TEACHING READING NARRATIVE TEXT BY COMBINING PACA (Predicting and Confirming Activit) with VIP (Very Important Point) STRATEGY In SENIOR HIGH SCHOOL

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1 TEACHING READING NARRATIVE TEXT BY COMBINING PACA (Predicting and Confirming Activit) with VIP (Very Important Point) STRATEGY In SENIOR HIGH SCHOOL Oleh: Desi Wahyuni *) **) Agusni Staf Pengajar Program Studi Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Membaca adalah salah satu keahlian yang penting dalam belajar Bahasa Inggris. membaca dapat membantu siswa untuk memperoleh informasi dan meningkatkan pengetahuannya. Namun kebanyakan dari siswa mengalami masalah dalam memahami sebuah text. hal ini di sebabkan keterbatasan kosa kata yang dimiliki oleh siswa dan strategy yang di terapkan belum mampu memberikan peningkatan terhadap pemahaman siswa. Dalam makalah ini, penulis mengkombinasikan dua strategy untuk membantu siswa meningkatkan pemahaman siswa dalam membaca, yaitu PACA (Predict and Confirming Activity) dan VIPs (Very Important Point) Strategi. Adapun langkah langkah yang harus di lakukan oleh guru dalam menerapan strategi kombinasi ini, pada awalnya siswa diberikan Aktivitas brainstorming diperlukan untuk mengaktifkan pengetahuan awal mereka. Kemudian memberikan beberapa pertanyaan dan gambar lalu mereka memperediksinya. Setelah itu, guru menyuruh siswa untuk merevisi dan memodifikasi yang mereka perediksi. Kemudian guru menyuruh siswa untuk membaca teks, tapi sebelumnya guru mengintruksikan penggunaan stiki strip dan siswa menandai ide terpenting di dalam teks dengan menggunakan stiki strip. langkah akhir, guru dan siswa mendiskusikan isi yang terkadung dalam texts, serta guru memberikan kesimpulan materi yang telah di pelajari. Penerapan strategi kombinasi ini mampu membuat guru dan siswa berperan aktif serta mampu meningkatkan motivasi siswa dalam membaca teks, khususnya teks narrative. Key words: Reading and Content Structure Strategy *) Penulis **) Pembimbing 1

2 INTRODUCTION Reading is one subject that crucial to be learnt in English beside listening, speaking and writing. Reading can help someone to get much information and increase their knowledge. Which can be found in printed text such as newspaper, magazine, text books and interned. Readers interest in reading must be sitimulated through regular exposure to interesting books. Based on school of curriculum KTSP 2006 (kurikulum tingkat satuan pendidikan). Reading is one of subjects that should be mastered by students. In reading skills students are expected to have skill to comprehend various of text: narrative, procedure, descriptive, news items, and etc. Each text has different feature and purpose that is why the students should understand about some kind of text and purposes. In this case, the writer focus on narrative text as target in teaching reading. Then, the purpose of teaching narrative text is to know more information from text. However, reading narrative text is no an easy activity for students combine. In addition, based on the writer s experience during practice teaching.the writers found some problems that faced by the students in learning activity. The first, most of students have lack of vocabularies that make them difficult to find main ideas, key ideas and locating specific information. Students lack of build background knowledge could be seen when the students are going to read text they know very little about that. Another problem is students still does not understand of the text. It influenced by teacher strategy that used in learning process could not increase students understanding. In other word, strategy can help build background knowledge when the students are going to read the text. Thus, to increase students performances in doing exercises. For example to find important ideas to text itself. So, writer can concludes that strategy is a great tool that help students easier in doing exercises. However, The teacher should have strategy that can to evercome problem above. The teacher needs to use combine strategy. Based the problem above, there are two reading strategies that can be combine these strategies are PACA (Predicting Confirming Activity) strategy is help build background information when the students are going read about 2

3 something they know very little about so that when they read selection, they will be more successful and have a context for understand the ideas presented. VIP (Very Important Point) strategy is helpful with locating the main ideas, marking sections that are challenging, and locating specific information along many other things. The writer chooses combination of questioning the author and story face strategies because these strategies will improve students reading comprehension, the students more crtitical thinking while reading. Then, the students activate students background knowledge. So combination these strategies is efffective to applied by the teacher in the classroom. READING Reading is one of the most important skills in learning English in which it needs understanding of the meaning that provided in the text. In other word, reading is a skill that has complicated process. This skill is a bridge for the students to understand the text. The students will get more information about some changing in different aspect such as knowledge, and technology, etc. According to Nunan (2003:68) reading is a fluent process of readers combining information from a text and their own background of knowledge to build meaning.then, Brown (2004: 85) reading is a likewise a skill that teacher simply expects learner to acquire. In this case, reading is a process that expects direct or indrectly the reader to get information or knowledge from reading text. After that, the reader try to make the prediction about the meaning of the text. However, Farrell (2009:14) says that reading is a complex process, because it involves both concious and subconscious actions by the reader. Then, Romero (2008:2) says that reading is the process of interpreting the written symbols. In other word that to get information the reader not only read text form written text but also the reader related to process of interpreting the written symbols. In addition, Smith (2004:27) says that reading is not diffrent from other any kind of thought,expert that with reading, though is engendered by written text, reading might be defined as thought sitimulated and directed by written language. 3

4 PACA (Predicting and Confirming Activity) Strategy PACA is reading strategy that can help students build the background information they need to be succesful before beginning reading assignment. By PACA strategy students make these predictions based on initial information provided by the teacher.according to Bernadowski and Greco (2013:18) state that PACA is reading strategy that help build background information when the students are going to read about something they know very little about so that when they approach the reading selection, they will be more succesful and have context for understanding the information, ideas or concepts it presents. Then, Vasques and Hansen (2013:80) state that PACA is strategy that can be used in the ELA classroom to help ELL students make predictions about a text and develope background and vocabulary knowledge. This strategy is especially useful if the students have a little fiersthand experience about a topic and help them set purpose for reading. Meanwhile,Wiley and Sons (2010:144) state that PACA is reading strategy prompts students to make predictions and seek confirmation in the text. Procedures PACA (Predicting and Confirming Activity) Strategy PACA strategy is a strategy that can be applied by teacher in teaching reading. According to Bernadowski and Greco (2013:18). There are some procedures to apply in teaching reading: 1. The teacher provides some initial information and poses a general question, a guestion or two is usually enough to assist the students in making predictions and the teacher may be provide a word list composed of new vocabulary that is releant to the content. 2. Students write prediction about the text based on the initial information. 3. The teacher provides students with new information 4. The classs reviews students prediction and truns them into questions 5. students read the text 6. Students look back at their predictions and answere the question generated earlier. V.I.P (Very Important Points) Strategy V.I.P. strategy is to help students develop their problem solving skills. It 4

5 is usually done first alone and then in a group. The teacher will know learning has taken place if students are able to identify every part of a math problem or story correctly. According to Hoyt (2003) says that VIPs is a reading strategy that help students learn to determine important and engage in the powerful thinking that occurs when you isolate the most important ideas. It means that VIPs strategy will guide students to helps them determine important information from the text. Then, supported by Hoyt (2000:157) states that VIPs is that used by students place sticky strips on the text to indicate the most important ideas. It also can help them summarize the reading selection. In this case that VIPs strategy can help students in reading process, not only to determine main ideas but also to summarize. Furthermore, Macceca (2012: 157) says that VIPs is reading strategy that used by students to identifying the main ideas and the most important point in selection of reading is integral to summarize. The reader can use the VIPs to help them summarize the reading selection. Students also like the flexibility of the sticky strips. After discussion, they can change their minds and move the sticky strips if readers wish. Meanwhile, Wiley (2012:224) state that VIPs is reading strategy used she or he want to find in specific reading selection or chapter and provides each with one large sticky note that has been cut into three to four strips. The students read along and lags VIPs with a sticky note strip. The important points are then shared with learning partner and this results in a much richer class discussion. It means that VIPs strategy is used to find specific information from the text. Then the students can share ideas with learning partner. Procedures of VIPs strategy There are some procedures that can be applied by the teachers in teaching reading by using VIP Strategy. According to Macceca (2012 : 157) There are some steps of VIPs below: 1. Select a selection of the text for the students to read either indefendently or chorally. 2. Distribute the set number of sticky strips (sticky notes that have been cut into thin strips of paper with a sticky end) to each of the students 3. Clearly establish the purpose for reading and explain to the students what they will be looking for as they read (the most important ideas, 5

6 unnecessary information, precise details, point of interest, point of confusion, a place that triggers a connection, etc) 4. Instruct the students to place the sticky strips directly on the text. 5. After reading the students should then explain and justify their choices and take notes DISCUSSION Preparation The first, teacher prepares material based on the curriculum and the class level. so, based on the strategies are focused on students comprehension of narrative text.the second, teacher selects media before coming to the classroom in order to make the students easier to understand the topic. The teacher chooses the appropriate media with the material to facilitate students in understanding the material to be learner. In the implementation of Predicting and Confirming Activity (PACA) strategy and Very Important Points (VIPs) strategy : pictures. The third teacher makes lesson plan before coming in the classroom. In the lesson plan tell about the implementation of the activity teacher or students during learning process.finally, Before starting to teach in the classroom, the teacher needs to estimate the time required to implementation Predicting and Confirming Activity (PACA) strategy and Very Important Points (VIPs) strategy is about 2 x 40 minutes for one meeting. the teacher should concern time about pre-teaching activity 15 minutes, whilst-teaching activity 60 minutes and post-teaching activity 15 minutes. Procedure of Teaching Reading by Combining PACA Strategy and VIP Strategy The first, teacher pose a general question and provide some initial information. The second. teacher asks students to write prediction. based on their small group discussion. ( students predict what they think their will learn about. The third, teacher provides new information. This could be through picture. The fourth, teacher asks students revise or modify their statements based on new information. Then, students reviews their prediction and truns them into questions. Next, select a selection of the text for the students to read either indefendently or chorally and distribute the set number of sticky strips (sticky notes that have been cut into thin strips of paper with a sticky end) to each of the students. Late, cearly establish the purpose for reading and explain to the students what they will be looking for as they read (the most important ideas, unnecessary information, 6

7 precise details, point of interest, point of confusion, a place that triggers a connection, etc). Instruct the students to place the sticky strips directly on the text, look back at their predictions and answer the question. Finally, After reading the students should then explain and justify their choices and take notes. CONCLUSION Reading is an activity to get knowledge and information from the text. the students have much knowledges and informations from the text that they have read. Through reading, the students also get some vocabularies or difficult words from the text. Then, the students check the meaning of the vocabularies from the text that they have learnt. So, the students know the meaning of the words and they easy to comprehend the text. Teaching reading through combining of PACA strategy and VIP strategy is suitable for teaching reading at Senior High School. In this strategy, the teacher should be able to see the students attention while learning process. Then, the teacher should be creative. So that, the students also creative. The tecaher should choose the strategy to make the students connect toward the material will be learned. Also, the students understand about the material. There are many strategies that can be used in teaching learning process, one of them is combination both PACA strategy and VIP strategy. REFERENCES Browne A Practical Guide Teaching Reading in the Early Years. California: Press Limited. Bernandowki, Carriane Beyond the Textbook.UnitedStated:Unlimited Farrel,ThomasS.C.2009.Teaching Reading To English Language Learners. United state of America: Guthrie, John.T.2004.Motivating Reading Comprehension.Unite State:Routledge. Harmer Jeremy How To Teaching An introduction to the practices of English language Teaching. Edinburdgh. Longman. Harris, Karen R.2007.Teaching Reading Comprehension to Students With Learning Difficulties. United States of Amertica: Limited. Hoyt.2003.Tip For Success with Information text. Mcknight, Katherine S The Teacher Big Book of Graphic Organizer. United States of America: Jossy-Bass Teacher. Mecceca,Stephanie.2007.Reading Strategies for Social Studies. United states of America:Shell Education. Nuna,David.2003.Practical English Language Teaching. Singapura: Mc Graw Hill. 7

8 Perez,Katherine D.2012.The Co-Teaching Book of Lists. United states of America: Company Inc. Romero, Rene C.2008.Developmental Reading A Skill Text For Collage Students. United states of America: Company Inc. Tama,M.CHaley,A.M,2007.Comprehensi on Strategies. In M.C. Tama & A.M. Haley (Eds),Guiding reading and Writing In the Content Areas: Practical strategies. Kendall-Hunt. Thomson Literacy For Children in Information Age. Canada:Thomson Higher Education Vasquez, Anete Teaching Language Arts To English Language Learners.New York: Routledge. 8