The Teaching Procedure of Semantic Webbing
Strategy
The reading experts have some kinds of steps in
teaching reading comprehension through webbing strategy. According to Gunning
(2004: 1), readers should follow six stages in teaching reading comprehension
through webbing strategy. Furthermore, he states that webbing takes two forms:
divergent webbing and convergent webbing. The steps are as follows:
1)
Steps of Divergent
Webbing :
· Write a
key or phrase from a reading selection on the chalkboard.
· Have
students think of as many words as they know that relate to this key idea.
Write these words to the side on the chalkboard.
· Ask
students to group these words into logical categories and label each category
with a descriptive title.
· Encourage
students to discuss the choice of category for each word. Write the students’
conclusions (their categories and their component words) on the chalkboard.
· Finally,
have the students read the text selection and repeat the process above. After
reading, have students add new words and categories.
2) Steps to Convergent Webbing
· Identify
several themes or topics in a reading selection. Write each theme at the top of
a column on the chalkboard
· Ask
students to share their prior knowledge on each of these themes. Write brief
summary statements on this information beneath the appropriate category
· Encourage
students to make predictions about how the text will handle the stated themes.
Stress the context of the document (time frame, author’s background, subject
matter, etc.) as the criteria for making these predictions.
· Discuss
the predictions and have the class decide that are best. Write these
predictions under the appropriate category on the chalkboard.
· Have
students read the selection. Record any new information (beyond prior
knowledge) students gained from reading. Encourage the group to evaluate the
accuracy of their predictions.
In addition, Denton, et.al (2007: 115) suggest
the teacher to implement the procedures of webbing strategy in helping students
to do comprehending on reading stages. These reading stages are:
· Pre-reading
that includes activities as showing the webbing strategy to
students and discuss students’ prior knowledge, using the webbing strategy as a
tool to preview the chapter or text, and asking students to make predictions
about the text based on the graphic organizer or ovals. Therefore, in the
pre-reading, the activities are focused on the students’ vocabulary and
background or prior knowledge through questioning and some ovals or webbing;
· During-reading
that includes activities as having students fill in important information as
they read the text, and conforming and/or modify students’ predictions about
the text. In this stage, the activities are focused on grasping and extracting
the topics, explicit and implicit information;
· Post-reading
that includes activities as having students write a summary of the chapter or
text using the webbing strategy as a guide, having students use the webbing
strategy to present the content orally to a peer, tutor, or mentor, and having
students write guide or test questions based on the webbing strategy.
Additionally, McDonald & Hershman (2010:
239) proposes that in webbing strategy, the students draw a circle in the
middle of their paper and write the title of the book in it. Then they draw
other circles off the main one for each chapter and write the main idea for one
chapter in each of the smaller circles. A web can also be used to break down a
textbook chapter by putting the chapter title in the middle and then having
main ideas sprouting off the circle in the middle could be shaped and the main
ideas could all be shooting off.
INFO DAN FILE LENGKAPNYA KLIK DI SINI
HUB 085398507498
