TEACHERS’ CHALLENGES IN IMPLEMENTING MULTIMEDIA COMPUTER ASSISTED LANGUAGE LEARNING PROGRAMS IN READING NARRATIVE TEXT ACTIVITIES : A CASE STUDY AT THE FIRST GRADE STUDENT OF "PERSATUAN" ISLAMIC SENIOR HIGH SCHOOL IN TULANGAN SIDOARJO INDONESIA ACADEMIC Y
TEACH
MULTIMEDIA COMPUTER ASSISTED
LANGUAGE LEARNING PROGRAMS IN
READING NARRATIVE TEXT ACTIVITIES
A Case Study at the First Grade Students o
Islamic Senior High School in Tulangan-Sidoarjo,
Indonesia, Academic Year 2014-2015
THESIS
Submitted in Partial Fulfilment of the Requirement for the Degree
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Nur Azizah
D35211055
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
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ABSTRACT
Azizah, Nur. 2015. Teacher Challenges in Implementing Multimedia Computer
Assisted Language Learning Programs in Reading Narrative Text Activities at the First Grade Students of Persatuan Islamic Senior High School in the Academic Year 2014-2015. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Nur Fitriatin, Ph.D.
Key Words: challenges, Multimedia Computer Assisted Language Learning,
Reading Narrative Text
The wide range of multimedia tools available present new challenges for teachers who must select instructional technologies to match pedagogical strategies and desired learning outcomes. The role of teachers in this modern environment of computer assisted language learning has become active, creative and innovative because they should encourage students to take and to develop the responsibility for their own studies. Moreover, this research focus on identifying the
implementation of multimedia computer assisted language learning programs in reading narrative text activities at the first grade students of persatuan islamic senior high school in the academic year 2014-2015, investigating the challenges faced by English teachers in the implementation of multimedia computer assisted language
learning programs in reading narrative text activities, and analyzing the teachers
to overcome the challenges in the implementation of Multimedia Computer Assisted Language Learning programs in reading narrative text activities. This research uses qualitative method. In addition, the researcher uses observation and interview as the techniques to achieve the objectives of this research. The result of this research shows that the English teachers have several difficulties in teaching reading narrative text using multimedia computer assisted language learning, they are: how to make class lively, and how to integrate multimedia into the teaching material. On the other hand, the finding also proved that there are positive factors which support it, they are: The ponsibility in take care and save multimedia tools. There are some challenges faced by teachers in the implementation of multimedia computer assisted language learning in reading narrative text activities, they are:
efforts are: the teachers join seminar or training, the teachers should share and do evaluation with the other teachers or friends, teachers should learn how to develop the , and teachers should have contact with the computer programmer. Therefore, the researcher suggests that teachers should have more practice to improve their professionalism in integrating multimedia into the teaching material.
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TABLE OF CONTENTS
TITLE SHEET i
ADVISOR APPROVAL SHEET ii
APPROVAL SHEET iii
MOTTO iv
DEDICATION SHEET v
ACKNOWLEDGEMENT vi
ABSTRACT ix
PERNYATAAN KEASLIAN TULISAN x
TABLE OF CONTENTS xi
LIST OF TABLES xiv
LIST OF PICTURES xv
LIST OF APPENDICES xvi
CHAPTER I INTRODUCTION 1
A. Reseach Background 1
B. Research Question 10
C. Objective of the Study 11
D. Scope and Limitation of the study 11
E. Significance of the Study 12
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CHAPTER II REVIEW OF RELATED LITERATURE 14
A. Review of Related Literature 14
1. The Nature of Reading 14
a. Definition of Reading 14
b. Aims of Reading 15
c. Types of Reading 17
2. Reading Comprehension 17
3. Reading Text 20
a. Narrative Text 20
b. Descriptive Text 21
c. Recount Text 22
d. Explanation Text 22
e. Discussion Text 23
4. Reading Comprehension Strategies 23
a. Meta-Cognitive Strategies 24
b. Socio-Affective Strategies 24
c. Cognitive Strategies 24
5. Multimedia Computer Assisted Language Learning 25
6. Reading Narrative Text using Multimedia 27
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CHAPTER III RESEARCH METHODOLOGY 33
A. Approach and Research Design 33
B. Researcher Presence 34
C. Research Location 35
D. Data and Source of Data 36
E. Data Collection Technique 38
F. Research Instrument 40
G. Data Analysis Technique 41
H. Checking Validity of Findings 42
I. Research Stages 43
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings 46
B. Discussion 89
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion 104
B. Suggestion 106
REFERENCES APPENDIX
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CHAPTER I INTRODUCTION
A. Research Background
Human beings are storing creatures; we make sense of the world and the things which are happen to them. They constructing narratives to explain and interpret ourselves and other people. The narrative structures and the vocabularies which they use while craft and told their tales of their perceptions and experiences were also providing information about their social and cultural positioning.1
Reading narrative text is often referred to aesthetic reading because ones reads it for enjoyment and pleasure.2 The purpose of narrative text itself are to entertain, to gain and to hold a reader's interest.3 Narrative text relates a series of events and includes both fiction (novels, short stories, poems) and non-fiction (memoirs, biographies, news stories). The fiction and non-fiction above are very common in our daily life and used for many important purposes.4
1Pat Sikes - Professor in Qualitative Inquiry- Narrative Approaches to
Education Research, (http://www.edu.plymouth.ac.uk/resined/narrative/narrativehome.htm, accessed on Januari 01, 2015)
2
Dista devitasari, Bachelor of Arts: "The effectiveness of using pictures in teaching narrative text"
(Jakarta: Syarif Hidayatullah State Islamic University, 2009), xi
3 Gunarso Susilohadi, et. al., Contextual Teaching and Learning Bahasa Inggris: Sekolah Menengah
Pertama/Madrasah Tsanawiyah Kelas IX Edisi 4. (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,2008), p.143
4 Roberta L. Sejnost - Colorin
ColoradoHelping Children Learn and Succeed,( http://www.colorincolorado.org/article/39884/, accessed on Januari 01, 2015)
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Education researchers also have concluded that reading narrative text is a powerful tool to promote learning.5 The researcher had participants read two versions of a story, The one in a structure, and the other in a narrative structure similar to a fiction story. The result suggested that the narrative story rated higher among participants when ranked for reader interest. 6
ive text are an important factor to improve students' skills in reading narrative text. The teachers have to choose the right strategy to achieve adequate competence of students in reading narrative text.7There were several kinds of strategies which can be implemented by teachers in teaching reading. They are three categories of learning strategies: meta-cognitive,
socio-eta-cognitive means monitoring our own thinking and taking corrective action when comprehension fails. Socio-affective means cooperative learning and asking questions for clarification, this is strategy in which a learner interacts with one or more people in order to support learning. Moreover, cognitive means making inferences, visualizing, and predicting the reading material, In these strategies a learner manipulates the material to be learned mentally (visualizing) or
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5 Harnessing the Power of Story:Using Narrative Reading and
Writing Across Content Areas,
(http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1124&context=reading_horizons, accessed on Januari 01, 2015)
6 Ibid, p.12 7
Teaching Reading Comprehension Strategies and Selecting Appropriate Text,
(http://ies.ed.gov/ncee/wwc/pdf/practice_guides/wwc_rc_pg_rec01.pdf, accessed on Januari 11, 2015) 8 Margaret bouchard, Comprehension strategies for English language learner, (USA:Scholastic Inc, 2005), p.5
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The researcher focused on cognitive strategies, because cognitive strategies and narrative text have correlation in their application. In the cognitive strategies students manipulate the material to be learned mentally (visualizing) or physically and they make inferences, visualizing, and predicting.9 It has relationship with narrative text, because it uses imaginative language and express emotion, often through the use of imagery, metaphors, and symbols.10 Therefore, students can more easily follow the story line and make successful predictions about what is occur through cognitive strategies.
Based on the explanation above, cognitive strategies explain how information is mentally processed. It is in a line with the features of multimedia which include sound, graphics, photographs, animation and moving video, direct links and references to dictionaries, and glossary.11 They promote mental processing of information.
Multimedia is the one of three features of computer assisted language learning. The other features of computer assisted language learning are hypertext, hypermedia.12 Hypertext is text which contains links to other texts. Hypermedia is a term used for hypertext which is not constrained to be text: it can include
9 Ibid, p.5
10 Roberta Sejnost and Sharon Thiese, Reading (and Scaffolding) Narrative Texts, (http://www.adlit.org/article/39884/, accessed on 14th of March 2015)
11
Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.1
12 Ken Beatty,Teaching and Researching Computer-Assisted Language Learning Second Edition, (Edinburg:Pearson Education, 2010), p.42
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graphics, video and sound.13 Moreover, Multimedia as the combination of computer-based media and communications systems, and it has a role to build, to store, to deliver and to receive information in the form of text, graphics, audio, video.14 The term multimedia is used to encompass the non-linear organization of text in hypertext and the non-linear and multiple information formats referred to in hypermedia.15
In the recent years, multimedia also popular in the teenagers life, they often use multimedia as the assistant in their daily life.16 It deals with the subject of this research, they are first grade students of senior high school. Moreover, multimedia features provide spoken text and written text which deal with the basic competence of the 2013 curriculum in the first grade senior high school. The basic competence is the students must be able to comprehend the meaning of spoken and written simple narrative texts.17
Furthermore, multimedia teaching mode gains many advantages if the teachers can use it in the multimedia technology and the internet resources and/or work out courseware. In another word, they can deal with the reading course
13Ted Nelson.What is HyperText.(http://www.w3.org/WhatIs.html, accessed on December 20, 2014) 14 Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.2
15
Ibid, p.45
16 Harianto, Pengaruh Perkembangan Multimedia terhadap Perubahan Kebiasaaan Masyarakat
Indonesia ( https://hariantonote.wordpress.com/2014/05/12/pengaruh-perkembangan-multimedia-terhadap-perubahan-kebiasaaan-masyarakat-indonesia, accessed on 15th of March 2015)
17
Info Dapodikdas, Download Silabus dan RPP SMA Kurikulum 2013 Kelas 10, 11, 12 Terbaru
(http://infodapodikdas.blogspot.com/2014/09/download-silabus-dan-rpp-sma-kurikulum.html, accessed on 14th of March 2015)
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more interestingly and the students are more active by comparison to the the student would get better mark: in the multimedia class, their mark is 81.15 on average, while 79.78 in the non-multimedia class.18
Nowadays, most of teachers still teach with a lecture method or teacher materials to achieve the curriculum targets.19 In the other words, still there are many teachers who do not really understand about how to use and correlate technology in the teaching learning process. Whereas, the development of educational technology is supported by the rapid developments in communication media such as radio, television, video, CCTV, computer, internet which can be used for instructional purposes.
undeveloped. The speech-dominated education still applies a teacher-centered, book-centered, grammar-translation method and focuses more emphasis on rote memory than other practicable skills. Generally, teachers receive higher appreciation than teachers who are not. The teachers always give up the stimulating interaction activities such as games, role-plays, talk-based communicative activities in class and they are skeptical of the use of games as learning tools, especially in the senior high school because the students should
20
Based on the statements above, teaching reading with the old teaching
creative to stimulate the students with the creative activity.
18 Ibid, p.1
19
Inung Zulfani, Pentingnya Teknologi dalam Pembelajaran
(http://paisnews.blogspot.com/2009/04/pentingnya-teknologi-dalam-pembelajaran.html, accessed on 13th of March 2015)
20
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However, by the change of times and rapid development in technology, using multimedia computer assisted language learning are useful in teaching learning method than old teaching. It gives a new implementation of learning. Beside that, the wide range of multimedia tools available present new challenges for teachers who must select instructional technologies to match pedagogical strategies and desired learning outcomes.
Teachers were not only instructors, but also assistance in learning process. Nowadays,
and give them challenge in creative and critical thinking. The role of teachers in this modern environment of computer assisted language learning has become active, creative and innovative because they should encourage students to take and to develop the responsibility for their own studies. 21 The concept of the learning process is moving from the teaching centred model to the learning centred one, focussing on constructing knowledge, discovering the world and entering intercultural multilingual communication, for example via group work, discussions, presentations, peer teaching.22 The teacher, what is called, they were the one who transmits correct principles, teaches skills, and explains perplexity in
21 S. Assosiation, Language, Literature and Culture in Education 2014: Conference Proceedings (https://www.academia.edu/7262525/Language_Literature_and_Culture_in_Education_2014_Confere nce_Proceedings, accessed on 15th of March 2015)
22
ICT in Education: Reflections And Perspectives Bucharest, June 14-16, 2007.107
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his essay.23 As instructional technology progresses, today, technology will help teachers in teaching learning process.
There were several research which is related to the topic. The first research is conducted by Tzu-Pu Wang under the title The Difficulties and
Teaching which use qualitative method as their focused.24The second research is conducted by Mansur Hidayat under the titleThe Implementation of Using Short
Structure of Seventh Grade Students of Mts Pancasila Salatiga which use classroom action research as their focused.25 The third is research is conducted by Bambang Sumintono under the title Penggunaan Teknologi Informasi dan Komunikasi dalam Pengajaran: Survei Pada Guru-Guru Sains SMP Di Indonesia which use quantitative and qualitative method as their focused.26 and the last is research by Hojjat Esmaeili Fard and Nesa Nabifar under the title The Effect of Computer-Assisted Language Learning (CALL) on Reading Comprehension in Iranian EFL Context which use experimental method as their
23 Tzu-Pu Wang,
Instruction into Teaching, The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, 2008.134
24 Ibid, p.134-141 25 Mansur Hidayat,
Understanding in Learning Narrative Structure of Seventh Grade Students of Mts Pancasila Salatiga,( Salatiga: STAIN Salatiga, 2013)
26 Bambang Sumintono,dkk, Penggunaan Teknologi Informasi dan Komunikasi dalam Pengajaran:
Survei Pada Guru-Guru Sains SMP Di Indonesia , Jurnal Pengajaran MIPA, Volume 17, Nomor 1, April 2012.122-132
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focused.27 Several research above have different focus, different research method, different subject, also different location. Some research use English speaking country as the research location, and some research use Indonesian speaking country. This research focused on analysing the challenges faced by English teachers in the implementation of multimedia computer assisted language
learning programs in reading narrative text activities, and the challenges caused by
related skill and managing issues such as training, preparation and its effective use in the teaching learning process. This research used qualitative method. The subject of this research were English teacher and the first grade students of Islamic senior high school. The location of this research was Persatuan Islamic Senior High School in Tulangan Sidoarjo East Java, it belongs to Indonesian speaking country.
This research took place in Persatuan Islamic Senior High School Tulangan Sidoarjo. Based on the preliminary research on 20th of December, 2014, by interviewing the English teacher and the headmaster, this Islamic senior high school has mission to be computer-based school. It is a school which has full multimedia facilities, such as LCD projector, television, and speaker in every class. This school also provide free wifi connection. Interestingly, this school also provides extracurricular which related to Information Technology (IT) it is
27 Hojjat Esmaeili Fard, The Effect of Computer-Assisted Language Learning (CALL) on Reading
Comprehension in Iranian EFL Context, Journal of Academic and Applied Studies Vol. 1(4) November 2011.1-8
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called Maintenance and Repair Information Technology (MRIT). It can improve
a computer or the other IT tools if they are broken. There are many vocational high schools which provide MRIT become extracurricular, but the researcher found in this islamic senior high school is the school which provide MRIT as the extracurricular.28 The characteristics of the school above are support the process of this research.
This school also relevant with the research in challenges implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities. It is caused by related skill and managing issues such as training, preparation and its effective use in teaching learning process. The English teacher in this school state that the challenges in implementing multimedia computer assisted language learning programs at this school are not about the electricity, and hardware facilities, but the big challenges are about the skill in how to manage and to correlate the multimedia into the teaching material. It is need longer preparation than the previous one. The English teacher also use multimedia computer assisted language learning programs in the reading narrative text activity. This condition happen because of the students interesting into digital story than reading the story.29
28 Preliminary research in Persatuan Islamic Senior High School on 20th of December, 2014. 29 Ibid.
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Based on the several reasons above, the researcher found out the challenges faced by the teachers implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
B. Research Questions
The following problems need to be found out its answer through this particular research:
1. How is the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015?
2. What are the challenges faced by the teachers implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015?
3. How do the teachers overcome the challenges in the implementation of Multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015?
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C. Objectives of the Study
The objectives of this study as follow:
1. To find out the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
2. To find out the challenges faced by the teachers implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
3. To find out rts to overcome the challenges in the
implementation of multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
D. Scope and Limitation of the Study
multimedia computer assisted language learning programs in reading narrative text activities.
There are three features on Computer Assisted Language Learning Programs, they are hypertext, hypermedia, and multimedia. This research focused on multimedia. The challenges caused by technical things such as
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electricity, and hardware facilities, and caused by related skill and managing issues such as training, preparation and its effective use. This research only focused on the challenges caused by related skill and managing issues such as training, preparation and its effective use.
In this reasearch, the writer analyzed the challenges faced by English teachers in the implementation of multimedia computer assisted language learning programs
in reading narrative text activities at the first grade students of Persatuan Islamic
Senior High School in the Academic Year 2014-2015.
E. Significances of the Study
This research is expected to give some contribution:
1. implementing
multimedia computer assisted language learning programs in reading narrative
text activities in Islamic school, especially Islamic senior high school,
because there is not previous study about
implementing multimedia computer assisted language learning programs in
reading narrative text activities in Islamic school.
2. To the schools or the teachers who are implementing multimedia computer
assisted language learning programs in reading narrative text activities in Senior
High schools. They may be improving the skills and the method to teach the students successfully.
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3. To other researchers who are interested in conducting further research related to the implementation of multimedia computer assisted language learning programs in reading narrative text activities.
F. Definition of Key Terms
1. Computer Assisted Language Learning is any process in which a learner uses a computer and, as a result, improves his or her language.30 In this research, Computer Assisted Language Learning is the applications or programs of computer in teaching reading narrative text.
2. Interactive Multimedia is the use of the computer to present and combine text, graphics, audio and video with links and tools. 31 In this research, Interactive
text. It used to interact and communicate with the students.
3. Challenges: Difficult task or something that is hard to do.32 In this research, which need to be solved, in implementing the multimedia programs used in teaching reading narrative text.
30
Ken Beatty,Teaching and Researching Computer-Assisted Language Learning Second Edition,
(Edinburg:Pearson Education, 2010), p.7 31
T. Hofstetter, Is multimedia the next literacy? Journal of Educational Communication & Technology 4, (1994), p. 22-27.
32 Merriam-Webster, Inc, Challenge (http://i.word.com/idictionary/challenge, accessed on 16th of March 2015)
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Literature
In a research, it is important to describe the theories related to the problems of this study in order to give relevant knowledge in the field. Therefore, this chapter describes some theories related with the area of interest of this research, for example, the nature of reading, reading comprehension strategies, types of reading text, multimedia computer assisted language learning programs, and reading narrative text using multimedia.
1. The Nature of Reading
a. Definition of Reading
There are many definitions of reading. Linguists give their opinions about definitions of reading and they have variation. According to Mary producing it. Very simply we can say that reading involves making sense of text. To do this we need to understand the language of the text at word level, sentence level and whole-text level. We also need to connect the message of the text to
our knowledge 1
1 Mary Spratt, Alan Pulverness, Melanie Williams, The Teaching Knowledge Test Course,(Cambridge University Press,2005),p.21
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The researcher concluded that reading means a complex process of thinking in assigning meaning from printed materials which involve most
order to receive ideas or information extended by the text. In another words, reading is a process to understand the text content and to get information.
b. Aims of Reading
There are many purposes in reading, for pleasure and for studying or setting information such news, science or same line. There are seven aims of reading, reading for details and fact, reading for main ideas, reading for sequence or organization, reading for inference, reading for classifying, reading for evaluating and reading for comparing of contest.2
1) Reading for details and fact is reading to know what is done by the subject of the story
2) Reading for main ideas is reading to get the problem statement
3) Reading for sequence of organization is reading to know each part of the story
4) Reading for inference is reading to know what is the writer meant by its story
5) Reading for classifying is reading to find unusual things
6) Reading for evaluating is reading to know the value of the story
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7) Reading for comparing or contest is reading to compare the way of life of the story with the way of life of the reader.3
Another author said that the aim of reading is to develop children to: 1) Love literature, the multitude of genres and a wide range of authors. 2) Be confident in their own reading and to share with others their love of
books.
3) Have a wide range of opportunities for reading, linking this to everyday life situations.
4) Become independent readers through an appropriate focus on word, sentence and text-level knowledge.
5) Read with confidence, fluency and understanding, orchestrating a range of independent.
6) Strategies to self monitor and correct.
7) Understand the sound and spelling system (phonics) and use this to read accurately.
8) Have an interest in words and their meaning. 9) Evaluate and justify their preferences.
10)Develop powers of imagination, inventiveness and critical awareness. 11)Read with expression and emotion.4
3
Ibid.p.90
4 Norton Cevcp School, Reading Policy
(http://www.norton.suffolk.sch.uk/downloads/policies/120430/read.pdf, accessed on December 10, 2014)
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c. Types of Reading
To find maximum benefit from reading, students need to be involved in both extensive and intensive reading.5
Extensive reading involves reading long pieces of text, for example a story or an article.6 It means that extensive reading deals with a longer text as a whole, which requires the ability to understand the component part and their contribution the overall meaning. For example: Reading a newspaper, article, short story or novel.
Sometimes, especially in language classrooms, students use texts to examine language. For example, students might ask learners to look for all the words in a text related to a particular topic or work out the grammar of a particular sentence. This aim of these activities is to make learners more aware of how language used. These activities sometimes called intensive reading.7
2. Reading Comprehension
Reading Comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word
5 Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press,)p.210
6
Mary Spratt, Alan Pulverness, Melanie Williams, The Teaching Knowledge Test Course,(Cambridge University Press,2005),p.22
7 Mary Spratt, Alan Pulverness, Melanie Williams, The Teaching Knowledge Test Course,(Cambridge University Press,2005),p.22
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and world knowledge, and fluency.8 In an attempt to improve comprehension instruction, several theories have been proposed that suggest ways to influence understanding of the teaching of reading comprehension: schema theory,
reader- 9
A brief description of each of these influential theories provides the background for interpreting the instructional practices related to teaching reading comprehension.
a. Schema theory suggests that what we know about a topic or construct influences how much we can or will learn by reading a passage that addresses that topic.
b. Reader-response constructivist perspective understanding what is read is
experiences.
c. Direct instruction approaches have been associated with improved outcomes in reading comprehension for students with learning disabilities. Direct instruction approaches provide for more explicit and systematic instruction related to the key ideas associated with improved reading comprehension.10
8
Janette K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension To Students With Learning Difficulties (New York:The Guilford Press , 2007),p.2
9 Ibid,p.2 10 Ibid, p.3
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Micro and Macro skills for reading comprehension: Micro skills for reading comprehension:
a. Discriminate among the distinctive graphemes and orthographic patterns of English
b.Retain chunks of language of different lengths in short-term memory c.Process writing at an effecient rate of speed to suit the purpose.
d.Recognize a core of words, and interpret word order patterns and their significance.
e.Recognize grammatical word classess (noun, verb, etc.), systems (e.g. tense, agreement, pluralization), pattern, rules, and elliptical forms. f. Recognize that a particular meaning may be expressed in different
grammatical forms.
g.Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
Macro skills for reading comprehension:
a. Recognize the rhetorical forms of written discourse and their significance for interpretation.
b. Recognize the communicative functions of written texts, according to form and purpose.
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d. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
e. Distinguish between literal and implied meanings.
f. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.
g. Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.11
3. Reading Text
There are many kinds of text in English. Several kinds of them are: a. Narrative Text
The committee of Educational Nation Standard defines narrative text as text that told a story and sequence of event, and in doing so, entertains the audience. The purpose of narrative, other than providing entertainment, can be make the audience think about an issue, teach them a lesson, or excite their emotion.12
The text organization of narrative text:
Orientation: who were involved in the story, when, and where.
11
H. Douglas Brown, Language Assessment Principle and Classroom Practices, (California:longman, 2003),p.187
12 Badan Standar Nasional Pendidikan. Developing Reading and Writing Competence Based on
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Complication: a problem arises and followed by other problems. Resolution: provide solution to the problem
The example of narrative text:
Nancy Wilson (Collingswood, New Jersey):
The summer before my senior year of college, I rented a place at the Jersey shore with some friends. One Tuesday night at about 9:30, I walked out of the house and went down to the beach. No one was around, so I pulled off my clothes, left them in a pile, and drove into the surf. I swam around for twenty minutes and then rode a wave back to the shore.
When I came out of the water, my clothes were missing. As I stood there pondering what to do, I heard the sound of voices. It was a group of people walking along the beach and all of them were walking in my direction. I decided to make a dash for it and run back to the house, which was fifty or sixty yards away. I could see that the door was open, or at least that light was coming out of the doorway. But as I ran closer, I realized at the very last second that there was a screen. I ran right through it.
without a stitch on. I turned around and ran through the busted-up screen door and tore back down to the beach. I went right and kept on running and
undertow. It had carried me about four blocks from where I had gone into the water.
The next morning, I walked the beach looking for the house with the broken
of the door, I see the father inside, walking towards me. I start stammering,
The father cuts me off and very dramatically throws up his hands and says 13
b. Descriptive Text
A descriptive text is a text that describes the features of someone, something, or certain place. Introduction is the part of the paragraph that
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introduces the character. Description is the part of the paragraph that describes the character.14
c. Recount Text
A recount text is a text which explains the reader about one story, action or activity. Its goal is to entertaining or informing the reader.15 The text organization of recount text:
1) Orientation is explains who was involved, what happened, where the events took place, and when it happened.
For example: Last night, I read an article about adolescence in a magazine.
2)Events is explain what happened and in what sequence.
For example: after I finished reading the article, I remembered my own adolescence; To divert my emotions, I took many extracurricular activities.
3) Reorientation consists of optional-closure of events/ending. d. Explanation Text
Explanation Text is to explain the process involved in the information and working of natural or sociocultural phenomena.16
The text organization of explanation text: 1) A general statement to position the reader.
2) A sequenced explanation of why or how something occurs. 3) Closing.
14
Antono Wardiman, Masduki B. Jahur, M. Sukirman, English in Focus for Grade VII Junior High School,
15 Ibid, p.61 16 Ibid, p.76
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e. Discussion Text
Discussion Text is to explore various perspectives before coming to an informal decision. It is also to present information and opinions about more than one side of an issue.17
The text organization of discussion text: 1) Opening statement presenting the issue
2) Arguments or evidence for different points of view 3) Concluding recommendation
4. Reading Comprehension Strategies
Reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text. Comprehension refers to the ability to go beyond the words, to understand the ideas and the relationships between ideas conveyed in a text.18.
Reading strategies considered effective for native speakers can also be beneficial for students reading in a new language.19 There are three categories of learning strategies, they are: meta-cognitive, socio-affective, and cognitive.20
17 Op.cit, p.122
18
Danielle S.McNamara, Reading Comprehension Strategies: Theories, Interventions, and Technologies,(USA: Lawrence Erlbaum Associates, Inc.,2007),p.xi
19 Margaret bouchard, Comprehension strategies for English language learner, (USA:Scholastic Inc, 2005) p.4
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a. Meta-cognitive strategies:
Meta-cognitive means "knowing what we know," or to intentionally monitor our own thinking. it is characterized by choosing thinking and problem-solving strategies to fit specific learning situation, clarifying purposes for learning, monitoring personal comprehension through self-questioning, and taking corrective action when comprehension fails.
b. socio-affective strategies:
Socio-affective means cooperative learning and asking questions for clarification are example of socio-affective strategies. These are strategies in which a learner interacts with one or more people in order to support learning.
c. Cognitive Strategies
Making inferences, visualizing, and predicting are the example of cognitive strategies. Based on these strategies a learner manipulates the material to be learned mentally (visualizing) or physically (such as note-taking or creating graphic organizers).21
21 Margaret bouchard, Comprehension strategies for English language learner, (USA:Scholastic Inc, 2005) p.5
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Many descriptions of movies or videos to promote problem solving skills.22 Moreover, Anderson suggested that problem solving activities are fundamentally cognitive activities. Cognitive processing can be better understood through an information-processing model which explains how information is mentally processed.23
5. Multimedia Computer Assisted Language Learning
Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. 24 CALL is more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition above is in line with the view held by the majority of modern CALL practitioners. 25
Computer Assisted Language Learning has three features: a. Hypertext
Hypertext refers to links among textual items, often indicated on a computer or website by key words set in underlined blue type, that, when
22 R. A. Pellow. Thermatic teaching of vocabulary and reading comprehension through description of
TV movies. Reading Improvement 23 (3), (1995), p.130-134. 23
J. R. Anderson . Cognitive psychology and its implications, (New York: Freeman, 1985). 24 Graham Davies, CALL (computer assisted language learning)
(https://www.llas.ac.uk/resources/gpg/61, accessed on December 10, 2014)
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highlighted by a pointer device (e.g. mouse, trackball, finger on a touch-sensitive screen) and selected or clicked, take the reader to the referent. These links are usually defined in terms of their activity and are referred to as hotlinks or hyperlinks or, increasingly commonly, simply links.26 b. Hypermedia
Hypermedia refers to similar links to those used in hypertext, but instead of simply linking text to text, hypermedia involves linking various media, such as sound, images, animation and/or video. For example, a word or picture might have a link to a sound file giving its pronunciation.27
c. Multimedia
Multimedia is the use of the computer to present and combine text, graphics, audio and video with links and tools that let the user navigate, interact, create, and communicate.28
This research focused on multimedia computer assisted language
26
Ken Beatty,Teaching and Researching Computer-Assisted Language Learning Second Edition,
(Edinburg:Pearson Education, 2010), p.43 27 Ibid, p.44
28 T. Hofstetter, Is multimedia the next literacy? Journal of Educational Communication & Technology
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ness in culture differences and promote transcultural communication.29
6. Reading Narrative Text using Multimedia
In the traditional teaching, reading instruction skills and strategies are still poor and undeveloped. The speech-dominated education employs a teacher-centered, book-centered, grammar-translation method and focuses more emphasis on rote memory than other practicable skills.30 Multimedia in the classroom is a clear departure from traditional teaching. Multimedia has a role to build, to store, to deliver and to receive information in the form of text, graphics, audio, video.31
Videotapes is the one of the feature in the multimedia. The use of videotapes has been a common feature in language teaching for many years. It is rare, these days, for a publisher to produce a major course book without a video component added in, and teachers frequently enliven their classes with off-air
material or tapes produced for language learning.32 Therefore, we can said that it
can make students who do not like English will feel interesting when the teacher shows the story.
29 Liming Han, The Advantages and the Problems of Multimedia-aided English Reading Instruction (Journal of Language Teaching and Research Vol. 1, No. 3, pp. 320-323, May 2010)
30
Ibid, p.320 31
Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.2
32 Harmer, Jeremy. The Practice of English Language Teaching. (England: associated Companies throughout the world, 2001), p.282
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This is the example of the activities in teaching reading narrative using multimedia:
The teacher enters the English class. Then she/he begins to teach English lesson.The teacher distributes the test to students. Twenty minutes later the teacher asks the students to submit their answer. The test is to know the ability of the students. Then, the teacher uses projector/ LCD to show the story. The story is Cinderella. After the students had read the text, the teacher reads all the text loudly. Then, the teacher points out the students to read the text. While the students are reading, the teacher listens carefully and corrects the pronunciations of the students. Then the teacher asks to the student to look for the difficult words. They mention the difficult words and the teacher writes on the white board. Before the teacher gives the meaning of the words, he asks to the students to mention the words one by one loudly. He gives the meaning of the words and asks the students to understand the content of the text. They reads by themselves for about five minutes. After that, the students are appointed to describe about the generic structure of the text. The teacher also gives assignment to measure their comprehensions. He gives 5 questions to be solved by them in 10 minutes.33
B. Review of Previous Studies
The researcher provided the previous studies that have been completed by the previous researchers. There are four previous studies which have been read by the researcher.
Tzu-Pu Wang has done a research entitled The Difficulties and Assisted Instruction into Teaching.34
Challenges in integrating Computer Assisted Instruction (CAI) and multimedia into teaching. The objectives of this research are to investigate and discuss the -assisted instruction (CAI) and
33 Mansur Hidayat,
Understanding in Learning Narrative Structure of Seventh Grade Students of Mts Pancasila Salatiga,( Salatiga: STAIN Salatiga, 2013), p. 54
34 Tzu-Pu Wang, The Difficulties and
Instruction into Teaching, The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, 2008.134-141
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multimedia into teaching. Moreover, this research also tried to find the problems and challenges that teachers face and how to resolve the problems. This research used qualitative method. The subjects of this research were teacher and students in one of the schools in Taiwan (the researcher did not mention the name of the school). The results of this research are during the process of teaching in the computer-assisted environment, the teacher encountered numerous difficulties
the researcher conclude that there are some difficulties and Challenges in integrating Computer Assisted Instruction (CAI) and multimedia into teaching, and the teacher should have effort to solve it.
The following research entitled The Implementation of Using Short
Structure of Seventh Grade Students of Mts Pancasila Salatiga.35It was done by Manshur Hidayat. This research discusses about the implementation of short
seventh grade students of Pancasila junior high school in Salatiga. The objectives of this research are to find out whether using short video stories improve the student achievement of the 7th year students of MTs SA Pancasila Salatiga in the academic year of 2012/2013. The second purpose is to find out how far is the significant contribution of using short video stories to the students understanding
35 Mansur Hidayat,
Understanding in Learning Narrative Structure of Seventh Grade Students of Mts Pancasila Salatiga,( Salatiga: STAIN Salatiga, 2013)
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in learning narrative structure of the 7th year students of MTs SA Pancasila Salatiga in the academic year of 2012/2013. This study was an classroom action research with two cycle. The subject of the study is the seventh year students of MTs SA Pancasila Salatiga. It is a small class that consists of 26 students. There are 17 boys and 9 girls. The results of this study are using short videos stories improves the students understanding in learning narrative structure and there is a significant contribution of using short video stories to the students understanding in learning narrative structure of the 7th Year Students of MTs SA Pancasila Salatiga in The Academic Year of 2012/2013. Based on this research, the researcher conclude that usng short video stories can improves the students understanding in learning narrative structure. Therefore, the researcher will focus on the implementation of short video stories which is belong to multimedia program.
Another research was done by Bambang Sumintono, Setiawan Agung Wibowo, Nora Mislan dan Dayang Hjh Tiawa under the title Penggunaan Teknologi Informasi dan Komunikasi dalam Pengajaran: Survei Pada Guru-Guru Sains SMP Di Indonesia.36 This research discusses about the implementation of information and communication technology (ICT) in learning by science teachers at lower secondary school from various provinces in
36
Bambang Sumintono,dkk, Penggunaan Teknologi Informasi dan Komunikasi dalam Pengajaran: Survei Pada Guru-Guru Sains SMP Di Indonesia , Jurnal Pengajaran MIPA, Volume 17, Nomor 1, April 2012.122-132
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Indonesia. The objectives of this research are to investigate the implementation of ICT in learning by science teachers at lower secondary school from various provinces in Indonesia and to indicate some problems that teachers face in implementing ICT. This research used quantitative and qualitative method. The subjects of this research were eighty two female teachers, and sixty nine male teachers from various provinces in Indonesia. The results of this research are there were some problems revealed which were caused by technical things or related to skills and managing issues such as training, preparation and its effective use. This previous research also encourage the researcher to find more information about the problems or the challenges in the implementation of ICT, and in this research focus on CALL.
The last previous studies was done by Hojjat Esmaeili Fard and Nesa Nabifar with the title The Effect of Computer-Assisted Language Learning (CALL) on Reading Comprehension in Iranian EFL Context.37 This research discusses about the effect of Computer Assisted Language Learning on reading comprehension at an intermediate level of linguistic proficiency in Iranian EFL Context. The objective of this research attempt to examine the effect of Computer Assisted Language Learning on reading comprehension in an EFL context. This research was an experimental study. The subjects are 53 EFL learners initially participated in this experiment but after selection they became
37 Hojjat Esmaeili Fard, The Effect of Computer-Assisted Language Learning (CALL) on Reading
Comprehension in Iranian EFL Context, Journal of Academic and Applied Studies Vol. 1(4) November 2011.1-8
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40. The participants were Iranian male intermediate EFL learners with the age range of 18 to 25. The results of this research is CALL has positive effect on reading comprehension. The result of T-test supported out hypothesis that there was a significant difference between experimental and control groups. This research becomes the supporting idea of the current research, because the result of the previous research is CALL has positive effect on reading comprehension. Therefore, the researcher focused multimedia CALL and reading, not the other English skill.
Therefore, the researcher concluded that the previous studies above have similarities and differences area of the research. Those previous studies became the resource and foundation to continue the current research about the teachers challenges in implementing multimedia, especially in reading narrative text. In this research, the researcher focused on analysing the challenges faced by English teachers in the implementation of multimedia computer assisted language learning programs in reading narrative text activities, and the challenges caused by related skill and managing issues such as training, preparation and its effective use.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses approach and research design, research presence, research location, data and source of data, research instrument, data analysis technique, research validity of findings, and research stages. This chapter explains how the research conducted to gather the relevant data to answer the research objectives and research questions. A number of steps took to maintain the validity and reliability of this research.
A. Approach and Research Design
In this research, the researcher used descriptive qualitative approachbecause
the researcher described what she sees, hears, feels and asks. Qualitative research is descriptive.1 It is a type of research which do not include any calculations or numerating. The aim of this research is to describe the actual words of language of communication. Descriptive qualitative research is procedural research that produces a descriptive data in the form of written or oral word from monitoring human and behavior.2 In conclusion, qualitative is a systematical application of the oral and written data.
The researcher described the phenomenon at the first grade students of
Persatuan Islamic Senior High School in the Academic Year 2014-2015 about the
1 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta,2009)p.14 2 Lexy J, Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 2005), p.4
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implementation of multimedia computer assisted language learning in reading narrative text activities.
B. Researcher Presence
In this research, the researcher acted as the instrument and the collector of the data at once. The interview guide, observation, and documentation are used in
presence of the researcher in qualitative research is imperative. Here, the human instrument can understand the meaning of every interaction, read mime, and see
method, the researcher is to be everything in the whole research process.3 One of the resear
researcher interviewed the teacher about the the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities, the challenges faced by the teachers implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities, and how do the teachers overcome the challenges in the implementation of multimedia Computer Assisted Language Learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
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C. Research Location
The research conducted in the Persatuan Islamic Senior High School as the sample of this research. The researcher used Persatuan Islamic Senior High School as the sample of this research because based on the preliminary research on 20th of December, 2014. By interviewing the English teacher and the headmaster, the Islamic senior high school has mission to be computer-based school. It is a school which has full multimedia facilities, such as LCD projector, television, and speaker in every class. The school also provide free wifi
connection. Interestingly, this school also provides extracurricular which related to Information Technology (IT) it is called Maintenance and Repair Information Technology (MRIT). The researcher also found that this school provides Maintenance and Repair Information Technology as the extracurricular. There are several vocational high schools which provide MRIT become extracurricular, but the researcher found that this islamic senior high school is the one school which provide MRIT as the extracurricular.
understanding when the teacher using multimedia and how to repair a computer or the other IT tools which are broken.4
The English teacher in this school state that the big challenges is about the skill in how to manage and correlate the multimedia into teaching learning process. It is need longer preparation than the previous one. Therefore, the challenges is not about the electricity, and hardware facilities.
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Another reason the researcher chose this school because the school also using multimedia computer assisted language learning programs in the reading narrative text activity. The students in this school are more attracting to read the digital story than the text book.5
D. Data and Source of Data
1. Types of Data
There are two types of data to answer the problems in this research. They are primary and secondary data. The primary data in qualitative research are words and actions, and the secondary data such as documents and others. Those data explained in detail below:
a. Primary Data
Primary data is data obtained or collected by researchers directly from the source. The primary data of this research is the data about the multimedia Computer Assisted Language Learning in Reading Narrative Text, the challenges in implementing multimedia Computer Assisted Language Learning in Reading Narrative Text and how to overcome the challenges in implementing multimedia Computer Assisted Language Learning in Reading Narrative Text
Senior High School.
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b. Secondary Data
Secondary data is the data obtained or collected by researcher from the sources that already exist, or the researcher as the previous data.6 In this research, the secondary data obtained from several sources. grade students of . Furthermore, the researcher took pictures and video records as proof of teaching learning process during the implementation of multimedia computer assisted language learning programs in reading narrative text activities. Some theories were also taken by the researcher to support the data obtained
2. Source of Data
The primary source of data is the English teachers. In this research, the researcher took population of English teacher at the first grade students of Persatuan Islamic Senior High School. There were two English teachers who taught English at the tenth grade of Persatuan Islamic Senior High School, They are Ms. N and Ms. W. The English teacher observed by the researcher is based on the following considerations. Firstly, the English teachers who are doing teaching learning process at eleventh grade have experience about teaching using multimedia computer assisted language learning. Secondly, there are
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some fact based on the teachers that the big challenges is how to manage and correlate the multimedia and the teaching material.
The secondary source of this research is the headmaster of the school. It is in order to add some general informations about the challenges, how to overcome the challenges and the implementation of multimedia computer assisted language learning program in the reading narrative text activities.
E. Data Collection Technique
In this research, the researcher used some of data collection technique as follow:
1. Observation
Observation is monitoring activity, including attention activity to an object using the five senses. Therefore, observation can be done through seeing, smelling, listening, feeling, and tasting.7
In this research, the researcher used observation to observe the teaching - learning conducted by the English teacher in the classroom including English teacher's activity in the classroom, the multimedia computer assisted language learning used by English teacher, challenges faced by English teacher in teaching narrative reading through multimedia computer assisted language learning, and the evaluation used by the English teacher.
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2. Interview
Interview is a dialogue who is done by interviewer to get information from informant. 8 In this research, the researcher uses interview as the one of the instruments to find the data. The researcher uses the structural interview.9 It means, questions are formulated accurately and provided with interview guide.
Interview is used to ask the headmaster, and the English teachers. The researcher found the data about the implementation, the challenges, and how to overcome the challenges of the implementation of multimedia computer assisted language learning programs, especially in reading narrative activity.
In addition, the researcher also did informal interview with the teachers
respondents to speak more freely and openly. Informal interview is like unstructured interview and it is essential part of gaining an understanding of a
10
3. Documentation
Documentation is looking for data about variables such as lesson plan, journal. Document is every written forms data or film which will be provided
8 Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Ed Revisi VI,(Jakarta:PT. Rineka Cipta, 2006)p.155
9 Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta,2009)p .138 10 Robert Wood Johnson Fo Informal Interviewing, ( http://www.qualres.org/homeInfo-3631.html, accessed on June 30, 2015)
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if there is request from the investigator.11 Therefore, the researcher had to ask those sources from the informant.
Documentation is used to gather and to record information, especially to establish or provide evidence of facts or testimony data about the implementation, the challenges, and how to overcome the challenges of the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
F. Research Instrument
The research instruments of this study which were applied by the writer were observation and interview in order to collect the valid data.
1. Observation Checklist
The researcher used observation checklist as a guide for observing the teaching and learning process of teaching learning process in the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities. This instrument was used by the researcher to know how is the teacher implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities and the researcher also uring the implementation of Multimedia Computer Assisted Language Learning Programs
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in reading narrative text activities. The observation checklist is attached in appendix 1.
2. Interview Guideline
The researcher used interview guideline as an instrument after doing observation with the interviewee. This interview guideline was written as a guidance to obtain as much as information
implementing Multimedia Computer Assisted Language Learning Programs in reading narrative text activities and how the teachers and headmaster overcome the challenges. The interview guideline is attached in appendix 2.
3. Data Analysis Technique
After the data is gathered from the result of collecting data, and then the researcher had to read and analyzed the data. Data analysis is the process of elaborating data formally to find out the theme and hypothesis. It purpose to organize the data as follow controlling, organizing, grouping, giving the code and categorizing therefore the process of data analysis include of the researcher attitude toward respondent.12
Those data gathered and classified then analyzed by qualitative descriptive approach and finally, found the conclusion as in the end of research process.
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There are processes of data analysis, they are:13 a. Data reduction
Data reduction is process of simplification and transformation data from the written form data through some stages, as follow: making summary, coding, writing theme, and making memo.
In this research b. Data display
The orderly information gives impossibility in order to make conclusion and take action.
c. Conclusion drawing (Verification)
The meanings that was tested the validity, strength, and exactly in the really as a data validity.
4. Checking Validity of Findings
The researcher use some techniques to check the validity of findings, they are:
1. Triangulation
Triangulation is the most common way used to increase the validity of data in qualitative research. Triangulation is a technique to
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check the validity of the data which utilized something besides the data. It used to check or to compare the validity of the data.14
Triangulation compares the observed data with the results of interviews and results of documentation. Thus it will be evidence when compared to similar data which obtained from other different sources.15 2. Peer Debriefed
Peer debriefed is a technique that is done by exposing the interim results or final results obtained in the form of an analytical discussion with colleagues. Based on the information that was gathered, dissent is something which is expected, because it can establish result of the research.16
3. Prolonged Involvement
The involvement of researcher is a crucial factor in data collection; therefore it is needful extension of research in the research field. It is to obtain valid and accurate data, this research is not only to obtain data, but also the researcher still needs to present to confirm the data source.17
5. Research Stages
In qualitative approach, there are some stages done by the researcher. There are three research stages; they are preliminary research, research
14
Lexy J, Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 2004)p.178 15 Ibid, p.179
16 Opcit, p.178
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activity, and intensive analysis.18 The researcher also writes the research report as the last stage.19 In this research, the research uses some stages, they are:
1. Preliminary research
In the preliminary research, the researcher formulated research title and research questions, examined related literatures, choose the research location based on the suitability of research question, determine research subjects, and choose collecting data instruments.
2. Research design
In the research design stage, the researcher did some activities, they are wrote research proposal, decided research instruments, organized preliminary research, constructed research instruments, and prepared research activity.
3. Research activity
In this study, the researcher did some activities dealing with the description of research activity in the field. The description itself is divided into three parts, they are:
a. Recognizing research background and self preparation.
In this part, the researcher identified the main focus of the research, adjusted the paradigm with the theory, explored the research
18 Lexy J, Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 2004)p.84 19 Ibid, p.84
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instruments, observed the research place, and asked permission to the research subject.
b. Doing the research
Doing the research includes collecting the data which has
computer assisted language learning programs in reading narrative text activities. The data is collected by classroom observation in the English teacher id depth interview with the English teachers, and documented the informations, such as looked for the report.
c. Intensive analysis
In the intensive analysis stages, the researcher discovered and analyzed the data which is collected by observation, did depth interview, and did documentation.
4. Writing the research report
In the study, the researcher considered some aspects related to the writing of research report, they are design of the report, basic content of the report, parts of the complement and written system of the report.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter the researcher presents the research finding and discussion of the research. In findings part, the researcher describes the data results. While in discussion, the researcher deduces the findings
implementing multimedia computer assisted language learning in reading narrative text activities.
A. Research Findings
The researcher has conducted the research from May 4th June 30th, 2015 through the techniques of collecting data as stated in the research method. The data collected were dedicated to answer the research questions as follows:
1. How is the implementation of Multimedia Computer Assisted Language Learning Programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015?
2. What are the challenges faced by the teachers in implementing multimedia Computer Assisted Language Learning programs in reading narrative text activities?
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3. How do the teachers overcome the challenges in the implementation of Multimedia Computer Assisted Language Learning programs in reading narrative text activities?
The researcher was observed tenth grade students, and there are two classes with two teachers. To show the result of this research clearly, those findings are categorized based on the research questions of the study:
1. The Implementation of Multimedia Computer Assisted Language
Learning Programs in Reading Narrative Text Activities at The First Grade Students Of Persatuan Islamic Senior High School in The Academic Year 2014-2015.
In term of identifying the implementation of Multimedia Computer Assisted Language Learning Programs in Reading Narrative Text Activities, the researcher needs data about how the teacher in implementing Multimedia Computer Assisted Language Learning Programs in Reading Narrative Text Activities. The researcher became a nonparticipant observer and the teacher becomes the object who was observed. The researcher used observation checklist with ten criteria of the principle how to implement multimedia in the teaching learning process.1 The researcher also combined those ten criteria with the condition in the class which bringing on teacher challenges.
1 Prof. Dr. Munir, M.IT, Multimedia Konse pdan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013), p.157-158
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a. Does the multimedia learning material appropriate with the objectives of the study?
1) The first observation
In the first observation, the researcher observed Ms. N in A class who taught about reading narrative text in the first meeting. There are two meetings to teach reading narrative text, each meeting is 45 minutes. In this school, English subject are 90 minutes per week. Although the lesson plan is focused on reading narrative, there are integrative skills in the lesson plan which consists of listening, speaking and writing.
We can see whether the multimedia learning material appropriate with the objectives of the study through the teacher lesson plan when the teacher taught reading narrative text in the first meeting. The researcher shows it in this table:
Table 4.1
Materials and Objectives of the Study in the First Observation
No Objectives of The Study Multimedia Learning
Material
1. Students are able to identify social functions, text structure, language features in simple narrative text in the form of folktale.
The teacher asked the students to watch the malin kundang story
2. The teacher asked the students
to make a group which consist of two students.
3. The teacher asked the students
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the text with discuss in their group.
4. Students are able to find implicit information from the text narrative in the form of folktale.
The teacher asked the students to identify moral value from the text.
Based on the table above, we can see that the multimedia learning material is appropriate with the objectives of the study. For example: the multimedia learning material is the teacher asked the students to identify the structure of the text in the power point individually, the teacher asked the students to make a group which consist of two students, and the teacher asked the students identify the language features and the social functions in the text with discuss in their group. It is appropriate with the objectives of the study which students are able to identify social functions, text structure, language features in simple narrative text in the form of legend.
Beside that, after implementing the multimedia learning, the teacher gave another narrative text to the students, and then they are required to identify the structure of the text with their group. As a result, it is found that the majority of the students got difficulties in
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subject such as teacher in implementing multimedia computer assisted language learning in writing descriptive text activities.
In addition, the further researcher can also broaden the area or limitiation of this study, such as teacher challenges in implementing multimedia computer assisted language learning in reading narrative text activities. Hopefully, by conducting this research, the further researchers can acquire broader insight than this recent research.
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