THE FINAL PROJECT OF TEFL

A NEW STRATEGY FOR TEACHING READING SKILL

NEIGHBOR GUEST

CREATED BY:
SAVIRA RAMADHANI (1410302155)

ENGLISH DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
TIDAR UNIVERSITY
2016
NEIGHBOR GUESTS TEACHING STRATEGY

Savira Ramadhani
Students of Tidar University
saviraramadhani9@gmail.com
1. INTRODUCTION
English becomes the important language since it is an International language.
It plays the important role in many working programs, such as economy, industry,
education, entertainment, etc. In Indonesia, English is taught in school from
elementary school until university as the foreign language. Based on the school-based
and 2013 curriculum, the purpose of teaching English in Senior High School is the
students are able to communicate well both in spoken or written form. Students
should master the four language skills, such as listening, speaking, reading, and
writing. In this strategy, the writer will focus on the reading skill of the students. The
KTSP and 2013 curriculum recommend the introduction of at least five different types
of texts: Recount, narrative, procedure, descriptive, and report genres to develop
Junior High School students English language skills. For Senior High School, the
curriculum recommends twelve types of texts: Recount, narrative, procedure,
descriptive, report, news items, analytical exposition, persuasive exposition, spoof,
explanation, discussion and review texts. Here, reading skill is really important to
master all of the genres of the text.
According to William (1984), he defines reading as a process whereby one
looks at and understands what has been written. Rohani Ariffin (1992:1) in her book
entitled Anthropology of Poetry for Young People defines reading as a highly personal
activity that is mainly done silently, alone. There is a clear understanding that reading
is something related to the activity of acquiring information and it is done either
silently or aloud. So, reading is important in improving students knowledge since
they have to acquire the meaning and information of the text that they can apply in
their daily life.
Reading is a basic skill besides listening and it includes the input process of
knowledge, so it becomes the basic skill that the students should master before they
try to produce the language products. As the result, teaching reading is one of the hard
jobs because the teacher should guide the students to understand the message of the
text they have read.

There are several problems that the students face in reading skill. First, some
of the students do not really read the text that is given by the teacher. Assigning
reading questions is one solution to check whether the students really read the text or
not. Second, they cannot understand the message of the text. They only read the text
without trying to gain the meaning. Then, they cannot keep the points of the text in
their mind for a longer time. They only read the text without understand it, so the
information would go easily from their mind.
To solve the problems that are mentioned above, it is important for the teacher
to use a strategy that would make the students really comprehend the text in an
interesting way. Questioning is one way to solve those problems. It is the way that
students as the readers use to engage with the text. It will help the readers to clarify
and comprehend what they are reading, since it is the process of questioning, seeking
the answers, and asking further information that keeps the reading going. By asking
the questions the students will be focus on their reading, delve deeper into the text,
and clarify the text.
When the readers ask questions after they read the text, it indicates that they
have a purpose in reading. Reading with a purpose will help them to increase the
reading comprehension because they are making a personal connection with the text.
In this case, Neighbor Guest teaching strategy facilitates this personal connection
because the teacher will ask the students to make some questions after they read the
text.

2.

REVIEW OF RELATED LITERATURE

2.1.

The Definition of Active Learning in Classroom

According to Mayers and Jones (1993:6) Active learning involves providing

opportunities for students to meaningfully talk and listen, write, read, and reflect
on the content, ideas, issues, and concerns of an academic subject. Here, the
participation of the students plays the major important in the learning process.
Teacher is just a facilitator of the learning process not as the main source of the
learning. Students will learn best when they engage with the course material and
actively participate in the learning.
2.2.

The Definition of Reading Skill

Reading is an interactive process between the reader and the writer. Brunan
W.K (1989) for instance defines reading as a two way interaction in which
information is exchange between the reader and the author". Smith (1973) also
shares the same attitude. This is proved by his line: "Reading is an act of
communication in which information is transferred from a transmitter to a
receiver". Despite all the definitions given, there is also definition of reading
given by teachers as well as by students. According to Stallfter (1969), teachers
define reading as: "a complicated procedure. Readers read to get information from
the printed pages. They should be able to pronounce and comprehend the printed
words, signs, letters, and symbols by assigning meaning to them."
According to William (1984), he defines reading as a process whereby one
looks at and understands what has been written. Rohani Ariffin (1992:1) in her
book entitled Anthropology of Poetry for Young People defines reading as a
highly personal activity that is mainly done silently, alone. There is a clear
understanding that reading is something related to the activity of acquiring
information and it is done either silently or aloud. So, reading is the important
thing that improves students knowledge since they have to acquire the meaning
and information of the text that they can apply in their daily life.

2.3.

Reading Comprehension
When we read the text, the comprehension of the text is the most essential
thing in reading activity. The reading comprehension usually involves the
activities of learning new vocabularies, finding the purpose of the text,
understanding the main idea of the text, retelling what they read in they own

word and asking themselves questions as they read. Since the reading skills are
teachable, the teacher should have a strategy to help the students interacting with
the text and monitors their understanding when they read a text. Texas Education
agency stated that a major goal of reading comprehension instruction is to help
the students develop their knowledge, skills, and experiences when they read a
text. So, with the kinds of skills they will become competent and enthusiastic
readers.
According to Brown (2007:375), there are three sequences of reading activity:
Pre-reading activity, During-reading activity, and Post-reading activity. In the
post-reading activity or after the readers read the text, there should be
comprehension questions. It also considers vocabulary study, identifying the
authors purpose, discussing the authors line of reasoning, examining
grammatical structures, or steering students toward a follow-up writing exercise.

3. DISCUSSION
3.1.

Overview of Neighbor Guest

Brown (2007:16) stated that a technique (also commonly referred to by other

terms) is any wide variety of exercises, activities, or tasks used in the language
classroom for realizing lesson objectives. Using a creative teaching strategy for
reading comprehension is another way to improve the reading comprehension of
the students.
Brown (2007:375) also stated that comprehension question is one form of
activities appropriate for reading. It is important for the teacher to create a new
strategy for gaining the students reading comprehension. In this case, neighbor
guest strategy is appropriate to be applied for teaching reading skill.
Neighbor guest strategy is a strategy that allows the students to make
questions by themselves after they read a text in order to increase their reading
comprehension. The students will be gathered in several groups then each of them
should make some different questions related to the text that they have read. Each
group must consist of four students. The two of them will be the guests, one of
them will be the house owner, and the last member will be the scorekeeper. The
job of the guests is to visit all of their neighbor-groups to answer the house
owners questions. Then the house owner should gives or serves the guests with
the questions that they have made before. Last, the scorekeepers job is to write
down the score of each team that visits their house and answer their questions
correctly. The activities would help them to increase their understanding when
they read a text.
For example, the teacher gives the students a kind of narrative text, then one of
the students make a questions that questioning the characters and the moral value
of the text. Then, that student should gather to her group that consists of for
student. He has a duty to become the guest, so he will visit as many groups as she
can, to answer the house owners questions. The other groups will do the same
activities, too.

3.2.

Procedure
1) In the previous meeting, teacher gave the students two different texts to be
read as the homework.
2) Teacher divides the class into several groups. Each group consists of 4
students.

a. The two of them will be the guests. Their job is visiting others groups
house to answer the questions that will be delivered by the owner
(questioner) of the house.
b. The rest of the members will stay at their house. One of them will be the
house owner, her/his job is giving/serving the questions they have to the
guests who visit their house. The last member will be the scorekeeper.
Her/his job is to write down the score of each group who answer their
questions correctly. The correct answer will get 10 points.
3) Each student makes 2 questions based on the texts given with the teacher
guidance. There will be 8 questions in each group. (Note: each member should
have different questions with the other member of his/her group. They should
enclose the answers, too)
4) The guests begin to go around the class to visit each house together and
answer the questions of the house owner. Each guest will be given one
question. The guests should visit as many groups as they can to get high score.
5) The house owner gives/serves the guests with the questions that they have.
6) The scorekeeper notes the score of each group.
7) Teacher gives twenty minutes to do all the activities in round 1. When teacher
claps her hands, the students should stop their activities.
8) Round 2 will run as same as round 1, however, in each group the scorekeeper
and house owner should turn their role with the guests.
9) At the end of the games, the leader of the class provides a billboard score to
note the scores of each team.
10) The scorekeepers report the score of each team to the teacher.
11) The leader of the class notes the score in the billboard.
12) The team with the highest score will be the winner.

3.3.

Variations
1) The one who gives the list of the questions to each group is the teacher not the
students, but before they give the question to the guests, they should know the
answers.
2) The list of the questions will be rolled and placed into a box and the guests
should take it out to choose the questions and answer it.

3.4.

The Advantages of Neighbor Guests

1) The students will be more active in the learning process, so it will make the
class atmosphere alive.
2) The students will be more healthy and enthusiastic because when they go
around the class, it involves the physical activities.

3) The students will be more interest to learn the material so they will master the
material well.
4) The students will be able to create and develop new ideas when they make the
questions.
5) The students will be able to understand and clarify the message of the text, so
it will increase their comprehension in reading a text.
6) The strategy can increase the team-work among the students in the class.
3.5.

The Disadvantages of Neighbor Guest

1) The class will be noisy because they have to go around the class to answer
other groups questions.
2) It spends more time to do this strategy. (at least 60 minutes)
3) The students with low ability of reading need the guidance of the teacher to
make the questions by themselves.

4. CONCLUSION AND SUGGESTIONS

4.1.

CONCLUSION
It is clear that Neighbor Guest strategy will improve the students reading
comprehension. By asking the questions the students will be focus on their
reading, delve deeper into the text, and clarify the text. When the readers ask
questions after they read the text, it indicates that they have a purpose in reading.
Reading with a purpose will help them to increase the reading comprehension
because they are making a personal connection with the text.

4.2.

SUGGESTIONS
a. Teachers
The teacher should give the example and guide the students when they make
the questions by themselves. Teachers should model how to ask questions and
help the students to learn how to build interest with the text and become good
readers.
b. Students
The students should be more active to answer the questions that will be
delivered to them. They have to answer as many questions as they can to get

the high score. Their activeness of the students will increase the enjoyful
atmosphere of the class and it will increase their ability in reading skill.

REFERENCES
Ariffin, Rohani. (1992). An Anthology of Poetry for Young People. (page 1). Kuala
Lumpur: Dewan Bahasa dan pustaka.
Brown, H. Douglas. (2007) Principles of Language Learning and Teaching. (p. 16, 375).
New York: Pearson education. Inc.
Meyers, Chet. Jones, Thomas B. (1993) Promoting Active Learning. Strategies for the
College Classroom. (p.6). San Fransisco: Jossey-Bass Inc.
Questions

Before,

During,

and

After

Reading.

Retrieved

from

https://www.teachervision.com/reading-comprehension/questions-during-after-reading on
Sunday, December 25, 2016 at 8 p.m.
Texas Educational Agency. (2002). Comprehension Instruction, 4-8. Retrieved from
http://www.netxv.net/pm_attach/67/TRI-Comprehension_Instr.pdf. )
Williams, J. (1984). Phonemic analysis and how it relates to reading. Journal of Learning
Disabilities, 17, 240-5.