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CHAPTER I
INTRODUCTION
This chapter presents the background of the research, research question of the
research, objective of the research, significance of the research, scope of the research
and definition of key terms.
A. Background of The Research
Reading is one aspect of English skill that very important to reinforce the
other skill in listening, speaking and writing. Reading is not just reading a book
or text silent or loudly but it is reading a language by studying its vocabulary,
grammar and sentence structure. Reading is very complex process in which a
large number of interrelated skills are employed. The students have to
interpret what they read in their own previous and knowledge.
Students find out some problems in reading. They are often less
interested in reading, their motivation is often low, they prepare minimally, they
use few metacognitive strategies to monitor their learning from text, and they
have inadequate vocabulary and background knowledge with which to connect
and link new ideas to previous learning. Broughton Geoffrey states that:
Readers who learn to correlate larger groups of sounds with the patterns
on the paper might perhaps be learning by look and say, those learning
to correlate the patterns on the paper with phonemes by a phonic
method; both kinds of skill are needed to develop efficient reading.
Reading speed, for example, probably depends to a considerable extent
on the development of the first; reading aloud would seem to depend at
least to some extent on the second. This then is a brief exploration
of the nature of reading, of the kind of thing it is, and the
factors that enter into it. How then is reading to be taught and
what part does it play in teaching English to foreigners? 1
language skills separately, those are speaking, listening, writing and reading. It is
different from school which teaches in integrated skills.
Reading class in STAIN Curup has divided in placement test, it is help
lecturer to give different material in different level. The giving different material
is one of the indicators in efficient teaching reading that include in language and
content point of the text. According to a student that they comprehend the text
given by lecturer and they learn it by some strategies in learning 3. Another
student also said that before the teaching begins students are given the text to
comprehend it first in order that teaching can run well 4. Based on the first
observation, lecturer uses some materials in teaching the same level. So the
researcher can look the significant differences on the students. Students have
different comprehension about the same material from low to high. Based on
students opinion, they used to read the text and answer some questions. They
fell so bored in reading class.
From the result of interview, the researcher gets information that there are
two lecturers who teach in reading class which consist of 5 classes. Each lecturer
uses same method in their teaching and students is less motivation so that they
are not interested to read the text. Therefore, lecturers have to focus on how to
teach reading efficiently. They not only give the different material in each level
and use some strategies but they also teach students provide some aspects in
process of language acquisition.
3
Hornby, Oxford
Oxford
Adam Bennion, Op.cit., h. 7
CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter will discuss review of the related literature and review of the
related finding. The first part, review of related theories consists of efficient
teaching, reading comprehension and efficient teaching reading. The second part will
provide some others research concerning teaching reading.
A. Review of The Related Theories
1. Efficient Teaching
Teaching is the process of training an individual through the formation
of habits and the acquisition of knowledge9. Teaching is the process of
training an individual through the formation of habits, the acquisition of
knowledge, the inculcation of ideals, and the fixing of permanent interests so
that he shall become a clean, intelligent, self-supporting member of society,
who has the power to govern himself, can participate in noble enjoyments,
and has the desire and the courage to revere God and serve his fellows. 10
Teaching does not merely consist of an inquisition of questions with
appropriate answers thrown in; it surely is not mere reading; nor can it be
mistaken for preaching or lecturing. These are all means that may be
employed in the process of teaching. And they are important, too.
Bennion Adam in his book Principle of Teaching states that teaching is
the teacher's task to make changes for the better in the abilities, habits and
9
2. Reading Comprehension
a. Definition of Reading Comprehension
11
12
10
13
15
from
Adler Mortimes j,How to read a book. (Indonesia: Publishing press, 2007), p.5
Darmiyati Zuchdi, Strategi Meningkatkan Kemampuan Membaca, (Yogyakarta: Uny Press,
2007), p.19
16
11
18
Ibid. p.21
12
21
22
13
Douglas
Jeremy
25
Douglas
24
14
are traditionally used to indicate the difficulty level of a text. The subject
matter of a book is also an important factor. For instance, readers with
substantial prior knowledge of a subject will be able to use their
knowledge to read more difficult texts. Cultural factors are important
when choosing books for non-native speakers. Some childrens books
may contain references to situations, objects and experiences that are
unfamiliar to non-native speakers. Students often have an easier time
reading information texts when they can use their knowledge of the
topic26.
Christine Nuttall, in Teaching by Principles Douglas Brown, offered
three criteria for choosing reading text for students: (1) suitability of
content: material that student will find interesting, enjoyable, challenging
and appropriate for their goals in learning English; (2) exploitability: a
text that facilitates the achievement of certain language and content goals,
that is exploitable for instructional tasks and techniques, and that is
integratable with other skills; and (3) readability: a text with lexical and
structural difficulty that will challenge students without overwhelming
them.
d. Prediction is major factor in reading
The moment we get the hint such the book cover, the headline, and
the others, our brain starts predicting what we are going to read.
Expectations are set up and the active process of reading is ready to
26
Ibid., p.17
15
begin. Teachers should give students hints in order that they can predict
whats coming too. It will make them better and more engaged readers.
e. Match the task to the topic
Once a decision has been taken about what reading text the students
are going to read, teachers need to choose good reading tasks. The most
interesting text can be undermined by asking boring and inappropriate
questions; the most common place passage can be made really exciting
with imaginative and challenging tasks27.
f. Good teachers exploit reading texts to the full
Any reading text is full of sentences, words, ideas, description, etc.
Good teachers integrate the reading text into interesting class sequences,
using the topic for discussion and further tasks, using the language for
study and activation.
g. Encourage the development of reading strategies
Strategic reading means not only knowing what strategy to use, but
knowing how to use and integrate a range of strategies 28. For most second
language learners who are already literate in a previous language, reading
comprehension is primarily a matter of developing appropriate, efficient
comprehension strategies. Some strategies are related to bottom-up
procedures, and others enhance the top-down processes. Following are
such strategies, each of which can be practically applied to your
classroom techniques29.
1) Identify the purpose in reading
There are many different purposes for reading. Efficient reading
consists of clearly identifying the purpose in reading something. By
27
Jeremy
David Nunan, Practical English Language Teaching, (US: McGrawHill, 2003), p. 76
29
Douglas Brown, Op.cit., p. 306
28
16
doing so, you know what you are looking for and can weed out
potential distracting information. Whenever you are teaching a
reading technique, make sure students know their purpose in reading
something.
2) Use efficient silent reading techniques for relatively rapid
comprehension
Teacher can help students increase efficiency by teaching a few silent
reading rules:
a) You do not need to pronounce each word to yourself
b) Try to visually perceive more than one word at a time, preferably
phrases
c) Unless a word is absolutely crucial to global understanding, skip
over it and try to infer its meaning from its context.
3) Skim the text for main ideas
Skimming consists of quickly running ones eyes across a whole text
for its gist. Skimming gives readers the advantage of being able to
predict the purpose of the passage, the main topic, or message and
possibly some of developing or supporting ideas.
4) Scan the text for specific information
Scanning is quickly searching for some particular piece or pieces of
information in a text. Scanning exercises may ask students to look for
names or dates, to find definition of a key concept, or to list a certain
number of supporting details. The purpose of scanning is to extract
specific information without reading through the whole text.
5) Guess when you arent certain
This is an extremely broad category. Learners can use guessing to
their advantage to infer implied meaning and guess the meaning of
the word, a grammatical relationship, a discourse relationship, about a
17
30
31
Ibid., p. 13
18
background
comprehension.
knowledge
Background
can
knowledge
influence
includes
all
reading
of
the
David Nunan, Practical English Language Teaching, (NY: McGraw Hell, 2003), p. 74
33
19
2. Content
34
Efficient
The language of the text is
comprehensible to the learners.
The content of the text is
accessible to the learners; they
know enough about it to be able
to apply their own background
knowledge.
Inefficient
The language of the text is
too difficult.
The text is too difficult in the
sense that the content is too
far removed from the
knowledge and experience
of the learners.
Penny Ur, A Course in Language Teaching, (UK: Cambridge University Press, 1991), p. 148
20
3. Speed
4. Attention
7.
Background
Information
35
21
22
school based curriculum in teaching reading and the problem faced by the
teacher in teaching reading using school based curriculum. She did the research
at Language Class in MAN Curup as her subject of the research36.
The similarity between these researches is talk about the implementation
teaching reading. Meanwhile the difference of them is this research focus on the
implementation of efficient teaching reading and the teachers problem in its
implementing.
36
Puteri, The Implementation of School Based Curriculum in Teaching Reading (Thesis: STAIN
Curup, 2010),
23
CHAPTER III
RESEARCH METHODS
This chapter describes the method used to conduct the research. It explains
more about kind of research, subject of the research, research instrument, data
collection technique, data analysis technique.
A. Kind of Research
The method in this research is descriptive which is presented by
qualitative way. According to Hancock, qualitative research is concerned with
developing explanations of social phenomena. It describes social phenomena as
they occur naturally.37Analysis which means to describe any situation or
condition in a population systematically, factually and accurately38. Descriptive is
useful for investigating a variety of educational problem and concerned with the
assessment of attitudes, opinions, demographic information, condition and
procedures.39 This research does not only collect the data, but also analysis data
describe it and make the conclusion from the data. It is designed to do a study
about the efficient teaching in reading comprehension class.
B. The Subject of The Research
The subject of this research is lecturer of reading comprehension class at
second semester of English Study program in STAIN Curup. In English Study
Program has two class of Reading, there are Reading Comprehension 2 and
Reading 4 (TOEFL Approach). Because this research will investigate efficient
37
Beverley Hancock, Trent focus for research and Development in Primary Health Care : An
introduction to Qualitative Research,(Trent Focus, 1998), p.3
38
UsmanHusaini, MetodologiPenelitian social, (Jakarta: BumiAksara, 2003), p.27
39
Gay, Educational Research.Competencies for Analysis and Application.Third Edition.
(Macmillan publishing company, 1990), p.120
24
teaching reading in improving students skill, researcher chooses the lecturer who
teaches in Reading Comprehension Class 2 at second semester in STAIN Curup.
C. Technique of Data Collecting
In this research, the data will be collected by:
a.
Observation
Observation is the method or manners to analyses and to organize
systematically record about human behaviours by discern or observe
individual or group directly.40 In this research, the researcher will observe
teaching in reading comprehension class which taken place at second
semester of English Study Program in STAIN Curup and the researcher using
direct observation from the format observation is checklist.
b.
Interview
Interview is used to support the data, interview can be said a dialogues
done from interviewer to get information by interview 41. Interview is a
process oral interviewer between two people or more that face to face to get
direct information.42 The interview is addressed to lecturer which aimed to
gathering information about lecturers effort and the problem faced in the
teaching process.
D. Instrument
a.
40
Checklist
25
Guidance
Language
Definition
The language of the
text is
comprehensible to
the learners.
The content of the
text is accessible to
the learners
Content
Indicators
Lecturer gives texts that
consist of familiar words.
Student can answer the
questions
Lecturer gives familiar
content /theme
Students know enough about
the text to be able to apply
their own background
knowledge.
Students can retell the text
Speed
Attention
The reading
progresses fairly
fast: mainly because
the reader has
'automatized'
recognition of
common
combinations.
Lecturer help
students concentrate
on the significant
bits, and skim the
rest; may even skip
parts they know to
be insignificant.
*E
*N
Explan
ation
26
Incomprehensible
vocabulary
Lecturer leads
students to take
incomprehensible
vocabulary in their
stride
Lecturer leads
students to think
ahead, hypothesizes,
predicts.
6
Prediction
Lecturer leads
students using
background
information to help
Background understand the text.
Information
Motivation
Purpose
10 Strategies
Lecturer is able to
motivate students to
read
Lecturer leads
students to be aware
of a clear purpose in
reading
Lecturer leads
students to use
different strategies
for different kinds of
reading.
Interview Guidelines
The interview techniques are used for English lecturer as respondent.
Interview is pointed to lecturer because he is a subject of the research and
27
researcher needs the data from his. The interview question is open interview
so the respondents give free answers that have relation with interview
guidance. The interview list can be seen in Appendix.
E. Enhancing Validity and Reducing Bias
The researcher used three techniques of data collecting these are by doing
observation, checklist and interview. In this research, researcher used
triangulation method by comparing the result of observation, checklist and
interview. In qualitative multi-method approaches has been employed by the
researcher toward the generality of the research that is to enhance the reliability
and validity of the research. Research bias can be minimized if the researcher
spends enough time in the field and employ multiple data collection strategies to
corroborate the findings. Many researchers agreed that triangulation is typically
strategy for improving the validity and reliability of research or evaluation of
findings43. Mathison in 1988 elaborates this by saying:
Triangulation has raised an important methodological issue in
naturalistic and qualitative approaches to evaluation in order to control bias and
establishing valid propositions because traditional scientific techniques are
incompatible with this alternative epistemology.
F. Technique of Data Analysis
After the data was collected from the techniques for collecting data:
observation and interview, the researcher continued to analyze the data. Creswell
states that for analyzing qualitative data, the researcher can do data managing,
reading/memoing, describing, classifying, interpreting and representing the
43
Muhammad Basir, Reliability and Validity of Qualitative and Operational Research Paradigm,
Pakistan, p. 41
28
Managing
Before the data from observation and interview were read and able to
be interpreted, they were managed by envisioning what the data from
observation and interview of the research looked like. The researcher
divided the data based on the sources. From checklist/field note, they were
saved in one folder, but interview data were saved in other folders. Besides
that, the folders of the data were also divided by the date in which the data
were gotten.
2.
Reading/Memoing
After managing the data, the researcher read the data from
observation by using checklist/ filed notes and interview with using the
result of interview. The researcher read what types which were used by
lecturers in verbal communications, and then considered about interpretation
of humor which were used. Furthermore, the data which are read also
depended on the date of doing the observation or interview, so that the
researcher looked the data development for each week.
3.
Classifying
Classifying data was done after reading the data of observation and
interview on every week. The data were classified based on the kinds of
humor used by lecturers.
4.
44
Gay p. 239.
Describing
29
thelecturers.
Interpreting
Data interpreting continuous after data collection, analysis and
interpretive stage of a study, interpretation is also a part of procces of writing
the result of the study. Interpreting is the reflective and explanotory aspect of
dealing with lectures data. Data of interpretation are based on heavly on the
connection to common aspects, and linkages amomg the data, especially the
identified categories and pattern. The researcher interpreted the data
whenever or he used some conceptual basis or understanding to cluster a
variety of data piece into a category. To aid interpretation, it was important to
make explicit what the conceptual basis or understanding of categories were,
and what made one category different from another.
30
CHAPTER IV
FINDING AND DISCUSSION
A. Findings
This chapter presented the result of data analysis taken from observation
checklist and open interview. The checklist was aimed to know the
implementation efficient teaching reading by lecturer in STAIN Curup. The
researcher collected the data by following the instruments as mentioned in
chapter III. The researcher observed lecturer who teach in reading
comprehension class within 8 meeting in three classes with the schedule of
observation drawn in table 1 and 2. Moreover, the open interview used to get
data of the lecturers problems in implementing efficient teaching in reading
comprehension class that is done on 27th May, 2013.
Table 1
Schedule of Observation Class I and II
No
1
2
3
4
5
6
7
8
No
1
2
3
4
5
6
7
8
Observation
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Date
21st March, 2013
28th March, 2013
4th April, 2013
11th April, 2013
25th April, 2013
2nd May, 2013
16th May, 2013
23rd May, 2013
Table 2
Schedule of Observation Class III
Observation
Date
th
First
20 March, 2013
Second
27th March, 2013
Third
3rd April, 2013
Fourth
10th April, 2013
Fifth
24th April, 2013
Sixth
1st May, 2013
Seventh
15th May, 2013
Eighth
22nd May, 2013
31
Guidance
Language
Content
3
4
Speed
Attention
Incomprehensible
Observation
I
II
III
VI
VII
VIII
IV
Vocabulary
6
Prediction
Background
Information
Motivation
9
10
Purpose
Strategies
Table 4
The result of Observation Class II
No
Guidance
Observation
I
Language
Content
3
4
Speed
Attention
Incomprehensible
II
III
IV
VI
VII
VIII
Vocabulary
6
Prediction
Background
Information
32
Motivation
9
10
Purpose
Strategies
Table 5
The result of Observation Class III
No
Guidance
Observation
I
II
Language
Content
3
4
Speed
Attention
Incomprehensible
III
IV
VI
VII
VIII
Vocabulary
6
Prediction
Background
Information
Motivation
9
10
Purpose
Strategies
Table
Accumulation of 3 classes
No
1
2
3
4
5
6
7
Guidance
Language
Content
Speed
Attention
Incomprehensible
Vocabulary
Prediction
Background
Information
Yes
No
f
12
21
5
18
%
8,16
14,2
3,4
12,24
f
12
3
19
6
%
12,9
3,22
20,43
6,45
2,04
21
22,58
15
10,2
9,68
22
14,97
2,15
33
8
9
10
Motivation
Purpose
Strategies
Total
18
13
20
147
12,24
8,84
13,6
6
11
4
93
6,45
11,83
4,3
4
5
Guidance
Language
Response
I get difficulties in determining the right
text for students. I need to consider some
cases, these are:
a. I have to look at the students level
first
b. text that will be given consist of easy
main idea,
c. common topic of the text that
supposed
students
have
the
background knowledge of it
Content
I always consider the content of the text
that will be given to students. For this
level, I get easy to define the theme that
probably familiar for them, such as job,
thief, garlic etc. By familiar content can be
Speed
For certain texts, I give time limit for
students when they read it. But students
need to work hard to comprehend the text
and they need much time than I give.
Attention
I always give instruction with easy
language. Meanwhile, the students
sometimes do not understand of the first
instruction so I have to repeat it slowly or I
have to explain it in Bahasa.
Incomprehensible It is difficult to not allow students ignore
34
Vocabulary
Prediction
Background
7
Information
Motivation
Purpose
9
Strategies
10
Table 6
The Lecturers Problems in Implementing Efficient Teaching in Reading
Comprehension Class
No
Problems
1 Students comprehend the content of the text
35
2
3
4
B. Discussions
1. The implementation of Efficient Teaching in Reading Comprehension
Class
Based on the result of observation and interview, researcher can draw
that the implementation of efficient teaching in reading comprehension class
have done maximally with follow 10 guidance of efficient teaching reading.
First, related to the text which is given by lecturer is language and content.
Lecturer should consider these points based on students level by choosing
the text that its language can be comprehended by students. Based on the
observation, researcher found that lecturer gave the familiar theme, such as
Marry, Thief, and Job. Students can comprehend the text and answer the
lecturers questions.
Third guidance is speed. To be efficient reader students should not
waste more time in reading, so lecturer should lead students by giving speed
reading technique. In this point lecturer got difficult to apply it because
students need more time to read and comprehend the text. Based on the
findings lecturer has given time limit to reading for students but they have
not finished yet to read and comprehended the text. In addition, at the first
meeting lecturer had given rules about speed reading but he got difficulties so
the technique that used was exchange.
36
37
38
title of the text, they should get the main idea of the text by skimming
strategy. On the other hand, students should use scanning strategy when they
had to find out the specific information, such as what is the government
offered to public?, How many pupils do follow camping?.
2. The Lecturers Problems in Implementing Efficient Teaching in Reading
Comprehension Class
Based on the result of interview, the research found some lecturers
problems in implementing of efficient teaching in reading comprehension
class, such as students comprehension in the content of the text, students
seriousness in following the learning process, choosing the materials and the
lack of students vocabulary.
For the first problem, lecturer said Students get difficult to get the
content or main idea of the text whereas I have considered how the language
and theme of the text that will be given. So, I still search what the strategy
and technique of teaching to make them learn better. This problem related to
guidance of content, background information and motivation where lecturer
should consider them better. Second problem is students seriousness in
following the learning process. Lecturer said that students sometimes were
not serious in following teaching and learning process. It may be caused by
his closeness with students so that it made students were not really regard to
his. This problem sometimes disturbs the teaching and learning process.
However, this problem gradually is solved.
39
40
BAB V
CONCLUSSION AND SUGGESTION
A. Conclusion
Based on the finding and discussion in previous chapter, the conclusions
are first, the implementation of efficient teaching in reading comprehension class
have been done by lecturer with guidance that suggest by Ur Penny, those are
language, content, speed, attention, incomprehensible vocabulary, prediction,
background information, motivation, purpose and strategies. Although a few
guidance have to be more improved such as speed and incomprehensible
vocabulary that still have some problems in its implementation.
Second, there are some lecturers problems in implementing efficient
teaching in reading comprehension class, such as: students weakness in
understanding the content of text, students are not serious when teaching and
learning process take place, lecturer get difficult in choosing the materials/text
for students and the lack of students vocabulary.
B. Suggestion
1. For the students
To be efficient reader is not quite easy. It needs gradually exercises
either you do it at class or outside. Do not give up be better and do the best in
your learning as good English students.
2. For the lecturer
Teaching English is quite not easy, especially in Reading skill. In
making students comprehend the text well, lecturer should much more collect
41
and consider some methods of teaching moreover gathering it all for students
in appropriate level. Keep enthusiastic in upgrading future generation.
3. For the next researcher
This research probably has mistakes. Therefore, the researcher hopes
that there will be other researchers who will do the same research, but more
specific, it might about the efficient teaching reading.