TEACHING READING BY COMBINING ANTICIPATION GUIDE AND ECHO READING STRATEGIES FOR EIGHTH GRADES OF JUNIOR HIGH SCHOOL STUDENTS. By:

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1 TEACHING READING BY COMBINING ANTICIPATION GUIDE AND ECHO READING STRATEGIES FOR EIGHTH GRADES OF JUNIOR HIGH SCHOOL STUDENTS By: Elvira Siska *) **) Shanty Oktavia, S. Pd. Staff Pengajar Program Pendidikan Bahasan Inggris STKIP PGRI Sumatera Barat ABSTRAK Penulisan makalah ini bertujuan untuk membantu mengatasi permasalahan yang ada pada siswa dan guru dalam proses pelajaran/pembelajaran membaca dalam Bahasa Inggris pada sekolah menengah pertama (SMP). Selain itu, makalah ini juga sebagai masukan bagi guru-guru Bahasa Inggris dalam melaksanakan pengajaran membaca, sehingga siswa tertarik dan termotivasi untuk belejar Bahasa Inggris. Dalam makalah ini, penulis membahas tentang bagaimana mengajar membaca melalui penggabungan Anticipation Guide strategy dan Echo Reading strategi. Dalam aplikasinya, teknik ini di awali oleh bimbingan guru, yang mana siswa di beri penjelasan tentang kedua strategy tersebut dan instruksi-instruksi yang berkaitan dengan Anticipation Guide strategy dan Echo Reading strategi. Setelah itu, siswa di minta untuk memahami teks recount yang di berikan oleh guru sebelum siswa membaca teks tersebut berdasarkan pengalaman mereka. Kemudian guru memberikan instruksi-instruksi yang berkaitan dengan Anticipation Guide strategy dan Echo Reading strategi agar siswa dapat memahami informasi dan ide-ide yang berkaitan dengan pengalaman yang mereka alami. Untuk mengetahui lebih jelasnya penggunaan Anticipation Guide strategy dan Echo Reading strategi dalam proses belajar mengajar, penulis juga mengutip beberapa pendapat para ahli tentang penggunaan Anticipation Guide strategy dan Echo Reading strategi dalam pengajaran membaca. Dengan demikian, penggabungan Anticipation Guide strategy dan Echo Reading strategi sangat membantu siswa sekolah menengah pertama (SMP) untuk membaca dalam Bahasa Inggris. Key word: Reading, Anticipation Guide strategy, and Echo Reading strategy. *) Penulis **) Pembimbing

2 INTRODUCTION In teaching and learning English, reading is one of the skills that should be learned and mastered by the students. Through reading, students can get more information and students will get much knowledge such as educational, business, science, and technology. Thus, students will get more background knowledge and experiences than people who seldom read. Besides that by reading, students can increase their thinking and idea. Furthermore, based on Kurikulum Tingkat Satuan Pendidikan (KTSP 2006) or School Based Curriculum, the aim of teaching reading for Junior High School Students is that the students are able to understand and comprehend many kinds of functional and monolog text. Moreover, in reading most of students still have difficult to understand and comprehend a text. This problem is caused by many factors. Based on the writer s experience in teaching practice at SMPN 1 Batang Kapas, there are some factors that make the students still have difficulty to comprehend text. First, from the teacher, the teacher seldom guides the students to read the text during teaching process, she often asked the students to answer the questions on the worksheet. Second, the teacher never asked the students to identify the main ideas and the topic sentences of the text in reading process, she just asked the students to write based on her explanation. In solving the problems above, the teacher should choose an appropriate strategy to train reading comprehension for students because it gives a good influence to the student s motivation in learning process. In teaching reading, the teacher can apply many strategies to the students in comprehending the texts. First, Learning Log Strategy the students write down what the teacher suggests in teaching reading. It can be anything that the students do not understand about the text given. Second, I.E.P.C. strategy can involve their visual imagery, prior knowledge, and multimodal and multisensory help students make prediction about text. REVIEW OF RELATED LITERATURE Reading is an important skill that should be mastered by the students in learning English language. According to Wineburg (2000:80), reading is not merely a way to learn new information but becomes a way to engage in new kinds of thinking. Reading stimulates the prior knowledge to be engaged with kinds of thinking. The new knowledge got will be the traditional

3 knowledge to make the knowledge that the students have before perfect. However, even in the first few days of class the teacher should guide the students to find information about a text, and then in processing by getting the ideas about the text, they must use practical language for genuinely meaningful purposes. In addition, Carter (2001:144) adds that reading as a process that requires students to master concepts in a personal way. It can do familiarity with subject, background, life experiences, and interpretation for words and phrases affect understanding. It means that, in learning reading readers need to combine their prior knowledge with their existing knowledge to comprehend what is being read. Next, Brown (2003:7) defines that reading is an understanding of the author of a printed reading passage. Reading is ability to anticipate meaning in lines of print, so that the reader does not concern on the mechanical details but with grasping ideas from groups of words that convey meaning. The readers just not always follow the lines but they can understand meaning of words. Moreover, Brassell & Rasinski (2008:15) argues that reading is ability to comprehend or make meaning from written text. The students are required to comprehend the written text being read. If the is no comprehension in the process of reading. It means that reading is ability to anticipate meaning in lines of print, so that the reader does not concern on the mechanical details but with grasping ideas from groups of words that convey meaning. According to Sadler (2001:35), anticipation guide is a strategy that used by the teacher to provide brief sides of questions or statements (3 t o 5 items) and help the students to active their prior knowledge, make prediction, engage important issues that will surface in reading, and enter a text thinking. In teaching reading, the teacher asks the students to make anticipation and prediction about what they have read. Moreover, Buelh (2009:92) adds that anticipation guide is strategies that used by the teacher to help the students in accessing their prior knowledge, focus reading, and stimulates students interest in a topic. In teaching reading, the teacher encourages the students to talk with others about connections and questions as well as to establish purposes for further reading. Besides that, the teacher should improve students thinking in reading, and then the teacher asks the students how to create their ideas about the text. In addition, in learning

4 the students must make connection about their ideas and information that they have found with the text. Next, Lehrer (2009:47) supports that anticipation guide is a strategy that allows the students to consider thought and opinions that they have from various topic in order to create an interest in the material and establish a purpose for reading. The teacher uses this strategy to encourage students thinking through modeling and guided practice that will be supported to increase students comprehension about the text. Based on the explanation above, anticipation guide is a strategy that used by the teacher to help the students in finding the meaning, ideas, and information of a text. In teaching reading, the teacher encourages the students to talk with others about connections and questions as well as to establish purposes for further reading. In addition, the students must connect their ideas and information with the text through analysis and synthesize of the reading. McCormack (2010:257) supports that six steps of anticipation guide strategy to apply by the teacher in teaching reading, are: a. Teacher groups the students in pair or in small group of four or five members. b. Teacher gives the students a copy of anticipation statements. c. Teacher asks the students to read each statement and they should lead and discuss the statements. d. Teacher asks the students to scrip and record what the group says, and the group does not need to reach consensus. e. Teacher asks the students to read the statement aloud, and they should elicit a report from the reporter in each group. f. Teacher asks the students to revisit the anticipation guide after the reading of the text, and they should compare the students thoughts and ideas before and after the reading. According to Johnson (2008:90), echo reading is a strategy that used by the teacher to help the students in developing their ability to determine a purpose for reading in order to extract, comprehend, and make decisions based on information gained from reading. In reading class, the students must make description of the text about what they have read, so they can get the important information of the text. Besides that, the students must predict the message

5 of the text in order to find the meaning from some stages of the text. Next, Kuhn (2008:57) explains that echo reading is a strategy that used by the teacher to engage the students actively before they read, while they read, and after they have finished reading. However, Dade (2010:102) defines that echo reading is a strategy that used by the teacher to help the students to comprehend a text in teaching reading. In reading process, the students must predict the text based on the activation of students prior knowledge and familiarity with narrative structures. In prediction, the students may take a variety of instructional forms of the text. In conclusion, echo reading is a strategy that use by the teacher to help the students in making a prediction of a text. In reading class, the students must make description of the text about what they have read, so they can get the important information of the text. Last, Dade (2010:102) supports that there are four steps of echo reading strategy in teaching reading, as follow: a. Teacher asks the students to read a page or sentences of the text, and their partner echoes by reading the same page or sentences. b. Teacher models to the students how to echoes the text, and remind the students that they should use their inside voices. c. Teacher asks the students to work with partners or small groups to practice echo reading. d. Teacher asks the students to comment on what they did to make their echo reading, and record their ideas under echo reading on the chart. DISCUSSION In this paper, the writer teaches writing of recount text by using anticipation guide and echo reading strategies that have been recommended by McCormack (2010:257) of anticipation guide strategy and Dade (2010:102) of echo reading strategy. There are some activities that can be done by the teacher, as follow: a. Exploration 1) Teacher introduces the material to the students, so the students can know about they will study. b. Elaboration In elaboration, teacher uses six procedures of anticipation guide strategy

6 and four procedures of echo reading strategy, as follow: 1) Teacher asks the students to read a page or sentences of the text, and their partner echoes by reading the same page or sentences. 2) Teacher models to the students how to echoes the text, and remind the students that they should use their inside voices. 3) Teacher asks the students to work with partners or small groups to practice echo reading. 4) Teacher asks the students to comment on what they did to make their echo reading, and record their ideas under echo reading on the chart. 5) Teacher gives the students a copy of anticipation statements. 6) Teacher asks the students to read each statement and they should lead and discuss the statements. 7) Teacher asks the students to scrip and record what the group says, and the group does not need to reach consensus. 8) Teacher asks the students to read the statement aloud, and they should elicit a report from the reporter in each group. 9) Teacher asks the students to revisit the anticipation guide after the reading of the text, and they should compare the students thoughts and ideas before and after the reading. c. Confirmation 1) Teacher asks the students suggestion about their discussion. 2) Teacher gives rainsforcement about the material that have been studied 3) Students get motivation and rewards from the teacher. CONCLUSSION There are interesting strategies that can be used by teacher in teaching Junior High School to improve their comprehension in reading. The teacher can combine the strategies in teaching reading that those strategies are anticipation guide and echo reading strategies. The writer would like to suggest the English teacher to use interesting strategies to give motivation for the students, to make teaching and learning English interesting and attractive. 1. The writer suggested to the English teacher to use combining strategies of anticipation guide and echo reading strategies in teaching reading to the students because anticipation guide and echo reading strategies are easier applied by the English teacher

7 and can be understood by the students. 2. The writer hopes to the English teacher consider in choosing appropriate strategies in teaching reading before the teacher teach in the class. 3. The writer also hopes to the reader can understand about anticipation guide and echo reading strategies and while the reader read this paper can took meaning and point about this strategy REFERENCES Brown, H. Douglas Language Assesses and Classroom Practice. San Francisco: San Francisco States University. Nunan, David Practical English Language Teaching. New York: McGraw-Hill. Sadler, Rose Comprehension strategies or middle grade learners. Canada: international reading association, inc. Suyanto, K. E, Kasihani English For Young Learners. Jakarta: Bumi Aksara. Wallace, Jhon Motivating Reading Comprehension. New York: Taylor and Franers e-library. Wardiman English Worksheet Active Students. Padang: ETFOWS. Williams, Joanna P Comprehension Instruction. Texas: Education Agency. Buehl, Doug Classroom Strategies for Interactive Learning. New York: International Reading Association Johnson, Andrew P, Teaching Reading and Writing A Guidebook for Tutoring and Remediating Students. United kingdom: Little Publishing Group, inc Kuhn and Schwanen fluguel, Fluency in the classroom. United states of America: A division of Guilford publications, inc. Linse, Caroline T Practical Language English Teaching. New York: McGraw Hill.