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All Journal English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang
Andri Defrioka
SMK Negeri 1 Padang
Education Languange, Linguistic, Communication & Media

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FISHBOWL STRATEGY : PROMOTING 4 C’S IN TEACHING SPEAKING Andri Defrioka
English Language Teaching and Research Vol 1, No 1 (2017)
Publisher : English Language Teaching and Research

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Abstract

There has been a lot of talk about 21st century skills for learning which are required for progressive learning in modern and effective ways. The essence of these skills includes , Critical Thinking Communication, Collaboration, and Creativity which are often referred to as the 4Cs of learning. English teacher has to focus to improve the students’ English proficiency and the exploration of efficient ways of acquiring competence in the use of English for learning and workforce in future by implementing suitable and effective strategies in teaching.  One of them is Fishbowl.  It is a teaching strategy that helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the “fishbowl” circle, while students on the outside of the circle listen carefully to the ideas presented and pay attention to process,then the roles reverse. This strategy is especially useful when you want to make sure all students participate in the discussion, when you want to help students reflect on what a “good discussion” looks like, and when you need a structure for discussing controversial or difficult topics. This paper reveals an alternative strategy for implementation of 2013 curriculum  in teaching speaking of English. Keywords: fishbowl strategy, , 4C’s, speaking
Retelling: An alternative Strategy in Teaching Reading Narrative Text Andri Defrioka
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

After reading a variety of texts, students begin to notice different ways information is presented and different patterns authors use when they write.  They also recognize that the authors use different patterns to organize information.  Storytellers use a particular text structure. In every narrative text, there are characters, problems, a potential solution, and a final resolution. Effective readers are aware of the text structures authors use and apply this knowledge to predict what the author will write. They can also use their knowledge of the text structure of narrative to help them remember important details  and to make sense of the story as they read.  This paper reveals an alternative model for teaching reading narrative text using retelling strategy. Retelling is a diagnostic technique teachers use to monitor whether students are aware of text structures and if they are using this knowledge before, during, and after they read. It is expected that this model will be useful for English language teachers  who are training students to have good reading comprehension strategies, particularly in facing the implementation of 2013 curriculum.
QAR : A Strategv for Teaching Reading Comprehension at Senior High Schools Andri Defrioka
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

Teaching students strategies for ansrvering questions is an important part of comprehension instruction. The failure of students in comprehending the text was caused of misunderstanding the questions and how it relates to the answer. QAR is a reading comprehension strategy applicable to use with both fiction and nonfiction texts. It is a valuable skill for all students to obtain, especially struggling readers. QAR assists students in relating prior knowledge to text information. It becomes a conscious process students actively engage in when readin,e texts, especially difficult reading selections. With this stratepry, students become aware of the relationships between questions and answers. Students will begin to understand where the answers come from and thus are better able to answer the questions correctly. This paper reveals an alternative model for teaching reading comprehension using QAR strategy. Hopefully, it will be useful for English teachers who are training studenb to read and face the implementation of Curriculum 2013 at senior high schools.
ANTICIPATION GUIDE : A STRATEGY OF TEACHING READING COMPREHENSION Andri Defrioka
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

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Abstract

This paper reveals an alternative model for teaching reading comprehension at senior high schools. An anticipation guide is a comprehension strategy that is used before reading to activate  students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading. They also create curiosity for the reader, provides the reader with a purpose, gives a focus to the reading and can be a way for the teacher to be cued into how much scaffolding his/her students need. The teacher generates a number of statements based on the reading. Some of the statements are confirmed by the reading, while other statements are contradicted by the reading. Students are asked to evaluate the accuracy of the statements. Students from differing opinions can explain their thinking. This model is designed and hopefully will be useful for English teachers who are training students to read and face the implementation of Curriculum 2013 at senior high schools.
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