TEACHING READING SKILL BY USING DOUBLE-ENTRY JOURNAL AND SAVE THE LAST WORD FOR ME STRATEGIES AT SENIOR HIGH SCHOOL. Sri Rahayu*)

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1 TEACHING READING SKILL BY USING DOUBLE-ENTRY JOURNAL AND SAVE THE LAST WORD FOR ME STRATEGIES AT SENIOR HIGH SCHOOL Sri Rahayu*) **) M.Khairi Ikhsan Staff Pengajar Bidang Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Dalam jurnal ini penulis membahas bagaimana pengajaran reading (membaca) merupakan salah satu skill penting dalam bahasa inggris yang harus diajarkan oleh seorang guru kepada siswanya. Sejalan dengan pentingnya pengajaran reading maka, seorang guru harus kreatif dan inovatif untuk membuat pembelajaran reading menjadi lebih menyenangkan. Salah satunya dengan menerapkan strategi yang menarik dan cocok dengan pembelajaran reading. Sehingga, siswa tertarik dan termotivasi untuk mempelajarinya. Penulisan jurnal ini bertujuan untuk membantu guru dalam menemukan strategi yang cocok untuk pembelajaran reading. Dalam jurnal ini penulis membahas mengenai penggabungan dua strategy yakni Double-Entry Journal dan Save The Last Word For Me. Double-Entry Journal dan Save the Last Word for Me adalah suatu strategy yang membantu siswa untuk lebih faham dengan teks yang dibaca dengan menggunakan kertas kecil (Note Taking) yg terdiri dari dua kolom untuk menjadikan siswa lebih kritis dalam mengomentari poin-poin penting didalam teks tersebut. Strategi pembelajaran ini tidak hanya mampu membuat siswa tertarik dan termotivasi untuk pelajaran reading, tetapi siswa juga mampu untuk lebih memahami isi dari cerita sebuah teks, sekaligus siswa mampu memahami struktur umum (generic structure) dari text tersebut. Dengan demikian, pembelajaran reading bukan merupakan suatu pembelajaran yang membosankan lagi bagi siswa. Keyword: Reading, Double-Entry Journal Dan Save The Last Word For Me. Double-Entry Journal dan Save the Last Word for Me *) Penulis **) Pembimbing INTRODUCTION There are four skills in English study. They are speaking, reading, listening, and writing. But, reading skill the first step to students knowledge and reading have some difficulties to read some text well. There are some problems that were faced by the students in learning reading. First, some

2 students did not have much vocabulary in their background knowledge. Thus, most of them got difficulties to get the idea and understand what the text about. Second, some students did not understand the generic structure of the text clearly. So, this is make students unable grasp the plot of the text. The third problem came from the strategy which is used by teachers. Teacher still paid less attention to the process of teaching reading. To avoid the problems there are some strategies in teaching reading such as Chapter Tour Strategy, Double-Entry Journal Strategy and Save the Last Word for Me Strategy. First, chapter tour strategy, which is use the teacher guiding to facilitate the students understand a reading text. Second, double-entry journal strategy is a strategy with use a journal to focusing the student reading in which the pages are divided into two columns or note taking. And the last one, save the last word for me strategy is use to students creative thinking. So the writer have an idea to combine the strategies to give a good knowledge to students reading skill. REVIEW OF RELATED LITERATURE Reading is a part of daily activities which is always done by someone. He or she usually reads to find something that he or she wants to know, need other opinion which wants to check clearly some information. According to Seyler (2004:4) reading is a process of obtaining constructing meaning from a word or cluster of words. In more addition according to Nunan (2003:68-69) Reading is essential skill for learners of English as a second language because reading has a fluent process of readers combining information from their own background knowledge to build meaning. Based on the explanation of some experts above, it can be concluded that reading is a process to interpret the meaning from the text by combining information from a text with the reader background knowledge to build meaning and making sense to get the idea, information and meaningful from the writer and reading also provides a situation of the readers to analyze what the writers purpose in the text, so that they can get meanings, message and information from what they are read.

3 Teaching reading Teaching reading is not easy in the process of learning because in fact students and teacher still find difficulties in teaching and learning reading. In order to make the students feel happy when they are studies in the classroom it needs a good method, strategy or technique which can be apply by students. According to Nuttal in Richards (2007:120) teaching reading is difficult works, teacher must be aware of the progress that student are making and adjust the information of the text and there are many consideration in teaching reading. Meanwhile Nunan (2003:68) teaching reading usually has at least two aspect. First, it can refer to teaching learners who are learning to read for the very first time. And the second aspect of teaching reading refers to teaching learners who already have reading skill in their first language. Based on the explanation of the experts above, it can be concluded that teaching reading is process of making the students master in reading and make student more understand with meaningful of the text context. In teaching reading, the teacher wants to develop the students reading skill and give a good strategy to make students enjoy and fell happy until they can understand and know what will they do to read and take the point or information from the text of the reading activity. Double-Entry Journal Strategy Strategy in teaching reading is very important for teacher in learning process. By using good strategy in teaching reading, the teacher will be easy pass on the lesson and the students also more understand about the lesson. According to Dixon et.al (2012:56) a double entry journal is a two-structure to help students organize their thinking. In more edition, Allen (2008:204) Double- Entry Journals in which the pages are divided into two columns. In conclusion, based on some opinions from experts above, the writer concludes the definition of Double Entry Journal is strategy to give students critical thinking with note-taking or pages have importance information. In the pages have two column that are one column to quote and one column have a function to respond or reaction related with the quote who have importance information of the reading text.

4 The Procedure of Double-Entry journal Strategy Based on the function of Double Entry Journal strategy is to make students have critical thinking about the reading text, According to Roessing (2008:146) step by step of Double-Entry Journal strategy that are: 1. Direct students to set up journal pages. 2. Demonstrate how a reader responds to a story. 3. Provide different ways for a reader to respond to stories. 4. Read silently. 5. Write passages, quotes, references with a page number in their journals. 6. Respond to the quote. In more addition according to Allen (2008:204) the steps of Double Entry Journal strategy there are: 1. Have students divide a page in their reading log into two columns. Have them label the left column Quote and the right Reactions or Reflection. 2. As students read, have them select a quote that is of particular interest. Their selection will just as likely be based on how the author said something as on what the author said. Have them write down the quotation under the quote column and record the page number where they found it. If they prefer, they may mark the location with a sticky note and record the quote after they complete their reading. 3. Ask students to record their reactions. They might recall a similar experience and tell about it, relate a character s description to one in another book they have read, explain why they chose a particular phrase (simile, metaphor, idiom) and what they think it means, compare a time or location in their reading to another with which they are familiar, and so on. Save the Last Word for Me Strategy Another strategy that is designed to help students become both critical and reflective in their thinking and learning is save the last word for me strategy, according to Rasinski and Padak in Brunner (2000:85) save the last word for me strategy is designed to enhance students understanding of text material, as well as to foster group interaction and problem solving.

5 Furthermore save the last word for me strategy according to Crawford et.al (2005:99) says provides a framework for class discussion of a text this strategy is particularly helpful in getting the quieter and more reluctant students to participate in class discussion. Based on the explanation of some experts above, it can be summarized that Save the Last word for Me strategy is a strategy who have a structure to discuss the information and ideas in the text to make students understand with the text. The Procedure of Save the Last Word for Me Strategy According to Stone (2009:102) another successful strategy is Save the last Word for Me strategy. This strategy can be used during and after reading. The students are in groups of about five, and they are each given five index cards. While or after the students read the selected text, they write down five statements that they find interesting, are confused about, or disagree with. The students then write their reactions to the statement on the back of the card. After that, students read their card to the group, they turn it around so the group can read it to themselves. The person to the right of them tells their group their reaction to the statement. Each member of the group does not the same. The person who read their statement now share their reaction. (That is why the strategy is called Save the Last Word for Me). Another step in the process according to Crawford (2005:99) the procedures of save the last word for me strategy are: 1. The teacher tells the students before they read a text to find passages that intrigue them, perplex them, excite them, or enrage them. 2. The students should write those passages on one side of a small piece of paper. 3. The students should write a comment on the other side of the piece of paper. That is, they should say what it was that intrigued them, perplexed them, excited them, or enraged them. 4. During the next class period, the teacher calls upon one student at a time to read her quotation (but not comment). Then that student has control of the class, as he invites other students to comment on that quotation. The teacher may comment to, but should do so only after several other

6 students have had their say, and while more comments are forthcoming. 5. When the class has had their chance to comment, the student who chose the quotation turns over her piece of paper and reads her comment. That is the last word. No other student and not even the teacher should comment on the quotation after that. DISCUSSION Preparation Before doing the activities, the teachers have to make some preparations as follow: 1. Lesson plan 2. Material 3. Media 4. Time allocation d. The teacher asks some question related to the previous lesson e. The teacher brainstorms about new material with showing the picture 2. Whilst Teaching Activity 1) Exploration a. The teacher explains to the students about narrative text and the important point in narrative text such as the generic structures and language features of the narrative text b. The teacher give suggest about doubleentry journal to students c. The teacher given an example about double-entry journal NARRATIVE TEXT Text Quote Connection Teaching Procedure 1. Pre-Teaching Activities a. The teacher greets the students b. The teacher checks student s attendance c. The teacher give motivation to the students d. The students read the text and select an important information or key event from the text e. The students write done her/his quotation (key event, idea, difficult word, quote, or context from the text)

7 and comments in the column (piece of paper) f. After students finis reading the text and understand about the text, the teacher ask some question to the students 2) Elaboration g. The students collect their work to the teacher h. The teacher check students note taking about the quote and reaction from the text i. After the students finish read the text and write done her/his quotation and comments, teacher call one by one students and read his/her quotation (NOT comment) in front of the class j. The teacher is write down how many student s quotation 3) Confirmation k. The teacher is commented the student s quotation l. The teacher and the students discuss the result of elaboration m. The teacher give information the student who have turns over quotation because he/she can read her/his comment and it is the last word, and no other students and teacher can give comment after that. 3. Post-Teaching Activity a. The teacher give students exercise with different text to evaluation towards students skill about the reading text with giving exercise based on a new text b. The teacher evaluates student s achievement and gives feedback for student s achievement c. The teacher and students conclude the lesson. CONCLUSION Teaching reading at Senior High School is not easy for teacher. Because reading can make someone boring to read it and not an easy work to students understand about the text. Many strategies can be teacher use in teaching reading. But teacher must be selected to choose the strategy that can make students enjoy and understand with the material. There are many strategies that can be used in teaching reading. One of them is combination of Double-Entry Journal and Save the Last Word for Me Strategies. The combination of Double-Entry Journal and Save the Last Word for Me strategies is a reading strategy that have a

8 function to make students critical thinking and help students to understand about the text because students must have much idea to respond the importance point in the text. This strategy can make students active and creative. The students must get key event, idea, important information, difficult word, quote or context from the text and write down in the piece of paper and respond it. This strategy can use in all genres of the text, but it will be effective used to narrative text or expository text for students at Senior High School. REFERENCES Allen, Janet More Tools for Teaching Content Literacy. Stenhouse Publishers Nunan, David Practical English Language Teaching. Singapore: The McGrowHill Education (Asia). Richards, Jack C Reflective Teaching in Second Language Classrooms. Cambrige University Press. Roessing, Lesley The Write to Read; Response Journals that Increase Comprehention. United State of American: Library of Congress Cataloging in Publication Data. Seyler, Dorothy U The Reading Context, Developing College Reading Skills. New York: Northern Virginia Community College. Stone, Randi Best Practices for Teaching Reading; What award- Winning Classroom teachers Do. United State of American: Library of Congress Cataloging in Publication Data. Brunner, Judy Tilton I Don t Get It; Helping Students Understand What They Read. United States of America: Rowman & Littlefield Publishers. Crowford, Alan et.al Teaching and Learning Strategies for the Thinking Classroom. New York: The International Debate Education Association. Dixon, Brenda et.al Common Core Teaching and Learning Strategy; English and Language Arts Reading Information Text; Grades Illinois State Board of Education.

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