Page 11 - Gema Petra Edisi 131

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R
eading as a receptive skill cannot be separated
from the English learning as the learners have
first contact with the language which involves
responding to text rather than producing it, in other
words, reading involves making sense of written text
(
The TKT Course Module 1, 2, and 3, Mary Spratt,
Alan Pulverness, Melanie Williams 2012: page
31
). When we read a text, we need to connect our
general knowledge of the world with what we read.
1. Set the goal
How many of us, teachers, often are vague with
the set up goal. That’s what makes us have
difficulty in helping the students reach the learning
goal. In fact, we should take some time to keep
in mind the real goal that we want our students
achieve. In his book
Never Work Harder than Your
Students
, Robyn R. Jackson said we should spend
more time planning than teaching. In accordance
with reading class we are going to lead, from the
start we teachers, must be aware that there are
several types of reading skills we need to know.
One of the most obvious, but unnoticed, points
related to reading purpose is the consideration of
the different types of reading skills:
• Skimming: reading rapidly for the main points.
• Scanning: reading rapidly to find a specific piece
of information.
• Extensive reading: reading a longer text, often
for pleasure with emphasis on overall meaning.
• Intensive reading: reading a short text for de-
tailed information.
(
Theories of Reading 2: Submitted by admin / an
Iranian writer, on 29 March, 2006 - 13:00
)
2. Comprehension or Structure?
Teacher : “Students, please answer my question
for the text: Who is cold and hungry?”
Michael : “Simon.”
Teacher : “Yes, it’s true, Michael. Good job! But
you have to give a complete answer:
Simon is cold and hungry.”
Does that conversation seem very common in
reading class? Teacher always corrects the way
students answer questions, from short ones to
long ones, according to the correct rules. Let’s
observe. What do we expect the students to be
able to do? Do we need them to comprehend and
grasp the whole meaning of the passage and in the
end they are able to retell it in their own words,
or, do we need them to master grammar by going
through the structure of the passage and thus
encourage them to give complete answers (with
the correct grammar) to the related questions.
If it is the learners’ comprehension, do not have
them focused on grammar or gone through
the structure rather than have them read the
passage extensively for general comprehension.
A coleague teacher when was asked, explained
that the purpose of teaching the students to give
complete answers in questions of reading passage
was to drill them to make correct sentences and to
answer properly with correct grammar. Here are
some tips for teachers that might help handle the
reading class in a better way:
2.1
Title prediction
.
Title prediction can be somewhat intriguing.
Discuss the title in a way that your students
may raise up their interest of the text. Expose
the title in a big heading either on the board
or the LCD screen and do not let them see the
text. Spend some time to get ideas by giving
questions and make a list, give them a chance
to practice their speaking ability as well.
2.2
Lead them to deduce meaning from context
.
This is the first step we have to do when
students are facing a reading text. Give clue to
difficult words without using a dictionary (
Day
and Bamford 1998; Prowse 1999
). Instead,
have them deduced meaning from context.
For example, you happen to see this sentence
in your text:
Lisboa é a capital de Portugal
. You
can deduce the meaning form your knowledge
of English that ‘capital’ means capital and from
your general knowledge you know that the
capital of Portugal is Lisbon. So you know that
Lisboa means Lisbon (
The TKT Course Module
1,2 and 3, Mary Spratt, Alan Pulverness,
Melanie Williams 2012: page 32
). That’s how
it works!
2.3
Give feedback as post reading activity
.
Feedback in post reading activity is not always
in the form of questions. True or false, gap
filling, sentence matching can be as chalenging
as answering questions. Teachers may make it
into interactive games, activities on the floor,
outside the classroom, racing, moving to find
the partners, etc. As we know that schools
today does not mean learning in a square
room called class, teachers may creatively find
some places children are most convenient in.
So parents and teachers, never stop encouraging
your students to read, because reading to the mind is
what exercise is to the body.
Lusyanna Tjandraseputra, S.Pd.
Guru Bahasa Inggris SD Kristen Petra 7
READING:
a Comprehension or a Grammar Lesson?
media pengantar dalam pengajaran Matematika dan
Sains. Pelatihan ini mencakup empat keterampilan
berbahasa, yaitu:
listening, speaking, reading,
dan
writing
.
Secara keseluruhan, pelatihan kelas bahasa Inggris
dilaksanakan selama 260 jam, meliputi:
Proficiency
Training
(80 jam),
Knowledge Training
(
methodology
)
(90 jam), dan
Teaching Skills Training
(90 jam). Para
guru dilatih untuk memahami metodologi,
teaching
approaches
, dan hal-hal lain yang berkaitan dengan
pengajaran bahasa Inggris sebagai
second language
.
Tujuan utamanya adalah memperlengkapi para guru
dengan kemampuan standar
Cambridge English
Teaching Knowledge
(TKT) dan
Certificate in Teaching
English to Speaker of Other languages
(CELTA).
Pelatihan kelas Matematika dilaksanakan selama
240 jam, dengan rincian:
Proficiency Training and
Teaching Practice
(120 jam), serta
Knowledge
Training
(
methodology and Pedagogy for grade I &
II
)
and Teaching Practice & Observation
(120 jam).
Metodologi internasional dan pendekatan pengajaran
Matematika berdasarkan konsep-konsep Matematika
yang baru untuk siswa kelas I dan II, menjadi materi
utama dalam pelatihan kelas Matematika.
Sedangkan untuk pelatihan kelas Sains, dilaksanakan
selama 210 jam yang terdiri atas 120 jam materi
Proficiency Training
dan 90 jam materi
Knowledge
Training (methodology and Pedagogy for grade I
& II) and Teaching Practice & Observation
.
Enquiry
Based Approach
digunakan untuk melatih para
guru Sains dengan tujuan agar mereka mampu
melakukan pengajaran Sains yang interaktif dan
engaging
bagi para siswa. Dalam pelatihan ini, para
guru mendapatkan kesempatan untuk mengekplorasi
sejumlah contoh percobaan ilmiah, latar belakang,
langkah-langkah penyusunan
lesson plan
dan
pelaksanaannya.
Hingga bulan September 2017, pelatihan EMS ini
telah berjalan kurang lebih selama enam bulan.
Selama masa itu, di tiap-tiap kelas pelatihan para guru
menunjukkan keaktifan dan semangat yang luar biasa.
Mereka menikmati aktivitas dan proses pembelajaran
dengan usaha keras dan antusiasme yang tinggi di
tengah kesibukan pekerjaan di sekolah masing-masing
dan kepenatan tubuh. Banyaknya pertanyaan yang
timbul dari interaksi para guru dengan para
trainer,
menunjukkan rasa ingin tahu mereka yang besar
terhadap materi-materi yang disampaikan. Pada
pelatihan ini pulalah tercipta hubungan yang baik di
antara para guru sehingga timbul interaksi yang positif
dan saling mendukung.
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