Yani, Yuli (2011) A study on the strategies of teaching reading comprehension to the fifth grade students in SDN Sumbersari III Malang / Yuli Yani. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Dinas Pendidikan of East Java where this research was conducted issued another decree No. 1702/105/1994 on March 30th 1994. This decree changes the status of English subject in East Java from an elective local content subject to a local content subject in primary schools (Suyanto 2000). This serious attention to English language teaching is due to the role of English as a means of global communication and more importantly the transfer of science and technology. Theoretically the teaching of English at elementary schools will affect the teaching of English in the following level meaning that the success of teaching English in secondary schools depends on the teaching at elementary schools. Rachmajanti (2005) supported this idea in her dissertation that there is an impact of teaching English starting at the elementary school on the students achievement of English at the first year of lower secondary school. Teaching English to primary school students has been considered increasingly important these days. This is because the introduction of English at this level seems to be in line with the argument that the earlier second language is introduced in school programs the greater the chance of success in learning. Johnson and Newport (1989 in Lightbown and Spada 1999 64) through their study found that there was a strong relationship between an early start to language learning and better performance in the second language. Even people who know about the critical period research are certain that in school programs for second or foreign language teaching younger is better . Many people concluded based on the studies such as by Patkowski (1980) or Newport and Johnson (1989) (in Lightbown and Spada 1999 67) that it is better to begin second language instruction as earlier as possible. When discussing who the children are and how they learn both teachers and parents know that every child is unique. Pinter (2006) claims that even in the same context there are often significant differences between children within the same age range. These differences show that children have their own worlds which are different from adults. Teachers and parents often notice that individual children enjoy different activities. Such differences in children s individuals need to be taken seriously The teaching of English at primary school involves the teaching and learning of listening speaking reading and writing (Depdiknas 2006 403). Reading as one of the skills that is taught at this level can be considered one of the most important skills to be developed. It is because learners of English as a foreign language (EFL) may find it difficult to pick up a lot of English naturally without being able to read since they are not surrounded by people who speak English and they do not interact with them (Utami in Cahyono 2010 37). Unfortunately reading is not a favorite thing to do. However when reading has become a habit students will read not only because they need to read but because they like it. The teaching of reading in the elementary school will help the students to build and have the reading habit and skills which will be very valuable in the future. It is in line with what Angier (2010) describes that reading is a habit that people generally develop at a young age. Adults are rarely known to pick up the habit if they do not have as a child. Teaching reading demands a right approach for a certain level of students (Paul 2003). To teach reading to young learners there are a number of factors to consider. The first is that children are outspoken and enthusiastic so the use of routine and repetition should be emphasized along with opportunities for interaction and cooperation (Lefever 2007). Secondly children are active and like to move around learn by doing or handson experience and are also interested in exploration. One way to make the learning more fun is to involve students in the creation of the visuals. Certainly students are more likely to feel interested and invested in the lesson and will probably take better care of the materials (Moon 2000). The third is that young learners tend to have short attention spans (Shin 2006). One way to have their attention and keep them focus in activities is to enrich the activities with lots of brightly colored visuals toys puppets or objects to match the ones used in the stories that the teacher tells. Another way that can be used is that the teacher had better not spent more than 10 or 15 minutes on any one activity because children tend to become bored easily (Shin 2006). For young students it is a good idea to move quickly from activity to activity. Three-phase technique can be considered the appropriate technique to be used by the teacher in teaching reading. It consists of three reading phases i.e. pre-reading whilst reading and post-reading and each phase has its own activities in it. The teacher then will have numerous activities that can be conducted for even just one text of reading material.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | ?? ?? |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Bahasa dan Sastra Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 01 Nov 2011 04:29 |
| Last Modified: | 09 Sep 2011 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/245239 |
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