THE CLASSROOM PROCESS OF TEACHING READING COMPREHENSION TO SENIOR HIGH SCHOOL STUDENTS IN THE SMAS’ IN PANCUR BATU.

THE CLASSROOM PROCESS OF TEACHING READING
COMPREHENSION TO SENIOR HIGH SCHOOL
STUDENTS IN THE SMAS’ IN PANCUR BATU

A THESIS
Submitted in Partial Fulfilment of the Requirements
for the Degree of Sarjana Pendidikan

By:

PUTRI ESTER TARIGAN
Reg Number: 2113321040

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016

DECLARATION

Except where appropriately acknowledged, this thesis is my own work, it has

been expressed in my own word and has not been previously submitted for
assessment.
I understand that this paper may be screened electronically or otherwise for
plagiarism.

Medan,

Juni 2016

Putri Ester Tarigan
Reg No. 2113321040

ABSTRACT

Tarigan, Putri Ester. 2016. 2113321040. The Classroom Process of Teaching
Reading Comprehension to Senior High School Students in the SMAS’ in
Pancur Batu. A Thesis. English Department. Faculty of Languages and Arts.
State University of Medan.
This study aims at analyzing the classroom process of teaching reading
comprehension to the senior high school students. It was conducted by using

qualitative descriptive. The subject of this research was eleventh (XI) grade
students of SMA N 1 Pancurbatu and SMA Swasta Methodist-an Pancur Batu.
The number of source was taken from one class. It is grade XI. The technique of
collecting the data was recorded from the classroom process in teaching reading
comprehension. The result of the study showed that there are 135 verbal behaviors
that the teachers performed in 47 steps. The analysis showed that the reason of
that is because the teacher have different length teaching experience.

Keywords: Reading, Teaching Reading, Classroom Process, Verbal Behaviors.

i

ACKNOWLEDGEMENTS
For the first and foremost, the researcher would like to express her deepest
gratitude to Almighty God, Jesus Christ for His amazing grace, for the blessing
and love so the researcher has finally completed this thesis. This thesis is aimed to
fulfill one of requirements for the degree of Sarjana Pendidikan of English
Department, Faculty of Languages and Arts, State University of Medan
(UNIMED). For which the researcher would like to express her extremely grateful
to the following:



Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.



Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages
and Arts, State University of Medan.



Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department,
Nora Ronita Dewi, S.Pd., S.S., M.Hum.,

the Head of English

Education Study Program.



Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant, for their
valuable advice, precious time, guidance, his patient, suggestions and
support as long as the process of finishing thesis.



Dr. Siti Aisyah Ginting, M.Pd., Prof. Dr. Hj. Sumarsih, M.Pd., and
Dr. I. Wy. Dirgeyasa, M.Hum., as her Examiners for their kindness,
suggestion, support and information to improve her writing.



All the Lecturers of English Teaching Department.



Eis Sri Wahyuningsih, M.Pd. the administration staff of English and
Literature Departement for giving information in completing her
thesis.




Drs. Joni, M.Si. the Headmaster of SMAN 1 Pancur Batu and Ir. K.
Robert Silalahi, the Headmaster of SMAS Methodist-an Pancur Batu
for allowing her to do the research there.



Dosmaria Naibaho, S.S., S.Pd., the English teacher of SMAN 1
Pancur Batu and Patmus Ginting, S.S., S.Pd., the English teacher of
ii

SMAS Methodist-an Pancur Batu for the support and guidance along
the reasearch.


Her beloved parents, Mahnun Tarigan (+) and Nurlela Br
Sinulingga, Thank you so much for your affection, advices, guidance,
instruction and help in all my life, your love is beyond any words..




Her dearest sister, Ribka Alemina, and her brothers, Karto Oba
Mazmur Tarigan, Lamro Makarios Tarigan for becoming the
writer’s motivation in finishing her study.



Her friends from Extension C 2011, for the togetherness until 8
semesters and also her friends from PPLT 2014 in SMA Swasta
GBKP Kabanjahe especially ‘The Bandit’ for memorable time.



Her friends in Line Unimed Group, (Kak Erika, Emi, Kak Vista,
and the others,) for giving her support and motivation, also listening
and sharing everything.




Her Lord Voldemort, thanks for our togetherness and your attention
to me.



Her weird-best friends ever, Santa Mutia Manik, S.Pd. and Sylvia
Suzanna Br Perangin-angin S.Pd. for cheerful and joyful world and
the most beautiful togetherness. Both of you are the best.
The last, but not the least, the writer hopes this thesis will be useful

and give positive impact for those who read it. Especially for the students
of State University of Medan.

Medan, June 2016
The Writer,

Putri Ester Tarigan
Reg. No. 2113321040

iii


TABLE OF CONTENTS

ABSTRACT ..............................................................................................

i

ACKNOWLEDGEMENT ........................................................................

ii

TABLE OF CONTENT ............................................................................

iv

LIST OF FIGURE ....................................................................................

vi

LIST OF TABLE ......................................................................................


vii

LIST OF APPENDICES ...........................................................................

viii

1. CHAPTER 1 Introduction .......................................................................

1

A. The Background of the Study .................................................................

1

B. The Problems of the Study .....................................................................

3

C. The Objectives of the Study ...................................................................


4

D. The Scopes of the Study .........................................................................

4

E. The Significance of the Study.................................................................

4

2. CHAPTER II Review of Literature .........................................................

5

A. Theoretical Framework ..........................................................................

5

1. The Classroom Process of Teaching Reading Comprehension ..............


6

2. The Teaching of Reading Comprehension .............................................

8

a. The Purpose of Teaching Reading Comprehension ...........................

9

b. The Object of Teaching Reading Comprehension .............................

10

3. Technique of Teaching Reading Comprehension...................................

12

a. The Nature Reading Comprehension .................................................

14

1. Reading Comprehension as Process .............................................

16

2. Reading Comprehension as Product .............................................

18

b. The Nature Text ................................................................................

18

c. Reading Comprehension Material ....................................................

20

4. Measuring Reading Comprehension.......................................................

21

B. Conceptual Framework ...........................................................................

24

iv

3. CHAPTER III Research Methodology....................................................

25

A. Research Design .....................................................................................

25

B. The Source of the Data ...........................................................................

25

C. The Technique for Collecting the Data ..................................................

26

D. The Technique for Analyzing the Data ..................................................

27

4. CHAPTER IV Data and Data Analysis ...................................................

28

A. The Teachers’ Ways of Teaching Reading Comprehension ................

28

B. The Reasons Underlying the Teacher’s Ways of
Teaching Reading Comprehension ......................................................

75

C. Findings and Discussion .......................................................................

78

1. Findings .......................................................................................

77

2. Discussion ....................................................................................

77

5. CHAPTER V
Conclusion and Suggestion
A. Conclusion ..............................................................................................

79

B. Suggestion .............................................................................................

79

REFERENCES ..........................................................................................

80

APPENDIX ...............................................................................................

82

v

LIST OF TABLE

Table 4.1 Variations of Verbal Behavior……………………….…………… 75

vii

LIST OF FIGURE

Figure 2.1 A Model For the Classroom Teaching …………………………. 6

vi

LIST OF APPENDICES

Appendix A: Data Transcript of Classroom Process
in Teaching Reading Comprehension .……………………. 83
Appendix B: Tabulation of Data Transcripts …………………………… 107
Appendix C: Identification of Teacher’s ways of Teach
Reading Comprehension in Classroom …..………………. 147
Appendix D: The Teachers’ Verbal Behavior in the 47 Steps ………….. 155
Appendix E: The 47 steps are listed as follows …………………………. 157

viii

CHAPTER I
INTRODUCTION

A. The Background of the Study
There are four skills which have to be mastered by the students in learning
English namely Listening, Speaking, Reading and Writing. The skills are used to
build students’ language strategic competence and also to enhance their
motivation to learn English. Reading is one of the four language skills, which
should be applied in comprehending the textbook. And also reading is an essential
skill for all students at all levels and it has a large portion in teaching and learning
curriculum. And then the development of knowledge and technology demands the
students to be eager to study. The effective of study can be done by reading. The
students who like reading will get knowledge and new insight which improve
their intelligence so that they are more ready to face life challenge in the future.
But all knowledge can’t get if it’s just reading without reading comprehension or
read with deep comprehending the text.
In comprehending the textbook involves multiple skills. The multiple
skills not only pronounce the sound of the letter but also all the higher mental
processes, such as memory, thought, imagination, organization, implementation,
and troubleshooting. They are gathered in comprehending text related one
another. By joining multiple skills are hoped to be able to comprehend text
correctly.In terms of reading comprehension, students are hoped to comprehend

1

2

text and to be interested to do task that teacher ask for them. It is not easy to make
the students are interested to the text moreover they do not know how to read
well. The reality happened that many students failed in reading because they are
not taught reading well. More teachers focus on teaching “reading” not
“understanding” as the consequence and also more teachers just help the students
to comprehend the certain text and help them to answer the question from the text.
As the result, the students tend to have poor reading skill and habits or in other
word the students cannot be an independent reader. So if the students give other
text, they cannot comprehend the text without their teacher.
The fact shows that the result of teaching reading comprehension is still
low. It can be shown from the persistent underachievement of Indonesian students
in the area of reading comprehension that has been documented in numerous high
profile reports. The data that has been observed and showed in International
Student Achievement in Reading; the reading score of Indonesian students as
reported by PIRL (Progress in international reading literacy, 2006) is very low.
Indonesia got the fourth lowest rank from 45 countries. Furthermore, the worse
result is also shown in the research which was done by PISA (Program for
International Assessment, 201); the reading score of Indonesian students was the
second lowest rank. Indonesia was ranked at 64 from 65 countries. The average
scores for Indonesian students for reading are 396.
There are many factors affecting reading comprehension, and according to
Dunkin and Biddle (1974) is affected by (1) presage,(2) context and (3) process
variable. The process variable is the last determinant of the success of teaching. In

3

the process variable the two variables (Presage and Context) are implemented in
teaching reading comprehension.The teaching of reading comprehension as one of
the language competency in English is considered being important as through
reading, the students will be easier to add and get the new information from any
kind of text. The reading comprehension activity is also expected to make reading
as the students’ habit and make the students able to understand the text meaning
and represent what they have read in their own language through creative and
innovative teacher in the teaching reading comprehension process. But in fact as
explained before that students tend to have poor reading skill and habits. This
indicates that the teaching of reading comprehension should be improved.
Based on the explanation above, this writers interests to conducting this
study to investigate realization of the English teachers apply the process of
teaching reading comprehension and the student’s ability to comprehend text as
the impact of the teacher’s teaching. This study will be conducted in SMA Negeri
1 Pancur batu, SMA Swasta Era Utama, SMA Swasta Methodist Pancur Batu, dan
SMA Swasta Rakyat Pancur Batu at 11th grade students.

B. The Problems of the Study
In line with the background of the study, the problems of the study were
formulated as follow.
1. How do the teachers teach reading comprehension in classroom process of
teachingcomprehension?
2. Why do they do the way they do?

4

C. The Objectives of the Study
The objectives of the study were:
1) to describe how the English teachers teach reading comprehension
2) to reveal the reasons of the way they do.

D. The Scopes of the Study
This study is limit to the teaching and learning process in the classroom
which is define by Dunkin and Biddle (1974) as the process variable in which the
teaching of reading comprehension and the students’ ability. The process variable
is limit to the interaction between teacher and student that watches, observes or
listens while the teaching reading comprehension done.

E. The Significances of the Study
The findings of this study will be expected to be useful for the English
teachers as the teacher can improve their understanding towards the students’
ability in receive the teachers’ knowledge. This also can be a reference and self
reflection for the English teachers to consider the importance of mastery the
ability of the ways to teaching and to organize the teaching and learning process
particularly in the teaching of reading comprehension in order that the teaching
process runs effectively and efficiently.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis, the conclusions were stated as follows:
1. There are 135 verbal behaviors the teacher performed in the classroom
process, and these behaviors take place in 47 steps. The verbal behaviors have
not yet focused on enabling the students to be independent on skillful readers.
Most of the behaviors are devoted to aspects other than aspects of teaching
reading comprehension like translation, vocabulary enrichment, etc.
2. The reason why they perform the 135 verbal behaviors differently in the 47
steps is because they have different length of teaching experience.

B. Suggestions
In relation to the conclusions, suggestions are offered as follows:
1. The teacher should learn more about the nature of reading comprehension and
its teaching method in order that they do not confine the teaching of reading to
the teaching of translating and vocabulary.
2. The teacher should get a lot of systematic teaching practice development, like
the younger teachers take apprentice from the more experienced and skillful
teachers.

79

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