6
1.7. Definition of Key Terms
In spite of avoiding of the misinterpretation, misunderstanding, or ambiguity, there are several term of definitions which relate to the variables of
this study. The definitions of this study are given as follows: 1.
Reading is a dynamic process in which a reader works actively to construct meaning from the material or text. It is one of skills in learning English as a
foreign language at junior high school level. 2.
Reading comprehension is the ability to construct the meaning from the text, using both print information and prior knowledge. In this study, the term of
reading comprehension is the students’ ability to construct the meaning from the text which is given by their teacher.
3. Reading strategy is defined as a set of abilities of the reader under conscious
control on how to approach the reading passage. It means that the students’ strategy to comprehend the reading text given.
4. Teachers’ strategy is a particular plan that is used by the EFL teachers in
SMPN 1 Gunung Toar for the success of teaching reading comprehension in the classroom that available in pre-reading, while reading, and post reading.
5. Teaching Reading Comprehension refers to teaching students of SMPN 1
Gunung Toar how to understand reading text by using both print information and prior knowledge that involves the organization of the
situations in the classroom, and the design of tasks and the strategies of teaching to promote learning.
7
1.8. The Organization of the Thesis
The organization of the forward chapters is conducted as the following. Chapter 2 delivers the perspectives of the research on relevant literature
comprising the theories which are related with the values of teaching reading comprehension strategies. Chapter 3 explains the research methodology that
elaborate about the description of the research, the research design, the setting and participants of the research, data collection techniques and the data analysis.
Chapter 4 includes the findings and its discussions which concerning the teachers’ strategies in teaching reading comprehension, the procedures taken in the process
of data collection. Chapter 5 is the last part of thesis which contains the concluding that taken from chapter 4. In this chapter delivers conclusions and the
recommendations.
26
CHAPTER III METHODOLOGY
3.1. Introduction This chapter describes the research methodology used in this study. The
main aspect of this methodology research is divided into six parts including research stage, participants, data collection procedure, and data analysis.
3.2. Research Stages
These research stages are elaborated into three aspects, covering preliminary research, and research design and research schedule.
3.2.1. Preliminary Research
The purpose of the preliminary study was to investigate the nature of the research field condition directly related to the investigated problems in general. This
preliminary study was intended to get the nature on the teaching reading comprehension, the students’ responses in the interaction between teachers and
students, and to see the school’s facilities.
3.2.2. Research Design
This present study employed a qualitative case study design. A case study was chosen because this study was to observe and to explore the teachers’ strategies on
teaching reading comprehension and the student’s responses toward their strategy used. In line with this, Cohen and Manion 1994 and Gay 1992 state that a case
27
study observes the characteristics of an individual unit-a child, a clique, a class, a school, or a community and attempts to shed light on a phenomenon by studying in
depth a single case example of the phenomenon. It is an ideal design to understand and interpret observations of educational phenomena Merriam, 1988: 2.
The whole design of this qualitative case study can be drawn as in the following diagram.
Figure 3.1. Research Design of the Study
3.3.3. Research Schedule.
Principally, in constructing the schedule of this study, it was referred to the school’s schedule see appendix 10 that had been conducted for the one academic
Preliminary Research
Studying Sources of Materials
Studying the Theories of Teaching Strategies in Reading Comprehension
Studying Class Condition
Observation Interview
Questionnaire Data Analysis
Conclusions and Recommendation
Arranging Research
Instruments
28
year. The schedule was also based on the agreements with the three EFL teachers of this present study. The research schedule can be seen in appendix 10.
3.4. Research Site