Tesis

Scaffolded reading experience (SRE) strategy to improve the eight grade students\' narrative reading skill at SMPN 2 Giligenting - Sumenep / Dornawati

Abstrak
ABSTRACT Dornawati. 2008. Scaffolded Reading Experience (SRE) Strategy to Improve the Eighth Grade Students Narrative Reading Skill at SMPN 2 Giligenting-Sumenep. Thesis. Graduate Program in English Language Education State University of Malang. Advisors (1) Dr. Monica Djoehana D. Oka M.A (2) Prof. Dr. M. Soenardi Djiwandono. Key words Scaffolded Reading Experience strategy narrative reading skill improvement This study was intended to describe how the Scaffolded Reading Experience strategy was implemented in the teaching of narrative reading to improve the narrative reading skills of grade eight students at SMPN 2 Giligenting Sumenep academic year of 2006/2007. To achieve the intention a classroom action research was carried out. The procedure of the CAR was designed into the steps of planning implementing observing and reflecting through three cycles each of which consisted of two meetings in addition one meeting for the training session. During the implementation the researcher acted as the practitioner whereas the classroom teacher acted as the collaborator. To observe the action observation sheets field notes reading quizzes story-map completion sheets and questionnaire were employed. The SRE implementation brought improvement on the students involvement and achievement. The extent of their involvement reached the category of very good and the average score of the quiz increased to 78.88 which succeeded 8.88 points from the targeted score. The appropriate sequence of the SRE strategy procedure comprises the pre- whilst- and post-reading stages. The activities in each stage should be done respectively and cannot be misplaced since one activity is a prerequisite for another. Pre-Reading stage covers the activities of (a) activating the students prior knowledge through questioning and explaining things related to the story (b) pre-teaching related vocabulary and (b) guiding students to formulate predictions of the upcoming story. These activities function to prepare the students to set the reading purposes and to stimulate the students interest for the upcoming story. Whilst-Reading stage includes the activities of facilitating the text comprehension and modeling the comprehension such as (a) assigning students to do the silent reading and (b) carrying out the story-grammar question technique. This technique comprises the activities of explaining the story-grammar questions assigning one student to read one or two paragraphs and asking Who is the story about and discussing the answers assigning one more student to read the next paragraph and asking What is the main character trying to do and discussing the answers assigning one more student to read the next paragraph and asking What happens when the main character tries to do it and discussing the answers assigning the last student to read the next paragraph and asking What happens in the end and discussing the answers and guiding students to summarize the story. Post Reading Stage embeds the activities of deepening the students comprehension by providing the activities such as (a) justifying predictions and (b) doing the story-map technique. This technique includes the activities of explaining the text features and its rhetorical steps providing questions on the rhetorical steps guiding students to complete the story-map and assigning the students to complete the story-map completion on board and discussing answers. In using the SRE strategy the activities of the story-grammar question and the story-map completion should be done with the shift of work formation from classical group pair until individual work as the effort to withdraw the scaffold from the students the activities of prediction formulating and of prediction justifying should be set free from tense adequate preparation of related pictures of copies of related vocabulary of story-map sheets and various colour pencils is a must to support the visualization of the story-map completion and the time allotment for each stage should be flexibly managed and suit to the students needs and condition

Informasi Detail

DDC

Rt 428.4 DOR s

Prodi

Tesis (Pascasarjana)--Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2008.

Deskripsi Fisik

xv, 206 hlm. : il. : tab. ; 30 cm

Bahasa

No Reg

02421/KI/08

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang, 2008

Subjek

1. BAHASA INGGRIS - MEMBACA, KEMAMPUAN

Pembimbing

1. MONICA DJOEHANA D. OKA ; 2. M. SOENARDI DJIWANDONO

Lampiran Berkas