Name : Resti Riyani Nim : 09250051 Task : 8 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
The National Capital Language Resource Center / NCLRC (2003) state that there are some strategy to teaching reading.
1. Before reading: Plan for the reading task 1). Set a purpose or decide in advance what to read for, 2). Decide if more linguistic or background knowledge is needed, 3). Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
2. During and after reading: Monitor comprehension 1). Verify predictions and check for inaccurate guesses, 2). Decide what is and is not important to understand, 3). Reread to check comprehension, 4). Ask for help
3. After reading: Evaluate comprehension and strategy use 1). Evaluate comprehension in a particular task or area, 2). Evaluate overall progress in reading and in particular types of reading tasks, 3). Decide if the strategies used were appropriate for the purpose and for the task, 4). Modify strategies if necessary.
So, from the expert explanation we can take conclusion that use strategy such as make planning for the reading task, comprehend what the text tell about, and evaluate comprehension is standard strategy to be effective reader.
Reference : NCLRC. 2003. Goals and Techniques for Teaching Reading. Retrieved From : http://www.nclrc.org/essentials/reading/goalsread.htm accessed on : 15 may 2012
According to AVKO (2007) stated that there are three traditional reading strategies :
1. The readers read from left to right. It means that the reader reads the text or passage from the left to right in order it can make the reader easier to understand the text or pessage. 2. The teacher should teach the alphabet before we teach reading and spelling. It means that the teacher must teach the alphabet to the students before teach reading and spelling in order the students can be easier to study reading and spelling. 3. Whatever phonics is necessary to be taught should be taught in the first two grades. Children (readers) learn to read in the first two grades and then read to learn after that time. It means the phonics must be taught in the first two grades to the children.
REFERENCE
AVKO/Educational Research Foundation.2007. Why traditional methods of teaching reading and writing fail to help most dyslexics learn to read and write.Available on: http://www.avko.org/Research/why_traditional_methods_of_teach.htm. Accessed on 15 May 2012.
According to (raine and collet, 2007) state that The traditional method to teaching, as ancient as formal teaching itself, involves the directed flow of information from teacher as center to student as receptacle.
Interpretation In traditional method, reading is taught with the teacher as a center, it means that most of the information from the text or book are given by the teacher, the students only accept information an get comprehending from the teacher.
Reference Raine, Derek & James Collet, 2007, Problem-Based Learning in Astrophysics, University of Leicester : Leicester, https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
according to divya (2011) Reading simply means attainment of language, sharing of information, communicating and comprehending it the right way.
Effective Teaching Strategies for Reading
1. Top-Down Strategy
A top down approach is essentially very basic and for the beginners. In this approach, the reader are supposed to break down the reading task into sections and sub-sections. These sections and sub-sections should then be given greater focus and concentration. This strategy aims at reducing the entire process to absolutely specific and basic elements.
2. Visual Representation Strategy
for children 3. Keeping it Incomplete Strategy
This strategy comes in with a lot of personal experience.
Bichu , Divya .2011.teaching strategies for reading. http://www.buzzle.com/articles/teaching-strategies-for-reading.html
Sasson (2007) said that to teach it without bringing it to the forefront of the lesson and understand what went wrong and what could have motivated the student to understand the text. A teacher will have “taught” them something and give them the impression of learning.
From the explanation, its can be assumed that traditional/standard reading strategy is the strategy to motivate students and encourage to understand the text.
Reference: Sasson, Dorit. 2007. How to Teach Reading Strategies. Available on : http://doritsasson.suite101.com/how-to-teach-reading-strategies-a17034 Accessed on : 15th May 2012
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY according to David Koppenhaver notes that, in his research, he and his colleagues found that the cognitive processes of learning to read for students with severe disabilities are almost identical to those of typically developing students. The only difference is in their ability to demonstrate skills through standard assessment measures. from the expert above it can be assumed that standard teaching reading strategy is usually require a behavioral response, such as answering comprehension questions orally or reading out loud to demonstrate fluency. students with disabilities such as autism or those who are nonverbal are usually unable to demonstrate what they have learned in these ways. Reference : Koppenhaver, David. Strategies for Teaching Reading to Students with Severe Disabilities. 2001 Education newsletter. Available on : http://www.pbrookes.com/email/archive/november01/November01ED3.htm
Name : Wiwin Ika Setiani NIM : 09250064 Conventional/traditional/standard reading strategy According to (Novak, 1998) Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur. From the explanation can be assumed that : In traditional teaching, the teacher as centered environment, teacher is in control, power and responsibility are primary teacher centered and the teacher is the instructor and decision maker. Resources : Novak. 1998. Traditional Teaching. Available on : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm. Accessed on : Saturday, 19 of May 2012
According Novak (1998)Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur.
According to Ann Logsdon (2012) defines traditional teaching methods were based on a model similar to the following: • The teacher delivers instruction, typically through lecture; • The teacher models the skill, often on a blackboard or overhead projector; • The student is given practice work, usually in workbooks or on handouts; • The teacher reviews the student's work and/or tests the group using a pencil and paper test; and • The teacher provides feedback on the student's performance, usually in the form of a grade for the work and marks on items missed. According to Dole et al (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.
Reference: BBC. 2006. Theories of Reading. Available on: http://www.teachingenglish.org.uk/articles/theories-reading. Accessed on: Sunday, 21 May 2012 Logsdon, Ann. 2012. Top 4 Fact in Differentiated Instruction vs Traditional Methods. Available on: http://learningdisabilities.about.com/od/instructionalmaterials/tp/differinstruct.htm. Accessed on: Sunday, 21 May 2012
According to The college board.2006. Reading comprehension is a complex process. A student’s success as a reader depends on many factors, including his or her engagement and motivation to read, understanding of the purposes and goals for reading, knowledge about a topic, and knowledge about how to read specific kinds of texts, both in the English language arts and in other subject areas. Teachers who are alert to the complex interactions among engagement, reading skill, reading task, and text are better equipped to differentiate their instructional strategies to help all students become effective readers.
STANDARD 1
Comprehension of Words, Sentences, and Components of Texts
Objectives
R1.1 Student comprehends the meaning of words and sentences. R1.2 Student comprehends elements of literary texts. R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts.
STANDARD 2
Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts.
Objectives
R2.1 Student uses prior knowledge to comprehend and elaborate the meaning of texts. R2.2 Student uses context to comprehend and elaborate the meaning of texts. R2.3 Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STANDARD 3
Author’s Purpose, Audience, and Craft.
Objectives
R3.1 Student rhetorically analyzes author’s purpose, intended audience, and goals. R3.2 Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style.
STANDARD 4
Using Strategies to Comprehend Texts.
Objectives. R4.1 Student uses strategies to prepare to read. R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. R4.3 Student uses strategies to go beyond the text. R4.4 Student uses strategies to organize, restructure, and synthesize text content. R4.5 Student monitors comprehension and reading strategies throughout the reading process.
References:
The college board.2006.english language arts,reading standards.Retrieved from: http://www.collegeboard.com/prod_downloads/about/association/academic/english-language-arts_cbscs.pdf. accessed on : 22 May 2012.
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Novak (1998) states that traditional teaching is concerned with the teacher being the controller of the learning environment, power and responsibility are held by the teacher. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice. From the statement above can be assumed that standard/traditional teaching is the method of teaching which can be called teacher center. It means that when learning teaching process running, teacher more active than students. Reference: Novak.(1998).Traditional teaching.vailableon:http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.accessed on: wednesday, 16 of May 2012.
According to The college board.2006. Reading comprehension is a complex process. A student’s success as a reader depends on many factors, including his or her engagement and motivation to read, understanding of the purposes and goals for reading, knowledge about a topic, and knowledge about how to read specific kinds of texts, both in the English language arts and in other subject areas. Teachers who are alert to the complex interactions among engagement, reading skill, reading task, and text are better equipped to differentiate their instructional strategies to help all students become effective readers.
STANDARD 1 Comprehension of Words, Sentences, and Components of Texts
Objectives R1.1 Student comprehends the meaning of words and sentences. R1.2 Student comprehends elements of literary texts. R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts.
STANDARD 2 Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts
Objectives R2.1 Student uses prior knowledge to comprehend and elaborate the meaning of texts. R2.2 Student uses context to comprehend and elaborate the meaning of texts. R2.3 Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STANDARD 3 Author’s Purpose, Audience, and Craft
Objectives R3.1 Student rhetorically analyzes author’s purpose, intended audience, and goals. R3.2 Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style.
STANDARD 4 Using Strategies to Comprehend Texts
Objectives R4.1 Student uses strategies to prepare to read. R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts. R4.3 Student uses strategies to go beyond the text. R4.4 Student uses strategies to organize, restructure, and synthesize text content. R4.5 Student monitors comprehension and reading strategies throughout the reading process
References:
The college board.2006.College Board Standards for College Success, reading standards. . Retrieved from: http://www.collegeboard.com/prod_downloads/about/association/academic/english-language-arts_cbscs.pdf. accessed on : 22 May 2012.
According to (Novak, 1998) Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes). From the explanation can be assumed that, in traditional teaching the teacher more active than the students when teaching and learning process. Reference: Novak. 1998. Traditional Teaching. Available on : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm. Accessed on : Saturday, 28 of May 2012
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY According to Divya Bichu (2011) state that Reading is simply means attainment of language, sharing of information, communicating and comprehending it the right way. Reading is an individual activity and has to be done on the readers own for better comprehension.
Effective Teaching Strategies for Reading has three stages, there are: a. Top-Down Strategy A top down approach is essentially very basic and for the beginners. This strategy purposes at reducing the entire process to absolutely specific and basic elements. For example, a chapter is cut down into smaller chapters, may be a paragraph or so, and then these smaller chapters are read. A reader can then monitor the reader comprehension and is able to review content.
b. Visual Representation Strategy Research shows that the reader remember things better in the pictorial form than data form. So, encourage beginners to read books with pictures to keep the readers interested and glued to a book with Venn-diagrams, storyboards, chain of events or distinction tables, make reading interesting and easy. To begin with, this strategy is good and eventually one can resort to heavy database books to improve vocabulary, fluency, and take up reading as a habit and not compulsion.
c. Keeping it Incomplete Strategy This strategy comes in with a lot of personal experience, The teaching strategies for reading mentioned above not only encourage this skill, but will also help readers focus, monitor their comprehension, think actively, express views, and learn effectively.
Reference: Bichu, Divya. 2011. Teaching Strategies for Reading. Available on: http://www.buzzle.com/articles/teaching-strategies-for-reading.html. Accessed on: 25 mei 2012
Paul Kuehn (2012: 1) states that traditional of teaching reading strategy teachers today insist that students must know the meanings of all words in an article or story before they tackle it. Before students even begin to read, teachers are making sure that everyone understands the new words and grammar. From that explanation, it can be assumed that the strategy which the teacher ensure the students to understand the meaning by the text.
Reference: Kuehn, Paul. 2012. Strategies for Teaching Reading Comprehension to EFL Students. Retrieved from: http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
Katherina(2008)Said that Traditional methode is teacher hold the teaching reading process in classroom.In this methode teacher uses blackboard, explained, asks students to copy and made sure students paid attention and listen. Besides that, the traditional way in disciplining students in school and teaching them was an effective way in building a good characteristic student where students were afraid of their teacher and respect them.
Source: Katherina(2008) Traditional teaching vs. Modern teaching methods.Retrieved from: http://rickatz.blogspot.com/2008/04/traditional-teaching-vs-modern-teaching.html. Accessed on: 1 june 2012.
Conventional strategy was the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. Evaluation to ascertain students’ learning achievement was based on their pre-test and post-test scores obtained as participants performed the Reading-Comprehension and Writing Achievement Assessment which comprised of evaluation on reading-comprehension and sentence construction skills
Traditional teaching strategy Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur
standard teaching strategy
Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works
So can be assume that every teaching strategy is can be use, but it depend on situation. Why? Because each of strategy is have a requirement to be use for conventional it need student attention greatly. Traditional is need teacher who responsible as an instructor, and standard is needed cooperation between teacher and student in study activity in class.
Burkins & Croft, 2010, Teacher Read-Aloud That Models Reading for Deep Understanding retrieve from: http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html
Name : Saidah Syarifah Nim : 09250055 According to Aleksandra (2002), Traditional theories approach reading as a process of comprehending words, then comprehending the relations between the words in a sentence, and finally uttering them or realizing them in silent speech.
• From the expert’s explanation can be assumed that: Traditional of teaching reading theories is teachers insist that students must know the meanings of all words in an article or story before they tackle it.
Reference: Aleksandra (2001), Application of Computer Assisted Language Learning in the Development of Reading Comprehension Skills. Retrieved from: http://ifa.amu.edu.pl/fa/files/ifa/papers/kledecka/kledecka-mgr.htm Accessed on: 2nd June 2012.
Name : Resti Riyani
ReplyDeleteNim : 09250051
Task : 8 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
The National Capital Language Resource Center / NCLRC (2003) state that there are some strategy to teaching reading.
1. Before reading: Plan for the reading task
1). Set a purpose or decide in advance what to read for,
2). Decide if more linguistic or background knowledge is needed,
3). Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
2. During and after reading: Monitor comprehension
1). Verify predictions and check for inaccurate guesses,
2). Decide what is and is not important to understand,
3). Reread to check comprehension,
4). Ask for help
3. After reading: Evaluate comprehension and strategy use
1). Evaluate comprehension in a particular task or area,
2). Evaluate overall progress in reading and in particular types of reading tasks,
3). Decide if the strategies used were appropriate for the purpose and for the task,
4). Modify strategies if necessary.
So, from the expert explanation we can take conclusion that use strategy such as make planning for the reading task, comprehend what the text tell about, and evaluate comprehension is standard strategy to be effective reader.
Reference :
NCLRC. 2003. Goals and Techniques for Teaching Reading. Retrieved From : http://www.nclrc.org/essentials/reading/goalsread.htm accessed on : 15 may 2012
NAME : MUJI LESTARI
ReplyDeleteNIM : 09 25 0038
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to AVKO (2007) stated that there are three traditional reading strategies :
1. The readers read from left to right.
It means that the reader reads the text or passage from the left to right in order it can make the reader easier to understand the text or pessage.
2. The teacher should teach the alphabet before we teach reading and spelling.
It means that the teacher must teach the alphabet to the students before teach reading and spelling in order the students can be easier to study reading and spelling.
3. Whatever phonics is necessary to be taught should be taught in the first two grades. Children (readers) learn to read in the first two grades and then read to learn after that time.
It means the phonics must be taught in the first two grades to the children.
REFERENCE
AVKO/Educational Research Foundation.2007. Why traditional methods of teaching reading and
writing fail to help most dyslexics learn to read and write.Available on:
http://www.avko.org/Research/why_traditional_methods_of_teach.htm.
Accessed on 15 May 2012.
Conventional/traditional/standard reading strategy
ReplyDeleteAccording to (raine and collet, 2007) state that The traditional method to teaching, as ancient as formal teaching itself, involves the directed flow of information from teacher as center to student as receptacle.
Interpretation
In traditional method, reading is taught with the teacher as a center, it means that most of the information from the text or book are given by the teacher, the students only accept information an get comprehending from the teacher.
Reference
Raine, Derek & James Collet, 2007, Problem-Based Learning in Astrophysics, University of Leicester : Leicester, https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Nama : lismania
ReplyDeleteNim:09250703
Teaching Strategies for Reading
according to divya (2011) Reading simply means attainment of language, sharing of information, communicating and comprehending it the right way.
Effective Teaching Strategies for Reading
1. Top-Down Strategy
A top down approach is essentially very basic and for the beginners. In this approach, the reader are supposed to break down the reading task into sections and sub-sections. These sections and sub-sections should then be given greater focus and concentration. This strategy aims at reducing the entire process to absolutely specific and basic elements.
2. Visual Representation Strategy
for children
3. Keeping it Incomplete Strategy
This strategy comes in with a lot of personal experience.
Bichu , Divya .2011.teaching strategies for reading. http://www.buzzle.com/articles/teaching-strategies-for-reading.html
Putri Saadtul Rashidah (09250047)
ReplyDeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Sasson (2007) said that to teach it without bringing it to the forefront of the lesson and understand what went wrong and what could have motivated the student to understand the text. A teacher will have “taught” them something and give them the impression of learning.
From the explanation, its can be assumed that traditional/standard reading strategy is the strategy to motivate students and encourage to understand the text.
Reference:
Sasson, Dorit. 2007. How to Teach Reading Strategies. Available on : http://doritsasson.suite101.com/how-to-teach-reading-strategies-a17034 Accessed on : 15th May 2012
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
ReplyDeleteaccording to David Koppenhaver notes that, in his research, he and his colleagues found that the cognitive processes of learning to read for students with severe disabilities are almost identical to those of typically developing students. The only difference is in their ability to demonstrate skills through standard assessment measures.
from the expert above it can be assumed that standard teaching reading strategy is usually require a behavioral response, such as answering comprehension questions orally or reading out loud to demonstrate fluency. students with disabilities such as autism or those who are nonverbal are usually unable to demonstrate what they have learned in these ways.
Reference :
Koppenhaver, David. Strategies for Teaching Reading to Students with Severe Disabilities. 2001 Education newsletter. Available on : http://www.pbrookes.com/email/archive/november01/November01ED3.htm
Name : Wiwin Ika Setiani
ReplyDeleteNIM : 09250064
Conventional/traditional/standard reading strategy
According to (Novak, 1998) Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur.
From the explanation can be assumed that : In traditional teaching, the teacher as centered environment, teacher is in control, power and responsibility are primary teacher centered and the teacher is the instructor and decision maker.
Resources :
Novak. 1998. Traditional Teaching. Available on : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm. Accessed on : Saturday, 19 of May 2012
Name : Syamsidar
ReplyDeleteNim : 09250059
CONVENTIONAL/
TRADITIONAL/STANDARD
TEACHING READING
STRATEGY
According Novak (1998)Traditional teaching is
concerned with the
teacher being the
controller of the
learning environment.
Power and
responsibility are held
by the teacher and they
play the instructor (in the form
of lectures) and decision
maker (in regards to
cirriculum content and
specific outcomes). They
regard students as
having 'knowledge
holes' that need to be
filled with information.
In short, the traditional
teacher views that it is
the teacher that causes
learning to occur.
According to Ann Logsdon (2012) defines traditional teaching methods were based on a model similar to the following:
ReplyDelete• The teacher delivers instruction, typically through lecture;
• The teacher models the skill, often on a blackboard or overhead projector;
• The student is given practice work, usually in workbooks or on handouts;
• The teacher reviews the student's work and/or tests the group using a pencil and paper test; and
• The teacher provides feedback on the student's performance, usually in the form of a grade for the work and marks on items missed.
According to Dole et al (1991), in the traditional view of reading, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read.
Reference:
BBC. 2006. Theories of Reading. Available on: http://www.teachingenglish.org.uk/articles/theories-reading. Accessed on: Sunday, 21 May 2012
Logsdon, Ann. 2012. Top 4 Fact in Differentiated Instruction vs Traditional Methods. Available on: http://learningdisabilities.about.com/od/instructionalmaterials/tp/differinstruct.htm. Accessed on: Sunday, 21 May 2012
Nama : Liza Fitriani
ReplyDeleteNim : 09250704
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to The college board.2006. Reading comprehension is a complex process. A student’s success as a reader depends on many factors, including his or her engagement and motivation to read, understanding of the purposes and goals for reading, knowledge about a topic, and knowledge about how to read specific kinds of texts, both in the English language arts and in other subject areas. Teachers who are alert to the complex interactions among engagement, reading skill, reading task, and text are better equipped to differentiate their instructional strategies to help all students become effective readers.
STANDARD 1
Comprehension of Words, Sentences, and Components of Texts
Objectives
R1.1 Student comprehends the meaning of words and sentences.
R1.2 Student comprehends elements of literary texts.
R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts.
STANDARD 2
Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts.
Objectives
R2.1 Student uses prior knowledge to comprehend and elaborate the meaning of texts.
R2.2 Student uses context to comprehend and elaborate the meaning of texts.
R2.3 Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STANDARD 3
Author’s Purpose, Audience, and Craft.
Objectives
R3.1 Student rhetorically analyzes author’s purpose, intended audience, and goals.
R3.2 Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style.
STANDARD 4
Using Strategies to Comprehend Texts.
Objectives.
R4.1 Student uses strategies to prepare to read.
R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts.
R4.3 Student uses strategies to go beyond the text.
R4.4 Student uses strategies to organize, restructure, and synthesize text content.
R4.5 Student monitors comprehension and reading strategies throughout the reading process.
References:
The college board.2006.english language arts,reading standards.Retrieved from: http://www.collegeboard.com/prod_downloads/about/association/academic/english-language-arts_cbscs.pdf. accessed on : 22 May 2012.
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
ReplyDeleteNovak (1998) states that traditional teaching is concerned with the teacher being the controller of the learning environment, power and responsibility are held by the teacher. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice.
From the statement above can be assumed that standard/traditional teaching is the method of teaching which can be called teacher center. It means that when learning teaching process running, teacher more active than students.
Reference:
Novak.(1998).Traditional teaching.vailableon:http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.accessed on: wednesday, 16 of May 2012.
Nama : Liza Fitriani
ReplyDeleteNim : 09250704
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to The college board.2006. Reading comprehension is a complex process. A student’s success as a reader depends on many factors, including his or her engagement and motivation to read, understanding of the purposes and goals for reading, knowledge about a topic, and knowledge about how to read specific kinds of texts, both in the English language arts and in other subject areas. Teachers who are alert to the complex interactions among engagement, reading skill, reading task, and text are better equipped to differentiate their instructional strategies to help all students become effective readers.
STANDARD 1
Comprehension of Words, Sentences, and Components of Texts
Objectives
R1.1 Student comprehends the meaning of words and sentences.
R1.2 Student comprehends elements of literary texts.
R1.3 Student comprehends organizational patterns, textual features, graphical representations, and ideas in informational and literary texts.
STANDARD 2
Using Prior Knowledge, Context, and Understanding of Language to Comprehend and Elaborate the Meaning of Texts
Objectives
R2.1 Student uses prior knowledge to comprehend and elaborate the meaning of texts.
R2.2 Student uses context to comprehend and elaborate the meaning of texts.
R2.3 Student uses knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STANDARD 3
Author’s Purpose, Audience, and Craft
Objectives
R3.1 Student rhetorically analyzes author’s purpose, intended audience, and goals.
R3.2 Student interprets, analyzes, and critiques author’s use of literary and rhetorical devices, language, and style.
STANDARD 4
Using Strategies to Comprehend Texts
Objectives
R4.1 Student uses strategies to prepare to read.
R4.2 Student uses strategies to interpret the meaning of words, sentences, and ideas in texts.
R4.3 Student uses strategies to go beyond the text.
R4.4 Student uses strategies to organize, restructure, and synthesize text content.
R4.5 Student monitors comprehension and reading strategies throughout the reading process
References:
The college board.2006.College Board Standards for College Success, reading standards. . Retrieved from: http://www.collegeboard.com/prod_downloads/about/association/academic/english-language-arts_cbscs.pdf. accessed on : 22 May 2012.
According to (Novak, 1998) Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to cirriculum content and specific outcomes).
DeleteFrom the explanation can be assumed that, in traditional teaching the teacher more active than the students when teaching and learning process.
Reference: Novak. 1998. Traditional Teaching. Available on : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm. Accessed on : Saturday, 28 of May 2012
NAME: TRISNAWATI
ReplyDeleteNIM; 09250709
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Divya Bichu (2011) state that Reading is simply means attainment of language, sharing of information, communicating and comprehending it the right way. Reading is an individual activity and has to be done on the readers own for better comprehension.
Effective Teaching Strategies for Reading has three stages, there are:
a. Top-Down Strategy
A top down approach is essentially very basic and for the beginners. This strategy purposes at reducing the entire process to absolutely specific and basic elements. For example, a chapter is cut down into smaller chapters, may be a paragraph or so, and then these smaller chapters are read. A reader can then monitor the reader comprehension and is able to review content.
b. Visual Representation Strategy
Research shows that the reader remember things better in the pictorial form than data form. So, encourage beginners to read books with pictures to keep the readers interested and glued to a book with Venn-diagrams, storyboards, chain of events or distinction tables, make reading interesting and easy. To begin with, this strategy is good and eventually one can resort to heavy database books to improve vocabulary, fluency, and take up reading as a habit and not compulsion.
c. Keeping it Incomplete Strategy
This strategy comes in with a lot of personal experience, The teaching strategies for reading mentioned above not only encourage this skill, but will also help readers focus, monitor their comprehension, think actively, express views, and learn effectively.
Reference:
Bichu, Divya. 2011. Teaching Strategies for Reading. Available on: http://www.buzzle.com/articles/teaching-strategies-for-reading.html. Accessed on: 25 mei 2012
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DeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
ReplyDeletePaul Kuehn (2012: 1) states that traditional of teaching reading strategy teachers today insist that students must know the meanings of all words in an article or story before they tackle it.
Before students even begin to read, teachers are making sure that everyone understands the new words and grammar.
From that explanation, it can be assumed that the strategy which the teacher ensure the students to understand the meaning by the text.
Reference:
Kuehn, Paul. 2012. Strategies for Teaching Reading Comprehension to EFL Students. Retrieved from: http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
TRY DINA M(09250062)
DeleteKatherina(2008)Said that Traditional methode is teacher hold the teaching reading process in classroom.In this methode teacher uses blackboard, explained, asks students to copy and made sure students paid attention and listen. Besides that, the traditional way in disciplining students in school and teaching them was an effective way in building a good characteristic student where students were afraid of their teacher and respect them.
Source: Katherina(2008) Traditional teaching vs. Modern teaching methods.Retrieved from: http://rickatz.blogspot.com/2008/04/traditional-teaching-vs-modern-teaching.html. Accessed on: 1 june 2012.
name : muhamad Jawat
ReplyDeleteNim : 09250065
Conventional teaching strategy
Conventional strategy was the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. Evaluation to ascertain students’ learning achievement was based on their pre-test and post-test scores obtained as participants performed the Reading-Comprehension and Writing Achievement Assessment which comprised of evaluation on reading-comprehension and sentence construction skills
Traditional teaching strategy
Traditional teaching is concerned with the teacher being the controller of the learning environment. Power and responsibility are held by the teacher and they play the role of instructor (in the form of lectures) and decision maker (in regards to curriculum content and specific outcomes). They regard students as having 'knowledge holes' that need to be filled with information. In short, the traditional teacher views that it is the teacher that causes learning to occur
standard teaching strategy
Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works
So can be assume that every teaching strategy is can be use, but it depend on situation. Why? Because each of strategy is have a requirement to be use for conventional it need student attention greatly. Traditional is need teacher who responsible as an instructor, and standard is needed cooperation between teacher and student in study activity in class.
Reference:
Noordin , Nooreen. 2003, Presentation Details retrieve from: http://lc03.commongroundconferences.com/ProposalSystem/Presentations/P000751.html
Novak,1998, Traditional Teaching retrieve from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
Burkins & Croft, 2010, Teacher Read-Aloud That Models Reading for Deep Understanding retrieve from: http://www.readwritethink.org/professional-development/strategy-guides/teacher-read-aloud-that-30799.html
Name : Saidah Syarifah
ReplyDeleteNim : 09250055
According to Aleksandra (2002), Traditional theories approach reading as a process of comprehending words, then comprehending the relations between the words in a sentence, and finally uttering them or realizing them in silent speech.
• From the expert’s explanation can be assumed that:
Traditional of teaching reading theories is teachers insist that students must know the meanings of all words in an article or story before they tackle it.
Reference:
Aleksandra (2001), Application of Computer Assisted Language Learning in the Development of
Reading Comprehension Skills. Retrieved from:
http://ifa.amu.edu.pl/fa/files/ifa/papers/kledecka/kledecka-mgr.htm
Accessed on: 2nd June 2012.