TEACHING READING BEYOND THE LINE AS A READING STRATEGY FOR JUNIOR HIGH SCHOOL STUDENTS
Article Sidebar
Main Article Content
Abstract
Jurnal penelitian ini bermaksud untuk mendiskripsikan penrapan dari Reaching Beyond The Line (RBL) sebagai suatu strategi dalam pembelajaran reading untuk siswa sekolah menengah (SMP). Penelitian ini dilaksanakan pada siswa kelas 9 SMP negeri di Surabaya. Strategi RBL dilakukan di kelas sebanyak tiga sesi. Teknik pengumpulan data dilakukan dengan metode observasi, dokumentasi dan wawancara. Kegiatan observasi dilakukan untuk mengetahui penerapan strategi RBL yang dilakukan guru dan pesrta didik selama pembelajaran. Dalam kegiatan observasi juga di lakukan kegiatan dokumentasi untuk mengetahui tahapan-tahapan apa saja yang di lakukan oleh guru dalam menerapkan startegi RBL dan juga untuk merekam tanggapan siswa saat proses pembelajaran membaca dengan strategi RBL dilakukan. Selain itu juga dilakukan kegiatan wawancara setelah pembelajaran berakhir. Peneliti melakukan wawancara dengan guru dan siswa untuk menangkap masalah atau tantangan yang telah dihadapi oleh guru dan juga respon siswa terhadap strategi RBL dalam pembelajaran yang telah di terapkan. Jenis penelitian ini adalah deskriptif dengan pendekatan kualititatif. Hasil analis data menunjukan bahwa guru melakukan pembelajaran menggunakan strategi RBL dilakukan dalam tiga tahapan yaitu yang pertama pengenalan dan persiapan materi, yang kedua proses memahami bacaan dengan teknik tanya jawab QAR (Question And Answer) dan yang ketiga diskusi memahami bacaan dengan lebih seksama menggunakan startegi RBL. Persepsi sebagian besar besar siswa terhadap strategi RBL yang telah diterapkan oleh guru adalah positif. Berdasarkan hasil analisis data, dapat diambil kesimpulan bahwa dengan penerapan strategi RBL dalam proses pembelajaran reading dapat meningkatkan kemampuan siswa untuk memahai teks lebih dalam dan siswa dapat mengambil manfaat dari pesan moral yang terdapat pada bacaan narrative yang sudah dipelajari oleh siswa. Dalam strategi pembelajaran RBL guru sebagai pembimbing bagi siswa untuk dapat memahami makna dibalik cerita yang menggandung banyak pesan moral dan siswa dapat mengasah kemampuan mereaka dalam berpikir logis dan kritis dalam kehidupan sehari-hari.
Article Details
References
Anderson, N. L., & Briggs, C. (2011). Reciprocity between Reading and Writing: Strategic Processing as Common Ground. Reading Teacher, 64(7), 546-549. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=ec1c4512-698d-403c-885bd1153b77fca1%40sessionmgr110&vid=2&hid=104 on April 30, 2013
Alderson, J.C. (2000). The Nature of Reading Assessing Reading. (pp.19) Cambridge: Cambridge University Press.
Alderson, J.C. (2005). Assessing Reading: Ernst Klett Sprachen.
Alyousef, Suleiman H. (2006). Teaching Reading Comprehension to ESL/EFL Learners. Journal of Language and Learning Volume 5 Number 1
Ary, D., Jacobs, L.C., Sorenson, C., & Razavieh, A. (2010). Introduction to Research in Education. (C. Shortt, Ed.) (Eighth). United State of America: Waddsworth Cengage Learning. https://doi.org/10.1017/CBO9781107415324.004
Baker, L., & Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34(4), 452–477.
Blachowiz, C., & Ogle, D. (2008). Reading Comprehension (Second). London: The Guilford Press.
Brosh. H. (1996). Perceived Characteristics of an Effective Language Teacher. Foreign Language Annals, 29 (2) 25- 38
Brown, H. Douglas (2000b). Teaching by Principles: An Interactive Approach to Learning Pedagogy. (second ed.): Longman.
Brown, H. Dauglas. (2001). Teaching by Principles: An Integrated Approach to Language Pedagogy: New York: Pearson Education.
Cresswell, J. W. (2009). Research Design: qualitative, quantitative, and mix methods approach. United States: Sage Publication Inc.
Darlington, Y., & Scott, D. (2002). Qualitative Research in Practice; Stories from Field Singapore: South Wind Production.
Dunn, F. W. (1921). Interest factors in primary reading material. Contributions to Education, No. 113. New York: Bureau of Publications, Teachers College, Columbia University.
El-Koumy, A. S. A. (2004). Metacognition and Reading Comprehension: current trends in theory and research. Education Resources Information Center (ERIC), USA, 27.
Fuller, D., Rehberg Sedo, D. (2013). Reading Beyond the Book. New York: Routledge.
Grabe, W., &Stoller, F.L. (2011). Teaching and Researching Reading. New York: Routledge.
Graesser, A.C. (2007). An Introduction to Strategic Reading Comprehension Reading Comprehension Strategies: Theories, Interventions, and Technologies. New York: Lawrence Erlbaum Associates.
Grellet, F. (1981). Developing reading skills: A practical guide to reading comprehension exercises. (1st ed.). Cambridge: Cambridge University Press, (chapter 1)
Harmer, Jeremy. (2007). The Practice of English Langauge Teaching (4th ed): Pearson Longman ELT.
Huang, Jiuhan, & Nisbet, Deanna. (2014). The relationship between reading proficiency and reading strategy use: A study of adult ESL learners Journal of Adult Education, 43(2), 1.
Hudson, T. (2007). Teaching Second Language Reading. New York: Oxford University Press.
Kumaravadivelu, B. (2006). Understanding Language Teaching For Method to Post Method. New Jersey. London. Lawrence Erlbaum Associates, Inc
King, F.J., Goodson, L., & Rohani, F. (1998). High Order Thinking Skill. [online]. Available: http//www. call. Fsu. Edu/ Files/higher-order-thinking-skills. pdf [diakes 5 Agustus 2016].
Koppenhaver, David A, & Erickson, Karen A. (1998). Technologies to Support Reading Comprehension in Children with Disabilities. Paper presented at the California State University Northridge 1998 Technology and Persons with Disabilities Conference, Los Angeles, CA.
Kostaulas, A., & Lämmerer, A. (2015). Classroom Based Research.
Langer, J. A. (2010). Envisioning literature: Literary understanding and literature instruction
(2nd ed.). New York, NY: Teachers College Press
Lee, C. D. (2011). Education and the study of literature. Scientific Study of Literature, 1, 49–58.
Luce-Kapler, R. (2004). Writing With, Through, and Beyond the Text. New York:Routledge.
McNamara, D.S. (2007). Reading Comprehension Strategies: Theories, Interventions, and Technologies. New York: Lawrence Erlbaum Associates.
Mann C. William and Thompson A. Sandra (2000) Toward a theory of reading between the lines: an exploration in discourse structure and implicit communication. 7th IPrA International pragmatics conference. SIL International and University of California Santa Barbara.
McCarthy S. Kathryn (2015) Reading beyond the lines A critical review of cognitive approaches to literary interpretation and comprehension. The University of Illinois at Chicago, Department of Psychology Scientific Study of Literature 5:1 (2015), 99–128. doi 10.1075/ssol.5.1.05mcc ISSN 2210–4372 / e-isn 2210–4380 © John Benjamins Publishing Company
Norozi, Ali S. (2007). Reading Beyond the Line. Aga Khan University, Dawn. Available
at:http://ecommons.aku.edu/pakistan_ied_pdck/56
Noviabahari (2013). Reading Strategies Employed by University Students in Comprehending Reading Text. (Post Graduate), State University of Surabaya. Surabaya.
Prichard, Caleb. (2014). Reading Strategy Use of Low- and High-Proficiency Learners and the Effect of Reading Instruction. Bulletin of Higher Education, Okayama University
Robert, C., Bogdan, K.,& Sari, B. (1982). Qualitative Research for Education: An Introduction to Theory and Methods: Boston, MA: Allyn and Bacon.
Sincero, S. M. (2013). Top-Down VS Bottom-Up Processing. Retrieved from https://explorable.com/top-down-vs-bottom-up-processing website:
Susanto. (2010). Konsep Penelitian Tindakan Kelas dan Penerapannya. Surabaya: Lemba Penerbitan FBS UNESA.
Thomas, A., and Thorne, G. (2009). How to Increase High Order Thinking: Retrieved on August 01st, 2016. From http//www. cdl.org/article/ how-to-increase-high-order thinking.
Raphael, T.E. (1982). Question- answering Strategies for Children. The Reading Teacher,
36, 186-190 https://www.nbss.ie/sites/default/files/publications/qar_strategy_handout.pdf
Tovani, C. (2000). I Read It but I Don’t Get It: Comprehension Strategies for Adolescent Readers. Colorado: Stenhouse Publisher.
Urquhart, S., & Weir, C. (1998). Reading in a second language: Process, product, and practice. (1st ed.). London and New York: Longman, (chapter 2).
Vipond, D., & Hunt, R. A. (1984). Point-driven understanding: Pragmatic and cognitive dimensions of literary reading. Poetics, 13, 261–277.
Wiersma, William. (2000). Research Methods in Education: An Introduction (Seventh ed.) The University of Toledo.
Yulia, Y. (2013). Teaching Challenges in Indonesia. Motivating Students and Teachers’ Classroom Language. Indonesian Journal of Applied Linguistics, 3(1), 1-16.