Citation
Janzen, Joy. (n.d.). Teaching
Strategic Reading. Methodology in
Language Teaching, 287-294. New York: Cambridge University Press.
Summary
In this article, Janzen
was using a global teaching approach; the transactional teaching approach. She
asked her students of EFL class to focus on one text in a semester. She did
some general strategy discussions both
in large or small group discussion. In this case, in making the students
understood about the strategies taught, she became the model for the strategic
reading activity before asking the students to do the reading activity. She
then asked her students to read the text chosen and to make a chart about what
they had learn and what strategies they used during their reading. The charts
then being analyzed in a group discussion in the class. In this occasion, she
asked the students to understand the others’ strategy. In this semester, she
gave two types of homework for the
students. The first, I call it as class-reading homework because in this homework
she asked the students to read in the class. They were predicting, noting
questions, describe strategies used, and summarizing the text. The second type
is the extensive reading. The students were asked to read outside the classroom
and were asked to make the same charts. The result is that the students are
able to think and read aloud, identify their own and the others’ strategies
used, and they realized that strategy training helps them to understand their
reading process better.
Implication
In teaching, we should
be good model for our students. Not only asking them to do something, but also
give them examples and explanations about how to do it and why they have to do
it. The types of homework here are also suitable to be applied in Indonesian
school; however, the teachers also should be aware of the students motivation
in doing these types of homework.
