A STUDY ON THE TECHNIQUES OF TEACHING READING IN BILINGUAL CLASS AT SMP NEGERI 5 MALANG
A STUDY ON THE TECHNIQUES OF TEACHING
READING IN BILINGUAL CLASS
AT SMP NEGERI 5 MALANG
THESIS
By:
LUTFIA
07360004
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON THE TECHNIQUES OF TEACHING
READING IN BILINGUAL CLASS
AT SMP NEGERI 5 MALANG
THESIS
This Thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
LUTFIA
07360004
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
ii
MOTTO AND DEDICATION
Orang yang berpikiran negatif selalu melihat kesulitan
dalam setiap kesempatan, S edangkan orang sukses selalu
mencari kesempatan dalam setiap kesulitan.
( A nonymous)
I f you do not hope, you will not find what is beyond your
hopes.
( S t. Clement of A lexandra)
DEDICATION:
I dedicated this thesis to :
My deeply beloved Abah and Umik, My sister, Diana
My family and friends,
And someone who brings my lovely ending,
iii
ACKNOKLEDGMENT
Alhamdulillah, all thanks due to Allah SWT, because of His gracious,
mercies, blessing and gives the writer a power of spirits to finish this thesis.
Sholawat and greeting to his greatest prophet Muhammmad SAW who has bring
us from the darkness to the lightness.
Firstly, I am very thankful for my two advisors, Dr. Sri Hartiningsih, M.M
and Fardini Sabilah, M.Pd who have devoted to their time and given the writer
such as a lovely deal of help, patient, guidance, advice, and feedback in this
writing. The second part, I would like to begin with the two most extraordinary
people in my life, my parents H. Asmari and Hj.Munawaroh who have supported
his financially, morally, and spiritually so that she can finish her thesis. My
beloved Sisters (Nurdiana Mauludiani and viona valensia febbyola) for their loves
and support and also her big family who always give their praying .
Special thanks are also given to Hermawati, S.Pd as the English teacher in
bilingual at SMP Negeri 5 Malang who has helped me to obtain the data. Finnaly,
her sincere gratitude for Ifa, Nadia, Ika, Putri, Devi, Dwi, Agly, Azizah, Habib,
Aul, Dini, Mashitoh, Laely, and Nadhiroh who always help, motivate and give
spirit to the researcher in finishing this thesis. For those people I have mentioned
above, may God give his blessing and protect to all of us, Amien.
July 2012
The Researcher
iv
TABLE OF CONTENTS
APPROVAL SHEET ...……………………………………………............i
LEGALIZATION …...…………………………………………………….ii
MOTTO AND DEDICATION …………………………………………...iii
ACKNOWLEDGEMENT ………………………………………………..iv
ABSTRACT ………………………………………………………………. v
TABLE OF CONTENTS ………………………………………………...vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study ……………………………............ 1
1.2 Statement of the Problem …………………………………... 3
1.3 Purpose of the Study ……………………………………….. 3
1.4 Significance of the study …………………………………… 5
1.5 Scope and Limitation ………………………………………. 5
1.6 Definition of Key Terms ……………………………............ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Definition of Reading………………………………………7
2.2 Purpose of Reading………………………………………….8
2.3 Model of Reading Process…………………………………9
2.4 Reading Classification…………………………………….12
2.5 Stages of Teaching Reading………………………………12
2.5.1 Pre-reading Activities………………………………13
2.5.2 During/Whilst- Reading Activities…………………14
2.5.3 Post- reading Activities…………………………….15
2.6 Techniques of Teaching Reading…………………………16
2.7 Advantages and Disadvantages of Techniques
Teaching Reading…………………………………………..21
2.8 Bilingual Class…………………………………………….24
2.81 Characteristic of Bilingual Class…………………….25
2.8.2 Approach of Bilingual Class………………………..26
vi
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design………………………………………….27
3.2 Subject of the Study……………………………………...28
3.3 Research Instrument……………………………………. .28
3.3.1 Observation………………………………………..28
3.3.2 Interview…………………………………………...29
3.4 Data Collection………………………………………………30
3.5 Data Analysis………………………………………………...31
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
1.1 Research Findings……………………………………….33
4.1.1 Techniques of Teaching Reading Used by
the English Teacher in Bilingual Class at
SMP Negeri 5 Malang…………………………….33
4.1.2 The Implementation of the Techniques of
Teaching Reading…………………………………35
4.1. 3 The Advantages and Disadvantages of the
Reading Techniques………………………………42
4.2 Discussion………………………………………………..44
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion…………………………………………50
5.2 Suggestion…………………………………………51
REFERENCES....................................................................................53
APPENDIXES
REFERENCES
Ajideh, Parvis. 2003. “Schema Theory-Based Pre-Reading Tasks: A Neglected
Essential in the Esl Reading Class “. Vol 3. No 1.
Ary, Donald. et. al. 2002. Introduction to Research in Education (sixth edition).
New York: Thomson Learning. Inc. USA
Ary, Donald, et.al.2006. Introduction to Research in Education : Seventh
Editions. Canada : Thomson Wadsworth.
Barhutin, T.M. 2005. A Study on the Technique of Teaching Reading
Comprehension at SMK-NU Miftahul Huda Kepanjen Malang. Unpublished
Thesis. Malang: University Muhammadiyah of Malang
Brown, H.D. 2000. Principles of Language Learning and Teaching (fourth
edition).San Fransisco: Addison Wesley Longman, Inc.
Cahyono, Bambang Yudi. 2010. The teaching of English Language Skills and
English Language Components. Malang: State Universuty of Malang
Press.
Cahyono, Bambang
and Mukminatien. 2011. Techniques and strategies to
enchance language learning. Malang: State university of Malang Press.
Davies, Fiorance. 1995. Introduction Reading. London: Penguin Group.
Depdiknas. 2005. Target Menuju Sekolah Nasional Bertaraf Internasional.
http://www.puskur.net/inc/si/smp/BahasaInggris.pdf.
Depdiknas. 2007. Draft Kurikulum Sekolah Menengah Pertama Bertaraf
Internasional
Mata
Pelajaran
Bahasa
Inggris.
http://www.puskur.net/inc/si/smp/BahasaInggris.pdf.
Elizabeth, Dr. M.E.S. 2007. Methods of Teaching English. Laxmi Nagar, Delhi:
Discovery Publishing House.
Grellet, Francoise. 1992. Development Reading Skills a Practical Guide to
Reading Comprehension exercises.Britain: Cabridge University Press.
Herwindasari, Mega Dini, 2010. A Study on the Techniques of Teaching Reading
In bilingual class at SMP N 1 Singosari. Unpublished Thesis. Malang:
University Muhammadiyah of Malang.
Kultulasari, Ag. 2009. The International Standard School Project in Indonesia: a
Policy Document Analysis. Unpublished Thesis. Ohio: The Ohio State
University.
Mc. Millan and James,H. 1992. Educational Research Fundamentals for the
Consumer.Virginia: Virginia Commonwealth University.
Paul, Burn C and Roe, Betty. 1984. Teaching Reading in Today’s Elementary
School. Boston: Houghton Mifflin Company
Ruddell, Martha Rapp. 2005. Teaching Content Reading and Writing (Fourt
Edition). United States of America: John wiley and Sons, Inc.
Simanjutak, Edhitia. 1988. Development Reading skills for ELF Students.Jakarta:
Depdikbud.
William, Grabe and Stoller, L.2002. Teaching and Researching Reading. London:
Longman
vii
CHAPTER I
INTRODUCTION
This research presents background of the study, statement of the problems,
purposes of the study, significances of the study, scope and limitation also
definition of key terms. Each section is presented as follow:
1.1 Background of the Study
Reading skill is one of the basic skills to learn English. According to Snow
(2002), reading is the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language. It means that
without learning reading, student will be difficult to understand the materials not
only at school but also at the other educational institutions. Reading can help
student to get information and knowledge that they need. Moreover, reading can
be a tool to see the world because reading is one of the activities to enlarge
knowledge and improve technologies.
Based on the above definition, reading is translating written language into
oral language and then constructing it into knowledge. In addition, in reading
comprehension, readers have to understand the purposes of the text, so they can
get the information from the text.
Furthermore, reading has some difficulties to be mastered. Kusen (2011)
states there are at least three difficulties in reading. Firstly, students get difficulties
to answer the questions especially to find out main ideas and inferences.
Secondly, students face difficulties to paraphrase the texts. Thirdly, they cannot
interpret the main idea with specific details.
Charles (1990) also proposes further difficulties in reading, such as the
manner of reading itself. It means that reader should understand how to pronounce
the words in the text.
From those difficulties, the teachers must have some techniques to make
students know and understand about the text and also can achieve the goal of
learning. Dealing with this case, the teachers are the main mediator to make their
students understand about the material (Agustina, 2011).
Furthermore, techniques are defined as a super ordinate term to refer to
various activities that either teachers or learners perform in the classroom
(Doughlas, 2001). Today, there are many techniques of teaching reading. It is
aimed for the teacher to get easier ways to make the students get better result in
teaching and learning activities. It is also supported by Herwindasari (2010) in
“The Technique in Teaching Reading in Bilingual Class at SMP N 1 Singosari ”.
She stated that the English teacher in SMP N 1 Singosari used three stages of
reading activities, there were Pre-reading, Whilst-reading, and Post-reading.
Those techniques were implemented to make students understand easily.
Another research was conducted by Barhutin T.M (2005) in “A Study on the
Technique of Teaching Reading Comprehension at SMK-NU Miftahul Huda
Kepanjen Malang. He found that technique of teaching reading used by the
teacher was one of the factors that might determine the success of an instruction.
A teaching technique provided a chance for the teacher to explore his capability
either in applying teaching theory or in teaching technique and alternative solution
to increase the quality of teaching.
The researcher investigates the techniques in teaching reading as a research
because the researcher wants to give some information about kinds of teaching
techniques that can be applied in the learning process. By using the suitable
techniques, the teacher can help students to understand the materials easily so they
can enjoy and apply it in their activities, both in indoor class and in outdoor class.
Technique that is used in each class is different and must be appropriate with
the student’s condition and also the class situation. In RSBI class (toward
international standard school) students have to use bilingual language in their
class activity and learning process. In this case, the students use both Bahasa
Indonesia and English so the teacher has to give them different technique which is
suitable with the student's condition and class situation.
Bilingual class is a class that provides students with ESL instruction as well
as instruction in their native language. In this case, bilingual class uses English
and Indonesian language in the teaching and learning process (Depdiknas, 2005).
Bilingual class is taken as a research because it is one of the popular and
newest school programs in Indonesia. In addition, students in bilingual class have
to communicate both English and Indonesian language in their teaching and
learning process not only in English subject but also in the other subjects such as
Biology, Physic and Chemistry, Mathematics and Civic. The students also use
bilingual book in their class activities so, it is very interesting to study.
SMPN 5 Malang is chosen by the researcher because this school is one of the
favorite international standard schools in Malang and being top ten favorite
schools that has very good achievements. It has 20 bilingual classes in this year
and will have more next year and this school can apply bilingual language not
only in English subject but also in the other subjects. In addition, the researcher
prefers the first grade of bilingual class that will be the model because the first
grade in this school uses the newest programs not only in the curriculum but also
in the methods and techniques in teaching and learning process.
1.2 Statement of the Problems
Based on the background that has been discussed above, the researcher
formulates the problems as follow:
What techniques are used by the teacher of bilingual class of SMPN 5 Malang in
teaching reading?
How is the implementation of the technique in the teaching reading in bilingual
class at SMPN 5 Malang?
What are the advantages and disadvantages of the technique in the teaching
reading in bilingual class at SMPN 5 Malang?
1.3 Purposes of the Study
Based on the the problems that have been discussed above, the researcher
formulates the purposes as follow:
To identify the techniques used by the teacher of bilingual class in SMPN 5
Malang in teaching reading
To find the implementation of the technique in teaching reading in bilingual
class at SMPN 5 Malang
To analyze the advantages and disadvantages of the technique in teaching
reading in bilingual class at SMPN 5 Malang
1.4 Significant of the Study
The results of this study is aimed to be the input for English teacher and give
information about technique of teaching reading that used by the teacher in SMPN
5 Malang. Then, for teacher in SMPN 5 Malang especially English teacher, this
study can be used as a feedback to develop the quality of teaching reading.
Furthermore, it also can give knowledge to the other teachers not only for
teachers in bilingual class but also for non bilingual class teachers. Moreover, the
teachers can evaluate if the techniques that used have reached goals or not. The
last, for candidate of English teachers, this study can be used to prepare the
teaching activity or as references to get technique in teaching reading before they
teach the students in the class.
1.5 Scope and Limitation of the Study
The scope of this research focuses on studying techniques of teaching
reading, the way how the teacher implements those techniques, also advantages
and disadvantages using those techniques. This research is limited to the bilingual
class of SMP N 5 Malang.
1.6 Definition of the Key Terms
To avoid misunderstanding of the terms used in this study, it is necessary to
define the key terms as follow:
1. Technique is any of wide variety of exercises, activities, or devices used in
the language classroom for realizing lesson objectives (Brown, 2000).
2. Reading is an active attempt, on the part of reader, to understand a writer’s
message (Smith & Robinson, 1980).
3. RSBI (toward international standard school) is a way to provide quality
education for all (MONE, 2007)
4. Bilingual class is a class that provides students with ESL instruction as
well as instruction in their native language. In this case, bilingual class
uses English and Indonesian language in the teaching and learning process
(Depdiknas, 2005).
5. Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand (Brown, 2000).
READING IN BILINGUAL CLASS
AT SMP NEGERI 5 MALANG
THESIS
By:
LUTFIA
07360004
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
A STUDY ON THE TECHNIQUES OF TEACHING
READING IN BILINGUAL CLASS
AT SMP NEGERI 5 MALANG
THESIS
This Thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
LUTFIA
07360004
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
ii
MOTTO AND DEDICATION
Orang yang berpikiran negatif selalu melihat kesulitan
dalam setiap kesempatan, S edangkan orang sukses selalu
mencari kesempatan dalam setiap kesulitan.
( A nonymous)
I f you do not hope, you will not find what is beyond your
hopes.
( S t. Clement of A lexandra)
DEDICATION:
I dedicated this thesis to :
My deeply beloved Abah and Umik, My sister, Diana
My family and friends,
And someone who brings my lovely ending,
iii
ACKNOKLEDGMENT
Alhamdulillah, all thanks due to Allah SWT, because of His gracious,
mercies, blessing and gives the writer a power of spirits to finish this thesis.
Sholawat and greeting to his greatest prophet Muhammmad SAW who has bring
us from the darkness to the lightness.
Firstly, I am very thankful for my two advisors, Dr. Sri Hartiningsih, M.M
and Fardini Sabilah, M.Pd who have devoted to their time and given the writer
such as a lovely deal of help, patient, guidance, advice, and feedback in this
writing. The second part, I would like to begin with the two most extraordinary
people in my life, my parents H. Asmari and Hj.Munawaroh who have supported
his financially, morally, and spiritually so that she can finish her thesis. My
beloved Sisters (Nurdiana Mauludiani and viona valensia febbyola) for their loves
and support and also her big family who always give their praying .
Special thanks are also given to Hermawati, S.Pd as the English teacher in
bilingual at SMP Negeri 5 Malang who has helped me to obtain the data. Finnaly,
her sincere gratitude for Ifa, Nadia, Ika, Putri, Devi, Dwi, Agly, Azizah, Habib,
Aul, Dini, Mashitoh, Laely, and Nadhiroh who always help, motivate and give
spirit to the researcher in finishing this thesis. For those people I have mentioned
above, may God give his blessing and protect to all of us, Amien.
July 2012
The Researcher
iv
TABLE OF CONTENTS
APPROVAL SHEET ...……………………………………………............i
LEGALIZATION …...…………………………………………………….ii
MOTTO AND DEDICATION …………………………………………...iii
ACKNOWLEDGEMENT ………………………………………………..iv
ABSTRACT ………………………………………………………………. v
TABLE OF CONTENTS ………………………………………………...vi
CHAPTER I: INTRODUCTION
1.1 Background of the Study ……………………………............ 1
1.2 Statement of the Problem …………………………………... 3
1.3 Purpose of the Study ……………………………………….. 3
1.4 Significance of the study …………………………………… 5
1.5 Scope and Limitation ………………………………………. 5
1.6 Definition of Key Terms ……………………………............ 6
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Definition of Reading………………………………………7
2.2 Purpose of Reading………………………………………….8
2.3 Model of Reading Process…………………………………9
2.4 Reading Classification…………………………………….12
2.5 Stages of Teaching Reading………………………………12
2.5.1 Pre-reading Activities………………………………13
2.5.2 During/Whilst- Reading Activities…………………14
2.5.3 Post- reading Activities…………………………….15
2.6 Techniques of Teaching Reading…………………………16
2.7 Advantages and Disadvantages of Techniques
Teaching Reading…………………………………………..21
2.8 Bilingual Class…………………………………………….24
2.81 Characteristic of Bilingual Class…………………….25
2.8.2 Approach of Bilingual Class………………………..26
vi
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design………………………………………….27
3.2 Subject of the Study……………………………………...28
3.3 Research Instrument……………………………………. .28
3.3.1 Observation………………………………………..28
3.3.2 Interview…………………………………………...29
3.4 Data Collection………………………………………………30
3.5 Data Analysis………………………………………………...31
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
1.1 Research Findings……………………………………….33
4.1.1 Techniques of Teaching Reading Used by
the English Teacher in Bilingual Class at
SMP Negeri 5 Malang…………………………….33
4.1.2 The Implementation of the Techniques of
Teaching Reading…………………………………35
4.1. 3 The Advantages and Disadvantages of the
Reading Techniques………………………………42
4.2 Discussion………………………………………………..44
CHAPTER V : CONCLUSION AND SUGGESTION
5.1 Conclusion…………………………………………50
5.2 Suggestion…………………………………………51
REFERENCES....................................................................................53
APPENDIXES
REFERENCES
Ajideh, Parvis. 2003. “Schema Theory-Based Pre-Reading Tasks: A Neglected
Essential in the Esl Reading Class “. Vol 3. No 1.
Ary, Donald. et. al. 2002. Introduction to Research in Education (sixth edition).
New York: Thomson Learning. Inc. USA
Ary, Donald, et.al.2006. Introduction to Research in Education : Seventh
Editions. Canada : Thomson Wadsworth.
Barhutin, T.M. 2005. A Study on the Technique of Teaching Reading
Comprehension at SMK-NU Miftahul Huda Kepanjen Malang. Unpublished
Thesis. Malang: University Muhammadiyah of Malang
Brown, H.D. 2000. Principles of Language Learning and Teaching (fourth
edition).San Fransisco: Addison Wesley Longman, Inc.
Cahyono, Bambang Yudi. 2010. The teaching of English Language Skills and
English Language Components. Malang: State Universuty of Malang
Press.
Cahyono, Bambang
and Mukminatien. 2011. Techniques and strategies to
enchance language learning. Malang: State university of Malang Press.
Davies, Fiorance. 1995. Introduction Reading. London: Penguin Group.
Depdiknas. 2005. Target Menuju Sekolah Nasional Bertaraf Internasional.
http://www.puskur.net/inc/si/smp/BahasaInggris.pdf.
Depdiknas. 2007. Draft Kurikulum Sekolah Menengah Pertama Bertaraf
Internasional
Mata
Pelajaran
Bahasa
Inggris.
http://www.puskur.net/inc/si/smp/BahasaInggris.pdf.
Elizabeth, Dr. M.E.S. 2007. Methods of Teaching English. Laxmi Nagar, Delhi:
Discovery Publishing House.
Grellet, Francoise. 1992. Development Reading Skills a Practical Guide to
Reading Comprehension exercises.Britain: Cabridge University Press.
Herwindasari, Mega Dini, 2010. A Study on the Techniques of Teaching Reading
In bilingual class at SMP N 1 Singosari. Unpublished Thesis. Malang:
University Muhammadiyah of Malang.
Kultulasari, Ag. 2009. The International Standard School Project in Indonesia: a
Policy Document Analysis. Unpublished Thesis. Ohio: The Ohio State
University.
Mc. Millan and James,H. 1992. Educational Research Fundamentals for the
Consumer.Virginia: Virginia Commonwealth University.
Paul, Burn C and Roe, Betty. 1984. Teaching Reading in Today’s Elementary
School. Boston: Houghton Mifflin Company
Ruddell, Martha Rapp. 2005. Teaching Content Reading and Writing (Fourt
Edition). United States of America: John wiley and Sons, Inc.
Simanjutak, Edhitia. 1988. Development Reading skills for ELF Students.Jakarta:
Depdikbud.
William, Grabe and Stoller, L.2002. Teaching and Researching Reading. London:
Longman
vii
CHAPTER I
INTRODUCTION
This research presents background of the study, statement of the problems,
purposes of the study, significances of the study, scope and limitation also
definition of key terms. Each section is presented as follow:
1.1 Background of the Study
Reading skill is one of the basic skills to learn English. According to Snow
(2002), reading is the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language. It means that
without learning reading, student will be difficult to understand the materials not
only at school but also at the other educational institutions. Reading can help
student to get information and knowledge that they need. Moreover, reading can
be a tool to see the world because reading is one of the activities to enlarge
knowledge and improve technologies.
Based on the above definition, reading is translating written language into
oral language and then constructing it into knowledge. In addition, in reading
comprehension, readers have to understand the purposes of the text, so they can
get the information from the text.
Furthermore, reading has some difficulties to be mastered. Kusen (2011)
states there are at least three difficulties in reading. Firstly, students get difficulties
to answer the questions especially to find out main ideas and inferences.
Secondly, students face difficulties to paraphrase the texts. Thirdly, they cannot
interpret the main idea with specific details.
Charles (1990) also proposes further difficulties in reading, such as the
manner of reading itself. It means that reader should understand how to pronounce
the words in the text.
From those difficulties, the teachers must have some techniques to make
students know and understand about the text and also can achieve the goal of
learning. Dealing with this case, the teachers are the main mediator to make their
students understand about the material (Agustina, 2011).
Furthermore, techniques are defined as a super ordinate term to refer to
various activities that either teachers or learners perform in the classroom
(Doughlas, 2001). Today, there are many techniques of teaching reading. It is
aimed for the teacher to get easier ways to make the students get better result in
teaching and learning activities. It is also supported by Herwindasari (2010) in
“The Technique in Teaching Reading in Bilingual Class at SMP N 1 Singosari ”.
She stated that the English teacher in SMP N 1 Singosari used three stages of
reading activities, there were Pre-reading, Whilst-reading, and Post-reading.
Those techniques were implemented to make students understand easily.
Another research was conducted by Barhutin T.M (2005) in “A Study on the
Technique of Teaching Reading Comprehension at SMK-NU Miftahul Huda
Kepanjen Malang. He found that technique of teaching reading used by the
teacher was one of the factors that might determine the success of an instruction.
A teaching technique provided a chance for the teacher to explore his capability
either in applying teaching theory or in teaching technique and alternative solution
to increase the quality of teaching.
The researcher investigates the techniques in teaching reading as a research
because the researcher wants to give some information about kinds of teaching
techniques that can be applied in the learning process. By using the suitable
techniques, the teacher can help students to understand the materials easily so they
can enjoy and apply it in their activities, both in indoor class and in outdoor class.
Technique that is used in each class is different and must be appropriate with
the student’s condition and also the class situation. In RSBI class (toward
international standard school) students have to use bilingual language in their
class activity and learning process. In this case, the students use both Bahasa
Indonesia and English so the teacher has to give them different technique which is
suitable with the student's condition and class situation.
Bilingual class is a class that provides students with ESL instruction as well
as instruction in their native language. In this case, bilingual class uses English
and Indonesian language in the teaching and learning process (Depdiknas, 2005).
Bilingual class is taken as a research because it is one of the popular and
newest school programs in Indonesia. In addition, students in bilingual class have
to communicate both English and Indonesian language in their teaching and
learning process not only in English subject but also in the other subjects such as
Biology, Physic and Chemistry, Mathematics and Civic. The students also use
bilingual book in their class activities so, it is very interesting to study.
SMPN 5 Malang is chosen by the researcher because this school is one of the
favorite international standard schools in Malang and being top ten favorite
schools that has very good achievements. It has 20 bilingual classes in this year
and will have more next year and this school can apply bilingual language not
only in English subject but also in the other subjects. In addition, the researcher
prefers the first grade of bilingual class that will be the model because the first
grade in this school uses the newest programs not only in the curriculum but also
in the methods and techniques in teaching and learning process.
1.2 Statement of the Problems
Based on the background that has been discussed above, the researcher
formulates the problems as follow:
What techniques are used by the teacher of bilingual class of SMPN 5 Malang in
teaching reading?
How is the implementation of the technique in the teaching reading in bilingual
class at SMPN 5 Malang?
What are the advantages and disadvantages of the technique in the teaching
reading in bilingual class at SMPN 5 Malang?
1.3 Purposes of the Study
Based on the the problems that have been discussed above, the researcher
formulates the purposes as follow:
To identify the techniques used by the teacher of bilingual class in SMPN 5
Malang in teaching reading
To find the implementation of the technique in teaching reading in bilingual
class at SMPN 5 Malang
To analyze the advantages and disadvantages of the technique in teaching
reading in bilingual class at SMPN 5 Malang
1.4 Significant of the Study
The results of this study is aimed to be the input for English teacher and give
information about technique of teaching reading that used by the teacher in SMPN
5 Malang. Then, for teacher in SMPN 5 Malang especially English teacher, this
study can be used as a feedback to develop the quality of teaching reading.
Furthermore, it also can give knowledge to the other teachers not only for
teachers in bilingual class but also for non bilingual class teachers. Moreover, the
teachers can evaluate if the techniques that used have reached goals or not. The
last, for candidate of English teachers, this study can be used to prepare the
teaching activity or as references to get technique in teaching reading before they
teach the students in the class.
1.5 Scope and Limitation of the Study
The scope of this research focuses on studying techniques of teaching
reading, the way how the teacher implements those techniques, also advantages
and disadvantages using those techniques. This research is limited to the bilingual
class of SMP N 5 Malang.
1.6 Definition of the Key Terms
To avoid misunderstanding of the terms used in this study, it is necessary to
define the key terms as follow:
1. Technique is any of wide variety of exercises, activities, or devices used in
the language classroom for realizing lesson objectives (Brown, 2000).
2. Reading is an active attempt, on the part of reader, to understand a writer’s
message (Smith & Robinson, 1980).
3. RSBI (toward international standard school) is a way to provide quality
education for all (MONE, 2007)
4. Bilingual class is a class that provides students with ESL instruction as
well as instruction in their native language. In this case, bilingual class
uses English and Indonesian language in the teaching and learning process
(Depdiknas, 2005).
5. Teaching is showing or helping someone to learn how to do something,
giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand (Brown, 2000).