THE IMPLEMENTATION OF CAROUSEL BRAINSTORMING IN TEACHINGudREADING COMPREHENSION: A CASE STUDY OF THE FIRST GRADEudSTUDENTS OF MAN 3 KOTA CIREBON

摘要

EMI LATIFAH:udReg. No. 58430490udTHE IMPLEMENTATION OF CAROUSELudBRAINSTORMING IN TEACHING READINGudCOMPREHENSION: A CASE STUDY OF THE FIRSTudGRADE STUDENTS OF MAN 3 KOTA CIREBONudIn learning to read, the foreign language learners naturally have a bigudchallenge for comprehending written text. They do not use any strategies to help themudunderstand the text as they are unable to connect their background knowledge withudthe text. They read it just because the teacher ordered so and they also considerudreading only as sounding out words. This difficulty can be erased by giving themudactivity that is able to engage them before reading.udReading is a complex activity including both perception and thought. It is alsoudconsisting two related processes: word recognition and comprehension. Readersudnaturally use background knowledge, vocabulary, grammatical knowledge,udexperience with text and other strategies to help them understand written text.udCarousel brainstorming is a strategy that requires students to access backgroundudknowledge by thinking about subtopics within a broader topic. The purpose of thisudactivity is to activate students' prior knowledge of a topic or topics through movementudand conversation.udThis research was conducted through qualitative methodology. This approachudis used in order to gain deeper insight to the implementation of CarouseludBrainstorming as pre-reading activity in teaching reading comprehension. The aimsudof this research is to know the implementation of Carousel Brainstorming in teachingudreading comprehension, to identify the contribution of the technique to students‟udreading comprehension, and also to find out the advantages and disadvantages ofudusing the technique. All the finding data are compared with the literature of CarouseludBrainstorming and teaching reading comprehension.udThe finding of this research shows that the technique was implementedudappropriately as the students were so excited with this activity. This finding is alsoudstrength by the students‟ expression towards the activity. The students feel burnt upudand engaged to the text and they are able to connect their background knowledge withudthe text although some of the brainstorming answers develop to other points.udAs result of this research, Carousel Brainstorming is an easy technique thatudused to activate background knowledge of the students before reading the text. Itudgives contributions for students in activating and connecting their backgroundudknowledge with the text. The advantages of using this technique are that students canudactively think and connecting their background knowledge with the text. Theuddisadvantages of using this technique include some results of Carousel Brainstormingudthat may develop to other point.