The Effectiveness of Using Picture in Teaching Reading of Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK YAPIMDA Jakarta)

THE EFFECTIVENESS OF USING PICTURES IN TEACHING
READING OF PROCEDURE TEXT
(A Quasi- Experimental Study at Third Grade of SMK
YAPIMDA Jakarta)

By:
Allen Subekti
109014000064

DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014

ABSTRACT

Allen Subekti, 2014. The Effectiveness of Using Picture in Teaching Reading of
Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK
YAPIMDA Jakarta). Skripsi, Department of English Education, Faculty of
Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University

Jakarta.
Advisor: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Hapsari Dwi Kartika, M. A. TESOL.
Keywords: Picture, Students’ Reading Ability, and Procedure Text.
Reading, one of the four basic skills, is regarded very important because
reading can lead people to get so many information. In learning procedure text,
students face some obstacles such their lack of vocabulary mastery, their low
motivation in participating and being active in the class activity, and the media
used by the teacher is monotonous. These factors makes the the teching-learning
process can’t achieve its goal. Therefore, the writer applies pictures as teaching
media to overcome the problems.
The purpose of this study is to know whether using picture is effective in
teaching reading of procedure text. The writer conducted the study at the third
grade students of SMK YAPIMDA at the 2013/2014 year of academic. The
design of the study is using experimental research. The writer used convenience
sampling then XII Marketing 2 was chosen as experiment class while XII
Marketing 2 was chosen as controlled class. The both experiment and controlled
class consist of 28 students. Pre-test and post-test are used as the instrument of the
study.
The result of the study shows that picture becomes effective media in

teaching reading of procedure text. It can be seen from data gotten after the
holding of pre-test and post-test. Based on the data, the score which is gained by
the experiment class students (410) is more than score gained by the controlled
class students (325). The result also shows that the t-test score is 4.53 while the
value of t-table in the significant degree of 5% is 2.005. In conclusion, teaching
reading of procedure text using picture is more effective than without using
pictures.

iv

ABSTRAK

Allen Subekti, 2014. The Effectiveness of Using Picture in Teaching Reading of
Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK
YAPIMDA Jakarta). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Hapsari Dwi Kartika, M. A. TESOL.
Kata Kunci: Gambar, Kemampuan Siswa Dalam Membaca, dan Teks Prosedur.
Membaca adalah salah satu dari empat kemampuan berbahasa dianggap

sangat penting karena membaca dapat menuntun orang untuk mendapatkan
banyak informasi. Dalam mempelajari teks prosedur, siswa menghadapi berbagai
macam hambatan seperti kemampuan kosakata yang kurang, rendahnya motivasi
dalam berpartisipasi secara aktif dalam kegiatan belajar, dan kemonotonan media
yang digunakan guru. Faktor-faktor tersebut menjadikan kegiatan belajar
mengajar belum mencapai tujuannya. Oleh karena itu, penulis menerapkan media
gambar untuk menangani hambatan tersebut.
Tujuan dari penelitian ini adalah untuk mengetahui apakah gambar dapat
menjadi media yang efektif untuk mengajar teks prosedur. Penulis melakukan
penelitian di kelas tiga di SMK YAPIMDA pada tahun ajaran 2013/2014. Desain
yang dipakai untuk penelitian tersebut adalah penelitian eksperimen. Penuling
menggunakan purposive sampling dalam memilih kelas XII Pemasaran 2 sebagai
kelas eksperimen dan kelas XII Pemasaran 1 sebagai kelas terkontrol. Masingmasing dari kelas tersebut berjumlah 28 siswa. Instrumen yang digunakan dalam
penelitian adalah pre-test dan post-test.
Hasil dari penelitian menunjukkan bahwa gambar adalah media yang
efektif dalam mempelajari teks prosedur. Hal tersebut dapat dilihat dari data yang
diperoleh setelah melakukan pre-test dan post-test. Berdasarkan data, jumlah nilai
yang didapat oleh kelas eksperimen berjumlah 410 dan pada kelas terkontrol
berjumlah 325. Hal ini membuktikan bahwa nilai yang didapat oleh siswa di kelar
eksperimen lebih banyak dibanding kelas terkontrol. Hasil tersebut juga

menunjukkan bahwa nilai t-test adalah 4.53 dan nilai t-table dalam taraf
signifikan 5% adalah 2.005. Jadi, mengajarkan teks prosedur menggunakan media
gambar lebih efektif dibandingkan dengan tidak menggunakan media gambar.

v

ACKNOWLEGMENTS

“Bismillah Ar Rahman Ar Rakhim”
In the name of Allah, The Beneficent, The Merciful.

All praise be to Allah, the lord of the universe, who has given the writer
His blessing, love, guidance, and love so that the writer can accomplish this last
assignment of his study. Peace and salutation be upon to the prophet Muhammad
SAW., his family, his companions, and his adherence.
It is a pleasure to acknowledge the help and contribution to all lecturers,
institution, family, and friends who contribute in different ways since this skripsi
is processed till it becomes a complete writing which will be presented to the
Faculty of Tarbiya and Teachers’ Training in partial fulfillment of the
requirements for the degree of S. Pd (Bachelor of Arts) in English Language

Education.
The writer would like to express his grattitude and honor to his parents
Sopan Radan and Sumirah who always give their endlessly love and support. The
writer is obviously councious that with their support and pray he can finish his
study. In this occasion, the writer would also like to give his thanks to his brothers
and sister; Agus Sarwono, Ahmad Sopandi, Didit Triady, Erna Vonika, and Fajar
Nuryana who always give their positive spirit to the writer.
The writer would also like to say his greatest thanks and deepest grattitude
to his advisors, Dr. Ratna Sari Dewi, M.Pd and Hapsari Dwi Kartika, M. A.
TESOL for being motivator and also give their guidance, corrections, and
suggestions that has enabled the writer to refine this “skripsi”.

vi

The writer’s sincere grattitude also goes to:
1. Nurlena Rifa’i, M.A., Ph.D. as the Dean of Faculty of Tarbiya and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd. as the Head of Department of English Education.
3. Zahril Anasy, M.Hum. as the secretary of Department of English Education.
4. All lectures of English Education Department who have shared their

knowledge, motivation, and inspiration to the writer during his study in Syarif
Hidayatullah State Islamic University Jakarta.
5. Lukman Hakim S. Pd as the headmaster of SMK YAPIMDA
6. All the teacher of SMK YAPIMDA Jakarta and the writer’s students of XII
AP 4, XII PM 1, and XII PM 2 academic year 2013/2014 who has give their
support to finish this “skripsi”
7. Anisa Faradiba, S. Pd. who always gives her support, care, love, and spirit to
the writer.
8. His beloved friends, M. Noor Afdillah, Ahmad Subhan, Restu Esa P,
Mahmud Badaruddin, Asep Amir H, Ikrima N. Endah, Yona Erviani, Riyana
M, Ikatan Mahasiswa Tegal (IMT) Ciputat, and EED class B Academic Year
2009 Who always give happiness and remind the writer to finish this
“skripsi”
The writer realizes that this “skripsi” is unperfecly accomplished.
Therefore, further and constructive suggestion is higly expected to make this
“skripsi” better.

Jakarta, March 3, 2014

The Writer

vii

TABLE OF CONTENT
APPROVAL .................................................................................................. i
ENDORSEMENT SHEET ........................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI ............................................. iii
ABSTRACT ................................................................................................... iv
ACKNOWLEDGMENT .............................................................................. vi
TABLE OF CONTENT ................................................................................ viii
LIST OF TABLE .......................................................................................... xi
LIST OF APPENDICES .............................................................................. xii
CHAPTER I

INTRODUCTION
A. Background of the Study ...................................... 1
B. Identification of The Problem ............................... 4
C. Limitation of the Study ......................................... 4
D. Formulation of the Problem .................................. 4
E. The Objective of the Study ................................... 4

F. The Significance of the Study .............................. 5

CHAPTER II

THEORETICAL DESCRIPTION
A. Reading ................................................................. 6
1. The Definition of Reading .............................

6

2. Reading Process ................................................ 8
3. Purposes of Reading ......................................... 10
4. Kinds of Reading .............................................. 11
5. Reading Comprehension ................................... 13
6. Factors affecting Reading Comprehension ...... 15
7. Principles of Teaching Reading ......................... 16
B. Procedure Text ....................................................... 18
viii

1. Definition of Procedure Text ............................ 18

2. Language Features of Procedure Text ............. 19
3. Constructing Procedure Text ............................ 19
4. Example of Procedure Text ............................. 20
C. Picture .................................................................... 22
1. Definition of Picture ......................................... 22
2. Types of Picture ............................................... 22
3. The Usage of Picture ....................................... 23
4. The Advantages and Disadvantages of Picture .. 24
E. The Application of Teaching Reading Procedure Text
through Picture ..................................................... 25
F. Previous Studies ................................................... 25
H. Conceptual Thinking ............................................ 26
I.
CHAPTER III

Hypothesis ............................................................ 27

RESEARCH METHODOLOGY
A. Place and Time of The Research ......................... 28
B. Design of The Research ......................................... 28

C. Population and Sample of The Research .............. 29
D. Technique of Data Collection ............................... 30
E. Technique of Data Analysis ................................. 30

CHAPTER IV

RESEARCH FINDINGS
A. The Description of the Data .................................. 33
1. The Data of Experiment Class .......................... 33
2. The Data of Control Class ................................ 35
B. The Analysis of the Data ...................................... 36
1. Normality Test .................................................. 37
2. Homogeneity Test ............................................. 43
3. Hypothesis Test ................................................ 45
C. The Interpretation of the Data .............................. 49

ix

CHAPTER V

CONCLUSION AND SUGGESTION
A. Conclusion .............................................................. 50
B. Suggestion ............................................................... 50

REFERENCES .............................................................................................. 52
APPENDIXES ............................................................................................... 54

x

LIST OF TABLE
Table 4.1 Students’ Score of Experiment Class .............................................. 33
Table 4.2 Students’ Score of Controlled Class ................................................ 35
Table 4.3 Calculation of Pre-test Normality in Experiment Class .................. 37
Table 4.4 Calculation of Post-test Normality in Experiment Class ................ 39
Table 4.5 Calculation of Pre-test Normality in Controlled Class ................... 40
Table 4.6 Calculation of Post-test Normality in Controlled Class .................. 42

xi

LIST OF APPENDIXES

Appendix 1 (RPP Kelas Eksperimen)
Appendix 2 (RPP Kelas Kontrol)
Appendix 3 (Calculation of Validity and Reliability Pre-test and Post test)
Appendix 4 (Kisi-kisi Soal Pre-test)
Appendix 5 (Kisi-kisi Soal Post-test)
Appendix 6 (Soal Pre-test)
Appendix 7 (Soal Post-test)
Appendix 8 (Kunci Jawaban Soal Pre-test)
Appendix 9 (Kunci Jawaban Soal Post Test)
Appendix 10 (Figures of The Research)
Appendix 11 (Pengesahan Proposal Skripsi)
Appendix 12 (Surat Bimbingan Skripsi)
Appendix 13 (Surat Permohonan Izin Penelitian)
Appendix 14 (Surat Keterangan Penelitian)

xii

CHAPTER I
INTRODUCTION

This chapter presents and discusses background of the study, identification
of the problem, formulation of the problem, the objective of the study, limitation
of the study, and the significance of the study.

A. Background of The Study
English has important roles nowadays. One of them is English as
international language is highly regarded as a medium of communication
among people around the world in some social contexts and also used in
different purposes. It could appear in international seminar, books,
advertisements, movies, social media, and also game consoles. In Indonesia
itself, English has a special role. As foreign language, English becomes one
of the subjects taught from the elementary school up to the university level.
Then, learning English could not be separated from learning its four
basic skills. Those skills are reading, listening, speaking and writing.
Reading, one of the four basic skills, is regarded very important for Indonesia
students because it is the most needed skill for them since reading is the only
skill that has the greatest chance to be done just than the other skills. As
Murcia believes that reading is recognized as an important source of language
input especially for English as foreign language students which there is just a
little chance to meet fluent speakers who can provide another kind of
language input.1 Moreover, as a receptive skill, reading can lead students to
get so many information they need and also enrich their knowledge through
that activity.

1

Marianne Celce Murcia, Teaching English as Second or Foreign language. (New York:
Heinle and Heinle, 2001) , p. 153

1

2

In reading, English learners in their school often learn some kinds of
English texts namely narrative, recount, news item, spoof, and procedure.
Procedure text as one of them is sometimes could be found by students easily
outside the classroom. They can find procedure text when using a new
gadget, sign up to a social media, and even when making a cup of coffee.
Realizing the importance of procedure text, Indonesia government
states the teaching of procedure text is taught in some school levels such as
junior high school, senior high school, and also vocational school. To see the
process of teaching-learning procedure text in vocational school, the writer
did an observation in one of vocational school in south Jakarta. After
obseving, the writer achieve some information about the teaching-learning
process of procedure text in SMK YAPIMDA.
From an observation which the writer held in September 2013 in
SMK YAPIMDA, the writer found some obstacles contribute in teaching
learning process of procedure text. The writer found that the students mostly
seem confused to understand the characteristic of procedure text. this come
from students’ low ability in locating the sequence words. As the result, the
student did not really know what the text was talking about in proper
sequence and they could not catch the general information which was
mentioned in the procedure text.
Besides, the problem also derives from students’ vocabulary mastery.
When students read the passage, they just read without knowing the main
idea of a process sequence. This case comes from their very limited
vocabulary repertory that increase the difficulty in comprehending the
sequence of the text. Having a lack vocabulary capability definitely
contributes the difficulty in guessing the meaning of the text.
Also, the writer found from that observation that the absence of media
which is used in teaching procedure text in the classroom make the teaching
becomes not effective. In addition, the teacher used conventional method in
teaching learning process; the teacher just gave a procedure text to the
student, then asked the students to read it and to answer the questions below

3

the text. It is regarded as uninteresting activity since the writer found that
some students had a chatting with their friends, had a daydreaming, and also
felt sleepy. As result, there were just few students do the exercises based on
their ability.
Moreover, the writer pointed out that this kind of teaching learning
activity could not generate students’s motivation to learn procedure text. It
can be seen from some occasion when the writer did the observation, the
teaching learning activity just goes in monotonous condition. This condition
could not support the students’ participation in class activity and could not
increase students’s interest and motivation to comprehend the procedure text.
Lightbown and Spada proposes, “Lesson that always consists of the same
routines, patterns and formats have been shown to lead to decrease in
attention and an increase in boredom. Varying the activities, tasks and
materials can help to avoid this and increase students’ interest levels”.2 Then,
teachers’ job is providing their students materials that increase their interest
in reading.3
So, it can be concluded that the media in teaching learning is very
crucial to the success of the teaching learning process. Actually, teachers can
do some efforts to upgrade their way in teaching in the classroom. One of
teaching strategies that can be used in teaching procedure text is by using
picture. It can help students to increase their understanding about the material
they learn.
Picture can be a medium which can help students to understand the
sequence of processes described in the text. By analyzing a proper picture,
students can decrease their weakness in the lack of vocabulary, because
picture proposes a hint through its visual meaning. Picture also becomes a

2

Patsy M.Lighbown and Nina Spada. How Languages Are Learned. (London: Oxford
University Press, 2006) p. 65
3

Jo McDonough and Cristopher Shaw. Materials and Method in ELT. (Malden:
Blackwell Publishing, 2003)p. 99

4

media that attract the students attention and help them to increase their
motivation in comprehending the procedure text.
Based on the explanation above, the writer would like to find out how
effective to use pictures in the way teaching reading of procedure text. He
analyzed this study under the title “The Effectiveness of Using Pictures in
Teaching Reading of Procedure Text”.

B. Identification of The Problem
Based on the information presented above, the writer identifies the
problems:
1. Students’ difficulties in understanding the sequence of the process
described in the procedure text.
2. The lack of students vocabulary mastery to understand the text.
3. The media used by the teacher did not make the students interest to the
teaching learning process.
4. Students have low motivation in participating and comprehending the
material in the class.

C. Limitation of The Study
To avoid misunderstanding in comprehending this study, the writer
limits his study. This study commonly focuses on the effectiveness of using
pictures in teaching reading of procedure text in third grade of SMK
YAPIMDA Jakarta.

D. Formulation of The Problem
The formulation of the problem is as follow:
“is using pictures more effective than without using pictures in
teaching reading of procedure text?”

5

E. The objective of The Study
The objective of this study is to see the effectiveness of using pictures
in teaching reading of procedure text.

F. The Significance of The Study.
This study is expected having some significance not only for the
writer himself, but also for three groups of people such English teacher,
students, and other researchers. To English teachers, the writer hopes that the
result of this study can enrich teacher way in teaching reading of procedure
text. To students, the result of this study is hoped that they will feel more
interested with the presentation of pictures in learning procedure text and can
increase their understanding to this material. To other researchers, the results
of this study is hoped can be important information for their further related
material research.

CHAPTER II
THOERETICAL FRAMEWORK

This chapter presents theoretical framework that discusses some topics.
The first one is reading which covers definition of reading, reading process,
purposes of reading, kinds of reading, reading comprehension, factors affecting
reading comprehension, and principles of teaching reading. The chapter also
discusses about procedure text which consists of definition of procedure text,
language features of procedure text, constructing procedure text, and examples of
procedure text. The chapter also discusses about picture consists of picture, types
of picture, the usage of picture, the advantage of pictures and the disadvantages of
pictures, and teaching reading procedure text using picture.

A. Reading
1. Definition of Reading
Reading could be interpreted in many ways depends on people’s
background of knowledge and their purposes in doing reading. Most
people define reading as an activity to produce sound from what they are
reading. Allington and Strange stated, “ most also see reading as a
decoding process with the reader processing each letter in turn, producing
the appropriate sounds, and forming words.”1
Some experts define reading as an interactive process. Reading is
an activity involves interactive process that connects readers’ background
knowledge and their processing strategies to the text they read.2 In
compliance to Lems, Other experts stated, “reading is an interactive,
1

Richard Allington and Michael Strange, Learning Through Reading, (New York: D.C

Heath and Company, 1980), p.15
2

Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English

Language Learner, ( New York: The Guilford Press, 2010), p.33

6

7

sociocognitive process, involving a text, a reader, and a social context
within which the reading activity takes place. In reading, an individual
constructs meaning through a transaction with written text that has been
created by symbols that represent language”.3
So, many people consider reading is just like other activities.
People just interpret reading from what they see through their eyes. They
do not think that so many things happen on a reader’s head while they are
reading. Some other people define reading as interactive and
sociocognitive process which relate the reader to the interactive and social
context. When some people define reading as articulating words and as an
interactive process, some experts also enrich reading definition as active
and complex process.
That reading is an active process is proposed by Allington and
Strange, “reading is an active cognitive process that does indeed require
using graphic (letter) and phonic (sounds) information; but for fluent
readers particularly, the language based cues-semantic (meaning) and
semantic (grammar)- seem far away more important than graphic and
phonic cues”.4
In addition, Grellet added that reading is an active skill. Reading
obviously involves some strategies such guessing, predicting, checking,
and asking oneself questions. As a result, without these strategies, reading
becomes very hard to do.5
Moreover, two experts, Daiek and Anter also state that reading as
an active process. They propose that reading is an active process that

3

Marianne Celce Murcia. Teaching English as a Second or Foreign Language, (New
York: Heinle & Heinle, 2001), p. 154
4

Richard Allington and Michael Strange, Learning Through Reading. (New York: D.C
Heath and Company, 1980), p. 16
5

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,
2010), p. 8

8

depends on both an author’s ability to convey meaning using words and
your ability to create meaning from them.6
Gleason and Ratner also propose the idea which is same to
previous expert. They said that we undergo a complex process in doing
reading. There are also so many components happened in readers’ head
that can not be seen by other people. So, there seems that the information
is automatically absorbed by readers.7
To sum up, the writer proposes that reading is an activity that has
complex process on it. It is not as simple as pronounce the words printed
on the page. Reading is activity that involve the ability to comprehend the
language characteristics, guessing, predicting the main idea, also related to
the knowledge that own by the readers themselves.

2. Reading Process
Reading is not only pronouncing what are printed on the paper.
Some processes involve in this activity. Murcia explains in her book,
In reading, an individual constructs meaning through a transaction with
written text that has been created by symbols that represent language.
The transaction involves the reader’s acting on or interpreting the text,
and the interpretation is influenced by the reader’s past experiences,
language background and cultural framework, as well as the reader’s
purpose for reading.8

Another expert, Deanne Spear, proposed the same way to Murcia.
She reviewed that reading is quite different from watching television,
where the image wash over us as we sit like passive automatons. The good

6

Deborah Daiek and Nancy Anter. Critical Reading for College and Beyond, (New York:
McGraw Hill, 2004), p. 5
7

Jean Berko Gleason and Nan Bernstein Ratner. The Development of Language,
(London: Pearson Education Inc., 2009), p.410
8

Marianne Celce Murcia. Teaching English as a Second or Foreign Language. (New
York: Heinle & Heinle, 2001), p. 154

9

reader is engage with the text and participates fully in the world the writer
recreates on the page.9
Lems, Miller, and Sorro give the explanation that several skilis do
involve when we read.
many skills involve in reading process. They stated that to read, we need
to master a set of word-level skills, which we will call bottom up skills.
These skills combine to allow us to be able to decode connected text. As
we learn to decode, we also learn a large set of strategic reading skills
which we will call top down skills and strategies, that readers use in
concert with background knowledge to construct meaning from text.10

So, reading is not only absorbing what are being printed on a paper
but also actively involving on that activity. Readers have to relate to the
knowledge they have to understand the information that is being
presented. The reader should have the ability to get the information from
the text and combine it with their previous knowledge or experience.
In addition, Nation underline: “the most important part of reading
is divided into two. An essential part of the reading skill is the skill of
being able to recognize written forms and to connect them with their
spoken forms and their meanings.”11
In addition, when wrote Assessing Reading, Alderson explained;

The interaction between a reader and the text. During that process,
presumably, many things are happening. Not only is the reader looking at
the print, deciphering in some sense the marks on the page, deciding
what they mean and how they relate to each other. The reader is
presumably also thinking about what he is reading: what it means for
him, how it relates to other things he has read, to things he know, to what

9

Deanne Spear, Developing Critical Reading Skills, (New York: Mc Graw Hill, 2006),

p. 2
10

Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English
Language Learner, ( New York: The Guilford Press, 2010), p. 33
11

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge,
2009), p. 9

10

he expects to come next in the texts like this. He is presumably thinking
about how useful, entertaining, boring, crazy, the text is. He may be
consciously reflecting on the difficulties or ease he is experiencing when
reading, and on ways of overcoming the difficulties or of continuing the
pleasure.12

Based on the discussion above, it can be concluded that some
processes happen in reading activity. Readers are not only looking at and
pronouncing the words printed on the pages, but also correlating what their
eyes see with the information they have in their mind to get new
information or new knowledge. The process of reading will be success
when the readers gets the information of what they have read.

3. Purposes of Reading
People read because they have reason to do it. People have their
own reason in doing reading. Flynn and Staintrop simply gave the reason
why people doing reading. Those reasons are because people would like to
access the information which is described in the reading page.13
Also, Crawley and Merritt propose the main purpose of reading
activity. They state, “The main purpose of reading is to understand or
comprehend the communication between the author and the author’s
audience”.14
The two previous experts propose the main purpose of reading that
is to get information. The next experts will describe the detailed reasons of
doing reading. Grellet proposes some purposes in reading activity. Grellet
added, “there are two main reasons for reading; reading for Pleasure and

12

J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press,
2000), p. 3
13

Naomi Flynn and Rhona Stainthorp. The Learning and Teaching of Reading and
Writing, (West Sussex: Whurr Publisher Limited, 2006), p. 42
14

Sharon J. Crawley and King Merritt. Remediating Reading Difficulties, ( New York:
The McGraw-Hill, 2000), p. 40

11

reading for information (in order to find out something or in order to do
something with the information you get).”15
Other purposes are proposed by William. His statement is also be
recited by McDonough and Shaw, “Reasons for reading are into getting
general information from the text, getting a specific information from a
text, and for pleasure or for interest.16
To sum up, reading activity is based on some purposes. The
purposes are people want to get enjoyment or pleasure, to get information,
or to learn. The way people read will be different according to the
purposes in that reading activity.

4. Kinds of Reading
People read by means of their own ways. They may read fast or
slowly. The way they read slowly or quickly depends on the situation.
People may read slowly in their leisure time for pleasurable purposes such
reading magazines, novel, comics, etc., while they read quickly to find the
general information from a text or to find certain information from a text.
Grellet proposed four kinds of reading. The main ways of reading are as
skimming, scanning, extensive reading, and intensive reading. 17

a. Skimming.
Our eyes run quickly when do skimming. It purposes to get the gist
of the text. Skimming is fast reading by selecting the text, it is usually
done purposefully rather than carefully read the passage to get a lot of
information. In skimming process, the reader give their most attention
to the main idea, not to the text supporting detailes. Like Nation
claims, “In skimming the reader goes through a text quickly, not
15

Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University
Press, 2010), p. 4
16

Jo McDonough and Christopher Shaw. Materials and Methods in ELT. (Malden:
Blackwell Publishing, 2003), p. 90
17

Grellet, loc. cit.

12

noting every word but trying to get the main idea of what the text is
about.”18

b. Scanning
Scanning is when a reader try to find out specific information like
particular name or particular number in telephone directory book. Like
Crowley and Merritt state that scanning is quickly reading the passage
to get specific information of the text like search a answer to a
question. The readers just have to locate the answer to get the
information. They need not read the whole text.19

c. Extensive Reading
This kind of reading is done when we read a long text, usually for
one’s own pleasure. In Paving the Way in Teaching Reading and
Writing, Nation mentioned, “extensive reading is a form of learning
from meaning-focused input. During extensive reading learners should
be interested in what they are reading and should be reading with their
attention on the meaning of the text rather than on learning the
language features of the text”. 20

d. Intensive Reading
Intensive reading is reading shorter text. This kind of reading is
usually done to extract specific information. This is more an accuracy
activity involving reading for detail. According to Nation, there are

18

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge,
2009), p. 70
19

Sharon J. Crawley and King Merritt. Remediating Reading Difficulties. (New York:The
McGraw-Hill. 2000), p. 101
20

Nation, op. cit., p.26

13

four ways of putting these important principles into intensive reading
practice21:
1) Focus on items that occur with high frequency in the language as a
whole.
2) Focus on strategies that can be used with most texts
3) Quickly deal with or ignore infrequent items.
4) Make sure that the same items and strategies get attention in
several different texts
So, there are some kind of reading such skimming, scanning,
intensive reading, and extensive reading. Skimming is getting the main
idea of a text by fast seeing the text using our eyes. It has the goal to get a
main idea in a short time. Scanning is accurately searching particular
information in the text. Intensive reading is reading a short text to get
specific information. Extensive reading is reading a long text in order to
get main idea relates to our general knowledge.

5. Reading Comprehension
Reading comprehensions become one of purposes in reading.
Many explanations about what reading comprehension is. Kristin and her
colleagues propose a definition of reading comprehension.
Reading comprehension is the ability to construct meaning from a given
written text. Writing comprehention is not a static competency; it varies
according to the purpose for reading and the text that is involved. When
the prerequisite skills are in place, reading becomes an evolving
interaction between the text and the background knowledge of the reader.
This is accomplishes through the use of strategies, both cognitive and
22
metacognitive.
21

22

Ibid.

Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English
Language Learner, ( New York: The Guilford Press, 2010), p.170

14

From Kristin and Miller explanation, we know that reading
comprehension can be achieved when a reader has a capability to get some
information from the written text. Reading comprehension is a dynamic
competency according to the purpose for reading and the text that is
involved. Reading comprehension also needs the reader’s background of
knowledge and both cognitive and metacognitive strategies.
Guthrie also gives explanation about reading comprehension. he
explains that to comprehend the text, we have to connect the knowledge
we have to the topic presented in the passage. Guthrie states, “reading
comprehension is a process of connecting the text and the student’s prior
knowledge about the topic of the text.”23
So reading comprehension can be seen as one of reading goals. It
can be defines as the readers understand what the text tell about, knowing
the main idea of the text, and the details of the text, then combine it with
their knowledge about the topic discussed. Some also see reading
comprehension as a very complex activity.
Lewin states on his book, “reading comprehension is a very
complex activity. So much occur inside the mind of a reader as the eyes
glide over the printed words. Accompolished readers have become so
good at it through a lifetime of practice that it’s easy to forget how tough it
really is, how complicated the comprehension processes is.”24
In addition, there are also some hints to get reading
comprehension, “the reader’s knowledge of the world,’ or the prior
knowledge the reader has of the topic, interacts with the text-based and
language-based cues to produce efficient reading.”25
23

John T Guthrie. Engaging Adolescents In Reading, ( London: Corwin Press, 2008), p.

11
24

Larry Lewin, Paving The Way in Reading and Writing, (San Francisco: Jossey Bass,
2003), pp. 2-3
25

Richard Allington and Michael Strange. Learning Through Reading. (New York: D.C
Heath and Company, 1980), p.16

15

The comprehension also can be divided into three levels. The
levels of understanding are reading the lines which refer to the literal
meaning of the text, reading between the lines that are getting the inferred
meaning of the text, and reading beyond the lines are criticizing and
evaluating the text.26
In summing up, the writer sees that reading comprehension become
the main goal whatever the readers’ goals in doing reading. Although
reading comprehension could be achieved through a very complex
process, readers’ knowledge about the topic read and ability to understand
text structure and meaning will obviously help them to achieve reading
comprehension.

6. Factors Affecting Reading Comprehension
There are many factors which affect reading comprehension. The
first factor is described in Understanding Reading Problem that good
readers are gaining an abundance of information about the world and a
wealth of vocabulary. This knowledge and this vocabulary are the tools
readers use to comprehend: as the schema theory of comprehention
predicts, we needd to know a little bit about the topic we can learn
something new about it. Readers who read a lot are going to know a little
bit about a lot more topics and will be better readers because of it.27
Also Crawley and Merritt propose a reason of the lack of
comprehension. They stated, “The lack of comprehension maybe the result
of many factors. They are the reading material maybe too difficult, the
reading material may be dull or uninteresting, and students not having
necessary background or schema for reading a selection.”28
26

J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press,
2000), p. 7-8
27

Jean Wallace Gillet. Understanding Reading Problems, Assessment and instruction,
(Boston: Pearson, 2012) , p.15
28

Sharon J. Crawley and King Merritt. Remediating Reading Difficulties.( New York:
The McGraw-Hill. 2000), p. 40

16

From the explanation above, we can point out that knowing the
global and general knowledge is the key to get better comprehension. The
vocabulary owned by people will also affect the comprehension. In the
other hand, Crawley and Merritt propose the reasons that affect the
comprehension obstacle. It could be inappropriate and interesting of
reading material.
John T Guthrie proposes the knowledge of the material is really
important.nhe stated, “Reading comprehension improves when depth of of
understanding is facilitated, students need to deeply grasp one historical
event or one scientific principle through multiple readings, applications,
discussions, and connections to other areas. Therefore, organizing facts
into principles, concepts into main ideas, and ideas into major themes
within the content domains is vitally important.”29
Moreover,De Boer and Dallmann also stated that some of the
conditions needed by people to make maximum progress in reading are
physical health, mental health, sight and hearing, intelligence, background
of experience, knowledge of language, desire to read, purposes for
reading, interest in reading, and reading skills.30
So, many factors involve in reading process. What a reader has to
do is to maximize those factors in order to achieve the maximum
understanding on the materials read.

7. Principles of Teaching Reading
According to Nation, following principles can guide the design and
practice of a reading programme. Those principles are divided into four

29

30

John T Guthrie. Engaging Adolescents in Reading.( London: Corwin Press, 2008),p. 11

De Boer and Dallmann, The Teaching of Reading,( New York: Holt, Rinehart, and
Winston, Inc., 1964), p. 27

17

aspects. They are meaning focused input, meaning focused output,
language focused learning, and fluency development. 31

a. Meaning-focused Input
In meaning focused input strategy, the reading activity empesizes
on the purpose of the reading itself as the an input in students’
language development. The activities in the classroom will be such
follow:
1) Practice and training in reading should be done for a range of
reading purposes
2) Learners should be doing reading that is appropriate to their
language proficiency level
3) Reading should be used as a way of developing language
proficiency.

b. Meaning-focused Output
In this strategy, reading teaching learning should be combined with
speaking, writing, and listening. The activity will be:
1) Reading should be related to other language skills

c. Language Focused Learning
In this strategy, reading activity is enriched by a lot of drills that make
the readers achieve a strategy to read some kinds of texts. the learning
activities are such follow:
1) Learners should be helped to develop the skills and knowledge
needed for effective reading
31

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge,
2009) , p. 6-8

18

2) Learners should be given training and practice in a range of
reading strategies.
3) Learners should be given training and practice in integrating a
range of strategies.
4) Learners should become familiar with a range of text structures.

d. Fluency Development
In fluency development, the teachers should provide many interesting
reading texts that motivate the students to read the texts. The
classroom activities ideally are such below:
1) Learners should be helped and pushed to develop fluency in
reading.
2) Learners should enjoy reading and feel motivated to read.
3) Learners should read a lot.

B. Procedure Text
1. Definition of Procedure Text
We use many kinds of text in daily life. Usually we read a text how
to operate new things, how to prepare or make something, how to act in
some circumstances like school, company, and a community, and how to
get to some places. Those kinds of text are called procedure text. Mark and
Cathy also explain the examples of procedure text are recipes, itineraries,
instruction manuals, and direction.32
In their book, Mark and Cathy stated that, “procedure is a piece of
text that gives us instructions for doing something. The purpose of a
32

Mark Anderson and Cathy Anderson. Text Types in English 3, (South Yarra: Mc Millan
Education Ltd, 2003), p. 28

19

procedure text type is to explain how something can be done.”33 Is also
stated that a procedure enables people to do things that are new to them or
to make sure they do things in the correct order, and include all that needs
to be done.34
Then, it can be concluded that procedure text presents steps to do
something, making something, or going somewhere. In case of procedure
text can be easily experienced in daily life, people ought to know about it.

2. Language Features of Procedure Text
Procedure text has some characteristics on it. Mark and Cathy
propose those characteristics. They state that procedure texts can be
recognized based on some language features below35:
a. The use of technical language
b. Sentences that begin with verbs and are stated as commands, for
example the usage of word “open” in the sentence; open the projector
compartment using the screwdriver!
c. The use of time words or numbers that tell the order for doing the
procedure. Time words is also called sequencers for example first,
second, then, after that, the next step is, next, and finally
d. The use of adverbs to tell how the action should be done. Adverbs of
manner are frequently used. For instance; Next, gently press the stop
button to stop the washing machine!

3. Constructing Procedure Text
There are some steps in constructing procedure text. First, on the
first sentence, the introduction and aim of the procedure is being

33

Mark Anderson and Cathy Anderson. Text Types in English 2, (South Yarra: Mc Millan
Education Ltd, 2003), p. 50
34

35

www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m.

Mark Anderson and Cathy Anderson. Text Types in English 3, (South Yarra: Mc Millan
Education Ltd, 2003), p. 52

20

presented. Then, list of materials needed are also described. Last, the steps
to do the activity are given.
A procedure usually consists of36:
a. The goal of the activity. This is where you tell your reader what he/she
is going to achieve.
b. The materials needed. It could be ingredients, tools, and equipment.
c. Steps to achieve the goal. This is the main part of the procedure.
d. Conclusion. We may wish to include a conclusion
According to Text Types in English, the steps for constructing a
procedure text are37:
a. An introductory statement that gives the aim or goal
b. A list of material that will be needed
c. A sequence of steps in the order they need to be done.

4. Examples of Procedure Text
Example of procedure text is such
a. Procedure text without picture: 38
How to Insert SIM Card Cellphone
Cellphone is a modern communication device that all people use.
However, this device can’t work until the SIM card is inserted. It is the
direction to insert a SIM card into a cellphone. First, switch off the
cellphone power. Second, press the locking catch and slide the cover
then lift it off the phone. After that, remove the battery. Next, slide the
SIM card carefully into the slot and make sure that the golden connect
arson are facing the connector of the phone to make sure the phone
will work properly. Then, put the battery align it until it snaps into its
place. Next step is inserting two catches of the back cover
36

www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m.

37

Anderson, op. cit., p. 28

38

Simulasi Ujian Nasional SMK/MAK Tahun 2012/2013 Paket: 03, Erlangga

21

corresponding slot in the phone and slide the cover forward button of
the phone until it locks into place. Finally, switch on the phone and
wait until it is ready to use.
b. Procedure text with picture39

How to replace a projector lamp
First of all, take the necessary tools. Luckily, you'll only need a
manual screwdriver to remove the panel. You will also need a soft,
non-abrasive cloth handy to help avoid any contact with your
fingers and the lamp assembly. Second, unplug the projector from
the electricity. Then, use the screwdriver and remove the screw and
the lamp compartment door. The fourth step is carefully remove
the lamp assembly and disconnect any power cords that may still
be connected to the lamp assembly. Then, clean the lamp
compartment using the cloth. Next, insert the lamp compartment
carefully. Then, set the lamp compartment door back into place and
39

www.wikihow.com

22

securely screw in the door. Finally, plug the projector into the
electricity and you can use the projector.

C. Picture
Picture may be used as one of visual aid in teaching learning
process. One of reasons that it is widely used in language teaching is the
fact that it is simple. Picture can be simple prepared and give the real
imagery of some objects that could not be brought to the classroom.

1. Definition of Picture
Picture can be seen as many things such place, objects, and people.
In Picture for Language Learning, Andrew Wright proposes, “pictures are
not just an aspect of method but through their representation of places,
objects, and people. They are an essential part of overall experiences.” 40
Picture is also considered as good resource and media in teaching
learning. Murcia and Hilles state that pictures are versatile and useful
resources for teaching. so this resource can facilitate language program 41
The writer concludes that picture is a visual representative of an
object such things, humans, animal, etc., which this visual representative
gives the information about the real characteristic of the object.

2. Types of Picture
There are some kinds of pictures. Finochiaro and Bonomo divide
picture into three; picture of individual person or object, picture of
situation, and a series of pictures as a number of related composite
pictures42.

40

Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University
Press, 1989), p, 2
41

Marianne Celce Murcia and Sharon Hilles. Techniques and Resources in Teaching
Grammar. (Oxford: Oxford University Press. 1988), p. 73
42

Marry Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for
Teacher, (New York: Regrents Publishing Company, 1973) , p. 164

23

Other experts propose different group of pictures kind. Such
Murcia and Hilles propose different kinds of pictures such as follows:
a) A picture may focus on one specific object, such as a house, or on an
event such as a boy jumping a fence; alternatively, a picture may
evoke an entire story. Between this two extremes, there are a picture of
a few people or a few objects.
b) Pictures can be presented in pairs: the same object or person on two
different occasions (e.g. Mr. Jones before and after his diet) or two
different object or people (e.g. a comb and a brush, a brother and a
sister, etc)
c) Pictures can