The observation of strategies in teaching reading at Senior High Schools in Surabaya - Widya Mandala Catholic University Surabaya Repository
THE OBSERYATTONOF STNATECIESIN TEACHING RBADING
AT SENIOI' HIGII SCH(X)IS IN SURANT.V\
ATHESIS
In Errdd FtrImcm of ttc l,equircmru for
Thc Srdur Pcndidln D4tcc lri
tryErh L.n3u.lc Tcrcldrg
l[;t /cv I
rv- i3
Byt
IMAI?+TI
utfo9r|3s
UNWEI TTA3IATOUT VTDYA MAITIDAT.A
SURABAYA
FATULTASBGUNUAN DAITIII.}|T' PBNDTDIXAI\T
tuEusAhf 'ENDTDIIAN rAlrA$A DAN SENI
PIOGRA}I STUIX IENDIDTXAN DAHASAINGGRTS
MAnCH t004
APPROVAL SHEET
(1)
This
thesis
STRATEGIES
IN
entitled
"AN
READING
AT
OF
OBSERVATION
SENIOR
TIIGH
TEACI{ING
SCHOOLS
IN
SURABAYA" preparedand submittedby Imawati and has been approvedand
acceptedas a partial fulfillment of the requirementsfor the SarjanaPendidikan
Degreein EnglishLanguageTeachingby the following advisors-
SecondAdvisor.
First Advisor,
/'/
/|
I ,\
L
(,-1.)"t
2t..
Prof. Dr. VeronicaL. Diptoadi, M.Sc
SusanaTeopilus,
APPROVAL SHEET
(21
This thesishas beenexaminedbv the committeeon oral examinationwith
a pradeof . . . .. on March 24- 2004.
^c)
q>k
'72
Dra.M. N. Siti Mina Tamah.M.Pd.
Chainnan
n
,
I
,".#3p*rS,
Member
Member
L
\/
\t
|
\\[.'.
\
tr\
t
"i
t'
z' "
p.of or. ve.onica
I-.olpil=Oi.t l.Sc.
PryR^o"
theTeacherTrainins
Collese
Dra.Susana
Teofilus.M.Pd.
ACKNOWLEDGEMENTS
First of all, the writer would like to thank God for His blessings.love and
guidancein rny life who enablesher to completeher thesis. She realizesthat
withoutGod'shelpthis thesiswill neverbe completed.
The writer would like to give her sinceregratitude and appreciationto
many peoplewho have helpedthe writer in the processof writing this thesis.
especially
the followingpeople:
l. Prof. Dr. VeronicaL. Diptoadi.M. Sc. the writer'sfirst advisorand Dra.
SusanaTeopilus,M. Pd,the writer'ssecondadvisor,who havehelpedher
with their time, patientguidance,valuablesuggestions
and their advices
for the improvement
of herthesis.
2. The lecturerswho have guided her from the first semester
she
finishesherthesis
All the teachers
of SMUK St. Louis I Surabaya,
especiallyRomoAlex, the
headmaster,Ms. Veronika Trimaya who have helped the writer a lot so
that shecould finish her study.
All the teachersof SMU Gracia Surabay4 especially Mr. R-achmad
Santosowho have given the writer a lot of contributionin conductingthe
observation.
5 . All teachers of SMTIN 9 Surabaya, especially Mr. Santoso, the
headmaster,Mr. Arif who have helped and given some inputs to the
wnter.
iii
6. All the librariansof Widya MandalaCatholic Universityof Surabayafor
this
their helpsto lend her somebooksin the processof accomplishing
thesis.
7. The writer's belovedfamily, who alwaysaccompanythe writer with love,
patientandprayerin her effort to finish her studyandespeciallyherthesis.
The writer's close friendsat the University(Lulu, Dewi, Selly Y, V.
supportedher in
Linda, Desi K, Mbak wij) who have unconsciously
finishing this thesis.
g. All the lecturersof thesis-oralexamination board who have spent their
precioustime to readand examineher thesis'
At last, specialthanksto the special personwho is willing to sharethe writer's
sad and glad moments,especiallyin writing this thesis.
April9,2004
Surabaya,
iv
TABLE OF'CONTENTS
T ) ...
A P P R O V AS
L F {E E(1
........I
A P P R O V A L S F mQ
ET
)...
. . . . . . .i.i
...
ACKNOWLEDGEMENTS
T AB L EO FC ON T E N T .S
.....-.....iii
v
...........
.. ..viii
LISTOFTABLE
.............x
A B S T R A C.T. . . .
CHAPTERI : INTRODUCTION
1.1Background
of theProblem
l.2TheProblemStatement
1.3The Objectiveof the Study
1.4 The Significanceof the Study
1.5ScopeandLimitationof the Study
.. ... ... I
..... 3
.. ... ... . 3
.. ... . 3
.........4
Framework
1.6Theoretical
.............4
1.7Definitionof Key Terms
. ... .. . .. . . 4
l.sTheOrganizationoftheStudy
.....6
CF{APTERII : REMEW OF RELATED LITERATURE
Theory
Comprehension
2.1Reading
.--..-..---7
in a ReadingClass
2.ZTeachingStrategies
. .. .-- l0
2 .3 T h eS ch e ma T heor v
. .- ....14
2.3.lTheFunctionsofSchemata
. . . . . . . .1 5
2 . 3 . 2 T h e C h a r a c t e r i s t i cS
s oc fh e m a t a
2 . 3 . 3 T h eT y p e so f S c h e m a t.a. . . . .
2.3.4Prccedures
to ActivateSchemata
........16
. . . . . .1 7
.. . .. ... 18
2.3.5 The Role of Schematain ReadingComprehension
..... 19
Process
... ... .... 20
2.4 PreviousStudies
CHAPTERIII : RESEARCHMETHODOLOGY
-..---23
3.ITheResearchDesign
. - . . . . -2 3
3 . 2 T h eS u b j e c t s
. ---24
......
3.3TheInstruments
- .. - - ..- - 24
3 .4S a mp loef T a b l e
-...25
Data.
3.5Procedure
of Collecting
. ......26
3.6Technique
of dataAnalysis
CHAPTERIV : TF{EFINDINGSAND THE INTERPRETATION
..... 27
4.1TheFindings
4.1.1 The Resultsof the Observationon the Teaching
Usedby Teacher"X" ...
Strategies
.. .-.. 27
on theTeaching
4.l.2The Resultsof theObservation
Usedby Teacher"Y' ..
Strategies
. .. .... 39
on theTeaching
4.1.3TheResultsof theObservation
Usedby Teacher"2" ..
Strategies
.-- ..--. 49
Usedby the
on theTeachingStrategies
4.1.4Observation
vl
Teachersin Teaching Readingat Some Senior
High Schoolsin Surabaya...
...... 59
4. 1.5 The ReasonsWhy TeachersUse Their Strategies. .. .. 63
of the Data .
4.2The Interpretation
... ..... 64
4.2.1 The Interpretation of the Findings from the Observations
o f T e a c h e"rX " . . .
. . . . . . . . .6 4
4.2.2The Interpretationof the Findingsfrom the Observations
ofTeacher"Y"..
....65
4.2.3 The Interpretationof the Findingsfrom the Observations
o f T e a c h e "r 2 " . .
....66
4.2.4The ComparisonbetweenTeacher"X"',
. . . .. . .. . 6 6
" Y " a n d" 2 " . .
CFIAPTERV : CONCLUSION
5 . 1S u m m a r y . . . .
.....70
...
5.2Suggestion
.. ---7I
for FurtherResearch
5.3Recommendation
.- ..-... 72
BIBLIOGRAPHY
t3
APPENDIX I
90
APPENDD(II .....
100
APPENDD( III
vll
LIST OF TABLES
T a b l e4 . 1 O b s e r v a t i o noln T e a c h e r " X ' . .
. . . . . . . . . . .2 8
ll on Teacher'X" ..
Table4.2 Observation
......... 30
Tabte4.3 ObservationIII on Teacher"X' ..
.. ... .. . . 31
Table4.4 Resultof ObservationI on Teacher"X" ..
....... 33
Table4.5 Resultof ObservationII on Teacher"X" ..
-. -..-. 35
Table 4.6 Resultof ObservationIII on Teacher"X" ..
. --- . 37
Table4.7 Summaryof the Findingsof the Observationon Teacher"X" .... . 39
. .-....40
Table4.8 ObservationIonTeacher"Y"..
Table 4.9 ObservationII on Teacher"Y" ..
.
. -- -. 41
Table4. 10 ObservationIII on Teacher"Y" . .
.. --. . 43
Table4.11 Resultof ObservationI on Teacher"Y" ..
. .-....44
Table 4. 12 Resultof ObservationII on Teacher"Yr . .
. .-- -. 46
Table 4.13 Resultof ObservationIII on Teacher"Y" ..
... 48
Table 4.14 Summaryof the Findingsof the Observationon Teacher"Y" ..-... - 49
Table4.15 ObservationI on Teacher"Z"
.. ... 50
Table4.16 ObservationII on Teacher"Z"
.. .. 5l
Table4. 17 ObservationIII on Teacher"2" ..
... ... 53
Table4. 18 Resultof ObservationI on Teacher"2" . ..
. . -. .-. ... ... 54
Table 4.19 Resultof ObservationII on Teacher"Z" ..
.'. -. 55
Table 4.20 Resultof ObservationIII on Teacher"2" ..
... . 57
on Teacher"Z" ....... 59
Table4.21 Summaryof the Findingsof the Observation
vlll
....
Table4.22 Stmmaryof theResultof theThreeObservations
.........62
"X", "Y" and"2"
between
Teacher
Table4.23TheComparison
... ......69
IX
ABSTRACT
Imawati. 2003.T'heObservation of TeachingStrategies in Readingot Senior High
Schoolsin Surabaya.S-l Thesis.The Facultyof TeacherTraining,
The English Department of Widya Mandala Catholic University.
Surabaya.
Advisors:Prof. Dr. VeronicaL. Diptoadi, M.Sc.
Dra. SusanaTeopilus,M.Pd.
Keywords
: Observation,teachingstrategies,readingcomprehension
The teachingof English as a foreign languagein Indonesiais emphasized
on the teaching of reading comprehension-This skill is consideredto be very
important especially for students who will continue their study to the higher
education.
The 1994 English curriculum statesthat the main objective of teaching
English at senior high school is to enable the studentsto comprehendthe English
well to preparethem for their further studysincemost references
r"uding passages
and textbooks used at higher education are usually written in English. The
teaching of English in senior high school comprises the four languageskills
namely speaking, listening, writing and reading with reading as the main
emphasis.However, the writer found out that many senior high school students
stili have difliculties to comprehend the reading passagesgiven becausetheir
teachers failed to guide them to relate the passage with their background
knowledge.
In this study, the writer observesseveral teachers' teaching strategiesin
reading andanalyzesthe results using Zhenyu's criteria in teachingstrategies.
The result of this observational study can be concludedthat most teachers
used teaching strategies,which are similar to Zhenyu's strategies.However, they
shouldalso make the strategiesusedappropriatewith the classroomcondition,the
topic of the readingpassagediscussedand the availabletime given. Besidesthat,
the use of another material could be very important in supportingthe studentsto
comprehend the reading passages better and increase their knowledge and
information.
Finally, she hopesthat there would be a future researchusing experimental
studiesto show explicitly whether Zhenyu's teaching strategiescan really develop
students' reading comprehensionachievement.
AT SENIOI' HIGII SCH(X)IS IN SURANT.V\
ATHESIS
In Errdd FtrImcm of ttc l,equircmru for
Thc Srdur Pcndidln D4tcc lri
tryErh L.n3u.lc Tcrcldrg
l[;t /cv I
rv- i3
Byt
IMAI?+TI
utfo9r|3s
UNWEI TTA3IATOUT VTDYA MAITIDAT.A
SURABAYA
FATULTASBGUNUAN DAITIII.}|T' PBNDTDIXAI\T
tuEusAhf 'ENDTDIIAN rAlrA$A DAN SENI
PIOGRA}I STUIX IENDIDTXAN DAHASAINGGRTS
MAnCH t004
APPROVAL SHEET
(1)
This
thesis
STRATEGIES
IN
entitled
"AN
READING
AT
OF
OBSERVATION
SENIOR
TIIGH
TEACI{ING
SCHOOLS
IN
SURABAYA" preparedand submittedby Imawati and has been approvedand
acceptedas a partial fulfillment of the requirementsfor the SarjanaPendidikan
Degreein EnglishLanguageTeachingby the following advisors-
SecondAdvisor.
First Advisor,
/'/
/|
I ,\
L
(,-1.)"t
2t..
Prof. Dr. VeronicaL. Diptoadi, M.Sc
SusanaTeopilus,
APPROVAL SHEET
(21
This thesishas beenexaminedbv the committeeon oral examinationwith
a pradeof . . . .. on March 24- 2004.
^c)
q>k
'72
Dra.M. N. Siti Mina Tamah.M.Pd.
Chainnan
n
,
I
,".#3p*rS,
Member
Member
L
\/
\t
|
\\[.'.
\
tr\
t
"i
t'
z' "
p.of or. ve.onica
I-.olpil=Oi.t l.Sc.
PryR^o"
theTeacherTrainins
Collese
Dra.Susana
Teofilus.M.Pd.
ACKNOWLEDGEMENTS
First of all, the writer would like to thank God for His blessings.love and
guidancein rny life who enablesher to completeher thesis. She realizesthat
withoutGod'shelpthis thesiswill neverbe completed.
The writer would like to give her sinceregratitude and appreciationto
many peoplewho have helpedthe writer in the processof writing this thesis.
especially
the followingpeople:
l. Prof. Dr. VeronicaL. Diptoadi.M. Sc. the writer'sfirst advisorand Dra.
SusanaTeopilus,M. Pd,the writer'ssecondadvisor,who havehelpedher
with their time, patientguidance,valuablesuggestions
and their advices
for the improvement
of herthesis.
2. The lecturerswho have guided her from the first semester
she
finishesherthesis
All the teachers
of SMUK St. Louis I Surabaya,
especiallyRomoAlex, the
headmaster,Ms. Veronika Trimaya who have helped the writer a lot so
that shecould finish her study.
All the teachersof SMU Gracia Surabay4 especially Mr. R-achmad
Santosowho have given the writer a lot of contributionin conductingthe
observation.
5 . All teachers of SMTIN 9 Surabaya, especially Mr. Santoso, the
headmaster,Mr. Arif who have helped and given some inputs to the
wnter.
iii
6. All the librariansof Widya MandalaCatholic Universityof Surabayafor
this
their helpsto lend her somebooksin the processof accomplishing
thesis.
7. The writer's belovedfamily, who alwaysaccompanythe writer with love,
patientandprayerin her effort to finish her studyandespeciallyherthesis.
The writer's close friendsat the University(Lulu, Dewi, Selly Y, V.
supportedher in
Linda, Desi K, Mbak wij) who have unconsciously
finishing this thesis.
g. All the lecturersof thesis-oralexamination board who have spent their
precioustime to readand examineher thesis'
At last, specialthanksto the special personwho is willing to sharethe writer's
sad and glad moments,especiallyin writing this thesis.
April9,2004
Surabaya,
iv
TABLE OF'CONTENTS
T ) ...
A P P R O V AS
L F {E E(1
........I
A P P R O V A L S F mQ
ET
)...
. . . . . . .i.i
...
ACKNOWLEDGEMENTS
T AB L EO FC ON T E N T .S
.....-.....iii
v
...........
.. ..viii
LISTOFTABLE
.............x
A B S T R A C.T. . . .
CHAPTERI : INTRODUCTION
1.1Background
of theProblem
l.2TheProblemStatement
1.3The Objectiveof the Study
1.4 The Significanceof the Study
1.5ScopeandLimitationof the Study
.. ... ... I
..... 3
.. ... ... . 3
.. ... . 3
.........4
Framework
1.6Theoretical
.............4
1.7Definitionof Key Terms
. ... .. . .. . . 4
l.sTheOrganizationoftheStudy
.....6
CF{APTERII : REMEW OF RELATED LITERATURE
Theory
Comprehension
2.1Reading
.--..-..---7
in a ReadingClass
2.ZTeachingStrategies
. .. .-- l0
2 .3 T h eS ch e ma T heor v
. .- ....14
2.3.lTheFunctionsofSchemata
. . . . . . . .1 5
2 . 3 . 2 T h e C h a r a c t e r i s t i cS
s oc fh e m a t a
2 . 3 . 3 T h eT y p e so f S c h e m a t.a. . . . .
2.3.4Prccedures
to ActivateSchemata
........16
. . . . . .1 7
.. . .. ... 18
2.3.5 The Role of Schematain ReadingComprehension
..... 19
Process
... ... .... 20
2.4 PreviousStudies
CHAPTERIII : RESEARCHMETHODOLOGY
-..---23
3.ITheResearchDesign
. - . . . . -2 3
3 . 2 T h eS u b j e c t s
. ---24
......
3.3TheInstruments
- .. - - ..- - 24
3 .4S a mp loef T a b l e
-...25
Data.
3.5Procedure
of Collecting
. ......26
3.6Technique
of dataAnalysis
CHAPTERIV : TF{EFINDINGSAND THE INTERPRETATION
..... 27
4.1TheFindings
4.1.1 The Resultsof the Observationon the Teaching
Usedby Teacher"X" ...
Strategies
.. .-.. 27
on theTeaching
4.l.2The Resultsof theObservation
Usedby Teacher"Y' ..
Strategies
. .. .... 39
on theTeaching
4.1.3TheResultsof theObservation
Usedby Teacher"2" ..
Strategies
.-- ..--. 49
Usedby the
on theTeachingStrategies
4.1.4Observation
vl
Teachersin Teaching Readingat Some Senior
High Schoolsin Surabaya...
...... 59
4. 1.5 The ReasonsWhy TeachersUse Their Strategies. .. .. 63
of the Data .
4.2The Interpretation
... ..... 64
4.2.1 The Interpretation of the Findings from the Observations
o f T e a c h e"rX " . . .
. . . . . . . . .6 4
4.2.2The Interpretationof the Findingsfrom the Observations
ofTeacher"Y"..
....65
4.2.3 The Interpretationof the Findingsfrom the Observations
o f T e a c h e "r 2 " . .
....66
4.2.4The ComparisonbetweenTeacher"X"',
. . . .. . .. . 6 6
" Y " a n d" 2 " . .
CFIAPTERV : CONCLUSION
5 . 1S u m m a r y . . . .
.....70
...
5.2Suggestion
.. ---7I
for FurtherResearch
5.3Recommendation
.- ..-... 72
BIBLIOGRAPHY
t3
APPENDIX I
90
APPENDD(II .....
100
APPENDD( III
vll
LIST OF TABLES
T a b l e4 . 1 O b s e r v a t i o noln T e a c h e r " X ' . .
. . . . . . . . . . .2 8
ll on Teacher'X" ..
Table4.2 Observation
......... 30
Tabte4.3 ObservationIII on Teacher"X' ..
.. ... .. . . 31
Table4.4 Resultof ObservationI on Teacher"X" ..
....... 33
Table4.5 Resultof ObservationII on Teacher"X" ..
-. -..-. 35
Table 4.6 Resultof ObservationIII on Teacher"X" ..
. --- . 37
Table4.7 Summaryof the Findingsof the Observationon Teacher"X" .... . 39
. .-....40
Table4.8 ObservationIonTeacher"Y"..
Table 4.9 ObservationII on Teacher"Y" ..
.
. -- -. 41
Table4. 10 ObservationIII on Teacher"Y" . .
.. --. . 43
Table4.11 Resultof ObservationI on Teacher"Y" ..
. .-....44
Table 4. 12 Resultof ObservationII on Teacher"Yr . .
. .-- -. 46
Table 4.13 Resultof ObservationIII on Teacher"Y" ..
... 48
Table 4.14 Summaryof the Findingsof the Observationon Teacher"Y" ..-... - 49
Table4.15 ObservationI on Teacher"Z"
.. ... 50
Table4.16 ObservationII on Teacher"Z"
.. .. 5l
Table4. 17 ObservationIII on Teacher"2" ..
... ... 53
Table4. 18 Resultof ObservationI on Teacher"2" . ..
. . -. .-. ... ... 54
Table 4.19 Resultof ObservationII on Teacher"Z" ..
.'. -. 55
Table 4.20 Resultof ObservationIII on Teacher"2" ..
... . 57
on Teacher"Z" ....... 59
Table4.21 Summaryof the Findingsof the Observation
vlll
....
Table4.22 Stmmaryof theResultof theThreeObservations
.........62
"X", "Y" and"2"
between
Teacher
Table4.23TheComparison
... ......69
IX
ABSTRACT
Imawati. 2003.T'heObservation of TeachingStrategies in Readingot Senior High
Schoolsin Surabaya.S-l Thesis.The Facultyof TeacherTraining,
The English Department of Widya Mandala Catholic University.
Surabaya.
Advisors:Prof. Dr. VeronicaL. Diptoadi, M.Sc.
Dra. SusanaTeopilus,M.Pd.
Keywords
: Observation,teachingstrategies,readingcomprehension
The teachingof English as a foreign languagein Indonesiais emphasized
on the teaching of reading comprehension-This skill is consideredto be very
important especially for students who will continue their study to the higher
education.
The 1994 English curriculum statesthat the main objective of teaching
English at senior high school is to enable the studentsto comprehendthe English
well to preparethem for their further studysincemost references
r"uding passages
and textbooks used at higher education are usually written in English. The
teaching of English in senior high school comprises the four languageskills
namely speaking, listening, writing and reading with reading as the main
emphasis.However, the writer found out that many senior high school students
stili have difliculties to comprehend the reading passagesgiven becausetheir
teachers failed to guide them to relate the passage with their background
knowledge.
In this study, the writer observesseveral teachers' teaching strategiesin
reading andanalyzesthe results using Zhenyu's criteria in teachingstrategies.
The result of this observational study can be concludedthat most teachers
used teaching strategies,which are similar to Zhenyu's strategies.However, they
shouldalso make the strategiesusedappropriatewith the classroomcondition,the
topic of the readingpassagediscussedand the availabletime given. Besidesthat,
the use of another material could be very important in supportingthe studentsto
comprehend the reading passages better and increase their knowledge and
information.
Finally, she hopesthat there would be a future researchusing experimental
studiesto show explicitly whether Zhenyu's teaching strategiescan really develop
students' reading comprehensionachievement.