CHAPTER IV RESEARCH DISCUSSION
This chapter presents the research data and discussion of this study. The research findings describe data collected through research instruments. The
research data are analyzed and discussed based on related theories which are presented in Chapter II. This chapter is divided into two parts. They are data
presentation and discussion.
A. Data Presentation
This sub chapter presents data that have been collected by the researcher through the research instruments. This sub chapter is divided into three parts.
They are the teacher’s learning techniques in reading class, the teacher’s reason for applying the techniques, and students’ responses on the learning techniques.
1. Learning Techniques in Reading Class
In order to answer the first problem in this study, the researcher analyzed data he collected through direct observations. In this study, the researcher
managed to conduct direct observation in 14 fourteen meetings of a reading class. The researcher then named the meetings with number serially based on the
date and the time when the observations were conducted. Based on the direct observations, the teacher generally conducted four
learning techniques in English reading class. They were reading activity, answering comprehension question, composing interrogative sentences, and
comparing two English texts. The researcher managed to classify his findings on
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learning techniques conducted by the teacher into several kinds of learning techniques. The learning techniques are Introducing the Lesson, Comprehending a
Text, Comparing English Texts, Translation, Outside Classroom Activities, and Independent Learning. The followings are findings on the learning techniques
conducted by the teacher in English reading class, which are found during the direct observations.
a. Introducing the Lesson
The first learning technique deals with the teacher’s introduction to lesson which students are going to have. This learning technique was about the teacher’s
introduction on the topic to learn and explanation activities to do in learning activities. Based on the direct observations, the teacher usually began a class by
telling students what activities they are going to have. At the end of the learning activities, the teacher also explained his reasons for conducting such learning
activities students do. The explanation on what kind of learning activities students were going to have was useful to prepare students in following the learning
activities. However, the teacher almost never began a class by introducing a topic to
discuss in learning activities. Based on the direct observations, the teacher once introduced a topic to learn in learning activities. The teacher introduced and
discussed a topic to learn when students were going to have learning activities of comparing two English texts. For other learning activities in reading class, the
teacher did not introduce a topic to learn and discuss in the learning activities. The teacher did not explain about a topic to discuss because each student dealt with a
different topic in her reading text. In addition, the teacher focused the reading
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class on comprehending a text regardless the topic of the text. By sharing what they have and find in their texts, the teacher provided students with various topics
so that they could enrich each other.
b. Comprehending a Text
This learning technique deals with reading comprehension activities. Based on the direct observations, the teacher conducted the reading class by
prioritizing the learning activities on reading comprehension. Among 14 meetings that have been observed, 11 meetings were about reading comprehension with
three different learning activities. The main learning activities in reading comprehension were reading activity and answering comprehension questions
activity. The teacher conducted the reading activity and answering comprehension questions activity together; the teacher asked students to read the text and then
directly to answer the comprehension question based on the text they have read. The teacher distributed different reading texts to each student. Hence, each student
had a different text to read and different questions to answer. In doing reading activity, students read the text silently. The teacher did not ask students to read the
text aloud because they had a different reading text. Based on the direct observations, the researcher found that students
checked the assignment of answering comprehension questions by themselves. As presented earlier, each student had a different reading text along with assignment
of answering comprehension questions. The teacher provided students with key answers for each text to check their own work. By looking up to the key answers,
students then checked and gave score on their work by themselves. The teacher also gave students another assignment besides answering
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