TEACHING
READING COMPREHENSION USING KWL STRATEGY
By
Shella
INTRODUCTION
Teaching
is familiar with us, we always look and do that everyday. We do teaching and
learning process everyday when we at the school. What the teacher do in front
of the class is teaching reading comprehension is
essentially the ability to understand what has been read. After we read a text,
we think what have we get from the text. What the meaning of the text that we
have read, and also we try to understand the purpose of the text to the
readers. If reading came
naturally, teaching reading would be a much easier job. Students would learn to read as
readily as they learn to speak. Teachers would only need to give students the
chance to practice their skills. But the
students don't learn to read just from being
exposed to books. Reading must be taught. For many students, reading must be
taught explicitly and systematically, one small step at a time.
That's
why good teachers are so important. One of the most reading comprehension programs teach
students explicit reading strategies using teacher direct instruction with
additional student practice. Comprehension through discussion involves lessons
that are "instructional conversations" that create higher-level
thinking opportunities for students. The purpose of the discussions are to
promote critical and aesthetic thinking about text and encourage full classroom
involvement.
The teacher who wants to
teach reading should have special strategy to interest the student and to reach
the goals. The teacher should be creative handling the class in order not to
make the students bored, because reading is a boring activity. There are many
strategies in teaching reading comprehension to the students. For long
time, methods for teaching reading forEnglish Department students have
raisedcontroversy. The controversy is well debated asimportant as the statement
that readingis important for the students who are in the
Junior High School. Early reading abilityeffects school success across the curriculum, and students.
In a Fact we
can know that K-W-L strategy is a good strategy in teaching reading to the
students. Students’ prior knowledge is activated by asking them
what they already know; then students set goals focusing on what they want to
learn; and after reading, students discuss what they have studied. Of course
they get many things after they reading something like, many new vocabularies,
knowledge and information. After that we will interesting to learn others kind
of text that we have not read yet in order to get many different knowledges.
The
aim of this study is to know how many students do not
develop effective learning and problem solving strategies on their own but can
acquire them throughmodelling and explicit instruction from their teachers.
Poorreaders, for example, can be taught reading comprehensionstrategies such as
keeping the purpose of an assignment inmind when reading; activating relevant
background knowledge;identifying major points in attending to the outline
andflow of content; monitoring understanding by generating andtrying to answer
questions about the content; or drawing andtesting inferences by making
interpretations, predictions andconclusions. Instruction should include not
only demonstrationsof and opportunities to apply the skill itself but
alsoexplanations of the purpose of the skill (what it does for thelearner) and
the occasions on which it would be used.
The
scope of this study is focusing Strategy teaching is
likely to be most effective when itincludes cognitive modelling: the teacher
thinks out loud whilemodelling use of the strategy. Cognitive modelling makes
overtthe otherwise covert thought processes that guide use of thestrategy in a
variety of contexts. It provides learners with firstpersonlanguage (‘self
talk’) that they can adapt directly whenusing the strategy themselves. This
eliminates the need fortranslation that is created when instruction is
presented in theimpersonal third-person language of explanation or even
thesecond-person language of coaching. The teachers can model and instruct their students in general
study skills and learning strategies such as rehearsal (repeating material to
remember it more effectively), elaboration(putting material into one’s own
words and relating it toprior knowledge), organization (outlining material to
highlightits structure and remember it), comprehension monitoring (keeping
track of the strategies used to construct understandingsand the degree of
success achieved with them, and adjustingstrategies accordingly), and affect
monitoring (maintainingconcentration and task focus, and minimizing
performanceanxiety and fear of failure).
The
method that used in this study is single method or single combination
methods that can successfully teach all students to read, it is still
essential for teaching reading experts to conductstudies and invent better
methods to revise the old ones. As a result, methods havebeen found and
implemented in reading subject in classroom. At least more than ten
methodshave been developed and implemented and some of them have become trends,
yet only five ofthem to be highlighted in this article, those are; (1) Choral
Reading (CR) Method,(2) Paired Reading (PR) method, (3) PORPE method,(4) KWL
method and (5) SQ4R method.Here we do not talk all of
those method, we just talk about the KWL method.
THEORITICAL REVIEW
Definition of Reading Comprehension
According
to Penn State, “teaching excellence is an academic process by which
students are motivated to learn in ways that make a sustained, substantial, and
positive influence on how they think, act, and feel”
Teaching is
a process of giving lesson from the teacher to the students. It can be in or
out of the room, oral or writen is depends on the material that the teacher
teach. Another definition of teaching is from Brown
(2000:7), “Teaching is guiding and facilitating learning, enabling the learner to
learn, setting the condition for learning. Your
understanding of how the learners will determine your philosophy of education,
in your teaching style, your methods and classroom techniques.”
“Reading comprehension is a dynamic
interactive process between the reader and the reading material”.( Omar Salim Muhammad Al-Khateeb, European
Journal of Social Sciences – Volume 12, Number 3 (2010):472).
The
international reading association has developed position statements on
severalimportant issues related to beginning reading instruction. These
statements are aimed toclarify association’s stance on method for teaching
beginning reading. A reading method isa set of teaching and learning materials
and/or activities often givena label, such asphonic method, literature based
method, or language experiencemethod (international readingassociation, 1999).
The
statements say that there is no single method or single combination methods
that cansuccessfully teach all students to read. Therefore a teacher/a
lecturermust have a strongknowledge of multiple methods for teaching reading
and a strong knowledge of the studentsin their care so they can create the
appropriate balance of methods needed for the students they teach.
(international reading association, 1999).
In recent
times, an instructional method known as K-W-L, developed by Ogle (1986) hasbeen
implemented in classrooms. Students’ prior knowledge is activated byasking
themwhat they already know; then students set goals focusing on what they want
to learn;and after reading, students discuss what they have studied. Students
apply higher-orderthinking strategies which assist them to build meaning from
what they read and help themexamine their progress toward their goals. A
worksheet is given to every student thatincludes columns for each of these
activities.
KWL (Ogle, 1986) is an
instructional reading strategy that is used to guide students through a text.
Students begin by brainstorming everything they Know about a topic. This
information is recorded in the K column of a KWL chart. Students then
generate a list of questions about what they Want to Know about the
topic. These questions are listed in the W column of the chart. During
or after reading, students answer the questions that are in the W
column. This new information that they have learned is recorded in the L
column of the KWL chart.
According to
Hato Rey(1979:11), “K-W-L is a strategy that models the active thinking needed
when reading expository text. The letters K, W, L stand for three activities
students engage in when reading to learn: recalling what they KNOW, determining
what they WANT to learn, and identifying what they LEARN as they
read”.
Types of Reading
such as reading as a discrimination act
or a decoding process that is one of words. It means that thinking begin when
reading stops. Reading is a silent and individual activity, reading is a
complex silent and individual activitor a decoding process that the text would
be read, not heard. It means that we produce voices or spoken. We look at the
text then we produce voices from the
text that we have looked.
There are two
kinds of reading, first is oral reading and the second is silent reading. In
oral reading, comprehension is not necessarily the focus; a text read aloud can
be done without understanding it. The focus of oral reading is on the eye
movement of the reader. Different with silent reading, comprehension is the
primary focus. Understanding that result from silent reading is known as
reading comprehension.
Importance
of Reading
In classroom testing some
important features of reading activities that are usually done,
K-W-L has been shown to be an effective tool to help students become more
active thinkers and to help them remember better what they read. It has also
been useful in helping teachers better communicate the activenature of reading
in group settings.
Using K-W-L Strategy
Definition
How
to Use K-W-L Strategy: The strategy is
designed for group instruction and can be used with either whole classesor
smaller groups. It can be used in all curricular areas and at all grades in
whichstudents are reading expository material.
1. Group
instruction. The initial group portion of this strategy involves three
basiccomponents.
a. First,
the teacher engages students in a discussion of what they as a group
alreadyknow about the concept the teacher or the students have selected to
introduce thelesson. The teacher lists this information on the chalkboard
or overhead projector.When disagreements and questions emerge, the teacher
notes them and suggeststhat students may want to include them on the center
column as questions theywant to have answered.
b. Second,
after students have volunteered all that they can think of about the
concept,they should be asked to categorize the information they have
generated. Theteacher may need to identify one general category that
incorporates two or morepieces of information on the board to model the
building of chunks or categories.
c. Third,
after the students are somewhat familiar with this process, they should beasked
to anticipate the categories of information they would expect to have
includedin an article on the topic. The categories of information
identified will be usefulin processing the information they read and in future
reading of a similar nature.
2. Individual
reflection. After the group introduction to the topic, students should beasked
individually to list what they feel confident they KNOW about the concept.They
can also write down the categories they think are most likely to be included.
Atthis time, the teacher should help students raise those questions that have
emerge during the discussion or that come from thinking of the major categories
of informationthey expect to find.
3. Reading.
Students should be directed to read the text once they have focused both onwhat
they know and what they want to find out from reading. Depending on thelength
and difficulty of the text and the class composition, the text can either be
readas a unit or be broken into sections for reading and discussion. As they
read, studentsshould jot down information they learn as well as new questions
that emerge.
4. Assessment
of learning. The final step in the process is to engage the students ina
discussion of what they have learned from reading. Their questions should
bereviewed to determine how they were resolved. If some have not been
answeredsatisfactorily, students should be encouraged to continue their search
for information.
REFERENCES
Hato
Rey.Learning Strategies Resource GuideUniversity of South Florida:Region XIV Comprehensive Center.1979.
Omar Salim Muhammad Al-Khateeb, European
Journal of Social Sciences – Volume 12, Number 3 (2010):472
“Reading
comprehension is a dynamic interactive process between the reader and the
reading material”.( Omar Salim Muhammad
Al-Khateeb, European Journal of Social Sciences – Volume 12,
Number 3 (2010):472).
According
to Hato Rey(1979:11), “K-W-L is a strategy that models the active thinking
needed when reading expository text. The letters K, W, L stand for three
activities students engage in when reading to learn: recalling what they KNOW,
determining what they WANT to learn, and identifying what they LEARN
as they read”.
http://www.teachervision.fen.com/graphic-organizers/skill-builder/48615.html?page=2
Tidak ada komentar:
Posting Komentar