AN INVESTIGATION OF APPROACHES TO TEACHING READING USED BY A TEACHER IN A JUNIOR HIGH SCHOOL IN BANDUNG.
AN INVESTIGATION OF APPROACHES TO TEACHING READING USED BY A TEACHER IN A JUNIOR HIGH SCHOOL IN BANDUNG
A Thesis
Submitted as Partial Fulfillment of the Requirements to Obtain Strata Two (S2) Degree
Written by: Gita Rahmi
1201297
ENGLISH DEPARTMENT
SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
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AN INVESTIGATION OF APPROACHES TO TEACHING READING USED BY A TEACHER IN A JUNIOR HIGH SCHOOL IN BANDUNG
Oleh Gita Rahmi
M.Pd. UPI, 2014
Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Sekolah Pascasarjana (SPs)
© Gita Rahmi 2014 Universitas Pendidikan Indonesia
Juli 2014
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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ABSTRACT
This thesis reports teacher’s approaches to teaching reading to seventh-graders in a junior high school in Bandung, West Java. The study focuses on analyzing
approaches used by the teacher in teaching reading. The teacher’s problems in teaching reading, the students’ opinions on reading activities and the effect of the
activities to the students’ reading skills were also analyzed. This study has been
informed by theory of teaching reading, including bottom-up, top-down, interactive and new literacy approaches.
This study uses a qualitative descriptive design and adopts characteristics of a case study. The data are collected by using classroom observation for seven meetings where the researcher acts as non-participant observer, open-ended questionnaires which are delivered to the teacher and the students, interview with
the teacher and the students as well and document analysis from students’
progress test (also called ulangan harian). The teaching activities are analyzed and classified based on three teaching stages proposed by Wallace (1992).
The findings reveal that the teacher uses an eclectic approach in teaching reading. The data can be discovered through reading activities conducted by the teacher which show that she teaches reading by applying review, brainstorming, preview and pre-reading questions in her pre-reading stage; silent reading, reading aloud, questioning, showing some texts and discussing the linguistic choices or features, vocabulary study and translating in her while-reading stages; and follow-up activity and retelling activity in her post-reading stages. Further, the teacher’s
problems in teaching reading are students’ lack of participation, teacher’s lack of
theoretical knowledge of EFL teaching, vocabulary-oriented teaching and teacher-centered teaching. Moreover, the students have both positive and negative opinions on the activities. Some students find that the activities are interesting and challenging, while the other students think the activities are difficult and boring. Therefore, the activities affect the students’ reading skills positively and
negatively. The increase and decrease of students’ scores for some skills
presumably occur because texts, number of reading skills and number of questions tested in test 1 and test 2 are different.
Based on the findings, it is suggested that the teacher considers the roles of curriculum, syllabus and lesson plan in teaching reading. Then, teacher should
recognize the students’ needs and conditions so she can apply the right activities
in the appropriate context. Last, government should conduct training for the
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
ABSTRAK
Tesis ini membahas tentang pendekatan yang digunakan guru dalam pengajaran reading untuk siswa kelas tujuh di sebuah sekolah menengah pertama di Bandung, Jawa Barat. Penelitian ini fokus pada analisis tentang pendekatan yang digunakan oleh guru dalam pengajaran reading. Permasalahan yang dihadapi guru dalam mengajar reading, pendapat siswa tentang kegiatan reading dan pengaruh kegiatan reading di kelas terhadap kemampuan siswa dalam membaca juga dianalisis. Penelitian ini didukung oleh teori pengajaran reading yang meliputi bottom-up, top-down, interactive dan new literacy approaches.
Penelitian ini merupakan penelitian deskriptif dan kualitatif dan juga memiliki sifat-sifat seperti studi kasus. Data dikumpulkan melalui observasi sebanyak tujuh kali pertemuan yang mana peneliti hanya berperan sebagai pengamat, melalui kuesioner terbuka yang diberikan kepada guru dan para siswa, melalui wawancara yang dilakukan terhadap guru dan para siswa dan melalui dokumen yang diambil dari ulangan harian siswa. Aktivitas pengajaran dianalisis dan diklasifikasikan berdasarkan teori tiga tahapan pembelajaran reading yang dikemukakan oleh Wallace (1992).
Hasil penelitian menunjukkan bahwa guru menggunakan pendekatan eklektik dalam pengajaran reading. Data bisa dilihat melalui kegiatan-kegiatan reading yang dilakukan guru yang menunjukkan bahwa dia mengajar reading dengan menerapkan review, brainstorming, preview dan pre-reading questions pada kegiatan pendahuluan; silent reading, reading aloud, questioning, showing some texts and discussing the linguistic choices or features, vocabulary study dan
translating dalam kegiatan inti; dan follow-up activity dan retelling activity dalam kegiatan akhir. Selanjutnya, guru memiliki beberapa kendala dalam pengajaran reading seperti kurangnya pengetahuan guru mengenai pengajaran EFL, pengajaran yang berorientasi pada keutamaan penguasaan kosakata dan pengajaran yang terpusat pada guru. Kemudian, para siswa memiliki pendapat yang beragam, baik yang positif maupun negatif, terhadap kegiatan-kegiatan tersebut. Beberapa siswa menganggap kegiatan tersebut menarik dan menantang, namun siswa yang lainnya berpendapat bahwa kegiatan tersebut sulit dan membosankan. Lalu, kegiatan-kegiatan tersebut juga memberikan pengaruh positif dan negatif terhadap kemampuan siswa dalam membaca. Peningkatan dan penurunan nilai para siswa untuk beberapa skill dalam reading diyakini terjadi karena teks, jumlah skill dan jumlah pertanyaan yang diujikan pada tes 1 dan tes 2 berbeda.
Berdasarkan hasil penelitian tersebut, guru disarankan untuk mengutamakan penggunaan kurikulum, silabus dan Rencana Pelaksanaan Pembelajaran (RPP) sebagai pedoman dalam pengajaran reading. Guru sebaiknya mengetahui keadaan dan kebutuhan para siswa sehinggga dia bisa menerapkan kegiatan yang sesuai
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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dengan kondisi siswa. Kemudian, pemerintah sebaiknya membuat pelatihan untuk guru mengenai pengajaran bahasa Inggris sehingga kemampuan guru dalam mengajar bisa ditingkatkan.
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
APPROVAL PAGE ... i
DECLARATION PAGE ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... iv
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
CHAPTER I...1
1.1 Background of the Study ... 1
1.2 Research Questions ... 3
1.3 Purpose of the Study ... 4
1.4 Scope of the Study ... 4
1.5 Significance of the Study ... 5
1.6 Key Terms ... 5
1.7 Organization of Writing ... 6
CHAPTER II ...7
2.1 The Nature of Reading ... 7
2.2 Approaches to Teaching Reading ... 9
2.2.1 Bottom-up Approaches ... 9
2.2.1.1 Nature of Bottom-up Approaches ... 9
2.2.1.2 Teaching Stages ... 12
2.2.1.3 Criticism of Bottom-up Approaches ... 14
2.2.2 Top-down Approaches ... 15
2.2.2.1 Nature of Top-down Approaches ... 15
2.2.2.2 Teaching Stages ... 17
2.2.2.3 Criticism of Top-down Approaches ... 20
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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2.2.3.1 Nature of Interactive Approaches ... 21
2.2.3.2 Teaching Stages ... 23
2.2.3.3 Criticism of Interactive Approaches ... 26
2.2.4 New Literacy Approaches ... 26
2.2.4.1 Nature of New Literacy Approaches... 26
2.2.4.2 Teaching Stages ... 28
2.2.4.3 Criticism of New Literacy Approaches... 30
2.3 Eclectic Approach ... 31
2.4 Teacher’s Problems in Teaching Reading in EFL Context ... 32
2.5 Students’ Opinions on the Activities Applied by the Teacher in Teaching Reading ... 33
2.6 Reading Skills ... 35
2.7 Related Researches ... 37
CHAPTER III ...40
3.1 Research Design ... 40
3.2 Site and Participant ... 41
3.3 Techniques of Data Collection ... 41
3.3.1 Observation ... 41
3.3.2 Questionnaire ... 42
3.3.3 Interview ... 43
3.3.4 Document Analysis ... 43
3.4 Techniques of Data Analysis ... 44
CHAPTER IV ...45
4.1 Data from Observation ... 45
4.1.1 Teacher’s Approaches in Teaching Reading ... 45
4.1.1.1 Pre-reading Stage ... 46
4.1.1.2 While-reading Stage ... 52
4.1.1.3 Post-reading Stage ... 62
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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4.2 Data from Questionnaire ... 67
4.2.1 Teacher’s Approaches in Teaching Reading ... 67
4.2.2 Teacher’s Problems in Teaching Reading ... 77
4.2.3 Students’ Opinions on Reading Activities Applied by the Teacher ... 77
4.3 Data from Interview ... 91
4.3.1 Teacher’s Approaches in Teaching Reading ... 91
4.3.2 Teacher’s Problems in Teaching Reading ... 99
4.3.3 Students’ Opinions on Reading Activities Applied by the Teacher ... 99
4.4 Data from Document Analysis ... 107
CHAPTER V ...112
5.1 Conclusions ... 112
5.2 Limitations of the Research ... 114
5.3 Suggestions ... 115
BIBLIOGRAPHY ...116
APPENDICES ...125
Appendix 1 Samples of Classroom Observation Fieldnotes ...125
Appendix 2 Questionnaire Data ...129
Appendix 2.1 Open-ended Questionnaire for Teacher ...129
Appendix 2.2 Data from Open-ended Questionnaire (Teacher) ...130
Appendix 2.3 Open-ended Questionnaire for Students ...133
Appendix 2.4 Samples of Open-ended Questionnaire Data from Students ...136
Appendix 3 Interview Data ...140
Appendix 3.1 Interview Guide for Teacher ...140
Appendix 3.2 Interview Data (Teacher) ...141
Appendix 3.3 Interview Guide for Students ...144
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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Appendix 4 Document Analysis ...148 Appendix 4.1 Questions of Test 1 ...148 Appendix 4.2 Questions of Test 2 ...150
LIST OF TABLES
Table 4.1 Data from Students’ Reading Test 1 ... 108
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This study attempts to investigate approaches used by a teacher in teaching reading in a junior high school in Bandung. This chapter covers background of the study, research questions, purpose of the study, scope of the study, significance of the study, key term, and organization of writing.
1.1Background of the Study
Reading is an important skill that language learners should master. It is
necessary to develop learners’ ability in understanding information from different
sources, cultures, and countries. It helps them extend their knowledge of world and particular subjects. As stated by Nuttall (1996: 3), people read because they want to get meaning from text they read. Further, Nunan (1999: 251) and Nation (2009: 49) also inform that people read because they want to get information, get instruction on how to do something, act in play, communicate with friends, know the condition and location of particular thing, know what is happening or has happened, and for getting enjoyment or excitement. So, it can be said that reading brings many advantages to the students.
Reading is defined as a fluent process that involves the reader and the reading material in building meaning (Anderson, 1999: 1). It is also said as the ability to understand information in the text and interpret it appropriately (Grabe & Stoller, 2002: 9). Hence, the students need to have ability to comprehend the text so they can build the meaning, understand the message that the writer conveys through the text and answer the questions related to the text. Furthermore, reading is also a part of language skills that is taught in EFL teaching in the school (Depdiknas, 2006; Kemendikbud, 2013). In the regulation of 2013 National Curriculum of Indonesia, teaching reading in the junior high school aims to make students able to read and to understand meanings of various
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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texts. The students learn some skills and strategies to comprehend the text like scanning, skimming, previewing and predicting, finding main ideas and details and identifying text structures and genres. Additionally, as informed by Susanti (2009), reading takes the biggest part in national examination in Indonesia which is up to 70 percents of the questions related to reading comprehension.
In Indonesia, English has been taught since the early ages. As reported by Sunggiwati and Nguyen (2013: 80), it is a compulsory subject for three years in grades 7-9 and three years in grade 10-12. Since students have learned English for many years in the school, it is presumed that they would already have good reading ability. However, Nur (2004, in Sunggiwati and Nguyen, 2013: 81) found that most of the students can hardly understand English effectively. This fact is supported by Nunan (1999: 249-250) that states the students still do not have good reading ability although the more time has been spent to teaching reading. This condition might occur because reading in a foreign language is more challenging as the students do not speak English and have the classroom only as the place to
learn English. Based on the researcher’s previous research in a college, it was also
found that reading was a skill that is hard to do for the students. There were some problems that students faced in reading like lack of skills and lack of vocabulary (Rahmi, 2012).
Moreover, teachers have a significant role in order to make students have good reading skills and abilities like applying teaching approaches that are
suitable for students’ needs and conditions and conducting appropriate activities in the teaching process. This means that producing a good language learner who has good reading ability is a challenge for the EFL teachers. They must understand the activities to use in teaching process. As indicated by Wallace (1992), the teachers can help students in reading by applying some activities such as brainstorming, previewing and questioning. Therefore, Wallace (1992), Brown (2001), and NCLRC (2003) suggest three phases of teaching reading process in
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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the classroom; pre-reading, while-reading, and post-reading. Teacher can apply various activities in each stage. In addition, Hudson (2007) classifies the teaching activities under some approaches like bottom-up approaches, top-down approaches, interactive approaches and new literacy approaches which cover whole language approaches, phonics approaches, behaviorist approaches, cognitive approaches and psycholinguistics approaches.
Since English is widely used now and reading is one of the important skills that should be mastered, teacher is expected to teach reading by applying theories proposed by experts. Conversely, based on observation and interview to some teachers, it was found that some teachers still applied the traditional
approach to teaching reading. They still focused on developing the students’
vocabulary and preparing the students to face examination. This fact reflects the
teachers’ view in teaching reading. As stated by Vacca, et al., (2006: 35), the way teachers teach in the classroom reflects their belief or view on teaching reading.
This means that teachers’ view on teaching reading is very important to find out.
Therefore, based on the explanation above, it can be said that reading is an important skill that the students need to master. The students need to have good reading skills in order to have good reading ability and the teachers have significant role to make the students achieve that ability. The teachers might apply various teaching activities in teaching reading as her application of approaches that she believed in. For these reasons, this research investigated approaches used by the teacher in teaching reading in a junior high school in Bandung that were reflected in the application of reading activities from some approaches; bottom-up, top-down, interactive and new literacy approaches. Further, the teacher’s
problems and the students’ opinions on the activities were also analyzed and the effects of the activities to the students’ reading skills were also investigated
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2Research Questions
This research was conducted to answer the questions below: 1. What approaches were used by the teacher in teaching reading? 2. What were the teacher’s problems in teaching reading?
3. What were the students’ opinions on reading activities applied by the teacher?
4. How did reading activities applied by the teacher affect students’ reading skills?
1.3Purpose of the Study
This research was set to find out:
1. The approaches used by the teacher in teaching reading. 2. The teacher’s problems in teaching reading.
3. The students’ opinions on reading activities applied by the teacher.
4. The effect of reading activities applied by the teacher to students’ reading skills.
1.4Scope of the Study
The focus of the study was on analyzing the teacher’s approaches and problems in teaching reading in junior high school, the students’ opinions on reading activities applied by the teacher and the influence of the activities to the
students’ reading skills. Reading activities conducted by the teacher were observed in order to know what approaches that she applied in the teaching process. The approaches were seen through the application of reading activities that were adopted from theories proposed by some experts like Wallace (1992),
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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Anderson (1999), Nunan (1999), Brown (2001), Grabe & Stoller (2002), NCLRC (2003) and Hudson (2007). The students’ opinions were also investigated in order to find how the students viewed reading activities applied by the teacher. Therefore, the influence of the activities to the students’ reading skills was viewed
by analyzing the students’ progress tests called “Ujian Harian” qualitatively.
Since the role of researcher was as a non-participant observer, the students’ reading skills analyzed were genuinely based on tests provided by the teacher. The setting was a junior high school in Bandung. The subjects were one EFL teacher and a group of students from her class.
1.5Significance of the Study
Theoretically, it is very important to find out the teacher’s approaches and problems in teaching process, the students’ opinions on reading activities and the
influence of the activities to the students’ reading skills. By investigating those problems, this research is expected to show and socialize the better ways and activities applied by the teacher in teaching reading. This research can also be reference for further research about the same research problem. Professionally, this research is expected to give contribution to teaching reading in school level and university level as well. Hopefully, the result of this research will show the activities commonly used and the problems frequently faced by the teacher in teaching reading. Practically, besides giving contribution to the researcher, the students, and the teacher, the result of this research is assumed to contribute to the improvement of teaching reading in the school because it revealed the approaches that the teacher mostly used and the problems that she often faced.
1.6Key Terms
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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1. Reading: a source of knowledge and enjoyment which needs complex process and interactive process between the writer and readers in order to get comprehension of the text.
2. Approach: a set of assumptions dealing with the nature of language, learning and teaching (Anthony as cited in Richards & Rodgers, 2001; Brown, 2001) 3. Teaching activities: the activities used by teachers in teaching.
4. Opinions: evaluative belief and view that involve a person’s judgment about the likelihood of events or relationships regarding some object and involve evaluations of an event or object on specific dimensions.
1.7Organization of Writing
The background of the problems has been already explained. The next chapter discusses literature related to reading, approaches to teaching reading, problems in teaching reading, opinions and reading skills. The third chapter is about research methodology that elaborates research design, the participant and setting of the research, research instrumentation, and data collection and analysis. The fourth chapter talks about findings and discussions of the research. Finally, the last chapter or chapter five is about the conclusions of the research and the suggestions for the further research.
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology that was used in the study. It covers research design, site and participant, techniques of data collection and techniques of data analysis.
3.1 Research Design
This research used qualitative descriptive design because of several reasons. First, it described and investigated teacher’s approaches to teaching reading and the problems they experienced in the teaching process and the
students’ opinions on the activities applied by the teacher. It is in line with
McMillan& Schumacher (2006) that say descriptive designs are used to summarize the current and the past status of phenomena and Gay (2009) that states descriptive research involves collecting data in order to test hypothesis or to answer questions concerning the current status of the subject of the study. So, the phenomena that were described here were the teacher’s approaches and problems in teaching reading, the students’ opinions about reading activities and the effects of the activities to the students’ reading skills.
Then, since this kind of study determines and reports the way things are, this study explained and explored the approaches used by the teachers in teaching reading to the students. The problems were perceived through the observation and
the participants’ view. As argued by Cresswell (1998: 15), McMillan &
Schumacher (2001), Holliday (2002), Gray (2004: 320) and Snape & Spencer (2003), a qualitative research is an investigation process of comprehension based on discrete methodological traditions of inquiry that examine people’s problem, actions, belief, thought and perception in individual and social life. Further, the
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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students’ opinions on teaching reading activities were also analyzed qualitatively
because the data were collected by using open–ended questions.
3.2 Site and Participant
This research was conducted in a school in Bandung. This school was selected as the setting because it was established as the model school under the policy of a university. Therefore, it was chosen as the setting of the research because it was also accessible. The participants were one EFL teacher that taught in grade seven and a group of students from her class. It was presumed that the students also had the same ability level. The students chosen as participant were about 25 students. The participants were selected by using purposeful sampling. As stated by Maxwell (1996: 70) and Alwasilah (2011: 103), the participants chosen are the ones who can give the important and appropriate information that the other people cannot provide.
3.3 Techniques of Data Collection
In collecting the data in qualitative research, as stated by Maxwell (1996: 76), Alwasilah (2011: 105-106) and Silverman (2012: 212), it is better to use triangulation strategy because the data will be valid and reliable. Triangulation strategy in collecting data is a strategy that combines more than one method of collecting data for research. Using only a single method in gaining the data cannot provide enough data and description of the phenomena happen in doing qualitative research. Therefore, in this study, the data were collected through:
3.3.1 Observation
Observation was done to get data about the teacher’s approaches and problems in teaching reading. So, the approaches that teacher used were reflected through the activities that she applied in teaching process. Observation was
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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conducted because it could help researcher record information as it occurred in a setting and observed actual behavior of the teacher in teaching reading and the students in responding and learning. What teachers did to teach reading was the reflection of their knowledge and belief in teaching reading. So, observation is one way to define teachers in teaching reading because it can inform what they do and why they do it (Vacca, et al., 2006: 35). Observation is the process of collecting open-ended, firsthand data through observing people and places at a research site (Creswell, 2009: 181; Creswell, 2012: 213). In this study, the researcher had role as a nonparticipant observer because she only visited the site and recorded the data without involving or participating in the activities (McMillan & Schumacher, 2001; Creswell, 2012: 213; Fraenkel, Wallen & Hyun, 2012: 446).
The observation was done for seven meetings and it was adjusted to the teacher’s schedule in teaching reading in the class. The observation was conducted in the first half semester. The data were gathered by using video tape and an observational protocol. As stated by Creswell (2012: 216), an observational protocol is a form made to note information during an observation. The information noted or field notes can be chronology of events, a detailed portrait of individuals, and situation in the setting. By conducting the observation, teacher’s approaches and problems in teaching reading were unveiled.
3.3.2 Questionnaire
Questionnaire was used to find teacher’s approaches and problems in
teaching reading and the students’ opinions on reading activities applied by the
teacher. As stated by Wallace (2001: 124), Gray (2004: 187), Cohen et al., (2007: 317) and Dornyei & Taguchi (2010: 3), questionnaire is a written instrument with
series of questions that is used to gather information about participants’
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
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because this research aimed to explore the teacher’s reasons to employ the activities in teaching reading and the students’ opinions on the activities used by the teacher.Further, teacher’s teaching approaches could be reflected through her answer of questionnaire. Additionally, the students’ opinions were categorized to be positive and negative opinions later.
3.3.3 Interview
Interview was done to get more information as clearly as possible about the teacher’s approaches and problems in teaching reading and the students’ opinions on their teacher’s teaching activities. It can enable the participants to discuss and share phenomena from their point of view (Cohen, 2007: 349). Interview is a purposeful interaction in which a person gets information from other people (Gay, 2009:36). It can also be said as the interaction that occurs between interviewer and interviewee (Gillham, 2000: 1; Kvale 2007 in Liamputtong, 2009: 43). This research used semi structured interview where researcher only used the important points or general ideas as the guide to interview the interviewee (Nunan, 1992: 149; Emilia, 2011). This kind of interview combines a certain degree of control with a certain degree of freedom to develop the interview (Wallace, 2001: 147). Semi structured was chosen because the purpose of the research was to find the approaches used by the teacher in teaching reading and the problems she encountered during the process.
Before doing the interview, several questions were discussed with advisors so that the questions chosen were really appropriate with the topic. During interview, the researcher asked the teacher to explain her view about teaching reading, her reasons for applying certain teaching activities and the problems she faced during teaching process. The questions were developed during the interview. The interview was recorded by using recorder and also noted in written form.
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An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.3.4 Document Analysis
Document analysis was used to find the students’ reading skills after being taught by the teachers by using particular activities from some approaches. Document analysis is a technique to collect data by investigating the contents that are relevant to the research (Connole, Smith and Wiseman, 1993; Emilia, 2011). The documents used were the students’ answer sheets. Since the role of researcher was as non-participant observer, the reading skills analyzed were just the ones that the teacher tested to the students. Consequently, the explanation in this research was limited to be about some certain skills only.
3.4 Techniques of Data Analysis
The data were analyzed during and after data collection to avoid delay and decrease memories. This is in line with the principles of data analysis that are proposed by Krueger (1998) in Murni (2011) about data analysis to avoid
‘jeopardized by delay’. The data were analyzed based on the instruments (Cohen,
2007: 468) because it makes the analysis become more comprehensive (Emilia, 2012: 204). Then, the data were connected to the theories about teaching approaches and teaching activities from some experts. The data from observational protocol, field notes, questionnaires, interview transcripts and document analysis were analyzed qualitatively and given overview as initial step in qualitative analysis.
Furthermore, the data were analyzed by conducting three steps (Maxwell, 1996: 78-79). First, the researcher wrote important thing in memo during analyzing the data. It was very useful since the researcher could write down and analyze the important things. After that, the researcher did categorizing or coding. The purpose of coding in qualitative research is to compare the data within and between the categories and to help in developing the theoretical concepts of the data. Then, it can help to sort the data into broader themes and issues. The last one was contextualizing strategies. This is the way to understand the data in context.
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Then, the data were described and teachers’ approaches and problems in teaching
reading and students’ opinions were revealed.
Moreover, descriptive statistics was also used in analysis the data from document analysis to see the percentage of the students’ score in each skill. The formula suggested by Sudjana (1991) was used.
P=
Where: P= percentage F= Frequency
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSIONS, LIMITATIONS AND SUGGESTIONS
This chapter contains three parts. The first part is about the conclusions of the research, the second part is about the limitations of the research and the last part is about the suggestions for teachers who are concerned with teaching English, especially teaching reading and the future researchers that will discuss the same topic.
5.1 Conclusions
This research was conducted to find out the teacher’s approaches and problems in teaching reading, students’ opinions on the activities conducted by the teacher and the effect of the activities to the students’ reading skills. This study was conducted in one junior high school in Bandung and the participants were an English teacher and a group of students of one class that she taught. Based on the findings, there are some conclusions that can be drawn from this research. With regard to research questions, the data are concluded as follow.
First, the data reveal that the teacher tended to use eclectic approach to teaching reading in that she conducted the activities adopted from bottom-up, top-down, interactive and new literacy approaches in her teaching process. Based on the observation, teacher applied review, brainstorming, preview and pre-reading questions in her pre-reading stages; applied silent reading, reading aloud, questioning, showing some text and discussing the linguistic choices or features, vocabulary study and translating in her whilst-reading stages; and applied follow-up activity and retelling activity in her post-reading stages. These activities are in line with the approaches mentioned above.
Therefore, the teacher admitted that her goal to teach reading was to
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
that she believed that the students must master vocabulary before they could be able to get comprehension of text that they will read. For this belief, she conducted some activities above in teaching reading and tried to emphasize the importance of mastering vocabulary to the students.
Further, there were some problems that the teacher faced in teaching reading. First of all was the students’ lack of participation during reading activity. Based on the data from observation, it was clear that not all students participated during reading activity in the class. There was also a tendency that male students were more active than female students. The teacher also admitted this case was a problem in her class.
Then, the teacher seemed to have problem in EFL knowledge. She refused to show her lesson plan to the researcher. Then, her teaching process was also teacher-controlled teaching. Consequently, she talked much more than the students. This might happen because the students did not actively participate in the class so the teacher might think to explain much more. Further, she employed many activities during teaching reading in a meeting and did not focus on certain activities that can be used to develop students’ ability. For example, teacher used brainstorming, silent reading, pre-reading questions, vocabulary study, questioning, translating and retelling activity in a meeting (Observation 1, February 18, 2014).
Moreover, the teacher also highly emphasized the importance of vocabulary during the class so it seemed that her teaching process was vocabulary-oriented. She included vocabulary activity in some activities that she used in teaching reading. For example, she included vocabulary study in questioning activity, reading aloud, translating, showing some texts and retelling activity. She also asked the students to find certain verbs and translate them into Indonesian. Furthermore, full English use in teaching process was also the
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
problem in this study. Since the teacher mainly talked in English, the students admitted that it was hard for them to understand the lesson when the teacher used full English in the class.
Therefore, based on the data from questionnaire and interview, the students actually had positive opinions on reading activities applied by the teacher in teaching reading. They admitted that they understood when the teacher taught them by using some activities that involved media (picture and PowerPoint) and the students themselves. The students admitted that some activities were interesting, fun and challenging. However, there were also some students that had negative opinions on the activities. They felt embarrassed when the teacher corrected their mistakes directly in front of their friends. They also had negative opinions because the teacher often used full English during teaching and it made them feel confused of the lesson. These opinions imply that the activities were actually good and interesting for teaching reading but the teacher needed to adjust the activities to the students’ condition and needs.
5.2 Limitations of the Research
There are some limitations of this study. First, this study only observed one teacher so there were no other teachers that can be used as the comparison. Second, there was no lesson plan or syllabus from the teacher that can be used to help analyze data because she rejected to show these documents to the researcher. Third, since the role of the researcher was as a non-participant observer, the researcher was not involved in preparing the material and test. As a result, documents for analyzing the influences of teaching reading activities to students’ reading skills were purely taken from the tests conducted by the teacher. It means that reading skills analyzed were only the ones tested in the examination.
Nevertheless, the researcher used triangulation strategy in collecting the data to deal with the limitations above. The data were collected by using
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
observation, questionnaire, interview and document analysis. The data were recorded by using video tape and observational protocol. Data from questionnaire were checked and validated by conducting interview.
5.3 Suggestions
Regarding the results of the research, the teacher should consider the roles of curriculum, syllabus and lesson plan in teaching reading. These will help the teacher prepare and teach well in the class and improve the students’ ability in reading.
Further, since the activities applied in teaching process have big influences
on students’ reading ability, it is highly recommended that the teacher can apply
the appropriate activities in teaching reading and adjust it to the students’ needs and condition. This means that she should consider the students’ ability and needs before applying certain activities. She should also understand the theoretical knowledge of teaching like knowledge about teaching approaches, strategies and techniques. Additionally, teacher also needs to review and improve her application of the activities so the students will actively participate in the learning process. Then, the teacher should not always teach in English but sometimes she should use students’ first language because not all students understand English.
Moreover, the teacher is suggested to be able to compose well-designed materials and exercise that can lead the students to become critical readers. Then, in order to make teaching process runs successfully, she should prepare the material and media before teaching and make sure whether the material is available and safe and the teaching media works properly.
Furthermore, since the teacher has known many activities to teach reading, it is very recommended that she gets training for English teacher. It is expected that the training can make the teacher know how to apply the appropriate activities
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in a suitable situation. Therefore, the training can also increase the teacher’s ability and can improve her teaching later.
Lastly, for other researchers who want to conduct the same study, it is suggested that they conduct the study in deeper and more comprehensive ways so the result of the research will be more complete.
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Gita Rahmi, 2014
An Investigation Of Approaches To Teaching Reading Used By A Teacher In A Junior High School In Bandung
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY
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