1 AUTHENTIC MATERIALS IN TEACHING READING FOR JUNIOR HIGH SCHOOL: A CASE STUDY IN SMP AL-ISLAM 1 SURAKARTA THESIS

  

AUTHENTIC MATERIALS IN TEACHING READING FOR JUNIOR

HIGH SCHOOL: A CASE STUDY IN SMP AL-ISLAM 1 SURAKARTA

THESIS

  

By:

RHEZA KUSUMAWARDANI

S891508036

Written as a Partial Fulfillment of the Requirements for Graduate Education

  

Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

  

2017

  MOTTO You can’t improve your life without trying something new.

  Markus Almond

  DEDICATION This thesis is dedicated to:

   My beloved country, Indonesia  My beloved father and mother, Kusmanto and Amanah  My lovely sister and brother, Endah Retno Kusumastuti and Aria Wijaya Kusuma  My Dragon squad friends  My dear Rumah Jeyuk family  My loyal friends from Pascasarjana 2015  My students from STIKES ‘Aisyiyah Surakarta

  

ABSTRAK

  Rheza Kusumawardani, S891508036, 2017. “Materi Otentik dalam

  

Pembelajaran Reading untuk Sekolah Menengah Pertama: Studi Kasus di SMP

Al-Islam 1 Surakarta”. Sebuah Thesis. Pembimbing Pertama: Prof. Drs. Riyadi

  Santosa, M.Ed, Ph.D; Pembimbing Kedua: Dra. Dewi Roschsantiningsih, M.Ed, Ph.D; Pendidikan Bahasa Inggris, Program Pascasarjana, Universitas Sebelas Maret.

  Penelitian ini bertujuan untuk: 1) menginvestigasi penggunaan materi otentik dan jenis materi otentik yang digunakan oleh guru di SMP Al-Islam 1 Surakarta; 2) menyelidiki kegiatan reading apa saja yang bisa dilakukan dengan menggunakan materi otentik; 3) mengidentifikasi indikator reading apa saja yang bisa ditingkatkan menggunakan materi otentik dalam pembelajaran reading; 4) menginvestigasi faktor apa saja yang mempengaruhi guru untuk menggunakan materi otentik sebagai materi tambahan dalam mengajar reading; dan 5) mengidentifikasi peran guru dalam mengajar menggunakan materi otentik.

  Penelitian ini merupakan penelitian studi kasus yang dilaksanakan di SMP AL-Islam 1 Surakarta. Sample penelitian dipilih memlaui purposive sampling yaitu satu guru baha Inggris dan delapan siswa dari kelas VIII SMP. Selain itu, pengumpulan data dalam penelitian adalah observasi, interview, dan analisis dokumen. Sementara itu, teknik untuk menganalisis data tersebut diadopsi dari teknik “bottom-up” yang dibuat oleh Cresswell.

  Penemuan dari penelitian ini adalah: 1) materi otentik yang digunakan oleh guru kelas VII dari SMP Al-Islam 1 Surakarta adalah, teks yang diperoleh dari internet, buku cerita, video, dan gambar; 2) kegiatan reading yang bisa dilakukan dengan menggunakan materi otentik sebagai materi tambahan adalah membaca dengan lantang, galeri berjalan, mengisi titik-titik, menyusun paragraf, mengerjakan cloze task, tanya jawab singkat, mentransfer informasi, menganalisis teks, dan menanyakan kosa kata; 3) melalui materi otentik penguasan kosakata dan kemampuan siswa dalam memahami teks reading bisa meningkat; 4) alasan menggunakan materi otentik adalah karrena adanya siswa yang tidak termotivasi dan ketidak sesuaian materi dalam buku pelajaran dan untuk meciptakan suasana kelas yang lebih hidup; dan 5) peran guru dalam pelajaran reading dengan menggunakan materi otentik adalah sebagai menejer dan nara sumber. Hasil penelitian menunjukan bahwa materi otentik dapat membantu guru mendisain kegiatan reading yang lebih hidup dan bervariasi. Disamping itu, hasil penelitian juga menunjukan bahwa penguasan kosakata dan pemahaman siswa terhadap teks reading dapat meningkat dengan menggunakan materi otentik.

  

Kata Kunci: materi otentik, pengajaran reading, aktifitas dalam membaca

  

ABSTRACT

  Rheza Kusumawardani, S891508036, 2017. “Authentic Materials in Teaching

Reading for Junior High School: A Case Study in SMP Al-Islam 1 Surakarta”.

A Thesis. First Consultant: Prof. Drs. Riyadi Santosa, M.Ed, Ph.D; Second Consultant: Dra. Dewi Roschsantiningsih, M.Ed, Ph.D; English Department, Graduate Program, Sebelas Maret University.

  This study aimed at: 1) investigating what kinds of authentic materials are used by the English teacher of SMP Al-Islam 1 Surakarta; 2) exploring the reading activities that could be done using authentic material; 3) identifying the reading indicators that can be improved by using authentic material; 4) investigating the factors that influence teacher’s decision in using authentic material as reading supplementary materials; and 5) identifying teachers’ role in the use of authentic material in teaching reading.

  This study applied qualitative case study design conducted at SMP Al- Islam 1 Surakarta. The subjects of this study were chosen through purposive sampling, i.e. an English teacher and some eighth grade students of SMP Al-Islam

  1 Surakarta. The data of this study were obtained from observation, interview, and documents analysis. Meanwhile, the analysis technique was adopted from the “bottom-up” approach designed by Creswell.

  The findings of this study are: 1) The authentic materials used by the eighth grade teacher of Al-Islam Junior High School are texts obtained from the internet, printed story book, videos, and pictures; 2) The reading activities conducted by the eighth grade teacher of Al-Islam Junior High School through the use of authentic materials as supplementary materials are reading aloud, walking gallery, filling in blanks, rearranging jumbled paragraphs, doing cloze tasks, having short answer tasks, conducting information transfer, having text analysis, and doing some vocabulary ordering; 3) Through the use of authentic materials, students’ vocabulary mastery and ability in understanding reading text improve; 4) The reasons for using authentic materials are demotivated students and unappealing English text book material, and also to create lively atmosphere in the classroom; and 5) The teacher’s roles in the use of authentic materials in reading lessons are as a manager and a resource provider. The result of this study shows that authentic materials can help the teacher design various lively reading activities. Besides, the result of the study also indicates that students’ vocabulary and text understanding can be improved through the use authentic materials in teaching reading.

  Keywords: authentic material, teaching reading, reading activities

  ACKNOWLEDGEMENT

  Alhamdulillah, first of all, I would like to thank to Allah SWT who has given health, chance, blessing and guidance, so that I am able to finish this thesis as one of the requirements for achieving Graduate Degree in English Department, Teacher Training and Education Faculty, Sebelas Maret University.

  I realize that I can never complete this thesis without the assistance of so many people. So, I would like furthermore, to express the deepest appreciation and sincere thanks to:

  1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University for his permission to write this thesis.

  2. The Head of English Education Department of Graduate Program of Sebelas Maret University for his support and approval to do the research for this thesis.

  3. Prof. Drs. Riyadi Santosa, M.Ed, Ph.D., as the first consultant, for his great guidance, suggestions, advice, patience, and extra time to make this thesis better.

  4. Dewi Rochsantiningsih, M.Ed, Ph.D., as the second consultant, for her great guidance, helpful, correction, and advice from the beginning until the end to the completion of this thesis.

  5. The Head Master of SMP Al-Islam 1Surakarta, for his permission to conduct the research, and the English grammar lecturer who has helped the writer in completing the data collection.

  6. The students of class VIII in SMP Al-Islam 1 Surakarta.

  Last but not least, words of appreciation are extended to everyone who cannot be mentioned individually by the writer. The writer thanked for their supports, encouragements, advices, care, smile, and assistance directly or indirectly.

  Finally, I realize that this thesis is still far from being perfect. So, I would be very pleased for all the suggestion, criticism, and comment for this thesis better. I hope that this thesis will be useful for the readers.

  Surakarta, November 2017 Rheza Kusumawardani

  

TABLE OF CONTENTS

TITTLE i APPROVAL

  ii

  LEGITIMATION iii PRONOUNCEMENT iv MOTTO v DEDICATION vi ABSTRACT vii ACKNOWLEDGEMENT

  viii

  TABLE OF CONTENT x LIST OF TABLES xiv LIST OF APPENDIXES xv

CHAPTER 1: INTRODUCTION A. Background of the Study1 B. Research questions 9 C. Objectives of the Study9 D. Significance of the Study10 CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoritical Review12

  1. Reading 12

  a. Definition of Reading12 b. Activities of Reading 13

  c. Micro and Macro Skills of Reading15

  d. Reading Strategies18

  e. The Objective of Reading19

  f. The Problem of Reading20

  2. Authentic Material 22

  a. Definition of Authentic Material 22

  b. Types of Authentic Material 23

  c. Criteria for Selecting Authentic Material

  24

  d. Advantages and Disadvantages of Authentic Material24

  3. Scientific Approach26

  4. Teacher’s Role 29

  B. Review of Relevant Studies30

CHAPTER III: RESEARCH METHOD A. Setting of the Research41 B. Research Design 41 C. Sources of Data42 D. Data Collection Technique 44 E. Data Validity 46 F. Data Analyzing Technique48 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings52

  1. The Types of Oral of Authentic Material 52

  2. Reading Activities Conducted by the Teacher 55

  3. Reading Indicators that can be developed through the Use of Authentic Material 61

  4. Factors in Using Authentic Material as Reading Supplementary Material 65

  5. The Role of the Teacher 71

  B. Discussion72

CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion79 B. Implication 80 C. Suggestion 81 REFERENCES82 APPENDICES85

  

LIST OF TABLES

Table 2.1 Reading Indicators 18Table 2.2 Scanning Assessments 18Table 2.3 Scientific Approach Stages 28Table 3.1 Research Schedule 41Table 3.3 Summary of Data Collection 46Table 4.1 Summary of Research Finding 28Table 4.2 The Types of Authentic Material Used by Teacher in Teaching Reading

  52 Table 4.3 The Reading Activities Conducted by The Teacher 55

Table 4.4 The Indicators of Reading that can be developed through Authentic

  Material 64

Table 4.5 The Factors in Using Authentic Material 63Table 4.6 The Roles of Teacher in Teaching Reading through Authentic Material

  69

LIST OF APPENDICES

  Appendix 1Note of Observations Observation 1a 86 Observation 1b

  90 Observation 1c 94 Observation 1d 97

  Appendix 2 Interview Transcripts Teacher 2a 101 Student 2b 111 Student 2c 116 Student 2d 119 Student 2e 122 Student 2f 126 Student 2g 129 Student 2h 133 Student 2i 135 Student 2j 139 Student 2k 141

  Appendix 3 Documents Lesson Plan 3a 144 Lesson Plan 3b 162 Lesson Plan 3c 171 Lesson Plan 3d 183 Students’ Assignment 196