THE USE OF GENRE IN THE TEACHING OF READING COMPREHENSION BY TEACHERS WITH DIFFERENT EDUCATIONAL BACKGROUND.

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THE USE OF GENRE IN THE TEACHING OF READING

COMPREHENSION BY TEACHERS WITH DIFFERENT

EDUCATIONAL BACKGROUND

A THESIS

By:

BERESMAN SITUMORANG Registration number: 8106112003

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirement for the Degree of Magister Humaniora

ENGLISH APPLIED LINGUISTICS STUDY

PROGRAM POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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ABSTRACT

SITUMORANG, BERESMAN. The Use Genre in the Teaching of Reading Comprehension by Teachers with Different Educational Background. A Thesis. English Applied Linguistics Study Program Postgraduate School, State University of Medan. 2013.

The aims of this study were to discover the ways of the English teachers with teaching English educational background use genre in the teaching of reading comprehension, to find out the ways of the English teachers with Language and Literature educational background use genre in the teaching of reading comprehension, and to find out the reasons of the ways they teach. English teachers observed consist of two different educational background. Three of them with teaching English educational background, three of them with English Language and Literature educational background. They are women at the age of thirty to forty years old. The data in this study were analyzed by applying Miles & Huberman (1984); 1) data reduction, 2) data display, and 3) verification or conclusion drawing. The results of the data analyses; The English teachers with teaching English educational background use all of the generic structure of each genre in the teaching of reading comprehension by raising questions to find out the students’ reading comprehension. The use of genre in the teaching of reading comprehension was misleading except to judge the importance of what they read. They did it in order to find out the students’ reading comprehension of a text The English teachers with language and literature education background use all the generic structure of each genre in the teaching of reading comprehension by explaining the generic structure with bilingualism, and make questions to match the generic structures of genre in the text. The use of genre in the teaching of reading comprehension was misperceptive. They just decided those items in the text to examine the students’ reading comprehension. It is implied that the teachers should know the use of genre in the teaching of reading comprehension to get the expected meaning culturally, thus it is suggested that the teachers need to get meaning of text through out cultures and ask the students to apply it in their community.

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ABSTRACT

Penelitian ini bertujuan untuk menemukan cara mengajar guru Bahasa Inggris yang berlatarbelakang pendidikan Keguruan dan Ilmu Pendidikan dengan menggunakan genre dalam mengajarkan Membaca Pemahaman, menemukan cara mengajar guru Bahasa Inggris yang berlatarbelakang pendidikan Bahasa dan Sastra Inggris dengan menggunakan genre dalam mengajarkan Membaca Pemahaman, dan menemukan alasan mereka mengajar sedemikian. Guru Bahasa Inggris yang diobservasi terdiri dari dua latar belakang pendidikan yang berbeda. Tiga dari mereka berlatarbelakang pendidikan Keguruan dan Ilmu Pendidikan, dan tiga dari mereka berlatarbelakang pendidikan Bahasa dan Sastra Inggris. Mereka adalah perempuan yang berusia tigapuluh sampai empat puluh tahun. Data dalam penelitian ini dianalisis dengan menggunakan Miles & Huberman: 1) pengurangan data, 2) penampakan data, dan 3) pengambilan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa guru Bahasa Inggris yang berlatarbelakang pendidikan Keguruan dan Ilmu Pendidikan menggunakan genre dalam mengajar Pemahaman Membaca dengan membuat pertanyaan pemahaman untuk menemukan Pemahaman Membaca si siswa. Manfaat genre dalam mengajar Pemahaman Membaca adalah salah arah. Mereka lakukan seperti itu untuk meningkatkan kemampuan Pemahaman Membaca si siswa dan mendapaatkan makna yang diharapkan dari teks tersebut. Guru Bahasa Inggris yang berlatarbelakang pendidikan Bahasa dan Sastra Inggris menggunakan genre dalam mengajar Pemahaman Membaca dengan menjelaskan elemen-elemen dari masing-masing genre, membuat pertanyaan untuk menjodohkan struktur genre ke dalam teks. Manfaat genre dalam pengajaran Pemahaman Membaca adalah salah pemahaman. Mereka lakukan itu untuk menjodohkan aspek genre pada teks untuk menguji kemampuan Pemahaman Membaca si siswa. Dapat disimpulkan bahwa seharusnya guru mengetahui manfaat genre dalam pengajaran Pemahaman Membaca, untuk memperoleh makna teks yang diharapkan menurut budaya, maka disarankan bahwa guru perlu mengetahui banyak budaya supaya mampu memaknai teks secara budaya dan meminta siswa untuk menerapkannya di masyarakat lingkungannya.

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ACKNOWLEDGEMENT

The writer has to thank to Almighty God, Lord Jesus Christ greatfully. He was given

wisdom, health, strength, blessings, guidance, and peaceful heart to complete this thesis. He

knew that all things work together for good to him that love God. He also has to admit that

difficulties and troubles are solved for His power. So he expresses his deepest gratitute to

Him.

A special deepest thankfullness is extended to Prof. Dr. Berlin Sibarani, M. Pd., as his

First Advisor for being so gently and generous in sharing this valuable knowledge, sound

criticisms and suggestions during the process of completing this thesis.

A great and sincere appreciation goes to Prof. Dr. Lince Sihombing, M. Pd., as his

Second Advisor for excellent ideas, great advise, and valuable time spent in reading and

correcting mistakes in this thesis.

In addition, a very special gratitute is conveyed to Prof. Dr. Busmin Gurning, M. Pd.,

as Head of English Applied Linguistics and Dr. Sri Minda Murni, M.S., as Secretary of

English Applied Linguistics Study Program for completing the administrative procedures.

He also thanks to Prof. Dr. Busmin Gurning, M. Pd., Prof. Hj. Tina Mariany Arifin,

M. A. Ph.D., and Dr. Anni Holila Pulungan, M. Hum., as reviewers and examiners study

program for their ideas to be included in shaping up this thesis and all lecturers for their

knowledge.

As long as the process of doing this academic work, he has collaborated with many

colleages for whom he has greatful regards, then he wishes to extend his warmest gratitute to

all those who has helped him with his research in SMA N 1, SMA N 3, SMA N 4, and SMA

Swasta Sisingamangaraja in Tanjungbalai. He also thanks to his colleages from LTBI –

B/XVIII, especially Winner, Nisa, Mam Nurmala, Julia, and Harris for their valuable

supports, comments, and suggestions into his writing. His greatful warm thanks are delivered

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to his foster father, Linnis Perry, Ph.D., brother Phill Samson, Ph.D., and James Mitchel who

encourage him to finish this thesis. And then, lots of gratitute is expressed to Hertaty, Rita,

Riama, and Ingrid for their strong encouragements to complete this thesis.

Finally, he asserts his very wonderful thanks to his family; his wife, Lasmaria

Sidabalok, S. Pd. who is faithful to support, pray and help him, his daughter, Bestaprilyn

who always prays for him, his son, Brado who took care of him when he was sick, and all

family members pray for him to complete his thesis.

Thank you so much for everything and hope God, Jesus Christ supply all their needs

according to His riches in glory. Unto God and our Father be glory forever and ever. Amen.

Medan, Desember 2013

Beresman Situmorang

Registration Number 8106112003 ii

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ACKNOWLEDGEMENT ... i

ABSTRACT ... iii

TABLE OF CONTENTS ... iv

LIST OF FIGURES ... vii

LIST OF TABLES ... viii

LIST OF APPENDICES ... ix

CHAPTER I INTRODUCTION 1.1 The Background of the Study……… 1

1.2 The Problems of the Study ……… 7

1.3 The Objectives of the Study ..……….…... 7

1.4 The Significance of the Study ………... 8

1.5 The Scope of the Research ……… 8

CHAPTER II REVIEW OF LITERATURE 2.1 Reading Comprehension ……… 9

2.2 The Concept of Reading Comprehension ……… 12

2.2.1 Metacognition ………..……… 13

2.2.2 Schemata ……….………. 14

2.2.3 The Level of Reading Comprehension ……… 15

2.3 Teaching of Reading Comprehension ……….. 16

2.3.1 The Use of Genre in the Teaching of Reading Comprehension 20 2.3.1.1 To Form Expectation about What They will Read …… 21

2.3.1.2 To Organize Incoming Information ……… 22

2.3.1.3 To Judge the Relative Important of What They Read ... 23

2.4 Genres ………... 24

2.4.1 Definition of Genre ……… 24

2.4.2 Kinds of Text (Genres)………. 25

2.4.2.1 Narrative ... 28

2.4.2.1.1 The Use of Narrative in the Teaching of Reading Comprehension ... 29

2.4.2.2 Report ... 30

2.4.2.3 Analytical Exposition ... 31

2.4.2.4 Procedure ... 32

2.4.2.5 Hortatory Exposition ……….. 33

2.4.2.5.1 The Use of Hortatory Exposition in the Teaching of Reading Comprehension ... 34

2.4.2.6 Discussion ……….. 35

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2.4.2.7 Review ……… 36

2.4.2.8 Description ... 37

2.4.2.9 Spoof ……….. 38

2.4.2.9.1 The Use of Spoof in the Teaching of Reading Comprehension ... 39

2.4.2.10 Anecdote ……… 40

2.4.2.11 Recount ……….. 41

2.4.2.12 News Item ……… 42

2.4.2.13 Explanation ... 43

2.5 English Teachers with Different Educational Background 44 2.5.1 English Teachers with Teaching English Educational Background ……… 44

2.5.1.1 Pedagogical Skill ………. 46

2.5.1.2 Discipline Knowledge ….……… 47

2.5.1.3 Educational Basics ……… 48

2.5.2 English Teachers with Language and Literature Educational Background ……… 49

2.5.2.1 Discipline Knowledge ……… 49

2.5.2.2 Less English Language Teaching ……….. 50

2.5.2.3 Less Pedagogical Skills ………. 50

2.5.3 The Difference Indicators of English Teachers Qualities … 51 2.6 Relevant Studies ……….. 51

2.7 Conceptual Framework ...………... 54

CHAPTER III METHODOLOGY OF THE RESEARCH 3.1 Research Design ………... 57

3.2 Data Sources ………... 57

3.3 Research Instruments of Data Collection ………… 58

3.3.1 Observation ……… 58

3.3.2 Interview ……… 59

3.4 The Technique of Data Analysis ……….. 59

3.5 The Trustworthiness of the Study ……….. 60

3.5.1 Credibility ……… 60

3.5.2 Transferability ……….. 60

3.5.3 Dependability ……… 61

3.5.4 Confirmability ………... 61

CHAPTER IV DATA ANALYSIS, FINDINGS, AND DISCUSSION 4.1 Data Description ... 62

v Page

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4.2 Data Analysis ... 63

4.2.1 The Use of Genre in the Teaching of Reading Comprehension by Teachers with Teaching English Educational Background ... 64

4.2.1.1 The Teaching of Reading Comprehension for Narrative Text by Teachers with Teaching English Educational Background ... 64

4.2.1.2 The Teaching of Reading Comprehension for Spoof Text by Teachers with Teaching English Educational Background 69 4.2.1.3 The Teaching of Reading Comprehension for Hortatory Exposition Text by Teachers with Teaching English Educational Background... 72

4.2.2 The Use of Genre in the Teaching of Reading Comprehension by Teachers with Language and Literature Educational Background ... 75

4.2.2.1 The Teaching of Reading Comprehension for Narrative Text by Teachers with Language and Literature Educational Background ... 76

4.2.2.2 The Teaching of Reading Comprehension for Spoof Text by Teachers with Language and Literature Educational Background ... 80

4.2.2.3 The Teaching of Reading Comprehension for Hortatory Exposition Text by Teachers with Language and Literature Educational Background ... 83

4.3 Findings ... 87

4.4 Discussion ... 88

CHAPTER V CONCLUSIONS, IMPLICATIONS, SUGGESTIONS 5.1 Conclusion ... 90

5.2 Implications ... 91

5.3 Sugggestions ... 92

REFERENCES ……….. 93

APPENDIX

Page vi

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LIST OF TABLES

Page

Table 2.1 The Characteristics of Narrative ………...……… 29

Table 2.2 The Characteristics of Report ………...……….. 31

Table 2.3 The Characteristics of Analytical Exposition ……… 32

Table 2.4 The Characteristics of Procedure ………...……. 33

Table 2.5 The Characteristics of Hortatory Exposition ………... 34

Table 2.6 The Characteristics of Discussion ………... 36

Table 2.7 The Characteristics of reviews ………..… 37

Table 2.8 The Characteristics of Description ……….. 38

Table 2.9 The Characteristics of Spoof ……….. 39

Table 2.10 The Characteristics of Anecdote ………. 41

Table 2.11 The Characteristics of Recount ………... 42

Table 2.12 The Characteristics of News Item ………... 43

Table 2.13 The Characteristics of Explanation ………. 43

Table 2.15 The Difference Indicators of English Teachers Qualities ... …….. 52

Table 4.1 The Data Displayed of Narrative Text by Teachers with Teaching English Educational Background ... 68

Table 4.2 The Data Displayed of Spoof Text by Teachers with Teaching English Educational Background ... 71

Table 4.3 The Data Displayed of Hortatory Exposition Text by Teachers with Teaching English Educational Background ... 74

Table 4.4 The Data Displayed of Narrative Text by Teachers with Language and Literature Educational Background ... 79

Table 4.5 The Data Displayed of Spoof Text by Teachers with Language and Literature Educational Background ... 82

Table 4.6 The Data Displayed of Hortatory Exposition Text by Teachers with Language and Literature Educational Background ... 86

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LIST OF FIGURES

Page

Figure 2.1 Creating Mind Mapping ... 22

Figure 2.2 The Use of Prior knowledge to form genre ……….. 26

Figure 2.3 Social Process of Genre ……….……... 27

Figure 2.4 Conceptual Framework ... 56

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LIST OF APPENDICES

Appendix

A List of Observation, English Teachers with Teaching English

Educational Background ... 96

B List Observation, English Teachers with Language and

Literature Educational Background ... 129

C List of Interview, English Teachers with Teaching English

Educational Background ... 162

D List of Interview, English Teachers with Language and

Literature Educational Background ... 168 Page

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CHAPTER I

INTRODUCTION

1.1The Background of the Study

English as a global language has compelled the Indonesian students to master English well for communication. The government, education ministry registered English as a compulsory subject in schools so that all the students have to learn English. It’s thought English must be mastered in order to comprehend informational text written in scientific and technology books, products tags, letters, announcements, and so on. Consequently, without mastering English, Indonesians would find difficulties to be in a work force. It is expected that Indonesians are proficiently in four language skills. In order to comprehend the informational text, the better they know genres, the greater they know the context and communicative events and purposes.

Genre in English text is meant to be determinative to the form of language. Genre plays an important role to construct the conceptual meaning of the readers from a text. Therefore the good understanding of genre is considered as a vital to find out what the expected meaning in a text. In education, for instance, students are expected to be familiar with genre and good at identifying and applying it in getting information from a reading text, since the knowledge and skills will be useful for their future jobs or higher education.

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In educational era, genre is developed since it has been introduced in the Educational Unit Level Curriculum 2006, it is increasingly applied in the field of English language and learning teaching. It is developed in order to meet the need of students and job market. Genre can be interpreted as a model of discourse such as giving instruction, telling some events, convincing the readers through argument series, telling a story to get the advice or moral value. Students need to have the ability to understand and to achieve reading objectives comprehensively.

The importance of reading comprehension especially in English, at present, the Senior High School English Curriculum has been concentrated on the use of genres. It’s stated in the 2007/2008 Competency Standard for Senior High School that students are able to comprehend short functional text, dialogue, and monologue text in the form of narrative, recount, news item, descriptive, report, exposition, explanation, and discussion (Departemen Pendidikan Nasional, 2007: 2). For those reasons, reading comprehension should be taught in Senior High School. Various teaching will support students’ motivation in learning.

Teaching refers to work of teachers in transfering knowledge to students. It can be defined as “showing or helping someone to learn, how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. (Brown, 2007: 8). In helping the students to know what the students don’t know before, the teachers should be creative. They try to learn teaching methods, approach, strategy, classroom management techniques and many things in order to increase their knowledge. They are able to choose certain methods and techniques to achieve the teaching goals in students’ learning. They try to get

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more education from the lower to the higher one. Consequently, the teachers of different educational background will teach the materials to the students differently since the teachers can adopt various general pedagogic methods and then very specific didactical recipes, for example, how to explain a triangle or how to teach composition (Graves, 1974). The teacher with teaching English educational background had studied curriculum, lesson planning, teaching methods, strategy, techniques, and educational psychology while the teachers with English Language and Literature educational background do not (Kementerian Pendidikan dan Kebudayaan. (Kurikulum Fakultas Sastra Universitas Negeri Malang.). English teachers used genre in the teaching of reading comprehension differently, even though the materials are the same. Indeed, it can be influenced by different educational background; the English teachers with teaching English educational background and English teachers with Language and Literature educational background.

As it is stated in Educational Unit Level Curriculum or Kurikulum Tingkat Satuan Pendidikan (KTSP), 2006, that the purpose of English subject is taught in senior schools so that the students have competences to communicate in spoken and written language in the level of informational literacy; to improve national competition in global community; to have ability to comprehend kinds of functional texts and monolog, and essay such as procedure, descriptive, recount narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, and public speaking.

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The teacher has an important role in helping them learn and understand the

content of a reading text by using genre knowledge. Hurd and Murphy (2005:

79-116) states that although reading comprehension is often referred to as ‘passive’ or

receptive skills, in reality it involves complex mental processing in order to make

sense of the material to the readers. When the readers read, they do further than

merely absorb words. They may well have experienced a situation where they have

asked questions in their mind to get something new they did not know, only to work

it out they ought to have a chance to repeat in reading it until they do really

comprehend what is conveyed. This is because their brain is busy processing what

they have read and trying to make sense of it fluently. Fluency is the ability to read

text accurately and quickly (Willis, 2008: 47). Actually, they will be very skilled at

this in their own language, because they have a vast repertoire in their memory of

things people say in certain contexts, and the vocabulary and phrases related to given

topics. They also have an intuitive awareness of the way their language works

grammatically and structurally, even though theoretically they are not sure the

correctness. The readers related the vocabularies, grammar, and try to translate it in

their first language to get well comprehending about the text. This means that when

they read in their own language, they do not need to read every word, because they

are able to make sense of the whole. But since English as EFL for them they do not

have any sense of words. So they need to read the text repeatedly in order to get

information comprehensively.

Reading comprehension is the ability to construct meaning from a given written text (Lems, 2010: 170). The meaning refers to the contextual meaning of the

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text, the conceptual meaning and the relational meaning of the text and the prior knowledge of the reader. The process of reading comprehension is the process of the binding altogether the contextual meaning sent by the writer, the conceptual meaning organized by the reader by mapping their minds with their prior knowledge, and referred to the situation. Reading comprehension involves at least two people: the reader and the writer. The process of comprehending involves decoding the writer’s words and then using background knowledge to construct the approximate understanding of the writer’s message.

There are thirteen kinds of genre; narrative, report, analytical exposition, procedure, hortatory exposition, discussion, reviews, description, spoof, anecdote, recount, news item, and explanation (Gerot, 1994; Knapp, 2005). However, this study will be focused on narrative, spoof and hortatory exposition since they are stated in Educational Unit Level Curriculum of Senior High School (KTSP SMA), (2006) for Grade XI of the second semester. They are able to comprehend the meaning of short functional texts and monolog texts; narrative, spoof and hortatory exposition. It can be done better since genre have particular purposes, particular stages and particular linguistic features. (Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari).

As Gilakjani, (2011) discovers that readers construct the meaning from clues found in a text which is related to the use of background knowledge in understanding the content of the passage. Reading is an interactive process in which readers construct a meaningful representation of text using schemata. All readers carry

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different schemata (background information). This is an important concept in EFL teaching and reading tasks are designed to achieve the learners chemata. Both formal schemata and content schemata are necessary for a complete understanding of written texts.

Meanwhile, Bathia, (2009) discusses Genre Analysis can be viewed from two different perspectives: it may be seen as a reflection of the complex realities of the world of institutionalized communication, or it may be seen as a pedagogically effective and convenient tool for the design of language teaching programmes, often situated within simulated contexts of classroom activities. It is also discussed issues related to the nature and use of linguistic description in a genre-based educational enterprise related to social contexts, as it is set in many communication based on curriculum contexts.

Furthermore, this study is focused on discovering the use of genre in the teaching of reading comprehension by teachers with different educational background. They taught in Grade XI and why they taught them the way they did. Since it is one of tremendous phenomena which lead learners to get information from the reading texts effectively by using genre knowledge. Reading comprehension is one of the skills which are tested in National Final Test. The researcher would like to find out how the English teachers use genre; narrative, spoof and hortatory

exposition text in the teaching of reading comprehension since they are stated in

Teaching Unit Level Curriculum for Grade XI in the second semester. He would like to see the differences and similarities. Educational background means that teachers with teaching English educational background and with language and literature

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educational background. For those reasons, the writer would like to find out the ways of the English teachers in using genre in the teaching of reading comprehension and their reasons of the way they do in classroom interaction as new phenomena.

1.2 The Problems of the Study

The research problems of the study are formulated as the following:

1. How do the English teachers with teaching English educational background and English teachers with language and literature educational background use genres in the teaching of reading comprehension?

2. Why do they teach them the way they do?

1.3 The Objectives of the Study

The objectives of the study are formulated as follows.

1. To find out the ways of the English teachers with teaching English educational background and English teachers with language and literature educational background use genre in the teaching of reading comprehension

2. To find out the reasons of the way they do

1.4 The Significance of the Study

Theoretically, the researcher hopes that this research contributes the English teachers in EFL classroom. Firstly, it can be used as guidelines for researchers and teachers. Secondly, it can be used as a reference in assisting and facilitating the

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teachers. Furthermore, it can be applied for conducting more depth in a study on the use of genre in the teaching of reading comprehension.

Practically, this research results can be applied in classroom interaction in order to motivate the English teachers more active and creative and then apply the use of genre in the teaching of reading comprehension contextually.

1.5 The Scope of the Research

The English teachers investigated are English teachers with teaching English educational background and with language and literature educational background. They are female at the age of thirty to forty. They are teaching English in Grade XI of Senior High School in Tanjungbalai. The kinds of genres which are discussed are

narrative, spoof and hortatory exposition. It is believed that knowledge of genres

would give great impact on the teaching of reading comprehension systematically and help the students read better since it has particular purpose, particular stages, and particular linguistic features.

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CHAPTER V

CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, conclusions are drawn as the following:

1) The English teachers with teaching English education background use all of the generic structure of each genre in the teaching of reading comprehension by raising questions to find out the students’ reading comprehension. The use of genre in the teaching of reading comprehension was misleading except to judge the relative importance of what they read since the teacher asked the students’ opinion about the issue of concern.

2) They raised questions with the aspect of the generic structure of each genre in the teaching of reading comprehension in order to find out the students’ reading comprehension of the text.

3) The English teachers with language and literature education background use all the generic structure of each genre in the teaching of reading comprehension by explaining the generic structure in bilingualism. The use of genre in the teaching of reading comprehension was misperceptive.

4) They applied explanation, and questions in order to decide the position of the generic structures in a text to examine the students’ reading comprehension.

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5.2 Implications

Concerning with the theoretical review and the result of this study, some implications are presented as below:

1) The results of this study showed that the English teachers capacity on using genre in the teaching of reading comprehension have great impacts concern with different educational background.

2) The results of this study also imply that the English teachers have to know and comprehend the use of genre in the teaching of reading comprehension to form expectation about what they will read, organize incoming information, and evaluate the relative importance of what they have read. The better they comprehend the use of genre in the teaching of reading comprehension, the greater their ability in the teaching of reading comprehension.

5.3 Suggestions

Due to the previous conclusion, suggestion are stated as the following:

1) It is suggested to English teachers with teaching English educational background to create mind mapping in order to organize incoming information of a text so that it is easier to be remembered.

2) It is worthwhile to ask comprehension questions culturally so that the learners are able to get the expected meaning of a text.

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3) It is suggested to the English teachers to comprehend the use of genre in the teaching of reading comprehension not only to form reading comprehension questions but also to make the students critical in reading comprehension. 4) It is suggested to English teachers with language and literature educational

background to understand the use of genre in the teaching of reading comprehension so the teaching was effectively and efficiently not misperceptive.

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Norman, L. 2008. How to Help Students Learn to Make Predictions to Improve

Reading Comprehension. (

http://www.ehow.com/how_6537860_students-predictions-improve-reading-comprehension.html#ixzz1w8ZrjgdQ)

Patel, M.F and Jain, P.M. 2008. English Language Teaching (Methods, Tools, and

Techniques). Jaipur: Sunrise publisher and distributor.

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(http://www.ehow.com/how_6374095_create-mind-map comprehension.

html#ixzz1wDnbaz00)

Savignon, S. 2002. Interpreting Communicative Language Teaching: Context, and

Concerns in Teacher Education. London: Yale University Press.

Sibarani, B. 2004. Qualitative Research in Linguistics and Language Teaching: Course Material for Graduate Students of English Applied Linguistics.

Compiled Book, unpublished. Medan: Postgraduate School of UNIMED. Swales, John. M. 1990. Genre Analysis; English in Academic research setting. NY:

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Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.

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CHAPTER V

CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

5.1 Conclusions

After analyzing the data, conclusions are drawn as the following:

2) They raised questions with the aspect of the generic structure of each genre in the teaching of reading comprehension in order to find out the students’ reading comprehension of the text.

4) They applied explanation, and questions in order to decide the position of the generic structures in a text to examine the students’ reading comprehension.

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5.2 Implications

Concerning with the theoretical review and the result of this study, some implications are presented as below:

1) The results of this study showed that the English teachers capacity on using genre in the teaching of reading comprehension have great impacts concern with different educational background.

5.3 Suggestions

Due to the previous conclusion, suggestion are stated as the following:

1) It is suggested to English teachers with teaching English educational background to create mind mapping in order to organize incoming information of a text so that it is easier to be remembered.

2) It is worthwhile to ask comprehension questions culturally so that the learners are able to get the expected meaning of a text.

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background to understand the use of genre in the teaching of reading comprehension so the teaching was effectively and efficiently not misperceptive.

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