AN INVESTIGATION OF THE TEACHING OF READING : A Case Study at Three Level Classes: Acceleration, International and Regular Class at an International Standard State Senior High School in Sumedang Regency.
TABLE OF CONTENTS
Page
DECLARATION ……… i
PREFACE ………... ii
ACKNOWLEGEMENT ………. iii
ABSTRACT ……… v
TABLE OF CONTENT ……….. vi
LIST OF FIGURES ……….... ix
LIST OF TABLES ………. x
LIST OF APPENDICES ……… xi
CHAPTER I INTRODUCTION 1.1 Opening Remarks ... 1
1.2 Background of the Study ... 1
1.3 Research Questions ... 7
1.4 Purpose of the Study ... 8
1.5 Significance of the Study ... 8
1.6 Scope of the Study ... 8
1.7 Clarification of the Technical Terms ... 9
1.8 Organization of the Paper... 9
1.9 Closing Remarks ... 10
CHAPTER II LITERATURE REVIEW 2.1 Opening Remarks ... 11
2.2 Reading: From Definitions to the Goals ... 11
2.2.1 Definitions of Reading ... 12
2.2.2 Goals of Reading ... 13
2.3 Reading Process ... 16
2.3.1 Bottom-Up Models ... 17
2.3.2 Top-Down Models ... 17
2.3.3 Interactive Models ... 18
2.4 Teacher’s Difficulties in the Teaching of Reading in EFL Context .... 21
2.5 Techniques in Teaching Reading ... 23
2.5.1 Pre-Reading ... 24
2.5.2 Whilst-Reading ... 26
2.5.3 Post-Reading ... 28
2.6 The Roles of Teacher in Applying Reading Teaching Technique, Instructional Media and Exercises ... 29
2.7 Types of Classroom Reading Performance ... 33
2.8 Student’s Perception on Reading ... 34
2.9 Closing Remarks ... 35
CHAPTER III RESEARCH METHODOLOGY 3.1 Opening Remarks ... 36
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3.3 Research Participants ... 37
3.4 Research Design and Method ... 39
3.5 Data Collection Process ... 40
3.6 Data Collection Techniques ... 40
3.6.1 Observations ... 41
3.6.2 Questionnaires ... 42
3.6.3 Interviews ... 43
3.7 Data Analysis Framework ... 43
3.7.1 Observation Data ... 43
3.7.2 Questionnaire Data ... 44
3.7.3 Interview Data ... 44
3.8 Validity Issue ... 44
3.8.1 Triangulation ... 45
3.8.2 Member Check ... 45
3.9 Closing Remarks ... 46
CHAPTER IV DATA PRESENTATION AND ANALYSIS 4.1 Opening Remarks ... 47
4.2 Data from Observation ... 47
4.2.1 The Teacher’s Goals in Teaching Reading ... 47
4.2.2 Techniques Used in Teaching Reading ... 50
4.2.2.1 Activities in Reading Class ... 51
4.2.2.1.1 Pre-Reading Activity ……….... 51
A. Pre-Reading activity in the Acceleration Class ……… 54
B. Pre-Reading activity in the International Class ……….………… 56
C. Pre-Reading activity in the Regular Class ……….… 61
4.2.2.1.2 Whilst-Reading Activity ……….. 63
A. Whilst-Reading activity in the Acceleration Class ……… 67
B. Whilst-Reading activity in the International Class ……….………… 73
C. Whilst-Reading activity in the Regular Class ……….… 76
4.2.2.1.3 Post-Reading Activity ………... 78
A. Post-Reading activity in the Acceleration Class ……… 79
B. Post-Reading activity in the International Class ……….………… 80
C. Post-Reading activity in the Regular Class ……….… 80
4.2.3 The Problems Encountered by the Teachers ……….. 82
4.2.4 Students’ Perceptions on Teacher’s Activities during Reading Class ………. 83
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4.3 Data from Questionnaire ……… 4.3.1 The Teacher’s Goals in the Teaching of Reading ………. 4.3.2 Techniques Used in the Teaching of Reading... 4.3.3 The Problems Encountered by the Teachers ……….
4.3.3.1 The Problems Encountered by the Teacher of
Acceleration Class ………. 4.3.3.2 The Problems Encountered by the Teacher of
International Class ………. 4.3.3.3 The Problems Encountered by the Teacher of
Regular Class ……… 4.3.4 Students’ Perceptions on Teacher’s Activities during
Reading Class ……… 4.3.4.1 Findings from Closed Questionnaire ……… 4.3.4.1 Findings from Open-ended Questionnaire ……… 4.4 Data from Interview ………...………....…
4.4.1 The Teacher’s Goals in the Teaching of Reading ……… 4.4.2 The Problems Encountered by the Teachers ……….…....
4.4.2.1 The Problems Encountered by the Teacher of Acceleration Class ……… 4.4.2.2 The Problems Encountered by the Teacher of International Class ………... 4.4.2.3 The Problems Encountered by the Teacher of Regular Class ………... 4.4.3 Students’ Perceptions on Teacher’s Activities in Reading Class ………..……….…….….
4.5 Closing Remarks ……….….
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Opening Remarks ………. 5.2 Conclusions ……… 5.3 Suggestions ………
84 84 85 87 87 88 88 89 89 92 94 94 97 97 98 99 101 102 105 105 112 BIBLIOGRAPHY APPENDICES
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LIST OF FIGURE
Page Figure 2.1 : Types of Classroom Reading Performance
(Brown, 1994) ... 33
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LIST OF TABLE
Page
Table 2.1: Four Roles/Resources of the Readerdeveloped by Freebody
and Luke (1990) ……….. 20
Table 3.1: Score of Each Response in Closed Questionnaire ……….. 42
Table 4.1: Vocabulary Exercise: Matching Activity ……… 69
Table 4.1: Vocabulary Exercise: Fill in the Blanks Activity ……… 71
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CHAPTER I
INTRODUCTION
1.1 Opening Remarks
This chapter introduces the problem of the study. It starts with the background of the study, which describes the overview of the existence of International Standard School in Indonesia, the importance of reading, and the reasons to conduct the study. The purpose of the study, research question, significance of the study, scope of the study, and clarification of technical terms follow it. This chapter is concluded with organization of the paper.
1.2 Background of the Study
This study is concerned with investigating the teaching of reading at a Senior High School which is categorized as International Standard School in Sumedang regency.
Recently, Indonesia has three categories of school for elementary and secondary school (http://www.diknas.go.id). The three categories are General School (Sekolah Umum), National Standard School (Sekolah Berstandar Nasional), and International Standard School (Sekolah Berbasis Internasional).
In the Regulation of National Education System of Indonesia No. 20 in 2003 section 50 verse 3 expressed “Government and or regional government carry out at least one school of all the education level to be developed become the international standard school”.
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The establishment of SIS (School with International Standard), according to curriculum, is one of efforts to increase the quality of education where school is given authority to design and execute the quality education with international standard, but still related to the minimal standard which has been specified by Central Government in Standard of National Education (SNE) that adapted by international curriculum. This is as according to understanding of SIS in “The System of Fostering of School with International Standard” expressed that SIS is the international standard school that prepare the learners based on the Standard of National Education (SNE) of Indonesia and has international level so that the grad have international competitiveness ability.
The process of teaching and learning in SIS must grow and develop creativity, innovation, natural existence, and experiment to discover the new probability, “a joy of discovery”, and does not stake at the tradition that more account to memorize and recall teaching and learning. The medium of instruction in teaching and learning in SIS is global language (English), and use the various education media especially using the modern technology (i.e: notebook/laptop, LCD, and VCD). The teaching and learning process in SIS must develop the sense of curiosity and wonder, opened to the new probabilities; facilitate the freedom of creativity, and experimental approach.
SIS covers the intake (new students) and instrumental input (curriculum, teacher, principal, infrastructure, organization, management, administration, and school environment). Intake must be selected tightly through filter assess notification, school final exam, scholastic attitude test (SAT), health of physical,
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and interview. The new students of SIS have pre-eminent intelligence potency posed at intellectual quotient (IQ), emotional quotient (EQ), and spiritual quotient (SQ), and extraordinary talent. The instrumental inputs of SIS are curriculum, teacher, principal, support persons, infrastructure, organization, management, administration, and school environment.
Curriculum of SIS has to be enriched (to be extended, to be strengthened, and to be deepened) so that the school owns international reputation. Moreover, the curriculum states that the teacher of SIS must have professional competence, pedagogic, personality, and society with international standard, can communicate by international language, can use the modern ICT. The principal must have ability of professional management, leadership, organization, administration, and business that required to execute SIS, and can communicate by international language especially English. The support persons (librarian, laboratories, technician of computer, chief of officer, administrator of monetary, accountancy, officer, infrastructure, and secretariat), qualification and quantity, competency must buffer and support the SIS execution. Infrastructure must be completely and modern to support the SIS carrying out, especially to support teaching and learning process, literatures, references, handouts, learning media, and apparatus. Organization, management, and administration of SIS have to adequate for fostering of SIS.
Based on the description above, SIS, besides must have and fulfill the Standard of National Education (SNE), SIS must have output (the grad), process (teaching and learning process; method, style, and medium of instruction), input
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(intake/new student, instrumental; curriculum, teacher, principal, support persons, infrastructure, organization, management, administration, and school environment) which have International standard.
The school in which the research was conducted belongs to the international standard school and it is considered to have fulfilled and implemented the requirements for an international standard school. The teachers belonging to this school are also considered for having good competency and qualifications in teaching and educational matters.
In this international standard school, the proportion of teaching periods for English depends on the level of the classes. For the level of an international class, English is taught eight teaching periods a week, the highest proportion among the other levels of classes. For an acceleration class, English is taught five teaching periods a week, and for a regular class, English is taught four teaching periods a week. The length of every teaching period is 45 minutes.
In Indonesian context, the aim of teaching of reading in SMA is conducted based on the reading objectives in English curriculum. In the recent English curriculum in Indonesia, namely SBC (School-based Curriculum) or Kurikulum Tingkat Satuan Pendidikan (KTSP), according to Badan Standar Nasional Pendidikan (BSNP) or National Education Standard Bureau page 31 year 2006 for reading competence, it is stated that in reading competence, the students are expected to understand the meaning of interpersonal and transactional written text in the form of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and
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review in daily lives contexts and to access knowledge. In other words, the students are not only expected to understand the texts but also to link them with daily life contexts and to access knowledge from it. The details of the goals of teaching reading are described in the Content Standard (Competence Standard and Basic Competence) for Primary and Secondary Education in Indonesia for Reading in English subject for Senior High School or Sekolah Menengah Atas (SMA) and Madrasah Aliyah (MA) based on the Decree of the Minister of National Education No. 22 year 2006 (see Appendix 1).
Reading comprehension, as part of the English skills that should be mastered by the students, has created an important activity in the teaching and learning process in senior high school in Indonesia. Appropriate strategies are also needed for both students and teachers to enable them face the difficulties that may appear in the process of reading comprehension.
Reading itself, according to Campbell (1995), is the most useful skill for foreign language learner since a reading skill mastery is the key for a successful academic life, a widen horizon and an access to new knowledge and information. He also adds that reading gain importance since the world is in the information age. It can be inferred that reading is a tool to keep up with the world’s fast changing development. To produce a language learner who is good at reading is a challenge. There are many things influencing the success of teaching reading such as the materials given, the students, and the teacher who presents reading materials. According to Wallace (2001), a teacher should be able to activate students’ background knowledge and arouse their interest in pre-reading stage. In
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the second stage, the whilst-reading activity, a teacher helps students to understand the writer’s purpose and the information from the text. Then, the teacher reflects on the material that has been discussed in the post-reading stage. In other words, teachers play important roles in the whole process of reading activities.
Based on the researcher’s experience when observing her peers during teaching reading in class, the teachers faced some problems in improving students’ skill on reading. It is proven by the fact that there were 44 students failed to pass the National Examination for the year 2006 because the students’ score for English subject could not reach the standard minimum score as required by the National Education Department (National Examination Results for 2006/2007 academic year in Sumedang regency for SMA level). The teachers claimed that this failure was caused by students’ inability to improve their reading skills. This assumption is strengthened based on the fact that reading section in the national examination takes the biggest part, that is 35 questions out of 50 questions, or in other words, 70% questions relate to reading comprehension. The teachers also claimed that the lack of teachers’ strategy in teaching reading become another cause of the failure. These claims and problems have been revealed in several Workshops on New English Teaching Curriculum or MGMP for English in Sumedang.
Previous research regarding the teaching and learning of reading has been conducted, among others, by Wallace (1992, 2001), Wahyuni (2000), and Li-Juan (2007) who focus on EFL reading teaching, problems and possible solutions.
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Their research mostly showed that the students were not able to understand the texts and the teacher dominated classroom activities. Moreover, the teachers often neglected to cultivate students’ reading comprehension ability to give a global idea of an article.
Considering the facts above, the researcher believed that it is necessary to conduct a similar research describing the current phenomenon of a teacher’s technique in the teaching of reading to investigate more the development of a teaching and learning process during teaching reading activities in a senior high school context.
The researcher further thought that the teachers’ techniques in a teaching of reading play an important role in helping and guiding the students to improve their reading skill. Therefore, she decided to conduct the research that focuses on the teachers’ techniques in teaching reading. The various types of the teachers’ strategies become the main goal of the investigation in this research. The students’ perceptions on teachers’ techniques in teaching reading also belong to the investigation of the researcher’s research.
1.3 Research Questions
The study explored an investigation of the teaching of reading at three levels of classes: acceleration, international and regular class. To focus on the teaching of reading, the study is attempted to address the following questions:
What are the teachers’ goals in teaching reading?
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What problems do the teachers encounter in teaching reading?
What are the students’ perceptions on the teachers’ techniques in teaching reading?
1.4 Purpose of the Study
This study was conducted to investigate the teachers’ goals in teaching reading, the techniques that the teachers applied in teaching reading, the problems encountered by the teachers in teaching reading, and also to find out the students’ perceptions on the teacher’s techniques in teaching reading. The investigation was done at three levels of classes: acceleration, international and regular class in an international standard state senior high school in Sumedang regency.
1.5 Significance of the Study
The results of this study are expected to give valuable inputs to the practice of English teaching in senior high schools, especially as information to be a professional teacher in the teaching of reading in international standard schools in Indonesia. In addition, the findings are also expected to be a tool for betterment in teaching of reading, especially in varying the techniques in teaching reading and also be an additional literature on the teaching of reading in EFL context.
1.6 Scope of the Study
Limitation is used to narrow the scope of the study (Creswell, 1994). Therefore, the research limits the study on teaching and learning reading since
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reading competence is one of the passing grade competencies standards for senior high school level for English subject in Indonesian curriculum. Specifically, the study focuses on the techniques used by teachers in the teaching of reading in English class. The student’s perceptions on the teachers’ techniques in teaching reading are also being another focus of this research.
1.7 Clarification of the Technical Terms
There were three key words used in this study: ‘technique’, ‘reading’ and ‘perception’. Technique, according to Brown (1994:51) is “any of wide variety of exercises, activities, devices, used in the language classroom for realizing lesson objective”. Meanwhile, reading in this research refers to silent reading to comprehend the text, and the term perception refers to the ways the students perceive reading experiences during the class activities.
1.8 Organization of the Paper
This thesis is divided into five chapters. Chapter one presents the background of the study. It highlights various aspects regarding to the realization of the research. This chapter gives general description of the introduction to the topic of the research, i.e. by presenting the background of the study and research questions. Meanwhile, the theories that support the study are presented in chapter two. This chapter reviews related literature that is relevant to the present study. The theory of reading, techniques of teaching reading, reading in Indonesian
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curriculum primarily support this study. Other theories about reading definitions, the goals of teaching reading, teacher’s role in teaching reading, types of classroom reading performance, and students’ perceptions on reading are also presented in chapter two to support the study. Chapter three discusses research methodology, which gives description about where the study is conducted, who the participants are, how the study is designed, how the data is collected and how the data is analyzed. In chapter four, the researcher presents data presentation and data analysis result. Finally, this thesis is concluded in chapter five, in which she draws conclusions and also puts forward some recommendations.
1.9 Closing Remarks
This Chapter has presented the introduction of the whole study, which includes research aims, data collection and data analysis. The following chapter will present the theoretical foundation that frames the study.
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CHAPTER III
RESEARCH METHODOLOGY
3.1 Opening Remarks
This chapter presents the research design and method of the study. It includes further elaboration of how the research is carried out. Further, it describes research site and research participants (the teacher and the students). Then, data collection process, data collection technique from data resources (observation, interviews, and questionnaires), and data analysis follow them.
3.2 Research Site
The researcher conducted the study at one state senior high school in Sumedang regency. This school is the only school with the status of an International Standard State Senior High School in Sumedang regency. It has three levels of classes: acceleration class, international class and regular class.
Therefore, it is necessary to investigate the teaching of reading in the three levels of classes to find out whether or not there are differences in the teaching of reading, including the goals, the techniques, the problems, and the students’ perceptions. Also to get the various types of the teachers’ teaching performance in teaching reading at the three different levels of classes and to get various perceptions from the students toward the techniques used by the teachers.
To collect the data about the research site, the researcher observed the teachers in the classroom, conducted interviews to the three teachers, distributed
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questionnaires to the students and interviewed selected students. The three teachers who were involved in this study teach in the three levels of classes: acceleration class, international class and regular class.
The researcher observed the teachers to find out their techniques regarding the practice of teaching and learning reading. In order to clarify the data gained from the observation, the researcher conducted interviews with the teachers with the purpose of finding out their views related to the activity during the class sessions.
Furthermore, questionnaires were distributed to the students to find out the students’ perception on the teacher’s techniques in teaching reading. Finally, the researcher conducted interviews with selected students to get their specific perceptions toward the techniques used by the teacher in the reading class.
3.3 Research Participants
In relation to the focus of this study, there are three English teachers and 82 students who are chosen as the participants of this study.
The teachers are purposively chosen as they are teaching in three different levels of classes: acceleration, international and regular class. These teachers have been teaching English for more than 20 years so that they are considered as role models for another English teacher. Further, they have attended several seminars, workshop and training especially in relation to the development and improvement of the school’s status as an International Standard School, and have a TOEIC
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score of above 700. It is expected that they can give valuable contribution toward the research.
Meanwhile, the three classes are selected as the representation of acceleration, international and regular class. The three classes comprises one acceleration class (class X-1) which consists of 22 students, one international class (class 2) with the number of students is 30, and one regular class (class X-6) comprises 30 students.
The criteria for the students to enter an acceleration class are as follows: a minimum IQ score of 125, a minimum TOEIC score of 450 and an average score of 80 for Mathematics, Physics, Chemistry and Biology. For an international class, there are 4 classes belonging to this level and English is taught eight teaching periods a week and all other subjects are taught using English language. The criteria to enter an international class are as follows: a minimum IQ score of 120, a minimum TOEIC score of 450, a minimum English score of 80, and a minimum score of 70 for Physics, Chemistry and Biology. And for a regular class, there are six classes belonging to this level. The criteria to enter regular class are: a minimum IQ score of 105, a minimum TOEIC score of 400, and an average score of 70 for the entrance test and national examination. The minimum score for IQ, TOEIC, Mathematics & Science, Entrance Test, and National Examination result are based on the quota needed by the school.
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3.4 Research Design and Method
Quantitative and qualitative methods were used to analyze the data. The researcher adopted a qualitative research design from Maxwell (1996). In this study, she investigated the teachers’ techniques in teaching of reading in relation to the techniques for teaching reading. She described the phenomenon that she investigated descriptively and factually.
The research method employed in this study is a descriptive method with a descriptive analysis. Suparmoko (cited in Muliardi 2000:27) states “a descriptive analysis is an analysis of all data of an object to get a correct description of the object”. This method is intended to elaborate and understand the nature of individual or a group of individuals including attitudes, opinions, feelings and behavior (www.nop.co.uk/techniques/tech_inter_qual_faq (1). shtml). The data gained from the investigation should be as factual as possible (Merriam, 1998; Moleong, 2002). Further, it will be described and analyzed in the frame of the theoretical literature used in this study. This study especially employed a case study since it is an intensive description of teachers’ techniques in teaching reading.
Meanwhile, the quantitative method was used to analyze the data gathered from questionnaire. The type of the questions available in the closed-questionnaire was constructed based the Likert scale.
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3.5 Data Collection Process
The process of collecting the data are done through observing the teachers in the classroom, conducting interview with the teachers, distributing questionnaires to the students and interviewing selected students.
The researcher observed the teachers to investigate their techniques regarding the practice of teaching and learning reading. In order to clarify the data gained from the observation, the interviews were conducted with the teachers for the purpose of finding out their views related to the activity during the class session (see Appendix 5). Further, questionnaires were distributed to the students to find out their perception on the teacher’s techniques in teaching reading (see Appendix 4). Finally, the writer conducted interview to selected students to get their specific perceptions toward the techniques used by the teachers in the reading class (see Appendix 6).
3.6Data Collection Techniques
The data of this research were collected through observations, questionnaires, and interviews. Those instruments are expected to meet researcher’s need in gathering the data that is relevant to the present study.
The researcher combined quantitative and qualitative methods in analyzing the data. The quantitative method was used in analyzing the data gathered from closed-questionnaires whereas a qualitative method was used to analyze the data from interviews, observations and open-ended questionnaires.
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The frequency of students who answer closed-questionnaires is calculated in a percentage form using the formula:
which P = percentage of each statement; ƒo = frequency of answers; N = number of respondents.
The procedures of data analysis are: (1) analyzing the data in accordance with the method of research, (2) displaying the data, (3) interpreting data analyzed, and (4) making conclusions and recommendations of the research. 3.6.1 Observations
Observation was conducted to find out the teachers’ activities in the classroom. The researcher was present in the class as non-participant observer. She recorded the existing conditions of the class using a video-camera. The researcher also used field notes in collecting data. The advantage of applying observation is that an existing class situation can be recorded as it occurs naturally (Borg and Gall: 1979). In addition, Creswell (1994) states that observation enables a researcher to get a first-hand experience with informant and to notice unusual aspects of the observed situation.
The observation was conducted in September-December 2008 and January 2009 for 10 meetings. The visit of observation was adjusted to the teachers’ teaching schedule in teaching reading in the class. The observed classes are three classes comprises of one class of acceleration class (Class X-1) which consists of
% 100 X N f P = o
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22 students, one class of international class (Class X-2) with the number of students is 30, and one class of regular class (Class X-6) comprises 30 students.
3.6.2 Questionnaires
Questionnaires were distributed to the teachers to find out their goals, techniques and problems in teaching reading and also distributed to the students to find out their perceptions on reading activities. The types of question provided in the questionnaire are open and closed questions.
For the teachers, open questions comprise 5 questions related to goals, techniques and problems in teaching reading. For students, open question comprises 5 questions regarding the students’ perceptions on the activities in the three reading phase: pre-, whilst-, and post-reading activity and closed question consists of 15 questions with four responses categories (never, seldom, often and always). The 15 questions consist of 3 questions related to pre-reading activity, 8 questions related to whilst-reading activity, and 4 questions related to post-reading activity (see Appendix 3). This type of questions was constructed based on Likert scale. Basically, the scale ranges from 1 to 5. In this research, uncertain category is eliminated to avoid neutral opinion. The score of each response is showed in the following table:
Table 3.1
Score of Each Response in Closed Questionnaire
RESPONSE SCORE
Always 4
Often 3
Seldom 2
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3.6.3 Interviews
Interview was chosen since it is intended to obtain data regarding to the process of teaching and learning reading from the teacher. According to Borg and Gall (1979), interview can be used to dig up information and it enables the researcher to get more data with greater clarity. Therefore, to gain the information from all respondents in relation to research questions, the interviews were held. All the respondents’ answers were firstly recorded and then transcribed. The interviews were conducted with eight respondents: three English teachers and six students of grade X. The six students comprise two students from an acceleration class, two students from an international class and two students from regular class (see Appendix 5 & 6).
3.7 Data Analysis Framework 3.7.1 Observation Data
Data from observation was used to get factual phenomenon of the teachers’ activities in the classroom. The data from observation result were analyzed based on the teachers’ techniques in teaching reading in relation to the techniques for teaching reading framed by the theoretical literature used in this study. The researcher presents in the class as non-participant observer and she described the phenomenon that she investigated descriptively and factually.
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3.7.2 Questionnaire Data
Data from questionnaire are in the form of respondents’ answers, which is written on the questionnaire sheet. The types of question provided in the questionnaire are open and closed questions. The data from open question were analyzed to find the answers for the research questions about the students’ perceptions on the activities, exercises and instructional media in reading class and the teachers’ goals, techniques and problems in teaching reading. Meanwhile, the data from close questionnaire were analyzed to find the answers regarding the students’ perceptions toward the activities in the reading class.
3.7.3 Interview Data
The data from the interviews were in the form of recording. The researcher recorded and then transcribed all the respondents’ answers. The data from the interview were also used to gain information related to the research questions about problems that the teachers encountered in the teaching of reading, and about the students’ perceptions on the teachers’ techniques in teaching reading. The interviews were also used to check the validity of the data taken from the questionnaires.
3.8 Validity Issues
The researcher implemented two techniques namely triangulation and member checks to establish the trustworthiness. Describing the data as clearly as
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possible was also done to check the validity of the data. The techniques of triangulation and member checking are described as follows:
3.8.1 Triangulation
Triangulation refers to the use of various methods in collecting data needed for the research (Alwasilah, 2002). By applying triangulation, the researcher takes some benefits. First, the risk of making research conclusion that is limited to certain method and data source will be reduced. Second, the validity of the research conclusion will be increased. Therefore, the researcher triangulated the data by collecting information from three data resources (i.e. observation, interview, and questionnaire) and from two different parties (i.e teachers and students).
3.8.2 Member Check
Member check was carried out to verify data taken from the interview and observation. Respondents were asked to review interview transcripts. According to Alwasilah (2002), the advantages of applying member check are: to avoid researcher’s misinterpretation toward respondents’ answer in the interview and respondents’ behavior in observation, to confirm respondents’ perspectives toward the ongoing process. Therefore, member checking was done by asking the respondents who had been interviewed to check the transcripts of the interview.
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3.9 Closing Remarks
This chapter has discusses the method and design that the researcher applied in conduction the study. The research site, research participants, data collection process, data collection techniques, and data analysis framework have been described clearly. The data presentation and data analysis are presented in chapter IV.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Opening Remarks
This chapter consists of two parts. The first part is the conclusions drawn from the study. The second part is the suggestions addressed to the teachers who are concerned with teaching English, particularly with the teaching of reading and the future researchers who are willing to conduct the same study.
5.2 Conclusions
This thesis reported the results of a study of the teachers’ techniques in teaching reading in three levels of classes: acceleration, international and regular class. Based on the research findings, as discussed in the previous chapters, there are some conclusions that can be drawn from this study.
With regards to the research questions, the results of the study are concluded as follows. First of all, regarding the first research question related to the teachers’ goals in the teaching of reading, the data in this study indicate that the teacher of acceleration, international and regular class have the same goals. Their goals in the teaching of reading are to enable the students to understand the meaning of the written texts and the rhetoric steps accurately and fluently, to answer the comprehension questions correctly and also to make a connection between the text and the students’ contextual situation. To some extents, these goals are in line with the goals of the Competence Standard and Basic
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Competence for Reading in English subject for Senior High School as required in the curriculum of KTSP.
However, the actual practice in the classroom shows that the teachers’ goals in the teaching of reading were focused more on students’ understanding toward the text. The goal of reading to make a connection between the text and the contextual situation, as also required in the curriculum and in the goals of reading as social context, seemed to be neglected by the teachers. This situation appeared because the teachers have to prepare the students to face the English tests, especially the test for the National Examination. In the examination, reading takes the biggest part in the test, that is 35 questions out of 50 questions, or in other words, 70% questions related to reading comprehension. As the result, the process of making a connection between the text and the students’ contextual situation was not implemented in the classroom practice.
Moreover, the goal of teaching and learning for international and acceleration class as expected in the requirement for the School with International Standard (SIS) did not implement in the class situation. The activities of reading were concerned more on the text that made the students not fully engaged in the reading activities – taking turns reading aloud or listening to their teachers and the type of the questions is not challenging because the type of the question is merely on the informative one. Meanwhile, the requirement for the standardization of SIS expects that the teaching and learning process in acceleration and international class develop the sense of curiosity and wonder, opened to the new probabilities; facilitate the freedom of creativity, and experimental approach. Also, the medium
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of instruction in teaching and learning in SIS is global language (English), and use the various education media especially using the modern technology (i.e: notebook/laptop, LCD, and VCD). Therefore, the teachers should focus not only on the ability to understand the content of the written text itself, but also on the ability to draw meaning of the written texts, so that there is an interaction among the students’ prior knowledge, the text and the context in situational contexts and social expectations as expected in the curriculum for the international standard school and in the goals of reading as social context. Further, the teachers also required to develop the type of comprehension questions that enable the students to give their personal response critically so that the students posses the good competitiveness ability, as also required in the system of fostering school with international standard.
In addition, the study also found that there are differences among the teachers’ goals, the lesson plan and the actual practice in the classroom. The teachers mostly focused on the pragmatic one. To them, the process of teaching and learning is adjusted to the classroom situation rather than to the lesson plan since the lesson plan is a copy from their peers’ works. According to Li- Juan (2007), the situation indicates that the lack of theoretical knowledge about EFL methodology possessed by the teachers affects on the situation where they usually have little idea about how to plan a lesson regularly and systematically. As a result, there are differences between the teacher’s plan and the actual practice in the classroom. This situation is similarly described in the research findings reported by Wallace (1992) and Li-Juan (2007). Due to the findings of this study,
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it is imperative for the teacher to consider the role of the curriculum, the syllabus and the lesson plan as guidance in implementing the teaching practice in the classroom activities.
Secondly, to do with the second research question on the teachers’ techniques in the teaching of reading, the observation results describe that the three teachers did not apply the whole steps of pre-reading activity as suggested by Wallace (2001), from which this study has been drawn, that cover establishing a purpose for reading, activating and building background knowledge, and previewing. It happened because of the limitation of time allocation for reading. That is why the three teachers considered that it was not necessary to conduct many activities in the pre-reading stage. This finding indicates that the teachers need to improve their capability in managing the time allocation for the activities in the class. Due to that fact, it is important for the teacher to have good teaching time management in conducting the classroom activities.
Further, for whilst-reading activity, the findings in the present study are supported the previous studies related to reading techniques in EFL classroom which were conducted by Wallace (1992), Surong (2002), Li-Juan (2007). In line with their findings, the results of the observation show that comprehension questions and vocabulary become the main concerns of the teachers in the whilst-reading phase. On the other hand, Wallace (1992) suggest that it is imperative for the teachers to teach not only decoding skills, fluency, prior knowledge and new vocabulary, but they also should be able to motivate and engage students with the text in order to improve reading comprehension. Therefore, the teachers on this
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study should improve their techniques in the whilst-reading phase, especially in developing and varying reading materials and tasks that make the students actively engaged in the classroom activity.
The observation results also show that there were two techniques which are similarly applied by the teachers of acceleration, international and regular class in whilst-reading phase namely ‘Question-Answering Technique’ and ‘Vocabulary Instruction Technique’. Specifically, there were four techniques applied by the three teachers in three different classes, namely: Question-Answering Techniques (Edmondson, 2006), Question-Generating Technique (Edmonson, 2006) in the form of Comprehension Questions, Vocabulary Instruction Technique (Closs, 2006), and Recitation (Muskingum College-Center for Advancement and Learning or CAL). For post-reading technique, in the acceleration class, the teacher applied ‘Reviewing’. In international and regular class, both of the teachers did not apply the post reading activity. These findings indicate that the teachers could not yet develop and vary the technique in the teaching of reading. Due to that fact, trainings for the teachers is really needed in enhancing the teachers’ ability in teaching practice, particularly in the teaching of reading.
In addition, it was also found that from Four Roles/Resources of the Reader developed by Freebody and Luke (1990), the focus of reading activity in the three levels of classes only lead the students to become ‘Text Participant’ who are directed to comprehend the text through comprehension answering activity. On the contrary, the teaching of reading should lead the student not only to be a
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reader but also be a critical reader who is able to link the text to his daily life context (Wallace, 2001) and be a text analyst who is able to develop a critical response to the text (Freebody and Luke, 1990).
Due to that reason, it is a time for the teachers to develop their teaching technique which can lead the students to have strengthened reading skills that offer them a wide range of interesting information as well as a variety of language expressions and structures which are of great usefulness for developing other language skills.
Third, the results regarding the teachers’ problems encountered in reading class, as mentioned in the third research question, show that there were some problems faced by the teachers. The problems are the teaching time allocation, development of additional materials and lack of enthusiasm showed by students in learning reading. To overcome these problems, the teachers’ efforts are really needed. Based on the result of this study, one of the solutions is to improve and vary the techniques in the teaching of reading.
Fourth, based on the fourth research question regarding the students’ perceptions on pre-, whilst- and post-reading activities conducted by the teachers in reading class, the data show that the students perceive the techniques applied in reading class differently. The students generally consider that there should be improvement in varying the reading activities, materials and exercises in reading class in order to get the maximum result in the learning of reading. The students also expect that their teachers are able to create materials, tasks and exercises of reading that can assist them understand better what they read, such as by
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developing reading comprehension questions that cover the explicit, implicit and applied questions.
Overall, the findings show that there are no significance differences among the three different levels of classes regarding the goals and the techniques in the teaching of reading. The class of acceleration, international and regular applied the same lesson plan, teaching materials (handbooks) and instructional media (chalk and board). This indicates that in the real field, the process of teaching and learning the three levels of classes are the same and have not yet fulfilled the criteria for the international standard school (as explained in chapter 1). In fact, the difference only lies on the duration of finishing the study and the teaching period of the English subject. This means that the school in which the study was conducted needs some improvement in implementing the educational system as required in the system of fostering of school with international standard.
It is really a hard work for the government and for all elements who are involved in the educational matters (the principals, the teachers, the students and also the society) to improve the international standard school to have the international standard one that can equip the learners to have the international level so that the grad have international competitiveness ability, as required in the system of fostering of school with international standard. Teachers, as the most important elements in the process of teaching and learning need to improve themselves to have the good capacity in implementing the international standard school. Some trainings, workshops, seminars are imperatively needed to enhance the teachers’ ability in improving the goals of the international standard school.
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5.3 Suggestions
Regarding the research result, it is suggested that English teachers, who are teaching reading, consider the role of curriculum, syllabus and lesson plan as guidance in teaching reading and implementing it in reading class for the improvement of the teaching and learning English especially in the teaching of reading.
Further, from the study it was found that teachers’ techniques in teaching reading give great influence to the situation in the class, therefore, it is suggested that the teachers have sufficient capability in selecting the appropriate techniques which are relevant to the students’ needs and in selecting various types of teaching techniques in order to avoid monotonous activities in the reading class. Moreover, the teacher should also enable to create well-designed reading materials and exercises that can help the students interact with text critically and intelligently to create or construct meaning, such as by creating well-designed comprehension questions that lead them to be critical readers.
In particular, trainings for the teachers, especially for those who are teaching in international class, are really needed because it can improve their ability in the teaching practice, especially in the teaching of reading. Therefore, the role of the government in conducting trainings for the teachers, such as seminars and workshops is really imperative to enhance the teachers’ ability, especially the teachers of the international standard school.
Finally, for other researchers who are willing to conduct the similar study, it is suggested that they conduct more comprehensive research on reading class to
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find out the appropriate techniques in teaching reading in every level of school especially for SMA level.
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Depdiknas.
Departemen Pendidikan Nasional. (2006). Kurikulum Tingkat Satuan Pendidikan
Bahasa Inggris.Jakarta: Depdiknas.
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Student Journal. Available on line at:
http://www.encyclopedia.com/doc/1g1-62839401.html (Accessed on 7th July 2009)
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Goodman, K.S. (1994). Theoretical Models and Processes of Reading. Newark, D.E.: International Reading Association. Available [on line] at: http://ww.accessmylibrary.com/com2/summary_0286_3475909_ITM_57K (Accessed on 23rd Sept 2008)
Grabe, William and Stoller, Predricka L. (2002). Teaching and Researching
Reading. Great Britain: Pearson Education Limited.
Harmer, Jeremy. (2001). The Practice of English Language Teaching: Third
Edition. Essex: Pearson Education Limited.
Iyer, Venkata. (2007). Communication Skills: Dynamic Reading Skills An
Essential Guide to Develop Efficient Reading Techniques. Malaysia:
Unipress Publishing.
Johnson, Patricia. (1983). Text Analysis and Reading Comprehension. RELC Journal, Vol. 14, No. 1, 46-54, 1983. USA: University of Wisconsin. Available [on line] at: http://rel.sagepub.com/cgi/content/abstract/14/1/46 (Accessed on 16 Sept 2008)
Kilickaya, Ferit. (2004). Authentic Materials and Cultural Content in EFL
Classrooms. Available [on line] at:
http://iteslj.org/techniques/kilickaya-AuthenticMaterial.html (Accessed on 7th Dec 2008)
Lee, M.N.N. (2002). Reading Strategies Program in Rural Malaysia: The
International Journal. Available on line at:
(3)
Li-Juan, Jiao. (2007). Problems in EFL Reading Teaching and Possible Solutions. Dallan, China: School of Foreign Language Dallan Polytechnic University. Keputusan Menteri Pendidikan Nasional. (2006). Standar Kompetensi –
Kompetensi Standar (SK-KD). Jakarta: Depdiknas.
Merriam, Sharan B. (1998). Qualitative Research and Case Study Applications in Education: Revised & Expanded from Case Study Research in Education. San Francisco: Jossey-Bass Publishers.
Mikulecky, B. S. (1990). A Short Course in Teaching Reading Skills. USA: Addison-Wesley Publishing Company.
Moleong, L. J. (2002). Metodologi Penelitian Kualitatif. Bandung: Remaja Rosdakarya.
Muskingum College Center for Advancement and Learning (CAL). Reading
Comprehension. Available [on line] at
http://www.muskingum.edu/~cal/database/general/reading.html-428k- (Accessed on 7th Dec 2008).
Muliardi. (2000). English Teacher's Techniques on Teaching Speaking at Madrasah Aliyah 2 Pekanbaru-Riau: A Descriptive Analysis of Teacher's
Activities on English Classroom Teaching. Unpublished thesis. UPI.
National Capital Language Resource Center (NCLRC). (2003). Teaching
Reading. Available [on line] at
http://www.nclrc.org/essentials/reading/reindex.htm (Accessed on 7th July 2009)
Nga, Nguyen Thi Thu. (2001). Teachers’ Belief about Teaching Reading Strategies and Their Classroom Practices: A Case Study of Viet Ba High
School. Vietnam National University College of Foreign Language
Department of Post Graduate Studies. Available on line at: http://www.asian-efl-journal.com/thesis.php (Accessed on 7th July 2009) Nunan, D. (1988). The Learner-Centred Curriculum. Cambridge: Cambridge
University Press.
Pearson, P. David. (2006). Teaching Reading Comprehension through
Collaborative. Available on line at:
(4)
Pflaum, Susanna, W., Bishop, Penny, A. (2004). Students Perceptions of Reading
Engagement: Learning from Learners. Journal of Adolescent & Adult
Literacy 01 Nov 2004. Available [on line] at: http://ww.accessmylibrary.com/coms2/summary_0206-9862508_ITM (Accessed on 14th Dec 2008)
Pusat Kurikulum Balitbang Depdiknas. (2002). Kurikulum Berbasis Kompetensi:
Kompetensi Dasar Mata Pelajaran Bahasa Inggris SMA & MA. Jakarta:
Depdiknas.
Razi, Salim. (2001). The Effects of Cultural Schema and Reading Activities on
Reading Comprehension. Available [on line] at
http://www.readingmatrix.com/conference/pp/proceedings/razi.pdf (Accessed on 5th Dec 2008)
Reiser, R. A and Dick, W. (1996). Instructional Planning: A Guide for Teachers.
(Second ed.). Massachusetts: Allyn and Bacon.
Richard, J. C. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press.
Robb, Laura. (2005). Teaching Reading in a Middle School: A Journal Article.
Available on line at:
http://boks.google.co.id/books?id=aAHYweYU419C&pg=PA37 (Accesed on 7th Jan 2009)
Romiszowski, A.J., ( 1988). The Selection and Use of Instructional Media: For Improved Classroom Teaching and for Interactive Individual Instruction.
(Second ed.). London and New York: Kogan Page and Nichols Publishing.
Siegel, Linda S. (2005). The Role of Question Type and Reading Ability in
Reading Comprehension: A Journal Article. Available on line at:
http://www.link.com/content/qp1080526717qugh (Accessed on 2nd July 2008)
Simanjuntak, E. G. (1988). Developing Reading Skills for EFL Students. Jakarta: Depdikbud.
Singhal, M. (2001). Teaching Reading Comprehension Skills Essay. Available on
line at:
http://www.essaytown.com/topics/teaching_reading_comprehension_skils _essays_papers.html (Accessed on 16th March 2008)
(5)
Surong, Jing. (2002). A Strategy-Oriented Teaching Model of EFL Reading.
Available [on line] at
http://www.celea.org.cn/pastversion/lw/pdf/jingsurong.pdf (Accessed on 17th Oct 2008)
Tal, Naomie F. (1994). The Role of Question Type and Reading Ability in Reading
Comprehension: A Journal Article. Available on line at:
http://www.eric.ed.gov. (Accessed on 15th Jan 2009)
Tara, J. (1996). Reading Strategies: Scaffolding. Available on line at: http://www.greece.K12.ny.us/instruction/ela/612/reading/reading%20strate gies/reading%20index.html (Accessed on 7th July 2009)
Taylor, Barbara M. (2004). Top Ten Principles for Teaching Reading: Research
Journal on Teaching Reading in ELTJ. Available on line at:
http://eltj.oxfordjournals.org/cgi/content/40/1/42 (Accessed on 7th July 2009)
Tierney, Robert J., Readence, John E., Disher, Ernest, K. (1995). Reading
Strategies and Practices: A Compedium (Fourth Edition). Massachusetts:
A Simon & Schuster Company.
Twining, J.E. (1991). Strategies for Active Learning. Boston, USA: Allyn & Bacon.
Wahyuni, P. (2000). A Teacher's Style in Presenting Expository Texts: A Qualitative Study on Teaching Learning Process in Reading at the First Grade. Students of High School at PP Darul Arqam Muhammadiyah
Garut. Unpublished thesis. UPI.
Wallace, C. (1992). Reading. Oxford: Oxford University Press.
Wallace, C. (2001). Critical Reading in Language Education. Macmillan: Palgrave Macmillan.
Weil, Nolan. (2008). Vocabulary Size: A Research Journal. Available on line at: http://www.asian-efl-journal.com/December_08_nw.php (Accessed on 7th July 2009)
(6)
What is Qualitative Research. Available [on line] at http://www.nop.co.uk/techniques/tech inter qual faq(l).shtml (Accessed on 17th Sep 2008)
Wiener/Bazerman. (1991). Basic Reading Skills Handbook (Second Edition). Houghton Mifflin Company. USA.