CHAPTER I
INTRODUCTION
A.
Background
of the problem
Reading is one of the skills that important
to be learned by English students. It can support the development of the
knowledge and it provides the proficiency to get information. Therefore, its
skill is one of the matters that can help students to be a broadly integrative
people. In addition, they get a lot of information, ideas and also get useful
knowledge such as understanding the sentences, structure of the sentences and
can find the topic or main idea of the text.
Based on curriculum KTSP 2006 (Kurikulum Tingkat Satuan Pendidikan),
reading is given to students depend on classification of age. It starts from
basic level to university level. Reading is given as decoding to Elementary
School, where they just read the texts or sentences. While in Junior High
School, students are required to learn how to find topic, main idea synonym and
antonym of the texts. Then, Senior High School students learn many kinds of text,
besides seeking the main idea, topic or topic sentence of the texts. The last, university
students are given not only how to identify the main idea or topic sentences
only, but they also given context clues and intensive reading.
Meanwhile, it can be seen that Senior High
School students learn the reading in many kinds of text in order to get meaning.
It means that reading not only how to practice the words in the texts, but also
identifying what the purpose or meaning of texts that have been read. In this section,
the students are required to pay attention and concentrate so that they can
make inferences of what they have read. That is really matter in reading skill.
Furthermore, there are many kinds of text
that students could learn, when they at Senior High School. For example,
narrative text, news item, exposition text, etc. The teacher uses different way
to teach all of those texts as usual. Although the students can read by their
own way, but it is possible to the teacher to use good strategies in order to
make class being fun and enjoyable to learn reading
itself. Besides that, teaching learning process will run properly and avoid the
boredom, especially in reading process.
On the other hand, many students have difficulties
in reading the texts. Based on the writer’s experience in practice teaching at
Islamic Senior High School Lubuk Sikaping, most of students only read without
knowing what they read. For instance, teacher gives a text to students, and
then asks them to read it in order to build their comprehension and show the
inference of what they have read. As a result, they do not do what they
supposed to do, most of them failed in understanding the text. It occurs when the
teacher gives some questions based on the text; their answers diverge to the
questions.
Based on the problem above, the teacher needs
to develop such a good strategy in reading subject. Here are several strategies
that teacher can apply in teaching reading; for example, Anticipation Guides,
List-Group-Label, Facts and Inferences, Key Words, Read-Talk-Write, New Flash,
etc. In addition, these strategies are provided in order to help students
understand in reading the texts. Then, teaching-learning process would be more
fun and enjoyable in the class.
B.
Limitation
of the problem
Based on background above, there are some
strategies in teaching reading for Senior High School, such as Anticipation
Guides, List-Group-Label, Facts and Inferences, Key Words, Read-Talk-Write, New
Flash, etc. However, this paper only focuses on Facts and Inferences strategy for
Senior High School students.
C.
Formulation
of the problem
This paper is one of ways to solve the
problems above; therefore, the writer decided to use formulation into following
question: “How to teach reading comprehension for Senior High School by using
Facts and Inferences strategy?”
D.
Significance
of the paper
This paper is expected to improve the
students’ reading ability at Senior High School. Then, English teachers can use
this strategy in order to make teaching process more effective and enjoyable.
Finally, the writer can increase his knowledge about teaching reading
comprehension at Senior High School; moreover, when the writer being a teacher
later, this strategy can be used as well.
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Nature
of Reading
1.
Definition
of reading
There are some definitions of reading, where
it is not only say the word, pay attention, but also has a meaning in its
process. Richards and Renandya (2002:273) state that reading is a skill that is
highly valued by students and teacher alike. It means that through reading, the
students read many sources in order to get a lot of information and it can help
them to intensify their knowledge in any aspect. Thus, reading requires them to
get information from what they read, also how to pronounce, identify words and
get meaning.
Furthermore, Seyler (2004:3) states that
reading is process of obtaining or constructing meaning from a word or cluster
of words. It means the readers have process; where they found a cluster of word
without complete the sentence in some context fragments. Then, reading involves
getting meaning from the words, this is called understanding ideas,
information, or feeling to word convey when putting together in particular
pattern. Thus, if the readers are not getting the meaning, they do not do
reading yet. After that, the reader
wants to understand the writer’s mean.
Brown (2004:185) states that reading is a
likewise a skill that teacher simply expects learner to acquire. It means that
reading is a process that expects the reader to get information or knowledge
through reading text. In brief, when a reader reads the text directly or
indirectly, the reader will get new information or knowledge; moreover, the information
or knowledge will be gotten in many aspects, such as technology, education,
medical, etc. Linse (2005:69) also supports it; reading is a set of skill that
involves making sense and deriving from printed word. Thus, students must be
able to decode the printed of the word in order to read and compare what they
read.
Meanwhile, Carter (2008:144) states that
reading is a process that requires the reader to master concepts in a personal
way. It can be seen from the reader familiarity with a subject, background and
life experiences. Moreover, Zainil (2008:10) points that reading is written
communication. When the readers are reading, they are communicating with the
writer of materials. Indeed, readers should read the lines, between the lines
and beyond the lines. Reading the lines is to understand what is written.
Reading between the lines means to understand what is not written. Then,
reading beyond the lines is to interpret the meaning of reading the lines and
reading between the lines.
Based on definition above, can be concluded
that reading is a complex activity process to pronounce a cluster of words, getting
meaning of that words and understanding the ideas of texts that is read.
Furthermore, reading is activity that helps the reader to obtain the
information or knowledge in many aspects, such as technology, medical,
education, etc. In brief, reading is a process to read word by word and to get
meaning of text that is read.
2.
Purposes
of reading
Reading is
necessary for all peoples, especially as a student. By reading, they will
obtain information and increase their knowledge. Moreover, they can spend their
time usefully in order to get new knowledge. Harmer (2003:28) states that
reading is useful for other purposes, such as provided students to understand
more about topic that is read and increase their language ability.
According
to Carter (2008:151), there are four reading purposes:
a. Read
for understanding.
In this case, the reader needs to comprehend two things.
They are concepts that provide a framework for remembering detail and details
that help reader to explain or support general concepts.
b. Read
to evaluate critically.
Critical evaluation involves understanding. It means that
can be done by approach with an open mind, examining causes and effects,
evaluating ideas and asking question that is related to the writer’s argument
or assumption.
c. Read
for practical application.
Reader gathers usable information to apply a specific
goal. It means that the reader knows why they read and for what they read. The
information that reader reads is needed in certain purposes.
d. Read
for pleasure.
The reader reads some materials for entertaining their
self. The point is reading as something that can make the reader gets fun and
enjoys their time. In spite of information not important, the reader enjoys it.
In addition,
Carter (2008:144) points that understanding is the goal of reading itself.
Moreover, reading also provides situation to reader, where the reader needs to
find purposes of the text, get meaning, message and any information from what
the reader reads. Thus, despite many purposes of reading, getting more
information and knowledge are the purposes generally.
3.
Reading
process
The readers have
different way and ability in reading process. It is possible that they read
without understanding what they are reading, they also read word by word. Therefore,
Grellet (1999:4) points the main ways of reading as follow:
a. Skimming
This way refers to readers read over a text quickly in
order to get gist.
b. Scanning
This process is one way that readers do in order to get
the main point or particular information of the text that is read.
c. Extensive
reading
This is reading longer text, usually for ones’ own pleasure.
This is a fluency activity, mainly involving global understanding.
d. Intensive
reading
This is reading shorter text to extract specific
information. It is also accuracy activity involving reading for detail.
According to
Seyler (2004:5), the reader is an active participant. It means that gathering
knowledge and bringing experience are what the readers want to do in reading
process. In addition, Diaz (2004:153) points that there are three stages in
reading process:
a. Into
Into stage is a process of reading that focus on
activities students’ background knowledge by drawing of their past experiences
or helping develop of new experiences.
b. Through
Through is a process of reading activity that helps
students as they work with the text. Moreover, in this stage students expect to
be able guess meaning by using the context of the text.
c. Beyond
Beyond is the last process of reading, which is focus on
activities that designed to extend the student appreciation of literature (reading
source). In other words, this process is a following up activities in helping
students organize and retain their understanding.
From explanation
above, the writer can conclude that reading process is the readers’ step in
understanding what they read. The process involves some activities, such as
guess what the text says rapidly, recognize word or phrase and relate it with
prior knowledge and the last is find the specific and general information about
the text by using context of the text.
4.
Principles
of reading
Generally, the
principles are the readers’ background knowledge and experiences, where the new
ideas are connected to the actual information.
Harmer (2003:70)
states that there are some principles of reading, they are:
a. Reading
is not a passive skill
Reading is an incredibly active occupation. It means that
the readers have to understand what the words or texts mean, understand the
arguments, and work out if the readers agree with them.
b. Students
need to be engaged to what they are reading
Students who are reading the text required to engage the
process. Where the text that students read is such a project that should
finished, it is include get information, find new knowledge and they can make
inferences as well.
c. Students
should be encouraged to respond the content of reading text
The students should be allowed to express their feeling
about the text; thus, it is provoking personal engagement to the text and
language.
d. Prediction
is a major factor in reading
In this case, teachers should give students ‘hint’ so
that they can predict what is coming to, it will make them better, and more
engaged readers.
e. Match
the task to the topic
The most interesting text can be determined by asking
boring and inappropriate questions, the most commonplace passage can be made
exciting with imaginative and challenging task.
f. Good
teachers exploit reading texts to the full
Reading text is full of sentences, words, ideas,
descriptions, etc. It means that it does not make sense, but just getting
students to read it and then drop it to move on something else.
In addition, Brown
(2004:188) states that there are some principal strategies in reading, they are:
a. Identify
your purpose in reading text.
b. Apply
spelling rules and conventions for bottom-up decoding.
c. Use
lexical analysis (prefix, roots, suffix, etc) to determine meaning.
d. Guess
at meaning of words, idioms, etc, when you are not certain.
e. Skim
the text for the gist and for main ideas.
f. Scan
the text for specific information (names, dates, key word).
g. Use
silent reading techniques for rapid processing.
h. Use
marginal notes, outlines, charts or semantic maps for understanding and
retaining information.
i.
Distinguish between literal and implied meaning.
j.
Capitalize on discourse markers to process
relationships.
Therefore, in
reading, the readers need to follow some principles in order to make them easy
to understand what they have read. The readers have to know why they read the
text itself. In brief, those principles can build the readers’ reading ability.
B.
Nature
of Reading Comprehension
Reading
comprehension is a part of reading skill. Arnaudet J and Phill B (1990:23)
state that reading comprehension is a set of skill that involves deriving and making
sense from the printed word. This definition requires the reader to obtain or
construct what the writer means in written language. Meanwhile, constructing
meaning through interaction and involvement with written language are basic
elements of comprehension. Therefore, readers do interaction with the writer by
comprehending the text that is written by the writer.
Furthermore,
Snow (2002:11) adds that comprehension entails three elements. Firstly, there
is the reader who is doing the comprehending. Secondly, the text that is to be comprehended,
and finally, the activity in which of comprehension is a part to comprehend. It
means that they cannot be separated, they are unity. When readers loose one of
the elements, they do not do comprehending yet.
According to
Grellet (1999:8), reading comprehension should not be separated from the other
skill. The first is reading and writing (summarizing and mentioning what have
been read). Second is reading and listening (comparing an article and news
bulletin, using recorded information to solve a written problem, matching
opinions and texts, etc). The third is reading and speaking (discussion,
debates, appreciation, etc). Those skills are very important in reading
comprehension, where each skill will help the readers in order to comprehend
what they read.
From the experts’ explanation above, the
writer summarizes the reading comprehension as a process that occurs in
reading, where there is an interaction and involvement between readers and
writers. To this section, the reader requires to obtain or construct the
meaning of word that is written by the writer. The readers know what the
writers mean in written language itself.
C.
Teaching
Reading Comprehension
Teaching reading
comprehension is a guideline for the teacher to help the students in
comprehending the text easily. Moreover, the process of teaching reading is
usually divided into three stages: pre-reading activity, whilst reading activity,
and post reading activity. Brown (1994:8) supports it; he states that there are
three activities in reading comprehension such as pre-reading, whilst reading
activity and post reading activity.
1. Pre-reading
activity
This activity is given to students’ preparation for
actual reading of selected material. It means that the teacher helps students
to anticipate the text. In pre-reading activity, teacher introduces the topic
by brainstorming through media, pictures, etc.
2. Whilst
reading activity
This is the core activity in teaching learning process.
In whilst reading activity, the teacher distributes the text to students. For
example, ask students to read the text, after that teacher will give
explanation about the text, and ask them to do assignment based on the text.
3. Post
reading activity
It is an activity to comprehend the text in teaching
reading. In post reading activity, the teacher asks students to make summary as
well.
Moreover, these
activities will help students to increase their comprehension well, because the
teacher gives the material systematically. Therefore, teaching reading process
becomes more effective and understandable by students, because they can do it
systematically.
In addition, the
purpose of teaching reading comprehension is to improve readers’ attitude,
abilities and skill that are needed for gathering information from written
language. Snow (2002:34) states that successful teacher of reading
comprehension must respond flexibly and opportunistically to students’ need for
instructive feedback as they read, intensive teacher preparation is effective
in helping teachers deliver successful strategy instruction that has improved
students outcome in reading comprehension test.
Based on
explanation above, the writer concludes that teaching reading is the way to
give and share information, add knowledge for students, and gets them to
understand the text well. Therefore, teacher has to carry it out by leading the
students to comprehend the text. Then, teacher should be able to adjust her/his
instruction carefully in order to reach the students’ success in learning
process.
D.
Nature
of Facts and Inferences Strategy.
1.
Definition
of facts and inferences strategy
Facts and
inferences strategy helps students to increase their abilities in reading skill,
especially in comprehension. According to Baltas and Nessel (1999:15), this
activity is used during reading to help students build an awareness of how they
process information and understand the differences between facts and
inferences. It means that the strategy helps students to complete their reading
process and gets understanding the text by analyzing the facts and inferences.
Thus, students can easily finishing their reading process and getting the
comprehension to the text clearly.
Furthermore, Clark
et al (2004:190) state the facts are things that we can see or observe and
inferences are interpretations we make before, during, or after reading. It
refers to that students required identifying everything that they can see or
observe, and then they make the inferences based on the fact that is observed.
It is possible that students have different way in interpreting facts that is
seen; however, this strategy has an important purpose, it is to increase
students’ ability in comprehending the text.
In addition, using this strategy, the students
can monitor their comprehension; learn to read more purposefully and
thoughtfully. By doing this, the students have tried to improve their
comprehension toward reading text. Moreover, Harvey and Goudvis (2007:146)
points that the fact is something we can see and inferences are interpretation
of the fact that is seen. It means that facts and inferences are joined
together in teaching reading, while students are required to analyze the
information from the text as a fact or inference.
In conclusion,
facts and inferences strategy is an activity that is used in teaching reading
process. Where the facts are things that can be seen or observed. Then the
inferences are interpretation that is made before, during, and after reading
based on the facts that are seen. The students might be make different
interpretation of the fact; however, this activity has an important purpose, it
is to increase students’ ability in reading comprehension. Therefore, this
strategy can help students to build an awareness of how they process and
understand the differences between facts and inferences as well.
2.
Steps
of Facts and Inferences strategy
Based on
definition above, this strategy has some steps to be applied. Baltas and Nessel
(1999:16) state the steps of this strategy as follow:
a. Teacher
reads the text silently while students read along silently
b. Teacher
tells the class what he/she remember after reading. Next, teacher records each
statement on the white board, then encourages students to add any information
that he/she may have omitted.
c. Teacher
returns to each statement, categorizes it as either fact or inference, and explains
for each one why he/she has decided on that category.
d. Then,
the teacher returns to the text and point out what information led him/her to
the specific categorization.
e. After
that, teacher has students read the next segment of the text and finish it like
teacher do. Students also add their comment or assessment of their
categorization.
f. Students
repeat the steps for each of the other segments of the text.
Furthermore,
Clark et al (2004:190) point the process of this strategy as following steps:
a. Use
the facts and inferences template. Put the “facts” in left side and
“inferences” placed in the right side.
b. Begin
by reading a short passage aloud to the class.
c. Ask
the class to tell what facts they heard in the passage and list the facts on
the “facts” side of paper.
d. Go
through and let students identify any interpretations that they can make based on
the facts they know. Put these on the “inferences” side of paper.
In addition,
Harvey and Goudvis (2007:145) also show some steps of this strategy as follow:
a. Teacher
explains to students that facts are something that we can see and prove, and
inferences are what we think. Tell students that we will read a little of our
textbook and stop to complete the “Facts/Inferences” chart.
b. Teacher
explains to students that they must read and visualize or connect to the
information in order to fill out the “inferences” part of the chart.
c. Complete
some more of the chart together. Reading the text, then stopping to write the
facts and make inferences together.
d. Put
students into small groups or pairs to continue using the organizer in the same
format.
Thus, all of the
steps that is stated by experts above can be applied in teaching learning
process, especially in Facts and Inferences strategy. It can help the teacher
to know how to apply the strategy in class. However, the writer will try to
combine those steps that are stated by the experts above. As a result, the
combination can be seen as following steps:
a. Teacher
begins by reading about a half of the text silently, while students read the
text along silently.
b. After
that, teacher invites students to see what she/he remembers after reading the
text, and asks students to add any information that she/he may have omitted.
c. Teacher
and students make a list of their statements and discuss it in order to make
inferences toward the facts and explain for each one why they decided to that
category.
d. Teacher
asks students to work in groups and discuss the rest of the text by using Facts
and Inferences template.
3.
Advantages
of facts and inferences strategy
Based on
previous explanation, this strategy has several advantages of course. Baltas and
Nessel (1999:15) state some advantages of this strategy:
a. It
can help students to build an awareness of how they process information.
b. The
students understand the differences between facts and inferences.
c. Students
can monitor their comprehension and learn to read more thoughtfully and
purposefully.
In
addition, Clark et al(2004:190) also state that this strategy very useful when reading
textbook. It means that this strategy helps students to increase their ability
in reading textbook. Then, the teacher can teach systematically or purposefully;
moreover, the strategy also helps students to know what they read and
understand the written language. In brief, students can make a communication to
the written language.
CHAPTER III
DISCUSSION
Based on previous chapter, teaching reading
comprehension means the teacher will teach reading to gain the students’
comprehend about text. While the students require not getting more information
and new knowledge only, but also can explore their thinking. Furthermore,
improving students’ reading ability, the teacher needs to find a suitable and
interesting strategy in teaching reading. Facts and Inferences is one of suitable
strategies that teacher can use in teaching reading comprehension itself. Nevertheless,
before come to the class and start the lesson, the teacher needs to do some
preparations that have been considered before. For instance, pre-teaching
activity, whilst teaching activity and post teaching activity.
A.
Preparation
Before teaching activity started, the
teacher should have some preparations about some points that the teacher and
students need in this activity. The
first one is the teacher should prepare the topic that will be
discussed during teaching learning process. The second one is the material that
will be learned in reading activity. The last one is the teacher should prepare
the other things that have related to teaching learning activity.
Besides that, before teaching activity,
teacher also should explain about Facts and Inferences strategy. This is
include the meaning, how to use the strategy and process of the strategy
itself. Thus, it can make students easier to do learning process.
B.
Procedures
1.
Pre-teaching
activities
Pre-teaching activity is an activity that
will be done before another teaching activity is started. This activity is used
to build students’ motivation in learning process. In pre-teaching activities,
teacher can do some activities as follow:
a. Greeting
Teacher: Good morning students!
Students: Good morning Sir!
Teacher: How are you today?
Students: Fine Sir, how about you?
Teacher: I am fine too, thank you!
b. Checking
attendance list
In this activity, teacher checks students’
attendance in order to know how many students which is absent at the day.
For example:
“Well
class, please raise your hand and say yes or present when I mention your name!”
c. Giving
brainstorming
In this activity, teacher tries to refresh
the students’ brain and introduces the Facts and Inferences strategy. Teacher
can begin it by telling what facts and Inferences are.
For example:
Teacher :
Remember! Facts are something that we can
see or information that we can prove from the text, while the Inferences are
what we think or interpret from information that we can get. The inferences
should derive from the facts!
Teacher : We will try this in following example.
(Teacher writes sentence in white board)
“He has an appointment to go outside
tonight, while his sister has headache and sleep alone at home”.
Teacher :
based on the sentence above, I have found
the first fact in this sentence, it is “appointment to go outside”, you can see
on the first sentence, (students look into the sentence), does it say like
that?
Students: Yes, It is said the man has an appointment to go outside tonight.
Teacher: Ok, Then, the second is “his
sister has headache and sleep alone”, that is in the last sentence. Therefore,
I inferred the man needs to cancel his appointment accompany his sister.
Students 1 :
It does not say like that Sir, there is
no word that say about cancelling appointment, how come?
Teacher :
Yea! You are right, but, as I told you
before, inferences are what we think about the fact, it’s our interpretation
derive from the fact. That’s why I inferred like this. Don’t you pay attention
to this?
Student 2 :
I see. I think he needs to take his
sister to a doctor and cancel his appointment.
Teacher :
Okay! It is what you think about this
fact. It means that to take his sister to meet a doctor is your inference.
d. Choosing
a topic
The teacher writes a topic on the white
board, for example: “Large Phyton Saves Riza and Twins”.
2.
Whilst-teaching
activities
Whilst teaching activity is the second
process in teaching learning process. It is occur after doing pre-teaching
activities. In whilst teaching activity, teacher applies procedures of facts
and inferences strategy that have been combined before. Therefore, in this
activity, the teacher will complete some steps as follow:
a. Teacher
shows the text that will be discussed and gives the copy of paper to each of them.
For example:
Teacher :
Please pay your attention to the text on
your copy and read it silently!
(The
students will see the following text)
“Large
Python Saves Riza and Twins”
A few survivors of Sunday’s
calamity have a snake to thank for being alive. Riza, a 26-year-old clothes
vendor, said that at about 08:00 a.m. she was enjoying the holiday in bed
when suddenly she saw walls of water,
mud, rocks and branches rushing into the neighborhood. People were screaming and running.
Riza, who was living in a rented house near the coast in Banda Aceh with
three friends, dashed up to the second
floor of a neighbor’s home and stood on top of a cupboard.
However, as she told
Antara from a makeshift shelter on Wednesday, the current swept her and her friends off their perch. As Riza was
drifting, she saw her neighbors, two girl-twins-and their mother. Riza, who
can swim, managed to help the girls. She saw their mother was badly injured.
The mother shouted,
“Please help save my children. Let me be, but please save my children,” Riza
recounted, in tears. As she struggled for her own life and that of the twins,
she said a large snake as long as
telephone pole approached her. She and the nine-year-old rested on the
reptile, which was drifting along with the current.
“Thank God, we landed
on higher ground where the water level was only about a meter deep. The
twins, who were badly injured, were safe.” Riza then slapped her face to make
sure she was not dreaming.
Riza, who is
currently taking refuge in the Bandar Blang Bintang area, plants to go to her
relative’s house in Medan, North Sumatera.
“God still loves me,”
she said, adding that she would never forget the tragedy.
|
(Adapted from: English for Better Life
for Grade X of Senior High School)
b. Applying
procedures of Facts and Inferences strategy
Teacher can begin by reading about a
half of the text silently, while students read the text along silently. About
five minutes later, teacher invites students to see what she/he remember after
reading the text and asks students to add any information that she/he may have
omitted.
Teacher : These
are what I have got from the text.
Teacher writes the sentences on the board.
- Walls of water, mud, rocks and branches
rushing into the neighborhood.
- People were screaming and running
- Riza dashed up to the second floor of
neighbor’s home.
Teacher :
I think I got everything, and what about
you? What have you got after reading this text?
Student
1 :
this text said that the current swept
Riza and her friends off their perch. It is stated on the second paragraph in
first line. (Teacher and students look back to the text)
Teacher
: Oh, right! It is in the second paragraph. Let us add that to the list.
Is there anything else?
Student
2 : a large snake as long as telephone pole.
Teacher :
where did you get it?
Student
2 : it can be seen at the third sentence in paragraph three.
Teacher : okay,
I’ve got it.
Then, teacher and students make a list
of the statements and decide the inferences based on the facts.
Teacher : okay,
these are our list or information that we have found on the text.
(Teacher writes the list on the board,
while students write this on their paper)
- Walls of water, mud, rocks and branches
rushing into the neighborhood.
- People were screaming and running
- Riza dashed up to the second floor of
neighbor’s home.
- The current swept Riza and her friends off
their perch.
- A large snake as long as telephone pole
approached her.
Teacher : I’m
sure that, based on the first information (as I reading it on the first
paragraph), the big Tsunami was happening there. I’ve ever seen on a television
show about this situation. That’s why I inferred it as a big Tsunami was
happening. What is your opinion?
Students
3 : I don’t find the word that states a Tsunami was happening on the text,
where is it, Sir?
Teacher : Well,
there is no word “Tsunami” here, but as I told you before, inferences are what
we think about the information we get and we interpret it to our word. So, this
is what I think about that fact. Can you make it?
Students
4 : yes, I agree to your state, sir. This is such a big tsunami was
happening there. I can imagine how walls of water, mud and rocks rushing up
there. It seems like a Tsunami was happening.
Teacher
: Okay! Don’t forget to write
your inference on your paper! What about the others, do you have another
opinion?
If
not, let see the second statement. How do you infer this statement?
Students
5 : I think the peoples, who are running and screaming, felt so scare at
that time.
Teacher
: I agree to your state, the peoples tried to save their life, that’s why
they’re running and screaming. We can imagine it.
Students
6 : I have the same opinion to my friend, Sir. Many peoples did not know
what to do at that time, that is why they were screaming and running.
Teacher : Exactly!
I agree to your state. Maybe we will do the same when it is happening here,
right? Next, we continue to the next statement. Don’t forget to write each your
interpret on your paper!
Student
5 : I have written my opinion toward the third statement, Sir. I believe
that Riza tried to avoid herself from the deep of water, as I reading at first
paragraph, so that she can’t be reached by water. That is my understanding
toward that information.
Students
6 : Yes, I think Riza shown us her struggle to survive. Then, she stood on
top of a cupboard (Last sentence at first paragraph) helps me to make this
inference.
(Teacher and students look back to the last
sentence of first paragraph)
Teacher : That
is good. You made it! What about “the current swept her and her friends off
their perch” Can you make it?
Students
7 : I inferred that Riza and her friends were drifting away from their
perch because of water current so that they need to swim.
Teacher : That
is it! Riza and her friends need to struggle again in order to safe their life
from the deep of water. This is supported by the sentence after the information
on the second paragraph. It said, “Riza was drifting”. (Teacher and students
look back to the text). Does not it say like that?
Students
1 : yes, it means Riza can safe from that calamity if she could swim. That
is my understanding, Sir!
Teacher
: Okay, now let see the last statement. It is a reptile, where Riza and
Twins rested on, that helps them save from the deep of water. Therefore, I
inferred they would not safe unless they rested on that reptile.
Students
7 : I agree to this statement. I believe that the reptile helps them to
stand on the higher ground so that they save from the deep water.
Students
6 : Yes! That is supported by the last sentence on the third paragraph.
(Teacher and students look back to the third paragraph)
Teacher
: Oh, right! It is in the last sentence.
After that, teacher asks students to
work in groups and discuss the rest of the text by using Facts and Inferences
template in fifteen minutes.
Teacher
: Now, please work in groups (at least 4 students in 1 group) and discuss
the rest of the text by using this template. Do not forget to fill in the facts
and inferences that we have made to the template as well.
(Teacher figures out the template on the
board)
Facts
|
Inferences
|
Teacher
: I give you fifteen minutes to finish this task, make it on piece of
paper. Each group has one piece of paper. After you finish it, please collect
the paper.
(Students start fill in the facts and
inferences that have been made to the template and discussing the rest of text
in the group as teacher’s instruction. After finishing the task, students
collect their paper to the teacher).
3.
Post-teaching
activities
Post teaching activity is the last activity
in teaching learning process. In this section, before class is over, teacher
and students can do some activities follow:
a. Teacher
asks students to conclude the material so that the teacher can analyze
students’ ability either they are understand or not in learning reading through
“Facts and Inferences” strategy.
Teacher
: So, what is the point of our text
today? Can you show me again?
Student
3 : Yes, this text talks about the
peoples who were safe from a tragedy Tsunami. Where, Riza and Twins are among
of them. They were saved by a reptile, it is a large Python.
b. Teacher
gives the evaluation.
In last ten minutes, teacher gives
evaluation to ensure the students’ comprehension about the text by using facts and
inferences strategy in written test.
Teacher
: Ok! Now, please answer these questions in your piece of paper. These
questions based on the text that we have just discussed. I give you ten minutes
to answer the questions.
(Teacher writes the questions on the board)
1) Who
were involved in the text?
2) What
happened to the twins?
3) What
happened to the twins’ mother?
4) Where
were the Riza and twins rested on to stand on higher ground?
5) What
did Riza do when she saw the Twins?
(Students
start answering the questions by their own in piece of paper. When they finish,
they collect their paper to the teacher and at that time, the class is over).
CHAPTER IV
CONCLUSIONS AND SUGGESTION
A. Conclusions
Based on the previous chapters, the writer
can conclude that reading is one of important skill in English, yet it helps
people to be a broadly integrative people. Moreover, reading has important role
toward students’ daily life for getting success in English itself. This skill
is also needed as the basis way to understand the sentences, paragraph, texts
and even any kinds of written language. Therefore, teacher should find the
appropriate strategy for teaching reading in order to improve students’ reading
ability.
Meanwhile, Facts and Inferences strategy
is one of appropriates strategy that teacher can apply in teaching reading. It
can guide students to identify what the text is talking about and build an
awareness of how they process information and understand the differences
between facts and inferences. Indeed, the strategy has students monitor their
comprehension and learn to read more thoughtfully and purposefully. Therefore,
this strategy is one effective ways to solve students’ difficulties in reading
comprehension.
In brief, teaching reading comprehension
by using Facts and Inferences strategy is one of ways to improve students’
reading comprehension. It also helps them to analyze the information and lets
them interpret what they have gotten. It means that reading not only how to
practice the words in the texts, but also identifying what the purpose or
meaning of texts that have been read.
B. Suggestions
In this paper, the writer would like to
give some suggestions to the readers. Facts and Inferences is one of
appropriate strategies that can be applied in teaching reading comprehension,
especially at Senior High School class. Then, this strategy also let teacher
and students understand what the Facts and Inferences are. After that, the
teacher is expected to apply this strategy, because this strategy has a good
contribution in teaching learning process; for instance, students can build
awareness how to process the information well and read more thoughtfully and
purposefully.
References
Arnaudet,
Jean and Phil B. 1990. Reading
Instruction, How to Teach Reading Effectively. England: Peterson Company.
Baltas, J.G and Denise N. 1999. Easy Strategies &
Lessons that Build Content area Reading Skills. U.S.A: Scholastic Inc.
Brown,
Douglas. 2004. Language Assessment
Principles and Classroom Practice. New York: Pearson Education Inc.
Carter,
C and Sarah L.K. 2008. Keys to Effective
Learning. Developing Powerful of Habits Mind. New Jersey: Pearson Prentice
Hall.
Clark, Dugan, Moretine, Prior, Ray, Rosenburg
and Trischitta. 2004. Succesfull Strategies for
Reading in The Content Areas. U.S.A: Shell Educatuional Publishing.
Diaz,
Lyne T. 2004. Teaching English Learners.
California State University, San Bernardino: Pearson.
Grellet,
Francoise. 1999. Developing Reading
Skills. A Practical Guide to Reading
Comprehension Exercise. New York: Cambridge University Press.
Harmer,
Jeremy. 2003. How to Teach English.
Edinburgh: Longman.
Harvey, S. and Anne Goudvis. 2007. Strategies That Work. Teaching
Comprehension for Understanding and Engagement. U.S.A: Stenhouse Publishers.
Linse, Caroline
T. 2005. Practical Language English Teaching: Young Learners.
New York: Mc Graw Hill Companies, Inc.
Richards,
J.C and Willy A. Renandya. 2002. Methodology
in Language Teaching. An Anthology of Current Practice. New York: Cambridge
University Press.
Seyler,
Dorothy, U. 2004. The Reading Context
Developing College Reading Skills. New York: Longman.
Snow,
C.E. 2002. Reading For Understanding.
Santa Monica: RAND.
