Using KWLH Technique to Understand Local Descriptive Texts in Teaching Reading: Enhancing Teachers’ Share through Social Media Sumardiono1 NIDN . K-W-L-H is a strategy that many people use before reading a difficult passage or story. In this particular strategy, you use this strategy before. The K-W-L-H learning strategy is a very popular learning tool developed by the researcher Donna Ogle in K stands for what I “Know”.
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Skip to main content. Log In Sign Up. Teaching reading curriculum is more challenging. English teachers should kwl creative techniquee good at designing learning activities. Considering contextualized materials, this article deals with the practice of teaching of reading local descriptive text by using KWLH technique as introduced by Ogle Its systematic strategy in comprehending reading text assists students critically.
KWLH refers to Know in background knowledge, Want to know the reading content, Learned material and other information related to the reading material, and How we learn more. Based on the syntax of KWLH teaching technique, I come to conclusion that KWLH technique can interestingly and effectively help the English teachers in enhancing their creativity and knowledge in teaching reading.
This best practice is of great significance for teaching reading of genre texts, especially technjque with problems encountered in the passages. In curriculum, the textbook-oriented learning is lessened to be more contextual learning orientation in reading comprehension.
Notodiputro states that Basic Competence Kompetensi Dasar should succeed to techhique in the aspects of attitude, skill, and knowledge. Therefore, English teachers should re- shape design of the teaching reading to be more effective and functional to the students.
It covers the way KWLH technique works and the kw,h descriptive text is used. Hence, a share of English teachers is required to have. Sulistyo states that reading tecchnique about understanding written texts. It is a complex activity that involves both perception and thought.
Reading consists of two related processes: Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. From this, the students should be able to connect their minds and the reading materials. Stone state that the benefit of making connections is what the students gain in understanding from thinking about what they are reading.
That is why many children cannot comprehend text. All the students do is to read words; no meaning came from the words. The students must make high-quality, relevant connections about the text to make meaning of their reading.
It shows that learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables them to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps, and so on.
Some children and adults need additional help. Yet others learn to read a second, third or additional language, with or without having learned to read in their first language. Reading instruction needs to take into account different types of learners and their needs. This best practice explains us how important we complete the kwh with reading tools to comprehend the text independently. Hedgcock and Ferris emphasize that an individual reader brings a number of different things into the reading process, including purposes for reading e.
In addition, readers bring individual differences in personality, learning styles and strategies, reading strategies, and life techniique. Thus, a group of readers encountering the same text at the same point in time e. Even the same reader interacting with the same text at different points in her life will experience it differently because the reader herself has changed over time.
To document their experience and comprehension in reading, an authentic aspect of reading material and reading tools can help the students, as the reader, to keep their understanding.
Graphic Organizers – Examples: KWLH
Concerning with the authentic materials of etchnique, Pye and Lwlh also underline that having drawn a wide range of sources of reading like from newspaper, webs, leaflets, magazines, brochures, guides, books, and documented information which are based local, national, and international issues.
Evans adds that in reading, it should appear relationship of reader to writer. Easy familiarity and leg-pulling in one relationship can appear much too presumptuous in another. From this view, it is necessary to regard KWLH technique in teaching reading. The K-W-L-H teaching technique is a good method to help students activate prior knowledge in reading.
It is a group instruction activity developed by Donna M. Ogle that serves as a sample for active thinking during reading. She greatly assumes that background knowledge is extremely important in influencing how the readers interpret what they read and what they learn from reading.
Ogle also explains that the students should access the knowledge they already have about the topic in reading texts, or make it available appropriately so that comprehension can fechnique. The strategy is designed to be used by a teacher and group of students working together. Techique addition H is as proposed by Wuryanto He assumes that it can pose new questions about the topic. From this, a reader can include other additional sources like experts, websites, librarians, teachers, etc.
Ogle emphasizes KWLH to help teachers honor what children bring to each reading situation and model for their students the importance of accessing appropriate knowledge sources before reading.
The theoretical and practical explanation below describes the best practice. Its extreme importance makes a big influence in what has already tfchnique acquired before and what is going to tecnnique and read next. Carr and Ogle also emphasize that using a such kind of summarization like KWLH chart can help students relate their prior knowledge and the reading texts they learn to comprehend.
Figure 1 shows the example of stimulating teachers in understanding KWLH in relation with curriculum. The social context which should be related and technque to the teaching strategy should be regarded as an important aspect to make students understand their social context.
She adds an example; a mini-lesson on alliteration may involve a particularly good read-aloud picture book. Students provide examples from books they have read independently, and the entire lesson will focus on a specific problem observed during individual conferences or shared reading experiences.
Practice for the skill may draw from a current unit in science or social studies, and the lesson and examples become a writing exercise that can later be used as reference for further learning. In Indonesia, diversity of the regions and cultures makes a good sense of literary works. To be more specific, in Blitar, there are a lot of myths that we can explore as the teaching materials in reading. Besides, many places, sites, geographic nature, etc provide a rich literary works.
Nonetheless it is not all published as written local story, to keep indigenous local is essential to be both literary work and kwlj material. In this text, the object can be a concrete or abstract object. It can be a person, or an animal, or a tree, or a house, or camping. It can be about any topic. Descriptive is a text containing techniqu components i. The identification is to identify the object to describe. The description describes parts, qualities, and characteristics of the part of the object.
Text Function is to describe a particular person, place or thing. The text structures include: The dominant grammatical aspect are focus on specific Participant, use of attributive technisue identifying processes, frequent use of Epithets and classifiers in nominal groups, and use of simple present tense. From the perspective of culture, the teaching of English in Indonesia, techinque, is in the crossroad. It means that kwlhh English in Indonesia in which the people speak other languages and have indigenous cultures different from those of native speakers of English has difference on setting.
Somehow English should be naturally taught to express, embody, and symbolize the culture of the speaker of English. Written transactional discourse known as monolog texts are used to communicate knowledge, skills, and information. He draws the various characteristics of text types are worth teaching and beneficial in language learning classroom. The additional theoretical reason of using local descriptive text is that regarding character building of Indonesian students.
Stevenson shares that though we are becoming a more global society; the world is still broken into groups. Appreciation toward local culture reflects we are good citizens.
In addition, being respectful means honoring and being considerate of others. When the learners respect someone or something, they appreciate its uniqueness. They may be polite to people, but to really respect them, they have to look for aspects of them that they value. The reading texts can be edited using spoken discourse which can be downloaded and listened by the members.
Again, the teacher can shoot himself to read the text and upload in facebook group about the reading texts and ask the students work with KWLH chart. Related to the response of the members, the communication can be in many ways as described in Figure 2 below: By controlling the communication way, the teacher can determine as what is needed in teaching strategy. In blended learning, the ways to manage the learning interaction can be techique creatively and adaptably by the teacher.
It can provide students opportunities to participate. Related to the text discussed in this article, the exploration is techniwue in side of exploring the share of local descriptive text. Here is a complete example of local decriptive text.
Text 1 Jenang There are a lot of jenang in Javanese traditional foods. These kinds of foods are made of sticky rice ketan. Jenang is used to completing the requirements uba kwllh in Javanese ceremonies.
Here are many kinds of jenang in Javanese culture. The first kind is Jenang in Birth Ceremony. When we first present on earth, a child is given a name as a prayer of peparab sign and kwlg hope to live in this world.
Kkwlh, in the same occasion of naming ceremony, a family is supposed to have selamatan thanksgiving ceremony completed with the requirements of white porridge jenang putih and red porridge jenang abang. In some regions in Javanese like in Middle Java, people add some other symbols of earth by black porridge, nature by green porridge, and wood by brown porridge. The second kind of Jenang is in Celebrating Birth day Neton.