SCAFFOLDED
READING EXPERIENCE (SRE) STRATEGY
A.
Concept
of Scaffolded Reading Experience (SRE) Strategy.
The
Scaffolded Reading Experience (SRE) Strategy
has been developed and refined over the past 10 years. According to Graves.
M. F and Graves
B. B (2003: 1) A Scaffolded Reading Experience (SRE) Strategy is a sets of pre-reading, during-reading, and post-reading activities.
The specifically designed to assist a particular group of students in
successfully reading, understanding, learning from, and enjoying a particular
selection.
The Scaffolded Reading Experience (SRE) Strategy is not a preset or largely
preset plan for dealing with a text.
According
to Graves. M. F. and Liang. L. A.
(2005 : 387-400) stated the framework has two
parts. The Planning Phase takes into account the students who are doing the
reading, the text they are reading, and the purposes for reading. Because
different combinations of students, texts, and purposes call for very different
activities, Scaffolded Reading Experience (SRE) Strategy take a wide variety of forms and no two are
exactly alike.
In
each of these components serves a different purpose: prereading activities
prepare students to read an upcoming selection; during-reading activities
support and guide students as they are reading; postreading activities provide
opportunities for students to synthesize and to organize information gleaned
from the text so they can understand and recall important
points.
Based on Graves M. F & Fitzgerald (2004:
68). A Scaffolded Reading Experience (SRE) Strategy is a flexible framework for
teaching lessons involving texts. It is designed to facilitate English language
learners' reading development as well as their learning through reading
Boling,
C. J. & Evans, W. H. (2008: 59-66). SRE
is an organizational framework that secondary teachers may use to integrate the
reading process into their content. A Scaffolded Reading Experience (SRE)
Strategy targets two instructional elements:
techniques and strategies. Techniques are actions the teacher takes to ensure
appropriate prereading, reading, and postreading instruction. Strategies are
tools that students use to comprehend information.
Liang. L. A. (2011: 3) in this research stated
that the Scaffolded Reading Experience (SRE) Strategy is a form of
reading instruction that has proven effective previous studies for assisting
students in reading, comprehending, and
learning from individual texts.
Based
on the statement above we have a simply conclude that the Scaffolded Reading
Experience (SRE) Strategy is flexible way to assist the students in
comprehending individual texts, Scaffolded Reading Experience (SRE) Strategy set
in two phases, the first is planning phase consist of the student, reading
selection and purpose (s) of the study or takes into consideration the
particular group of students doing the reading, the text they are reading, and
their purpose or purposes for reading it. The second phase, the implementation
phase, provides a set of pr-reading, during reading, and post-reading options
for those particular readers, the selection being read, and the purposes of the
reading.
B. Possible
Components of a Scaffolded Reading Experience (SRE) Strategy
The
implementation phases of Scaffolded
Reading Experience (SRE) Strategy there are prereading, during reading
and postreading activities set on the types of activities provide a scaffolded
reading experience for students who are learning the English language as
follows:
1.
Prereading
Activities
According
to Alyousef. H. S. (2006: 69) states that the pre-reading activities motivate
students before the actual reading takes place. It means the Prereading activities prepare the
students to read an upcoming material
and particularly important because with adequate preparation the experience
of reading will be enjoyable, rewarding, and successful.
Graves.
M. F.
& Graves.
B. B (2003: 6-9) stated prereading
in
eight
types of prereading activities
as follow:
a.
Relating
the Reading to Students’ Lives is so self-evident a category as to leave little to say. We will,
however, point out that, because showing students how a selection relates to them is such a powerful motivator and
promotes comprehension, it is something we like to do often.
b.
Motivating
designed to interest students in the upcoming selection and entices them
to read it. Although a variety of prereading activities can be motivational as
well as accomplishing some other purpose, we list Motivating activities as a
separate category because we believe that it is perfectly appropriate to do
something solely for the purpose of motivating students.
c.
Activating
Background Knowledge
is always important if students are to get the most from what they read.
When you activate background knowledge you prompt students to bring to
consciousness already known information which will be helpful in understanding
the upcoming text.
d.
Building
Text-Specific Knowledge
gives students information that is contained in the reading selection
itself. Providing students with advance information on the content of a
selection.
e.
Preteaching
Vocabulary
refers to preteaching words that are new labels for concepts that
students already know
f.
Preteaching
Concepts
is a different matter. Preteaching concepts refers to preteaching new
and potentially challenging ideas, not just new labels for ideas students
already understand.
g.
Prequestioning,
Predicting, and Direction setting
we believe that they are similar activities. With any of them, you are
focusing students' attention and telling them what is important to look for as
they read.
h.
Suggesting
Strategies these strategies may be ones that students have learned on their own,
but in most cases the strategies will have been deliberately taught in the
past.
Based
on classification above the researcher concludes that the possible types of
prereading activities are flexible. It will be used in learning process
according to the students need in a particular situation. Especially in SMPN 4
Marbo the researcher will emphasize activating background and building
text-specific knowledge, prequestioning, predicting and
motivating.
2. During Reading Activities
Based
on Anthony B. S.
(2006: 65) states that during reading to encourage the learner to be a flexible,
active reader also to promote a dialogue between reader and writer. Pinnell in
Hoopes. S. L. (2002:
170) states that during reading
is the teacher interacts and supports.
An instructional activity encourages the students to be active and successful readers in the
Scaffolded Reading Experience developed by Graves.
M. F. & Graves
B. B.
(2003:
14)
state
that the appropriate activities during reading are silent reading, reading to
students, guided reading, oral reading by students, and modifying the
text.
The five types of during-reading activities
as follow:
a.
Silent
Reading
According
to Nurbaya in Hariming M. Y. (2010: 8) Silent reading is a period of uninterrupted. Silent reading intends to
improve reading comprehension, the students’ reading, vocabulary skill and
spelling. Students and ideally their teacher. Ellen. K.
C. (2008: 4) states that the Students should be able to self-select texts
that they are interested in, as well as that are at their own reading level to
independently practice their reading comprehension strategies,so
the silent reading is a one of good activities during reading activities to make the students have a
individuals skill in reading materials
b.
Reading
to Students
Rhiannon.
K. (2010: 1) states that the readings to students analyze the stories events and
explain what they think are really going on. They can record any questions they
have to ask in class. Hsuying. C. W. (2005: 16) states that the purposes of
reading to students are capitalizing their interests and experiences. It can
guide the students in building their knowledge and help the students
to
read the rest of the selection on their own.
c.
Guided
Reading
Blaylock.
J. (2007: 1) defines Guided reading is when teachers divides their classrooms
into small groups of students so they can work with them on developing their
reading skills. Guided reading involves a small group of children thinking,
talking, and reading
through a new text with guidance and support from a
teacher. Guided reading a strategy that helps
students become good readers refers to activity that used to focus
students' attention on particular aspects of a text as they read.
d.
Oral
Reading
Gueringer.
K. (2011: 5) points out that Oral
Reading appears to be an appropriate and useful measure of reading comprehension
for hearing in frequent
activity, while in others it is a relatively in frequently one. As we previously
mentioned, most of the reading students do once they leave elementary school is
silent reading, and thus doing a lot of silent reading is
important.
e.
Modifying
the Text
Modifying
the text is a type that refers to change the materials in other things like
power point, picture, table, schema, semantic mapping, brainstorms etc. It is an
interactive way and can help the students understanding the
materials.
3.
Postreading Activities
Sukmawati.
A. (2010: 11) Post reading activities are pause and reflect, reread and remember
The primary goal of the post reading phase is to further develop and
clarify interpretations of the text, and to help the
students remember what they have individually create in their minds from
the text.to compare differing texts and ideas, to imagine themselves as one of
the characters in the text.
The types of postreading activities
as follow.
a.
Questioning
Cotton
K. (2002: 1) states that a question is any sentence which has an interrogative
form or function. Questioning
activities give an opportunity to encourage and promote higher order thinking to
nudge students to interpret, analyze, and evaluate what they read. The Students can ask questions of each other and they can
ask you questions.
b.
Discussion,
Discussion
is way to share what the student read at the classroom When readers are called
on to communicate the ideas, and get the suggestion or opinion from the other
students and the purpose of the discussion to have a answer from the question
together
c.
Reteaching
According
to Graves M. F. & Graves B. B. (2003: 17). The
final postreading Activity is reteaching and apparent the students
have not achieved their reading goals or the level of understanding. The Purpose
of reteaching is completed the information after learning process at the
classroom.