MODELS OF READING USED BY READERS OF ENGLISH AS A FOREIGN LANGUAGE.
ABSTRACT
Ekalestari, Susi. 2004. Models of Reading Used by Reader of English as a Foreign
Language. Thesis, Applied Linguistic, UNIVERSITY OF MEDAN.
Education institution has a certain purpose in giving reading comprehension
to its students. The aim of this subject might be to make the students able to activate
their knowledge in grammar, syntax and semantics well in comprehending a text.
However, the fact shows that what is expected
ey
the institution has not been
achieved. Even the reality is still far from what is expected. Therefore,
model~
f
reading used by the readers of English as a foreign language became the subject
matter in this study.
A model of reading is a certain process taking place in the reader's mind
during reading. There are three kinds of model of reading such as top - down model,
bottom -up model and interactive model. Each model has its own characteristics.
This study is conducted to make a research on the models used by readers of
English as a foreign language through the analysis of the interview transcripts of the
students of Islamic University of North Sumatra at the Faculty of Literature as the
subjects of this study. Thus. the research is conducted by doing an intef\iew to the
subjects dealing with the models of reading they used during reading the text. The
texts are
clas~ifed
into two. They are the text which is familiar to the subject and
unfamiliar to the subjects.
The findings of the research show that difterent subjects have different models
of reading. The subjects have different models of reading when they read different
texts. The subjects use ditlerent models of reading on reading familiar text from the
unfamiliar one. This condition might be caused the schemata which belong to the
subjects is not the same.
ABSTRAK
Ekalcstari, Susi. 2004. Models of Reading Used by Reader of English as a Foreign
I.anguage. Tesis,
Lin
~:, "l i st i k
Terapan Bahasa lnggris, UNlVERSlTAS
NEGERI MEDAN.
lnstitusi pendidikan ml!mpunyai tujuan tertentu dalam memherikan pelajaran
reading comprehension kcpada siswa. Tujuannya adalah untuk membuat para siswa
mampu mengaktifkan pcngetahuan siswa dalam grammar, sintaksis dan semantic
dengan baik dalam memahami sebuah teks. Namun, kenyataan menunjukkan bahwa
apa yang diharapkan oleh institusi belum tercapai. Bahkan realitanyapuo masih j auh
dari apa yang diharapkan. Oleh karena itu. model membaca yang digunakan para
pembaca Bahasa Inggris sebaga1 bahasa asing menjadi titik masalah dalam studi ini.
Model membaca merupakan suatu proses tertentu yang terjadi dalam
pemikiran si pembaca pada saat sedang membaca. Ada tiga jenis model n;tembaca
seperti: top-down model, bottom-up model dan interactive model. Setiap model
memiliki cirri-ciri tersendiri.
Studi ini dilakukan untuk meneliti model membaca yang dipakai okh para
pembaca Bahasa Inggris sebagai bahasa asing melalui anahsa transkripsi dari hasil
interview terhadap mahasiswa Fakultas Sastra, Universitas Islam Sumatra Ctara yang
>
menjadi subjek dari penelitian ini. Penelitian ini dilakukan dengan mengadakan
interview terhadap para subjek berkaitan dengan model membaca yang mereka
gunakan pada saat membaca teks. Teks terbagi atas dua, yaitu teks yang ~ring
dan
yang jarang atau ttdak pemah dibaca oleh pam su~jek.
Temuan dari penclitian ini menunJukkan bahwa subjek yang berbeda
memiliki model mebaca yang berbeda pula. Para subjek mcmiliki modei mcmbaca
yang berbeda ketika mereka membaca teks yang sering dan yang Jarang atau yang
tidak pernah mereka baca. Keadaan ini disebabkan oleh skemata yang climiliki oleh
para subjek tidak sama
11
TABLE OF CONTENTS
Page
ABSTRACl' ......................................~ ........................................................... .
ABSTRAK ...•..•...............•....•..••...•..............................................................
II
ACKNOWLEDGEMENT .........................................................................
iii
TABLE OF CONTENTS ...........................................................................
iv
LIST OF TABLE........................................................................................ yj
LIST OF APPENDIX ................................................................................ VII
CHAPTER 1: I.NTRODUCTIOI\"" .............................................................
1.1 Background of the Study ............................-..............
1.2 Research Problems .............................................~.
1.3 Objectives of the Study ..._ ........................................
1.4 Scope a nd limitation of the Study ...............................
1.5 Significance of the Study .............................................
1
1
5
6
6
6
CHAPTER II: REVIEW OF LITERATURE .........................- ............ .
2.1 Reading ..........................................................................
2.1 .. 1 Process in Reading ..........................................~ ..
2.2 Levels of Comprehension ............................................
2.3 Models of Reading ........................................................
2.3.1 Bottom- Up Model .............................................
2.3.2 Top- Down Model ..............................................
2.3.3 Interactive Model ................................................
2.4 Reading in English as a Foreign Language .•..............
7
7
CIIAPTER ill: METHODOLOGY .........................................................
3.1 Design of the Study ..............................., .......................
3.2 Subjects of the Study .....................................................
3.3 Technique of Data Elicita tion .....................................
3.4 Technique in Analyzing Data ......................................
3.5 Trustworthiness of the study .......................................
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ...
4.1 Models of Reading used by Readers of English as
A Foreign Language .....................................................
4.1.1 The Analysis of Sl (Score Category: High) ......
4.1.2 The Analysis of S2 (Score Category: High) ......
4.1.3 The Analysis of S3 (Score Category: Mid) ........
4.1.4 Tbe Analysis of S4 (Score Category: Mid) ........
4.1.5 The Analysis of SS (Score Category: Low) .......
4.1.6 The Analysis of S6 (Score Category: Low) .......
lV
9
11
12
13
16
18
21
24
24
24
29
30
30
31
31
31
39
44
51
55
59
4.2 The Reasons Why the Reader Used Those Models
of Reading ....................................................................
4.3 Research Findings .......................................................
62
64
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
5.1 Conclusions ...................................................................
5.2 Suggestions....................................................................
69
70
71
REFERENCES .........................................................................................
72
LIST OF TABLES
Page
Table3.1
: Score Category ..........................................................
25
Table 3.2
: The Attendants of TOEFL Test...............................
26
Table 3.3
: Score Category of the Attendants ............................
27
Table 3.4
: Subjects of the Study ................................................
28
Table 3.5
: Codes for the Subjects ..............................................
28
Table 4.1
: Findings of the Study ................................................
65
z
?
m
LIST 01uistic Guessing Game. Journal of
Reading Specialist. 6, 126- 35
Goodman, K.S. 1988. The Reading Process. In Carell, P.L., Joanne, D. and David,
E.E. (Eds.) Interactive Approaches to Second Language Reading. Cambridge:
Cambridge University Press
Grabe, William. 1988. Reassessing the Term "Interactive" in Carrell, P.L., Joanne,
D. and David, E.E.(Eds).Interactive Approaches lo Second Lan&>uage
Reading. Cambridge: Cambridge University Press.
Kustaryo, Sukirah, Dra. 1988. Reading Techniques for College Students. Jakarta:
Depdikbud
Lincoln, Yvonna, S. and Guba, Egon G.l985, Naturalistic Inquiry, Sage: London
Maria, K. 1990. Reading Comprehension Instruction, Issues & Strategies. Parkton,
~:
l(orkPress
Miles, M.B. and Huberman, A.M.l984. Qualitative Data Analysis: A Sourcebook of
New Methods. Beverly Hills, California: Sage Publication.
Muhibinsyah. 2000. Psikologi Pendidikan dengan Pendekatan
Remaja Rosdakarya.
&
lVI
72
Paran. Amos. 2000. English Teaching Professional, London: _ _ _ __
Rahmah, Suafrida. The Effect ofSemantic Feature Analysis Strategy on the Students'
Reading Comprehension Skill. Medan: UNIMED
Samuel Jay. Sand KamiL L MichaeL 1988. Models of Reading Process. In Carel!,
P.L., Joanne, D. and David, E.E. (Eds.) Interactive Approaches to Second
Language Reading. Cambridge: Cambridge University Press
Sharin, Elvi.l994. Pengaruh Penguasaan Sintaksis dan Penguasaan Kosalwta
terhadap Kemomp11an Membaca Si.wa. Medan: JKIP Medan
Spiro, Rand J., 1968. Constructive Processes in Prose Comprehension and Recall, In
Rand J. Spi.r o, Bertram C. Bruce, and William F. Brewer (Eds.) Theoretical
issues in Reading Comprehension. Hillsdale, New Jersey: Lawrence Erlbawn
·
Associates Inc.
Tamba, Wati Enlyta. 2003. The Correlation between Reading Comprehension ailli
Writing Paragraph Skill. Medan: UN1MED
Tan, Andreas.2003. h.]jective Model of Teaching Reading Strategies for i'l.ccelerant
Students. Medan: PPS UNIMED
V{aterhouse.H.Lynn.l980. 'J'he Implication of Theories of Language and l'houghi f9r
Reading. In Murray, F.B (Ed.). Language Awareness and Reading. Newtork,
Delaware: IRA
Zakaluk, Beverley, L. 1982. A Theoretical Overview ofthe Reading Process: Factors
which Influence Performance and Implications for Instruction. University of
Manitoba
z
?
Ekalestari, Susi. 2004. Models of Reading Used by Reader of English as a Foreign
Language. Thesis, Applied Linguistic, UNIVERSITY OF MEDAN.
Education institution has a certain purpose in giving reading comprehension
to its students. The aim of this subject might be to make the students able to activate
their knowledge in grammar, syntax and semantics well in comprehending a text.
However, the fact shows that what is expected
ey
the institution has not been
achieved. Even the reality is still far from what is expected. Therefore,
model~
f
reading used by the readers of English as a foreign language became the subject
matter in this study.
A model of reading is a certain process taking place in the reader's mind
during reading. There are three kinds of model of reading such as top - down model,
bottom -up model and interactive model. Each model has its own characteristics.
This study is conducted to make a research on the models used by readers of
English as a foreign language through the analysis of the interview transcripts of the
students of Islamic University of North Sumatra at the Faculty of Literature as the
subjects of this study. Thus. the research is conducted by doing an intef\iew to the
subjects dealing with the models of reading they used during reading the text. The
texts are
clas~ifed
into two. They are the text which is familiar to the subject and
unfamiliar to the subjects.
The findings of the research show that difterent subjects have different models
of reading. The subjects have different models of reading when they read different
texts. The subjects use ditlerent models of reading on reading familiar text from the
unfamiliar one. This condition might be caused the schemata which belong to the
subjects is not the same.
ABSTRAK
Ekalcstari, Susi. 2004. Models of Reading Used by Reader of English as a Foreign
I.anguage. Tesis,
Lin
~:, "l i st i k
Terapan Bahasa lnggris, UNlVERSlTAS
NEGERI MEDAN.
lnstitusi pendidikan ml!mpunyai tujuan tertentu dalam memherikan pelajaran
reading comprehension kcpada siswa. Tujuannya adalah untuk membuat para siswa
mampu mengaktifkan pcngetahuan siswa dalam grammar, sintaksis dan semantic
dengan baik dalam memahami sebuah teks. Namun, kenyataan menunjukkan bahwa
apa yang diharapkan oleh institusi belum tercapai. Bahkan realitanyapuo masih j auh
dari apa yang diharapkan. Oleh karena itu. model membaca yang digunakan para
pembaca Bahasa Inggris sebaga1 bahasa asing menjadi titik masalah dalam studi ini.
Model membaca merupakan suatu proses tertentu yang terjadi dalam
pemikiran si pembaca pada saat sedang membaca. Ada tiga jenis model n;tembaca
seperti: top-down model, bottom-up model dan interactive model. Setiap model
memiliki cirri-ciri tersendiri.
Studi ini dilakukan untuk meneliti model membaca yang dipakai okh para
pembaca Bahasa Inggris sebagai bahasa asing melalui anahsa transkripsi dari hasil
interview terhadap mahasiswa Fakultas Sastra, Universitas Islam Sumatra Ctara yang
>
menjadi subjek dari penelitian ini. Penelitian ini dilakukan dengan mengadakan
interview terhadap para subjek berkaitan dengan model membaca yang mereka
gunakan pada saat membaca teks. Teks terbagi atas dua, yaitu teks yang ~ring
dan
yang jarang atau ttdak pemah dibaca oleh pam su~jek.
Temuan dari penclitian ini menunJukkan bahwa subjek yang berbeda
memiliki model mebaca yang berbeda pula. Para subjek mcmiliki modei mcmbaca
yang berbeda ketika mereka membaca teks yang sering dan yang Jarang atau yang
tidak pernah mereka baca. Keadaan ini disebabkan oleh skemata yang climiliki oleh
para subjek tidak sama
11
TABLE OF CONTENTS
Page
ABSTRACl' ......................................~ ........................................................... .
ABSTRAK ...•..•...............•....•..••...•..............................................................
II
ACKNOWLEDGEMENT .........................................................................
iii
TABLE OF CONTENTS ...........................................................................
iv
LIST OF TABLE........................................................................................ yj
LIST OF APPENDIX ................................................................................ VII
CHAPTER 1: I.NTRODUCTIOI\"" .............................................................
1.1 Background of the Study ............................-..............
1.2 Research Problems .............................................~.
1.3 Objectives of the Study ..._ ........................................
1.4 Scope a nd limitation of the Study ...............................
1.5 Significance of the Study .............................................
1
1
5
6
6
6
CHAPTER II: REVIEW OF LITERATURE .........................- ............ .
2.1 Reading ..........................................................................
2.1 .. 1 Process in Reading ..........................................~ ..
2.2 Levels of Comprehension ............................................
2.3 Models of Reading ........................................................
2.3.1 Bottom- Up Model .............................................
2.3.2 Top- Down Model ..............................................
2.3.3 Interactive Model ................................................
2.4 Reading in English as a Foreign Language .•..............
7
7
CIIAPTER ill: METHODOLOGY .........................................................
3.1 Design of the Study ..............................., .......................
3.2 Subjects of the Study .....................................................
3.3 Technique of Data Elicita tion .....................................
3.4 Technique in Analyzing Data ......................................
3.5 Trustworthiness of the study .......................................
CHAPTER IV: DATA ANALYSIS AND RESEARCH FINDINGS ...
4.1 Models of Reading used by Readers of English as
A Foreign Language .....................................................
4.1.1 The Analysis of Sl (Score Category: High) ......
4.1.2 The Analysis of S2 (Score Category: High) ......
4.1.3 The Analysis of S3 (Score Category: Mid) ........
4.1.4 Tbe Analysis of S4 (Score Category: Mid) ........
4.1.5 The Analysis of SS (Score Category: Low) .......
4.1.6 The Analysis of S6 (Score Category: Low) .......
lV
9
11
12
13
16
18
21
24
24
24
29
30
30
31
31
31
39
44
51
55
59
4.2 The Reasons Why the Reader Used Those Models
of Reading ....................................................................
4.3 Research Findings .......................................................
62
64
CHAPTER V: CONCLUSIONS AND SUGGESTIONS .......................
5.1 Conclusions ...................................................................
5.2 Suggestions....................................................................
69
70
71
REFERENCES .........................................................................................
72
LIST OF TABLES
Page
Table3.1
: Score Category ..........................................................
25
Table 3.2
: The Attendants of TOEFL Test...............................
26
Table 3.3
: Score Category of the Attendants ............................
27
Table 3.4
: Subjects of the Study ................................................
28
Table 3.5
: Codes for the Subjects ..............................................
28
Table 4.1
: Findings of the Study ................................................
65
z
?
m
LIST 01uistic Guessing Game. Journal of
Reading Specialist. 6, 126- 35
Goodman, K.S. 1988. The Reading Process. In Carell, P.L., Joanne, D. and David,
E.E. (Eds.) Interactive Approaches to Second Language Reading. Cambridge:
Cambridge University Press
Grabe, William. 1988. Reassessing the Term "Interactive" in Carrell, P.L., Joanne,
D. and David, E.E.(Eds).Interactive Approaches lo Second Lan&>uage
Reading. Cambridge: Cambridge University Press.
Kustaryo, Sukirah, Dra. 1988. Reading Techniques for College Students. Jakarta:
Depdikbud
Lincoln, Yvonna, S. and Guba, Egon G.l985, Naturalistic Inquiry, Sage: London
Maria, K. 1990. Reading Comprehension Instruction, Issues & Strategies. Parkton,
~:
l(orkPress
Miles, M.B. and Huberman, A.M.l984. Qualitative Data Analysis: A Sourcebook of
New Methods. Beverly Hills, California: Sage Publication.
Muhibinsyah. 2000. Psikologi Pendidikan dengan Pendekatan
Remaja Rosdakarya.
&
lVI
72
Paran. Amos. 2000. English Teaching Professional, London: _ _ _ __
Rahmah, Suafrida. The Effect ofSemantic Feature Analysis Strategy on the Students'
Reading Comprehension Skill. Medan: UNIMED
Samuel Jay. Sand KamiL L MichaeL 1988. Models of Reading Process. In Carel!,
P.L., Joanne, D. and David, E.E. (Eds.) Interactive Approaches to Second
Language Reading. Cambridge: Cambridge University Press
Sharin, Elvi.l994. Pengaruh Penguasaan Sintaksis dan Penguasaan Kosalwta
terhadap Kemomp11an Membaca Si.wa. Medan: JKIP Medan
Spiro, Rand J., 1968. Constructive Processes in Prose Comprehension and Recall, In
Rand J. Spi.r o, Bertram C. Bruce, and William F. Brewer (Eds.) Theoretical
issues in Reading Comprehension. Hillsdale, New Jersey: Lawrence Erlbawn
·
Associates Inc.
Tamba, Wati Enlyta. 2003. The Correlation between Reading Comprehension ailli
Writing Paragraph Skill. Medan: UN1MED
Tan, Andreas.2003. h.]jective Model of Teaching Reading Strategies for i'l.ccelerant
Students. Medan: PPS UNIMED
V{aterhouse.H.Lynn.l980. 'J'he Implication of Theories of Language and l'houghi f9r
Reading. In Murray, F.B (Ed.). Language Awareness and Reading. Newtork,
Delaware: IRA
Zakaluk, Beverley, L. 1982. A Theoretical Overview ofthe Reading Process: Factors
which Influence Performance and Implications for Instruction. University of
Manitoba
z
?