32
No. Reading Materials
Genre of the text types
8. Dreams and it couldn’t be done
Poems 9. Old
ways new world News report
10. Piracy bites
Hortatory Exposition
Table 2.2 reading materials and the genre of the text used in Basic Reading I
Besides, the reading materials have correlation to the reading skills or strategies. The reading materials, used in Basic Reading I are employed to train
reading skills or strategies. Table 2.3 is presented the reading materials and reading skills used in Basic Reading I.
Reading materials Reading skills
Why men don’t iron Predicting, skimming, scanning, guessing word meanings
from contexts, reading aloud. Reaping rewards of
learning English Previewing, scanning, guessing word meanings from
context, reading aloud. Appointment in Samarra
and other folktales Skimming, making inferences, finding pronoun referents,
guessing word meanings from context, reading aloud. Recipes
Scanning, finding pronoun referents, guessing word meanings from context, reading aloud
Humorous stories Skimming, finding pronoun referents, guessing word
meanings from context, reading aloud. The Chaser
Predicting, making inferences, guessing word meanings from context, reading aloud.
Dreams and it couldn’t be done
Reading aloud, making inferences Nicole
Predicting, making inferences, guessing word meanings from context, reading aloud.
Old Ways, New World Previewing, making inferences, finding pronoun referents,
guessing word meanings from context, reading aloud.
Table 2.3 reading materials and the reading skills aimed
C. Theoretical Framework
This section discusses the types of exercise types used in Basic Reading I and students’ problems in reading when doing the exercises. Basic Reading I is
one kind of intensive reading activities. Intensive reading lessons are whole-class activities during which teacher leads the students to apply to a common text those
reading skills which they have already learned Mikulecky, 1990, p. 32. The aim
33
of this subject course aforementioned is to introduce students with the various reading strategies. Thus, this course provides the students with hands-on
experience in applying reading strategies when reading various types of texts. The first section discusses about what the exercise types used in Basic
Reading I. Exercise types are kinds of exercise used for developing particular skills in a course because an exercise aims to give the students opportunities to
deepen their understanding and related contents Marzano, Pickering, Pollock, 2001, p.60. Hence, Basic Reading I uses the exercise as the assessment to
measure the student-learning outcome and train the reading skills. The assessment as what Miller, Linn, and Gronlund mention that in planning a reading
assessment, for example, a list of the reading skills and the number of test items for measuring each skill may be sufficient for specifying what the test is to
measure 2009, p.149. Therefore, the exercises use various types that are taken from the test item
types such as multiple-choice, matching, true-false, short-answer question, and fill in the blanks ; and other exercise types such as reader’s log, online tasks,
discussion, games, speed reading, summary, and reading aloud. All of the exercise types used in Basic Reading I have aims to train and develop reading skills or
strategies and the comprehension as well. Moreover, the exercise types used in Basic Reading I are related to the
college reading that is stated by Wood 1991. In college reading, it requires reading various reading material such as textbooks, supplementary books, and
some of those will have been written in other centuries. Thus, they need to train
34
their reading skills through exercise types like in Basic Reading I in order to facilitate them in reading a various text.
In addition, the second section discusses the students’ problems in reading when doing the exercise. Students can have problems in reading when they are
doing exercises in every type. According to Pressley and Afflerbach, problems during reading can be due to text characteristics, reader characteristics, or
interactions between text and reader. On the text side, there are a number of ways that text can be poorly written, from problems at the word level to the overall
meaning of the passage. On the reader side, difficulties can be due to lack of background for text topic or insufficient lexical knowledge. There can be
difficulties due to reader-text interactions; for example, when beliefs of readers clash with opinions expressed in texts 1995, p.66.
By using the different exercise types given Basic Reading I class, the students develop and train their ability to read with using the appropriate reading
skills or strategies. Nevertheless, students can get problems in reading when they are doing the exercise types. Those are related to the problem formulation of the
research that asks the exercise types used in Basic Reading I and students’ problem in reading when they are doing the exercises in Basic Reading I.
35
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method of this research. It also discusses the process of conducting the research. This chapter is divided into six parts. They are
research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
The researcher employed a qualitative research to answer the problem formulations in the first chapter. Qualitative research is multi-method in its focus
involving an interpretive, naturalistic approach to subject matter Denzin Lincoln, 1994, p.2. This means that qualitative research studies things in their
natural settings, attempting to interpret the phenomena in terms of the meanings people bring to them.
Since the research was a kind of qualitative research, the researcher used four methods to collect the data. The methods were questionnaire, interview,
observation, and document analysis. Moreover, “a method of data collection using questionnaires or interviews to collect data from a sample that has been selected to
represent a population to which the findings of the data analysis can be generalized” is a survey Gall, Gall, Borg, 2007, p. 230. Thus, this research
was a survey as well.
