THE LINGUISTIC PROBLEM FACED BY ENGLISH TEACHER IN TEACHING READING AT MTs NEGERI BATU
THE LINGUISTIC PROBLEM FACED BY ENGLISH
TEACHER IN TEACHING READING
AT MTs NEGERI BATU
THESIS
By:
AJI PRAMULIA
201010100311113
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE LINGUISTIC PROBLEM FACED BY ENGLISH
TEACHER IN TEACHING READING
AT MTs NEGERI BATU
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana degree in English Education Department
By:
AJI PRAMULIA
201010100311113
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
M OTTO AN D DEDICATION
“ If you are facing the problems as a challenges, life
becomes interesting, but if you are facing the problem
as a distraction, this life becomes frustrated with anger
and complaints”
“L earn f rom the mistake in the past, try by using a dif f erent w ay,
and always hope f or a successf ul f uture”
Invoke Almighty God for, God willing, it will
solve all difficulties.
This the sis is d e d ic a te d to :
My b e lo ve d fa the r a nd mo the r “ Witho ut yo u, i’ m no thing ”
My Siste r “ Yo ur sup p o rt is my p o we r”
My a ll c lo se frie nd “ Yo ur sp irit g ive me m uc h insp ira tio n
My p a rtne r in my life “ My life is c o lo rful b e c a use o f yo u!”
TABLE OF CONTENTS
APPROVAL .................................................................................................. ii
LEGALIZATION ........................................................................................ iii
ORIGINALITY DECLARATION ...............................................................iv
MOTTO AND DEDICATION ...................................................................... v
ABSTRACT ..................................................................................................vi
ACKNOWLEDGEMENTS ........................................................................ vii
TABLE OF CONTENTS ........................................................................... viii
CHAPTER I : INTRODUCTION
1.1 Background of The Study ................................................. 1
1.2 Statement of The Problem ................................................. 4
1.3 Purpose of The Study ........................................................ 5
1.4 Scope and Limitation ........................................................ 5
1.5 Significance of The Study ................................................. 5
1.6 Key Terms ........................................................................ 6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 Reading ............................................................................. 7
2.1.1 Types of Reading .................................................... 8
2.1.1.1 Intensive Reading ........................................ 8
2.1.1.2 Extensive Reading ....................................... 9
2.1.2 Approaches to Reading ......................................... 10
2.1.3 Teaching Reading ................................................ 12
2.1.3.1 Principles of Teaching Reading ................. 14
2.2 Factors that Influence The
Teaching Learning Process.............................................. 16
2.2.1 Teachers’ Role in Teaching Reading ..................... 16
2.2.2 The Role of Reading Strategies............................. 18
2.3 Problem in Language Teaching ....................................... 19
2.3.1 The Linguistic Factor ............................................ 20
2.3.2 Non-Linguistic Factor ........................................... 23
2.4 Solving The Problem in Language Teaching ................. 26
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design ........................................................... 29
3.2 Research Subject ........................................................... 30
3.3 Research Instrument...................................................... 30
3.3.1 Observation ........................................................... 31
3.3.2 Interview .............................................................. 32
3.4 Data Collection ............................................................. 34
3.5 Data Analysis................................................................ 35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
4.1 Research Finding .......................................................... 36
4.1.1 The Linguistic Problems Faced
By English Teacher in Teaching
Reading at MTsN Batu.......................................... 36
4.1.1.1 The Linguistic Problem
Of Pronounciation ....................................... 36
4.1.1.2 The Linguistic Problem
Of Grammar................................................ 38
4.1.1.3 The Linguistic Problem
Of Vocabulary ............................................ 39
4.1.2 The Way To Solve The Problem ............................ 40
4.1.2.1 The Solution of Linguistic
Problem of Pronounciation.......................... 40
4.1.2.2 The Solution of Linguistic
Problem of Grammar .................................. 41
4.1.2.3 The Solution of Linguistic
Problem of Vocabulary ............................... 41
4.2 Discussion .................................................................... 43
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................... 46
5.2 Suggestion .................................................................... 47
APPENDICES
Appendix 1 School Legalization
Appendix 2 The Linguistic Problem of Pronounciation
Appendix 3 The Linguistic Problem of Grammar
Appendix 4 The Linguistic Problem of Vocabulary
Appendix 5 Transcript Interview
REFERENCES
Alyousef, Hesham S. 2005. Teaching Reading Comprehension to ESL/EFL
Learners.Reading
Matrix:
Vol.V
No.2,
Available
at
http://www.learningdomain.com/Reading.Introdu.pdf,accessed date: June
05th 2014
Anderson, Neil J. 2008. Practical English Language Teaching: Reading. New York:
McGraw-Hill ESL/ELT
Ary, Donald, et al. 2002. Introduction to Research in Education 6th Edition. United
States of America: Wadsworth.
Ary, Donald, et al. 2010. Introduction to Research in Education 8th Edition. United
States of America: Wadsworth.
Behravan, Hamid. 2012. Dialect and Accent Recognition. Master’s Thesis. Findland:
University
of
Eastern
Findland,
Available
at
http://cs.joensuu.fi/~behravan/Thesis_BehravanHamid.pdf, accessed date:
June 27th 2014
Blair, Timothy R. et al. 2007. The effective teacher of reading: Considering the
“what” and “how” of instruction. The Reading Teacher: Vol.60 No.5,
Available
at
http://www.haydenelementary.com/instructionrt-60-5blair.pdf, Accessed date: July 3rd 2014
Bogdan, Robert C and Biklen. 2007. Qualitative Research Design for Education (An
Introduction to Theory and Methods. 5th Edition. USA: Pearson
Education Inc.
Brown, H. Douglas. 2000. Principle Of Language Learning And Teaching 4th
Edition. United States of America: Wesley Longman.
Creswell, John W. 2012. Educational Research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research 4th Edition. Boston:
Pearson Education, Inc.
Day,
Richard R. 2003. What is Extensive Reading?, Available at
http://ww.cape.edu/docs/TTalk0021.pdf, Accessed date: June 30th 2014
Day, Richard R. and Bamford, Julian. 2002. Top TenPrinciples for Teaching
Extensive Reading. Reading in a Foreign Language: Vol. 14 No. 2,
Available
at
http://nflrc.hawaii.edu/rfl/October2002/day/day.html,
Accessed date: June 30th 2014
Dimyati and Mudjiono. 2009. Belajar dan Pembelajaran. Jakarta: Rineka Cipta
Eckert, Penelope and Rickford, John R. 2001. Style and Sociolinguistic Variation.
United States: Cambridge University Press
Fambudi, Angga O.P. and Wicaksono Bayu H. 2014. A study on the Teaching
Method of Speaking English by Using Debate as Used by Debate Coach
at Ilf of the University of Muhammadiyah Malang. Celtic Vol.1 No. 1 pp
16-28. Malang: UMM Press
Khand, Ziauddin. 2004. Teaching Reading Skills:Problems & Suggestions. Journal of
Research (Faculty of Languages & Islamic Studies) 2004 Vol.5,
Available
at
http://bzu.edu.pk/jrlanguages/Vol5%202004/Ziauddin%20Khand-4.pdf, Accessed date: June 20th 2014
Leveridge, Neil A. 2008.The Relationship Between Language &Culture and the
Implications
for
Language
Teaching.
Available
at
http://edition.tefl.net/articles/teacher-technique/language-culture/,
Accessed date: August 14th 2014
Mukoroli, Joseph. 2011. Effective Vocabulary Teaching Strategies For The English
For
Academic
Purposes
Esl
Classroom,
Available
at
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1503&context
=ipp_collection, Accessed date: August 1st 2014
Muniroh, Lailatul. 2008. Modification of The Teachers’ Speech Used at 5th And 6th
Grade of English For Young Learners’ Course At English Department Of
UMM. Unpublished Thesis. Malang: Universitas Muhammadiyah Malang
Muslimah, Rose F. 2008. The Linguistic and Nonlinguistic Problems Faced By The
Teacher In Teaching English For Young Learner At Madrasah Ibtidaiyah
Jenderal Sudirman Malang. Unpublished Thesis. Malang: Universitas
Muhammadiyah Malang
Nunan, David. 2003. Practical English Language Teaching. New York: McGrawHill ESL/ELT
Rahman, Muhammad H. 2007. An Evaluation Of The Teaching Of Reading Skills Of
English in Bangladesh. Published Thesis. Bangladesh: University Of
Rajshahi
Richards, Jack C. and Lockhart, Charles. 1996. Reflective Teaching In Second
Language Classroom. New York: Cambridge University Press
Siahaan, Sanggam. 2008. Issues in Linguistic. Yogyakarta: Graha Ilmu
Sudiran and Prasetiyowati. 2014. The Implementation Of Media In Teaching English
For Young Learners (EYL). Celtic Vol.1 No. 1 pp 1-15. Malang: UMM
Press
Sunggingwati, Dyah and Nguyen, Hoa T.M. 2013. Teachers’ Questioning in Reading
Lessons: A Case Study in Indonesia. Electric Journal of Foreign Language
Teaching Vol. 10 No. 1 pp 80-95, Available at http://e-flt.nus.edu.sg,
Accessed date: June 15th 2014
CHAPTER I
INTRODUCTION
This chapter discusses some topics related to the background of study, the
statement of the problems, the purposes of the study, scope and limitation,
significance of the study, and definition of key term.
1.1 Background of Study
English has been considered as the first foreign language in Indonesia. English
is the most commonly used language among foreign language speakers. Throughout
the world, when people with different languages come together they commonly use
English to communicate. Not only for communication, English is very helpful for
everyone especially students in reading something from books or article because
many books or article now use english language. Therefore, English has became main
subject in indonesian’s school especially in junior high school and senior high school.
Based on the national curriculum (Kurikulum KTSP, 2006) at junior high
school, English is taught as a compulsary subject for three years in Grades 7-9. They
study the same subject in the senior high school. There are four English skills is
taught in junior high school and senior high school, those are speaking, writing,
reading and listening. But, many english teachers in Junior high school and senior
high school are more concern in teaching reading, because among the four English
skills, reading is more emphasised to be taught in Indonesia as the item tests of the
national examination focus on the reading comprehension. Although, listening also as
1
2
the item tests of the national examination, but reading take a big part of the question.
So, the prominence of teaching English in Indonesia especially in teaching reading is
to develop comprehension skills.
Reading in a foreign language is the main goal of learning and “the most
important skill in a foreign language” (McDonough & Shaw, in Sunggiwati&
Nguyen, 2013). Anderson (2008) states that there are three reasons why reading is
important. First, much of the information available in the world comes in the formal
print. Most of the printed materials in the world come in English. In order to help
students access more of the information available in english, the teacher must
establish a culture of reading. Second, reading strengthens other areas of learning. It
means that reading can strengthen the other skill, such as writing, listening, and
speaking. Third, reading a lot can increase critical thinking skills. Students who read
a lot are able to sift through arguments and arrive at a position because they have
critically developed their ideas.
Reading is a receptive language process. It is the process of recognition,
interpretation, and perception of written or printed materials. In other words, reading
is a complex cognitive and linguistic process. In reading, “comprehension involves
understanding the vocabulary, seeing relationships among words and concepts,
organizing ideas, recognizing the author’s purpose, evaluating the context, and
making judgment” (Hancock in Chou, 2011). Moreover, successful reading depends
upon the richness of a learner’s experiences and language, both in the world and with
print. It also depends upon a reader’s view of reading as a purposeful, informative,
and enjoyable activity. (Tompkins, Slowik, & Vogt, 2010). Teacher is the person who
3
can change all of complex process into simple process that can make student more
easier in learning reading.
Teacher has a major role in teaching reading. The role of teacher in teaching
reading is more important and has a greater impact than any single fixed reading
program, method, or approach. Blair et al. (2007) state that being a nice person
doesn’t an effective teacher of reading make, but a nice person doing some important
things in terms of the reading process result in good teaching and good learning. It
shows that the good teacher in teaching reading is the person that always make an
effort to find the best way in teaching reading. It is not just an effort alone. It is
exactly focused and how this effort is expanded that make difference. However,
teacher always get some difficulties in the teaching learning process especially with
their students.
Purnawati (2010) investigated the problems in teaching reading faced by the
second grade English teachers at SMA 1 Panggul-Trenggalek. The result indicated
that the problem of teaching reading are; 1) difficulties in selecting reading material
related to the topic in the text which was different from the students condition and the
vocabulary and structure of the text were difficult, 2) Classroom management since
the class was big and each class had 43 students, 3) Developing students motivation
and interest, 4) students perception that learning english was difficult especially since
there were differences between written form and pronounciation.
In addition, Kumala (2007) stated that the common problems in teaching
reading comprehension are the lack of students vocabulary, lowness of students
4
background knowledge, the teachers are difficult to select the material, and student
motivation is low.
Based on the statement above, the researcher is interested in conducting the
study about the problem in teaching reading faced by the teacher in teaching reading
at MTs Negeri Batu. The differences between this research with two researches
above are the researcher more focused on linguistic problem in teaching reading
especially on vocabulary, pronounciation, and grammar. Beside that, the researcher
also has some reasons in choosing MTs Negeri Batu as the location of conducted this
study. First, this school is one of good schools in Malang, although that school is
good school and has complete facilities, it is not impossible that there are many
problems influencing the teaching learning English process especially in teaching
reading comprehension. Second, by doing this research, the researcher will know the
teacher’s problems and its solutions, when knowing the solutions of those problems;
the teacher may improve the teaching learning process especially in teaching reading
at MTs Negeri Batu.
1.2 Statement of The Problems
1). What are the linguistic problems faced by the English teacher in teaching reading
at MTs Negeri Batu?
2). How does the teacher solve the linguistic problems in teaching reading at MTs
Negeri Batu?
5
1.3 Purpose of The Study
1). To analyze the linguistic problems faced by the teacher inteaching reading at MTs
Negeri Batu.
2). To analyze how the teacher solve the linguistic problems faced by the teacher in
teaching reading at MTs Negeri Batu.
1.4 Scope and Limitation
In this study the researcher focuses on the linguistic problems faced by the
teachers in teaching reading at MTs Negeri Batu. Meanwhile, this study is limited to
pronunciation, grammar, and vocabulary and the researcher takes one teacher who
teaches reading in the ninth grade
1.5 Significance of The Study
This study is considered significant in some aspects:
1). The results of this study are expected to give meaningful information for English
teacher in MTs Negeri Batu in improving teaching learning process especially in
teaching reading. So it can be used to guide the teacher in the future to make their
teaching and learning process can run well.
2). The result of this study will give a good contribution on English teaching and
learning in order to know the problem solving of linguistic problems faced by
teacher.
6
1.6 Key Terms
1). Linguistic is the scientific study of human’s language. Linguistic does not study
every form of human’s language. It focused on analyzing human’s verbal
language; the language that consist of words (Jendra, 2010).
2). Problemis a situation in which a person is motivated to reach a goal but some
obstacle block the attainment of the goal (Klein, 2002).
3). Teaching is guiding and facilitating learning, enabling the learner to learn
(Brown, 2000)
4). Reading is a process of readers combining information from a text and their own
background knowledge to build meaning (Anderson, 2008).
5). Teaching Reading is teaching learners how to transfer reading skills in their first
language to new reading context in a new language (Anderson, 2008)
TEACHER IN TEACHING READING
AT MTs NEGERI BATU
THESIS
By:
AJI PRAMULIA
201010100311113
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
THE LINGUISTIC PROBLEM FACED BY ENGLISH
TEACHER IN TEACHING READING
AT MTs NEGERI BATU
THESIS
This thesis is submitted to fulfill one of the requirements to achieve
Sarjana degree in English Education Department
By:
AJI PRAMULIA
201010100311113
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2014
M OTTO AN D DEDICATION
“ If you are facing the problems as a challenges, life
becomes interesting, but if you are facing the problem
as a distraction, this life becomes frustrated with anger
and complaints”
“L earn f rom the mistake in the past, try by using a dif f erent w ay,
and always hope f or a successf ul f uture”
Invoke Almighty God for, God willing, it will
solve all difficulties.
This the sis is d e d ic a te d to :
My b e lo ve d fa the r a nd mo the r “ Witho ut yo u, i’ m no thing ”
My Siste r “ Yo ur sup p o rt is my p o we r”
My a ll c lo se frie nd “ Yo ur sp irit g ive me m uc h insp ira tio n
My p a rtne r in my life “ My life is c o lo rful b e c a use o f yo u!”
TABLE OF CONTENTS
APPROVAL .................................................................................................. ii
LEGALIZATION ........................................................................................ iii
ORIGINALITY DECLARATION ...............................................................iv
MOTTO AND DEDICATION ...................................................................... v
ABSTRACT ..................................................................................................vi
ACKNOWLEDGEMENTS ........................................................................ vii
TABLE OF CONTENTS ........................................................................... viii
CHAPTER I : INTRODUCTION
1.1 Background of The Study ................................................. 1
1.2 Statement of The Problem ................................................. 4
1.3 Purpose of The Study ........................................................ 5
1.4 Scope and Limitation ........................................................ 5
1.5 Significance of The Study ................................................. 5
1.6 Key Terms ........................................................................ 6
CHAPTER II : REVIEW OF RELATED LITERATURE
2.1 Reading ............................................................................. 7
2.1.1 Types of Reading .................................................... 8
2.1.1.1 Intensive Reading ........................................ 8
2.1.1.2 Extensive Reading ....................................... 9
2.1.2 Approaches to Reading ......................................... 10
2.1.3 Teaching Reading ................................................ 12
2.1.3.1 Principles of Teaching Reading ................. 14
2.2 Factors that Influence The
Teaching Learning Process.............................................. 16
2.2.1 Teachers’ Role in Teaching Reading ..................... 16
2.2.2 The Role of Reading Strategies............................. 18
2.3 Problem in Language Teaching ....................................... 19
2.3.1 The Linguistic Factor ............................................ 20
2.3.2 Non-Linguistic Factor ........................................... 23
2.4 Solving The Problem in Language Teaching ................. 26
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design ........................................................... 29
3.2 Research Subject ........................................................... 30
3.3 Research Instrument...................................................... 30
3.3.1 Observation ........................................................... 31
3.3.2 Interview .............................................................. 32
3.4 Data Collection ............................................................. 34
3.5 Data Analysis................................................................ 35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
4.1 Research Finding .......................................................... 36
4.1.1 The Linguistic Problems Faced
By English Teacher in Teaching
Reading at MTsN Batu.......................................... 36
4.1.1.1 The Linguistic Problem
Of Pronounciation ....................................... 36
4.1.1.2 The Linguistic Problem
Of Grammar................................................ 38
4.1.1.3 The Linguistic Problem
Of Vocabulary ............................................ 39
4.1.2 The Way To Solve The Problem ............................ 40
4.1.2.1 The Solution of Linguistic
Problem of Pronounciation.......................... 40
4.1.2.2 The Solution of Linguistic
Problem of Grammar .................................. 41
4.1.2.3 The Solution of Linguistic
Problem of Vocabulary ............................... 41
4.2 Discussion .................................................................... 43
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................... 46
5.2 Suggestion .................................................................... 47
APPENDICES
Appendix 1 School Legalization
Appendix 2 The Linguistic Problem of Pronounciation
Appendix 3 The Linguistic Problem of Grammar
Appendix 4 The Linguistic Problem of Vocabulary
Appendix 5 Transcript Interview
REFERENCES
Alyousef, Hesham S. 2005. Teaching Reading Comprehension to ESL/EFL
Learners.Reading
Matrix:
Vol.V
No.2,
Available
at
http://www.learningdomain.com/Reading.Introdu.pdf,accessed date: June
05th 2014
Anderson, Neil J. 2008. Practical English Language Teaching: Reading. New York:
McGraw-Hill ESL/ELT
Ary, Donald, et al. 2002. Introduction to Research in Education 6th Edition. United
States of America: Wadsworth.
Ary, Donald, et al. 2010. Introduction to Research in Education 8th Edition. United
States of America: Wadsworth.
Behravan, Hamid. 2012. Dialect and Accent Recognition. Master’s Thesis. Findland:
University
of
Eastern
Findland,
Available
at
http://cs.joensuu.fi/~behravan/Thesis_BehravanHamid.pdf, accessed date:
June 27th 2014
Blair, Timothy R. et al. 2007. The effective teacher of reading: Considering the
“what” and “how” of instruction. The Reading Teacher: Vol.60 No.5,
Available
at
http://www.haydenelementary.com/instructionrt-60-5blair.pdf, Accessed date: July 3rd 2014
Bogdan, Robert C and Biklen. 2007. Qualitative Research Design for Education (An
Introduction to Theory and Methods. 5th Edition. USA: Pearson
Education Inc.
Brown, H. Douglas. 2000. Principle Of Language Learning And Teaching 4th
Edition. United States of America: Wesley Longman.
Creswell, John W. 2012. Educational Research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research 4th Edition. Boston:
Pearson Education, Inc.
Day,
Richard R. 2003. What is Extensive Reading?, Available at
http://ww.cape.edu/docs/TTalk0021.pdf, Accessed date: June 30th 2014
Day, Richard R. and Bamford, Julian. 2002. Top TenPrinciples for Teaching
Extensive Reading. Reading in a Foreign Language: Vol. 14 No. 2,
Available
at
http://nflrc.hawaii.edu/rfl/October2002/day/day.html,
Accessed date: June 30th 2014
Dimyati and Mudjiono. 2009. Belajar dan Pembelajaran. Jakarta: Rineka Cipta
Eckert, Penelope and Rickford, John R. 2001. Style and Sociolinguistic Variation.
United States: Cambridge University Press
Fambudi, Angga O.P. and Wicaksono Bayu H. 2014. A study on the Teaching
Method of Speaking English by Using Debate as Used by Debate Coach
at Ilf of the University of Muhammadiyah Malang. Celtic Vol.1 No. 1 pp
16-28. Malang: UMM Press
Khand, Ziauddin. 2004. Teaching Reading Skills:Problems & Suggestions. Journal of
Research (Faculty of Languages & Islamic Studies) 2004 Vol.5,
Available
at
http://bzu.edu.pk/jrlanguages/Vol5%202004/Ziauddin%20Khand-4.pdf, Accessed date: June 20th 2014
Leveridge, Neil A. 2008.The Relationship Between Language &Culture and the
Implications
for
Language
Teaching.
Available
at
http://edition.tefl.net/articles/teacher-technique/language-culture/,
Accessed date: August 14th 2014
Mukoroli, Joseph. 2011. Effective Vocabulary Teaching Strategies For The English
For
Academic
Purposes
Esl
Classroom,
Available
at
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1503&context
=ipp_collection, Accessed date: August 1st 2014
Muniroh, Lailatul. 2008. Modification of The Teachers’ Speech Used at 5th And 6th
Grade of English For Young Learners’ Course At English Department Of
UMM. Unpublished Thesis. Malang: Universitas Muhammadiyah Malang
Muslimah, Rose F. 2008. The Linguistic and Nonlinguistic Problems Faced By The
Teacher In Teaching English For Young Learner At Madrasah Ibtidaiyah
Jenderal Sudirman Malang. Unpublished Thesis. Malang: Universitas
Muhammadiyah Malang
Nunan, David. 2003. Practical English Language Teaching. New York: McGrawHill ESL/ELT
Rahman, Muhammad H. 2007. An Evaluation Of The Teaching Of Reading Skills Of
English in Bangladesh. Published Thesis. Bangladesh: University Of
Rajshahi
Richards, Jack C. and Lockhart, Charles. 1996. Reflective Teaching In Second
Language Classroom. New York: Cambridge University Press
Siahaan, Sanggam. 2008. Issues in Linguistic. Yogyakarta: Graha Ilmu
Sudiran and Prasetiyowati. 2014. The Implementation Of Media In Teaching English
For Young Learners (EYL). Celtic Vol.1 No. 1 pp 1-15. Malang: UMM
Press
Sunggingwati, Dyah and Nguyen, Hoa T.M. 2013. Teachers’ Questioning in Reading
Lessons: A Case Study in Indonesia. Electric Journal of Foreign Language
Teaching Vol. 10 No. 1 pp 80-95, Available at http://e-flt.nus.edu.sg,
Accessed date: June 15th 2014
CHAPTER I
INTRODUCTION
This chapter discusses some topics related to the background of study, the
statement of the problems, the purposes of the study, scope and limitation,
significance of the study, and definition of key term.
1.1 Background of Study
English has been considered as the first foreign language in Indonesia. English
is the most commonly used language among foreign language speakers. Throughout
the world, when people with different languages come together they commonly use
English to communicate. Not only for communication, English is very helpful for
everyone especially students in reading something from books or article because
many books or article now use english language. Therefore, English has became main
subject in indonesian’s school especially in junior high school and senior high school.
Based on the national curriculum (Kurikulum KTSP, 2006) at junior high
school, English is taught as a compulsary subject for three years in Grades 7-9. They
study the same subject in the senior high school. There are four English skills is
taught in junior high school and senior high school, those are speaking, writing,
reading and listening. But, many english teachers in Junior high school and senior
high school are more concern in teaching reading, because among the four English
skills, reading is more emphasised to be taught in Indonesia as the item tests of the
national examination focus on the reading comprehension. Although, listening also as
1
2
the item tests of the national examination, but reading take a big part of the question.
So, the prominence of teaching English in Indonesia especially in teaching reading is
to develop comprehension skills.
Reading in a foreign language is the main goal of learning and “the most
important skill in a foreign language” (McDonough & Shaw, in Sunggiwati&
Nguyen, 2013). Anderson (2008) states that there are three reasons why reading is
important. First, much of the information available in the world comes in the formal
print. Most of the printed materials in the world come in English. In order to help
students access more of the information available in english, the teacher must
establish a culture of reading. Second, reading strengthens other areas of learning. It
means that reading can strengthen the other skill, such as writing, listening, and
speaking. Third, reading a lot can increase critical thinking skills. Students who read
a lot are able to sift through arguments and arrive at a position because they have
critically developed their ideas.
Reading is a receptive language process. It is the process of recognition,
interpretation, and perception of written or printed materials. In other words, reading
is a complex cognitive and linguistic process. In reading, “comprehension involves
understanding the vocabulary, seeing relationships among words and concepts,
organizing ideas, recognizing the author’s purpose, evaluating the context, and
making judgment” (Hancock in Chou, 2011). Moreover, successful reading depends
upon the richness of a learner’s experiences and language, both in the world and with
print. It also depends upon a reader’s view of reading as a purposeful, informative,
and enjoyable activity. (Tompkins, Slowik, & Vogt, 2010). Teacher is the person who
3
can change all of complex process into simple process that can make student more
easier in learning reading.
Teacher has a major role in teaching reading. The role of teacher in teaching
reading is more important and has a greater impact than any single fixed reading
program, method, or approach. Blair et al. (2007) state that being a nice person
doesn’t an effective teacher of reading make, but a nice person doing some important
things in terms of the reading process result in good teaching and good learning. It
shows that the good teacher in teaching reading is the person that always make an
effort to find the best way in teaching reading. It is not just an effort alone. It is
exactly focused and how this effort is expanded that make difference. However,
teacher always get some difficulties in the teaching learning process especially with
their students.
Purnawati (2010) investigated the problems in teaching reading faced by the
second grade English teachers at SMA 1 Panggul-Trenggalek. The result indicated
that the problem of teaching reading are; 1) difficulties in selecting reading material
related to the topic in the text which was different from the students condition and the
vocabulary and structure of the text were difficult, 2) Classroom management since
the class was big and each class had 43 students, 3) Developing students motivation
and interest, 4) students perception that learning english was difficult especially since
there were differences between written form and pronounciation.
In addition, Kumala (2007) stated that the common problems in teaching
reading comprehension are the lack of students vocabulary, lowness of students
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background knowledge, the teachers are difficult to select the material, and student
motivation is low.
Based on the statement above, the researcher is interested in conducting the
study about the problem in teaching reading faced by the teacher in teaching reading
at MTs Negeri Batu. The differences between this research with two researches
above are the researcher more focused on linguistic problem in teaching reading
especially on vocabulary, pronounciation, and grammar. Beside that, the researcher
also has some reasons in choosing MTs Negeri Batu as the location of conducted this
study. First, this school is one of good schools in Malang, although that school is
good school and has complete facilities, it is not impossible that there are many
problems influencing the teaching learning English process especially in teaching
reading comprehension. Second, by doing this research, the researcher will know the
teacher’s problems and its solutions, when knowing the solutions of those problems;
the teacher may improve the teaching learning process especially in teaching reading
at MTs Negeri Batu.
1.2 Statement of The Problems
1). What are the linguistic problems faced by the English teacher in teaching reading
at MTs Negeri Batu?
2). How does the teacher solve the linguistic problems in teaching reading at MTs
Negeri Batu?
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1.3 Purpose of The Study
1). To analyze the linguistic problems faced by the teacher inteaching reading at MTs
Negeri Batu.
2). To analyze how the teacher solve the linguistic problems faced by the teacher in
teaching reading at MTs Negeri Batu.
1.4 Scope and Limitation
In this study the researcher focuses on the linguistic problems faced by the
teachers in teaching reading at MTs Negeri Batu. Meanwhile, this study is limited to
pronunciation, grammar, and vocabulary and the researcher takes one teacher who
teaches reading in the ninth grade
1.5 Significance of The Study
This study is considered significant in some aspects:
1). The results of this study are expected to give meaningful information for English
teacher in MTs Negeri Batu in improving teaching learning process especially in
teaching reading. So it can be used to guide the teacher in the future to make their
teaching and learning process can run well.
2). The result of this study will give a good contribution on English teaching and
learning in order to know the problem solving of linguistic problems faced by
teacher.
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1.6 Key Terms
1). Linguistic is the scientific study of human’s language. Linguistic does not study
every form of human’s language. It focused on analyzing human’s verbal
language; the language that consist of words (Jendra, 2010).
2). Problemis a situation in which a person is motivated to reach a goal but some
obstacle block the attainment of the goal (Klein, 2002).
3). Teaching is guiding and facilitating learning, enabling the learner to learn
(Brown, 2000)
4). Reading is a process of readers combining information from a text and their own
background knowledge to build meaning (Anderson, 2008).
5). Teaching Reading is teaching learners how to transfer reading skills in their first
language to new reading context in a new language (Anderson, 2008)