Kumpulan Jurnal Skripsi Bahasa Inggris Pdf

In order to clarify the key terms used in this study, some definitions are put forward. • Think-aloud have been described as 'eavesdropping on someone's thinking.'

With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text. The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students • Reading is a kind of activity in translating written symbols into corresponding sound. Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency.

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In this research, it was decided to implement the think-aloud strategy because it was used as an instructional approach, and also because this strategy helped readers to comprehend more easily what was being read by them. Afflerbach and Johnston cited by McKeown and Gentilucci (2007), claim that think-aloud serves firstly as a method of measuring the cognitive reading process, then as metacognitive tool to monitor comprehension. In that sense, the think aloud is appropriate for this study because through this strategy the students can monitor their comprehension process. Another definition of this strategy is provided by Pressley et al. In McKeown and Gentilucci’s (2007) work: “think-aloud is one of the 'transactional strategies' because it is a joint process of teachers and students working together to construct understandings of text as they interact with it” (p. Through the interactions that think aloud promotes, a better understanding of the texts may emerge in the classroom. Think aloud is also a process in which readers report their thoughts while reading (Wade 1990).

It helps students to reflect upon their own reading process. Reading in the foreign language consists of grasping meaning in the written language. In this case, reading foreign language is the grasping of full linguistics meaning of what is to read in subject within the common experience of the culture of which the language is a central part. He further maintains that linguistics means to include the denotation conveyed by language to all speakers of it is as opposed to meaning that are receptive only by those have specific background information not known by the other speakers in general. In other word, there are some purposes of reading such as reading for specific items of information, for general and detail information in a given field, etc. Other types of reading, for example readings for literary appreciation are properly the real of reading in the native language. There must be question on the text, this essential.

The questions are to help the pupils understanding every detail on the passage, for example, the passage is about “hide and seek”. It means that the questions on the passage are able to facilitate the pupils understanding of the passage; the children are playing hide and seek in the playground, and the question are (1) who is playing hide and seek in the playground? (2) What are the children playing in the playground? (3) What are they doing in the playground and where are they playing hide and seek? (a) reading is not a single skill but an interrelated process of many skill, (b) reading is development process, in other words, reading comprehension develops sequentially as pupils nature, (c) there are developmental pattern from grade to grade and from year to year, but wide variations in reading ability exist among pupils in any grade or of any age, and (d) there are no basic reading comprehension which can be taught or learned once or for all, they are merely simpler or more difficult levels of reading proficiencies, which can be taught to pupils who are ready to learn. Both views are non-productive at best and the worst seriously impede progress.