Recognizing main idea through REAP (Read, Encode, Annotate, Ponder) strategy in teaching reading comprehension A Case Study: at the 3rd Grade Students of SMP Bakti Nusantara 666, Cileunyi, Bandung

Karsiwi, Karsiwi (2018) Recognizing main idea through REAP (Read, Encode, Annotate, Ponder) strategy in teaching reading comprehension A Case Study: at the 3rd Grade Students of SMP Bakti Nusantara 666, Cileunyi, Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Main idea plays a crucial role in reading comprehension. It is one of the components of reading comprehension. Recognizing the main idea becomes an important part in reading activity. It facilitates the students to comprehend the first content in reading and the next content in the reading activity. The aims of the research are (1) to find out the process of teaching reading by using REAP (Read, Encode, Annotate, Ponder) strategy in recognizing main idea; (2) to find out the students’ responses after using REAP strategy in recognizing main idea. This study uses qualitative approach with a case study method. The data are collected by observation and questionnaire. The respondents of this research are the students of the third grade of SMP Bakti Nusantara 666 Bandung. This research result is divided into two points: 1) The process of teaching reading by using REAP (Read, Encode, Annotate, Ponder) strategy in recognizing main idea. The teacher uses structural instructions applied in teaching reading: pre-reading activity (activating prior knowledge, making prediction and explaining the material using REAP strategy), whilst-reading activity (recognizing main idea by using REAP strategy and discussing the text) and post-reading activity (making a conclusion and reviewing the strategy). 2) This research also find the students’ response after using REAP strategy in recognizing main idea. The results of the study show that the students give positive responses to the REAP strategy that used in recognizing main idea. The students are enthusiastic in recognizing main idea through REAP strategy. Those results suggest that the teacher should prepare interesting media before teaching reading comprehension in the classroom. The appropriate strategy is needed in the learning process.

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