1

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

Being efficient readers, students should have competence in comprehend

the text. Moreover, students need teacher to help and lead them in comprehend
the text trough teaching that contains some strategies, techniques and the others.
Teaching gives important effect of result of studying. In teaching process,
sometimes there are some problems faced by teacher about students
comprehension itself such as their disabilities. Mastropieri & Scruggs said that
students with learning disabilities can improve their reading comprehension if
teachers:
Teach strategies that have been documented as effective in promoting
reading comprehension. Design instruction that incorporates effective
principles of direct instruction and strategy instruction. Provide modeling,
support, guided instruction, practice, attributional feedback, and
opportunities to practice across text types. And monitor students progress
and make adjustments accordingly2.
Teachers roles in teaching are very important for students to get their
achievement in learning process. Teacher must be able to link mastery of skills
with the students comprehension process. Teaching requires educators to deliver
effective reading instruction with specific characteristics that are critical in
providing and implementing an efficient teaching reading. Moreover, teacher
helps struggling students gain both confidence and skill needed to excel as
efficient readers. The implementing an efficient teaching reading should be done
in college especially in English study program which teaches students four
1

Geoffrey Broughton et al, Teaching English as a Foreign Language, (London: Routledge,

2003), p. 90
2

Jannette K. Klingner, Teaching Reading Comprehension to Students with Learning Difficulties,

(London: The Guilford Press, 2007), p. 4

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

Ripah, A Student of STAIN Curup, interviewed Dec 21st , 2012

Nila, A Student of STAIN Curup, interviewed Dec 21st , 2012

Some studies on reading focus on experiment of some techniques in

teaching reading. They try to investigate the most effective way to teach reading.
On the other hand, they do investigate on students strategies in reading
comprehension. Therefore, it is important to investigate another aspect of
reading. That is how efficient teaching reading in order that students become
efficient readers.
Considering the facts above, the researcher would like to analyze the
implementation of efficient teaching in reading comprehension class at second
semester of English study program in STAIN Curup.

B. Problem of the Research

Based on the background and explanation above, the problem is formulated
as follows:
1. How is implementation of efficient teaching in reading comprehension class
at second semester of English Study Program in STAIN Curup?
2. What are the lecturers problems in implementing efficient teaching in
reading comprehension class at second semester of English Study Program
in STAIN Curup?
C. The Objective of the Research
The objectives of the research are to analyze:
1. the implementation of efficient teaching in reading comprehension class
at second semester of English Study Program in STAIN Curup.
2. the lecturers problem in implementing efficient teaching in reading
comprehension class at second semester of English Study Program in
STAIN Curup

D. Delimitation of the Research

The researcher delimits this research to get more data. The researcher only
describes the implementation of efficient teaching in reading comprehension
class and problem faced by lecturer in efficient teaching reading in STAIN. It
will specially be conducted at second semester of English Study Program in
STAIN Curup. Because students at second semester have basic of reading skill
and they need improving at the next level. For improving reading skill, Ur
Penny offered 10 indicators that can be lecturers guidance in teaching efficient
reading.

E. Definition of The Key Terms

In order to avoid misunderstanding of concept used in this study, the
following part provides a brief description on some key terms of the research.
1. Implementation
Implementation is to make something that has been official, decided start to
happen or be used5. In this research the implementation that will be
discussed is about the lecturers way to implement efficient teaching in
reading comprehension class.
2. Efficient Teaching
Efficient is able to work well6. Teaching is the process of training an
individual through the formation of habits and the acquisition of
knowledge7. In this research, efficient teaching refers to some guidance,
which is suggested by Ur Penny, are used in teaching and learning process.
3. Reading Comprehension
5

Hornby, Oxford

Oxford
Adam Bennion, Op.cit., h. 7

Reading comprehension is an active process of thinking which not only

depending on the readers comprehension skill but also on his/her
experience and background knowledge8. In this research reading
comprehension refers to one of subject at second semester of English Study
Program in STAIN Curup.
F. Significance of the Research
The result of this research will be useful for:
First, this research is effective to give information for the teacher,
especially Reading teacher to improve their teaching be efficiently in learning
process.
Second, the result of this research is also expected to improve teachers
roles in teaching which able to lead and help students by characteristics of
efficient teaching reading to create the efficient reader.
Last, the result of this research is effective to enlarge the knowledge of
teaching reading. Furthermore, the researcher can learn more from this study.
G. Organization of the Thesis
The systematic of this research is as follow:
Chapter I, Introduction describes about background, research question, objective
of the research, delimitation, operational definition and significance of the
research.
Chapter II, literature review is the explanation about definition of efficient
teaching, definition of reading comprehension, and review of related findings.
Chapter III, Research Methodology consists of kinds of research, subject of the
research, technique of collecting the data, instrument and analysis data.
Chapter IV, Research finding and discussion, consists of result findings, and
discussion of the research.
8

Kustaryo,Reading Technique for College Students,(Jakarta:Depdikbud,1999), p.5

Chapter V consists of conclusion the result and provides some beneficial

suggestions.

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

Adam Bennion, Op.cit., h. 7

AsakuWalisongo, Efficient Reading, access on October 12nd, 2012, from http://asa2009.blogspot.com/2012/10/efficient -reading.html
10

attitudes of students. Her efficiency can be evaluated fairly only in terms of

her success at this task. In other words, if a teacher is rated at all, she should
be rated not only by the clothes she wears, or the method she chooses, but by
the results she secures11. Efficiency involves both getting a particular task
done, and doing it with maximum out put for the minimum in put of
resources.12 Efficient means using the least effort to obtain satisfactory
results. We want the students to use their time and energy to best effect. But
understanding is not the only criterion for efficient reading another is the
time taken to read.
Efficient teaching is an active, thinking process. It is the process of
transferring knowledge with various and precise techniques in teaching in
order that students get what teachers give and lead to them. For doing this,
teachers have to consider some principles in teaching so the materials that
given to students can be received well.

2. Reading Comprehension
a. Definition of Reading Comprehension

11
12

Adam Bennion, Principles of Teaching, (The Project Gutenberg. Ebook, 2005), p. 7

Asaku Walisongo,

10

Reading is the activity of somebody who reads 13. So reading is very

important to get knowledge. Reading is process of interaction between
readers with reading text. The readers trying to understand the content of
the reading based on their background knowledge and linguistic
competence. In the process of reading comprehension the reader
generally make prediction on the basic of semantic, syntax, graphology,
and content of the situation and then it will be reinforced or rejected in
accordance with the content of the reading obtained.14
Reading is an activity, because all activities to read must active until
sure level. It is incredible that if could happen for too passive right in
reading because we cannot read without moved of eye and mind 15. A
reader will become the better than another reader if she/he is activities
that various in reading as soon as demanding of herself/his self and text is
read. Hartis and Sipay mention that reading can be defined meaningful
interpretation of written language. The essence of reading is to gain the
meaning of the word right. Introduce regarded as a necessary
precondition for reading comprehension, but the introduction of words
without comprehension is very little value16. David Russel mentions that
reading response to the understanding that the authors stated in words,

13

As Homby, Op.cit, p.1097

Tarjo,
Hakekat
Membaca,
access
on
November
22nd,
2012
Http://tarjo.blogspot.com/2009/03/ hakekat-membaca-prosesmembaca-jenis_8558.html
14

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

sentences, paragraphs or a longer form. in this case also includes a new

understanding of the process of personal discovery by the reader.17
Reading comprehension involves much more than readers
responses to text. Reading comprehension is a multi-component, highly
complex process that involves many interactions between readers and
what they bring to the text (previous knowledge, strategy use) as well as
variables related to the text itself (interest in text, understanding of text
types).18Bomouth says that, reading comprehension is generalized
knowledge acquisition skills that allow people to getting information that
obtained as a result of reading the written language.19 So reading
comprehension is understanding of a written text. If one has ability to
comprehend the text, he / she has ability to associate printed symbol or
bring the meaning from the text. Reading is an interactive process that
goes on between the reader and the text, resulting in comprehension. The
text presents letters, words, sentences, and paragraphs that encode
meaning. The reader uses knowledge, skills, and strategies to determine
what that meaning is.
Reader knowledge, skills, and strategies include20:
1) Linguistic competence: the ability to recognize the elements of the
writing system; knowledge of vocabulary; knowledge of how words
are structured into sentences
17

18

Ibid. p.21

Janette Klingner et al., Teaching Reading Comprehension to Students with Learning

Difficulties, (New York: GUILFORD PRESS, 2007), p. 8
19
Darmiyati Zuchdi,Op.Cit., p.22
20
NCLRC, Op.cit.,

12

2) Discourse competence: knowledge of discourse markers and how

they connect parts of the text to one another
3) Sociolinguistic competence: knowledge about different types of
texts and their usual structure and content
4) Strategic competence: the ability to use top-down strategies as well
as knowledge of the language (a bottom-up strategy)
The purposes for reading and the type of text determine the specific
knowledge, skills, and strategies that readers need to apply to achieve
comprehension. Reading comprehension is more than decoding. Reading
comprehension results when the reader knows which skills and strategies
are appropriate for the type of text, and understand how to apply them to
accomplish the reading purpose.
3. Principles for Teaching Reading
a. Reading is not passive skill
Reading is an incredibly active occupation. To do it successfully, we
have to understand what the words mean, see the pictures the words are
painting, understand the arguments, and work out if we agree with
them21.
b. Students need to be engaged with what they are reading
Students who are not actively interested in what they are doing with
the reading text are less likely to benefit from it. They get much more
when they are really fired up with the topics or the texts 22.Teacher can

21
22

Jeremy Harmer, How to Teach English, (UK: Longman, 1998), p. 70

Jeremy

13

select the material offer a degree of students intrinsic motivation.

Carefully sequence readings and instructional strategies that are successoriented give further intrinsic involvement in the process23.
c. Students should be encouraged to respond to the content of a reading text,
not just to the language.
It is important to study reading texts for the way they use language,
how many times they use relative clauses and the number of paragraphs
they contain. But the meaning of the text is just as important and teacher
must give students a chance to respond the message in some ways 24.
Teacher should consider what the text that will be given to students by
balancing authenticity and readability in choosing texts.
Choose texts of the right difficulty and interest level. Authentic
simple texts can either be devised or located in the real world. From ads
to labels to reports to essays, text are available that are grammatically and
lexically simple. Simplifying an existing potential reading selection may
not be necessary. Yet if simplification must be done, it is important to
preserve the natural redundancy, humor, wit, and other captivating
features of the original material25.
Texts of the right reading level are neither too easy nor too hard for
a particular reader. Choosing texts of the right difficulty and interest
levels will encourage children to read and to enjoy what they are reading.
Vocabulary, word length, grammatical complexity and sentence length
23

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

cultural reference, content message. Teacher can help students to

become accurate guessers by encouraging them to use effective
compensation strategies in which they fill gaps in their competence
by intelligent attempts to use whatever clues are available to them.
6) Analyze vocabulary
Many studies have shown that good readers have good vocabulary
knowledge. In order to understand a text, readers need to know the
meanings of individual words. They construct an understanding of the
text by assembling and making sense of the words in context. 30
Teacher can encourage the students to get meanings from the text by
giving clues to help them out.
7) Capitalize on discourse markers to process relationships
Many discourse markers in English signal relationships among ideas
as expressed through phrases, clauses, and sentences. A clear
comprehension of such markers can greatly enhance learners reading
efficiency.
8) Prior Knowledge
Having more prior knowledge generally aids comprehension. There
are many aspects to prior knowledge, including knowledge of the
world, cultural knowledge, subject-matter knowledge and linguistic
knowledge. A readers interest in a subject matter will also influence
the level of prior knowledge. All of these factors are important to
different degrees, depending on the reading task31.

30

31

Pang Elizabeth et al, Op.cit., p.12

Ibid., p. 13

18

Readers knowledge of the world depends on lived experience. This is

different in different countries, regions and cultures. Reading tasks
and reading instruction should be sensitive to the types of prior
knowledge that are needed for the reader to understand a text.
Students

background

comprehension.

knowledge

Background

can

knowledge

influence
includes

all

reading
of

the

experiences that students bring to a text: life experiences, educational

experiences and cultural background and knowledge. Reading
comprehension can be significantly enhanced if background
knowledge can be activated by setting goals, asking questions,
teaching texts structure and so on.32
9) Speed and fluent
Students need to read between 100 and 150 words correct per minute
if they want to read at the average pace for students in the middle
grades (Hasbrouck & Tindal, 1992). To achieve this goal, students
need to know how to read words automatically, without a lot of
pauses to decode. Teachers can provide support by teaching fluency
skills students need to read for comprehension. A few pointers to
facilitate fluency include the following33:
a) Monitor students progress in reading by asking them to read
information passages at the grade level you are teaching.
32

David Nunan, Practical English Language Teaching, (NY: McGraw Hell, 2003), p. 74

33

Janette Klingner et al., Op.cit., p. 8

19

Calculate the correct words read per minute. Ask students to

monitor their progress by graphing results.
b) Ask students to reread difficult passages.
c) Ask students to work with peer partners to read and reread
passages.
d) Identify key words and proper nouns and pre-teach prior to asking
students to read text.
e) Students fluency increases when they listen to books or text on
tape prior to reading independently.
f) Give opportunities for students to showcase their reading by
asking them to prepare a passage or dialogue to read aloud to the
class. Advanced preparation allows students time to read and
reread materialan effective practice for improving fluency.
g) Names of people, places, and things are often difficult to read;
teach these prior to reading.
Penny Ur also suggests some indicators that need to be concerned by
teacher to improve students reading skill. It can be seen in the table below
EFFICIENT AND INEFFICIENT READING34
1. Language

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

The reading progresses fairly

fast: mainly because the reader
has 'automatized' recognition of
common combinations, and does
not waste time working out each
word or group of words anew.
The student concentrates on the
significant bits, and skims the
rest; may even skip parts he or
she knows to be insignificant.

The student takes

incomprehensible vocabulary in
5. Incomprehis or her stride: guesses its
hensible
meaning from the surrounding
vocabulary
text, or ignores it and manages
without; uses a dictionary only
when these strategies are
insufficient.

The reading is slow: the

student does not have a large
vocabulary of
automatically recognized
items.
The student pays the same
amount of attention to all
parts of the text.
The student cannot tolerate
incomprehensible
vocabulary items: stops to
look every one up in a
dictionary, and/or feels
discouraged from trying to
comprehend the text as a
whole.

6. Prediction The student thinks ahead,

hypothesizes, predicts.

The student does not think

ahead, deals with the text as
it comes.

7.
Background
Information

The student does not have or

use background information.

The student has and uses

background information to help
understand the text.

The student is motivated to read:

by interesting content or a
challenging task.
The student is aware of a clear
9. Purpose
purpose in reading: for example,
to find out something, to get
pleasure.
The student uses different
10. Strategies
strategies for different kinds of
reading.
8. Motivation

The student has no particular

interest in reading.
The student has no clear
purpose other than to obey
the teacher's instruction.
The student uses the same
strategy for all texts.

Brown Douglas in his Teaching by Principles book, points out the

characteristics of written language35, these are:

35

Douglas Brown, Op.cit., p. 303

21

a. Permanent. Written language is permanent and therefore the reader has

an opportunity to return again, again and again, if necessary, to a word
or phrase or sentence, or event a whole text.
b. Processing time. Most reading contexts allow readers to read their own
rate. A good deal of emphasis is placed on reading speed in our fastpaced, time-conscious society, which is good news and bad news.
c. Distance. The task of the reader is to interpret language that was written
in some other place at some other time with only the written words
themselves as contextual clues.
d. Orthography. English orthography is highly predictable from its spoken
counterpart. For literate learners of English, our spelling system
presents only minor difficulties, even for those whose native languages
have quite different systems. Actually most of the irregularity in
English manifests itself in high-frequency words, and once those words
are in place, the rest of the system can usually be mastered without
special instruction.
e. Complexity. Readers have to retool their cognitive preceptors in order
to extract meaning from the written code.
f. Formality. Writing is quite frequently more formal than speech. We
have rhetorical or organizational formality in essay writing that
demands a writers conformity to conventions like paragraph topics;
logical order for say; have opening, closing, etc.
B. Review of Related Findings
The researcher presents one previous study about teaching reading, which
is from Puteri who conducted a research entitled The Implementation of School
Based Curriculum in Teaching Reading. She focuses on the implementation of

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

Ngalim Purwanto, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja

Rosdakarya, 2003), p.149
41
Nana Sudjana, Tuntunan Penyusunan Karya Ilmiah (Makalah, Skripsi, Thesis Dan Disertasi),
(Bandung: Sinar Baru Algesindo, 2010), p.113
42
Hasi Sutrisno, Methodology Research, (Yogyakarta:Andi Offset, 1989), p.192

25

The observation techniques, the researcher to directly observe about the

efficient teaching in reading comprehension class at second semester of
English Study Program in STAIN Curup. The researcher use the checklist
based on Penny Urs version because it can represent the indicator of
efficient teaching reading. The form of format observation is checklist which
consists of 10 items based on indicator of efficient teaching. These are
language, content, speed, attention, incomprehensible vocabulary, prediction,
background information, motivation, purpose and strategies.
No

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 sets and gives time

limit for students to read the
text
Lecturer asks students to tell
what the text about

Lecturer help
students concentrate
on the significant
bits, and skim the
rest; may even skip
parts they know to
be insignificant.

Lecturer gives clear

instruction

Lecturer gives questions that

related to the text after
students reading it

Students do the lecturers

instruction well

*E

*N

Explan
ation

26

Incomprehensible
vocabulary

Lecturer leads
students to take
incomprehensible
vocabulary in their
stride

Students guess its meaning

from the surrounding text
without dictionary
They use a dictionary only
when these strategies are
insufficient.

Lecturer leads
students to think
ahead, hypothesizes,
predicts.
6

Lecturer asks students to

ignore it

Prediction

Lecturer asks students guess

the next information
Lecturer gives vocabulary
items (clues) from the text
and ask them to think it will
be about
Lecturer give questions before
reading

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.

Lecturer asks students to give

some opinion related to the
text
Lecturer asks about students
experience that related to the
text
Students give comments or
suggestion related to the
materials
Lecturer gives interesting
content
Lecturer gives a challenging
task
Lecturer gives task to find out
something (main idea, gist,
specific information)
Lecturer gives task to make
conclusion, summary, etc.
Lecturer gives different text,
task and activity each meeting
Use scanning to get general
information
Use skimming to find out
specific information

*E= Exist, I= Not Exist

b.

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

findings in a written report.44For analyzing the data in this research, the

researcher did these steps:
1.

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

As this researchs name suggests, the data were analyzed by using

words or pictures. In order that, describing data was done by using word in
which it was to describe the data that had been classified based on the types.
Besides that, the researcher described the interpretation of humor used by
5.

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

1. The implementation of Efficient Teaching in Reading Comprehension

Class
a. The Result of Observation Checklist
Table 3
The result of Observation Class I
No

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

Based on the data above, it can be seen that

2. The Lecturers Problems in Implementing Efficient Teaching in Reading
Comprehension Class
To get the data about lecturers problem in implementing efficient
teaching in reading comprehension class researcher did the open interview as
follow:
No

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

the incomprehensible vocabulary. Although

the content of the text is familiar for
students, there are some vocabularies that
they do not know its meaning. They have
less vocabulary so I give the task for them
by vocabulary focus task.
For certain text, I give questions for
students before reading the text to lead
them in expanding their comprehension of
the text later. Besides, I give them
vocabulary items as clues to make easy in
understanding. It is not too difficult to do
because students have enthusiasm in
reading.
Almost of the beginning activity, I give
questions for students to explore their
background knowledge
I always give the text that familiar and
interesting content. For example, I give
text about Desperate Decision which
consists of the problem solving case and
students have to find out the solution to
solve it. In addition, I also prepare the
different task/activity from the previous
meeting in order that teaching is not boring
like the text about The Murderer of Lady
Gerta. Students are challenged to be a
detective whom identifies the case based
on the clues of the text.
The purpose of the reading is focused on
the task given. It is given by written and
oral.
I give different text, task and activity in
each meeting. Automatically students
strategies that used are different.

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

Students seriousness in following the learning process

Choosing the materials
The lack of students vocabulary

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

Fourth guidance is attention. This point means that lecturer helps

students to concentrate on what they are going to do, such as lecturer gives
clear instruction and students follow it. During observation this point is
mostly fulfilled. Fifth is incomprehensible vocabulary. Vocabulary is the
great point that has to be possessed to comprehend the text. Based on the
observation, this point is barely implemented because the students have less
vocabulary. So, when they found unfamiliar word they directly opened the
dictionary or asked to the lecturer.
Sixth is prediction. To more easy in understanding the text is by making
prediction or hypothesis about what the text is going to talk about. Based on
the observation, researcher found that lecturer did some strategies such as ask
students to guess, giving question before reading what will happen after the
briefcase taken by a thief?, lecturer gave vocabulary items (clues) from the
text such as do you know what the meaning of?, What do you think
about archeology?.
Seventh is background information. This guidance was very important
to be expanded. Lecturer had done this guidance well. He always prepared
and given some questions to students in order to see and expand students
background information. For example what do you think about love?,
Have you ever get experience with a thief?, What are the wonders in the
world today? By these questions lecturer could know how far students
background knowledge or experiences in order that could help students to
comprehend the texts.

37

Eighth guidance is motivation. Motivation needs to be considered in

order that students want to be more serious and enjoy following the teaching
and learning process. Based on the observation, lecturer given interesting
content for example when lecturer give theme about Marry where in that
time students are more spirit and interest in learning. Lecturer was not only
given interesting content but he also given challenging task to make students
more competitive and improve their ways to thinking. Based on the
observation lecturer brought the theme about Queue, he prepared pieces of
paper that contained of some clues for students. In addition, these techniques
are meant students do not fell bored and lazy to read the text.
Ninth and the last points are purpose and strategies. In reading students
have to aware of their purpose from the task that given by lecturer, such as
getting main idea, finding out the specific information, just for pleasure and
so on. The data showed that lecturer led students by giving some instructions
orally such as when lecturer wanted them to get general information about
the text by giving command find general information of the text and arrange
the pictures based on the story!, make conclusion of this text with your
partner!
Besides, in several texts lecturer gave written task or questions that
were in the paper. It could be directly seen by students and they could focus
in answer the questions. This point quite related to the last that is strategies
guidance where lecturer should lead students to use different strategies for
different kind of reading. In order that students used different strategies,
lecturer could give different task too. When students had to define the best

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

Third is choosing the materials. Based on the interview, lecturer said I

get difficulties in choosing the materials/texts that will be given to students.
We know that students are classified by placement test. It means that we
should give different materials to different levels. However, in this semester I
give same materials/texts to them and only give different responses in each
class. This problem emerged due to difficulties of defining the exact
materials suitable to students level moreover lecturer handled 5 classes.
Therefore, to solve this problem lecturer gave the same materials for all
classes but he gave different ways of teaching. The last problem is the lack of
students vocabulary. The vocabulary is very important to comprehend the
text. But if students have less vocabulary, it can make them get some
difficulties either to comprehend the text or to do the task.
From the explanation above can be concluded that the lecturers
problem in implementing of efficient teaching in reading comprehension
class are 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. To solve those problems, there are some solutions such as,
lecturer should be more firm in teaching in order that students are serious to
follow the teaching and learning process and lecturer should consider the
appropriate technique or task to increase students vocabulary.

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.