Teaching Intensive Reading through Different Scaffolding Strategies in the Bilingual Classroom Context  

Oleh:

Rozak, Refi Ranto

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 730-735 .
Topik: Intensive reading; scaffolding; strategies; bilingual
Fulltext: TEACHING INTENSIVE READING THROUGH DIFFERENT SCAFFOLDING.pdf (6.95MB)

Isi artikel

Teaching intensive reading to young learners of English has a long history. It aims to train the learners to read for predetermined reading questions and for language exercises. The use of students’ first language alongside English in school and to use it in intensive reading will support both academic achievement and development of English as an additional language. However, teaching intensive reading in bilingual classrooms is lack of teacher’s reading strategies that facilitate students’ comprehension and words recognition in English. To fill this practical gap, the presenter will introduce different scaffolding strategies to develop students’ reading skills. These involve encouraging reciprocal teaching (teacher modeling of strategies), teacher’s self-regulated comprehension strategies (prior knowledge activation and question generation); delivering reading texts; making frequent repetitions of key words and ideas; and clarifying the meaning of words through graphic organizers, pictures, and charts as scaffolding tools to convey concepts. This paper presentation reports how each of these strategies work in Indonesia the bilingual classroom.

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