Step 1. Begin by suggesting to the class a major topic they have been studying. In the List stage, ask the students to brainstorm all the words they have
learned in association with the topic. Record these words on the board or transparency until 25 or 30 or less than and more than those have been
accumulated. Step 2. In the Group stage, have the students work together to rearrange the words
into categories. They do not need to be concerned with the exact nature of the categories at this point. Their goal is simply to group words that have
some connection. Step 3. Finally, in the Label stage, each category of words is given an appropriate
designation. Occasionally some of the words may left over without clear- cut category membership. Encourage students not to worry about these
cases but to suggest instead category labels for each leftover term. List-Group-Label strategy has several notable strengths. It focuses on the
interrelation-ships that exist among technical vocabulary words. It provides an environment for actively engaging students with the content and is especially
well suited to collaborative activities. It provides a good method of linking the new with the familiar.
According to the several notable strengths above, List-Group-Label strategy also provides several benefits for teachers and students in class activity.
With a diverse class with diverse experiences, this activity allows the teacher to
quickly determine what the students know about the topic and what misunderstandings need to be addressed. The collective knowledge and
interaction between the students in the groups also set the stage for the topic to be more formally introduced by the teacher. This strategy will be applies in pre-
reading because as the brainstorming strategy, this strategy appropriate to make the students find the words and get the meaning of the words in text.
2.2.3.2 General Concept of Think-Alouds
Think Alouds strategy is another effective reading strategy that provides students with an example for how effective readers construct meaning within texts. During
this reading strategy, teachers model their own reasoning processes out loud for the students. According to Wilhelm 2001:19 a Think Alouds of reading is
creating a record, either through writing or talking aloud, of the strategic decision- making and interpretative processes of going through a text, reporting everything
the reader is aware of noticing, doing, seeing, feeling, asking and understanding as she reads. A Think-Alouds strategy involves talking about the reading strategies
you are using and the content of the piece you are reading. Think-Alouds strategy is particularly effective way for a teacher to share
strategic knowledge with students by modeling and dialogue. In using this strategy of teaching, the teacher demonstrates the particular strategy such as
inference, visualizing, asking questions, making predictions, or summarizing and explains why that strategy is important and useful in reading. Wilhelm presents
several basic ways to conduct Think Alouds strategy: a teacher does think aloud
while the students listen; b teacher does think aloud while the student helps out; c students do think aloud as a large group while teacher and students monitor the
process; d students does think aloud in small groups while teacher and students monitor the process; e individual students does think aloud by writing a
commentary and then sharing his or her results with teacher or with students and f teacher and students do think aloud orally on the overhead projector, in post it
notes, or in a journal. Think Alouds strategy can provide a record of reading and help students discover valuable ways to reflect on how reading applies to the text
and to their own personal lives. Think Alouds strategy helps students learn to monitor their thinking as
they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how
much they understand a text. The texts should be used that are of immediate interest so that modeling is always done in the context of reading that is
meaningful. As students become more adept at this technique they learn to generate their own questions to guide comprehension.
2.2.3.3 General Concept of Somebody-Wanted-But-So
According to Macon, Bewell Vogt 1991 the Somebody-Wanted-But-So strategy SWBS is used during or after reading. It provides a framework to use
when summarizing the action of a story or historical event by identifying key elements. The strategy also helps students to identify the main ideas, recognize
cause and effect relationships, make generalizations, identify differences between
