THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)
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Chapter Four
Finding and Discussion
This chapter presents the finding and discussion of the research. The
researcher conducted this research to investigate students’ perception on the use of
pre-reading activities in their teaching and learning English. In the findings, the
researcher elaborates the result of the data that contain students’ perception of the
types of pre-reading activities, implementation of pre-reading activities, and
advantages of pre-reading activities. After that, the discussions of this study are
supported by some theories from some experts.
The Types of Pre-reading Activities Implemented at EED of UMY
In this point, the researcher finds the types of pre-reading activities
implemented at EED of UMY which were explained by four students. The
students’ perception is based on their experience in teaching and learning English
at EED of UMY. The types of pre-reading activities practiced by students in this
study were group discussion, pre-teaching vocabulary, brainstorming, predicting,
pre-questioning, and visual aids with video.
Finding 1: Group discussion. Based on the data obtained, one of the
popular pre-reading activities at EED of UMY is group discussion. Group
discussion is commonly used when the lecturer wants students to read a journal or
reading text together. Four students said that group discussion is one of the types
of pre-reading activities. In the group discussion, students will find so many
30
opinions from classmates. It makes them understand the reading text. The data
were supported below:
“Based on my experiences in the class was group discussion. In the group
discussion, the lecturer gives us a text then we were asked to discuss with
our group discussion from the title of the text. We make a prediction about
the text” (P1. 1).
“In the group discussion, the lecturer asked students to make a group then
they were asked to determine the material, after that, the students will find
the problem and how to solve it” (P2. 3).
“My experienced was in the Miss Y subject. At the first time, Miss Y gave
the student a journal. After that we were divided into some groups and she
told us to read a journal. After that, we had to share the idea with the group
member about the text. We were asked to make groups and share opinion
with others” (P3. 2, 9).
“The lecturer asked students to search the topic in internet then discuss what
we got in the group” (P4. 3, 4).
From the data above, it can be concluded that group discussion is one of the
types of pre-reading activities. In group discussion students are free to share their
knowledge and experience that connect with reading text. Aziz (2013) stated that
group discussion forced students to have opportunities to speak and to share the
ideas. This activity helps students find what they bring to reading, what brings
fellow students, and they will share their experiences based on the topic.
31
Finding 2: Pre-teaching vocabulary. Based on the data obtained, three
participants believed that pre-teaching vocabulary is the types of pre-reading
activities at EED of UMY. Participants stated that in pre-teaching vocabulary, the
teacher informs students about some unfamiliar vocabularies or review the
vocabularies that are used in the text. Here are the students’ statements about preteaching vocabulary as the pre-reading activity:
“The lecturer showed some vocabularies. After that, she or he asked
students about the unfamiliar vocabularies that we do not know and discuss
it. Vocabulary that we discuss before the reading is the unfamiliar
vocabularies that we will face in the reading text” (P1. 2).
“...discuss some vocabularies in the text. It is little bit more on discussing
the text” (P2. 4).
“Mr. X informs us the information about vocabulary that we do not know.
So, we can read and know the meaning of unfamiliar vocabularies easily in
the text” (P3. 5).
For some students, pre-teaching vocabulary is one of the types of prereading activities. This activity facilitated students by informing them about the
vocabulary that they found in the text. In addition, this activity made them easy to
determine the content of the text. This finding is in line with Alemi and Ebadi
(2010) “explicit vocabulary development and pre-reading activities are very useful
when the text or content can be specified” (p. 572). In conclusion, the preteaching vocabulary can help students to determine the content of the text through
vocabulary for the better comprehension.
32
Finding 3: Brainstorming. This study finds that brainstorming is the types
of pre-reading activities implemented at EED of UMY. Brainstorming is
commonly use in writing skill, but it does not rule out the possibility that
brainstorming is also used in the reading activity. Moreover, brainstorming in prereading activity invited students to find words from the reading text or from the
title. After that, they have to connect the words with their prior knowledge to
predict the content of the reading text. Here are the students’ statements about
brainstorming as the pre-reading activities:
“In brainstorming activity, we have to arrange some words. From those
words, we can build concept of the text” (P1. 4).
“In brainstorming, we probably have to repeat or review the next material or
provide little guidance on what we will learn in the text with some words”
(P2. 2).
“Brainstorming is commonly used. Usually, it relates with the material that
will be discussed. Brainstorming usually contains words, so we can build
opinions from the text. In brainstorming, the lecturer provided us with some
words then we were asked to predict what we will learn from those words
“(P3. 6, 7).
“Pre-reading activities that was commonly used is brainstorming. I think it
can connect our background knowledge with the reading text” (P4. 6).
All of the participants stated the same things that brainstorming is the
activity in pre-reading. Brainstorming is the popular activity in teaching and
33
learning process. With brainstorming, students get a lot of opinions and ideas.
Therefore, this activity can increase their knowledge. Those finding are in line
with Yusuf (2011) brainstorming, students are invited to call out words and
concepts, and then they connect it with the keyword or words provided by the
teacher to make speculation. In another word, students will collect the key word to
activate their knowledge of the reading text.
Finding 4: Predicting. Two participants agreed that they practiced
predicting in pre-reading activity. It could be seen on the interview result by the
statement from participant two and participant three:
“Usually, the lecturer gives one or two paragraphs of the reading text or we
can see from the title of the text to predict the reading text talks about” (P2.
6).
“In Mr. X subject, Mr. X gives us the general information of the text” (P3.
4).
Predicting make students use the information from the text to predict the
content. Predicting is an activity when students use the information from a text. In
the predicting activity, the students try to predict the reading text from the clue
with their knowledge. Day and Jeong-suk (2005) mentioned that predicting in the
pre-reading activity is an activity that involves students in using their
comprehension on the text and their existing knowledge of the topic related to the
context.
Finding 5: Pre-questioning. Pre-questioning is an activity in pre-reading
activities that involves the role of teacher and students. Pre-questioning is an
34
activity that giving students questions related to the text. The following statements
revealed some findings:
“I don’t really know about question and answer section, because I don’t
know that activity is related with the text. Maybe it will be discussing the
general information from the text” (P1. 5).
“Miss Y explains the material with question and answer section. It makes
students more understand about the text” (P3. 3).
“Usually the lecturer asks “what do you know about the research?”, so we
will find out the meaning of research based on my opinion. So, we think
about how we define the research” (P4. 2).
Based on the findings above, those participants had the same perception
about pre-questioning. It can be concluded that in pre-questioning activity the
lecturer tries to provide some questions indicates the reading text. After that, the
students can predict or make a speculation of the text. This findings is supported
by the theory from Brown (2001) who stated that in pre-questioning activity, the
teacher gives students some questions related to the text to make a prediction of
the reading text.
Finding 6: Visual aids with video. In teaching and learning English, using
material that makes students enjoy joining the class is important things. Generally,
the teachers use video as a media to help students in language learning. Participant
four believed that video is used in pre-reading activities. Here is the statement:
“The lecturer provides us with video related to the topic in reading” (P4. 5).
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This finding shows that video is an interesting material that is used in
language learning. Visual materials in pre-reading activity can help students to get
better comprehension. According to Navarro (2008), visuals has important role in
building schema for English language learners.
The Students’ Perception on the Implementation of Pre-reading Activities at
EED of UMY
In this point, the researcher finds the students’ perception on the
implementation of pre-reading activities at EED of UMY. The results are obtained
from the experience from four participants. There were four finding that answers
second research question. The students’ perception on the implementation of prereading activities at EED of UMY were making a group and discussing the text
together, discussing vocabulary in the text, providing some question before
reading, and showing the video related to the text.
Finding 1: Making a group and discussing the text together. Based on
the participant experiences, in pre-reading activity, they are invited to make a
group then discuss the reading text with their classmates. As the statements from
participant one, participant two, and participant three:
“For the group discussion, we were asked to make a group or work in pair
and discuss about the text. In the group discussion we can share our opinion
with others” (P1. 6).
“We make a group and discuss the text together” (P2. 7).
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“In the group discussion, the lecturer asked students to work as pair or make
groups consist of five people, discuss the text, and sharing the ideas” (P3.
10).
Group discussion is commonly used in teaching and learning language.
From the statements above, it could be seen that the implementation of prereading activity is when students are asked to make a group and discuss the
reading text together with their friends. It is in line with Nagarathinam &
Lakshmanan (2016) who stated that in pre-reading activity, group discussion is
when people sit together and discuss the issue.
Finding 2: Discussing vocabulary in the text. Good vocabulary mastery
can help students in reading comprehension. Two participants elaborate the
implementation of pre-reading activity within discusses vocabulary in the text.
Here are the statements:
“We discuss vocabulary in the text. Usually we scanning unfamiliar
vocabulary in the text then note it. After that we find out the meaning of
those vocabularies using a dictionary. So, we can face unfamiliar
vocabulary of the text” (P1. 7).
“We discuss unfamiliar vocabulary. I underline the unfamiliar vocabulary,
after that I wrote the meaning of those words in Bahasa Indonesia” (P2. 8).
From the data above, it can be concluded that the participant explains the
implementation of pre-teaching vocabulary. Pre-teaching vocabulary facilitates
the students by giving them the meaning of the words before they encounter the
text. In another word, this activity is when students are invited to preview the
37
vocabulary that used in the text. The implementation of pre-teaching vocabulary is
to reduce unfamiliar words to get the better understanding. Therefore, students
will list the unfamiliar words then find the meaning. It was in line with
Landsberger (2011) who wrote list all words in the assignment that may be
important for students to understand and share the information.
Finding 3: Providing some question before reading. This research found
that at EED of UMY, the lecturer giving the students questions related to the text
before reading. This activity implemented in pre-reading activities to make
students get better comprehension. Here is the statement from participant four
about the implementation of pre-reading activity which provides some question
for students:
“Before reading activity, the lecturer provided some questions related to the
topic that we will face later” (P4. 7).
In pre-questioning, the lecturer will provide some questions related to the
topic of the reading text. Besides providing students with the question, the teacher
can ask students to create their own question related to the text. It was supported
by Ekaningrum and Prabandani (2016) who stated providing the pre-questions for
the students, the teacher can ask them to create their own questions related to the
reading text.
Finding 4: Showing the video related to the text. The researcher found
that the participants practiced pre-reading activity using video. The participant
stated that in the implementation of pre-reading activity, the lecturer using video
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that made with PowerPoint Presentation program. It was proven by the statement
below:
“The video that lecturer used is video from PowerPoint Presentation. From
the point in PowerPoint Presentation video, we already prepared the topic
that we will read” (P4. 8).
Based on the participant answer, pre-reading activity is implemented using
video program in PowerPoint Presentation. The material provided by video.
According to Ekaningrum and Prabandani (2016), in the implementation of prereading activity, the material can be in the form of pictures, videos, or others.
To summarize the findings of the implementation of pre-reading activities,
the result revealed that the students’ perception on the implementation of prereading activities were making a group and discussing the text together,
discussing vocabulary in the text, providing some question before reading, and
showing the video related to the text.
However, this research find that some students do not exactly know the
implementation of pre-reading activities. Two participants said that they just
follow the teacher’s instructions when they apply pre-reading activities. It was
proven by the statements from participant one and participant three below:
“I don’t really know that activity, because the lecturer does not inform us
about the activity. I just follow the lecturer’s instruction” (P1. 8).
“Actually, pre-reading is often applied in teaching and learning process, but
I don't pay attention with that activity” (P3. 1).
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After knowing the participants’ perception, the researcher concluded that
students do not exactly know the implementation of pre-reading activity, because
the lecturer does not inform them about this activity. Furthermore, the lecturer
should inform the about those activities. By inform students, it makes students
know and they will do it better because they know that pre-reading activity is
useful for their teaching and learning process, especially in reading.
The Students’ Perception on the Advantages of Pre-reading Activities at EED
of UMY
After collecting the data, the researcher found that there were eight
advantages of the implementation of pre-reading at EED of UMY. The results are
obtained from the experience from four participants. The advantages include
students are more prepared for the concept, students comprehend better the
concept of the text, students have the opportunity to share the ideas, students feel
more motivated, students are more prepared for the language use in the text,
students can increase their knowledge, students can learn how to practice and
analyze the reading text, students can increase their vocabulary.
Finding 1: Students are more prepared for the concept. The first
advantages on the use of pre-reading activity is student more prepare the concept
of reading. This research found that there were two participants stated that prereading activity makes them more prepare for the concept of reading text. It
proven by the statements from the participants below:
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“The first advantage of pre-reading is I feel more prepare. We know reading
is boring activity. Pre-reading help students more prepare to face the
reading. We can be more ready to read” (P1. 9).
“... we are not surprised when we are given the material, so we are ready to
do what should we do. So we can know and recognize the material and we
will not be surprised if there is an assessment” (P2. 11, 13).
Based on the participants’ answered, it could be concluded that pre-reading
activity makes students more prepared for the concept in the text. It makes them
easy to bring their knowledge to make a new concept from the text. In addition,
pre-reading activity helps them to prepare the concept to get better
comprehension. This finding was supported by Yusuf (2011) who stated that prereading activities makes students prepare the concept and makes the reading easy.
Finding 2: Students comprehend better the concept of the text. Based on
the findings of this research, the researcher found that there were three
participants who stated that pre-reading makes students comprehend better the
concept of the text. Here are the statements:
“Pre-reading helps the students to understand the content of the text in more
detailed. Makes me more understand with the text. So, I do not only read
without purpose but I read to get the information from the text“ (P1. 10).
“When we are given the material, I have known and understood how to
comprehend this reading. Improve students’ comprehension because we can
connect all knowledge” (P2. 14, 15).
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“Pre-reading helps students to understanding the text. Pre-reading activity
helps student in reading comprehension. We know that we use English as a
foreign language; the grammar is difficult to learn. Pre-reading helps
students understand what they will read” (P3. 11, 12).
“This activity helps students to get better comprehension of the text. Prereading activities help me to comprehend the whole reading. To get reading
comprehension, I need to read the text again and again. I need to read twice
at the same page to understand the text. Pre-reading makes me create the
opinion of the text” (P4. 1, 9).
The advantage of pre-reading activity practiced by students at EED of UMY
was students comprehend better the concept of the text. Based on the findings,
pre-reading activity help students comprehend better the concept of the text. For
students, pre-reading activity helps them activate their prior knowledge then
connect it with the text. The participants’ statement was in line with Ekaningrum
and Prabandari (2016) who stated that pre-reading activities helped students to
understand a reading text well. Hence, pre-reading activity makes them get better
comprehension of the text.
Finding 3: Students have the opportunity to share the ideas. The
researcher found that through pre-reading activity, students are free to sharing
ideas and opinion. By the pre-reading activity, students feel free to bring their
opinion and shared it with their classmates. It was proven by statement below:
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“In the use of pre-reading activity which like group discussion, I got the
opportunity to share the ideas with my friends, so I got so many ideas about
the reading” (P1. 11).
“When having discussion about the material such as in Miss Y’s class, the
students are grouped so they can deliver their own opinions such as this is
my opinion and this is yours, so we can switch the opinions each other” (P3.
16).
“... make me more active in teaching and learning process. Pre-reading
activities make me follow teaching and learning activities better, because we
already know what we have to do“ (P4. 10).
From the participants’ statement above, through pre-reading activity,
students are free to share any ideas with their friends based on the text. According
to Thongyon (2011) pre-reading activities gave themselves the opportunity to
practice thinking and analyzing, and made them learn more from asking questions
and sharing ideas with classmates. The more ideas get the most students
understand with the text.
Finding 4: Students feel more motivated. Motivation is an important part
in language learning success. Read a text without knowing the language has
become the problem for EFL students. They will face difficulty in understanding
the reading text. There were four participants who stated that pre-reading increase
their motivation to read. It is proven by the statements from the participants
below:
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“Pre-reading activity is the interesting activity. Brainstorming motivates me
to read the text” (P1. 12).
“I am more interested in reading and focus in reading” (P2. 12).
“There are many advantages of pre-reading activity. We are given prereading, so we can be more understand about the purpose of the reading. I
am more motivated to read it. If we get the explanation from the lecturers or
get opinions from our friends, we can easily understand so we are interested
to read. I am happy because pre-reading helps me in reading
comprehension” (P3. 13, 18).
“... make me more interesting to read” (P4. 12).
These finding were supported by Ajideh (2003) who stated that, pre-reading
activity has a purpose to motivate students to read and to prepare them to be able
to read. The motivation comes from students’ selves. When students are
stimulated with the activity that makes them easier to read, they would be
motivated. It could be seen in the participants’ statements that by pre-reading
activities, students feel more motivated. Furthermore, pre-reading activities were
given to make students’ enjoy in reading activities. In addition, these activities
increase students’ motivation to finish their reading activity.
Finding 5: Students are more prepared for the language use in the text.
One participant agreed that pre-reading activity makes them face the difficulty in
understanding the language in the text. This participant believed that pre-reading
activity helps them to prepare the language. The data were supported below:
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“For students, English is foreign language for us. Pre-reading can be as a
preparation for me to face the difficulty in learning language” (P2. 1).
From the participant statement above, it can be concluded that pre-reading
activities can be used to prepare the students for the language in the text. Students
at EED of UMY used English as the foreign language. Pre-reading activity as preteaching vocabulary is presenting unfamiliar vocabulary in the text. This activity
helps student to avoid misunderstanding the context of the text because of the
language. Thus, pre-reading activity can be a bridge for students to prepare the
language in the text. This finding is in line with Haque (2010) “pre-reading
activities can be used to prepare the reader for the language in the text”.
Finding 6: Students can increase their knowledge. This study found that
pre-reading activity increase students’ knowledge. Discussion activity and sharing
ideas increase students’ knowledge. Here is the statement:
“The main advantage of pre-reading activities is adding my knowledge”
(P2. 10).
Based on that statement, the pre-reading activity can be a bridge for students
to increase their knowledge. Yusuf (2011) asserted that pre-reading activity
allows the students to bring their own prior knowledge and opinions to face a
particular issue. It can be concluded that through pre-reading activity, students can
increase their knowledge.
Finding 7: Students can learn how to practice and analyze the reading
text. Pre-reading activities help students to dig up their prior knowledge to get
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better understanding of the text. The followings are participant 3 and participant 4
statements:
“... we can create opinion about the text. The advantage of pre-reading is
making students more critical” (P3. 8, 15).
“... pre-reading activities help me being more critical thinking. I think as
students, we will do more about analyzing and sharpening the knowledge
related to the reading text. Starting from the ideas from our friends and the
explanation from our lecturer, it makes me more critical thinking” (P4. 13).
From the statements above, it could be concluded that pre-reading activity
makes students more critical thinking. They will keep learn and learn. Besides,
students will try to analyze the ideas from the other people based on the text to get
reading comprehension. It was in line with Alemi and Ebadi (2010) who stated
that one of pre-reading activity stimulates students to learn the processes of
critical thinking.
Finding 8: Students can increase their vocabulary. Pre-reading activity
can increase students’ vocabulary mastery. When they read a reading text and find
unfamiliar vocabulary they will try to find out the meaning of that vocabulary.
Thus, their vocabulary will increase. The data were supported below:
“The journals that student used sometimes using unfamiliar vocabularies.
Pre-reading with pre-teaching vocabularies is helpful in understanding the
reading. Firstly we review the vocabulary and it also increases our
vocabularies” (P3. 14).
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“Absolutely, pre-reading increases my vocabularies. Sometimes, we do not
know the meaning of some words. Pre-reading makes me know the meaning
of unfamiliar vocabularies” (P4. 11).
From the data above, it can be concluded that pre-reading activity increase
students’ vocabulary mastery. Pre-teaching vocabulary helps them to know the
meaning of unfamiliar words. This findings is in line with Asri (2013) using prereading activity make student learn about unfamiliar words. Hence, through prereading activity, students can increase their vocabulary.
Chapter Four
Finding and Discussion
This chapter presents the finding and discussion of the research. The
researcher conducted this research to investigate students’ perception on the use of
pre-reading activities in their teaching and learning English. In the findings, the
researcher elaborates the result of the data that contain students’ perception of the
types of pre-reading activities, implementation of pre-reading activities, and
advantages of pre-reading activities. After that, the discussions of this study are
supported by some theories from some experts.
The Types of Pre-reading Activities Implemented at EED of UMY
In this point, the researcher finds the types of pre-reading activities
implemented at EED of UMY which were explained by four students. The
students’ perception is based on their experience in teaching and learning English
at EED of UMY. The types of pre-reading activities practiced by students in this
study were group discussion, pre-teaching vocabulary, brainstorming, predicting,
pre-questioning, and visual aids with video.
Finding 1: Group discussion. Based on the data obtained, one of the
popular pre-reading activities at EED of UMY is group discussion. Group
discussion is commonly used when the lecturer wants students to read a journal or
reading text together. Four students said that group discussion is one of the types
of pre-reading activities. In the group discussion, students will find so many
30
opinions from classmates. It makes them understand the reading text. The data
were supported below:
“Based on my experiences in the class was group discussion. In the group
discussion, the lecturer gives us a text then we were asked to discuss with
our group discussion from the title of the text. We make a prediction about
the text” (P1. 1).
“In the group discussion, the lecturer asked students to make a group then
they were asked to determine the material, after that, the students will find
the problem and how to solve it” (P2. 3).
“My experienced was in the Miss Y subject. At the first time, Miss Y gave
the student a journal. After that we were divided into some groups and she
told us to read a journal. After that, we had to share the idea with the group
member about the text. We were asked to make groups and share opinion
with others” (P3. 2, 9).
“The lecturer asked students to search the topic in internet then discuss what
we got in the group” (P4. 3, 4).
From the data above, it can be concluded that group discussion is one of the
types of pre-reading activities. In group discussion students are free to share their
knowledge and experience that connect with reading text. Aziz (2013) stated that
group discussion forced students to have opportunities to speak and to share the
ideas. This activity helps students find what they bring to reading, what brings
fellow students, and they will share their experiences based on the topic.
31
Finding 2: Pre-teaching vocabulary. Based on the data obtained, three
participants believed that pre-teaching vocabulary is the types of pre-reading
activities at EED of UMY. Participants stated that in pre-teaching vocabulary, the
teacher informs students about some unfamiliar vocabularies or review the
vocabularies that are used in the text. Here are the students’ statements about preteaching vocabulary as the pre-reading activity:
“The lecturer showed some vocabularies. After that, she or he asked
students about the unfamiliar vocabularies that we do not know and discuss
it. Vocabulary that we discuss before the reading is the unfamiliar
vocabularies that we will face in the reading text” (P1. 2).
“...discuss some vocabularies in the text. It is little bit more on discussing
the text” (P2. 4).
“Mr. X informs us the information about vocabulary that we do not know.
So, we can read and know the meaning of unfamiliar vocabularies easily in
the text” (P3. 5).
For some students, pre-teaching vocabulary is one of the types of prereading activities. This activity facilitated students by informing them about the
vocabulary that they found in the text. In addition, this activity made them easy to
determine the content of the text. This finding is in line with Alemi and Ebadi
(2010) “explicit vocabulary development and pre-reading activities are very useful
when the text or content can be specified” (p. 572). In conclusion, the preteaching vocabulary can help students to determine the content of the text through
vocabulary for the better comprehension.
32
Finding 3: Brainstorming. This study finds that brainstorming is the types
of pre-reading activities implemented at EED of UMY. Brainstorming is
commonly use in writing skill, but it does not rule out the possibility that
brainstorming is also used in the reading activity. Moreover, brainstorming in prereading activity invited students to find words from the reading text or from the
title. After that, they have to connect the words with their prior knowledge to
predict the content of the reading text. Here are the students’ statements about
brainstorming as the pre-reading activities:
“In brainstorming activity, we have to arrange some words. From those
words, we can build concept of the text” (P1. 4).
“In brainstorming, we probably have to repeat or review the next material or
provide little guidance on what we will learn in the text with some words”
(P2. 2).
“Brainstorming is commonly used. Usually, it relates with the material that
will be discussed. Brainstorming usually contains words, so we can build
opinions from the text. In brainstorming, the lecturer provided us with some
words then we were asked to predict what we will learn from those words
“(P3. 6, 7).
“Pre-reading activities that was commonly used is brainstorming. I think it
can connect our background knowledge with the reading text” (P4. 6).
All of the participants stated the same things that brainstorming is the
activity in pre-reading. Brainstorming is the popular activity in teaching and
33
learning process. With brainstorming, students get a lot of opinions and ideas.
Therefore, this activity can increase their knowledge. Those finding are in line
with Yusuf (2011) brainstorming, students are invited to call out words and
concepts, and then they connect it with the keyword or words provided by the
teacher to make speculation. In another word, students will collect the key word to
activate their knowledge of the reading text.
Finding 4: Predicting. Two participants agreed that they practiced
predicting in pre-reading activity. It could be seen on the interview result by the
statement from participant two and participant three:
“Usually, the lecturer gives one or two paragraphs of the reading text or we
can see from the title of the text to predict the reading text talks about” (P2.
6).
“In Mr. X subject, Mr. X gives us the general information of the text” (P3.
4).
Predicting make students use the information from the text to predict the
content. Predicting is an activity when students use the information from a text. In
the predicting activity, the students try to predict the reading text from the clue
with their knowledge. Day and Jeong-suk (2005) mentioned that predicting in the
pre-reading activity is an activity that involves students in using their
comprehension on the text and their existing knowledge of the topic related to the
context.
Finding 5: Pre-questioning. Pre-questioning is an activity in pre-reading
activities that involves the role of teacher and students. Pre-questioning is an
34
activity that giving students questions related to the text. The following statements
revealed some findings:
“I don’t really know about question and answer section, because I don’t
know that activity is related with the text. Maybe it will be discussing the
general information from the text” (P1. 5).
“Miss Y explains the material with question and answer section. It makes
students more understand about the text” (P3. 3).
“Usually the lecturer asks “what do you know about the research?”, so we
will find out the meaning of research based on my opinion. So, we think
about how we define the research” (P4. 2).
Based on the findings above, those participants had the same perception
about pre-questioning. It can be concluded that in pre-questioning activity the
lecturer tries to provide some questions indicates the reading text. After that, the
students can predict or make a speculation of the text. This findings is supported
by the theory from Brown (2001) who stated that in pre-questioning activity, the
teacher gives students some questions related to the text to make a prediction of
the reading text.
Finding 6: Visual aids with video. In teaching and learning English, using
material that makes students enjoy joining the class is important things. Generally,
the teachers use video as a media to help students in language learning. Participant
four believed that video is used in pre-reading activities. Here is the statement:
“The lecturer provides us with video related to the topic in reading” (P4. 5).
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This finding shows that video is an interesting material that is used in
language learning. Visual materials in pre-reading activity can help students to get
better comprehension. According to Navarro (2008), visuals has important role in
building schema for English language learners.
The Students’ Perception on the Implementation of Pre-reading Activities at
EED of UMY
In this point, the researcher finds the students’ perception on the
implementation of pre-reading activities at EED of UMY. The results are obtained
from the experience from four participants. There were four finding that answers
second research question. The students’ perception on the implementation of prereading activities at EED of UMY were making a group and discussing the text
together, discussing vocabulary in the text, providing some question before
reading, and showing the video related to the text.
Finding 1: Making a group and discussing the text together. Based on
the participant experiences, in pre-reading activity, they are invited to make a
group then discuss the reading text with their classmates. As the statements from
participant one, participant two, and participant three:
“For the group discussion, we were asked to make a group or work in pair
and discuss about the text. In the group discussion we can share our opinion
with others” (P1. 6).
“We make a group and discuss the text together” (P2. 7).
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“In the group discussion, the lecturer asked students to work as pair or make
groups consist of five people, discuss the text, and sharing the ideas” (P3.
10).
Group discussion is commonly used in teaching and learning language.
From the statements above, it could be seen that the implementation of prereading activity is when students are asked to make a group and discuss the
reading text together with their friends. It is in line with Nagarathinam &
Lakshmanan (2016) who stated that in pre-reading activity, group discussion is
when people sit together and discuss the issue.
Finding 2: Discussing vocabulary in the text. Good vocabulary mastery
can help students in reading comprehension. Two participants elaborate the
implementation of pre-reading activity within discusses vocabulary in the text.
Here are the statements:
“We discuss vocabulary in the text. Usually we scanning unfamiliar
vocabulary in the text then note it. After that we find out the meaning of
those vocabularies using a dictionary. So, we can face unfamiliar
vocabulary of the text” (P1. 7).
“We discuss unfamiliar vocabulary. I underline the unfamiliar vocabulary,
after that I wrote the meaning of those words in Bahasa Indonesia” (P2. 8).
From the data above, it can be concluded that the participant explains the
implementation of pre-teaching vocabulary. Pre-teaching vocabulary facilitates
the students by giving them the meaning of the words before they encounter the
text. In another word, this activity is when students are invited to preview the
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vocabulary that used in the text. The implementation of pre-teaching vocabulary is
to reduce unfamiliar words to get the better understanding. Therefore, students
will list the unfamiliar words then find the meaning. It was in line with
Landsberger (2011) who wrote list all words in the assignment that may be
important for students to understand and share the information.
Finding 3: Providing some question before reading. This research found
that at EED of UMY, the lecturer giving the students questions related to the text
before reading. This activity implemented in pre-reading activities to make
students get better comprehension. Here is the statement from participant four
about the implementation of pre-reading activity which provides some question
for students:
“Before reading activity, the lecturer provided some questions related to the
topic that we will face later” (P4. 7).
In pre-questioning, the lecturer will provide some questions related to the
topic of the reading text. Besides providing students with the question, the teacher
can ask students to create their own question related to the text. It was supported
by Ekaningrum and Prabandani (2016) who stated providing the pre-questions for
the students, the teacher can ask them to create their own questions related to the
reading text.
Finding 4: Showing the video related to the text. The researcher found
that the participants practiced pre-reading activity using video. The participant
stated that in the implementation of pre-reading activity, the lecturer using video
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that made with PowerPoint Presentation program. It was proven by the statement
below:
“The video that lecturer used is video from PowerPoint Presentation. From
the point in PowerPoint Presentation video, we already prepared the topic
that we will read” (P4. 8).
Based on the participant answer, pre-reading activity is implemented using
video program in PowerPoint Presentation. The material provided by video.
According to Ekaningrum and Prabandani (2016), in the implementation of prereading activity, the material can be in the form of pictures, videos, or others.
To summarize the findings of the implementation of pre-reading activities,
the result revealed that the students’ perception on the implementation of prereading activities were making a group and discussing the text together,
discussing vocabulary in the text, providing some question before reading, and
showing the video related to the text.
However, this research find that some students do not exactly know the
implementation of pre-reading activities. Two participants said that they just
follow the teacher’s instructions when they apply pre-reading activities. It was
proven by the statements from participant one and participant three below:
“I don’t really know that activity, because the lecturer does not inform us
about the activity. I just follow the lecturer’s instruction” (P1. 8).
“Actually, pre-reading is often applied in teaching and learning process, but
I don't pay attention with that activity” (P3. 1).
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After knowing the participants’ perception, the researcher concluded that
students do not exactly know the implementation of pre-reading activity, because
the lecturer does not inform them about this activity. Furthermore, the lecturer
should inform the about those activities. By inform students, it makes students
know and they will do it better because they know that pre-reading activity is
useful for their teaching and learning process, especially in reading.
The Students’ Perception on the Advantages of Pre-reading Activities at EED
of UMY
After collecting the data, the researcher found that there were eight
advantages of the implementation of pre-reading at EED of UMY. The results are
obtained from the experience from four participants. The advantages include
students are more prepared for the concept, students comprehend better the
concept of the text, students have the opportunity to share the ideas, students feel
more motivated, students are more prepared for the language use in the text,
students can increase their knowledge, students can learn how to practice and
analyze the reading text, students can increase their vocabulary.
Finding 1: Students are more prepared for the concept. The first
advantages on the use of pre-reading activity is student more prepare the concept
of reading. This research found that there were two participants stated that prereading activity makes them more prepare for the concept of reading text. It
proven by the statements from the participants below:
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“The first advantage of pre-reading is I feel more prepare. We know reading
is boring activity. Pre-reading help students more prepare to face the
reading. We can be more ready to read” (P1. 9).
“... we are not surprised when we are given the material, so we are ready to
do what should we do. So we can know and recognize the material and we
will not be surprised if there is an assessment” (P2. 11, 13).
Based on the participants’ answered, it could be concluded that pre-reading
activity makes students more prepared for the concept in the text. It makes them
easy to bring their knowledge to make a new concept from the text. In addition,
pre-reading activity helps them to prepare the concept to get better
comprehension. This finding was supported by Yusuf (2011) who stated that prereading activities makes students prepare the concept and makes the reading easy.
Finding 2: Students comprehend better the concept of the text. Based on
the findings of this research, the researcher found that there were three
participants who stated that pre-reading makes students comprehend better the
concept of the text. Here are the statements:
“Pre-reading helps the students to understand the content of the text in more
detailed. Makes me more understand with the text. So, I do not only read
without purpose but I read to get the information from the text“ (P1. 10).
“When we are given the material, I have known and understood how to
comprehend this reading. Improve students’ comprehension because we can
connect all knowledge” (P2. 14, 15).
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“Pre-reading helps students to understanding the text. Pre-reading activity
helps student in reading comprehension. We know that we use English as a
foreign language; the grammar is difficult to learn. Pre-reading helps
students understand what they will read” (P3. 11, 12).
“This activity helps students to get better comprehension of the text. Prereading activities help me to comprehend the whole reading. To get reading
comprehension, I need to read the text again and again. I need to read twice
at the same page to understand the text. Pre-reading makes me create the
opinion of the text” (P4. 1, 9).
The advantage of pre-reading activity practiced by students at EED of UMY
was students comprehend better the concept of the text. Based on the findings,
pre-reading activity help students comprehend better the concept of the text. For
students, pre-reading activity helps them activate their prior knowledge then
connect it with the text. The participants’ statement was in line with Ekaningrum
and Prabandari (2016) who stated that pre-reading activities helped students to
understand a reading text well. Hence, pre-reading activity makes them get better
comprehension of the text.
Finding 3: Students have the opportunity to share the ideas. The
researcher found that through pre-reading activity, students are free to sharing
ideas and opinion. By the pre-reading activity, students feel free to bring their
opinion and shared it with their classmates. It was proven by statement below:
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“In the use of pre-reading activity which like group discussion, I got the
opportunity to share the ideas with my friends, so I got so many ideas about
the reading” (P1. 11).
“When having discussion about the material such as in Miss Y’s class, the
students are grouped so they can deliver their own opinions such as this is
my opinion and this is yours, so we can switch the opinions each other” (P3.
16).
“... make me more active in teaching and learning process. Pre-reading
activities make me follow teaching and learning activities better, because we
already know what we have to do“ (P4. 10).
From the participants’ statement above, through pre-reading activity,
students are free to share any ideas with their friends based on the text. According
to Thongyon (2011) pre-reading activities gave themselves the opportunity to
practice thinking and analyzing, and made them learn more from asking questions
and sharing ideas with classmates. The more ideas get the most students
understand with the text.
Finding 4: Students feel more motivated. Motivation is an important part
in language learning success. Read a text without knowing the language has
become the problem for EFL students. They will face difficulty in understanding
the reading text. There were four participants who stated that pre-reading increase
their motivation to read. It is proven by the statements from the participants
below:
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“Pre-reading activity is the interesting activity. Brainstorming motivates me
to read the text” (P1. 12).
“I am more interested in reading and focus in reading” (P2. 12).
“There are many advantages of pre-reading activity. We are given prereading, so we can be more understand about the purpose of the reading. I
am more motivated to read it. If we get the explanation from the lecturers or
get opinions from our friends, we can easily understand so we are interested
to read. I am happy because pre-reading helps me in reading
comprehension” (P3. 13, 18).
“... make me more interesting to read” (P4. 12).
These finding were supported by Ajideh (2003) who stated that, pre-reading
activity has a purpose to motivate students to read and to prepare them to be able
to read. The motivation comes from students’ selves. When students are
stimulated with the activity that makes them easier to read, they would be
motivated. It could be seen in the participants’ statements that by pre-reading
activities, students feel more motivated. Furthermore, pre-reading activities were
given to make students’ enjoy in reading activities. In addition, these activities
increase students’ motivation to finish their reading activity.
Finding 5: Students are more prepared for the language use in the text.
One participant agreed that pre-reading activity makes them face the difficulty in
understanding the language in the text. This participant believed that pre-reading
activity helps them to prepare the language. The data were supported below:
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“For students, English is foreign language for us. Pre-reading can be as a
preparation for me to face the difficulty in learning language” (P2. 1).
From the participant statement above, it can be concluded that pre-reading
activities can be used to prepare the students for the language in the text. Students
at EED of UMY used English as the foreign language. Pre-reading activity as preteaching vocabulary is presenting unfamiliar vocabulary in the text. This activity
helps student to avoid misunderstanding the context of the text because of the
language. Thus, pre-reading activity can be a bridge for students to prepare the
language in the text. This finding is in line with Haque (2010) “pre-reading
activities can be used to prepare the reader for the language in the text”.
Finding 6: Students can increase their knowledge. This study found that
pre-reading activity increase students’ knowledge. Discussion activity and sharing
ideas increase students’ knowledge. Here is the statement:
“The main advantage of pre-reading activities is adding my knowledge”
(P2. 10).
Based on that statement, the pre-reading activity can be a bridge for students
to increase their knowledge. Yusuf (2011) asserted that pre-reading activity
allows the students to bring their own prior knowledge and opinions to face a
particular issue. It can be concluded that through pre-reading activity, students can
increase their knowledge.
Finding 7: Students can learn how to practice and analyze the reading
text. Pre-reading activities help students to dig up their prior knowledge to get
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better understanding of the text. The followings are participant 3 and participant 4
statements:
“... we can create opinion about the text. The advantage of pre-reading is
making students more critical” (P3. 8, 15).
“... pre-reading activities help me being more critical thinking. I think as
students, we will do more about analyzing and sharpening the knowledge
related to the reading text. Starting from the ideas from our friends and the
explanation from our lecturer, it makes me more critical thinking” (P4. 13).
From the statements above, it could be concluded that pre-reading activity
makes students more critical thinking. They will keep learn and learn. Besides,
students will try to analyze the ideas from the other people based on the text to get
reading comprehension. It was in line with Alemi and Ebadi (2010) who stated
that one of pre-reading activity stimulates students to learn the processes of
critical thinking.
Finding 8: Students can increase their vocabulary. Pre-reading activity
can increase students’ vocabulary mastery. When they read a reading text and find
unfamiliar vocabulary they will try to find out the meaning of that vocabulary.
Thus, their vocabulary will increase. The data were supported below:
“The journals that student used sometimes using unfamiliar vocabularies.
Pre-reading with pre-teaching vocabularies is helpful in understanding the
reading. Firstly we review the vocabulary and it also increases our
vocabularies” (P3. 14).
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“Absolutely, pre-reading increases my vocabularies. Sometimes, we do not
know the meaning of some words. Pre-reading makes me know the meaning
of unfamiliar vocabularies” (P4. 11).
From the data above, it can be concluded that pre-reading activity increase
students’ vocabulary mastery. Pre-teaching vocabulary helps them to know the
meaning of unfamiliar words. This findings is in line with Asri (2013) using prereading activity make student learn about unfamiliar words. Hence, through prereading activity, students can increase their vocabulary.