Kang Ogud - Kang ogud lovers in this occasion we will review about Teaching reading. Teaching is a process of transferring knowledge. Teaching reading is not only teaching to read, but more of it. Comprehending the text is one of the reading‟s goals. Teaching reading can be main as facilitate students‟ performance this in comprehending texts, and provide students with many opportunities for practice are encourage in a number of comprehension. Enhancing the best known of which are reciprocal teaching, cooperative learning and reading recovery.14 During teaching reading process we must pay attention about the principles of teaching reading. The principles can be standard to limit teachers when they teach reading. The principles of teaching reading are stated below:
Reading is not passive skill
a. Students need to be engaged with hat they are reading
b. Student should to be encouraged to respond to the content of a reading text, not just to the language
c. Prediction is major factor in reading
d. Match the task to the topic
e. Good teacher exploit reading texts to the full15
Teaching reading is not vacuum activity. Students must enjoy during reading process. As we know the advantages of reading, so we must pay attention how to increase reading comprehension in classroom. Teaching reading need more than only read text. According to the definitions about reading and reading comprehension, we have three points based on the explanation above, they are:
a. The reader who is doing the comprehending
b. The text that is to be comprehend
c. The activity in which comprehension is a part
Genre
a. Definition of Genre
The word genre comes from the French (and original Latin) word for „kind‟ or „class‟. The term iswidely used in rhetoric, literacy, theory, media theory, and more recently linguistics.16
The term “genre” is used to refer to particular text-types, not to traditional varieties of literature. It is a type or king of text, defined in terms of its social purpose: also the level of context dealing with social purpose.17
Genre is one of the most important and influential concept in language education. Genre can be defined as a culturally specific text type which results from using language (written or spoken) to (help) accomplish something.18 So genres are cultural specific and have associated with: particular purposes, particular stages and particular linguistic features.
Every genre has communicative purpose, generic structure and lexicogrammatical features. Students are taught these features and a language for talking about the language in the context of learning how these features contribute to overall meaning of text they are writing.
The meaning of the genre intended is that students are able to understand the concept and they would be able to identify a kind of texts that students will have to write.
b. Kinds of Genre
Texts are determined by genre. The French word “genre” means text type or kind of text. Genre is a term of grouping text together, representing how written typically use language to respond to recurring situation.19 Genre can be recognized from three rethorical structures. They are social function, schemmatic structure, and language features. There are two different kinds of genres: they are story genres and factual genres. The classification of the genres as below:
Story Genres
|
Factual Genres
|
1. Narrative Text
2. News
Story
3. Anecdote
4. Recount Text
5. Spoof
|
1. Procedure Text
2. Explanation Text
3.
Report Text
4. Exposition Text
5. Discussion Text
6.
Description Text
7. Review Text
8.
News Item
|
Descriptive Text
a. Definition of Descriptive Text
Descriptive text is a piece of text that describes a particular person, place, or thing.20 While Boardman and Jia state that descriptive text is a kind of text that is used to describe what something looks like.21 Another definition about descriptive text is based on Gerot and Wignell, it is stated that descriptive is a kind of text which is aimed to describe a particular person, place, or thing.22
From the definitions above, the writer concludes that descriptive text is a text which aims to describe particular things, such as people, place, even unit of days, times of day, or season. It may be used to describe more about the appearance of people, their character or personality. Descriptive text reproduces the way things look, smell, taste, feel, or sound.
b. Generic Structure of Descriptive Text
The generic structure of descriptive text is shown in the following table:23
Table 2.3
Generic
Structure
|
Function
|
Identification
|
Identifies the person, place, or
thing to be described
|
Description
|
Describes parts, qualities, and
characteristics
|
Grammatical Feature of Descriptive Text
1) Specific participant
a) Certain noun for example; my car, my dog, my new house; but if (car, dog, dolphin and etc) are not allowed.
b) The use of detail noun phrase for example I have a white skinned girlfriend.
c) The use of adjectives that have features describing, numbering, classifying; for example two strong legs.
d) The use of thinking verb and feeling verb to express private writer opinion about the subject, for example I think it is clever animal, Police believe the suspect is armed.
e) The use of action verb for example my cat eats my mouse.
f) The use of figurative language like that simile, metaphor, for example John is white as chalk.
2) Simple present tense for example; I live in simple house, the house is very beautiful, it has a wonderful park.
d. The Example of Descriptive Text
My Pet
4. Strategy of Teaching Reading Comprehension
Some strategies and activities in reading can be used to enhance students' understanding. The strategy in question is as follows:
a. Metacognitive strategies, relating to knowledge a person has on the use of the intellectual brain and conscious effort to monitor or control the use of the intellectual abilities. Metacognitive include ways of thinking, the students will choose reading skills and reading techniques in accordance with the task of reading.
b. Close procedure, used to increase understanding by eliminating the information in reading and students are asked to fill it.
c. Question guides, used to improve understanding. Students are trained to remember the facts in a way change the fact that the question "why".24
On the above strategy, the researcher using strategies other than that in the mentioned above that strategy is Snowball Throwing, Snowball Throwing is one model of cooperative learning. This model can be used to give the concept of understanding the difficult material to students. Snowball Throwing method is also to determine the extent of the knowledge and abilities of students in mastering the material.
REFERENCE
13 LulutWidyaningrum, Mapping Readability of the texts and Reading Abilities of the User,… p.21-23
14 Jack C. Richards & Theodore S. Rodger, Approaches and Methods in Language Teaching, (United States of America: Cambridge University Press. 2001), p. 207.
15 Jeremy Harmer, How to Teach English, (England: Longman, 2007),p. 122
16 Alexander Mongot Jaya, et. al., English Revolution, (Jepara: MAWAS PRESS, 2008), P. 1.
17 Entika Fani Prastikawati & Siti Musarokah, Writing 3, (Semarang: Ikip Pgri, 2010), P. 7.
18 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Sydney: GerdStabler, 1994), p. 17.
19 Entika Fani Prastikawati, Siti Musarokah, Writing 3 (Handouts and Assignments),(Semarang: IKIP PGRI Semarang, 2010), p.7
20DepartemenPendidikanNasional, Kurikulum 2004, StandarKompetensi Mata PelajaranBahasaInggris, p. 48.
21 C.A. Boardmand and Jia F., Writing to Communicative Paragraphs and Essays, (New York: Longman, 2002), 2nd Ed., p. 30.
22 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar…p. 214.
23 Jenny Hammound, et. al., English for Social Purposes ( A Handbook for Teachers of Adult Literacy), (Sydney: Macquarie University, 1992), p. 78.
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