Ningtas (2015) mentioned that in prediction phase students are encouraged to use context clues and set up the purpose of reading. Moreover, prediction serves as a way for the students to involve in the text and develop interested in the text. 2.8.4 Promote active comprehension Directed reading thinking activity promotes active comprehension by encouraging students to think critically about the text. This strategy is carried out in different phases. Lowe (2006) stated DRTA as a metacognition strategy that teaches students to set a purpose for reading as they develop their thinking processes.
Wholist style tends to respond to cognitive task by holistic strategy. They are used to perceiving material from the holistic perspective. There is a long span in reading comprehension. According to research, English majors in the vocabulary learning, guess words in context. The reading material provides them with information to help them guess the meaning.
The deeper the level of processing the easier the information is to recall. Strengths are; this model of levels processing contributes to understanding the processes that take place at the time of learning. Semantic processing does not always lead to better retrieval and describing than explaining are some weakness in this model. Reworking (putting information in your own words or talking about it with someone else), method of loci (when trying to remember a list of items, liking each with a familiar place), imagery (by creating an image of something you want to remember, you elaborate on it and
INTRODUCTION The objectives of English language learning are I) To enable the students comprehend the spoken form II) To develop students ability to use English in day-to-day life and real life situation III) To understand the written text and able to use skimming, scanning skills IV) To write simple English to express ideas etc The teacher should play different roles to get these objectives of English language. Role of English teacher in developing listening skills in students: Listening is the basis to learn any language. No one can speak second language without listening to it. Students, who come from English medium, are good at English as they have English atmosphere in their class rooms. After completion of degrees, they are good at
Word consciousness includes awareness of word structure, along with an understanding of word components and word order. Students need to become familiar with how written language differs from casual conversation by drawing their attention to the distinctive schemes of written language such as synthesis and complex sentence structures, constructions within sentences, how punctuation influences marking phrasing, and paragraph structure. Students experience benefits from hearing language that links the vocabulary and sentence structures in advanced written English. Literate written English uses words and grammatical structures in new ways to most of students, and reading qualified literature gets the students used to multiple genres of written English. (Sedita, 2005:
My motivation to study this topic is to help teachers to use communicative activities in classroom teachings. My purpose is to enable young adult learners to acquire communicative ability using the techniques that will be handled in the writing. This study has two objectives. First is to provide various communicate language teachings to help teachers in terms of broadening their teaching techniques. Second is to explain how to apply these techniques, activities and tasks effectively in the classroom environment.
Considering as a foreign language, English becomes difficult when Indonesian people try to learn it which is not a mother tongue. Learning English requires intensive study because that is not the daily language of Indonesian people use to communicate with each other. For the students themselves, English is considered as daunting thing and difficult to learn. Generally, they put English as the difficult lesson after Math. In English, there are four skills, namely, listening, speaking, reading and writing.
Reading is usually regarded as hard especially in English as the students unable to comprehend what they read. Students tend to read word by word which make them try to understand the words per se and not on context. When this problem occurs it will reduce their interest and motivation to read. By using the extensive reading materials, the students will be taught to read and be more concerned with the meaning of the text rather than the meaning of individual words or sentences. Limitation of the Research Some problems might arise when the research is conducted: a) Selecting reading materials and suit the students’ ability and fit with the needs of the curriculum specification could be rather demanding.
The important key factor for most of the learners in second /foreign language learning is how to communicate and understand each other? These days, when it comes to English learning everyone would think unconscious to professional in all skills. Almost improves these skills_ listening, speaking, reading, and writing are important and cannot be ignored and requires vocabulary therefore, Vocabulary is also a primary concern in L2 settings because it plays a prominent role in classroom success (Krashen ＆ Terrell, 1983). As it is argued by Read (2000), words are the basic units of language, out of which larger structures such as sentences, paragraphs and the whole text are formed. But, the most problems are how learners should acquire vocabulary
CHAPTER II LITERATURE REVIEW This chapter presents the theories employed in this study. The discussion covers Interactive Read Aloud theories, including the definition, chronological development, Interactive Read Aloud principles, strategy to conduct a successful Interactive Read Aloud, and the interaction produced during Interactive Read Aloud. Moreover, this chapter also presents theories regarding teaching English to young learners in English as a Foreign Language context. Some studies related to Interactive Read Aloud are also presented. 2.1 Introduction to Interactive Read Aloud Interactive Read Aloud is an important learning activity for building knowledge required by students to be successful in reading (Lippman, 1996).