REAP (Eanet and Manzo, 1976) cited in Afrilda 2018 was among the earliest strategies develop to stress the using of writing as ameans of improving thinking and reading. Reap does by teaching students a number of ways to annotate, or write short critiques of, what they have read. The various annotations serve as alternative perspectives to consider and evaluate information and ideas. The use of this strategy will cause the students to revisit the text during each stage of the REAP process. REAP develops independent reading skills by encouraging the reader to put the main idea of the passage into his/her own words, both orally and in written form. It can be employed as a study technique, thereby assisting long-term memory.
The students also learn to represent the main ideas and the author‟s message in their own words. After that, they do the ponder strategy. They should connect with the text through analysis and synthesis of their reading. The purpose of REAP strategy is to develop students to a greater understanding of writers ‟s roles in writing and improve their reading comprehension. REAP strategy will help the students connect a text and their words to enable them to communicate their understanding of the text.
By using Read, Encode, Annotate, and Ponder (REAP) Strategy, is expected that the students can improve their reading comprehension. It was assumed that Read, encoding, annotating, and Pondering (REAP) was appropriate to overcome the problem of the students. Every step in REAP strategy had some advantages to help students understand a text. Based on those explanations, the researcher concluded that REAP strategy is a strategy that can expand students‟ critical thinking trough the ponder activity that can be done by thinking, talking, and discussing the new short composition of the text with other members of the group. Then, it can encourage the students‟ ability to work in a group.
As Manzo (1990, p.221) implies that there are four steps in REAP strategy:
R: Read to discern the writer‘s message
E: Encode the message by translating it into the reader's language
A: Annotate the text by giving comments, critiques, and notes from the text
P: Ponder, or reflect, on what you have read and written, first introspectively and then by sharing and discussing it with others and as a study aid in test preparation.
REAP (Read-Encode-Annotaet-Ponder) Strategy
Read-Encode-Annotate-Ponder or REAP (Eanet and Manzo, 1976) was
among the earliest strategies develop to stress the using of writing as ameans of
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improving thinking and reading. Reap does by teaching students several
ways to annotate, or write short critiques of, what they have read. The various
annotations serve as alternative perspectives for evaluating information and ideas.
Annotation writing involves the reader in examining the writer’s intention
and possinle motivations as well as the literal and inferential interpretations of the
message.the reader also explores his or her own views and feelings (Manzo,
1985).
This meaningful reprocessing material helps readers shape the “inchoate lump of meaning” gleaned from reading into a concise and coherent addition to their knowledge and general schema funds. Research on writing
suggests that efforts to develop annotation skill concurrently with reading and
content result in enriched factual knowledge, conceptual development, and
vocabulary acquisition (Eanet and Manzo. 1976).
REAP is a two-level strategy: once students have learned the annotation
forms, they can use REAP independently as a “study formula” to guide thoughtful
reading, or the teacher can use it as an instructional activity. Steps in students' use
of REAP are follows, Read to discern the writer’s message, after Encode the
message by translating it into your own language. Then Annotate by cogently
writing the message in notes for yourself or in a thought book to share with others, and the last, Ponder or reflect on what you have read and written, first
introspectively and then by sharing and discussing it with others.
The Procedures of REAP
According to Allen (2004), using this strategy will cause the students to
revisit the text during each stage of the REAP process.
The procedures of
REAP are as follows :
Table of Procedures of REAP Strategy
The procedures of REAP
R : Read
Read the text
E : Encode
Encode the text by putting the main
ideas in your own words/language.
A : Annotate the text by writing a statement summarizing the
important points.
P : Ponder the text by thinking and
talking about what they learned.
The Advantages of REAP Strategy
The advantages REAP strategy as follow:
a. By using R.E.A.P. strategy the students can comprehend the new innovation
in reading, not just by answering question like before.
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b. In R.E.A.P strategy the students can understand the text without trying hard to
understand the meaning of each word in that text.
c. In this strategy the students can develop their ability in encoding a text in
their own language in Encode phase.
d. In this strategy the student also can develop their skill in writing the
annotation in annotate phase.
e. By using REAP. strategy the student can share friend in group about the
content of text in Ponder activity.
The Disadvantages of REAP Strategy
In this strategy students must be guided in learning process, because if does
not guided then the learning process becomes not effective.
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