s.
3.
Q u e stio n in g
Q u e stio n in g is a m o n g th e so c ia l c o m p e te n c ie s th a t c h ild re n b rin g
w ith th e m
to th e ir sc h o o lin g . T h e q u e stio n in g re q u ire d to d e e p e n
re a d in g c o m p re h e n sio n is sig n ific a n tly d iffe re n t in p u rp o se a n d in
a p p lic a tio n .
4.
M a k in g P r e d ic tio n s a n d In fe r e n c e s
p re d ic tio n a re e d u c a te d g u e sse s a b o u t w h a t w ill h a p p e n n e x t b a se d
o n w h a t is k n o w n fro m
read er’s b ack g ro u n d
re a d in g th e te x t, p re d ic tio n c a n in v o lv e
k n o w le d g e . In fe re n c e s re q u ire d th a t re a d e rs
g o b e y o n d lite ra l m e a n in g ; th e y u se th e p rin t a n d illu stra tio n p lu s
th e ir k n o w le d g e a n d e x p e rie n c e to in te rp re t th e te x t. R e a d e rs w h o
m a k e p re d ic tio n s a n d in fe re n c e s b e fo re , d u rin g , a n d a fte r th e y re a d
a re a c tiv e ly e n g a g e d in th e m e a n in g m a k in g p ro c e ss.
5.
D e te r m in in g m a in id e a
M a in id e a a re a lw a y s d e p e n d e n t o n th e p u rp o se o f a re a d in g . M a in
id e a s
can
be
d e te rm in e d
a t w h o le , te x t, c h a p te r, p a g e
p a ra g ra p h , o r se n te n c e (w o rd ) le v e l.
passage,
21
6.
U sin g fix -u p o p tio n s
F ix -u p o p tio n s a re to o ls th a t re a d e r c a n re ly u p o n to fi n d th e ir w a y
h o m e , to m a k e se n se w h a t th e y re a d . L e a rn in g to se lf m o n ito r fo r
c o m p re h e n sio n
and
th e n
to
use
fix -
up
o p tio n s
w hen
c o m p re h e n sio n is lo st g iv e s re a d e rs re sp o n sib ility fo r th e ir o w n
p ro c e ss, o w n e rsh ip th a t is c ritic a l fo r th e su c c e ss o f th e ir life lo n g ,
in d e p e n d e n t re a d in g
7.
S y n th e siz in g
S y n th e siz in g sh e d th e lig h t o n th e sig n ific a n c e o f th e te x t fro m th e
re a d e r’s p o in t o f v ie w . A lth o u g h is p o ssib le to sy n th e siz in g th e
in fo rm a tio n fo u n d ju st o n e te x t m o re c o m m o n p ra c tic e stra te g y ,
p a rtic u la rly fro m
lib ra ry p e rsp e c tiv e , in v o lv e s b rin g in g to g e th e r
in fo rm a tio n fro m se v e ra l so u rc e s .
2 .2 .2 .3 P r i n c i p l e o f R e a d i n g C o m p r e h e n s i o n A s s e s s m e n t
T h e a sse ssm e n t is u se d to th e stu d e n ts’ a b ility to d e c o d e w ritte n te x t.
L ik e
a n o th e r a sse ssm e n t o f o th e r la n g u a g e
sk ill th e re
a sp e c t to b e
m e a su re a re p ro p o se d in F a u z ia ti (2 0 1 3 : 9 8 ) in c lu d in g th e fo llo w in g
ite m s:
1.
L a n g u a g e a n d g ra p h ic sy m b o ls.
1 .1 U n d e r s t a n d i n g v o c a b u l a r y a n d t h e i r m e a n i n g s .
1 .2 U n d e r s t a n d i n g g r a m m a t i c a l p a t t e r n .
1 .3 U n d e r s t a n d i n g
th e
g ra p h ic
c a p ita liz a tio n , ita lic iz a tio n , e tc ).
sy m b o ls
(p u n c tu a tio n ,
22
2.
Id eas
2 .1 I d e n t i f y i n g t h e w r i t e r s ’ p u r p o s e a n d c e n t r a l i d e a .
2 .2 U n d e r s t a n d i n g
th e
su b o rd in a te
id e a
w h ic h
su p p o rt th e m a in
id e a .
2 .3
3.
D ra w in g c o n c lu sio n a n d in fe re n c e s.
T o n e a n d S ty le
3 .1 U n d e r s t a n d i n g
th e
a u th o r’s
a ttitu d e
to w a rd s
th e
su b je c t a n d
u n d e rsta n d in g th e to n e o f w ritin g .
3 .2 I d e n t i f y i n g t h e m e t h o d a n d s t y l i s t i c d e v i c e s b y w h i c h a u t h o r
c o n v e y s h is id e a s.
2 .2 .2 .4 T e c h n i q u e s F o r T e s t i n g R e a d i n g
T e stin g
o r a sse ssm e n t in im p o rta n t to m e a su re so m e E n g lish S k ill,
in c lu d in g
te a c h in g
re a d in g sk ill. A c c o rd in g to A ld e rso n (2 0 0 0 :2 0 2 )
th e re a re so m e te c h n iq u e s in te stin g re a d in g n a m e ly :
1.
T h e c lo z e te st a n d g a p fillin g te st
C lo z e te st a re ty p ic a lly c o n stru c te d b y d e le tin g fro m se le c te d te x ts
a n d sim p ly re q u irin g th e te st-ta k e r to re sto re th e w o rd th a t h a s b e e n
d e le te d .
2.
M u ltip le C h o ic e T e c h n iq u e s
M u ltip le - c h o ic e q u e stio n is c o m m o n d e v ic e fo r te stin g stu d e n ts’
te x t c o m p re h e n sio n . T h e y
a llo w
te ste rs
to
c o n tro l th e
ran g e
of
p o ssib le a n sw e r to c o m p re h e n sio n q u e stio n , a n d to so m e e x te n t to
c o n tro l stu d e n ts’ th o u g h t p ro c e sse s w h e n re sp o n d in g .
23
3.
A lte r n a tiv e O b je c tiv e T e c h n iq u e s
R ecent
la n g u a g e
te st
have
e x p e rim e n te d
w ith
a
num ber
of
o b je c tiv e ly , in d e e d m a c h in e re m a rk a b le te c h n iq u e s fo r th e te stin g
of
re a d in g
such
as
m a tc h in g
te c h n iq u e s,
o rd e rin g
ta sk ,
d ic h o to m o u s ite m s, a n d e d itin g te st.
2 .2 .3 T e c h n i q u e o f Q u a n t u m L e a r n i n g o n R e a d i n g C o m p r e h e n s i o n
R e a d in g c o m p re h e n sio n is a p ro c e ss to u n d e rsta n d m e a n in g o f th e te x t a n d
Q u a n tu m
L e a rn in g
le a rn in g
as
a
is
th e
m e th o d
has
p ro cess
som e
a c c e le ra te d
e le m e n t
or
in
le a rn in g
ste p s
th a t to
p ro cess.
do
in
Q u a n tu m
te a c h in g
and
le a rn in g p ro c e ss su c h a s D e P o rte r (2 0 1 0 : 3 6 ) e x p la in th e re a re c y c le in Q u a n tu m
le a rn in g n a m e ly e n ro ll, e x p e rie n c e , le a rn & la b e l, d e m o n stra te , re v ie w a n d re fle c t
and
c e le b ra tio n . T h is m e th o d
w ill c o m p a re to th e so m e stra te g ie s in te a c h in g
re a d in g c o m p re h e n sio n w h e re b a se d o n e x p la n a tio n B ro w n (2 0 0 0 : 3 1 5 ) th e re a re
th re e
aspect
of
fram ew o rk
in
re a d in g
a c tiv itie s
th a t a re
b efo re
re a d in g
(p re-
re a d in g ), w h ile re a d in g (w h ile re a d in g ), a n d a fte r re a d in g (p o st- re a d in g ) a n d a lso
e x p la n a tio n
o f M o re illo n (2 0 0 7 : 1 1 ) th a t so m e stra te g ie s in te a c h in g re a d in g
c o m p re h e n sio n
th a t
is
a c tiv a tin g
or
b u ild in g
b ack g ro u n d
k n o w le d g e ,
u sin g
se n so ry im a g e s, q u e stio n in g , m a k in g p re d ic tio n a n d in fe re n c e s, d e te rm in in g m a in
id e a , u sin g fix -u p o p tio n s, sy n th e siz in g . In th is p a rt w rite r try to c o m p a re th e th re e
o f th e o rie s b e c a m e te c h n iq u e s in te a c h in g re a d in g c o m p re h e n sio n th a t a re :
24
T a b l e 2 .2 .3 T e c h n i q u e o f Q u a n t u m L e a r n i n g o n R e a d i n g C o m p r e h e n s i o n
R e a d in g
Q u a n tu m L e a r n in g
A c tiv ity
M eth o d
Pre-
-
R e a d in g C o m p r e h e n sio n S tr a te g ie s
E n ro ll
-
r e a d in g
M a k in g
p re d ic tin g
in fe re n c e s
and
(sk im m in g
and
sc a n n in g )
W h ile -
-
L earn & L ab el
r e a d in g
-
E x p e rie n c e
-
D e m o n stra te
-
Q u e stio n in g (p re - q u e stio n in g )
-
U sin g
sen so ry
im a g e s
(m in d
m a p p in g )
-
A c tiv a tin g
or
b u ild in g
b a c k g ro u n d k n o w le d g e
P ost-
-
r e a d in g
-
-
D e te rm in in g m a in id e a
-
U sin g fix -u p o p tio n s
R e fle c t
-
Q u e stio n in g
C e le b ra tin g
-
S y n th e siz in g
R e v ie w
and
B a se d o n th e ta b le a b o v e , E n ro ll is in c lu d e d to th e p re -re a d in g w ith so m e
stra te g ie s
th a t
are
m a k in g
p re d ic tin g
and
in fe re n c e s
n a m e ly
sk im m in g
and
sc a n n in g o n th e te c h n iq u e o r q u e stio n in g th a t g iv e p re -q u e stio n in g b e fo re re a d th e
te x t. F o r w h ile -re a d in g th e re a re
in c lu d e q u a n tu m le a rn in g m e th o d th a t a re le a rn
a n d la b e l, e x p e rie n c e , d e m o n stra te . In th is p a rt th e stra te g ie s th a t u se a re u sin g
se n so ry im a g e s w h ic h g iv e m in d m a p p in g o r fin d o u t th e k e y w o rd s fro m th e te x t,
a c tiv a tin g o r b u ild in g b a c k g ro u n d k n o w le d g e a n d a lso d e te rm in in g m in d id e a . A t
th e p o st-re a d in g th e m e th o d s th a t u sin g a re re v ie w
u sin g fix -u p o p tio n s, q u e stio n in g , a n d sy n th e siz in g .
a n d re fle c t w ith te c h n iq u e
25
2 .3 R e c o u n t T e x t
R e c o u n t te x t is o n e ty p e o f te x t in E n g lish re te l lin g o f th e e v e n s e x p e rie n c e
in
th e
p a st.
A c c o rd in g
to
H ook
(1 9 9 9 : 4 ) re c o u n t te x t in v o lv e s
te llin g
w hat
h a p p e n e d a n d in te rp re tin g o r e v a lu a tin g th e e x p e rie n c e in so m e w a y .
2 .3 .1
K in d s o f R e c o u n t te x t
R ecount
c o n sists
of
v a rie ty
of
te x t
fo rm
re c o u n tin g o f e x p e rie n c e . S o m e o f fo rm
h isto ric a l re c o u n t te llin g
jo u rn a ls, d e ta ile d
e v e n ts fro m
o b se rv a tio n
over a
d e a lin g
w ith
e v e n ts
and
b e lo n g s to th is te x t ty p e a re
d iffe re n t p e rsp e c tiv e , d ia rie s,
p e rio d
o f tim e
p o lic e
reco rd ,
b io g ra p h ie s, a u to b io g ra p h ie s, a n d n e w s p a p e r a rtic le s. H o o k (1 9 9 8 : 4 )
R e c o u n t te x t d iv id e d in to th re e p a rts th a t a re :
1.
P erso n al R eco u n t
P e rso n a l re c o u n t is re te llin g o f a n a c tiv ity th a t th e w rite r o r
sp e a k e r h a s e x p e rie n c e . T h is m a y sim p ly b e a n o ra l sto ry , le tte r
o r a d ia ry e n try .
2.
F a c tu a l R e c o u n t
F a c tu a l re c o u n t is th e re c o rd s th e d e ta ils o f so m e th in g th a t h a s
h a p p e n e d . T h is c a n ta k e to th e fo rm
o f a h isto ric a l re c o u n t, a
sc ie n c e , e x p e rim e n t, a tra ffic re p o rt o r a sp o rt re p o rt.
3.
Im a g in a tiv e R e c o u n t
Im a g in a tiv e is ta k e s o n a n ro le a n d c re a te s im a g in a ry d e ta ils
b u t p la c e s th e m in a re a listic c o n te x t.
26
2 .3 .2
S tru ctu re o f R eco u n t tex t
A c c o rd in g to H o o k (1 9 9 8 :5 ) th e re a re so m e stru c tu re s o f re c o u n t
te x t
1.
O r ie n ta tio n
T h e o rie n ta tio n fo rm s th e first p a ra g ra p h o f th e w ritte n re c o u n t.
T h is c a n c o n sist o f o n e se n te n c e b u t w ill o fte n c o n sist o f th re e
se n te n c e s.
The
o rie n ta tio n
se ts
th e
scene
and
su p p lie s
th e
n e c e ssa ry in tro d u c tio n o r b a c k g ro u n d in fo rm a tio n th a t is n e e d e d
to
fu lly
u n d e rsta n d
se ttin g , a n d
w ho
th e
re t
IN C O M P R E H E N D IN G R E C O U N T T E X T A T G R A D E T E N T H O F S M A T A M A N S IS W A
P E M A T A N G S IA N T A R
A RESEA RCH
By:
B E R N IE K E A N G G IT A R IS T IA D A M A N IK , S .P d , M .H u m
D o se n P r o g r a m S tu d i P e n d id ik a n B a h a sa In g g e r is
F K IP U n iv e r sita s H K B P N o m m e n se n P e m a ta n g sia n ta r
F A C U L T Y O F T E A C H E R T R A IN IN G A N D E D U C A T IO N
U N IV E R S IT Y O F H K B P N O M M E N S E N P E M A T A N G S IA N T A R
A C A D E M IC Y E A R
2015
1
2
C H A PT E R I
IN T R O D U C T IO N
1 .1 T h e B a c k g r o u n d o f t h e R e s e a r c h
E n g lish is o n e o f la n g u a g e su b je c t a n d lite ra tu re th a t im p o rta n t to te a c h fo r
stu d e n t. A s w e k n o w
p e o p le
to
E n g lish is a n in te rn a tio n a l la n g u a g e a n d a re u se d b y th e
c o m m u n ic a te
o r g e t in fo rm a tio n a ro u n d th e w o rl d flo w
o n sc ie n c e ,
te c h n o lo g y , a n d c u ltu re . A c c o rd in g to R u sm a ja d i (2 0 1 0 :2 6 ) th a t “ E n g lish g re w u p
a ro u n d th e w o rld c o -in c id e W e ste rn C o u n trie s c o lo n ia lism
F ro m
a l l o v e r t h e w o r l d .”
th a t sta te m e n t a b o v e , E n g lish h a s b e e n u sin g to c o m p e titiv e w ith a fte r a n d
a fte r m a n n e r o f d e v e lo p n a tio n w ith th e re su lt th a t E n g lish h a s b e e n u se d b y m u c h
c o u n trie s .
B e c o m in g
m o re
c o u n trie s
use
E n g lish ,
d e fin ite ly
w ill
in flu e n c e
c o m m u n ic a tio n in te rra c ia l a n d c ro ss c u ltu ra l. E n g lish w ill m a k e th e p o in t th a t it
has
d o m in a n t
g lo b a liz a tio n
p o sitio n
so
in
w o rld
th a t E n g lish
la n g u a g e
w ill b e
as
m o d ern
c o m m u n ic a tio n
and
“ T h e L a n g u a g e o f T h e W o rld ” . It m a k e
E n g lish a s a k n o w le d g e th a t sh o u ld b e k n o w n b y th e p e o p le .
E n g lish
is
a
k n o w le d g e . A s
th e
k n o w le d g e
E n g lish
m ust be
ta u g h t o n
fo rm a l in stitu tio n su c h a s sc h o o l. In d o n e sia n stu d e n t s h a v e a lso le a rn e d E n g lish
fo r lo n g tim e . E n g lish is a lso a p a rt o f n a tio n a l e d u c a tio n a n d a lso h a v e in c lu d e d
to C u rric u lu m
o f In d o n e sia e d u c a tio n . In E n g lish , th e stu d e n ts a re e x p e c te d th a t
th e y a re c o m p e te n t o n fo u r E n g lish sk ills , th e y a re sp e a k in g , re a d in g , w ritin g a n d
liste n in g , b u t m o st o f th e m
a re n o t c o m p e te n t to c o m m u n ic a te th e fo u r sk ills.
3
T h e y a re o n ly c o m p e te n t in o n e sk ill su c h lik e sp e a k in g . T h e re is a p e rc e p tio n if
so m e o n e c a n sp e a k E n g lish flu e n tly h e m u st h a v e a g o o d sk ill to c o m m u n ic a te th e
E n g lish
la n g u a g e .
It is tru e b u t n o w g e n e ra lly p e o p le c o m m u n ic a te w ith re a d in g
p ro cess.
T h e p ro c e ss o f re a d in g c a n n e v e r b e se p a ra te d fro m
th e te x t. T h e te x t is
o n e o f th e m a te ria ls re a d th a t m u st b e p ro c e ss e d to g iv in g in fo rm a tio n fo r th e
re a d e r b e c a u se re a d in g is a re c e p tiv e sk ill a n d a n a c tiv e p ro c e ss.
In re a d in g ,
stu d e n ts sh o u ld b e a b le to u n d e rsta n d th e te x t, p re d ic t w h a t w ill c o m e n e x t a n d
b rin g h is o r h e r k n o w le d g e o f th e la n g u a g e to th e te x t su c h a s th e c o m p o n e n ts o f
th e la n g u a g e lik e sp e llin g , v o c a b u la ry , g ra m m a rs, p ro n u n c ia tio n a n d m a in id e a o f
th e te x t.
R e a d in g a lso is a flu e n t p ro c e ss o f re a d e r c o m b in in g i n fo rm a tio n fro m
th e te x t a n d p e o p le s’
b a c k g ro u n d k n o w le d g e to b u ild m e a n in g . S u b se q u e n tly
S to n e (2 0 1 3 :9 8 ) o ffe rs a d e fin itio n o f re a d in g
p u rp o sefu l
so c io
sim u lta n e o u sly
k n o w le d g e
of
c u ltu ra l,
use
th e
th e ir
to p ic
c o g n itiv e , a n d
k n o w le d g e
of
th e
te x t,
of
and
th a t “R e a d in g is a c o m p le x a n d
lin g u istic
spoken
th e ir
p ro cess
and
in
w ritte n
k n o w le d g e
of
w h ic h
read ers
la n g u a g e ,
th e ir
th e ir
c u ltu re
to
c o n stru c t m e a n in g w ith te x t” . It m e a n s th a t re a d in g p ro c e ss n e e d s k n o w le d g e to
p ro c e ss u n d e rsta n d in g th e te x t.
T o u n d e rsta n d p ro c e ss in re a d in g is k n o w n a s re a d in g c o m p re h e n sio n . In
re a d in g c o m p re h e n sio n . T h e re a re m a n y stu d e n ts fin d d iffic u ltie s to u n d e rsta n d
th e te x t. B a se d o n th e w rite r ’s e x p e rie n c e , it is fo u n d th a t th e stu d e n ts a re d iffic u lt
in u n d e rsta n d in g
th e stru c tu re o f th e se n te n c e , th e c o n te x t o f th e te x t, a n d th e
p re d ic tio n w h a t w ill c o m e n e x t. M o st o f th e stu d e n ts g o t lo st w h e n th e y re a d th e
4
te x t e sp e c ia lly in re a d in g re c o u n t te x t. T h e stu d e n ts o n ly re a d , b u t th e y d id n o t try
to
co m p reh en d
a c h ie v e m e n t
in
th e
te x t.
re a d in g
W h ereas
on
based
E n g lish
on
su b je c t
2013
are
C u rric u lu m ,
not
o n ly
a b le
th e
to
stu d e n ts
c a tc h
th e
in fo rm a tio n b u t a lso o b se rv e d , q u e stio n e d , e x p lo re , a sso c ia te , a n d c o m m u n ic a te
th e w ritte n te x t. It is p ro v e d th a t th e q u a lity o f stu d e n t’s re a d in g is lo w e sp e c ia lly
re a d in g c o m p re h e n sio n
T h e re a re m a n y fa c to rs th a t le a d to p o o r q u a lity o f stu d e n ts in re a d in g su c h
as
a
la c k
of
in te re st in
re a d in g , th e a v a ila b ility o f re a d in g m a te ria ls , a n d
th e
te a c h e r’s stra te g y in te a c h in g re a d in g . T h e w rite r w ill d isc u ss a b o u t th e te a c h e r’s
stra te g y in te a c h in g E n g lish re a d in g . S tra te g y in te a c h in g is v e ry n e c e ssa ry in
le a rn in g
p ro c e ss b e c a u se te a c h e r’s stra te g y in te a c h in g
, h e lp s th e stu d e n ts to
stu d y a n d c o m p re h e n d to th e m a te ria l. It w ill b e b e tte r if a te a c h e r n o t o n ly g o t
o n e stra te g y b u t th e te a c h e r m u st h a v e m a n y stra te g ie s in te a c h in g .
O n e te a c h in g m e th o d th a t w a s still a p p lie d b y m o st o f te a c h e r s in re a d in g
is c o n v e n tio n a l m e th o d . C o n v e n tio n a l te a c h in g m e th o d is a tra d itio n a l te a c h in g
m e th o d o r it is a lso c a lle d th e le c tu re m e th o d , b e c a u se th is m e th o d h a s a lw a y s
b e e n u se d a s a m e a n s o f o ra l c o m m u n ic a tio n b e tw e e n te a c h e rs a n d stu d e n ts in th e
te a c h in g
w ith
and
le a rn in g
le c tu rin g
e x e rc ise s .
T h is
p ro c e ss . In th e c o n v e n tio n a l m e th o d
a c c o m p a n ie d
is
m e th o d
by
an
fo cu ses
e x p la n a tio n , a n d
on
e x p la n a tio n
th e
o f th e
te a c h in g is m a rk e d
d iv isio n
te a c h e r.
of
ta sk s
In
and
re a d in g
p ro c e ss th e stu d e n ts o n ly re a d th e te x t th e n th e te a c h e r g iv e s e x p la n a tio n a b o u t th e
te x t o r a n sw e r th e q u e stio n s. T h e re a re so m e a d v a n ta g e s u sin g th is m e th o d su c h a s
sa v e s tim e a n d m o n e y b e c a u se o n ly w ith th e sim p le le a rn in g to o ls th a t stu d e n ts
5
c a n le a rn m u c h m a te ria l, a n d a lso stu d e n ts w h o h a v e th e a b ility to u n d e rsta n d th e
m a te ria l m o re q u ic k ly d o n o t n e e d to fin d a c o n c e p t in d e p e n d e n tly . E v e n th o u g h it
has
som e
a d v a n ta g e ,
c o n v e n tio n a l
m e th o d
a lso
has
d isa d v a n ta g e
e x p e rie n c e o f th e stu d e n t ra r e ly h e a v ily o n th e k n o w le d g e o f
te a c h e r,
te a c h e r
a c tiv e ly
tra n sfe rrin g
k n o w le d g e
w h ile
such
as
e x p e rie n c e o f th e
stu d e n ts
o n ly
re c e iv e
k n o w le d g e fro m th e te a c h e r, a n d d o n o t a llo w stu d e n t to le a rn a c tiv e ly .
B ased
e ffic ie n t in
on
p ro b le m
p ro cess
above
te a c h in g
w rite r w ill c o n d u c t o n e
le a rn in g
m e th o d th a t is m o re
in re a d in g . T h e m e th o d th a t w rite r w ill
c o n d u c t is Q u a n tu m L e a rn in g M e th o d . Q u a n tu m L e a rn in g M e th o d sh o w s te a c h e rs
h o w to o rc h e stra te th e ir stu d e n ts su c c e ss b y ta k in g in to a c c o u n t e v e ry th in g in th e
c la ssro o m
a lo n g w ith th e e n v iro n m e n t, th e d e sig n o f c u rric u lu m , a n d h o w
it is
p re se n te d . T h is m e th o d h a s e x p e c ta tio n in h ig h -e ffe c tiv e w a y to te a c h a n y th in g to
a n y b o d y e sp e c ia lly to stu d e n t in th e c la ssro o m . It m e a n s th a t in a sh o rt tim e b y
u sin g a n in te re stin g te c h n iq u e o f te a c h in g , th e stu d e n ts w ill b e m o re c o m p e te n t
q u ic k ly a n d m o re a c tiv e in le a rn in g p ro c e ss. T h is m e th o d s a re u sin g te c h n iq u e
n a m e ly e n ro ll, e x p e rie n c e , le a rn a n d la b e l, re v ie w a n d re fle c t a n d a lso c e le b ra tio n .
T h is
m e th o d
a lso
su p p o rts
th e
a im s
of 2013
C u rric u lu m , th a t is , in te ra c tiv e
le a rn in g w ith c h a ra c te r b u ild in g .
B a se d o n th e p ro b le m
c o n c lu d e s
th is
th a t re se a rc h e r fa c e d in th e c l a ssro o m , th e w rite r
stu d y p ro p o se s th e e ffe c tiv e n e ss o f Q u a n tu m
L e a rn in g M e th o d
sig n ific a n tly a ffe c t stu d e n ts’ re a d in g a b ility in c o m p re h e n d in g re c o u n t te x t
te n th g ra d e stu d e n t o f
S M A T a m a n S isw a P e m a ta n g s ia n ta r.
to th e
6
1 .2 T h e P r o b l e m s o f t h e R e s e a r c h
B ased
on
th e
b ack g ro u n d
of
th e
research
th e
p ro b le m s
o f th is
stu d y
are
fo rm u la te d a s fo llo w :
1.
D o e s Q u a n tu m L e a rn in g m e th o d sig n ific a n tly a ffe c t th e stu d e n ts’ re a d in g
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g s ia n ta r?
2.
H ow
sig n ific a n t
re a d in g
a b ility
does
in
Q u a n tu m
c o m p re h e n d in g
L e a rn in g
m e th o d
affect
re c o u n t te x t a t g ra d e
th e
stu d e n ts’
te n th
of SM A
T a m a n S isw a P e m a ta n g s ia n ta r?
1 .3 T h e O b j e c t i v e s o f t h e R e s e a r c h
B a se d o n th e p ro b le m
o f th e stu d y p re v io u sly , th e o b je c tiv e s o f th is re se a rc h
a re fo rm u la te d :
1.
T o f i n d o u t i f Q u a n t u m L e a r n i n g M e t h o d s i g n i f i c a n t l y a f f e c t s t h e s t u d e n ts ’
re a d in g
a b ility
in
c o m p re h e n d in g
re c o u n t te x t a t g ra d e
te n th
of SM A
T a m a n S isw a P e m a ta n g s ia n ta r?
2.
T o k n o w h o w sig n ific a n t q u a n tu m
le a rn in g
a ffe c ts th e stu d e n ts’ re a d in g
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g s ia n ta r?
1 .4 T h e S c o p e o f t h e R e s e a r c h
7
In th is c a se , th e w rite r trie s to fin d o u t th e sig n ific a n t e ffe c t o f Q u a n tu m
L e a rn in g
M e th o d
in
a ffe c tin g
th e
stu d e n ts’ re a d in g
a b ility
in
c o m p re h e n d in g
re c o u n t te x t. T h e th e o ry is u se d b y D e P o rte r (2 0 1 3 : 3 4 ) sta te d Q u a n tu m L e a rn in g
M e th o d
are
a c c e le ra te d
m e th o d s
and
le a rn in g , a n d
p h ilo so p h y
of
N e u ro lin g u istic
le a rn in g
th a t c o m b in e
su g g e sto lo g y ,
(N L P ). T h is m e th o d w ill c o n d u c t in
re a d in g a b ility o f stu d e n t th a t m e a su re c o m p re h e n d s to th e te x t o f re c o u n t te x t in
le v e l lite ra l re a d in g . A c c o rd in g to B u rn (1 9 8 4 : 1 7 7 ), lite ra l re a d in g re c o g n iz in g
sta te d m a in id e a s, d e ta il c a u se s a n d e ffe c ts, a n d se q u e n c e a s th e b a sis o f lite ra l
c o m p re h e n sio n a n d th ro u g h u n d e rsta n d in g o f v o c a b u la ry , se n te n c e m e a n in g , a n d
p a ra g ra p h m e a n in g .
The
m a te ria l
w h ic h
used
by
th e
w rite r
is
lo n g
fu n c tio n a l
te x t
w ith
sp e c ific a tio n in re a d in g c o m p re h e n sio n o f re c o u n t te x t. T h e re se a rc h w ill c o n d u c t
to th e te n th g ra d e stu d e n t o f S M A T a m a n S isw a P e m a t a n g sia n ta r a t first se m e ste r
in a c a d e m ic y e a r 2 0 1 4 /2 0 1 5 .
1 .5 T h e R e s e a r c h S i g n i f i c a n c e s
T h e re a re tw o sig n ific a n t o f th is re se a rc h , n a m e ly th e o re tic a l sig n ific a n c e
a n d p ra c tic a l sig n ific a n c e .
1 .5 .1
T h e T h e o r e tic a l S ig n ific a n c e
T h e th e o rie s a re sig n ific a n t ju st to m a k e th e stu d y sig n ific a n t to su p p o rt
th e o rie s u se d . H e re , th e w rite r h o p e s th a t th is re se a rc h c a n g iv e p ro fita b le
d e sc rip tio n to a n y fu rth e r re se a rc h e r w h o w a n ts to stu d y th e sa m e c a se , so
th is stu d y b e c o m e s a h e lp fu l in fo rm a tio n a n d u se fu l r e fe re n c e fo r th e n e x t
stu d y .
8
9
1 .5 .2
T h e P r a c tic a l S ig n ific a n c e
1 .5 .2 .1 T h e T e a c h e r
T h e re se a rc h w ill g iv e c o n trib u tio n fo r E n g lish te a c h e r s a s so u rc e s o f
in fo rm a tio n a n d a s a re fe re n c e to d e v e lo p th e te a c h in g le a rn in g p ro c e ss
e sp e c ia lly
in
re a d in g
c o m p re h e n sio n
in
u sin g
Q u a n tu m
L e a rn in g
M e th o d .
1 .5 .2 .2 T h e S t u d e n t
It is v e ry u se fu l fo r th e stu d e n ts to g iv e a c o n trib u tio n to th e stu d e n ts
h o w to im p ro v e th e ir sk ill in re a d in g c o m p re h e n sio n .
1 .5 .2 .3 T h e F u r t h e r S t u d y
T h is re se a rc h w ill b e e x p e c te d to h a v e c o n trib u tio n to th e n e x t fu rth e r
stu d y th a t w ill le a rn a n d m a k e o b se rv a tio n e sp e c ia lly to fin d o u t th e
e ffe c t o f Q u a n tu m L e a rn in g M e th o d in re a d in g c o m p re h e n sio n .
1 .6 T h e o r e t i c a l F r a m e w o r k
T h is stu d y is b a se d o n so m e th e o rie s su c h a s :
1.
B u rn (1 9 8 4 :1 7 7 )
T h e re a re th re e le v e l re a d in g c o m p re h e n sio n s , th e y a re , 1 ) lite ra l re a d in g ,
2 ) in te rp re ta tiv e re a d in g , a n d 3 ) c ritic a l re a d in g .
2.
A ld e rso n (2 0 0 0 :2 0 2 )
T h e re a re so m e te c h n iq u e s in te stin g re a d in g n a m e ly th e c lo z e a n d g a p
fillin g
te st,
te c h n iq u e s.
m u ltip le
c h o ic e
te c h n iq u e s ,
and
a lte rn a tiv e
o b je c tiv e
10
3.
N u n a n (2 0 0 3 :6 8 )
R e a d in g is a flu e n t p ro c e ss o f re c e iv e r c o m b in in g in fo rm a tio n fro m a te x t
a n d th e ir o w n b a c k g ro u n d k n o w le d g e to b u ild m e a n in g .
4.
B ro w n (2 0 0 0 : 3 1 5 )
A c c o rd in g to B ro w n
a g o o d ru b ric to k e e p in m in d fo r te a c h in g re a d in g
is th e fo llo w in g th re e - p a rt fra m e w o rk n a m e ly b e fo re re a d in g , w h ile
re a d in g
5.
a n d a fte r re a d in g
S m ith (2 0 0 4 :1 2 )
C o m p re h e n sio n
is
a
k in d
o f u p -m ark et sy n o n y m
fo r u n d e rsta n d in g
in
d isc u ssio n th a t a re (o r a re in te n d e d to a p p e a r) te c h n ic a l a n d sc ie n tific .
6.
M o re illo n (2 0 0 7 :1 1 )
Ju d i M o re illo n
a c tiv a tin g
or
id e n tifie s se v e n re a d in g c o m p re h e n sio n stra te g ie s th e re a re
b u ild in g
b ack g ro u n d
k n o w le d g e ,
u sin g
sen so ry
im a g e s,
q u e stio n in g , m a k in g p re d ic tio n s a n d in fe re n c e s, d e te rm in in g m a in id e a ,
u sin g fix -u p o p tio n s, a n d sy n th e z in g .
7.
K lin g n e r (2 0 0 7 : 2 )
R e a d in g
C o m p re h e n sio n
c o o rd in a tin g
a
is
a
p ro cess
n u m b e r o f c o m p le x
of
p ro cess
c o n stru c tin g
th a t in c lu d e
m e a n in g
w o rd
by
re a d in g ,
w o rd , w o rld k n o w le d g e , a n d flu e n c y .
8.
S to n e (2 0 0 9 : 9 8 )
R e a d in g
is
a
c o m p le x
and
p u rp o sefu l
so c io
c u ltu ra l,
c o g n itiv e ,
and
lin g u istic p ro c e ss in w h ic h re a d e rs sim u lta n e o u sly u se th e ir k n o w le d g e o f
11
sp o k e n a n d w ritte n la n g u a g e , th e ir k n o w le d g e o f th e to p ic o f th e te x t, a n d
th e ir k n o w le d g e o f th e ir c u ltu re to c o n stru c t m e a n in g w ith te x t .
9.
A rik u n to (2 0 1 0 :1 0 2 )
P o p u la tio n is se t o r c o lle c tio n o f a ll e le m e n ts p ro c e ssin g o n e o r m o re
a ttrib u te s o f in te re st.
1 0 . S n o w (2 0 0 2 :1 1 )
R e a d in g c o m p re h e n sio n a s th e p ro c e ss o f sim u lta n e o u sly e x tra c tin g a n d
c o n stru c tin g m e a n in g th ro u g h in te ra c tio n a n d in v o lv e m e n t w ith w ritte n
la n g u a g e
1 1 . H a m id (2 0 1 2 : 7 5 )
H a m id sa id th a t Q u a n tu m
reach
th e
lig h t
le a rn in g try in g to le a rn a s m u c h a s p o ssib le to
in te ra c tio n s ,
re la tio n sh ip s ,
re su ltin g
in
en erg y
and
in sp ira tio n so th a t th e lig h t.
1 2 . S u g iy o n o (2 0 1 3 : 1 1 1 )
T h e d e sig n o f p re -e x p e rim e n ta l a re O n e G ro u p P re te st P o stte st D e sig n .
1 3 . F a u z ia n ti
( 2013 : 98)
E n d a n g F a u z ia n ti d k k sa id lik e a n o th e r a sse ssm e n t o f o th e r la n g u a g e sk ill
th e re a sp e c t to b e m e a su re a re p ro p o se d in in c lu d in g th e fo llo w in g ite m s
la n g u a g e a n d g ra p h ic sy m b o ls, id e a s, a n d T o n e a n d S ty le .
1 4 . D e P o rte r(2 0 1 3 :3 4 )
Q u a n tu m
L e a rn in g M e th o d is m e th o d s a n d p h ilo so p h y o f le a rn in g th a t
c o m b in e su g g e sto lo g y , a c c e le ra te d le a rn in g , a n d N e u ro lin g u istic (N L P ).
12
1 .7 T h e H y p o t h e s i s
I n t h i s r e s e a r c h , t h e w r i t e r u s e s s t a t i s t i c a l h y p o t h e s i s . S t a t i s t i c a l h y p o t h e s is
is u se d to d e c id e w h e th e r th e h y p o th e sis w ill b e a c c e p te d o r re je c te d . S o , th e
h y p o th e sis, w h ic h a re fo rm u la te d in th is p ro p o sa l a re :
: Q u a n tu m L e a rn in g m e th o d sig n ific a n t a ffe c ts th e stu d e n ts’ re a d in g a b ility
H a
in
c o m p re h e n d in g
reco u n t
te x t
at
g rad e
te n th
of
SM A
Tam an
S isw a
P e m a ta n g sia n ta r
L e a rn in g m e th o d d o e sn ’t sig n ific a n t a ffe c ts th e stu d e n ts’ re a d in g
H o : Q u a n tu m
a b ility in c o m p re h e n d in g re c o u n t te x t a t g ra d e te n th o f S M A T a m a n S isw a
P e m a ta n g sia n ta r
1 .8 T h e K e y T e r m s o f T h e R e s e a r c h
T h e re so m e te rm s in th is stu d y th e re a re c la rifie d a s fo llo w :
1.
E ffe c t is c h a n g e th a t so m e th in g o r so m e b o d y c a u se in so m e th in g o r so m e b o d y
(O x fo rd D ic tio n a ry 2 0 0 0 :1 3 8 )
2.
A b ility
is
th e
p h y sic a l
or
m e n ta l
pow er
or
sk ill
needed
to
do
so m e th in g (C a m b rid g e D ic tio n a ry 2 0 0 8 )
3.
R e a d in g C o m p re h e n sio n is a p ro c e ss o f c o n stru c tin g m e a n in g b y c o o rd in a tin g
a
num ber
of
c o m p le x
p ro cess
th a t
in c lu d e
w o rd
re a d in g ,
w o rd ,
w o rld
k n o w le d g e , a n d flu e n c y (K lin g n e r 2 0 0 7 : 2 )
4.
Q u a n tu m
c re a te s
L e a rn in g
p a ssio n a te
is
an
in te g ra te d
te a c h e rs,
m e th o d
e n g a g in g
o f te a c h in g
c la ssro o m
and
and
le a rn in g
m e a n in g fu l
th a t
c o n te n t
re su ltin g in a c c e le ra te d stu d e n t’s a c h ie v e m e n t. ( D e P o r te r 2 0 0 0 : 2 5 )
5.
R e c o u n t is a te x t w h ic h list a n d d e sc rib e s p a st e x p e rie n c e b y re te llin g e v e n ts
in th e o rd e r in w h ic h th e y h a p p e n e d (H o o k 1 9 9 8 : 4 )
C H A P T E R II
R E V IE W
O F R E L A T E D
L IT E R A T U R E
2 .1 Q u a n t u m L e a r n i n g
N ow adays,
e d u c a tio n
E n g lish
e x p e rts
so
to
m any
im p ro v e
in n o v a tio n s
th e
and
te a c h in g
c re a tio n s
and
are
le a rn in g
c la ssro o m . O n e o f th e in n o v a tio n s is Q u a n tu m
m ade
by
som e
q u a lity , e sp e c ia lly in
L e a rn in g m e th o d . T h is
m e th o d h a s b e c o m e p o p u la r re c e n tly s in c e th e m e th o d m a k e s th e c la ssro o m m o re
e ffe c tiv e a n d th e stu d e n ts e n jo y th e le sso n .
A c c o rd in g to D e P o rte r (2 0 1 3 :1 6 ) “ Q u a n tu m
m e a n s in te ra c tio n c h a n g in g
e n e rg y b e c o m e s lig h t. B e c a u se a ll life is e sse n tia lly e n e rg y ” .
sa id th a t Q u a n tu m
H a m id (2 0 1 2 : 7 5 )
le a rn in g try in g to le a rn a s m u c h a s p o ssib le to re a c h th e lig h t
in te ra c tio n s , re la tio n sh ip s , re su ltin g in e n e rg y a n d in sp ira tio n so th a t th e lig h t.
F ro m
e x p la n a tio n a b o v e w e c a n c o n c lu d e th a t in Q u a n tu m
le a rn in g th e stu d e n t
w ill b e a b le m a k e le a p u n e x p e c te d a c h ie v e m e n t if h e u se s h is o f th o u g h t a n d h is
e m o tio n s a p p ro p ria te ly . F o r sim p le Q u a n tu m L e a rn in g is a p ro c e ss a c c e le ra te d in
te a c h in g
and
le a rn in g
p ro cess
w ith
good
m e th o d
or
stra te g ie s
to
a c h ie v e
c o m p e te n c e s th a t is e x p e c te d q u ic k ly a n d a c c u ra te ly .
2 .1 .1
P r in c ip le o f Q u a n tu m L e a r n in g
A c c o rd in g to D e P o tte r (2 0 1 0 :3 6 ) th e re a re 5 p rin c ip le s in Q u a n tu m
le a rn in g , su c h a s:
1.
E v e ry th in g S p e a k s: E v e ry th in g , fro m
to
d istrib u tio n
of
m a te ria ls, c o n v e y s
le a rn in g .
11
su rro u n d in g s a n d to n e o f v o ic e
an
im p o rta n t
m ess age
about
12
2.
E v e ry th in g is O n P u rp o se : E v e ry th in g w e d o h a s a n in te n d e d p u rp o se .
3.
E x p e rie n c e B e fo re
c o n te n t
in to
L a b e l: S tu d e n ts m a k e m e a n in g a n d tra n sfe r n e w
lo n g -te rm
m em o ry
by
c o n n e c tin g
to
e x istin g
schem a.
L e a rn in g is b e st fa c ilita te d w h e n stu d e n ts e x p e rie n c e th e in fo rm a tio n
in so m e a sp e c t b e fo re th e y a c q u ire la b e ls fo r w h a t is b e in g le a rn e d .
4.
A c k n o w le d g e E v e ry E ffo rt: A c k n o w le d g m e n t o f e a c h stu d e n t’ s e ffo rt
e n c o u ra g e s le a rn in g a n d e x p e rim e n ta tio n .
5.
If It’s W o rth L e a rn in g , It’ s W o rth C e le b ra tin g !: C e le b ra tio n p ro v id e s
feed b ack
re g a rd in g
p ro g ress
and
in c re a se s
p o sitiv e
e m o tio n a l
a sso c ia tio n s w ith th e le a rn in g .
2 .1 .2
E le m e n t o f Q u a n tu m L e a r n in g
A s th e a p p lic a tio n o f q u a n tu m
Q u a n tu m
c o n te n t
le a rn in g , th e re a re so m e ste p s to d o . T h e
L e a rn in g d e sig n fra m e th a t d riv e s th e p re se n ta tio n a n d fa c ilita tio n o f
w as
fo rm u la te d
fro m
m any
y ears
of
research
on
e ffe c tiv e
d e liv e ry
m e th o d s a n d is th e stru c tu ra l fra m e u p o n w h ic h c o n te n t is d e sig n e d to e n su re
stu d e n t m a ste ry . T h e re a re so m e e le m e n ts th a t a re a lig n e d w ith le a rn in g c y c le a re
(D e P o tte r 2 0 1 0 :3 9 )
1.
E n ro ll: U se te a c h e r m o v e s th a t c a p tu re th e in te re st, c u rio sity a n d a tte n tio n
o f th e stu d e n ts.
2.
E x p e rie n c e : C re a te o r e lic it a c o m m o n e x p e rie n c e , o r ta p in to c o m m o n
k n o w le d g e
to
w h ic h
a ll
le a rn e rs
can
re la te . E x p e rie n c e
c re a te s sc h e m a o n w h ic h to b u ild n e w c o n te n t.
b efo re
Label
13
3.
L earn &
le a rn
L a b e l: P re se n t, se q u e n c e a n d d e fin e th e m a in c o n te n t. S tu d e n ts
la b e ls, th in k in g sk ills a n d a c a d e m ic stra te g ie s. S tu d e n ts a d d n e w
c o n te n t to th e ir e x istin g sc h e m a .
4.
D e m o n stra te : G iv e stu d e n ts a n o p p o rtu n ity to d e m o n stra te a n d a p p ly th e ir
n e w le a rn in g .
5.
R e v ie w
and
stra te g ie s
R e fle c t:
and
U se
a
v a rie ty
e m p o w e r stu d e n ts
to
o f e ffe c tiv e , m u lti-se n so ry
p ro cess
th e ir n e w
re v ie w
c o n te n t th ro u g h
re fle c tio n .
6.
C e le b ra tio n : A c k n o w le d g e th e le a rn in g . It c e m e n ts th e c o n te n t a n d a d d s a
se n se o f c o m p le tio n .
2 .1 .3
M o d e l o f Q u a n tu m L e a r n in g
Q u a n tu m
L e a rn in g
M e th o d
is
m e th o d s
and
p h ilo so p h y
of
le a rn in g
th a t
c o m b in e su g g e sto lo g y , a c c e le ra te d le a rn in g , a n d N e u ro lin g u istic ( D e P o rte r 2 0 1 3
:1 6 ). S u g g e sto lo g y u se d to g iv e th e p o sitiv e a n d n e g a tiv e su g g e st to th e stu d e n t
w ith te c h n ic a lly m a k e th e stu d e n t c o m fo rt o n th e ir site , se t th e b a c k g ro u n d w ith
th e m u sic , in c re a se stu d e n t p a rtic ip a tio n , a n d a lso p u t u p p o ste rs. A c c e le ra te d
le a rn in g th a t u se d to p e rh a p s th e stu d e n ts to le a rn w ith im p re ssiv e sp e e d b y u sin g
n o rm al
e ffo rt.
N e u ro lin g u istic
is
o b serv ed
about
how
th e
m in d
m anage
th e
in fo rm a tio n .
Q u a n tu m
L e a rn in g is a n in te g ra te d sc h o o l m o d e l d e sig n e d to in itia te c h a n g e ,
e n h a n c e te a c h e r c a p a c ity , a n d in c re a se stu d e n t a c h ie v e m e n t. A p rim a ry g o a l o f the
m odel
is
to
C o m p o n e n ts
c re a te
of
th e
school
m odel
e n v iro n m e n ts
fo cu s
on
th a t
are
le a d e rsh ip ,
e n g a g in g
and
research ed -b ased
d y n a m ic .
te a c h in g
14
m e th o d s, c o g n itiv e p sy c h o lo g y , le a rn in g a n d life sk ills, p a re n t a n d c o m m u n ity
in v o lv e m e n t, a n d sc h o o l im p ro v e m e n t th ro u g h e v a lu a tio n . T h e m o d e l se e k s to
m ake
c o n te n t m o re
m e a n in g fu l a n d
re le v a n t to
stu d e n ts f o r liv e s. S o m e c o re
e le m e n ts in Q u a n tu m L e a rn in g to b e s u c c e ssfu l su c h a s :
1.
T h e P h y sic a l E n v iro n m e n t
E v e ry e ffo rt is m a d e to c re a te a c o m fo rta b le le a rn in g e n v iro n m e n t.
L ig h tin g , te m p e ra tu re , c o lo r, p la n ts a n d d e c o r a re ta k e n in to c a re fu l
c o n sid e ra tio n . S e a tin g a rra n g e m e n ts a re o p e n a n d fle x ib le .
2.
M u sic
A p p ro p ria te
and
e ffe c tiv e
use
of
m u sic
enhances
th e
le a rn in g
e n v iro n m e n t. B a ro q u e m u sic h e lp s stu d e n ts re la x a n d fo c u s. U p b e a t
m u sic e n e rg iz e s stu d e n ts.
3.
P e rip h e ra ls
P e rip h e ra ls
are
p o ste rs
and
v isu a ls
th a t
re in fo rc e
le sso n s.
The
in fo rm a tio n , o r su g g e stio n , c o n ta in e d in th e p e rip h e ra ls is ta k e n in b y
th e su b c o n sc io u s m in d w h ile th e stu d e n t is c o n sc io u sly fo c u se d o n th e
te a c h e r o r a n a c tiv ity .
4.
Teacher
T h e te a c h e r m u st e sta b lish c re d ib ility w ith th e stu d e n ts a n d b e w e ll
t r a i n e d i n i m p l e m e n t i n g t h e c o n c e p t o f A c c e l e r a t e d L e a r n i n g . T o n a l i ty
o f sp e e c h (p itc h /to n e /te m p o /lo u d n e ss/so ftn e ss) is a te c h n iq u e u se d to
c a p tu re th e stu d e n ts‟ a tte n tio n a n d e m p h a siz e k e y p o in ts.
15
5.
A tm o sp h e re
E m o tio n a l sa fe ty is e sta b lish e d a n d th e to n e is frie n d ly a n d jo y fu l.
P o sitiv e
e m o tio n s
in flu e n c e
th e
le a rn in g
p ro cess
and
enhance
re te n tio n . C a re fu l la n g u a g e e m p h a siz e s p o sitiv e sta te m e n ts a n d a v o id s
n e g a tiv e
sta te m e n ts.
The
te a c h e r
b u il d s
stro n g
rap p o rt
and
re la tio n sh ip s w ith th e stu d e n ts.
6.
A rts
T h e te a c h e r u se s p ro p s su c h a s p u p p e ts, c o stu m e s, h a ts a n d a rtifa c ts to
illu stra te le sso n s. D ra m a tic s, in c lu d in g ro le -p la y in g a n d sto ry te llin g ,
m a k e le sso n s c o m e a liv e .
7.
C o n c e rts
T hese
e le m e n ts
are
used
in
c la ssic
su g g e sto p e d ia
c la ssro o m s.
A c c o m p a n ie d b y se le c te d m u sic , th e te a c h e r d ra m a tic a lly re a d s a sto ry
im b e d d e d
w ith
in fo rm a tio n
and
m a in
p o in ts
fro m
th e
le sso n
and
stu d e n ts jo in t it a c tiv e ly o r p a ssiv e ly . U sin g th e p ro p e r v o ic e to n a lity is
a c ru c ia l p a rt o f e ffe c tiv e ly te llin g th e sto ry .
8.
T e a c h in g F ra m e
T h e te a c h in g fra m e is th e e le m e n t th a t b rin g s it a ll to g e th e r in to a
h a rm o n io u s
flo w .
A
stro n g
fram e
g iv e s
th e
c o n te n t
stru c tu re ,
e ffe c tiv e ly ta k in g stu d e n ts th ro u g h a su c c e ssfu l le a rn in g c y c le .
16
2 .2 R e a d i n g
R e a d in g is a p ro c e ss to g e t in fo rm a tio n , g iv e n b y th e w rite r th ro u g h
w ritte n w o rd s o r th e la n g u a g e . B y a re a d in g o n e is fin d in g in fo rm a tio n a n d
c o m p re h e n d in g th e m e a n in g o f th e te x t.
A c c o rd in g
to
N unan
c o m b in in g in fo rm a tio n fro m
(2 0 0 3 :
68)
“ R e a d in g
is
flu e n t
p ro cess
re c e iv e r
te x t a n d th e ir o w n b a c k g ro u n d k n o w le d g e to b u ild
m e a n in g ” .
A c c o rd in g
to
S to n e
(2009: 98)
” R e a d in g
is
a
c o m p le x
an d p u rp o sefu l
so c io c u ltu ra l, c o g n itiv e , a n d lin g u istic p ro c e ss in w h ic h re a d e rs sim u lta n e o u sly
u se s th e ir k n o w le d g e o f sp o k e n a n d w ritte n la n g u a g e , th e ir k n o w le d g e o f th e to p ic
o f th e te x t, a n d th e ir k n o w le d g e o f th e ir c u ltu re to c o n stru c t m e a n in g w ith te x t ” .
F ro m
th e d e fin itio n w e c a n c o n c lu d e th a t re a d in g is a p ro c e ss re c e iv e d o f
m e ssa g e in fo rm a tio n fro m th e w rite r to th e re a d e r th a t w h ic h th e re a d e r u se d th e ir
k n o w le d g e to u n d e rsta n d o r c o n stru c t m e a n in g .
2 .2 .1
C o m p r e h e n sio n
C o m p re h e n sio n is a p ro c e ss to k n o w a n d to u n d e rsta n d . A lm o st e v e ry d a y
th e p ro c e ss o f c o m p re h e n sio n a re u se d b y a h u m a n e sp e c ia lly in sp e e c h th a t th e n
b rin g s to th e re a d in g p ro c e ss. S m ith (2 0 0 4 :1 2 ) sa y th a t c o m p re h e n sio n is a k in d o f
u p -m ark et sy n o n y m
ap p ear)
te c h n ic a l
fo r u n d e rsta n d in g in d isc u ssio n th a t a re (o r a re in te n d e d to
and
sc ie n tific . In
c o m p re h e n sio n
p ro cess
th e
read er
try
to
u n d e rsta n d th e te x t th a t w ith fin d o u t th e m e a n s e a c h o f th e w o rd s o r a p p ro a c h
w o rd s,
th e n
c o m b in e
th e
k n o w le d g e
of
th e
read er
(m ak e
a
c o n n e c tio n ).
C o m p re h e n sio n m a y b e re g a rd e d a s re la tin g a sp e c t o f w o rld a ro u n d u s - in c lu d in g
17
w h a t w e re a d - to th e k n o w le d g e , in te n tio n , a n d e x p e c ta tio n w e a lre a d y h a v e in o u r
h e a d . S o , in c o m p re h e n sio n th e re is c o n n e c tio n th a t c o m b in in g th e in fo rm a tio n
w ith k n o w le d g e to fin d o u t a n u n d e rsta n d in g .
2 .2 .2
R e a d in g C o m p r e h e n sio n
R e a d in g C o m p re h e n sio n c o m p o se d w ith tw o w o rd s th e re a re re a d in g a n d
c o m p re h e n sio n . R e a d in g is a p ro c e ss re c e iv e d a m e ssa g e fro m th e w ritte n te x t a n d
c o m p re h e n sio n is a p ro c e ss to u n d e rsta n d th e w ritt e n te x t. A c c o rd in g to S n o w
(2 0 0 2 :1 1 ) sta te d th a t R e a d in g c o m p re h e n sio n a s th e p ro c e ss o f sim u lta n e o u sly
e x tra c tin g a n d c o n stru c tin g m e a n in g th ro u g h in te ra c tio n a n d in v o lv e m e n t w ith
w ritte n
la n g u a g e . F ro m
th e
e x p la n a tio n
above
w e
can
c o n c lu d e
th a t re a d in g
c o m p re h e n sio n is a p ro c e ss m a k e a c o n n e c tio n to u n d e rsta n d a n d c o n stru c t th e
m e a n in g a s w a y to re c e iv e a m e ssa g e o r in fo rm a tio n th a t th e re in w ritte n te x t o r
la n g u a g e . In c o m p re h e n sio n b a sic a lly ta lk a b o u t h o w to m a k e c o n n e c tio n to th e
w ritte n te x t a n d it is a v o id th e re a d e r to g e t lo st w h e n th e y re a d .
2 .2 .2 .1 L e v e l R e a d i n g C o m p r e h e n s i o n
A c c o rd in g to B u rn (1 9 8 4 :1 7 7 ) sta te d th a t th e re a re th re e le v e ls o f re a d in g
c o m p re h e n sio n , th e y a re :
1.
L ite r a l R e a d in g
R e a d in g
fo r
lite ra l
c o m p re h e n sio n ,
w h ic h
in v o lv e s
a c q u irin g
in fo rm a tio n th a t is d ire c tly sta te d in a se le c tio n is a p re re q u isite fo r
h ig h e r le v e l u n d e rsta n d in g . R e c o g n iz in g sta te d m a in id e a s, d e ta ils,
causes
and
e ffe c ts,
and
sequence
is
th e
b a sis
o f
lite ra l
18
c o m p re h e n sio n , a n d th ro u g h u n d e rsta n d in g o f v o c a b u la ry , se n te n ce
m e a n in g , a n d p a ra g ra p h m e a n in g is im p o rta n t.
2.
In te r p r e ta tiv e R e a d in g
In te rp re tiv e c o m p re h e n sio n in v o lv e s re a d in g b e tw e e n th e lin e s o r
m a k in g
in fe re n c e s. It
is
th e
p ro cess
o f d e riv in g
id e a s
th a t a re
im p lie d ra th e r th a n d ire c tly sta te d . R e a d e r m a k e s in fe re n c e s b a se d
o n th e ir sc h e m a ta . It is im p o rta n t to re a liz e th a t c h ild re n h a v e le ss
p rio r
k n o w le d g e
sp o n ta n e o u sly ;
th a n
even
a d u lts
th e y
and
possess
do
th e
not
m ake
n ecessary
in fe re n c e s
sc h e m a ta
or
b a c k g ro u n d k n o w le d g e .
3.
C r itic a l R e a d in g
C ritic a l
id e a s
re a d in g
is
d isc o v e re d
e v a lu a tin g
in
th e
w ritte n
m a te ria l
m a te ria ls, c o m p a rin g
w ith
sta n d a rd s
and
th e
d ra w in g
c o n c lu s io n s a b o u t th e ir a c c u ra c y , a p p ro p ria te n e ss, a n d tim e lin e ss.
It re q u ire s th e re a d e r to h a v e c ritic a l th in k in g o f w h a t th e y re a d .
C ritic a l
re a d in g
in te rp re tiv e
depends
upon
c o m p re h e n sio n ,
and
lite ra l
g ra sp in g
c o m p re h e n sio n
im p lie d
and
id e a s
is
e sp e c ia lly im p o rta n t.
2 .2 .2 .2 T e a c h i n g R e a d i n g C o m p r e h e n s i o n S t r a t e g i e s
T e a c h in g re a d in g is o n e w a y in te a c h in g in re a d a te x t e sp e c ia lly in
th e c la ss ro o m . T h e re a re m a n y te c h n iq u e s, a n d stra te g y in te a c h in g
re a d in g . A c c o rd in g
to
B ro w n
m in d fo r te a c h in g re a d in g
(2 0 0 0 : 3 1 5 ) a g o o d ru b ric to k e e p in
is th e fo llo w in g th re e - p a rt fra m e w o rk :
19
1.
B e fo r e r e a d in g : S p e n d tim e in tro d u c in g th e to p ic , e n c o u ra g in g
sk im m in g ,
sc a n n in g ,
p re d ic tin g ,
and
a c tiv a tin g
sc h e m a ta .
S tu d e n t c a n b rin g th e b e st o f th e ir k n o w le d g e a n d sk ill to a te x t
w h e n th e y h a v e b e e n g iv e n c h a n c e to “ e a se in to ” th e p a ssa g e .
2.
W h ile r e a d in g : n o t a ll re a d in g is sim p ly e x te n siv e o r g lo b a l
re a d in g . T h e re m a y b e c e rta in fa c t o r rh e to ric a l d e v ic e s th a t
stu d e n t sh o u ld
ta k e
n o te
o f w h ile th e y re a d . G iv e stu d e n t a
se n se o f p u rp o se fo r re a d in g ra th e r th a n ju st re a d in g b e c a u se
o rd e re d it.
3.
A fter
r e a d in g :
C o m p re h e n sio n
q u e stio n
are
ju st
one
fo rm
a c tiv ity a p p ro p ria te fo r p o st- re a d in g . A lso c o n sid e r v o c a b u la ry
stu d y , id e n tify in g th e a u th o r’s p u rp o se , d isc u ssin g th e a u th o rs’
lin e re a so n in g , e x a m in in g g ra m m a tic a l stru c tu re s, o r ste e rin g
stu d e n ts to w a rd a fo llo w u p w ritin g e x e rc ise .
R e a d in g C o m p re h e n sio n stra te g ie s a re to o ls th a t p ro fic ie n t re a d e rs
use
to
so lv e
th e
c o m p re h e n sio n
p ro b lem s
th e y
e n c o u n te r
in
te x t.
M o re illo n (2 0 0 7 : 1 1 ) id e n tifie s se v e n te a c h in g re a d in g c o m p re h e n sio n
stra te g ie s th e re a re :
1.
A c tiv a tin g o r b u ild in g b a c k g r o u n d k n o w le d g e
U n d e rsta n d in g
th e
c o m p re h e n sio n
is
im p o rta n t
of
c ritic a l b e c a u se
b ack g ro u n d
w e
k n o w le d g e
connect new
to
in fo rm a tio n
w ith p rio r k n o w le d g e b e fo re w e in te g ra te d th e n e w in fo rm a tio n .
20
2.
U sin g se n so r y im a g e s
S en so ry
e x p e rie n c e s
are
a
sig n ific a n t a sp e c t o f o u r b a c k g ro u n d
k n o w le d g e . S e n so ry im a g e ry is a n im p o rta n t p a rt o f o u r sc h e m a s.
W h e n w e b rin g o u r se n so ry k n o w le d g e to th e re a d in g o f a te x t, w e
a re th e d ire c to rs o f th e m o v ie th a t p la y s in sid e o u r h e a d s.
3.
Q u e stio n in g
Q u e stio n in g is a m o n g th e so c ia l c o m p e te n c ie s th a t c h ild re n b rin g
w ith th e m
to th e ir sc h o o lin g . T h e q u e stio n in g re q u ire d to d e e p e n
re a d in g c o m p re h e n sio n is sig n ific a n tly d iffe re n t in p u rp o se a n d in
a p p lic a tio n .
4.
M a k in g P r e d ic tio n s a n d In fe r e n c e s
p re d ic tio n a re e d u c a te d g u e sse s a b o u t w h a t w ill h a p p e n n e x t b a se d
o n w h a t is k n o w n fro m
read er’s b ack g ro u n d
re a d in g th e te x t, p re d ic tio n c a n in v o lv e
k n o w le d g e . In fe re n c e s re q u ire d th a t re a d e rs
g o b e y o n d lite ra l m e a n in g ; th e y u se th e p rin t a n d illu stra tio n p lu s
th e ir k n o w le d g e a n d e x p e rie n c e to in te rp re t th e te x t. R e a d e rs w h o
m a k e p re d ic tio n s a n d in fe re n c e s b e fo re , d u rin g , a n d a fte r th e y re a d
a re a c tiv e ly e n g a g e d in th e m e a n in g m a k in g p ro c e ss.
5.
D e te r m in in g m a in id e a
M a in id e a a re a lw a y s d e p e n d e n t o n th e p u rp o se o f a re a d in g . M a in
id e a s
can
be
d e te rm in e d
a t w h o le , te x t, c h a p te r, p a g e
p a ra g ra p h , o r se n te n c e (w o rd ) le v e l.
passage,
21
6.
U sin g fix -u p o p tio n s
F ix -u p o p tio n s a re to o ls th a t re a d e r c a n re ly u p o n to fi n d th e ir w a y
h o m e , to m a k e se n se w h a t th e y re a d . L e a rn in g to se lf m o n ito r fo r
c o m p re h e n sio n
and
th e n
to
use
fix -
up
o p tio n s
w hen
c o m p re h e n sio n is lo st g iv e s re a d e rs re sp o n sib ility fo r th e ir o w n
p ro c e ss, o w n e rsh ip th a t is c ritic a l fo r th e su c c e ss o f th e ir life lo n g ,
in d e p e n d e n t re a d in g
7.
S y n th e siz in g
S y n th e siz in g sh e d th e lig h t o n th e sig n ific a n c e o f th e te x t fro m th e
re a d e r’s p o in t o f v ie w . A lth o u g h is p o ssib le to sy n th e siz in g th e
in fo rm a tio n fo u n d ju st o n e te x t m o re c o m m o n p ra c tic e stra te g y ,
p a rtic u la rly fro m
lib ra ry p e rsp e c tiv e , in v o lv e s b rin g in g to g e th e r
in fo rm a tio n fro m se v e ra l so u rc e s .
2 .2 .2 .3 P r i n c i p l e o f R e a d i n g C o m p r e h e n s i o n A s s e s s m e n t
T h e a sse ssm e n t is u se d to th e stu d e n ts’ a b ility to d e c o d e w ritte n te x t.
L ik e
a n o th e r a sse ssm e n t o f o th e r la n g u a g e
sk ill th e re
a sp e c t to b e
m e a su re a re p ro p o se d in F a u z ia ti (2 0 1 3 : 9 8 ) in c lu d in g th e fo llo w in g
ite m s:
1.
L a n g u a g e a n d g ra p h ic sy m b o ls.
1 .1 U n d e r s t a n d i n g v o c a b u l a r y a n d t h e i r m e a n i n g s .
1 .2 U n d e r s t a n d i n g g r a m m a t i c a l p a t t e r n .
1 .3 U n d e r s t a n d i n g
th e
g ra p h ic
c a p ita liz a tio n , ita lic iz a tio n , e tc ).
sy m b o ls
(p u n c tu a tio n ,
22
2.
Id eas
2 .1 I d e n t i f y i n g t h e w r i t e r s ’ p u r p o s e a n d c e n t r a l i d e a .
2 .2 U n d e r s t a n d i n g
th e
su b o rd in a te
id e a
w h ic h
su p p o rt th e m a in
id e a .
2 .3
3.
D ra w in g c o n c lu sio n a n d in fe re n c e s.
T o n e a n d S ty le
3 .1 U n d e r s t a n d i n g
th e
a u th o r’s
a ttitu d e
to w a rd s
th e
su b je c t a n d
u n d e rsta n d in g th e to n e o f w ritin g .
3 .2 I d e n t i f y i n g t h e m e t h o d a n d s t y l i s t i c d e v i c e s b y w h i c h a u t h o r
c o n v e y s h is id e a s.
2 .2 .2 .4 T e c h n i q u e s F o r T e s t i n g R e a d i n g
T e stin g
o r a sse ssm e n t in im p o rta n t to m e a su re so m e E n g lish S k ill,
in c lu d in g
te a c h in g
re a d in g sk ill. A c c o rd in g to A ld e rso n (2 0 0 0 :2 0 2 )
th e re a re so m e te c h n iq u e s in te stin g re a d in g n a m e ly :
1.
T h e c lo z e te st a n d g a p fillin g te st
C lo z e te st a re ty p ic a lly c o n stru c te d b y d e le tin g fro m se le c te d te x ts
a n d sim p ly re q u irin g th e te st-ta k e r to re sto re th e w o rd th a t h a s b e e n
d e le te d .
2.
M u ltip le C h o ic e T e c h n iq u e s
M u ltip le - c h o ic e q u e stio n is c o m m o n d e v ic e fo r te stin g stu d e n ts’
te x t c o m p re h e n sio n . T h e y
a llo w
te ste rs
to
c o n tro l th e
ran g e
of
p o ssib le a n sw e r to c o m p re h e n sio n q u e stio n , a n d to so m e e x te n t to
c o n tro l stu d e n ts’ th o u g h t p ro c e sse s w h e n re sp o n d in g .
23
3.
A lte r n a tiv e O b je c tiv e T e c h n iq u e s
R ecent
la n g u a g e
te st
have
e x p e rim e n te d
w ith
a
num ber
of
o b je c tiv e ly , in d e e d m a c h in e re m a rk a b le te c h n iq u e s fo r th e te stin g
of
re a d in g
such
as
m a tc h in g
te c h n iq u e s,
o rd e rin g
ta sk ,
d ic h o to m o u s ite m s, a n d e d itin g te st.
2 .2 .3 T e c h n i q u e o f Q u a n t u m L e a r n i n g o n R e a d i n g C o m p r e h e n s i o n
R e a d in g c o m p re h e n sio n is a p ro c e ss to u n d e rsta n d m e a n in g o f th e te x t a n d
Q u a n tu m
L e a rn in g
le a rn in g
as
a
is
th e
m e th o d
has
p ro cess
som e
a c c e le ra te d
e le m e n t
or
in
le a rn in g
ste p s
th a t to
p ro cess.
do
in
Q u a n tu m
te a c h in g
and
le a rn in g p ro c e ss su c h a s D e P o rte r (2 0 1 0 : 3 6 ) e x p la in th e re a re c y c le in Q u a n tu m
le a rn in g n a m e ly e n ro ll, e x p e rie n c e , le a rn & la b e l, d e m o n stra te , re v ie w a n d re fle c t
and
c e le b ra tio n . T h is m e th o d
w ill c o m p a re to th e so m e stra te g ie s in te a c h in g
re a d in g c o m p re h e n sio n w h e re b a se d o n e x p la n a tio n B ro w n (2 0 0 0 : 3 1 5 ) th e re a re
th re e
aspect
of
fram ew o rk
in
re a d in g
a c tiv itie s
th a t a re
b efo re
re a d in g
(p re-
re a d in g ), w h ile re a d in g (w h ile re a d in g ), a n d a fte r re a d in g (p o st- re a d in g ) a n d a lso
e x p la n a tio n
o f M o re illo n (2 0 0 7 : 1 1 ) th a t so m e stra te g ie s in te a c h in g re a d in g
c o m p re h e n sio n
th a t
is
a c tiv a tin g
or
b u ild in g
b ack g ro u n d
k n o w le d g e ,
u sin g
se n so ry im a g e s, q u e stio n in g , m a k in g p re d ic tio n a n d in fe re n c e s, d e te rm in in g m a in
id e a , u sin g fix -u p o p tio n s, sy n th e siz in g . In th is p a rt w rite r try to c o m p a re th e th re e
o f th e o rie s b e c a m e te c h n iq u e s in te a c h in g re a d in g c o m p re h e n sio n th a t a re :
24
T a b l e 2 .2 .3 T e c h n i q u e o f Q u a n t u m L e a r n i n g o n R e a d i n g C o m p r e h e n s i o n
R e a d in g
Q u a n tu m L e a r n in g
A c tiv ity
M eth o d
Pre-
-
R e a d in g C o m p r e h e n sio n S tr a te g ie s
E n ro ll
-
r e a d in g
M a k in g
p re d ic tin g
in fe re n c e s
and
(sk im m in g
and
sc a n n in g )
W h ile -
-
L earn & L ab el
r e a d in g
-
E x p e rie n c e
-
D e m o n stra te
-
Q u e stio n in g (p re - q u e stio n in g )
-
U sin g
sen so ry
im a g e s
(m in d
m a p p in g )
-
A c tiv a tin g
or
b u ild in g
b a c k g ro u n d k n o w le d g e
P ost-
-
r e a d in g
-
-
D e te rm in in g m a in id e a
-
U sin g fix -u p o p tio n s
R e fle c t
-
Q u e stio n in g
C e le b ra tin g
-
S y n th e siz in g
R e v ie w
and
B a se d o n th e ta b le a b o v e , E n ro ll is in c lu d e d to th e p re -re a d in g w ith so m e
stra te g ie s
th a t
are
m a k in g
p re d ic tin g
and
in fe re n c e s
n a m e ly
sk im m in g
and
sc a n n in g o n th e te c h n iq u e o r q u e stio n in g th a t g iv e p re -q u e stio n in g b e fo re re a d th e
te x t. F o r w h ile -re a d in g th e re a re
in c lu d e q u a n tu m le a rn in g m e th o d th a t a re le a rn
a n d la b e l, e x p e rie n c e , d e m o n stra te . In th is p a rt th e stra te g ie s th a t u se a re u sin g
se n so ry im a g e s w h ic h g iv e m in d m a p p in g o r fin d o u t th e k e y w o rd s fro m th e te x t,
a c tiv a tin g o r b u ild in g b a c k g ro u n d k n o w le d g e a n d a lso d e te rm in in g m in d id e a . A t
th e p o st-re a d in g th e m e th o d s th a t u sin g a re re v ie w
u sin g fix -u p o p tio n s, q u e stio n in g , a n d sy n th e siz in g .
a n d re fle c t w ith te c h n iq u e
25
2 .3 R e c o u n t T e x t
R e c o u n t te x t is o n e ty p e o f te x t in E n g lish re te l lin g o f th e e v e n s e x p e rie n c e
in
th e
p a st.
A c c o rd in g
to
H ook
(1 9 9 9 : 4 ) re c o u n t te x t in v o lv e s
te llin g
w hat
h a p p e n e d a n d in te rp re tin g o r e v a lu a tin g th e e x p e rie n c e in so m e w a y .
2 .3 .1
K in d s o f R e c o u n t te x t
R ecount
c o n sists
of
v a rie ty
of
te x t
fo rm
re c o u n tin g o f e x p e rie n c e . S o m e o f fo rm
h isto ric a l re c o u n t te llin g
jo u rn a ls, d e ta ile d
e v e n ts fro m
o b se rv a tio n
over a
d e a lin g
w ith
e v e n ts
and
b e lo n g s to th is te x t ty p e a re
d iffe re n t p e rsp e c tiv e , d ia rie s,
p e rio d
o f tim e
p o lic e
reco rd ,
b io g ra p h ie s, a u to b io g ra p h ie s, a n d n e w s p a p e r a rtic le s. H o o k (1 9 9 8 : 4 )
R e c o u n t te x t d iv id e d in to th re e p a rts th a t a re :
1.
P erso n al R eco u n t
P e rso n a l re c o u n t is re te llin g o f a n a c tiv ity th a t th e w rite r o r
sp e a k e r h a s e x p e rie n c e . T h is m a y sim p ly b e a n o ra l sto ry , le tte r
o r a d ia ry e n try .
2.
F a c tu a l R e c o u n t
F a c tu a l re c o u n t is th e re c o rd s th e d e ta ils o f so m e th in g th a t h a s
h a p p e n e d . T h is c a n ta k e to th e fo rm
o f a h isto ric a l re c o u n t, a
sc ie n c e , e x p e rim e n t, a tra ffic re p o rt o r a sp o rt re p o rt.
3.
Im a g in a tiv e R e c o u n t
Im a g in a tiv e is ta k e s o n a n ro le a n d c re a te s im a g in a ry d e ta ils
b u t p la c e s th e m in a re a listic c o n te x t.
26
2 .3 .2
S tru ctu re o f R eco u n t tex t
A c c o rd in g to H o o k (1 9 9 8 :5 ) th e re a re so m e stru c tu re s o f re c o u n t
te x t
1.
O r ie n ta tio n
T h e o rie n ta tio n fo rm s th e first p a ra g ra p h o f th e w ritte n re c o u n t.
T h is c a n c o n sist o f o n e se n te n c e b u t w ill o fte n c o n sist o f th re e
se n te n c e s.
The
o rie n ta tio n
se ts
th e
scene
and
su p p lie s
th e
n e c e ssa ry in tro d u c tio n o r b a c k g ro u n d in fo rm a tio n th a t is n e e d e d
to
fu lly
u n d e rsta n d
se ttin g , a n d
w ho
th e
re t