The Steps of Pre-Reading Activity
Hadfield
stated about simple reading activity was designing reading activities; they are
Lead in, Read and Respond and Follow up (Hadfield 200: 2). While Lead In,
introduces the learners to the topic and focuses their attention. This activity
is as the activity before reading. It can be mentioned as pre-reading activity.
“The aim of the Lead In is to get the learners to start thinking about the
topic of the reading text before someone can actually show them the text
itself, and perhaps introduce or familiarize them with a few vocabulary items
from the text.” The teacher can use a variety of techniques to stimulate the learners‟
interest, question and answer, pictures, or a short discussion.
Students
are more attractive about something visually. Because by seeing some pictures
about the events about the text, it will help them to comprehend the text
easily. As Sandra Silberstein stated that, “Pictures are a great source of
inspiration. Storytellers work in pictures, so putting a story together based
on pictures or paintings or photographs is a good way of thinking visually.
Pictures are snapshots of events; they capture what is going on for one second
of that story.”( Alison 2007: 15)
In
steps of pre-reading, the teacher usually brainstorms or arouses student‟s
prediction about the text. Based on Ajideh, “Brainstorming has many advantages
as a classroom procedure. First, it requires little teacher preparation;
second, it allows learners considerable freedom to bring their own prior
knowledge and opinion to bear on particular issues; and third, it can involve
the whole class.” (Parviz 2006: 7). Therefore, pre-reading activity involves
many participants, such as the teacher, students as the object of the technique
itself. The teacher should attract students to recall students‟ prior knowledge
and their interest about the text. This activity also gives a chance to the
teacher and students even a whole class to interact each other.
RAND
Reading Study Group stated that, “In the pre-reading micro period, the reader
arrives with a host of characteristics, including cognitive, motivational,
language, and non-linguistic capabilities, along with a particular level of
fluency.”48 The pre-reading also determines how reader involves with the text,
what they interrelate the text with their skill in reading, etc.
In
addition of pre-reading steps, Lewin mentioned that there are menus of Reading
Prepare Strategies:
1)
Survey
the piece by reading the title.
2)
Think
about the title by converting it into a question.
3)
Think
about the title by making a prediction about what will happen.
4)
Look
over the text structure: notice columns, paragraphs, font size changes, use of
italics and boldface type.
5)
Skim
the piece on the look-out for proper names, places, dialogue, illustrations.
6)
Look
at the length of the piece and estimate how long it will take to read it.
7)
Read
the author‟s name.
8)
Think
about the author by recognizing (or not recognizing) the name.
9)
Think
about by recalling other pieces written by the same person.
10) Think about the author by reading the short bio, if
provide.
11) Sample the piece by reading one or two opening paragraphs
and a middle paragraph.
12) Understand the teacher‟s reason for assigning this piece,
or set your own purpose for reading it.
13) Take in all this preview data and recall any prior
knowledge that is applicable. Ask, “What do I already know that will help me
understand this story or topic?” 49
From
those explanations, the writer concludes that steps in pre-reading enclose the
things that someone does before reading. The activities are done before someone
starts reading in order to increase his capacity to understand the material.
From their better understanding, the students could increase reading
comprehension.
In
this research, the writer will use two kinds of pre-reading activities, those
are: background knowledge strategy by brainstorming and showing pictures.
Brainstorming about the related text will help the students to be introduced in
some knowledge which they have already known. Then showing them pictures
related the text will make them easier to predict the text. It can be base to
better understanding.
In
this research the writer will conduct treatment to experimental class using
brainstorming (questioning) and pictures, while the writer will not conduct
treatment to controlled class. Before reading activity is started, the writer
will show them the pictures and brainstorm their knowledge about the text by
questioning about the text. The writer will ask them some questions related the
topic. Then, the writer will read aloud the text to the students and showing
them some pictures. When the writer finishes her reading aloud, she will ask
one of the students to read aloud in front of the class while. She also
corrects their pronunciation. The wrong pronunciation of words will be written
on the whiteboard and the writer will give them the right one.
After
pre-reading activity is completed, the writer let them to read individually.
Then, the writer gives the students reading comprehension test related to the
text.
INFO DAN FILE LENGKAPNYA KLIK DI SINI ATAU HUB 085398507498
TERSEDIA JUGA DI CHANNEL YOU TUBE PEJUANG SKRIPSI
