A number of sources have supported the relevance of the chunking theory in mastering language. For instance, Gupta and MacWhinney (2001) discuss chunking helps understand the development of fluency in the context of second language acquisition. Green (2012) further suggested that the chunking theory is also applicable to learning phonological shapes of worlds in first and second language acquisitions. Chunks are results of neuromotor routines. Learners nurture them through practice, and then process them as single units.
5. Involvement of speaking and listening session helps children to develop oral skill and literacy skill. By listening to story, children can develop new range of language, such as learning new phrases, speeches and grammar. 6. Children can retell and modify the story into their own, which may help them to understand more and remember the story.
Learners of English have to deal with unfamiliar vocabulary during their language acquisition. Traditionally, vocabulary has not been a particular subject for students to learn, but has been taught within lessons of speaking, lstening, reading, and writing. Vocabulary knowledge involves more than knowing word definitions and knowing how to find the meanings of unknown words and phrases, interpret literal vs. non-literal language and understand shades of word meaning. It also creates better reading comprehension and the ability to engage, produce and talk about texts. Students who know more words and can also use them in the right context have a significant advantage in school and can continue using that skill to their advantage in college and career.
While there are a wide mix of methods to teaching phonics, teachers generally practice instruction with a balanced, assorted program that involves reading skill instruction and engagement in literacy rich experiences (Hill, 2012). It is commonly agreed upon in the field of reading, that a child’s capacity to segment and blend sounds that create words is paramount in becoming a skilled reader (National Reading Panel, 2000, as cited by Daly, Chafouleas, Persampieri, Bongiglio & LaFleur, 2004). To ‘blend’ is to pull individual sounds and syllables together within a word, for example “ca” in “cat”, whereas ‘segment’ is where words are broken down into individual sounds and syllables, for example, “kitch|en”= 2 syllables/ sounds. Both practices demand that each individual phoneme is recognised by the student, in this instance, clapping is a useful tool to count how many syllables there are in a word. …Studies have shown that pictures of objects can also assist in developing blending and segmenting skills (reference).
Language is absolutely central to learning: with it, can make sense or communicate or understand a subject. The role that language plays is enormous. Recognized as the need of nowadays, the four necessities in language commonly known as the four skills: Reading, writing, listening and speaking play a vital role in any language learning quest. The four skills are the highpoints of language which will take people to greater heights. They are separate yet bound together with an inseparable bond.
Vocabulary is an important factor which contributing to develop four skills when learning a foreign language: listening, speaking, reading and writing. There is strong relationship between knowing a word and four skills above by many researchers as Nation (1990) and Laufer (1997). Knowing the word helps learners master a foreign language through mastering all four skills. However, many students often think that knowing a word is just knowing the form and meaning of that word. Several researchers emphasizes that many kinds knowledge of vocabulary are necessary to be mastered in “know” a word.
Transcription skills are also essential for reading. As well oral language and reading uniquely contribute to writing compositions. Thus, all these language activities are closely connected having reciprocal relationships. This explains why children are taught to read and write in
1. INTRODUCTION 1.1 Background of the Study As we know, nowadays human being demands to have more than one language. The function of language is as a tool for communicating to each other in daily life. There are four skills that we might know in English language such as; listening, speaking, reading, and writing. There are also three language components to teach such as; grammar, vocabulary, and sound.
I want to see how this method can be applied in the class room. I want to study further about this topic. I am interested with how English teacher at Senior High School with the using of Jigsaw for teach reading in the class. This study was conducted to determine the effectiveness of the techniques jigsaw in improving students ' reading comprehension, especially in narrative text for high school students. My hunch, by using jigsaw reading technique, students’ could comprehend one text even more texts in a shorter amount of time and allowed students to thought deeply about an important part of the text.
The Importance of Reading Strategies As previously mentioned in the introduction, reading is vital in foreign language learning process and becomes effective when the comprehension is accomplished by the learners. One way to improve learners’ reading comprehension is strategy instruction ( Khaki , 2014) . In the study and experiment conducted by Khaki (2014), it is concluded that summarizing is an effective way for developing learners’ reading comprehension. Therefore, Khaki (2014) recommends that teachers ought to ask the learners to write a summary passage about what they read. Many other researchers have concluded that successful learners utilize more learning strategies and use them more frequently.