Punishment must be given depending on the students actions, not teacher’s mood on fatigue level. Give the punishment immediately after the
misbehavior to make the association between the act of wrongdoing and the consequence of punishment.
3. Types of Educative Punishment
These following types of punishment are not types of treatment. Types of punishment here are chosen because other methods of correction the students’
misbehavior does not work. Here, punishment divided into four types, there are: 1.
Psychical punishment, such as: slapping, pinch between forefinger and thumb and striking.
2. Punishment using words and sentences, such as: griping, threatening,
teasing and ridiculing. 3.
Stimulus psychical punishment, such as: slope, open wide of eyes and glum.
4. Inconvient punishment, such as: the students stands up in front of
class, out of class, stands beside the teacher, sits down beside the teacher or orders the student writes the sentence and rewrite for 10
times or more.
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C. Reading Skill
1. The Definition of Reading
When someone reading a text but he or she does not understand what he or she are reading, that mean they are not reading. In against, reading is
understanding and comprehending. Reading is useful for language acquisition F. Dubin defines the meaning of reading as primarily a cognitive
process, which means that the brai n does most of the work”.
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http:file.upi.edudirektorfpbsjurpendidikanbahasaarab195105081980031suhermanm akalahhukuman dan ganjaran.pdf.
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F. Dubin, D. E Eskey and W. Grabbe, Teaching Second Language Reading for Academis Purposes…,
p. 6
Generally, reading can be defined as an interaction with a printed message. It means that reading is not passive action: there is some intellectual
energy to be expanded. Reading is the art of transmitting ideas, facts and felling. Pang said in her book:
“Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving
how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences, and
connecting text. Readers typically make use of the background knowledge, vocabulary, grammatical knowledge, experience with the
text and other strategies to help them understand written text.”
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In order to get students to read enthuasiastically, English teacher needs to work to create interest in the topic and tasks. A common paradox in reading
lessons is that while teachers are encouraging students to read for general understanding, without worring about the meaning of every single word, the
students, on the other hand, are desperate to know what each individual word means. Many of students would rather tackle a reading passage with a dictionary
in one hand and a pen in the other to write translations all over tha page. Reading is a challenge to the teachers also because it is such as a
complex process. Reading is not a general ability but a composite of many specific abilities . It is necessary to break down general comprehension into
specific skills which together constitute it. It is necessary to inquire how well the students are able graps the general meaning of a passage.
According to Jemery Harmer that a word of caution needs to be added in reading passage. If students ask for the meaning of all the words they do not know
and given some of the problems inherent in the explaining of different word meaning, the majority of a lesson may be taken up in this way. The teachers need
to limit the amount of tie spent on vocabulary checking in the following ways:
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Elizabeth S. Pang, et al., Teaching Reading, Switzerland: International Academy of Education, 2003, p. 6.
