On the second day, we were about twelve participants divided into three small groups. In this case, I got the last groups of four people. We were guided by Mrs. Luki and her assistant, Miss. Sarah. All of us came into a classroom and started to get the lesson from Mrs.Luki. After all preparations were ready, the class began. I didn't have any idea what I would do at the time. We were, as participants, just followed some instructions given by the lecturer. Mrs. Luki was friendly enough to welcome us in her class. She and her assistant prepared anythings so well. It made us enjoyed to join her literature cycle strategy class.
Mrs.Luki had told us that in making a group, a balance of members' ability had to be considered. It was possible to make a peer tutor. She also explained that a teacher must have a mission in using English as a language of instruction. A teacher should introduced a language step by step. A student's improvement would naturally occurred by process. She hoped that after the workshop given, a teacher would practiced as soon as possible in his/her own class. In this case, all teachers as participants had to make a report and an innovation. In other words, it was such a sustainable system.
She also reminded the three steps of Gerakan Literasi Nasional such as habituation, development, and learning. To make students to be critical readers needed some steps. It might started from a very simple text before they could read a story or fairy tale. The literature achievement of Indonesian children was very bad. Therefore, a teacher was supposed to introduce many genres. They were fiction, non fiction, poetry, drama, etc as literature sources.
Building knowledge of the field, modelling of the text exploration, and join construction of the text are the procedure of genre based instruction. Mrs Luki stated that Literature Cycle Strategy (LCS) belonged to the modelling of the text exploration. It was a way to create critical readers. In this case, a student was designed to have a systematically thinking.
In Literature cycle strategy, there are four roles of the students. They are word/vocabulary finder, question writer, story mapper, and summarizer. Teachers prepared some cards where the four roles written. Every student brought his/her own card and did the job well. Besides, each of the student was given a sheet to work on. Teachers prepared a blue sheet for word/vocabulary finder, a pink sheet for question writer, a yellow sheet for story mapper, and a green sheet for a summarizer.
First, all students were given two kinds of texts : fiction and non fiction. A word/vocabulary finder had to find at least 3 unusual / difficult / interesting words from the text. Then, he/she wrote the words in a given sheet and tried to find the meaning and similarity of the words and also their pronouncing. The teacher could give time to memorize (through a game). It could become on going assessment for students. A teacher was able to ask other students to imitate the pronouncing, told the meaning, get the similarity words etc. Therefore, students could explored the vocabulary as many as possible.
Another, a question writer had to make some questions and classified them into several micro skills of reading such as explicit, inference, judgement, and hypothesis in his/her pink sheet. Based on Taxonomy Bloom, memorizing, comprehending, and applying belong to Low Order Thinking levels. While analyzing, evaluating, and creating included to High Order Thinking levels. When a student was reading, he/she was supposed to have these kinds of the questions in his/her mind. The teacher could ask the student to come to the whiteboard and write down the sentences that he/she had made before. At the time, a teacher could make some corrections for their student's sentences. While other students, were able to imitate some sentences given by a question writer. Still another, a question writer could also read the questions which he/she made to their classmates and asked them to give the answers.
Third, a story mapper mapped the story using graphic organizer in his/her yellow sheet. Then, he/she could share to other members of the group to input and make any corrections or addition to the worksheet as needed. A story mapper might use "WH questions" to help him/her mapped the story. He/she could also make some points of incidents for telling the story.
The last, a summarizer then summarized what happened in the story on the green worksheet. He/she shared with the group for inputs to check whether important events or information were already included. He/she could compare this summary with the story map.
These were the roles of students in Literature Cycle Strategy and how a teacher had to manage some activities in the class. It was so interesting experience for us to practice the strategy. I hoped I could apply for the strategy to my own classroom soon. At the end of the activity, we spent our time for sharing some problems which we faced during this distance learning. Time of practicing the class was over. I thought it was a very enjoyable time for me to gain a new knowledge from my old lecturer. She was so smart and very expert in her field. Thank you very much Mrs. Luki.
Here, we practiced LCS
By Heni Pristianingsih, SDN Tunjungsekar 4
It's very nice
BalasHapusThx a lot
Hapus