Ufroog.com – Berikut ini adalah beberapa contoh surat izin tidak masuk kerja, kuliah, sekolah, dan permohonan izin kegiatan. Kadang kita karena sakit atau mempunya kepentingan keluarga, dsb. Contoh ini dibuat khusus untuk karyawan, anak sekolah dan mahasiswa yang membutuhkan aplikasi sebuah surat izin yang berperan sebagai sumber pemberitahuan keabsenan anda dalam melalukan sebuah.
Iqbal Nurul AzharAbstractTidak ada satupun metode pengajaran membaca atau kombinasi metode pengajaran membacayang dimiliki seorang guru atau dosen yang sukses mengajarkan membaca pada semua jenissiswa/mahasiswa. Namun meskipun demikian tidak ada salahnya apabila seorang dosen atauguru memiliki dan menerapkan satu atau dua metode yang disukai di dalam kelas. Denganmetode-metode yang diterapkan tersebut diharapkan guru atau dosen akan memberikan catatankecil untuk revisi dan pengembangan ke depan sehingga mampu melahirnya metode yang lebihbaik dan sempurna. Artikel ini mencoba memaparkan lima metode pengajaran membaca.Diharapkan dari pemaparan ini, guru atau dosen akan berkenan menerapkannya, memberikancatatan dan mengembangkan metode tersebut sehingga menjadi lebih sempurna di masa yangakan datang.A.
IntroductionFor long time, methods for teaching reading for English Department students have raisedcontroversy. The controversy is well debated as important as the statement that readingis important for the students who are its major focus of concern. Early reading abilityeffects academic success across the department curriculum, and students. Lecturers anduniversity policy maker must pay much concern to this issues.The international reading association has developed position statements on severalimportant issues related to beginning reading instruction.
These statements are aimed toclarify association’s stance on method for teaching beginning reading. A reading method isa set of teaching and learning materials and/or activities often given a label, such asphonic method, literature based method, or language experience method (international readingassociation, 1999).The statements say that there is no single method or single combination methods that cansuccessfully teach all students to read. Therefore a teacher/a lecturer must have a strongknowledge of multiple methods for teaching reading and a strong knowledge of the studentsin their care so they can create the appropriate balance of methods needed for the students they teach. (international reading association, 1999).Although there is no single method or single combination methods that can successfullyteach all students to read, it is still essential for teaching reading experts to conductstudies and invent better methods to revise the old ones.
As a result, methods havebeen found and implemented in reading subject in classroom. At least more than ten methodshave been developed and implemented and some of them have become trends, yet only five ofthem to be highlighted in this article, those are; (1) Choral Reading (CR) Method,(2) Paired Reading (PR) method, (3) PORPE method, (4) KWL method and (5) SQ4R method.These methods are taken as the main discussion in this article since they (some of themethods) can easily be memorized through the acronym/abbreviation of their names andimplemented in class room. Furthermore they have become trends in teaching readingcomprehension.This articles reviews recent trends in the study of reading methods. It introduces anddiscusses the six methods in teaching reading in the classroom.B.
The Five Possible Methods in Teaching ReadingB.1 Choral Reading (CR) MethodThe first reading method is called Choral Reading Method, or frequently called “unisonreading.” Choral method provides many opportunities for repeated readings of a particularpiece, and gives practice in oral reading. Choral reading is particularly suitable topoetry and rhymes. There are four principles for selecting materials that are plannedto read in chorus or together. The principles are:1. Try to take short selection of stories or poems.2. Select the material that every student can read easily.3.
Look for something with an attractive title that will make imaginations work.4. Select a poem or story that will come alive when it’s read aloud, words with charmingsounds, contrast of some sort that can be interpreted, mood that can be improved throughverbal interpretation or dialogue that draws personality.To prepare, each student reads the whole selection that is going to be chorally read.One can read it aloud with the other person following along silently. Then the readersread the piece together. A few repetitions are necessary to fix the piece in the students’thought.Next comes the hottest part. An almost infinite number of possibilities exist for choralreading. Try to decide on the most fitting voice elements to strengthen the sense of theselection. Dissimilarity is the key.
Use one or two simple classifications for the voicesfor example, high and low, as well as strong and soft. Here are just a few of the possiblestrategies.1. Alternate slow and fast lines, stanzas, or paragraphs.2. Alternate loud and soft lines.3. Alternate low and high voices.4.
Emphasize key words and phrases by reading them in a louder or softer voice.5. Pause for a specified number of silent “beats” before the students join in andcontinue reading.6. Clap or make a certain sound at the end of certain lines, stanzas, or paragraphs.(www.d2i.k12.il.us)Choral reading is like improvisational affected behavior.
The significance inchoral method is that it is a amusing way to put into practice reading. Pleasure caneasily be found during the practice. Don’t worry about the excellence!B.2 The Paired Reading (PR) MethodThe paired reading was formerly used by parents with their children at home. But becauseof its advantages, the use of this method then was modified to broader area.
It has alsobeen utilized by schools to conduct classroom action research or to train tutors to readwith students on a regular basis in natural settings.The technique allows the students to be supported while reading texts of greater complexitylevels than they would be able to read individually.Evaluation studies show that students involved in paired reading, on the average, makethree times the normal progress in reading accuracy and five times the normal progressin reading comprehension (www. Pairedrdgmethod.html).This method has been shown to be successful with students at all levels of skill andability, ranging from the students in special class for slow learners, to students who arebeyond average in reading skills competence.
Studies indicate an increase in readingfluency, comprehension and accuracy. In addition, research indicates that students findthe method easy to use, and feel they becomes a competent readers as a result of pairedreading. At the first Reading Session1.
Make an agreement on reading times2. Make also an agreement about starting signal3. Teacher/lecturer reviews how the method worksb. Before Reading1. Student pick up reading materials and can exchange among them as they like2. Find a comfortable place that far away from distractionsc. Reading in Duet1.
![Surat izin kegiatan Surat izin kegiatan](/uploads/1/2/5/5/125521232/879064281.png)
Always start by reading together2. It is wise to have non-critical correction of errors works: if a student makes an error, the tutor only says the word and the student repeats itd. Reading Solo1. Student and lecturer agree on a solo reading signal2. Praise the student when the signal is used3.
Tutor continues to offer assistance and commend during solo readinge. Return to Duet Reading1. Tutor corrects student’s error (gives word and student repeats it).2. Return to duet reading until the students hear the signals of reading solof. “Talk”Try to always relax and discuss what the students have readB.3 PORPE MethodPORPE is a method to study textbook materials in which the students create and answeressay questions.
It can be a time-consuming process, but it is an excellent means forpreparing for essay exams (www.arc.sbc.edu/porpe.html)There are five steps in this learning strategy. Those steps are: Predict, Organize,Rehearse, Practice and Evaluate.1. Predict: After reading the chapter, predict possible essay questions from theinformation contained in the text. In the arrangement of these questions, the studentsshould evade questions that begin with “what,” “who” or “when” and do not includeanalysis.Some key question words are “explain,” “discuss,” “criticize,” “evaluate,”“contrast” and “compare”2.
Organize: few days before the exam, the organization of information is needed to answerthe predicted questions. The organization can be done by outlining or by other methodssuch as mapping. Main concepts and supporting details to answer the questions are highlyrecommended to be summarized. The more information is organized, the more advantage canbe taken to arrange the practice answers.3. Rehearse: Recite aloud the information and examine the students memory.
Reciting aloudmust be performed because the more senses that are involved in forming the memory,the better understanding the students will get. This step helps students to place the keyideas, examples, and overall organization in students’ long-term memory.4.
Practice: In practicing, the students’ answer the students’ predicted essay questionsfrom memory. The students can draft an outline of the essay or organize a complete answer.5. Evaluate: Evaluate the students’ work by asking the following question: Do I haveenough clear examples? Is my answer complete, truthful, and suitable? Is there anything Ishould study before taking the exam?B.4. KWL MethodIn recent times, an instructional method known as K-W-L, developed by Ogle (1986) hasbeen implemented in classrooms.
Students’ prior knowledge is activated by asking themwhat they already know; then students set goals focusing on what they want to learn;and after reading, students discuss what they have studied. Students apply higher-orderthinking strategies which assist them to build meaning from what they read and help themexamine their progress toward their goals. A worksheet is given to every student thatincludes columns for each of these activities.
(www.ncrel2.org.htm)KWL is aimed to be an exercise for a study group or class that can direct the studentsin reading and understanding a text. The students can adjust it to working alone.The method is formed of only three stages that reflect a worksheet of three columnswith the three letters. The three stages is intended to discover the following information;a. What the students Knowb.
What the students Will/Want to knowc. And what the students Learneda. K stands for Know. This first stage occasionally astonishing: Think first what thestudents understand about the topic and make a list about that. This activity constructsa knowledge of the new material.
Build a scaffold to support it. Think of it as apre-reading inventory. Brainstorm!Before looking at the text, think of terms, phrases, or keywords about the topic,either in the students class or in a study group.
Record these in the K column of the students chart until the students cannot thinkof more. Engage the students’ group in a discussion about what the students wrote in the Kcolumn. Organize the entries into general categories.b. W stands for Will or Want.