TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR”

Authors

  • Fenty Andriani IAIN Ponorogo

DOI:

https://doi.org/10.21154/eltall.v1i2.2450

Keywords:

the Fab Four, Less-Skilled Comprehenders

Abstract

This study investigates how the “Fab Four” strategy implemented to teach the less-skilled readers in State Institute of Islamic Studies of Ponorogo.  The design of this study is qualitative. Twenty-seven English department students of the third semester are the subjects of the study. The Fab Four strategy is applied by having the lecturer model four comprehension strategies (summarizing, questioning, predicting, and clarifying) through guided group discussions. Using this strategy, improvements have been noted in students reading comprehension. The result of this study indicates that the “Fab Four” is a great strategy to teach the less-skilled comprehenders as they are trained to determine important ideas from a reading text while discussing vocabulary, developing ideas and questions, and summarizing information.

References

Nunan, D. 2003. Practical English Language Teaching. New York: The McGraw-Hill Companies.

Palincsar, A.S. 1986. http://www.mediawiki. org/http://wikimediafoundation.org/.

Palincsar, A.S. & Brown, A. 1984. Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), pp. 117-175.

Paliscsar, A.S, and Brown, A.L. 1986. Interactive Teaching to Promote Independent Learning from Text. The Reading Teacher, 39(8), 771-777.

Rosenshine, B., & Meister, C. 1994. Reciprocal Teaching: A Review of the Research. Review of Educational Research, 64, pp. 479-530.

Slavin, Robert E. 2000. Educational Psychology (6th edition). USA: Allyn and Bacon.

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Published

2020-09-01

How to Cite

Andriani, F. (2020). TEACHING THE LESS-SKILLED COMPREHENDERS BY USING “THE FAB FOUR”. ELTALL: English Language Teaching, Applied Linguistic and Literature, 1(2), 67. https://doi.org/10.21154/eltall.v1i2.2450

Issue

Vol. 1 No. 2 (2020)

Section

Articles

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