TEFL 3
SEQUENCE CHAIN OF READING
Prepared by:
Eko Mulyono
SRN 09340771
Class
: A
Semester : 7th
TEACHER
TRAINING AND EDUCATION FACULTY
ENGLISH EDUCATION STUDY PROGRAM
MUHAMMADIYAH
UNIVERSITY OF METRO
2013
PREFACE
Alhamdullilah, in this chance the writer could finish our TEFL 3 to write some materials about “SEQUENCE
CHAIN OF READING” on time and without any problem. This paper
made for completed the order of lecture TEFL 3 in the English Study Program in Muhammadiyah University of Metro.
In this case the author would say thanks to Allah SWT, Drs. Bambang Eko
Siagiyanto.,M.Pd, as a Lecturer of TEFL 3, all of our friends in A class, and the last for all who
helped the writer
The writer also hopes this paper can be useful for the students to
study and understand about Sequence Chain
of Reading. The last, the writer also ask to the reader some suggestion and
critics for the better about this materials.
Metro, January
8th 2013
The Writer
Sequence Chain of Reading
Sequence Chain helps students
learn to put the main events of a short story in order. It is effective
to increase students’ skill in reading. It is one of so many methods that can
implement to English class. In learning process, it is a method which can bring
some fun for students in learning without any tents.
A. About This Teacher Moves
Sequence Chains help students
comprehend text by identifying key elements before, during, and after reading.
They note key characters, setting, and events. A graphic organizer will keep
students organized by using the same process regardless of the type of reading
assigned. Sequence Chains are not simply for recreating the order of events,
but also for reviewing how thinking develops, actions unfold, and processes
that occur in any situation. This strategy is useful in reading, solving
problems, experimenting, and creating.
B. Implementing This Teacher Moves
- Provide simple instructions and a model before having students work. Students might fully understand what a sequence is, but may need guidance on how many steps to include, which steps to take and how much detail is needed to reach understanding.
- Practice with several sequence graphic organizers before selecting one for students.
- For the introductory model, fill in some of the steps of the sequence, especially the beginning and end.
- Students may see a more effective way to illustrate the relationships or effects of events in the sequence. Allow flexibility if they redesign the graphic organizer you select.
C. Managing This Teacher Moves With Students
- Graphic organizers are available on the web, and the references in this teacher move point to several downloadable examples. Begin with a simple example and branch out as students see nuances of the particular situation being sequenced.
- Focus on key steps so that students do not get wrapped up in trivial details.
- Use manipulative for work with numerous steps so students can make adjustments/corrections as they determine the correct sequence.
D.
Model Sequence Chain
Students will be able to correctly sequence the main
events of the story using sentence strips and a Sequence Chain graphic
organizer.
“Write all of the main
events of the story on sentence strips. Read the first story out loud as
students follow along with their copy. Let the students know that you are going
to model how to put the events of the story in order. Read the sentence strips
with the main events on them. Use a think aloud strategy as you reread the
story. For example, “I think I found the fist event from the sentence strips.
I’m going to underline ‘They laughed at him because he was so plain.’ with my
blue colored pencil.” Continue to underline the rest of the main events, with a
different color each time, until all events are underlined. Put the sentence
strips in order as you go. Go back and circle the characters in a different
color. Do the same for the setting in another color. Now read the sentence
strips in order and ask the students if they think this makes sense. Then show
students how to fill out the Sequence Chain graphic organizer. Fill in Title,
Author, Illustrator, Characters, and Setting. Then, in the first box, write the
sentence on the first sentence strip. Continue until all of the sentences are
written.”
1.
Guided Practice:
Do another story in the same way as the
first as a whole class. Have students raise their hands when they think you
have come to a main event. Ask the rest of the students if they agree. Help
them as needed.
Have the students get into pairs and
complete the activity with a new story. Walk around the room to observe the
students’ progress and help by encouraging and asking questions like, “What do
you do next?” Refer them to the examples you have left up from the modeling and
guided practice sessions.
2.
Independent Practice:
Give students yet another story to do on
their own with no help at all. Collect work and give a grade with constructive
feedback.
For
future lessons: In the future you can take out the sentence strips, then
color-coding, and then the underlining. You may also choose to do only one
guided practice activity.
E.
The
Strength and the Weakness
- The strength
a)
Effective to improve
students’ skills in reading
b)
a method which can
bring some fun for students in learning without any tents.
c)
Help students
comprehend text by identifying key elements before, during, and after reading
d)
students can see how
much effective to connect something in reading
- The Weakness
a)
Not effective for
students who have low ability
b)
It could be a noise
class when process in teaching reading
c)
It need a long time for
the implementation in the class
LESSON PLAN
School : SMP N 1 Buay Bahuga
Grade
: VIII
Semester
: 1
Subject
: English
Skill : Reading
Time
Allocation : 2 X 40
A. STANDARD OF COMPETENCE
Reading
Understand
written text functional and simple short essay form procedure
text bearing nearest environment.
B.
BASIC
COMPETENCE
1.
Understand
procedure
text in day life context.
2.
Written
simple short functional.
C. INDICATOR
1.
Identifying
various the information of text by to find and determine sentence structure.
2.
Can make procedure text.
D. LEARNING OBJECTIVE
1.
Students
are able to identify various the information of text by to find and determine
sentence structure.
2.
Students
can
make procedure text.
F.
MATERIALS
Procedure is a
text that show a process in order. Its social function is to describe how
something is completely done through a sequence of series.
Generic Structure of procedure text :
a. Goal : showing
the purpose
b. Material :
telling the needed materials
c. Step I-end
: describing the steps to achieve the purpose
Example:
F. METHOD AND MEDIA
3. Sequence
Chain
G. LEARNING ACTIVITIES/ LEARNING
SCENARIO
|
Activity
|
Learning
Activity
|
Character
Value
|
Time
allocation
|
|
2.
Pre Activity
|
Ø
Greeting and checking the student’s attendance.
Ø
Informing the learning objectives they should
achieve.
Ø
Brainstorming on students’ knowledge about
descriptive text.
|
Religious
|
10
minutes
|
|
3.
While activity
|
Exploration:
Ø The teacher explains about the material.
Ø Teacher gives
the example of descriptive text.
Ø The student
understood about it.
Elaboration:
Ø The teacher
explains the material about descriptive text.
Ø Teacher group
students into 5 groups.
Ø Teacher gives
text reading.
Ø The students
identify the material with their group.
Confirmation:
Ø Teacher asks
question and answer about fill reading.
Ø Students
perceive and to find the characteristic interrogative of the text.
|
Creative,dicipline, brave,
confident,
|
60
minutes
|
|
4.
Post- Activity
|
Ø
Teacher to give opportunity of students to
question.
Ø
Summarizing what has been discussed.
Ø
Teacher to give practices as follow up.
|
Careful, Confidence,
responsible.
|
10
minutes
|
|
Summary
|
|
|
80
Minutes
|
H. LEARNING RESOURCES
Relevant Book
INSTRUMENT
Sequence Chain of Reading
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To make a bowl of tomato soup, you must prepare all
ingredients below:
4 large tomatoes
Spices
Fry
them in a pan with butter for five minutes.
1 small onion
½ teaspoon of salt
8 cups of water
Add
water, spices, salt and pepper.
Heat
until the water boils.
¼ teaspoon of pepper
small clove garlic
¼ teaspoon of butter
Here are the steps to make a bowl of tomato soup:
Turn
down the heat and cover with lid. Cook gently for one hour.
Cut
tomatoes, onions, and garlic into small pieces.
How to
Make Tomato Soup
Sequence Chain of Reading
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To make fruit ice, you must prepare all ingredients
below:
Ice
Apple
Strawberries
Cut
the fruit round or dice.
Mango
Avocado
Sugar water
milk.
Here are the steps to make fruit ice:
Scratching
the flesh of a melon.
Wine
Put
in serving glasses that have been cut round pieces or dice.
Jackfruit
Melon
Boil
sugar with water until cooked for about 30 minutes.
How to make fruit ice
Sequence Chain of Reading
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To make mango juice, you must prepare all ingredients
below:
a
piece of mango
Peel the
mango and clean it
a
glass of ice pack
Here are the steps to make mango juice:
Cut the
mango into pieces and put them into the juicer
a
half glass of water
Put the
water, ice and sugar
a spoon
of sugar
Turn on
the juice and wait about 15 seconds
Pour the
mango juice into the glass and ready to drink.
How to Make a Mango Juice
Sequence Chain of Reading
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To make mango juice, you must
prepare all ingredients below:
350 gr. Long
Grain Rice
2 Tbs.
Vegetable Oil
3 Eggs
Add the chopped onion, leek, garlic and chillis. Fry until the onion is soft.
Add the Coriander and Cumin.
1 Garlic Clove
1 Leek
1 teaspoon
Ground Coriander
Add the rice, soya sauce and omelet strips and cook
for a further 5 minutes.
250 gr. Chicken meat
250 gr.
Shelled Prawns
Decorate with some of the leftover leek and serve hot.
Enjoy.
3 Tbs. Kecap Manis
Here are the steps to make mango juice:
Beat the eggs and make into a omelette.
slice into strips and set aside.
Heat the oil in a wok or large frying pan.
1 Onion
2 Green Chillis, Sambal Ulek or Sambal Badjak.
Slice Chicken into strips and add with the prawns to
the onion mixture and cook.
1 teaspoon Ground Cumin
stirring occasionally until they are well mixed.
How to Make Fried Rice
Sequence Chain of Reading
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To make mango juice, you must
prepare all ingredients below:
Water,
Dye-Tea,
Put the boiling
water into a glass
Ice cube.
Put 3 small ice
cubes into the glass
Put a spoonful of
sugar into the glass
Here are the steps to make mango juice:
Boil water
Dip a dye tea
into the glass
Sugar,
Mix well
How to Make Ice Tea
Prosedural teks
(Procedure text) mempunyai fungsi sosial (social function)
untuk menginformasikan atau memberi tahu dan mengarahkan pembaca tentang
bagaimana sesuatu atao bagaimana mencapai tujuan (to inform and direct
someone on how to do something or how to achieve a goal)
How to Make A cup of Cappuccino
Coffee
|
Goal:
|
“How to make a cup of cappuccino coffee”
|
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Material/ingredient:
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Steps/Methods:
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