THE TEACHING OF READING COMPREHENSION OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM AT 11TH GRADE OF SENIOR HIGH SCHOOL.
THE TEACHING OF READING COMPREHENSION
OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM
AT 11TH GRADE OF SENIOR HIGH SCHOOL
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ELSA ERNAWATI NAINGGOLAN
Registration Number: 2103121013
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
Praise to the Lord for His wonderful love to the writer, the savior who
always guides the writer in sadness as well as happiness. The writer would have
never thought Lord’s plans until she finally accomplishes her thesis entitled “The
Teaching of Reading Comprehension of Analytical Text Based on 2013
Curriculum at 11th Grade Students of Senior High School”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements
for taking the degree of Sarjana Pendidikan. In the process of completing the
thesis, the writer realized that she had received a lot of assistance and suggestion.
Therefore the writer would like to express her sincerest gratitude for:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora
Ronita Dewi, S.S., M.Hum., Head of English Education Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant.
Prof. Amrin Saragih , M.A., Ph.D., her Academic Advisor.
Drs. Johan Sinulingga, M.Pd,. and Dr. Rahmad Husein, M.Ed., as her
Reviewers and Examiners.
All the Lectures of English Department who have taught and guided
her throughout her academic years.
Mam Euis, as the administration staff of English Department, for her
attention and assistance.
All the stakeholders of SMA N 1 Raya for well acceptance to the writer
in conducting the research.
Her beloved Parents, Diman Nainggolan and Melina Purba. The
writer’s special gratitude also goes to her dearest sisters, Helen Irayani
Nainggolan/Ronal Saut Purba, Tetty Hariani Nainggolan,
S.S/Jhonson Simangunsong, S.Si., RinaNainggolan, S.Pd.K.,/Haddi
Irwan Hutabarat, S.Th., Rini Nainggolan, S.E., Siti Rohana
Nainggolan, Amd. Kom, And her one and only little brother Afrido
Eben Ezer Nainggolan.
Her special friends Didik Haratua Napitupulu, S.Pd, Ernawati
gultom, S.Pd, Helti Margaretha Tarigan, S.Pd, Oktavia Rayani
Saragih, S.Pd, Roida Sinurat, S.Pd and Yanti Florida Sitorus, S.Pd.
Her Friends in Regular Dik A’ 2010 (Reaction) and the team of PPLT
SMA N 5 Siantar for many experiences and togetherness.
Her friends at BT/BS Medica particularly the English Tutors for
partnership and great teaching training.
The writer realizes that this thesis still has the weakness, the writer
conveniently welcomes any suggestions, critics and comments to the
improvement of this thesis. The writer hopes that this thesis would be useful for
those who read and interested in the field of this study.
Medan, June 2015
The writer
Elsa Ernawati Nainggolan
Reg. No. 2103121013
ABSTRACT
Nainggolan, Elsa Ernawati. The Teaching of Reading Comprehension of
Analytical Text Based on 2013 Curriculum at 11th Grade Students of Senior
High School. A Thesis. English Department. Faculty of Languages and Arts.
State University of Medan. 2015
This study aims at describing how the English teachers applied 2013 curriculum
and the underlying reasons of the ways they did the application of 2013
curriculum in the teaching of reading comprehension of analytical text. The
objectives were achieved by conducting descriptive qualitative research. The data
were collected through observation, in-depth interview, and documentation. The
data were analyzed with Miles and Huberman data analysis technique. The results
show that the application of 2013 curriculum in the teaching of reading
comprehension of analytical text was misperceived. The misperception lies on the
mastery of the concept of teaching reading comprehension and skill of realization
of the concept into real teaching behaviors.
Key words: teaching reading comprehension, analytical text, 2013 curriculum
iv
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................... i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS.................................................................................. iv
LIST OF TABLES ............................................................................................ vii
LIST OF FIGURES .......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I INTRODUCTION ..................................................................... 1
A. The Background of Study .............................................................................. 1
B. The Problems of Study .................................................................................. 4
C. The Scopes of Study ...................................................................................... 4
D. The Objectives of Study ................................................................................ 4
E. The Significance of Study ............................................................................. 5
CHAPTER II REVIEW OF LITERATURE ................................................. 6
A. Theoretical Framework ................................................................................. 6
1. Teaching English at Senior High School .................................................. 6
2. Curriculum 2013 ....................................................................................... 7
a. Core and Basic Competency............................................................... 7
b. The Learning Approach in 2013 Curriculum ..................................... 9
1) The Learning Strategies in 2013 Curriculum .............................. 12
a) Discovery Learning .............................................................. 13
b) Project Based Learning ........................................................ 16
c) Problem Based Learning ...................................................... 18
3. Reading Comprehension ........................................................................... 19
a. The Schema Theory of Reading .......................................................... 20
1) Formal Schemata ........................................................................... 20
2) Content Schemata .......................................................................... 21
b.
Model of Reading Process .................................................................. 22
1) Bottom-Up Model ........................................................................ 22
2) Top-Down Model ......................................................................... 23
3) Interactive Model ......................................................................... 24
c. The Level of Reading Comprehension ................................................... 24
4. Analytical Text ......................................................................................... 25
5. Teaching Reading Comprehension of Analytical Text Based on
2013riculum ............................................................................................... 28
a. Developing Lesson Plan .................................................................... 28
b. Realization of Lesson Plan in Teaching Analytical Text .................. 31
6. Theoretical Consideration of Teaching Reading Comprehension ............ 32
B. Conceptual Framework ................................................................................. 35
CHAPTER III RESEARCH METHODOLOGY .......................................... 37
A. Research Design ............................................................................................ 37
B. The Subject of Research ................................................................................ 37
C. The Techniques for Collecting Data .............................................................. 37
D. The Techniques for Analyzing the Data ....................................................... 39
CHAPTER IV DATA AND DATA ANALYSIS ............................................ 41
A. Teachers’ Ways of Teaching Reading Comprehension of Analytical
Text Based on 2013 Curriculum .................................................................... 41
1. Asking for Students’ Knowledge ............................................................. 41
a. Content Schemata
................................................................. 41
b. Formal Schemata ............................................................................... 44
2. Correcting Students’ Pronunciation .......................................................... 49
3. Asking for the Students’ Comprehension of the Text .............................. 50
a.
Literal Comprehension ..................................................................... 51
b.
Inferential Comprehension ............................................................... 54
4. Highlighting the Moral Value of the Text ................................................ 58
5. Asking the Student to Translate the Text ................................................. 59
B. The Underlying Reasons of the Teachers’ Ways In the Teaching of
Reading Comprehension ............................................................................... 62
1. The Misperception of the Concept Teaching Reading
Comprehension ......................................................................................... 62
a. Activating Students Schemata ........................................................... 63
b. The Use of genre Knowledge in the Teaching of
Reading Comprehension ................................................................... 64
c. The Purpose of Teaching Reading Comprehension .......................... 66
d. The Comprehension Level of Reading Comprehension .................... 67
C. Research Findings ......................................................................................... 72
D. Discussion ..................................................................................................... 73
CHAPTER V CONCLUSION AND SUGGESTION .................................... 76
A. Conclusion ..................................................................................................... 76
B. Suggestions .................................................................................................... 76
REFERENCES ................................................................................................. 78
APPENDIX ....................................................................................................... 81
LIST OF FIGURES
Pages
Figure 2.1 The Formulation of Core Competence ..................................................8
Figure 2.2 The Scientific Approach Integrated with Strategy of Learning ...........13
Figure 2.3 A Model for the Study of Classroom Teaching by Dunkin and
Biddle(1974) ........................................................................................33
Figure 4.1 The Data Displayed of Asking for Students’ Knowledge ...................47
Figure 4.2 The Data Displayed of Asking for the Students’ Comprehension ......56
Figure 4.3 The Data Displayed of Teachers’ Way of Teaching Reading .............60
LIST OF APPENDICES
Pages
Appendix A. Observation Transcript ................................................................. 81
Appendix B. Matrix Analysis for Observation Transcript .................................. 95
Appendix C. Interview Transcript ...................................................................... 122
Appendix D. Matrix Analysis for Interview Transcript ..................................... 127
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Curriculum is one of the important components in the world of education
as curriculum becomes the reference for every level of education, education
organizer as well as the teacher and the headmaster. Holding into this fact, the
development of curriculum is considered being important as curriculum is one of
the element which gives significant contribution to improve the teaching and
learning quality. This brings the government finally proposed the new curriculum
called 2013 Curriculum.
2013 Curriculum is developed with competency. This is needful as the
instrument to point the students’ succeed in being qualified human who is
proactive to challenge the changeable era, being educated people who have faith
to God, creative, independent, healthy, and being the good citizen who are
democratic and responsible. Certainly, all those purposes is expected bring the
positive impact to the students’ personality as young dignified nation.
2013 Curriculum offers the ideas of teaching and learning alteration which
is reputed capable to renew a more effective teaching from the previous
curriculum (KTSP). One of the alteration offered is the teaching and learning
covers the attitude of competency, knowledge and skill which is then developed to
the core competency and basic competency of 2013 Curriculum. 2013 Curriculum
also offers the teaching and learning through the scientific approach which has the
step
started
from
observing,
questioning,
exploring,
associating
and
2
communicating. This scientific approach can be integrated to the three main
learning model of 2013 Curriculum which are discovery learning, project based
learning and problem based learning. This is done due to the revolution changes in
the 2013 Curriculum is student-centered which practices the basic opinion that
knowledge cannot be just transferred from the teacher to the students but the
students themselves are the subject who have the ability to actively search,
process, construct and apply the knowledge.
English as one of the compulsory subject taught in Senior High School
gets positive impact from the changes of this new curriculum. Certainly, English
teachers are demanded to be more creative and innovative in the teaching and
learning process towards the 2013 Curriculum. English teacher must be able to
bring the change in the English teaching. It means they have to leave the old
teaching style in which the learning material taught is centralized on the language
structure (grammar). The English teaching should be taught or centralized on the
language competency as the tool of communication to deliver the idea and
knowledge and this is appropriate with the demand of 2013 Curriculum.
Specifically, the teaching of reading comprehension as one of the language
competency in English is considered being important as through reading, the
students will be easier to add and get the new information from any kind of text.
The reading comprehension activity is also expected to make reading as the
students’ habit and make the students able to understand the text meaning and
represent what they have read in their own language. In the other words, the
3
teaching of reading comprehension must enable the students to be independent
reader as the purpose of teaching reading itself.
Many kind of text genre is taught in the senior high school. One of them is
Analytical Text Exposition. In the basic competency of 2013 Curriculum itself
stated that the students must be able to catch the meaning of analytical text about
the hot topic discussed as analytical text consist of arguments in which the
students must classify them into main information to get the idea. Therefore, the
Teaching of reading comprehension of analytical text is important.
The demand of the 2013 Curriculum insists the creativity and the ability of
the teachers to implement the theory of curriculum into the classroom particularly
in teaching and learning process. Moreover, one of the factors to make the
successful in teaching and learning depends on the teacher’ pedagogic and
teacher’ mastery towards learning material and curriculum. As Mulyasa (2007:5)
argues that the less understanding of the teachers and education organizer towards
the curriculum, the more fatal the achievement of the students.
The writer was interested to conducting this study to see how the English
teachers applied the theory of 2013 Curriculum in the teaching and learning
process of reading comprehension of analytical text. This study was conducted in
one of the Senior High School in Pematang Raya at 11th grade students academic
year 2014/2015 as this school has been implementing the 2013 Curriculum since
2013 and no similar study which has been conducted before. It was highly
expected that the realization of 2013 Curriculum conducted by the English
4
teachers ran effectively particularly in the teaching process of reading
comprehension of Analytical text.
B. The Problems of the Study
In line with the background of the study, the problems of the study were
formulated as follow.
1. How do the English teachers apply the 2013 Curriculum in the teaching of
reading comprehension of analytical text?
2. Why do they do it the way they do?
C. The Scopes of the Study
This Study was limited to the teaching and learning process in the
classroom which was defined by Dunkin and Biddle (1974) as the process
variable in which the 2013 Curriculum was used. The process variable was limited
to the interaction between teacher and students that was watched, observed or
listened to while the application of 2013 Curriculum focused on scientific
approach was limited to the teaching of reading comprehension of analytical text.
D. The Objectives of the Study
The objectives of the study were:
1) to describe how the English teachers apply 2013 Curriculum in the teaching of
reading comprehension of analytical text.
2) to describe the reasons of the way they do the application of 2013 Curriculum.
5
E. The Significances of the Study
The findings of this study were expected to be useful for the English
teachers as the teachers can improve their understanding towards the 2013
Curriculum and knowledge of teaching reading comprehension. This also can be a
reference and self reflection for the English teachers to consider the importance of
curriculum and the concept of teaching reading comprehension mastery as well as
the ability to organize them in conducting the teaching and learning process
particularly in the teaching of reading comprehension in order that the teaching
process runs effectively and efficiently.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on research results, it is concluded that there are five ways the
teachers used in the teaching of reading comprehension of analytical text based on
2013 Curriculum, they are (1) asking for the students’ knowledge, (2) correcting
students’ pronunciation, (3) asking for the students’ comprehension of the text, (4)
highlighting the moral value of the text and (5) asking the students to translate the
text. The underlying reasons of the teachers’ way in the teaching of reading
comprehension of analytical text are (1) the misperception of the concept of (a)
activating the students’ schemata, (b) the use of genre knowledge in teaching
reading comprehension, (c) the purpose of teaching reading comprehension and,
(d) the level comprehension of reading, and (2) lack of skills of putting the
concept into real behavior of teaching reading comprehension.
B. Suggestion
Based on the conclusion, it is suggested that:
1) the teachers should master the concept of knowledge of teaching reading
comprehension to produce the better quality of teaching and learning process.
2) the teachers should have skills to realize the concept into real teaching
behavior.
76
3) the result of this study is supposed to be considered in an effort of
improvement of teaching quality. Moreover, it is necessary to be replicated by
applying different research approach for the purpose of further verification
77
REFERENCES
An, Shuying. 2013. Schema Theory in Reading. Finland: ACADEMY
PUBLISHER
Anderson, R.C. 1978. Schema Directed Processes in Language Comprehension.
New York: Plenum.
Bakken, Jeffrey P. ; Wheddon, Craig K. 2002. Teaching Text Structure to
Improve Reading Comprehension. (What Works For Me). New York:
School and Clinic Publication.
Bernhard, et al. 2003.Teaching Reading. Available in http://www.ibe.unesco.org
accessed on September, 8th 2014.
Bogdan, R.C and Biklen, SK. 2007. Qualitative Research for Education: An
Introduction to Theory and Methods.Needham Heights, MA: Ally and
Bacon.
Braslavsky, Cecilia. 2002. Definition of the Concept of Curriculum. America :
Santillana.
Burns, et al. 1984.Teaching Reading in Today’s Elementary School. Boston:
Houghton Mifflin Company.
Carrel, P.L.et al.(eds.) Interactive Approachs to Second language reading.
Cambridge:CUP
Creswell, 2007.Educational Research. New Jersey: Upper Saddle River.
Donoghue. 2008. Reading as a language art. New York: Longman
Dunkin, M.,& Biddle, B. (1974). The Study of Teaching. New York, NY: Holt,
Rinehard & Winston.
Goodman, K.S. 1967. Reading: A Psycholinguistic Guessing Game. Journal of
Reading Specialist, (4)
Kemdikbud. 2012. Dokument Kurikulum 2013. Jakarta.
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Kemdikbud. 2013. Bahan Ajar Training of Trainer (ToT) Implementasi
Kurikulum 2013 Penyusunan Rencana Pelaksanaan Pembelajaran (RPP)
SD/SMP/SMA/SMK. Jakarta.
Kemdikbud.2013. Kompetensi Dasar Sekolah Menengah Atas (SMA)/Madrasah
aliyah (MA). Jakarta.
Kemdikbud.2013. Konsep Pendekatan Scientific. Jakarta
Killen. 1998. The Principle of Learning Strategies. Unpublished
Kleil, Muller et al. 2009. The Cambridge Companion to Piaget.Cambridge
University Press.
Klingner, Sharon et al. 2007. Teaching Reading Comprehension to Students with
Learning Difficulties. New York: The Guilfrod Press
Madiun,Widya Yuwana. 2014. Hakikat Pembelajaran. Available in
http://downloads/dunkinandbiddle/Hakikatpembelajaran.com, Accessed on
August, 29th 2014.
Mertens, D. M. (2004). Research and evaluation in special education. Thousand
Oaks, CA: Sage Publications
Meurer, Jose Luiz. Schemata and Reading Comprehension. Available in
http:/www.lhadodestermo.com/pdf, Accessed on march, 2015.
Miles, Matthew and Michael Huberman.Qualitative Data Analysis. Arizona State
University: Sage.
Mulyasa.2007.
Kurikulum
RemajaRosdakarya
Moore,
Tingkat
Satuan
Pendidikan.
Bandung:
P.2005. COMPREHENSION: Effective Teaching to foster
Comprehending
Processes.
Available
in
http:/www.airliteracymodel.com/pdf, Accessed on Monday, September,
07th 2014.
Otto, W. 1979.How to Teach Reading. Canada: Addition Wesley Publishing.
Peraturan Menteri Pendidikan dan Kebudayaan.Ministerial of National
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Education Decree No 81A, Graduate Competency.2013
Punch, f. 1999.Introduction to Social Research. London: SAGE Publications Ltd.
Salmi, Mahfood Al. Schemata (Background Knowledge) and Reading
Comprehension for EFL Students. Mansoura University: 2011
Sanjaya, Wina. 2008. Pendekatan Pembelajaran. Unpublished.
Scott, Sarah. 2009. Knowledge for Teaching Reading Comprehension: Mapping
the Terrain. The University of Michigan.
Sibarani, Berlin. 2002. Description of Classroom Interaction and the
Development of Classroom Interaction Model in the Teaching of Reading
Comprehension. (vol 8).
Zakaluk, Beverley, L. 1982. A Theoretical Overview of the Reading Process:
Factors which Influence and Implications for Instruction. University of
Manitoba.
80
OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM
AT 11TH GRADE OF SENIOR HIGH SCHOOL
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan, in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
ELSA ERNAWATI NAINGGOLAN
Registration Number: 2103121013
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
Praise to the Lord for His wonderful love to the writer, the savior who
always guides the writer in sadness as well as happiness. The writer would have
never thought Lord’s plans until she finally accomplishes her thesis entitled “The
Teaching of Reading Comprehension of Analytical Text Based on 2013
Curriculum at 11th Grade Students of Senior High School”.
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements
for taking the degree of Sarjana Pendidikan. In the process of completing the
thesis, the writer realized that she had received a lot of assistance and suggestion.
Therefore the writer would like to express her sincerest gratitude for:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts
Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora
Ronita Dewi, S.S., M.Hum., Head of English Education Study Program.
Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant.
Prof. Amrin Saragih , M.A., Ph.D., her Academic Advisor.
Drs. Johan Sinulingga, M.Pd,. and Dr. Rahmad Husein, M.Ed., as her
Reviewers and Examiners.
All the Lectures of English Department who have taught and guided
her throughout her academic years.
Mam Euis, as the administration staff of English Department, for her
attention and assistance.
All the stakeholders of SMA N 1 Raya for well acceptance to the writer
in conducting the research.
Her beloved Parents, Diman Nainggolan and Melina Purba. The
writer’s special gratitude also goes to her dearest sisters, Helen Irayani
Nainggolan/Ronal Saut Purba, Tetty Hariani Nainggolan,
S.S/Jhonson Simangunsong, S.Si., RinaNainggolan, S.Pd.K.,/Haddi
Irwan Hutabarat, S.Th., Rini Nainggolan, S.E., Siti Rohana
Nainggolan, Amd. Kom, And her one and only little brother Afrido
Eben Ezer Nainggolan.
Her special friends Didik Haratua Napitupulu, S.Pd, Ernawati
gultom, S.Pd, Helti Margaretha Tarigan, S.Pd, Oktavia Rayani
Saragih, S.Pd, Roida Sinurat, S.Pd and Yanti Florida Sitorus, S.Pd.
Her Friends in Regular Dik A’ 2010 (Reaction) and the team of PPLT
SMA N 5 Siantar for many experiences and togetherness.
Her friends at BT/BS Medica particularly the English Tutors for
partnership and great teaching training.
The writer realizes that this thesis still has the weakness, the writer
conveniently welcomes any suggestions, critics and comments to the
improvement of this thesis. The writer hopes that this thesis would be useful for
those who read and interested in the field of this study.
Medan, June 2015
The writer
Elsa Ernawati Nainggolan
Reg. No. 2103121013
ABSTRACT
Nainggolan, Elsa Ernawati. The Teaching of Reading Comprehension of
Analytical Text Based on 2013 Curriculum at 11th Grade Students of Senior
High School. A Thesis. English Department. Faculty of Languages and Arts.
State University of Medan. 2015
This study aims at describing how the English teachers applied 2013 curriculum
and the underlying reasons of the ways they did the application of 2013
curriculum in the teaching of reading comprehension of analytical text. The
objectives were achieved by conducting descriptive qualitative research. The data
were collected through observation, in-depth interview, and documentation. The
data were analyzed with Miles and Huberman data analysis technique. The results
show that the application of 2013 curriculum in the teaching of reading
comprehension of analytical text was misperceived. The misperception lies on the
mastery of the concept of teaching reading comprehension and skill of realization
of the concept into real teaching behaviors.
Key words: teaching reading comprehension, analytical text, 2013 curriculum
iv
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................... i
ACKNOWLEDGEMENT ................................................................................ ii
TABLE OF CONTENTS.................................................................................. iv
LIST OF TABLES ............................................................................................ vii
LIST OF FIGURES .......................................................................................... viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I INTRODUCTION ..................................................................... 1
A. The Background of Study .............................................................................. 1
B. The Problems of Study .................................................................................. 4
C. The Scopes of Study ...................................................................................... 4
D. The Objectives of Study ................................................................................ 4
E. The Significance of Study ............................................................................. 5
CHAPTER II REVIEW OF LITERATURE ................................................. 6
A. Theoretical Framework ................................................................................. 6
1. Teaching English at Senior High School .................................................. 6
2. Curriculum 2013 ....................................................................................... 7
a. Core and Basic Competency............................................................... 7
b. The Learning Approach in 2013 Curriculum ..................................... 9
1) The Learning Strategies in 2013 Curriculum .............................. 12
a) Discovery Learning .............................................................. 13
b) Project Based Learning ........................................................ 16
c) Problem Based Learning ...................................................... 18
3. Reading Comprehension ........................................................................... 19
a. The Schema Theory of Reading .......................................................... 20
1) Formal Schemata ........................................................................... 20
2) Content Schemata .......................................................................... 21
b.
Model of Reading Process .................................................................. 22
1) Bottom-Up Model ........................................................................ 22
2) Top-Down Model ......................................................................... 23
3) Interactive Model ......................................................................... 24
c. The Level of Reading Comprehension ................................................... 24
4. Analytical Text ......................................................................................... 25
5. Teaching Reading Comprehension of Analytical Text Based on
2013riculum ............................................................................................... 28
a. Developing Lesson Plan .................................................................... 28
b. Realization of Lesson Plan in Teaching Analytical Text .................. 31
6. Theoretical Consideration of Teaching Reading Comprehension ............ 32
B. Conceptual Framework ................................................................................. 35
CHAPTER III RESEARCH METHODOLOGY .......................................... 37
A. Research Design ............................................................................................ 37
B. The Subject of Research ................................................................................ 37
C. The Techniques for Collecting Data .............................................................. 37
D. The Techniques for Analyzing the Data ....................................................... 39
CHAPTER IV DATA AND DATA ANALYSIS ............................................ 41
A. Teachers’ Ways of Teaching Reading Comprehension of Analytical
Text Based on 2013 Curriculum .................................................................... 41
1. Asking for Students’ Knowledge ............................................................. 41
a. Content Schemata
................................................................. 41
b. Formal Schemata ............................................................................... 44
2. Correcting Students’ Pronunciation .......................................................... 49
3. Asking for the Students’ Comprehension of the Text .............................. 50
a.
Literal Comprehension ..................................................................... 51
b.
Inferential Comprehension ............................................................... 54
4. Highlighting the Moral Value of the Text ................................................ 58
5. Asking the Student to Translate the Text ................................................. 59
B. The Underlying Reasons of the Teachers’ Ways In the Teaching of
Reading Comprehension ............................................................................... 62
1. The Misperception of the Concept Teaching Reading
Comprehension ......................................................................................... 62
a. Activating Students Schemata ........................................................... 63
b. The Use of genre Knowledge in the Teaching of
Reading Comprehension ................................................................... 64
c. The Purpose of Teaching Reading Comprehension .......................... 66
d. The Comprehension Level of Reading Comprehension .................... 67
C. Research Findings ......................................................................................... 72
D. Discussion ..................................................................................................... 73
CHAPTER V CONCLUSION AND SUGGESTION .................................... 76
A. Conclusion ..................................................................................................... 76
B. Suggestions .................................................................................................... 76
REFERENCES ................................................................................................. 78
APPENDIX ....................................................................................................... 81
LIST OF FIGURES
Pages
Figure 2.1 The Formulation of Core Competence ..................................................8
Figure 2.2 The Scientific Approach Integrated with Strategy of Learning ...........13
Figure 2.3 A Model for the Study of Classroom Teaching by Dunkin and
Biddle(1974) ........................................................................................33
Figure 4.1 The Data Displayed of Asking for Students’ Knowledge ...................47
Figure 4.2 The Data Displayed of Asking for the Students’ Comprehension ......56
Figure 4.3 The Data Displayed of Teachers’ Way of Teaching Reading .............60
LIST OF APPENDICES
Pages
Appendix A. Observation Transcript ................................................................. 81
Appendix B. Matrix Analysis for Observation Transcript .................................. 95
Appendix C. Interview Transcript ...................................................................... 122
Appendix D. Matrix Analysis for Interview Transcript ..................................... 127
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Curriculum is one of the important components in the world of education
as curriculum becomes the reference for every level of education, education
organizer as well as the teacher and the headmaster. Holding into this fact, the
development of curriculum is considered being important as curriculum is one of
the element which gives significant contribution to improve the teaching and
learning quality. This brings the government finally proposed the new curriculum
called 2013 Curriculum.
2013 Curriculum is developed with competency. This is needful as the
instrument to point the students’ succeed in being qualified human who is
proactive to challenge the changeable era, being educated people who have faith
to God, creative, independent, healthy, and being the good citizen who are
democratic and responsible. Certainly, all those purposes is expected bring the
positive impact to the students’ personality as young dignified nation.
2013 Curriculum offers the ideas of teaching and learning alteration which
is reputed capable to renew a more effective teaching from the previous
curriculum (KTSP). One of the alteration offered is the teaching and learning
covers the attitude of competency, knowledge and skill which is then developed to
the core competency and basic competency of 2013 Curriculum. 2013 Curriculum
also offers the teaching and learning through the scientific approach which has the
step
started
from
observing,
questioning,
exploring,
associating
and
2
communicating. This scientific approach can be integrated to the three main
learning model of 2013 Curriculum which are discovery learning, project based
learning and problem based learning. This is done due to the revolution changes in
the 2013 Curriculum is student-centered which practices the basic opinion that
knowledge cannot be just transferred from the teacher to the students but the
students themselves are the subject who have the ability to actively search,
process, construct and apply the knowledge.
English as one of the compulsory subject taught in Senior High School
gets positive impact from the changes of this new curriculum. Certainly, English
teachers are demanded to be more creative and innovative in the teaching and
learning process towards the 2013 Curriculum. English teacher must be able to
bring the change in the English teaching. It means they have to leave the old
teaching style in which the learning material taught is centralized on the language
structure (grammar). The English teaching should be taught or centralized on the
language competency as the tool of communication to deliver the idea and
knowledge and this is appropriate with the demand of 2013 Curriculum.
Specifically, the teaching of reading comprehension as one of the language
competency in English is considered being important as through reading, the
students will be easier to add and get the new information from any kind of text.
The reading comprehension activity is also expected to make reading as the
students’ habit and make the students able to understand the text meaning and
represent what they have read in their own language. In the other words, the
3
teaching of reading comprehension must enable the students to be independent
reader as the purpose of teaching reading itself.
Many kind of text genre is taught in the senior high school. One of them is
Analytical Text Exposition. In the basic competency of 2013 Curriculum itself
stated that the students must be able to catch the meaning of analytical text about
the hot topic discussed as analytical text consist of arguments in which the
students must classify them into main information to get the idea. Therefore, the
Teaching of reading comprehension of analytical text is important.
The demand of the 2013 Curriculum insists the creativity and the ability of
the teachers to implement the theory of curriculum into the classroom particularly
in teaching and learning process. Moreover, one of the factors to make the
successful in teaching and learning depends on the teacher’ pedagogic and
teacher’ mastery towards learning material and curriculum. As Mulyasa (2007:5)
argues that the less understanding of the teachers and education organizer towards
the curriculum, the more fatal the achievement of the students.
The writer was interested to conducting this study to see how the English
teachers applied the theory of 2013 Curriculum in the teaching and learning
process of reading comprehension of analytical text. This study was conducted in
one of the Senior High School in Pematang Raya at 11th grade students academic
year 2014/2015 as this school has been implementing the 2013 Curriculum since
2013 and no similar study which has been conducted before. It was highly
expected that the realization of 2013 Curriculum conducted by the English
4
teachers ran effectively particularly in the teaching process of reading
comprehension of Analytical text.
B. The Problems of the Study
In line with the background of the study, the problems of the study were
formulated as follow.
1. How do the English teachers apply the 2013 Curriculum in the teaching of
reading comprehension of analytical text?
2. Why do they do it the way they do?
C. The Scopes of the Study
This Study was limited to the teaching and learning process in the
classroom which was defined by Dunkin and Biddle (1974) as the process
variable in which the 2013 Curriculum was used. The process variable was limited
to the interaction between teacher and students that was watched, observed or
listened to while the application of 2013 Curriculum focused on scientific
approach was limited to the teaching of reading comprehension of analytical text.
D. The Objectives of the Study
The objectives of the study were:
1) to describe how the English teachers apply 2013 Curriculum in the teaching of
reading comprehension of analytical text.
2) to describe the reasons of the way they do the application of 2013 Curriculum.
5
E. The Significances of the Study
The findings of this study were expected to be useful for the English
teachers as the teachers can improve their understanding towards the 2013
Curriculum and knowledge of teaching reading comprehension. This also can be a
reference and self reflection for the English teachers to consider the importance of
curriculum and the concept of teaching reading comprehension mastery as well as
the ability to organize them in conducting the teaching and learning process
particularly in the teaching of reading comprehension in order that the teaching
process runs effectively and efficiently.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on research results, it is concluded that there are five ways the
teachers used in the teaching of reading comprehension of analytical text based on
2013 Curriculum, they are (1) asking for the students’ knowledge, (2) correcting
students’ pronunciation, (3) asking for the students’ comprehension of the text, (4)
highlighting the moral value of the text and (5) asking the students to translate the
text. The underlying reasons of the teachers’ way in the teaching of reading
comprehension of analytical text are (1) the misperception of the concept of (a)
activating the students’ schemata, (b) the use of genre knowledge in teaching
reading comprehension, (c) the purpose of teaching reading comprehension and,
(d) the level comprehension of reading, and (2) lack of skills of putting the
concept into real behavior of teaching reading comprehension.
B. Suggestion
Based on the conclusion, it is suggested that:
1) the teachers should master the concept of knowledge of teaching reading
comprehension to produce the better quality of teaching and learning process.
2) the teachers should have skills to realize the concept into real teaching
behavior.
76
3) the result of this study is supposed to be considered in an effort of
improvement of teaching quality. Moreover, it is necessary to be replicated by
applying different research approach for the purpose of further verification
77
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