NAMA : AKHIROTUL FAIZATIN NISA' NIM :0825004 NO : 4
According to Raine and James 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.
From definition,it can be assumed that in traditional method teacher as a center to her students it means that the teacher intends to approach their students so that students can understand what will be discussed and make students more actively in the learning process.and student is not only accept the information but they can comprehension explanation from their teacher in learning process.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Yuniasari No. : 25 1. Armbuster et al. (2001) stated that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. 2. Wilhelm (2001, p. 7) stated that the most powerful thing we can teach is strategic knowledge of the procedures people use to learn, to think, to read, and to write. The most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies. 3. Duffy (1993) stated that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching. From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading to improve reading skill using effective method. Retrieved from: http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
7 HASAN SADIQIN (08 25 015) Conventional/traditional/standard reading strategy
Raine and James collet (2007) states that the traditional method to teaching is as ancient as formal teaching itself, involves the directed flow of information from teacher as a center to student as receptacle. From definition, it can be assumed that in conventional/traditional standard method, teacher is as a center for his or her students it means that students get the information and can comprehension explanation from their teacher.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Name : SRI MAHDALENA NO. : 29 VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY According to C.R. Adler stated that teaching reading comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies appear to have a firm scientific basis for improving text comprehension, such as 1. Monitoring comprehension, 2. Metacognition, 3. Graphic and semantic organizers, 4. Answering questions, 5. Generating questions, 6. Recognizing story structure, 7. Summarizing. Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks. From the definition above, it can be assumed that conventional teaching reading strategy is a strategy of reading skill improving reading comprehension through effective method like cooperative learning. Adopted from : C.R. Adler. Seven Strategies to Teach Students Text Comprehension. Retrieved from : http://www.readingrockets.org/article/3479/
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding. Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently. Chris Tovani (2000), suggested the following fix-up strategies. • Make a connection between the text and: o Your life. o Your knowledge of the world. o Something else you read in another text • Adjust your reading rate: are you reading too fast or too slow? • Visualize important points. • Reread the text/section. • Make a prediction and look for information to support or reject your prediction while reading. • Stop and think about what you have already read—does it make sense so far? • Ask yourself a (“wh”) question and try to answer it. • Don’t give up easily. • Reflect in writing on what you have read. • Use print conventions. • Retell what you’ve read. • Look for patterns in text structure. From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding. Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently. Chris Tovani (2000), suggested the following fix-up strategies. • Make a connection between the text and: o Your life. o Your knowledge of the world. o Something else you read in another text • Adjust your reading rate: are you reading too fast or too slow? • Visualize important points. • Reread the text/section. • Make a prediction and look for information to support or reject your prediction while reading. • Stop and think about what you have already read—does it make sense so far? • Ask yourself a (“wh”) question and try to answer it. • Don’t give up easily. • Reflect in writing on what you have read. • Use print conventions. • Retell what you’ve read. • Look for patterns in text structure. From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
1. Armbuster et al. (2001) stated that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. 2. Wilhelm (2001, p. 7) stated that the most powerful thing we can teach is strategic knowledge of the procedures people use to learn, to think, to read, and to write. The most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies. 3. Duffy (1993) stated that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching. From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading to improve students' reading skills by using effective methods so that a teacher can determine the ability of students.
NAME : RISNA JUMARIA NO : 16 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Wilhelm (2001, p. 7) states that conventional teaching reading strategy is the most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies. Duffy (1993) states that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching Harvey & Goudvis (2000) states that strategic reading refers to thinking about reading in ways that will foster learning and understanding. From the definition it can be assumed that conventional teaching reading strategy is a strategy of reading to help students improving of reading skill effectively. Retrieved from: http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Armbuster et al., (2001) state that teaching reading strategies is y using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently. From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading how we teach reading effectively to our student by using strategy of teaching. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
According to (raine and James 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.
From definition,it can be assumed that in traditional method teacher as a center to her students it means that the teacher intends to approach their students so that students can understand what will be discussed and make students more actively in the learning process.and student is not only accept the information but they can comprehension explanation from their teacher.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Name : Rian Puspita Sarie NIM : 0825048 NO : 15 VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Armbuster et al., (2001) state that teaching reading strategies is y using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently. From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading how we teach reading effectively to our student by using strategy of teaching. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding. Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently. Chris Tovani (2000), suggested the following fix-up strategies. • Make a connection between the text and: o Your life. o Your knowledge of the world. o Something else you read in another text • Adjust your reading rate: are you reading too fast or too slow? • Visualize important points. • Reread the text/section. • Make a prediction and look for information to support or reject your prediction while reading. • Stop and think about what you have already read—does it make sense so far? • Ask yourself a (“wh”) question and try to answer it. • Don’t give up easily. • Reflect in writing on what you have read. • Use print conventions. • Retell what you’ve read. • Look for patterns in text structure. From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
According to Dole et al. (1991.1), 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. From the definition it can be assumed that traditional/ conventioal teaching reading is a teaching reading strategy that students must have a good ability in understanding reading text, where students just listen what teacher delivers in teaching reading. For example. A teacher teaches reading and student just be a passive recipient in that instruction.
Adopted from: to Dole et al. (1991.1), Moving from the old to the new: research on reading comprehension instruction . Retrieved from : http:/file://localhost/D:/smstr%208/EXTNSV%20R/traditional%20teachin.htm
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Nooreen Noordin (2003.1) mentions that 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. According to Jasmine Griffiths (2002.1) 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. From those definitions can be assumed that conventional standard teaching reading strategy is teaching method that guided by teacher where students’ attention were connected from the fact through the topic. For example, when reading the text the students are connected the real situation to the topic. And traditional standard teaching reading strategy is the teacher as a main guider in teaching and the students do the roles from the teacher. For example, when reading class is running the student just become a recipient through teaching and learning process (what the teacher explain is and what they should do). Adopted from: Noordin, Nooreen (2003.1)What Learning Means; Griffiths, Jasmine (2002.1).Traditional Teaching. Retrieved from : http://lc03.commongroundconferences.com/ProposalSystem/Presentations/P000751.html; http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
NOVALYA LAYUNG SARI NO : 36 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING 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 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). Learning is chiefly associated within the classroom and is often competitive. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice (such as rote learning). Content need not be learned in context. (Theroux 2002, Johnson &Johnson 1991). From the definition it can be assumed that conventional teaching reading strategy is strategy that is used by teacher to make improving of student’s ability in reading subject.. adopted from: (Novak, 1998), conventional/traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
NOVALYA LAYUNG SARI NO : 36 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING 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 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). Learning is chiefly associated within the classroom and is often competitive. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice (such as rote learning). Content need not be learned in context. (Theroux 2002, Johnson &Johnson 1991). From the definition it can be assumed that conventional teaching reading strategy is strategy that is used by teacher to make improving of student’s ability in reading subject.. adopted from: (Novak, 1998), conventional/traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
Name : emaliana hidayati/35 NIM : 08 25 703 Novak ( 1998:1) states that 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. It can be asumed that traditional teaching : the teacher as centre of teaching learning process not only as motivator for the students.
Adopted from : Novak.1998.Traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
According to Chamot and Keatley’s (2003) study of teaching reading strategies, ESL teachers found it easier to teach reading strategies, such as sounding out, selective attention, summarizing, cooperation, predicting, brainstorming of prior knowledge and making inferences using L1. Based on the explanation above, I assume that standard teaching reading strategy is the teacher will use a variety strategies of reading and explain it by using L1.
Adopted from: Phakiti, Aek.(2006).Theoretical and Pedagogical Issues in ESL/EFL Teaching of Strategic Reading.
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer that. to make sure they understand the text.
adopted from: Dole at al(1991).theories of reading.retrieved from: http:// www.teachingenglish.org.uk/articles/ theories-reading
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer that. to make sure they understand the text.
adopted from: Dole at al(1991).theories of reading.retrieved from: http:// www.teachingenglish.org.uk/articles/ theories-reading
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer that. to make sure they understand the text.
adopted from: Dole at al(1991).theories of reading.retrieved from: http:// www.teachingenglish.org.uk/articles/ theories-reading
According to Dole et al. (1991:1) states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer that. to make sure they understand the text.
adopted from: Dole at al(1991).theories of reading.retrieved from: http:// www.teachingenglish.org.uk/articles/ theories-reading
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn. 1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references. 2. Skimming: reading a text quickly just to understand the main idea. 3. Reading for detail: students read a whole text very carefully for specific information. 4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text. 5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly. Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn. 1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references. 2. Skimming: reading a text quickly just to understand the main idea. 3. Reading for detail: students read a whole text very carefully for specific information. 4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text. 5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly. Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn. 1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references. 2. Skimming: reading a text quickly just to understand the main idea. 3. Reading for detail: students read a whole text very carefully for specific information. 4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text. 5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly. Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
Dole et al. (1991) states that the traditional view of reading means, 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.
It can be assumed that the traditional reading strategy is how to read, beginner readers get a set of hierarchically and then ordered sequence of sub-skills towards building the capacity of understanding. After mastering this skill, the reader is seen as experts who understand what they read.
example:
As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity. These tasks and ideas can be used to enhance reading comprehension.
Adopted from: Dole, J. A. Duffy, G. G., Roehler, L. R., and Pearson, D. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research 61
Nooreen Noordin ( 2003 : 1 ) states that Conventional strategy is the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. From that definition it can be assumed that conventional or traditional teaching raeding strategy is the strategy where the teacher insists the students to know the meaning of all the words in the text, artickle or story that they want to read. From this strategy, the students can be easier to understand what they want to read. For eaxample, before starting to read a new story or reading book, the teacher asks the students to find out the meaning of some difficult words and then the teacher makes sure that the students have already understood the text well.
Adopted from : Noordin, Nooreen. ( 2003 : 1 ). Conventional Teaching Reading Strategy. Retrived from : http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
According to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
Nooreen Noordin ( 2003 : 1 ) states that conventional strategy is the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. From that definition, it can be assumed that conventional teaching reading strategy is the strategy where the teacher insists the students to know the meaning all the words of the text that they want to read before they read it. From this strategy, the students can be easier to understand the text, the story or reading book that they read. For example, before starting to read the text, the teacher asks the students to find out the meaning of some difficult words that they do not know from the text. After getting the meaning, the teacher asks them to read and make sure that they have already understood the text well.
Adopted from : Noordin, Nooreen. ( 2003 : 1 ). Conventional Teaching Reading Strategy. Retrived from : http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
According to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
HERLINA (30) According to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
One of the traditional/standard teaching reading according to Dr.Marilyn Lockhart: Lecture The lecture method can be very effective when used in conjunction with active learning and teaching strategies. The traditional lecture has many advantages, particularly in the large classroom, and can be effective in meeting instructional goals. Advances in technology, and the increasing ease of application can turn the lecture into a methodology which touches on learning diverse modalities and increases content relevancy. From the state, it can be assume that Examples and analogies can be used to engage critical thinking. They teach the multiple relationships between the discussed concepts by using real-life examples comparable to the lecture topic. The learners can then compare these examples to experiences they've already had. To avoid confusion for the learners, it is important to check the validity of the material, making sure the analogy or example is comparable to the concepts of the lecture (Bligh, 2000). Please remember thatexamples and analogies only "explain the reasons;" they do not justify them (Bligh, 2000).
Reference : Bligh, D.A. (2000). What's the Use of Lectures? San Francisco: Jossey-Bass. Silberman, M. 1995. 101 Ways to Make Training Active. San Francisco: Pfeiffer. Retieved from: http://www.montana.edu/teachlearn/Papers/lecture.html
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According Kuhen Paul (2012: 1) traditional strategy in teaching reading with that students must know the meanings of all words in an article or story before they tackle it. and grammar of a text. It means that teachers are making sure that everyone understands the new words and grammar. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From definition,it can be assumed that in traditional method teacher-centered activity as a facilitator and also mediator when students were reading a news article, teacher made sure that the students read articles about this topic in English. Then the topic discussed in English noting vocabulary, personalities, places, and ideas which we might encounter in the article. This is an excellent way to get background knowledge which is so useful when teacher trying to predict or guess the meaning of unknown words in a text.
Adopted from: Kuhen Paul (2012: 1) Strategies for Teaching Reading Comprehension to EFL Students Retrieved from: http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Laura Ryder (2004), Traditional Reading Strategy : The focus is on skills to read the selections in the basal text. Typically, workbook and worksheet exercises form the response to reading. Basal text is the primary book for reading. Fixed reading groups usually remain together during the reading of the entire basal text. Reading tends to be treated as a separate subject. Vocabulary is pre-taught to groups. Instruction is focused on a systematic progression of skills in the basal text as measured by an end of the unit test. Students read aloud, page by page, often in round-robin fashion. Selection of text focuses on reading needs as determined by the basal reader.
From the explanation, we can conclude that Traditional Reading Strategy is a reading strategy that based on the teacher and the book. So students just do the instruction from the teacher without make their own creation.
REFERENCES - Adopted from: Laura Ryder (2004). Small Group Reading Instruction. Retrieved from : http://www.oswego.org/files/49/Small%20Group%20Reading%20Instruction%20booklet.docx.pdf
Name : Veby No : 23 VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Jasmine Griffiths (2002: 1) state that 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. From the definition, can be assumed that conventional standard teaching reading strategy is teaching method that guided by teacher where students’ attention were connected from the fact through the topic. For example, when reading the text the students are connected the real situation to the topic. Adopted from: Jasmine Griffiths (2002: 1) Traditional Teaching. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.
33. Arri Ardilla (0825701) According to Nooren Noordeen (2004:1) Conventional strategy was teaching metod prescribed by the English teacher in whic students attention were directed to important facts and concept pertaining to the topic. From that definition it can be assumes that conventional stategy is a strategy where English teacher leads the students to understand the lesson easily by ask them to know the concept or the meaning of the whole parts of the text. So before continuing the lesson teacher make sure that all the students know what they are going to learn. In conventional strategy also a teacher controls the teaching learning process. So the teacher should be creative to make the lesson run smoothly.
Adopted from : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. Retrived from: http://psasir.upm.edu.my/6394/
33. Arri Ardilla (0825701) According to Nooren Noordeen (2004:1) Conventional strategy was teaching metod prescribed by the English teacher in whic students attention were directed to important facts and concept pertaining to the topic. From that definition it can be assumes that conventional stategy is a strategy where English teacher leads the students to understand the lesson easily by ask them to know the concept or the meaning of the whole parts of the text. So before continuing the lesson teacher make sure that all the students know what they are going to learn. In conventional strategy also a teacher controls the teaching learning process. So the teacher should be creative to make the lesson run smoothly.
Adopted from : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. Retrived from: http://psasir.upm.edu.my/6394/
Teaching Reading Strategies is the comprehensive reading intervention curriculum that provides teachers all the resources they need to help their students achieve significant reading growth in the shortest possible time. Designed by an MA reading specialist, this decidedly "un-canned" reading program is the perfect choice for both Tier 1 and 2 Response to Intervention. Teaching Reading Strategies works well as a half-year intensive program or a full-year program, with or without paraprofessional assistance. Teachers and reading professionals describe Teaching Reading Strategies as: • Comprehensive. This complete remedial reading curriculum is appropriate for beginning readers and remedial readers, aged eight-adult, who are two or more years behind grade level reading. Effective for English-language learners and special education students with auditory processing difficulties. • Flexible. Resources and activities work in the classroom or as a stand-alone reading intervention program. This is not a canned program; the teacher teaches students according to their instructional needs. • Economical. Full individual teacher license to copy all curriculum resources. Every program component is included in the one price. • User-friendly. Minimal teacher prep design with simple and clear procedures and instructional activities, suitable for the novice reading teacher as well as for the veteran reading specialist. • Age-appropriate. Every resource, activity, and audio recording has been designed with older children, teenagers, and adults in mind. No cartoon illustrations, no juvenile reading content, and no mind-numbing drill and kill exercises. Research-based. Teaching Reading Strategies is a balanced reading curriculum, emphasizing phonemic awareness acquisition and systematic and explicit phonics instruction, coupled with extensive syllabication, fluency, and comprehension development. From the state, it can be assumed that, Teaching Reading Strategies is a comprehensive reading intervention program designed for students aged eight-adult, and etc. Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from :www.penningtonpublishing.com/reading/teaching-reading.
Teaching Reading Strategies is the comprehensive reading intervention curriculum that provides teachers all the resources they need to help their students achieve significant reading growth in the shortest possible time. Designed by an MA reading specialist, this decidedly "un-canned" reading program is the perfect choice for both Tier 1 and 2 Response to Intervention. Teaching Reading Strategies works well as a half-year intensive program or a full-year program, with or without paraprofessional assistance. Teachers and reading professionals describe Teaching Reading Strategies as: • Comprehensive. This complete remedial reading curriculum is appropriate for beginning readers and remedial readers, aged eight-adult, who are two or more years behind grade level reading. Effective for English-language learners and special education students with auditory processing difficulties. • Flexible. Resources and activities work in the classroom or as a stand-alone reading intervention program. This is not a canned program; the teacher teaches students according to their instructional needs. • Economical. Full individual teacher license to copy all curriculum resources. Every program component is included in the one price. • User-friendly. Minimal teacher prep design with simple and clear procedures and instructional activities, suitable for the novice reading teacher as well as for the veteran reading specialist. • Age-appropriate. Every resource, activity, and audio recording has been designed with older children, teenagers, and adults in mind. No cartoon illustrations, no juvenile reading content, and no mind-numbing drill and kill exercises. Research-based. Teaching Reading Strategies is a balanced reading curriculum, emphasizing phonemic awareness acquisition and systematic and explicit phonics instruction, coupled with extensive syllabication, fluency, and comprehension development. From the state, it can be assumed that, Teaching Reading Strategies is a comprehensive reading intervention program designed for students aged eight-adult, and etc. Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from :www.penningtonpublishing.com/reading/teaching-reading.
CONVENTIONAL / TRADITIONAL / STANDARD TEACHING READING STRATEGY
CONVENTIONAL TEACHING READING STRATEGY
Noordin, Nooreen states that 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. Oral reading strategy is a strategy that helps the students understand the connection between spoken words and text, and give them the chance to demonstrate to themselves that they can read. The function of oral reading is to communicate to other people when reading. Oral reading is an essential aspect of any literacy program, as it develops reading skills and improves overall reading success (Rasinski & Hoffman, 2003). 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.
Adopted From : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. PhD thesis, Universiti Putra Malaysia. Retrieved From : http://psasir.upm.edu.my/6394/
CONVENTIONAL / TRADITIONAL / STANDARD TEACHING READING STRATEGY
CONVENTIONAL TEACHING READING STRATEGY Noordin, Nooreen states that 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. Oral reading strategy is a strategy that helps the students understand the connection between spoken words and text, and give them the chance to demonstrate to themselves that they can read. The function of oral reading is to communicate to other people when reading. Oral reading is an essential aspect of any literacy program, as it develops reading skills and improves overall reading success (Rasinski & Hoffman, 2003). 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.
Adopted From : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. PhD thesis, Universiti Putra Malaysia. Retrieved From : http://psasir.upm.edu.my/6394/
Name : Isa Nurhayati Nim : 0825023 CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY Traditional teaching is concerned with the teacher being the controller of the learning environment. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998) . The pros for traditional methods are that teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. Thus it was a good method, where there was efficient communication between teacher and students. 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. In my opinion, traditional/conventional method is a teaching method that focus on the teacher. Classes are conducted in a traditional teaching style, with an emphasize on teacher and note-taking.
Name : Yovfita NIM : 08 25 058 (24) Subject : Extensive Reading Lecturer : Holandyah, M.Pd
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Novak (1998) states 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 the instructor (in the form of the lectures) and decision maker (in regards to curriculum content and specific outcomes). They regards 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 definition, it can be assumed that traditional teaching reading is method that teaches too much responsibilities for teaching classroom to make sure everything teacher teach is understood by the student. It is was good method, where there is efficient communication between teacher and students. The teacher would teach on the whiteboard, explained, asks students to copy and make sure students pay attention and listen.
Adopted from : Novak.1998.Traditional Teaching Reading Strategy. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
(21) Paul Kuehn (2012: 1) states that traditional teaching reading strategy insist that students must know the meanings of all words in an article or story before they tackle it. From that explanation, it can be assumed that before students even begin to read, teachers are making sure that everyone understands the new words and grammar and 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
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 definition, it can be assumed that Traditional theories of teaching reading is a process in which students begin to understand and examine the meaning of all words in a text. So that they finally know the purpose of the content they read.
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.
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 definition, it can be assumed that Traditional theories of teaching reading is a process in which students begin to understand and examine the meaning of all words in a text. So that they finally know the purpose of the content they read.
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.
TRADITIONAL TEACHING is the teacher has Power and responsibilities 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. From the definition, it can be assumed that Traditional strategies of teaching the traditional teacher views that it is the teacher that causes learning to occur.
Adopted from: Novak, 1998. Traditional Teaching Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
NAMA : AKHIROTUL FAIZATIN NISA'
ReplyDeleteNIM :0825004
NO : 4
According to Raine and James 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.
From definition,it can be assumed that in traditional method teacher as a center to her students it means that the teacher intends to approach their students so that students can understand what will be discussed and make students more actively in the learning process.and student is not only accept the information but they can comprehension explanation from their teacher in learning process.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Yuniasari
ReplyDeleteNo. : 25
1. Armbuster et al. (2001) stated that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations.
2. Wilhelm (2001, p. 7) stated that the most powerful thing we can teach is strategic knowledge of the procedures people use to learn, to think, to read, and to write. The most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies.
3. Duffy (1993) stated that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching.
From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading to improve reading skill using effective method.
Retrieved from: http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
7 HASAN SADIQIN (08 25 015)
DeleteConventional/traditional/standard reading strategy
Raine and James collet (2007) states that the traditional method to teaching is as ancient as formal teaching itself, involves the directed flow of information from teacher as a center to student as receptacle.
From definition, it can be assumed that in conventional/traditional standard method, teacher is as a center for his or her students it means that students get the information and can comprehension explanation from their teacher.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Name : SRI MAHDALENA
ReplyDeleteNO. : 29
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to C.R. Adler stated that teaching reading comprehension strategies are conscious plans — sets of steps that good readers use to make sense of text. Comprehension strategy instruction helps students become purposeful, active readers who are in control of their own reading comprehension. The seven strategies appear to have a firm scientific basis for improving text comprehension, such as 1. Monitoring comprehension, 2. Metacognition, 3. Graphic and semantic organizers, 4. Answering questions, 5. Generating questions, 6. Recognizing story structure, 7. Summarizing. Effective comprehension strategy instruction can be accomplished through cooperative learning, which involves students working together as partners or in small groups on clearly defined tasks.
From the definition above, it can be assumed that conventional teaching reading strategy is a strategy of reading skill improving reading comprehension through effective method like cooperative learning.
Adopted from : C.R. Adler. Seven Strategies to Teach Students Text Comprehension. Retrieved from : http://www.readingrockets.org/article/3479/
Name : Nadia Nur’aini (31)
DeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding.
Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently.
Chris Tovani (2000), suggested the following fix-up strategies.
• Make a connection between the text and:
o Your life.
o Your knowledge of the world.
o Something else you read in another text
• Adjust your reading rate: are you reading too fast or too slow?
• Visualize important points.
• Reread the text/section.
• Make a prediction and look for information to support or reject your prediction while reading.
• Stop and think about what you have already read—does it make sense so far?
• Ask yourself a (“wh”) question and try to answer it.
• Don’t give up easily.
• Reflect in writing on what you have read.
• Use print conventions.
• Retell what you’ve read.
• Look for patterns in text structure.
From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
This comment has been removed by the author.
ReplyDeleteName : Nadia Nur’aini (31)
DeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding.
Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently.
Chris Tovani (2000), suggested the following fix-up strategies.
• Make a connection between the text and:
o Your life.
o Your knowledge of the world.
o Something else you read in another text
• Adjust your reading rate: are you reading too fast or too slow?
• Visualize important points.
• Reread the text/section.
• Make a prediction and look for information to support or reject your prediction while reading.
• Stop and think about what you have already read—does it make sense so far?
• Ask yourself a (“wh”) question and try to answer it.
• Don’t give up easily.
• Reflect in writing on what you have read.
• Use print conventions.
• Retell what you’ve read.
• Look for patterns in text structure.
From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Name : Pebrianti / 39
ReplyDelete1. Armbuster et al. (2001) stated that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations.
2. Wilhelm (2001, p. 7) stated that the most powerful thing we can teach is strategic knowledge of the procedures people use to learn, to think, to read, and to write. The most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies.
3. Duffy (1993) stated that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching.
From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading to improve students' reading skills by using effective methods so that a teacher can determine the ability of students.
Retrieved from: http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
NAME : RISNA JUMARIA
ReplyDeleteNO : 16
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Wilhelm (2001, p. 7) states that conventional teaching reading strategy is the most effective way to introduce students to how to use these tools is to model them in the contexts of meaningful tasks and then to assist students in their own use of these strategies.
Duffy (1993) states that having students actually develop independent, integrated strategic reading abilities may require subtle instructional distinctions that go well beyond techniques such as instruction, explanation, or reciprocal teaching
Harvey & Goudvis (2000) states that strategic reading refers to thinking about reading in ways that will foster learning and understanding.
From the definition it can be assumed that conventional teaching reading strategy is a strategy of reading to help students improving of reading skill effectively.
Retrieved from: http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Armbuster et al., (2001) state that teaching reading strategies is y using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently.
From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading how we teach reading effectively to our student by using strategy of teaching.
Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
NAMA : AKHIROTUL FAIZATIN NISA
DeleteNIM : 0825004
NO : 4
Conventional/traditional/standard reading strategy
According to (raine and James 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.
From definition,it can be assumed that in traditional method teacher as a center to her students it means that the teacher intends to approach their students so that students can understand what will be discussed and make students more actively in the learning process.and student is not only accept the information but they can comprehension explanation from their teacher.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from : https://uhra.herts.ac.uk/dspace/bitstream/2299/1345/1/901453.pdf
Name : Rian Puspita Sarie
ReplyDeleteNIM : 0825048
NO : 15
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Armbuster et al., (2001) state that teaching reading strategies is y using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently.
From the definition, it can be assumed that conventional teaching reading strategy is a strategy of reading how we teach reading effectively to our student by using strategy of teaching.
Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Name : Nadia Nur’aini (31)
ReplyDeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Harvey & Goudvis (2000), Strategic reading refers to thinking about reading in ways that will foster learning and understanding.
Armbuster et al (2001), states that by using direct explanation, modeling, guided practice, and application, teachers can effectively teach any of the seven comprehension strategies. This process of teaching is effective with most teaching situations. In direct explanation, the teacher explains why the strategy helps comprehension and when to apply the strategy. When the teacher models or demonstrates how to apply the strategy he or she may use a think-aloud process while reading text the students are using. In guided practice, the teacher assists the students as they learn when and how to apply the strategy. During application, the teacher helps students practice the strategy until they can use it independently.
Chris Tovani (2000), suggested the following fix-up strategies.
• Make a connection between the text and:
o Your life.
o Your knowledge of the world.
o Something else you read in another text
• Adjust your reading rate: are you reading too fast or too slow?
• Visualize important points.
• Reread the text/section.
• Make a prediction and look for information to support or reject your prediction while reading.
• Stop and think about what you have already read—does it make sense so far?
• Ask yourself a (“wh”) question and try to answer it.
• Don’t give up easily.
• Reflect in writing on what you have read.
• Use print conventions.
• Retell what you’ve read.
• Look for patterns in text structure.
From the definition, it can be assumed that there are several strategies which can be used by the teacher to help the students in understanding and comprehending the reading text that they read. So, the student can improve their reading skill effectively.
Adopted from: to Harvey & Goudvis.(2000). Armbuster et al.(2001). Chris Tovani.(2000), Teaching Effective Reading Strategies: University of Central Florida and State College of Florida. Retrieved from : http://faculty.scf.edu/sharric/lesson8/lesson8topic8.htm
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
28. Eko Saputra
ReplyDelete0825-064
According to Dole et al. (1991.1), 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. From the definition it can be assumed that traditional/ conventioal teaching reading is a teaching reading strategy that students must have a good ability in understanding reading text, where students just listen what teacher delivers in teaching reading. For example. A teacher teaches reading and student just be a passive recipient in that instruction.
Adopted from: to Dole et al. (1991.1), Moving from the old to the new: research on reading comprehension instruction . Retrieved from : http:/file://localhost/D:/smstr%208/EXTNSV%20R/traditional%20teachin.htm
Name : Haritsah Sani
DeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Indriyani
ReplyDeleteNIM : 0825 022
Absent No. : 09
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Nooreen Noordin (2003.1) mentions that 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.
According to Jasmine Griffiths (2002.1) 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.
From those definitions can be assumed that conventional standard teaching reading strategy is teaching method that guided by teacher where students’ attention were connected from the fact through the topic. For example, when reading the text the students are connected the real situation to the topic. And traditional standard teaching reading strategy is the teacher as a main guider in teaching and the students do the roles from the teacher. For example, when reading class is running the student just become a recipient through teaching and learning process (what the teacher explain is and what they should do).
Adopted from: Noordin, Nooreen (2003.1)What Learning Means; Griffiths, Jasmine (2002.1).Traditional Teaching.
Retrieved from : http://lc03.commongroundconferences.com/ProposalSystem/Presentations/P000751.html; http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.
Name : Haritsah Sani
DeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
Name : Haritsah Sani
ReplyDeleteNo : 6
Paul Kuehn (2012: 1) states that traditional strategy in teaching reading is where the teachers 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. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From his definition, can be assumed that in teaching reading by using the traditional method, the teacher requires the students to know every words and grammar in the text they will read. The teacher does not care how they prepare themselves before reading. By knowing every word, the teacher thinks that the students will understand the text completely.
For example, nowadays, on almost every reading book, we can see the vocabulary list complete with its translation. In using this method, the teacher will ask the students to read it before they start to read the text. By reading it, he/she is sure that the students will understand the text, without discussing it more.
Adopted from: 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.
NOVALYA LAYUNG SARI
ReplyDeleteNO : 36
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING 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 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). Learning is chiefly associated within the classroom and is often competitive. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice (such as rote learning). Content need not be learned in context. (Theroux 2002, Johnson &Johnson 1991). From the definition it can be assumed that conventional teaching reading strategy is strategy that is used by teacher to make improving of student’s ability in reading subject.. adopted from: (Novak, 1998), conventional/traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
NOVALYA LAYUNG SARI
ReplyDeleteNO : 36
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING 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 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). Learning is chiefly associated within the classroom and is often competitive. The lesson's content and delivery are considered to be most important and students master knowledge through drill and practice (such as rote learning). Content need not be learned in context. (Theroux 2002, Johnson &Johnson 1991). From the definition it can be assumed that conventional teaching reading strategy is strategy that is used by teacher to make improving of student’s ability in reading subject.. adopted from: (Novak, 1998), conventional/traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
Name : emaliana hidayati/35
ReplyDeleteNIM : 08 25 703
Novak ( 1998:1) states that 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. It can be asumed that traditional teaching : the teacher as centre of teaching learning process not only as motivator for the students.
Adopted from : Novak.1998.Traditional teaching reading strategy. Retrieved from : http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
13. Raudah Tul Jannah
ReplyDeleteAccording to Chamot and Keatley’s (2003) study of teaching reading strategies, ESL teachers found it easier to teach reading strategies, such as sounding out, selective attention, summarizing, cooperation, predicting, brainstorming of prior knowledge and making inferences using L1. Based on the explanation above, I assume that standard teaching reading strategy is the teacher will use a variety strategies of reading and explain it by using L1.
Adopted from: Phakiti, Aek.(2006).Theoretical and Pedagogical Issues in ESL/EFL Teaching of Strategic Reading.
Retrieved from: http://www.google.co.id/search?q=Theoretical%20and%20Pedagogical%20Issues%20in%20ESL%2FEFL%20Teaching%20of%20Strategic%20Reading%20&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:id:official&client=firefox-a&source=hp&channel=np
NAME : MAWADDAH MD
ReplyDeleteNUMBEr : 10 (Sepuluh)
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of
responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer
that. to make sure they understand the text.
adopted from: Dole at al(1991).theories
of reading.retrieved from: http://
www.teachingenglish.org.uk/articles/
theories-reading
NAME : MAWADDAH MD
ReplyDeleteNUMBEr : 10 (Sepuluh)
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of
responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer
that. to make sure they understand the text.
adopted from: Dole at al(1991).theories
of reading.retrieved from: http://
www.teachingenglish.org.uk/articles/
theories-reading
NAME : MAWADDAH MD
ReplyDeleteNUMBEr : 10 (Sepuluh)
According to Dole et al. (1991:1)states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of
responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer
that. to make sure they understand the text.
adopted from: Dole at al(1991).theories
of reading.retrieved from: http://
www.teachingenglish.org.uk/articles/
theories-reading
NAME : MAWADDAH MD
ReplyDeleteNUMBEr : 10 (Sepuluh)
According to Dole et al. (1991:1) states that 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.so it can be assumed that the traditional teaching reading strategy is teaches shouldered too much of
responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. for example by asking the student to read the text and teacher will ask any vocabularies they dont understand and teacher will answer
that. to make sure they understand the text.
adopted from: Dole at al(1991).theories
of reading.retrieved from: http://
www.teachingenglish.org.uk/articles/
theories-reading
Name : Endang Susilo
ReplyDeleteNim : 0825-011
No : 05
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn.
1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references.
2. Skimming: reading a text quickly just to understand the main idea.
3. Reading for detail: students read a whole text very carefully for specific information.
4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text.
5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly.
Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy
Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
Name : Endang Susilo
ReplyDeleteNim : 0825-011
No : 05
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn.
1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references.
2. Skimming: reading a text quickly just to understand the main idea.
3. Reading for detail: students read a whole text very carefully for specific information.
4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text.
5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly.
Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy
Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
Name : Endang Susilo
DeleteNim : 0825-011
No : 05
Dorit Sasson(2007:01) states that definition of a reading strategy is the tactics or actions teachers implement in order to approach and make sense of a reading text.Types of Reading Strategies. For the purposes of teaching reading, these are the main reading strategies students should learn.
1.Scanning otherwise known as quick reading. Student have a specific point in mind just to understand the main ideas. Some scanning strategies involves looking for numbers and personal names and understanding their references.
2. Skimming: reading a text quickly just to understand the main idea.
3. Reading for detail: students read a whole text very carefully for specific information.
4. Prediction and anticipation: student makes educated guessing about what he or she is going to read on the basis of world knowledge and prior information about the text.
5. Inference. student goes beyond the written information and makes links. From the definition, it can be assumed that reading strategy is the strategy will use by a teacher for understanding about the text. And teaching reading a text to understand the main idea quickly.
Adopted from : Dorit Sasson ( 2007:01 ). Teaching Reading Strategy
Retrieved from: http://suite101.com/article/teaching-reading-strategies-a39183
22. Tia Pramaditha.AR
ReplyDeleteDole et al. (1991) states that the traditional view of reading means, 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.
It can be assumed that the traditional reading strategy is how to read, beginner readers get a set of hierarchically and then ordered sequence of sub-skills towards building the capacity of understanding. After mastering this skill, the reader is seen as experts who understand what they read.
example:
As an example of the during-reading techniques, re-reading for better comprehension can be mentioned. And filling out forms and charts can be referred to as an after-reading activity. These tasks and ideas can be used to enhance reading comprehension.
Adopted from:
Dole, J. A. Duffy, G. G., Roehler, L. R., and Pearson, D. D. (1991). Moving from the old to the new: research on reading comprehension instruction. Review of Educational Research 61
example:
Retrieved from:
http://www.teachingenglish.org.uk/articles/theories-reading
32. Romiana Puspa ( 08-25-071 )
ReplyDeleteNooreen Noordin ( 2003 : 1 ) states that Conventional strategy is the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. From that definition it can be assumed that conventional or traditional teaching raeding strategy is the strategy where the teacher insists the students to know the meaning of all the words in the text, artickle or story that they want to read. From this strategy, the students can be easier to understand what they want to read. For eaxample, before starting to read a new story or reading book, the teacher asks the students to find out the meaning of some difficult words and then the teacher makes sure that the students have already understood the text well.
Adopted from : Noordin, Nooreen. ( 2003 : 1 ). Conventional Teaching Reading Strategy. Retrived from : http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
HERLINA (30)
DeleteAccording to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
Adopted from: Novak.1998.Traditional Teaching Reading Strategy. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
32. Romiana Puspa ( 08-25-071 )
ReplyDeleteNooreen Noordin ( 2003 : 1 ) states that conventional strategy is the teaching method prescribed by the English teacher in which students’ attention were directed to important facts and concepts pertaining to the topic. From that definition, it can be assumed that conventional teaching reading strategy is the strategy where the teacher insists the students to know the meaning all the words of the text that they want to read before they read it. From this strategy, the students can be easier to understand the text, the story or reading book that they read. For example, before starting to read the text, the teacher asks the students to find out the meaning of some difficult words that they do not know from the text. After getting the meaning, the teacher asks them to read and make sure that they have already understood the text well.
Adopted from : Noordin, Nooreen. ( 2003 : 1 ). Conventional Teaching Reading Strategy. Retrived from : http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
HERLINA (30)
ReplyDeleteAccording to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
Adopted from: Novak.1998.Traditional Teaching Reading Strategy. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
HERLINA (30)
ReplyDeleteAccording to Novak. ( 1998:1).States that 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. .from the definition it can be assumed that traditional teaching is the teacher as center of students during learning process, here the teacher have to creative and power than students.
Adopted from: Novak.1998.Traditional Teaching Reading Strategy. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
12. NOVI KASARI (0825043)
ReplyDeleteCONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
One of the traditional/standard teaching reading according to Dr.Marilyn Lockhart:
Lecture The lecture method can be very effective when used in conjunction with active learning and teaching strategies. The traditional lecture has many advantages, particularly in the large classroom, and can be effective in meeting instructional goals. Advances in technology, and the increasing ease of application can turn the lecture into a methodology which touches on learning diverse modalities and increases content relevancy.
From the state, it can be assume that Examples and analogies can be used to engage critical thinking. They teach the multiple relationships between the discussed concepts by using real-life examples comparable to the lecture topic. The learners can then compare these examples to experiences they've already had. To avoid confusion for the learners, it is important to check the validity of the material, making sure the analogy or example is comparable to the concepts of the lecture (Bligh, 2000). Please remember thatexamples and analogies only "explain the reasons;" they do not justify them (Bligh, 2000).
Reference :
Bligh, D.A. (2000). What's the Use of Lectures? San Francisco: Jossey-Bass.
Silberman, M. 1995. 101 Ways to Make Training Active. San Francisco: Pfeiffer. Retieved from: http://www.montana.edu/teachlearn/Papers/lecture.html
Name : Lili Marlini
ReplyDeleteNo : 0825-029
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According Kuhen Paul (2012: 1) traditional strategy in teaching reading with that students must know the meanings of all words in an article or story before they tackle it. and grammar of a text. It means that teachers are making sure that everyone understands the new words and grammar. Oddly, there isn't much discussion about the background of the subject matter which the students will read.
From definition,it can be assumed that in traditional method teacher-centered activity as a facilitator and also mediator when students were reading a news article, teacher made sure that the students read articles about this topic in English. Then the topic discussed in English noting vocabulary, personalities, places, and ideas which we might encounter in the article. This is an excellent way to get background knowledge which is so useful when teacher trying to predict or guess the meaning of unknown words in a text.
Adopted from: Kuhen Paul (2012: 1) Strategies for Teaching Reading Comprehension to EFL Students Retrieved from: http://paulkuehn.hubpages.com/hub/Strategies-for-Teaching-Reading-Comprehension-to-EFL-Students
PBI 08A
ReplyDeleteName : AISYAH RAIDA CENDIKA
Number : 03
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
According to Laura Ryder (2004), Traditional Reading Strategy :
The focus is on skills to read the selections in the basal text.
Typically, workbook and worksheet exercises form the response to reading.
Basal text is the primary book for reading.
Fixed reading groups usually remain together during the reading of the entire basal text.
Reading tends to be treated as a separate subject.
Vocabulary is pre-taught to groups.
Instruction is focused on a systematic progression of skills in the basal text as measured by an end of the unit test.
Students read aloud, page by page, often in round-robin fashion.
Selection of text focuses on reading needs as determined by the basal reader.
From the explanation, we can conclude that Traditional Reading Strategy is a reading strategy that based on the teacher and the book. So students just do the instruction from the teacher without make their own creation.
REFERENCES
- Adopted from: Laura Ryder (2004). Small Group Reading Instruction. Retrieved from : http://www.oswego.org/files/49/Small%20Group%20Reading%20Instruction%20booklet.docx.pdf
Name : Veby
ReplyDeleteNo : 23
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Jasmine Griffiths (2002: 1) state that 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. From the definition, can be assumed that conventional standard teaching reading strategy is teaching method that guided by teacher where students’ attention were connected from the fact through the topic. For example, when reading the text the students are connected the real situation to the topic.
Adopted from: Jasmine Griffiths (2002: 1) Traditional Teaching. Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm.
33. Arri Ardilla (0825701)
ReplyDeleteAccording to Nooren Noordeen (2004:1) Conventional strategy was teaching metod prescribed by the English teacher in whic students attention were directed to important facts and concept pertaining to the topic. From that definition it can be assumes that conventional stategy is a strategy where English teacher leads the students to understand the lesson easily by ask them to know the concept or the meaning of the whole parts of the text. So before continuing the lesson teacher make sure that all the students know what they are going to learn. In conventional strategy also a teacher controls the teaching learning process. So the teacher should be creative to make the lesson run smoothly.
Adopted from : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science.
Retrived from: http://psasir.upm.edu.my/6394/
33. Arri Ardilla (0825701)
ReplyDeleteAccording to Nooren Noordeen (2004:1) Conventional strategy was teaching metod prescribed by the English teacher in whic students attention were directed to important facts and concept pertaining to the topic. From that definition it can be assumes that conventional stategy is a strategy where English teacher leads the students to understand the lesson easily by ask them to know the concept or the meaning of the whole parts of the text. So before continuing the lesson teacher make sure that all the students know what they are going to learn. In conventional strategy also a teacher controls the teaching learning process. So the teacher should be creative to make the lesson run smoothly.
Adopted from : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science.
Retrived from: http://psasir.upm.edu.my/6394/
Name : ROSITA
ReplyDeleteNim :0825051
Teaching Reading Strategies is the comprehensive reading intervention curriculum that provides teachers all the resources they need to help their students achieve significant reading growth in the shortest possible time. Designed by an MA reading specialist, this decidedly "un-canned" reading program is the perfect choice for both Tier 1 and 2 Response to Intervention. Teaching Reading Strategies works well as a half-year intensive program or a full-year program, with or without paraprofessional assistance. Teachers and reading professionals describe Teaching Reading Strategies as:
• Comprehensive. This complete remedial reading curriculum is appropriate for beginning readers and remedial readers, aged eight-adult, who are two or more years behind grade level reading. Effective for English-language learners and special education students with auditory processing difficulties.
• Flexible. Resources and activities work in the classroom or as a stand-alone reading intervention program. This is not a canned program; the teacher teaches students according to their instructional needs.
• Economical. Full individual teacher license to copy all curriculum resources. Every program component is included in the one price.
• User-friendly. Minimal teacher prep design with simple and clear procedures and instructional activities, suitable for the novice reading teacher as well as for the veteran reading specialist.
• Age-appropriate. Every resource, activity, and audio recording has been designed with older children, teenagers, and adults in mind. No cartoon illustrations, no juvenile reading content, and no mind-numbing drill and kill exercises. Research-based. Teaching Reading Strategies is a balanced reading curriculum, emphasizing phonemic awareness acquisition and systematic and explicit phonics instruction, coupled with extensive syllabication, fluency, and comprehension development.
From the state, it can be assumed that, Teaching Reading Strategies is a comprehensive reading intervention program designed for students aged eight-adult, and etc.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from :www.penningtonpublishing.com/reading/teaching-reading.
Name : ROSITA
ReplyDeleteNim :0825051
Teaching Reading Strategies is the comprehensive reading intervention curriculum that provides teachers all the resources they need to help their students achieve significant reading growth in the shortest possible time. Designed by an MA reading specialist, this decidedly "un-canned" reading program is the perfect choice for both Tier 1 and 2 Response to Intervention. Teaching Reading Strategies works well as a half-year intensive program or a full-year program, with or without paraprofessional assistance. Teachers and reading professionals describe Teaching Reading Strategies as:
• Comprehensive. This complete remedial reading curriculum is appropriate for beginning readers and remedial readers, aged eight-adult, who are two or more years behind grade level reading. Effective for English-language learners and special education students with auditory processing difficulties.
• Flexible. Resources and activities work in the classroom or as a stand-alone reading intervention program. This is not a canned program; the teacher teaches students according to their instructional needs.
• Economical. Full individual teacher license to copy all curriculum resources. Every program component is included in the one price.
• User-friendly. Minimal teacher prep design with simple and clear procedures and instructional activities, suitable for the novice reading teacher as well as for the veteran reading specialist.
• Age-appropriate. Every resource, activity, and audio recording has been designed with older children, teenagers, and adults in mind. No cartoon illustrations, no juvenile reading content, and no mind-numbing drill and kill exercises. Research-based. Teaching Reading Strategies is a balanced reading curriculum, emphasizing phonemic awareness acquisition and systematic and explicit phonics instruction, coupled with extensive syllabication, fluency, and comprehension development.
From the state, it can be assumed that, Teaching Reading Strategies is a comprehensive reading intervention program designed for students aged eight-adult, and etc.
Adopted from: Raine,James Collet. (2007), Problem-Based Learning in Astrophysics, University of Leicester : Leicester. Retrieved from :www.penningtonpublishing.com/reading/teaching-reading.
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
CONVENTIONAL / TRADITIONAL / STANDARD TEACHING READING STRATEGY
CONVENTIONAL TEACHING READING STRATEGY
Noordin, Nooreen states that 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. Oral reading strategy is a strategy that helps the students understand the connection between spoken words and text, and give them the chance to demonstrate to themselves that they can read. The function of oral reading is to communicate to other people when reading. Oral reading is an essential aspect of any literacy program, as it develops reading skills and improves overall reading success (Rasinski & Hoffman, 2003). 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.
Adopted From : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. PhD thesis, Universiti Putra Malaysia.
Retrieved From : http://psasir.upm.edu.my/6394/
Name : Maghfiroh ( 11 )
ReplyDeleteNIM : 08 25 0031
CONVENTIONAL / TRADITIONAL / STANDARD TEACHING READING STRATEGY
CONVENTIONAL TEACHING READING STRATEGY
Noordin, Nooreen states that 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. Oral reading strategy is a strategy that helps the students understand the connection between spoken words and text, and give them the chance to demonstrate to themselves that they can read. The function of oral reading is to communicate to other people when reading. Oral reading is an essential aspect of any literacy program, as it develops reading skills and improves overall reading success (Rasinski & Hoffman, 2003). 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.
Adopted From : Noordin, Nooreen (2004) A Comparison Between Visual Imagery Strategy and Conventional Strategy in The Teaching of English For Science. PhD thesis, Universiti Putra Malaysia.
Retrieved From : http://psasir.upm.edu.my/6394/
Name : Isa Nurhayati
ReplyDeleteNim : 0825023
CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Traditional teaching is concerned with the teacher being the controller of the learning environment. In short, the traditional teacher views that it is the teacher that causes learning to occur (Novak, 1998) . The pros for traditional methods are that teaches shouldered too much of responsibilities for teaching in the classroom to make sure everything they thought were understood by the student. Thus it was a good method, where there was efficient communication between teacher and students. 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.
In my opinion, traditional/conventional method is a teaching method that focus on the teacher. Classes are conducted in a traditional teaching style, with an emphasize on teacher and note-taking.
Adopted from:
http://rickatz.blogspot.com/2008/04/traditional-teaching-vs-modern-teaching.html
http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
Name : Yovfita
ReplyDeleteNIM : 08 25 058 (24)
Subject : Extensive Reading
Lecturer : Holandyah, M.Pd
VIII. CONVENTIONAL/TRADITIONAL/STANDARD TEACHING READING STRATEGY
Novak (1998) states 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 the instructor (in the form of the lectures) and decision maker (in regards to curriculum content and specific outcomes). They regards 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 definition, it can be assumed that traditional teaching reading is method that teaches too much responsibilities for teaching classroom to make sure everything teacher teach is understood by the student. It is was good method, where there is efficient communication between teacher and students. The teacher would teach on the whiteboard, explained, asks students to copy and make sure students pay attention and listen.
Adopted from : Novak.1998.Traditional Teaching Reading Strategy.
Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm
(21)
ReplyDeletePaul Kuehn (2012: 1) states that traditional teaching reading strategy insist that students must know the meanings of all words in an article or story before they tackle it.
From that explanation, it can be assumed that before students even begin to read, teachers are making sure that everyone understands the new words and grammar and 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
Name: Azka Ridho
ReplyDeleteNim : 0825702 (34)
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 definition, it can be assumed that Traditional theories of teaching reading is a process in which students begin to understand and examine the meaning of all words in a text. So that they finally know the purpose of the content they read.
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: Azka Ridho
DeleteNim : 0825702 (34)
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 definition, it can be assumed that Traditional theories of teaching reading is a process in which students begin to understand and examine the meaning of all words in a text. So that they finally know the purpose of the content they read.
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.
TRADITIONAL TEACHING is the teacher has Power and responsibilities 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. From the definition, it can be assumed that Traditional strategies of teaching the traditional teacher views that it is the teacher that causes learning to occur.
ReplyDeleteAdopted from: Novak, 1998. Traditional Teaching
Retrieved from: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/scott/tradteac.htm