Reading Method
I.
Definition
The
method proposed as ways that educators can use to convey the message (subject
matter) in order to achieve the desired educational goals. If a particular
method of a goal is not achieved then they need to find or use other methods
that can achieve an educational goal. This method is only a tool not a goal. Understanding
the method by Tony Anthony in AkhlanHusen that the method is the application of
theories based on one type of approach, so that a comprehensive plan of what
kind of skills that dominated the study, what materials to use, and how to
order materials preparation presentation (Supriatna, 1998: 87).
From
those statements we can conclude that the teaching method was the ways teachers
teaching goals from beginning to end which consists of five main activities.
These activities are:
·
Selection of materials
·
Preparation of materials
·
Presentation
·
Establishment and
·
Formative assessment
Reading
is essentially a complex one that involves many things, not just recite the
writing, but also involves a visual activities, thinking, and metacognitive psycholinguistics. For the
visual reading process is a process of translating the written symbol (letters)
into spoken words. As a process of thinking, reading activities include word
recognition, literal comprehension, interpretation, critical reading and
creative understanding. Teaching activities can be said to read the words by
using dictionaries (Crawley and mountain, 1995).
According to Klein, et al. (1996) argued that the definition of reading includes (1) reading is a process, (2) reading is a strategy, and (3) reading is interactive. Reading is a process intended information from the text and the knowledge possessed by the reader has a major role in shaping meaning.
According to Klein, et al. (1996) argued that the definition of reading includes (1) reading is a process, (2) reading is a strategy, and (3) reading is interactive. Reading is a process intended information from the text and the knowledge possessed by the reader has a major role in shaping meaning.
Reading
is interactive. The involvement of the reader with the text depending on the
context.People who enjoy reading a text that useful, will meet several goals to
accomplish. Readable text that should be easily understood to a person
(readible) so that the interaction between the reader with the text (Rohim,
2007: 2-3). Practical reading is the name of a book presented to beginners
stage in learning to read. This book consists of volumes IA, IB, IIA, IIB, IIIA
and IIIB. Vol IA contains reading words composed of two syllables without the
suffix (Yuli, 2008: ii). Vol IB contains sentences that are a series of words
that are taught in vol IA (Yuli, 2008: iii). Based on the above understanding
can be concluded that the method of reading is a practical approach taken by
using the book "Practical Reading" is presented for the beginner
stage in learning to read. As parents and as well as educators should consider
methods and techniques in accordance with the child's level of mastery.
II.
Types of
Reading Practical Implementation Method
Implementation
of a practical method of reading is divided into two stages, there are; without
a book to read the beginning and read the beginning of the book. Read without a
book with consideration given to students only involved in activities. For
example the teacher listened, questions and answers with the teacher, watched
images shown teachers, talking pictures and so on (Supriatna, 1998: 62). By
reading the beginning by using children's books will read the material taken
from a book called "practical reading" which consists of volume IA,
IB, IIA, IIB, IIIA, IIIB. Are thus expected to have basic child able to read
simple kaliamt the amount he said at the most four words.
III.
Step-by-step
implementation of practical methods of reading
Implementation
of a practical method of reading is divided into two phases:
Ø Reading
the book and the beginning without books.
Ø Reading
the beginning of the book.
a. Reading the beginning without books
Beginning
reading without a book to be carried out with consideration of the new kids in
school are not directly burdened with new problems. This burden is likely to
keep the child and may also be the cause of the child reluctant to go to
school. Starting point in the development of children's abilities, then we do
first observation of the child's language skills. These activities we do to
explore the sentences of what, the words and terms which are often used by
children. The way the conversation is concerned, spontaneous speech of children
at the time they play before class starts or leisure time, etc.
b. Reading the beginning of the book
Implementation
of learning to read in kindergarten Dharma WanitaPersatuanSukorejo especially
reading the beginning of the book Hereinafter not separated by the beginning of
the writing lessons, even though reading and writing are two different reading
abilities are receptive, while writing is productive. Through reading can
develop moral values, reasoning ability, and creativity. For writing skills are
not acquired naturally, but through teaching and learning process. To be able
to write the letters as a symbol of sounds, students must practice from how to
hold and actuate stationery by hand with attention to what should be written
(in the draw).
IV.
Application
of Reading Method
In the
previous discussion has raised several issues related to practical methods of
reading and language development. So in this section, in particular the author
will examine the application of the method of reading the Holy Sholihin RA
ManyarMamba'us Gresik
The curriculum is developed in Kindergartens emphasis on the introduction of child-language activities, such as introducing the names of members of the body (head, hands, feet, etc.) the names of objects around the school as adding a child's vocabulary repertoire. In language skills in listening activities can read stories or fairy tales are familiar with the child's ear. In speaking activities, children are shown to introduce themselves, name of parents, as well as the ideals of the child (Supriatna, 1998: 6). Detect or track a child's language skills is the first step in understanding the development of individual children's language,
Some of the following behaviour may detect or track to see the ability to read children:
Children have started to like or love the book, Children love to ask, Son likesto open the books, children already have read a story or book, Children love to tell stories, children tell or talk using their own language, style, children are able to tell drawings, Children can communicate using simple language, children participate in the t ua while reading newspapers, magazines, or other books, children reading the things seen on the way, children begin to ask about meaning and purpose of an image (MONE, 2000: 18-19).
If the child begins to say the words even begin to communicate, he will always learn what is already captured through the senses. If you already started school, the child's ability in language skill already widespread. Especially if the child had started reading the book, the more solid language skills because of increasing knowledge (Supriatna, 1998: 19).
At the age of kindergarten (4-6 years) development of language skills of children characterized by the following capabilities:
The curriculum is developed in Kindergartens emphasis on the introduction of child-language activities, such as introducing the names of members of the body (head, hands, feet, etc.) the names of objects around the school as adding a child's vocabulary repertoire. In language skills in listening activities can read stories or fairy tales are familiar with the child's ear. In speaking activities, children are shown to introduce themselves, name of parents, as well as the ideals of the child (Supriatna, 1998: 6). Detect or track a child's language skills is the first step in understanding the development of individual children's language,
Some of the following behaviour may detect or track to see the ability to read children:
Children have started to like or love the book, Children love to ask, Son likesto open the books, children already have read a story or book, Children love to tell stories, children tell or talk using their own language, style, children are able to tell drawings, Children can communicate using simple language, children participate in the t ua while reading newspapers, magazines, or other books, children reading the things seen on the way, children begin to ask about meaning and purpose of an image (MONE, 2000: 18-19).
If the child begins to say the words even begin to communicate, he will always learn what is already captured through the senses. If you already started school, the child's ability in language skill already widespread. Especially if the child had started reading the book, the more solid language skills because of increasing knowledge (Supriatna, 1998: 19).
At the age of kindergarten (4-6 years) development of language skills of children characterized by the following capabilities:
1.
Able to use the pronoun I in communicating.
2.
Have different working vocabulary, adjectives, said
state, said Tanya and conjunctive.
3.
Promoting understanding and understanding of things.
4.
Able to express thoughts, feelings, and actions by
using simple sentences.
5.
Able to read and express something through
pictures.
The
development potential appears marked by various symptoms such as happy to ask
questions and provide information about sharing it, speak for themselves with
or without the use of tools (such as dolls, toy cars, etc.), book scribbling
tau wall and say something that's fantastic, the symptoms This is a sign of the
emergence of various kinds of potential surface hidden (hidden Potency) becomes
potentially visible (actual Potency). These conditions showed the functioning
and development of nerve cells in the brain. Thus the authors can conclude that
learning to use reading method, many have little influence on the language
development of children.
