The students` reading attitude towards the use of content-based instruction in Psikologi Belajar dan Pembelajaran Class in ELESP of Sanata Dharma University.

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ABSTRACT

Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Sanata Dharma University.

Reading attitude is defined as the feeling about reading as a result of positive reading habits (Martinez, 2008). Reading attitude is positively associated with students’ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension. This perspective is the underlying reason why English Language Education Study Program (ELESP) students are demanded to have good reading skill. In preparing the students to be able to master reading English well, the lecturer chose Content-Based Instruction (CBI) method to help the students improve their reading skill. The implementation of CBI method in Psikologi Belajar dan Pembelajaran course aims to help students improve their reading comprehension skill.

This research aims to answer one research question, namely what is the students’ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?

In order to answer the research question, the researcher used mixed method. This type of mixed method design used in this study was sequential design by using questionnaire (quantitative analysis) and interview (qualitative analysis) as instruments. The researcher distributed the questionnaire to 30 students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted by five students to obtain qualitative data. The qualitative data were used to triangulate the quantitative data and explore the information in depth.

The results of the data analysis showed that the majority of the students have good reading attitude towards the implementation of CBI method in Psikologi Belajar dan Pembelajaran class. The students’ reading attitude towards the use of CBI method were, namely students like reading English book, students always take note of new vocabularies, students being creative on making strategy for learning, students build spirit in learning English, students were impressed with the use of CBI method, students were accustomed to English, and students were enjoyed learning English. The findings are useful for the students to have better reading attitude towards the use of CBI method to understanding the materials in Psikologi Belajar dan Pembelajaran class.

Key words: Content-Based Instruction (CBI) Method, Psikologi Belajar dan Pembelajaran, reading attitude

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ABSTRAK

Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Universitas Sanata Dharma.

Sikap membaca didefinisikan sebagai perasaan tentang membaca yang menghasilkan kebiasaan membaca yang positif (Martinez, 2008). Sikap membaca yang positif berkaitan dengan potensi prestasi siswa melalui praktek (McKenna, 1995). Oleh karena itu, membaca sikap memiliki pengaruh yang besar terhadap keberhasilan seseorang dalam pemahaman membaca. Perspektif ini adalah alasan yang mendasari mengapa siswa Pendidikan Bahasa Inggris (PBI) dituntut untuk memiliki kemampuan membaca yang baik. Dalam mempersiapkan siswa untuk dapat menguasai membaca bahasa Inggris dengan baik, dosen memilih metode Content-Based Instruction (CBI) untuk membantu siswa meningkatkan keterampilan membaca mereka. Pelaksanaan metode CBI dalam mata kuliah Psikologi Belajar dan Pembelajaran bertujuan untuk membantu siswa meningkatkan kemampuan pemahaman membaca mereka.

Penelitian ini bertujuan untuk menjawab satu rumusan masalah, yaitu apa saja sikap membaca siswa pada penggunaan metode Content-Based Instruction (CBI) yang diimplementasikan dalam kelas Psikologi Belajar dan Pembelajaran?

Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan dengan menggunakan kuesioner dan wawancara sebagai instrumen. Peneliti menyebarkan kuesioner pada 30 mahasiswa Psikologi Belajar dan Pembelajaran kelas A, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan mahasiswa yang diwawancara berdasarkan pada data kuantitatif. Wawancara dilakukan pada lima mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.

Hasil analisis data menunjukkan bahwa sebagian besar siswa memiliki sikap membaca yang baik pada penerapan metode CBI di kelas Psikologi Belajar dan Pembelajaran. Sikap membaca siswa dalam penggunaan metode CBI adalah; siswa senang membaca buku bahasa Inggris, siswa selalu mencatat kosakata baru, siswa menjadi kreatif untuk membuat strategi pembelajaran, siswa membangun semangat dalam belajar bahasa Inggris, siswa terkesan dengan penggunaan metode CBI, siswa terbiasa menggunakan bahasa Inggris, dan siswa menikmati belajar bahasa Inggris. Temuan-temuan tersebut berguna bagi siswa untuk memiliki sikap membaca yang lebih baik pada penggunaan metode CBI untuk memahami materi di kelas Psikologi Belajar dan Pembelajaran.

Kata kunci: Content-Based Instruction (CBI) Method, Psikologi Belajar dan Pembelajaran, reading skill

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THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Desy Kurnia Lestari Student Number: 121214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Desy Kurnia Lestari Student Number: 121214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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LOVE WHAT YOU GOT

AND ALWAYS

REMEMBER WHAT

YOU HAD

Dedicated to My Big Family My Parents Everyone whom I love

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ABSTRACT

Reading attitude is defined as the feeling about reading as a result of positive reading habits (Martinez, 2008). Reading attitude is positively associated

with students‟ achievement potential through practice (McKenna, 1995).

Therefore, reading attitude has a considerable influence on person's success in reading comprehension. This perspective is the underlying reason why English Language Education Study Program (ELESP) students are demanded to have good reading skill. In preparing the students to be able to master reading English well, the lecturer chose Content-Based Instruction (CBI) method to help the students improve their reading skill. The implementation of CBI method in Psikologi Belajar dan Pembelajaran course aims to help students improve their reading comprehension skill.

This research aims to answer one research question, namely what is the

students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?

The results of the data analysis showed that the majority of the students have good reading attitude towards the implementation of CBI method in Psikologi Belajar dan Pembelajaran class. The students‟ reading attitude towards the use of CBI method were, namely students like reading English book, students always take note of new vocabularies, students being creative on making strategy for learning, students build spirit in learning English, students were impressed with the use of CBI method, students were accustomed to English, and students were enjoyed learning English. The findings are useful for the students to have better reading attitude towards the use of CBI method to understanding the materials in Psikologi Belajar dan Pembelajaran class.

Key words: Content-Based Instruction (CBI) Method, Psikologi Belajar dan Pembelajaran, reading attitude

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ABSTRAK

Kata kunci: Content-Based Instruction (CBI) Method, Psikologi Belajar dan Pembelajaran, reading skill

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ACKNOWLEDGEMENTS

First of all, I would like to thank Allah who has given me the grace and guidance during the process of completing this thesis. All praises to Allah because of Allah I finally finish this thesis.

My deepest gratitude goes to my beloved advisor, Paulus Kuswandono, Ph.D., for his knowledge, patience, suggestion, guidance, and sharing during the process of the research and writing process from the beginning until the end. I would like to thank him for spending time to read and correcting my thesis, and for always giving me encouragement to finish this thesis. My thankfulness also goes to all lecturers of English Language Education Study Program for the lessons and values they have given to me.

I would like to sincerely thank Christina Laksmita Anandari, Ed.M. as the lecturer of Psikologi Belajar dan Pembelajaran class for the opportunity given to me to conduct this study in her class. I also would like to thank all of the students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016, for their cooperation and willingness in helping me and giving me valuable information for the sake of this thesis.

I extend my deep gratitude and love to my beloved parents, Bapak Yulianto, S.Pd and Ibu Satilah for their love, support, care, motivation, and prayer so that I could finish this thesis. I would also like to thank to all of my sisters, brother, and mybig family for their support and prayer.

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I would like to express my deep gratitude to my best friend Almh. Rahma Ayu Pintaka for the story, laughter, tear, loves, and every moment that we had. I would also like to give my special gratitude to all of my best friends, especially Edy Setiawan, Gisella Maya, Hilarius Raditya, Yohana Vita, Luciana Awis, Yohana Sri, and Vincentia Berlian. They always give me support, loves, care, happiness, motivation, and sincerity. Then, I thank my friends in class small C for being a great family during my study in this college.

Last but not least, I would like to thank everybody whom I cannot mention one by one for their prayer, support, motivation, and help in finishing this thesis. May Allah always be with them.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Problem... 6

C. Problem Limitation ... 6

D. Research Objectives ... 7

E. Research Benefits ... 7

F. Definition of Terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ... 11

A. Theoretical Description ... 11

1. Reading Attitude ... 11

a. The Mathewson Model ... 13

b. The McKenna Model ... 14

1) Reading Comprehension ... 15

a) Literal Meaning ... 16

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c) Critical Evaluation ... 16

d) Creative Reading ... 17

2. Content-Based Instruction ... 17

a. The Roots of Content-Based Instruction Language Teaching ... 18

b. Language Across the Curriculum... 19

c. Language for Specific Purpose ... 19

d. Three CBI Method Teaching Models at the University Level ... 20

1) Theme-Based Language Instruction ... 21

2) Sheltered Content Instruction ... 21

3) Adjunct Language Instruction ... 22

e. The Advantages of Content-Based Instruction ... 23

B. Theoretical Framework ... 24

CHAPTER III. RESEARCH METHODOLOGY ... 26

A. Research Method ... 26

B. Research Setting ... 28

C. Research Participants ... 29

D. Research Instruments ... 30

E. Data Analysis Technique ... 32

F. Research Procedure ... 34

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 35

A. The Students‟ Reading Attitude towards the Use of Content-Based Instruction Method which is Implemented in Psikologi Belajar dan Pembelajaran Class ... 35

1. Theme-Based Language Instruction ... 39

2. Sheltered Content Instruction ... 40

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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 50

A. Conclusions ... 50

B. Recommendations ... 52

REFERENCES ... 54

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LIST OF TABLE

4.1. Table 4.1 The Students‟ Reading Atitude towards the Use of Content Based Instruction Method ... 36

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LIST OF APPENDICES

Appendix 1. Consent Form ... 58

Appendix 2. Questionnaire Blueprint ... 59

Appendix 3. The Questionnaire ... 61

Appendix 4. The Questionnaire Results... 65

Appendix 5. Interview Blueprint... 67

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CHAPTER I INTRODUCTION

This chapter discusses the introduction of the research which includes the research background, the problem formulation, the problem limitation, the research objectives, the research benefits, and the definition of terms related to the study.

A. Research Background

According to Adams (1980), reading is one of the basic ways of acquiring information in our society and in academic setting particular. It means that someone who cannot read well have a serious disadvantage with respect to education. In the other word, reading is a key for someone to have an efficient living, because it helps someone develop thinking process and create judgment thinking. It is supported by Russell (1958) who says that reading also affects the living on how to apply the knowledge into creativity and further implication. One of the most significant factors affects on reading is reading attitude. Reading

attitude affects an individual‟s reading behavior, whether they will read or will not read books. Someone who has right understanding and realizes the significance of reading will show emotions and preference towards reading, whether she/he like or dislike it. His/her emotions towards reading lead to reading behaviors which will indicate his/her response to certain things either in compliance or rejection of reading (Stocksman, 1999). According to Mathewson (1994), there are three

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components of attitude, namely affective, cognitive, and behavior. The first component is affective, which refers to feeling or emotion. The second is cognitive that refers to belief, thought, or rational argument. Furthermore, the third component is decisive for a person whether he/she will take positive action or negative action.

Reading attitude is positively associated with students‟ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension. Kruidenier (2002) states that comprehension is an active process and the reader must interact and be engaged with the text for it to work well. It is also a strategic process which can be taught. Reading comprehension can be described as understanding a text that is read, or the process of constructing meaning from a text. Actually, comprehending a reading text is not an easy activity. Khand (2004) states that

“reading is a receptive language process. It is the process of recognition,

interpretation, and perception of written or printed materials” (p. 43). It means that readers must be able to attach some kinds of meaning of understanding to the word. Someone who has limited vocabularies would have a considerable amount of difficulty with comprehension in general.

English Language Education Study Program (ELESP) students should master the skill of reading in English, because they are the candidates of English teachers in the future. Reading is an important skill to be learnt by the students to comprehend all of the information in English because almost all of the courses in

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ELESP are conducted in English, including the general courses. It also means that all of the materials use English.

In teaching learning process, teaching is a complex process that does not simply deliver information from the teacher to the students, but also a lot of activities and actions to be taken, especially for better result. According to Brown (2000),“teaching is guiding and facilitating learning, enabling the students to learn, and setting condition for learning” (p. 8). Therefore, the teacher needs to use a method in delivering lessons. According to Anthony (1965), a method is the level at which theory is put into practice and at what choices are made about the particular skills, and the content to be taught and the content will be presented. Actually, the role is very important, so implementing an effective and efficient method is a must with expectations that teaching-learning process will be fun and not boring. One of the methods that can be used in teaching is Content-Based Instruction (CBI) method. According to Richard and Rodgers (2001), “people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal” (p. 204). Based on this theory, language learning is more motivating when learners focus on something other than language. Therefore, if the students are interested and accustomed to learn English, they will master and understand everything in English easily.

Usually, language is used for some purposes and those purposes may refer to people's jobs and education. Therefore, it is obvious that when people's purposes are achieved through language learning, those will make gaining

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language knowledge a lot easier. CBI classrooms can also produce an improvement in intrinsic motivation, since students focus on subject matter that is important to their lives. Students are beyond temporary extrinsic factors, such as grades and tests. Brown (2001) states that "when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern" (p. 49). It means that CBI is the basic requirement in teaching-learning process.

In the ELESP of Sanata Dharma University, CBI is implemented in some general courses. One of them is in Psikologi Belajar dan Pembelajaran course. The researcher chose Psikologi Belajar dan Pembelajaran course because it is one of the most difficult general courses in ELESP. In Psikologi Belajar dan Pembelajaran course, the lecturer gives soft file book, then students should read and understand the material. Based on the students‟ opinions, they had some difficulties to recognize and comprehend the English word in reading text, such as difficult to imagine what it might be like to read and not be able to understand it. This happens because some of the students have lack of vocabulary, especially vocabulary in formal words, such as the vocabulary that is used in the theory. Besides, the way of delivering the material by lecturers is very important in the learning process. Therefore, that is the reason why the researcher is interested in

studying the students‟ reading attitude towards the use of CBI method in Psikologi Belajardan Pembelajaran class.

This study is aimed to find out the students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran

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class. CBI method helps ELESP students to improve their vocabulary, language point, and sentence patterns, such as the basic knowledge. CBI method can be defined as a teaching method that emphasizes learning about something rather than learning about language (Davies, 2003), which focuses on the topic or subject matter (Peachy, 2003). Through CBI method, students in Psikologi Belajar dan Pembelajaran course can also develop a much wider knowledge of the world through CBI which can give feedback for improving and supporting their general educational needs (Peachy, 2003). Afterwards, the researcher knows what still need to be improved in Psikologi Belajar dan Pembelajaran course to prepare the students in mastering English. ELESP students have to master English well, not only the obligatory courses but also the general courses which are in English.

In addition, before students learn reading comprehension, they are better to listen to the words of the language being spoken. Horsburgh (2009) says,“the students must be aware of shapes, be able to recall stories and poems, and have a considerably wide vocabulary in English” (p. 7). Moreover, the students must be sufficiently motivated and must want to read because forcing someone who is not ready to read or finds the task difficult, may only put off the potential reader. Reading skills and reading interest can only be developed properly by allowing the reader to read and enjoy a number of reading texts (Horburgh, 2009).

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B. Research Problems

This research is conducted in order to answer the following research question: What is the students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?

C. Problem Limitation

In conducting this research, the researcher limits the scope of the study. The purpose of this research focuses on the effort to investigate the students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class of the ELESP of Sanata Dharma University. The relation was limited to how the CBI method which is implemented in Psikologi Belajar dan Pembelajaran class provided better understanding and influenced students‟ reading attitude. The participants were 30 students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher did not include other classes of the same subject to limit the number of the participants. The questionnaire was limited to close-ended questionnaire to make the process easier and the scoring more reliable. Moreover, the researcher conducted the

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D. Research Objectives

Related to the research question, this research is aimed to find out the

students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.

E. Research Benefit

The researcher provides some benefits of this study in terms of the

students‟ reading attitude towards the use of CBI method which is implemented in

Psikologi Belajar dan Pembelajaran class. The expected benefits are elaborated as follows.

1. For ELESP Lecturers

This research can be the reference for the ELESP lecturers to know about

students‟ opinion. They can modify or make their teaching performance more

interesting, so students can understand the material deeply although teacher uses CBI method in the learning process of general course, especially in Psikologi Belajar dan Pembelajaran course. This research is also expected to improve

lecturer‟s method in the teaching-learning process. Moreover, the lecturers can help their students improve their reading skill by implementing CBI method. 2. For ELESP Students

The result of this research may be used by ELESP students as the source of information to evaluate their reading skill in the implementation of CBI method in general courses. The researcher expects that this research will give positive contributions to the ELESP students of Sanata Dharma University. They can

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improve their reading skill to be able to prepare themselves seriously in following the course. Besides, they can implement CBI method to help them as the teacher candidate as they are expected to prepare the teaching-learning process well. 3. For Future Researchers

This research can be used as a reference for the future researchers if they need more information about CBI method. It is expected that the results of this research are able to be used to develop another research. Moreover, this research is also expected to encourage other researchers to evaluate, revise, or modify this study with different levels and objectives. They can develop a book or material using CBI method by conducting Research and Development or they can conduct quantitative research.

The researcher hopes that the results of this research will enrich the knowledge of other researchers who want to know and analyze an method of teaching language, especially reading.

F. Definition of Terms

In this research, there are some terms which are used. The researcher provides explanation of each of the terms to avoid misinterpretation in this research. The explanations are elaborated as follows.

1. Reading Attitude

Reading attitude is defined as the feeling about reading that results in the adoption or avoidance of positive reading habits (Martinez, 2008). McKenna (1995) states that reading attitude is positively associated with student

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achievement potential through practice. According to Kerlinger (1984), attitude affects people to have a certain tendency towards things around them, such as environment, issues, and different kind of ideas. Attitude affects people‟s emotion, motivation, and cognitive response towards certain problems. In other words, attitude is a special tendency, thought, or opinion that people have in facing problems or viewing certain matters.

2. Content-Based Instruction (CBI)

Content-Based Instruction (CBI) can be defined as a teaching method that emphasizes learning about something rather than language (Davies, 2003). Richard and Rodgers (2001) state that “people learn second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal” (p. 204). Based on those theory, language learning is more motivating when learners focus on something other than language. Therefore, if the students are interested and accustomed to learn English, they will master and understand everything in English easily. In this study, the researcher will take the sample from the students of the use CBI method as the subject of the study because all of the materials in Psikologi Belajar dan Pembelajaran are in English.

3. Psikologi Belajar dan Pembelajaran Course

Psikologi Belajar dan Pembelajaran is one of the general courses that uses CBI in the learning process. This course is taken by the third semester of ELESP students. In this course, students are expected to be able to understand the concepts or principles of basic education, to develop an attitude as a candidate of

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professional educator, and to integrate the knowledge about education related to the subjects or sciences (Academic Guideline‟s Book, 2012). In this research, the researcher wants to analyze the students‟ opinion about the students‟ reading attitude towards the use of CBI which is implemented on Psikologi Belajar dan Pembelajaran course to improve students‟ reading skill.

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher discusses some theories that become the basic theory of this study. This chapter is divided into two major parts which are theoretical description and theoretical framework. The theoretical description consists of review of related theories which are discussed in the research, while the theoretical framework discusses the implementation of the theories which are used to answer the research problem.

A. Theoretical Description

The researcher presents several theories in order to conduct the study. There are some theories that will be discussed, namely theories of reading attitude and CBI method. The teaching method that is used in Psikologi Belajar dan Pembelajaran course is CBI method. Therefore, the combination of those theories is needed in this study.

1. Reading Attitude

This part will discuss the theory of reading attitue. According to Guthrie and Greaney (1991), reading attitude is derived from perceptions gained from

people‟s reading history and experience. A learner‟s experience of reading in the first language influences the learner‟s attitude to reading. It means that reading attitude is important, because it will influence the kind of reader they will be. The

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concept of attitude is an issue that is often studied in educational environments.

According to Eagly and Chaiken (1993), “attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or

disfavor” (p. 1). It is support by Senemoglu (2004) who points out that “attitude is an internal situation that is acquired and has an effect on the selection of behavior” (p. 419). It means that attitude can be defined as a cognitive manner that has emotional and sentimental side and effect on the person‟s decision regarding doing something or not. According to McKenna et al. (1995), there are three components of attitude, namely emotional, cognitive and behavioral. The first one is the emotional that comes from emotional reactions towards the attitude. The second one is cognitive component that comes from ideas and believes that the individual has about the attitude object. The third one is behavioral component that involves behaviors towards attitude.

Attitudes are emphasized heavily in the studies of reading. Sainsbury (2004) states that reading has two fundamental objectives, namely developing reading skills and positive attitudes toward reading. Studies of reading should emphasize attitudes because attitude towards reading is a variable that predicts academic achievement (House et al., 1998). Reading attitude is an important

factor that affects students‟ reading achievement and reading activities in class, and determines whether they will become independent readers or not (Logan & Johnston, 2009).

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a. The Mathewson Model

The Mathewson model (1985) involves the affective processes of attitude, motivation, affect, and physical feelings. Mathewson states that “this cognitively mediated influence of affect upon reading may be represented by a decision

process component in the new affective model of reading” (p. 845). In the model,

physical feelings could influence whether a person continues to read. One possible decision to read is a good general reading attitude. According to Mathewson:

“In addition to attitudes toward reading as a universal good, it is also possible that attitudes toward the source of reading materials may be important in determining a decision to read. The source of a book or magazine might be a friend, a teacher, or a club. Thus, the present model incorporates the notion that relevant attitudes toward reading may include 8 attitudes toward the content, format, and form but may also include such attitudes as those toward reading as a universal good and attitudes toward the source of reading materials. This expanded notion of the range of attitudes, which may influence reading, ensures a broad scope for the model, but at the same time poses difficult questions for the researcher who might wish to assess the effects of attitude upon reading” (p. 847). In this model, Mathewson depicts attitude which may influence attention and comprehension through the decision process. The secondary component includes recall, reflection, and application. This was important to the model to depict that students should do more with their reading. Mathewson states, “the present model thus predicts that the decision component influences the primary and secondary reading processes in the same way. Decision to read, whether primary or secondary processes are involved, is based on attitude, motivation,

affect, and physical feelings” (p. 848).

In the first Mathewson‟s model (1994), he depicts how attitude is developed over time. McKenna, Kear and Ellsworth (1995) explain,

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“Mathewson‟s principal concern was with the role of attitude as a factor during the act of reading and during the period when one learns to read” (p. 937).

Mathewson‟s new model (1994) has a three-component definition of attitude. In Mathewson states, “the three aspects of attitude toward reading form a whole attitude that influences intention to read; intention to read in turn influences

reading behavior” (p. 1135). Within the model, there are two factors that contribute to the reading decision including external motivators and the emotional state of the individual (Mathewson). Mathewson (1994) explains further by

stating, “attitude toward reading includes evaluations of content and purpose, feelings about engaging in a particular kind of reading, and action readiness for

initiating or sustaining reading activity” (p. 1136). Although this model is helpful, it is limited in predicting the development of attitude over time.

b. The McKenna Model

McKenna (1995) proposed a new model after synthesizing the information from Mathewson (1985). McKenna states, “the proposed model preserves

Mathewson‟s notion of a decision to read, which is a consequence of subjective

norms, intent, and attitude – all three of which are conditioned by contingencies” (p. 30). McKenna‟s model did not adapt the three attitudes presented in the Mathewson model (McKenna, Kear, & Ellsworth, 1995). According to McKenna, Kear and Ellsworth:

“Specifically, the McKenna model identified three principal factors influencing attitudinal change: (a) beliefs about the outcomes, (b) beliefs about the expectations of others in light of one‟s motivation to conform to those expectations, and (c) the outcomes of specific incidents of reading” (p. 938).

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Based on McKenna‟s model, a prediction can be made about a teacher‟s influence on a reader‟s attitude in an indirect way. In this model, a teacher could create a classroom library and give students the opportunities to use this resource. This action will change the environment in a positive way. As a result, the reading attitude of the students may not be directly affected. However, it is assumed that students will choose to read. Eventually, this impact could have an influence on a

student‟s reading attitude. Reading attitude is positively associated with students‟ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension.

1) Reading Comprehension

According to Burhan (2012), “reading is a physic and mental activity to

reveal the meaning of the written texts, while in that activity there is a process of

knowing letters” (p. 9). It means a physic activity because the parts of the body, our eyes particularly, do it. Besides, mental activity means perception and memory as parts of though are involved in it.It can be concluded that the main goal of reading is a process of comprehending written texts. Reading comprehension skill seems to be the emphasis of teaching Psikologi Belajar dan Pembelajaranof ELESP students. It is because the students have to read many materials related to their study. In order to understand materials in English, they need to apprehend the content of the materials. This is the way that they need to understand English well.

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Actually, reading comprehension is a much less natural act. Language use differs between oral and written language with a tendency for more complex forms to occur in writing. Therefore, while reading comprehension depends on listening comprehension ability.

According to Rouch and Birr (1984), “Understanding a written text in fact is a complex process. The process involves the understanding of the factual information in the text, the correlation among ideas and the usage of written

information to solve problems,” (p. 47). The processes of reading comprehension explained by Rouch and Birr (1984) are elaborated as follows.

a. Literal Meaning

Literal meaning is the basic foundation of reading comprehension. It refers to the ideas that are directly stated in the text. It can be the easiest level because the readers are not required to go beyond what the author actually said. The understanding of vocabulary used is the basis for comprehending the literal meaning. Afterward, the students try to find the main idea in the reading text. b. Interpretive Reading

Interpretive reading refers to the ability to gain insight into thing which is not directly stated but implied. It can be achieved after the students comprehend the literal meaning. In this stage, students draw conclusion and make inferences as the examples of reading activity.

c. Critical Evaluation

This stage requires a higher degree of skill development and opinion. It means requires reading with an inquiry and active mind in looking for false

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statement (questioning, comparing, and evaluating). It is the action of giving a judgment of the worth, validity, and authenticity of the written materials. The students give question, comments, and critics about reading text which is given to them.

d. Creative Reading

In order to expand understanding and develop thinking and imagination, students are able to use the related reading text. In this stage, students are capable of solving problems by utilizing the content of the reading text. They are also expected to be able to produce new ideas and perspectives.

Cushenberry (1985) suggests that “reading should not be thought of as

single skill ability,” (p. 58). There is a large number of comprehension skills involved in reading process. In reading classroom, it is the teacher‟s job to promote students to read detailed information, to find main ideas, to deduce meaning from context, to read for specific information, to summarize the content and so forth. The mastery of reading skills is the basis for the comprehension achievement.

2. Content-Based Instruction (CBI) Method

According to Richard and Rodgers (2001), “people learn second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal” (p. 204). Based on this theory, language learning is more motivating when learners focus on something other than language. Language is the main tool that promotes thinking, develop reasoning, and supports cultural activities. It can be expressed through reading

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and writing (Vygotsky, 1978). Therefore, if students are interested and accustomed to learning English, they will master and understand everything in English easily, especially in improving their reading skill because all of the materials and sources in Psikologi Belajar dan Pembelajaran course are in English.

The use of CBI method to improve students‟ reading skill reviewed the patterns of instruction for reading in a second language that were recommended at the time. As a skill which supports other language skills, reading instruction is seen as a process based on typical first-language instructional model, such as skimming and scanning, the use of pre-questions, oral reading, vocabulary, and techniques to be used.

a. The Roots of Content-Based Instruction Language Teaching

Current interest in language-teaching methods which emphasize the mastery of particular informational content as an integral element of second language instruction represents of practical experience and theory. In light of the assumption that language can be effectively taught through the medium of subject matter, CBI method becomes the target language largely as the vehicle through which subject matter content is learned rather than as the immediate object of study. At the same time teachers recognize that important gains in language proficiency occur incidentally, as language is used in the understanding and expression of meaning. Thus, the traditional focus of both native and second language classes on awareness of linguistic is largely subordinated to a focus on acquiring information through the second language. Such an method has been

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increasingly espoused by teachers and researchers involved in the teaching of native language skills across the curriculum, and it is also the cornerstone of such innovations in second and foreign language teaching as immersion language programs.

b. Language Across the Curriculum

The principles of language across the curriculum for native speakers of English have been further specified in instructional programs at the postsecondary level (Griffin et al., 1985). As the consequence of this cross-curricular focus, the language across the curriculum movement has resulted in new developments in teacher training and materials development. As the example, several publication describe strategies for cross-curricular teaching at the secondary and post-secondary levels deal with such issues as designing effective reading, making essay questions, improving the reading process, and evaluating students work (Anderson et al., 1983).

c. Language for Specific Purpose

According to Widdowson (1978), the primary emphasis has traditionally

been on the “what” of language instruction-language content which reflects the second language needs of learners for whom the learning of English is auxiliary to some other professional or academic purposes.

Materials are usually created in relation to a systematic analysis of the

learner‟s needs on second language. These may take the form of taxonomy of micro skills and functions such as the form purposed by Munby (1987), they may take more flexible method of the Council of Europe (Richterich and Chancerel,

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1977) or they may be defined in terms of particular set of texts to be mastered by the learners.

d. Three CBI Method Teaching Models at the University Level

CBI models have appeared on the second language teaching scene. These models provide other alternatives for integrating the language curriculum with the academic or occupational interests of students. There are three kinds of CBI models, namely theme-based, sheltered, and adjunct courses. The three models characteristics which are distinguished from one another and discuss the implications for teacher training, curriculum design, and materials development in postsecondary setting.

According to Richards and Rodgers (2001), CBI method is “a method to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus” (p. 204). It means that learning of language and learning of content happen in one situation or simultaneously, such as in Psikologi Belajar dan Pembelajaran course. In that course, language is utilized as the medium for teaching subject content. In addition, CBI provides the opportunity for teachers to match students‟ interests and needs with interesting, comprehensible, and

meaningful content by applying three CBI teaching model. (Brinton, Snow, and Wesche, 1989).

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1) Theme-Based Language Instruction

Theme or topic-based language courses are one way to increase the use of subject matter content in language classes. A language curriculum is developed around selected topics or themes drawn from content area and Psikologi Belajar dan Pembelajaran course becomes the content in this research. Psikologi Belajar dan Pembelajaran becomes the basis for the analysis of language and practice. The material is presented as a choice of reading, and vocabulary material will then be received in a guided discussion.

According to Brintoon (1989), teachers generate or adapt topic from outside sources to integrate the topic into the teaching of all skills. In this study, the lecturer integrates the material of Psikologi Belajar dan Pembelajaran to assist students to develop general academic language skills through relevant content.

2) Sheltered Content Instruction

The second method, sheltered courses, consists of content courses taught in the second language to a segregated group of learners by a content area specialist, such as a university professor who is a native speaker of the target language. Sheltered courses are closely in keeping with the tradition of elementary and secondary immersion education where second language learners are separated or sheltered from native-speaking students. This sheltered arrangement places all second language learners in the same linguistic boat, thereby enabling them, it is believed, to benefit from the adjustments and simplifications made by native

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speakers in communication with the second language learners (Krasheb, 1981), and from a low-anxiety situation.

Sheltered courses frequently involve certain modifications made for the second language population. As the example, texts are carefully selected for their organization and clarity, the instruction might gear lecturers more closely to the

written text and make certain linguistic adjustments to allow for students‟

listening comprehension difficulties, and the overall course requirements might be altered to include greater emphasis on receptive skills.

3) Adjunct Language Instruction

Students are enrolled concurrently in two linked courses, namely a language course and a content course with the idea that the two courses share the content base and complement each other in terms of mutually coordinated assignments. Second language learners are sheltered in the language course and integrated in the content course, where both native English and nonnative English-speaking students attend the same lecture.

According to Brinton (1989), the reason behind this model is that the linked courses will assist students to develop academic coping strategies and cognitive skills that will transfer from one discipline to another. In this research, the students not only focus on the language, but also focus on the material in Psikologi Belajar dan Pembelajaran class. Therefore, students have to make their own strategy to understand the material which is explained in English.

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e. The Advantages of Content-Based Instruction (CBI) Method

CBI method is praised for many reasons. Peachy (2003) proposes the advantages of CBI method as follows.

1) CBI method can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.

2) Students can also develop a much wider knowledge of the world through CBI method which can feedback into improving and supporting their general educational needs.

3) CBI method is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extract ting key information from texts.

4) Taking information from different sources, reevaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

5) The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

From the above advantages of CBI method, it is obvious that the use of CBI method in Psikologi Belajar dan Pembelajaran class helps the students to improve their reading skill.

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B. Theoretical Framework

In this theoretical framework, the researcher tries to relate the theory to this research in order to answer the research question. The research problem is the

students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class. In order to answer the research question, the researcher used McKenna et al. (1995) theory about reading attitude. McKenna, et al. (1995) states that reading attitude is positively associated with students‟ achievement potential through practice. Based on this theory, reading attitude has a considerable influence on person's success in reading comprehension. Reading skill is very dominant in Psikologi Belajar dan Pembelajaran course because all of the materials are in English with a lot of new vocabularies and formal words. Therefore, the students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran course will influence the students improve their reading skill. In addition, it is very good for the future, because actually Psikologi Belajar dan Pembelajaran course is taken by the beginner semester students of ELESP in Sanata Dharma University. Good reading attitude would influence students‟ achievement toward reading. It means that students must understand the material well and along with that, students can improve their vocabulary, grammar, and other skills indirectly.

According to Richard and Rodgers (2001), someone who learn a second language can be said to be successful if the information they acquire is regarded as interesting, useful, and leads to the desired goal. Based on this theory, language

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learning is more motivating when learners focus on something other than language. Vygotsky (1978) says that language is the main tool that promotes thinking, develops reasoning, and supports cultural activities. It can be expressed through reading and writing Therefore, if the students are interested and accustomed to learning English, they will master and understand everything in English easily, especially easy to develop reading skill. In this research, the researcher chose Psikologi Belajar dan Pembelajaran course because all of the materials and sources in Psikologi Belajar dan Pembelajaran are in English. CBI method could convey the meaning authentically so that students could understand the message accurately.

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher will explain the method used to answer the research question. This chapter describes research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this research, the researcher employed mixed method to answer the research question. Mixed method is a research method which combines quantitative and qualitative research in which the result of each method gives better understanding of certain phenomenon (Ary, Jacob, and Razavieh, 2010). According to Creswell (2003) in mixed method, the researcher uses both quantitative and qualitative data because they work to provide the best understanding of a research problem. In this study, there were three reasons why mixed method was chosen by the researcher based on the explanation of mixed method by Ary et al. (2010).

The first reason was because using one methodology was not enough to conduct this research. The quantitative data that were obtained by distributing questionnaire did not provide all the information needed because it might be less complete for understanding the problem or situation if the researcher only used a

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single method (Ary et al., 2010). The researcher could get more complete understanding and stronger evidence for the conclusion of findings by using mixed method. It is because the researcher interviewed the participants to obtain qualitative data to gave more detail information (Ary et al., 2010).

The second reason was because mixed method can be used by the researcher to find clarification of findings from one method by using results from another method (Ary et al., 2010). It is needed to clarify findings from different methods because the participants might give different explanation from what they chose in the questionnaire. Therefore, mixed method would help the researcher to clarify findings.

The third reason was because the researcher used quantitative data to select the interviewees and analyze the data and then the researcher analyzed the data qualitatively. The researcher used the results from one method to develop results or inform another method when the researcher employed mixed method (Ary, et al,. 2010).

In this research, the researcher used a type of mixed method, namely sequential design. According to Ary (2010), sequential design is a design in which the analysis of data which are obtained and examined in first phase of research will influence the choices made in the next phase. The researcher used sequential design because the data collection and analysis in this research occurred in two phases at the different time. First, the sequence was quantitative findings collection then followed by qualitative findings collection. Ary et al. (2010) state that in sequential design, the different forms of data are collected and examined in

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different phases and at different time in a study of the research. The researcher distributed the questionnaire and then collected it and analyzed the data by using quantitative survey.

B. Research Setting

This research was conducted in Psikologi Belajar dan Pembelajaran class in ELESP of Sanata Dharma University. The researcher chose to conduct the research in Psikologi Belajar dan Pembelajaran class because that was a new experience for students to study the general course using English. In this course, the students are required to read all of the materials and explain to other students in the class. The researcher chose Sanata Dharma University because the researcher is a student in Sanata Dharma University and he researcher also joined Psikologi Belajar dan Pembelajaran class which made the researcher easier to do the research.

There were two classes of Psikologi Belajar dan Pembelajaran, namely class A and class B. However, the researcher chose class A because the researcher also joined the class. In this class, there were 30 students who would be the correspondents. The researcher distributed the questionnaire on Thursday, November 26th, 2015 in K 12 class because it was the last meeting of Psikologi Belajar dan Pembelajaran class. The questionnaire was distributed in the last 15 minutes before the lecturer ended the class. Then, the interview was done on Friday, December 11th, 2015 in Realino canteen. The researcher conducted the interview on the 11th of December 2015 because it was the day before the final

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examination for ELESP students. Besides, the researcher interviewed the lecturer

to get the information deeply, not only from students‟ side, but also from the lecturer‟s side.

C. Research Participants

The participants in this research were the third semester students of Psikologi Belajar dan Pembelajaran class in ELESP of Sanata Dharma University academic year 2015/2016. The students consisted of 30 students and all of the students became the participants of this research. The researcher only chose class A because the researcher joined this class and also because the researcher had access to the participants. The students in class A still found difficulty when they did reading in order to understand the material. Therefore, the researcher chose this class to help the students improving their reading skill. Students were involved in answering the questionnaire and the interview.

The researcher gave little explanation about CBI method before distributing questionnaires to the participants. The researcher provided the relevant information related to CBI method in Psikologi Belajar dan Pembelajaran. Then, the researcher chose five students to be interviewed, consisting of three students who responded well about the use of CBI method and two students who did not agree with the use of CBI method in Psikologi Belajar dan Pembelajaran class.

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D. Research Instruments

In order to answer the research questions, the researcher needed research instruments. The researcher used two research instruments namely questionnaire and interview.

1. Questionnaire

The researcher used two forms of questions, namely close-ended and open-ended questions for this study. According to Seliger and Shohamy (1998),

“questionnaire is a printed form of data collection, which contains questions or statements for subject to respond, often anonymous,” (p. 127).

In close-ended questionnaire, the options of the answers were provided. It can help the participants to obtain what was needed because they could provide options that were suitable for the data needed. In this case, the options were the degree of agreement because it made the participants respond the questions using an agreement scale by selecting a number that presented their response (Lodico et., 2006). The degree of agreement consisted of “strongly agree”, “agree”,

“neutral”, “disagree”, and “strongly disagree”.

According to Ary et al. (2002), “in open-ended questionnaire, the

participants can share their opinions, benefits, and suggestions more openly” (p.

389). By using open-ended questionnaire, the researcher gave the students freedom to share their suggestion based on what they had experienced in Psikologi Belajar dan Pembelajaran class.

The researcher developed the questionnaire based on personal experiences at the third semester student and experiences of Psikologi Belajar dan

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Pembelajaran class which were supported by theories of some experts. For the detail, the blueprint of the questionnaire can be seen in Appendix 2.

2. Interview

The researcher used interview to follow up to the questionnaire. There were five students to clarify some data about the students‟ answers to the

questionnaire. Frankel and Wallen (2006) stated, “the purpose of the interviewing

people is to find out what is on their minds what they think or how they feel about

something”, (p. 455). It means that interview may provide information that cannot be obtained through observation, or students can be used to verify observations. As the example, observing a teacher in a classroom tells us something about the behavior, but interviewing helps us to put the behavior in context and helps us understand actions and choices.

In conducting the interview, the researcher interviewed five students. Three of them were the representative of the students who answered strongly agree for some crucial questions on the questionnaire and the other two students were the representative of the students who answered strongly disagree for some crucial questions on the questionnaire. The researcher chose them to know the roles of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class influencing the students‟ reading attitude. The researcher asked several questions in order to clarify the answer. For the detail, the blueprint of the interview can be seen in Appendix 5.

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E. Data Analysis Technique

In analyzing the result of the questionnaire, the researcher had several steps. The first step was analyzing the data from closed-ended questionnaire by checking the answer of each question and classifying them into one group based on the scale. Then, the researcher put the classified data into a table in order to help the researcher count the result easily. The researcher counted down how

many ticks were put on each degree of agreement of “strongly agree”, “agree”, “disagree”, and “strongly disagree” for each question. In order to calculate the percentage of each agreement, the researcher employed the formula below.

∑

x 100 %

∑

= The number of participants who choose a particular degree of agreement

∑

= The number of all participants

Actually, the table would be a tabulation of data which consisted of the percentage result of each scale for each question. The participants who had positive perception of the roles of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class tended to choose “strongly agree” and “agree” in the questionnaire. It means that the participants who had negative perception on the reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class tended to choose ”strongly disagree”

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Furthermore, after analyzing the data from closed-ended questions, the researcher analyzed the data from open-ended questions. The result of open-ended questions would support the result of closed-ended questions. The result data from both closed-ended and open-ended questionnaires would be presented in the form of discussion explanation.

On the last part, the researcher analyzed the data from the interview. In order not to miss or forget the information from the interviewees, the researcher used recorder to record the interview and transcribed the interview results. Afterwards, the researcher concluded the main point of the interview answers and used the important information to support the questionnaires data. Therefore, the data from the interview would clarify and strengthen the questionnaire result.

F. Research Procedure

The researcher passed several steps in doing this research. The steps are elaborated as follows.

1. Asking Permission

Before doing the research, the researcher asked the permission from the Chair Person of ELESP to conduct a research. Afterwards, the researcher asked the permission from the lecturer who taught Psikologi Belajar dan Pembelajaran course to conduct a research.

2. Preparing the research Instruments

The researcher used two research instruments, namely questionnaire and interview. The researcher designed a set of questionnaire to obtain the data

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needed. Afterwards, the researcher designed a set of questions for the interview as the follow up to the questionnaire.

3. Collecting the data

The researcher distributed questionnaire on Thursday, November 26th, 2015 in K 12 class because it was the last meeting of Psikologi Belajar dan Pembelajaran class. The questionnaire was distributed in the last 15 minutes before the lecturer ended the class. Then, the researcher interviewed five students after collecting the questionnaire results to clarify the data from the questionnaire and explore the deep information. The interview was done in Bahasa Indonesia in order to avoid misunderstanding and to make the participants feel free to answer. 4. Analyzing the data

The researcher analyzed the data which were gathered from the questionnaire and interview by summarizing all of the data and comparing them to the theories. Then, the researcher reported the result of data analysis in the form of discussion explanation.

5. Making conclusion

After the researcher analyzed all of the data, the researcher made a conclusion based on the result of data analysis.

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter discusses the data gathered in this research. The data gathered from the questionnaire and the interview are analyzed and presented in this chapter. The data presented in this chapter is describing the students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.

The Students’ Reading Attitude towards the Use of Content Based Instruction Method which is Implemented in Psikologi Belajar dan Pembelajaran Class

The students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class deals with the procedures of its implementation and how its process lasted in the class. In order to answer the research question, the researcher distributed the questionnaire consisted of close-ended and open-ended questions to 30 students of Psikologi Belajar dan Pembelajaran class A and conducted the interview to five students. However, after the researcher interviewing the students, there were different opinions with the answers of the questionnaire without realizing it. Based on the interview and questionnaire result, it can be concluded that most of the students agreed with the use of CBI method in Psikologi Belajar dan Pembelajaran class

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students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.

Table 4.1 The Students’ Reading Attitude towards the Use of Content Based Instruction Method

No. Statement The Degree of Agreement

SD % D % A % SA %

1. I like reading English book. 1 3.3 9 30 16 53.3 4 13.3 2. I find difficulties in

understanding the material using English.

0 0 17 56.7 12 40 1 3.3

3. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran, especially in

reading skill develops my knowledge about new vocabularies in English.

0 0 0 0 26 86.7 4 13.3

4. I always take note of new vocabularies.

1 3.3 10 33.3 17 56.7 2 6.7 5. I can understand the material

because the lecturer helps me to translate the words which are difficult to be understood.

0 0 0 0 25 83.3 5 16.7

6. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran on reading

skill helps me to be creative on making strategy for learning.

0 0 1 3.3 28 93.3 1 3.3

7. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran on reading

skill helps me to build spirit in learning English.

0 0 3 10 26 86.7 1 3.3

8. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran on reading

skill is impression for me.

0 0 3 10 24 80 1 3.3

9. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran on reading

skill helps me become accustomed to English.

0 0 2 6.7 23 76.7 5 16.6

10. The use of Content-Based Instruction in Psikologi Belajar

dan Pembelajaran on reading

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Appendix 6. The Interview Results

1. Anda suka membaca bacaan yang menggunakan Bahasa Inggris dan menulis kosa kata yang tidak anda mengerti. Bagaimana itu membantu Anda dalam proses belajar?

Students‟ Answer:

Student A Menurut saya membaca buku itu penting, namun alangkah lebih baik kalo itu ditambah dengan misalnya mendengarkan orang asing itu sendiri berbicara dan ketika kita tidak mengetahui vocabularynya kita bias mencarinya dikamus atau kita bias mendengarkan music barat yang sekiranya bias membantu kita belajar vocabulary. Oleh karena itu saya suka menulis kosa kata baru dalam note kecil seperti kamus untuk membantu saya menghafal kosa kata baru. Itu adalah strategi saya dalam meningkatkan kemampuan membaca saya, karena dengan mengetahui arti setiap kata maka saya bisa memahami bacaan dengan baik.

Student B Setelah saya memutuskan untuk masuk PBI, saya menjadi tertarik untuk membaca bacaan seperti novel, materi, dan apapun yang menggun akan Bahasa Inggris. Awalnya memang sangat sulit, namun setelah terbiasa dikelas mendengarkan dosen berbicara dengan Bahasa Inggris dan semua materi juga menggunakan Bahasa Inggris, saya merasa lebih tertarik belajar apapun yang menggunakan Bahasa Inggris karena saya menyadari itu sangat berpengaruh dalam meningkatkan kemampuan bahasa saya.

Waktu awal semester saya sering menulis kosa kata baru, namun seiring berjalannya waktu saya lebih suka menggaris bawahi kosa kata baru dan menghafalkannya.

Student C Bagi saya semakin banyak membaca maka semakin mudah pula saya belajar Bahasa Inggris.

Saya jarang menulis kosa kata baru, saya hanya menggaris bawahi atau menebalkan dengan stabilo saja kata-kata yang tidak saya mengerti dan membacanya lagi.

Student D Saya suka membaca bacaan yang menggunakan Bahasa Inggris, namun tidak untuk materi pelajaran, apalagi materi pelajaran yang menggunakan bahasa tinggi yang sulit untuk dipahami makna yang sesungguhnya. Sebenarnya saya hanya suka membaca hal-hal yang menarik seperti komik, puisi, dan cerpen yang menggunakan Bahasa Inggris. Saya lebih suka menghafal dari pada menulis kosa kata baru.

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Student E Saya termasuk orang yang malas apalagi jika bahasanya tinggi dan banyak kosa kata baru yang tidak saya mengerti. Saya juga tidak pernah menulis kosa kata baru yang tidak saya pahami karena menurut saya, saya adalah orang yang pandai mengingat sesuatu.

2. Apakah Anda mengalami kesulitan pada materi pembelajaran yang menggunakan Bahasa Inggris? Lalu bagaimana Anda mengatasinya?

Students‟ Answer:

Student A Kesulitan saya adalah kurangnya kosa-kata yang saya ketahahui, khususnya yang bersifat formal. Namun sebenarnya saya pernah mengambil matakuliah ini di semester lalu dengan menggunakan Bahasa Inggris juga dan saya lebih merasa paham dikelas ini, mungkin karena semua materi pernah saya pelajari. Dosen juga selalu membantu mahasiswa yang kesulitan memahami materi. Tapi mungkin juga karena saya sudah semester atas dan lebih terbiasa belajar mata kuliah umum dengan menggunakan Bahasa Inggris.

Student B Awalnya saya suka mata kuliah ini, namun setelah saya membaca semua materi yang penuh dengan teori menggunakan Bahasa Inggris yang bahasanya menurut saya tinggi dan susah dipahami saya menjadi malas untuk membaca materi. Biasanya saya langsung bertanya pada dosen tentang materi yang tidak saya pahami.

Student C Terlalu banyak kosa kata baru yang belum pernah saya tahu dan susah dimengerti, jadi terkadang beda pemahaman saya dengan arti yang dimaksud. Saya mengatasinya dengan terus membaca dan memperbanyak pengetahuan dan berlatih menarik kesimpulan. Semakin banyak membaca vocab akan semakin banyak.

Student D Terkadang ada beberapa vocabulary yang digunakan oleh ilmuan yang sulit dimengerti, terutama bagian teorinya. Untuk mengatasinya kembali pada diri saya pribadi, harus lebih banyak membaca bacaan Bahasa Inggris, seperti novel maupun lainnya yang dirasa cukup menarik bagi saya.

Student E Sebenarnya saya orang yang malas untuk membaca apalagi baca materi pelajaran. Saya lebih paham ketika dosen menjelaskan dari pada saya membaca sendiri. Padahal dalam mata kuliah ini dosen sering menyuruh mahasiswanya untuk membaca materi lalu berdiskusi dan menjelaskannya didepan. Biasanya saya lebih senang bertanya kepada teman kelompok

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untuk membantu mejelaskannya.

3. Apakah Dosen membantu Anda dalam menghadapi kesulitan yang Anda alami? Jika iya, sebutkan dan jelaskan peran Dosen dalam membantu proses belajar Anda?

Students‟ Answer:

Student A Ya, dosen membantu mahasiswa yang kesulitan dalam kelas Psikologi Belajar. Ini adalah hal yang sangat saya sukai dalam kelas ini karena dosen sangat peduli dengan pemahaman mahasiswa. Dosen membantu mengartikan kosakata yang tidak dipahami mahasiswa dengan cara mengganti kosakata yang lebih mudah dipahami oleh mahasiswa. Dosen selalu membagi kelompok belajar dan selalu bertanya setiap mahasiswa tentang apa yang tidak kita pahami, khususnya kosa kata yang sulit. Dosen juga selalu menjelaskan secara jelas walaupun mahasiswa sudah diberi tugas membaca sendiri.

Student B Dosen sangat membantu mahasiswa dalam proses belajar dikelas. Walaupun materi inti dalam mata kuliah psikologi belajar itu sendiri susah ditambah penyampaiannya dengan Bahasa Inggris yang bahasanya susah pula untuk dipahami, namun dosen selalu sabar dalam memberikan penjelasan yang membuat saya lebih mengerti. Selain itu dosen dapat mengaitkan materi yang disampaikan dengan kebutuhan siswa sehingga siswa dapat memahami pelajaran dengan mudah.

Student C Dosen selalu membantu mahasiswa yang kesulitan dalam mata kuliah ini, seperti membantu mengartikan kosa kata baru, menjelaskan kalimat yang membingungkan, dan menjelaskan tentang istilah-istilah dalam Bahasa Inggris yang tidak familiar bagi kita. Menurut saya itu sangat bermanfaat sekali bagi pemahaman saya.

Student D Menurut saya dosen membantu, khususnya menjelaskan teori-teori yang ada dalam buku materi karena menurut saya disitulah terdapat banyak kosa kata dan kalimat yang menurut saya membingungkan sehingga saya tidak salah pemahaman.

Student E Dosen tidak membantu mahasiswa secara langsung, namun jika ada kalimat atau kosa kata yang susah dipahami, dosen menggantinya dengan kalimat atau kata lain yang lebih familiar sehingga kita menjadi lebih mudah paham.

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4. Apakah kemampuan membaca Anda membaik setelah menggunakan pendekatan CBI dalam kelas Psikologi Belajar dan Pembelajaran?

Students‟ Answer:

Student A Menurut saya iya karena saya sudah sering menggunakan CBI sebelumnya dan itu sangat memperbaiki skill saya, terutama dalam reading skill karena dalam kelas Psikologi Belajar kami dituntut untuk belajar mandiri dengan membaca semua materi menggunakan Bahasa Inggris. Penggunaan CBI dalam mata kuliah Psikologi Belajar juga membantu saya meningkatkan pengetahuan dan pemahaman tentang kosa kata baru. Sebagai mahasiswa PBI saya sadar bahwa saya harus menguasai Bahasa Inggris dengan baik dan saya juga harus memiliki skill yang bagus, makanya saya harus terbiasa karena dengan terbiasa lama-kelamaan saya jadi bisa dengan mudah.

Student B Menurut saya penggunaan CBI sangat membantu saya dalam meningkatkan kemampuan berbahasa Inggris saya, khususnya kemampuan dalam membaca. Bagi saya dengan memiliki kemampuan membaca yang baik maka akan lebih mudah untuk memperbaiki skill yang lain seperti menulis dan berbicara karena saya jadi mengingat kosa katanya dengan baik. Saya juga sangat menikmati proses belajar di kelas Psikobel yang menggunakan pendekatan CBI karena saya merasakan banyak perubahan positif dalam pengembangan kemampuan diri saya. Student C Pada awalnya saya merasa belum bisa belajar dengan

menggunakan buku materi yang menggunakan Bahasa Inggris. Namun, setelah menggunakan CBI saya menjadi terlatih dan senang belajar apapun menggunakan Bahasa Inggris. Saya juga merasakan peningkatan yang baik karena selama mata kuliah ini berlangsung, mahasiswa lebih banyak belajar sendiri dengan banyak membaca materi yang diberikan oleh dosen.

Student D Bagi saya biasa saja, saya merasa tidak ada yang berubah dari kemampuan membaca saya, karena terkadang saya masih sering tidak paham walaupun sudah membaca materi berulang-ulang. Mungkin karena saya juga malas membaca materi karena harus bolak-balik membuka kamus untuk melihat arti vocabulary yang menurut saya ribet.

Student E Menurut saya kemampuan membaca saya tidak berubah karena saya selalu malas jika dosen memberi tugas membaca materi. Saya lebih suka bertanya kepada teman dari pada harus membacanya sendiri, mungkin hanya membaca sekilas saja dan menurut saya itu justru membuat saya pusing dan bingung.

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5. The result of the lecturer‟s interview

Saya : “Mengapa anda menggunakan metode pendekatan CBI dalam mata kuliah Psikologi Belajar dan Pembelajaran?

L : ”Kalo penggunaan Bahasa Inggris sendiri itu dari dekanat dan merekaitu tarik ulur dengan Universitas dan mereka itu meminta untuk mata kuliah content yang non skills di PBI itudiusahakan memakai Bahasa Inggris. Jadi kami dosen yang mengajar Psikobel sepakat untuk „Okay, let‟s try”, toh kami memang di instruksikan untuk memakai Baha Inggris dalam kelas Psikobel seperti itu”.

Saya : “Bagaimana pendapat Miss Mitha tentang penggunaan CBI dalam mata kuliah Psikobel?

L : “Alasan saya menggunakan Bahasa Inggris disini karena unsur pendidikannya sangat tinggi dan istilah-istilahnya itu sudah harus familiar. Kalau semester tiga itu katanya anak-anak mengatakan bahwa „saya baru semester tiga‟, nah seharusnya „saya sudah semester tiga dan sudah seharusnya paham Bahasa Inggris, basic concept of English, dan basic concept of teaching. Ini memang masalah persepsinya agak berbeda ya, tetapi saya merasa bahwa ketika kita masuk di PBI kita sudah tau konsekuensinya ya, ketika membahas sesuatu ya pasti pakai Bahasa Inggris. Itu konsep yang seharusnya sudah ada sejak di semester satu”.

Saya : “Menurut anda apakah penggunaan CBI lebih bisa membantu mahasiswa untuk meningkatkan kemampuan Bahasa Inggris?”

L : “Kalau saya pribadi iya, karena di satu sisi saya memang agak memaksa mahasiswa untuk selalu memakai Bahasa Inggris untuk membahas sesuatu supaya

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lebih bisa ke habit gitu or to make them acostumed untuk membahas sesuatu yang diluar skills dalam Bahasa Inggris. Menurut saya itu sangat penting karena sebagai calon guru pasti bacaannya nanti Bahasa Inggris gitu, dari yang paling mudah hingga yang paling susah itu pasti akan muncul. Dan nyatanya ketika masuk semester 4 buku-bukunya pakai Bahasa Inggris. Masuk semester 5 ada LLA, LPD itu semua kan bukunya Bahasa Inggris gitu. Maksudnya adalah supaya mereka lebih terbiasa untuk membiasakan diri membaca bacaan yang bukan novel, yang bukan for fun tetapi lebih untuk academic research, itu lebih semangatnya disitu. Memang itu struggling sekali baik dari saya maupun dari mahasiswa.”

Saya : “Apakah menurut anda penggunaan CBI dalam kelas Psikologi Belajar dan Pembelajaran sudah berhasil meningkatkan kemampuan membaca siswa?”

L : “Sebenarnya balik lagi pada mahasiswa itu sendiri. Saya tidak bisa menilai itu berhasil atau tidak, tetapi pasti ada peningkatan walau hanya sedikit karena seperti yang saya bilang tadi, penggunaan bahasa Inggris dalam mata kuliah umum memang memaksa mahasiswa untuk meningkatkan kemampuan mereka, tidak hanya reading skill, tapi juga another skills, karena kebanyakan mahasiswa PBI sekarang tidak menyadari bahwa mereka dituntut untuk expert dalam bahasa Inggris. Mungkin nanti penelitian ini juga bisa jadi feedback buat saya dan dosen lain sebagai pengampu mata kuliah umum yang menggunakan metode CBI supaya mahasiswa tidak merasa bosan dan saya juga tahu apa yang perlu saya tingkatkan untuk kedepannya bisa lebih baik dalam mengajar di kelas.

The students` reading attitude towards the use of content-based instruction in Psikologi Belajar dan Pembelajaran Class in ELESP of Sanata Dharma University.

THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

LOVE WHAT YOU GOT

AND ALWAYS

REMEMBER WHAT

YOU HAD

∑

∑

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Dukungan

Links

The students` reading attitude towards the use of content-based instruction in Psikologi Belajar dan Pembelajaran Class in ELESP of Sanata Dharma University.

THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

THE

STUDENTS’ READING ATTITUDE

TOWARDS

THE USE OF CONTENT-BASED INSTRUCTION

IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS

IN ELESP OF SANATA DHARMA UNIVERSITY

LOVE WHAT YOU GOT

AND ALWAYS

REMEMBER WHAT

YOU HAD

∑

∑

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Dokumen yang terkait

Students` responses to the use of reader`s log in basic reading I class in the ELESP of Sanata Dharma University.

Investigating the implementation of Ignatian pedagogy in interpreting classes of the Elesp Sanata Dharma University).

Elesp students` perception on the use of blog in creative writing class.

The implementation of content-based instruction in PGSD English Club of Sanata Dharma University.

Elesp students` perception on the use of authentic materials in basic reading I class.

Students` perception on the use of blog in basic writing class in English Education Study Program of Sanata Dharma University.

Students` perceptions on the use of role play technique in speaking class in the english education study program of Sanata Dharma university.

Elesp students` perception on the use of authentic materials in basic reading I class

Elesp students` perception on the use of blog in creative writing class

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