Learning techniques in english reading class.

LEARNING TECHNIQUES

IN ENGLISH READING CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Yosep Lintangakoso Nugroho Student Number: 011214154

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

LEARNING TECHNIQUES

IN ENGLISH READING CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Yosep Lintangakoso Nugroho Student Number: 011214154

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2008

A Sarjana Pendidikan Thesis on

LEARNING TECHNIQUES

IN ENGLISH READING CLASS

Prepared and Presented by Yosep Lintangakoso Nugroho

Student Number : 01 l2l 41 5 4

Approved by

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Caecilia Tutvafrdari. S.P4.. M.Pd. Major Sponsor

February 15,2008

A Thesis On

LEARI\IIVG TECHNIQUES

IN ENGLISH READING CLASS

by

Yosep Lintangakoso Nugroho Student Numberr 0l l2t4l54

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DefeRdcd B-efonp fhc Board of Sxaminers 0n February 22.2W8

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'Board of Examiners Chairman: Ag. Hardi Prasetyo, S.Pd., M.A, Secretary : Made,Frida Yulia, S.Pd;M.Pd. IVlembers : 1. Caecilia Tutyandari, S.Fd., M.Pd.

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2. Christina Kristiyaili, S.pd.o M.pd. 3. Drs. Concilianus Laos Mbato, M.A.

Yogyakarta, February 22, 2008

Faculty of Teachers Training and Education Dharma Universitv

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STATEFTENT OF WORK'S ORIGINALITY

I Mrcstly doctare that &e thesis I wrob dq€s nd coilrain the wo*s or pafi of the works of c*rer people, except those whieh eitEd in dle guotatim* rud dl6

biiliogr@y, as a scientific peper sbould.

Yogyakart4 Feb'rury trs, 2008 The writer

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Yosep Lintmgakose Nugroho

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama' NIM

: Yosep Lintangakoso Nugroho :011214154

kmi pengernbangan ilmu pngetahuan, sy& mqnbcrikan kepada Peqpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul: LEARNING TECHNIQUES IN ENGLISH REAIING CLASS, beserta prangkat yang diperlukan (bila ada). Dengan demikian saya memberika kepada Perpustakaan Universitas Sanata Dhanna hak untuk mnryimpan" mengalihknn dalam bentuk media laiu der mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di lr*ernet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 19 Maret 2008

Yosep Lintangakoso Nugroho Yang menyata$an

ACKNOWLEDGEMENTS

First of all and foremost, I would like to express my greatest gratitude to Jesus Christ, Mother Mary, and Saint Joseph due to their love, bless, and guidance during my life, especially during my long and hard time in doing this thesis. They always strengthen me and make my life so beautiful and meaningful.

I would like to express my deepest gratitude to my major sponsor,

Caecilia Tutyandari, S.Pd., M.Pd., for her great guidance, encouragement, understanding, criticism, and advice so that I can finish this thesis successfully. I would also like to sincerely express my gratitude to my co-sponsor, Christina Kristiyani, S.Pd., M.Pd., who kindly gave her time to read, correct and give some suggestion and improvement for my thesis.

My gratitude also goes to all lecturers at Sanata Dharma University who have shared me their great wonderful and valuable knowledge. I would also like to thank all university staff especially to chairman and secretariat staff of PBI for helping me with the academic administration.

I sincerely grateful to my beloved parents Gregorius Subagyo and

Mathilda Endang Sawitri, for their endless love and prayer for my success in any work and activities I take. I thank my lovely brothers and sisters, the Hagengs (Dionisius Hageng Nugroho and Imelda Rustanti), Willybrordus Sudrajad Ari Nugroho for his kindness to be my sponsor during my study in PBI, Susana ArdhaniNugroho for her support and attention from distance. I also thank my beloved girlfriend Maria Endah Perwitasari; I thank her for her great understanding, support, time, and prayer during this thesis writing.

My best gratitude goes to Play Performance group of Snow White crew:

Bayu the MD, Anggun the Hulk, Nyot-Nyot the Prince, Puput , Texex, Bobby

the Tarzan, Andre Mr. Leo, Rara the Snow White, Dhee the Hag, Ratri the Croft, Novi the Srikandi, Widi the Thief, Della the Sailormoon, Lia, Peye, and also Julie. It is an honor to know and work with great friends like them. My gratitude also goes to all of my friends at Sanata Dharma University especially students of PBI 2001. I thank them for the good and bad times I got during my study in PBI.

I address my acknowledgements to all my best friends in Youth Center K3AS especially Mo Goeng, pak To, pak Singgih, bu Terry, Brto, Andi Lha-lacht, and Anton Kowoex. I thank them for encouraging me to keep trying the best and never give up. It is great experience to work together and spend the time with them.

I would like to thank all my partners in Division of Emergency and Reconstruction Karitas Indonesia Keuskupan Agung Semarang (KARINA KAS) and Caritas Germany PSO Indonesia. I thank them for the wonderful experiences to share and help others, and for bringing me to the new world, which gives me chances to do and to be the best.

Last but not least, I would like to thank anyone who directly or indirectly took a part in the completion of this thesis and my study, whose names are not mentioned here. I thank them for any support they give so that I could finish this thesis and my study.

Yosep Lintangakoso N.

TABLE OF CONTENTS

TITLE PAGE ... i

PAGES OF APPROVAL ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... vii

LIST OF TABLES ... xi

ABSTRACT ... xii

ABSTRAK ... xiii

CHAPTER I. INTRODUCTION A. Background ... 1

B. Problem Limitation ... 3

C. Problem Formulation ... 4

D. Objectives of the Study ... 5

E. Benefits of the Study ... 5

F. Definition of Terms... 6

CHAPTER II. LITERATURE REVIEW A. Theoretical Description ... 9

1. Language Learning Techniques ... 9

a. Preparing to Read ... 11

b. Answering Comprehension Questions ... 13

c. Reading a Descriptive Text... 14

d. Finding the Meaning from the Text ... 16

2. Language Teaching Methodologies ... 17

a. Communicative Language Teaching ... 19

b. Cooperative Language Learning ... 21

3. Kurikulum Tingkat Satuan Pendidikan ... 24

B. Theoretical Framework ... 27

CHAPTER III. METHODOLOGY A. Research Method ... 29

B. Research Subjects ... 29

C. Research Instruments ... 30

1. Observation Checklist ... 31

2. Field Note ... 32

3. Interview ... 32

4. Questionnaire ... 33

D. Data Gathering Techniques ... 34

E. Data Analysis Techniques ... 35

F. Research Procedures ... 37

CHAPTER IV. RESEARCH DISCUSSION A. Data Presentation ... 39

1. Learning Techniques in Reading Class... 39

a. Introducing the Lesson ... 40

b. Comprehending a Text... 41

c. Comparing English Texts ... 42

d. Translation ... 42

e. Outside Classroom Activities ... 43

f. Independent Learning ... 43

2. The Teacher’s Reasons for Conducting the Learning Techniques ... 44

a. The Teacher’s Reason for the Learning Technique of Introducing the Lesson ... 45

b. The Teacher’s Reason for the Learning Technique of Reading Comprehending a Text ... 45

c. The Teacher’s Reason for the Learning Technique of Translation ... 46

d. The Teacher’s Reason for the Learning Technique of

Outside Classroom Activities ... 47

e. The Teacher’s Reason for the Learning Technique of Independent Learning ... 47

f. The Teacher’s Reason for the Learning Technique of Comparing Two English Texts ... 48

3. Students’ Responses on the Learning Techniques ... 49

a. Students with Positive Response ... 51

b. Students with Negative Response ... 52

c. Students with Undecided Response ... 53

B. Discussion ... 54

1. Learning Activities in English Reading Class ... 55

2. The Teacher’s Reason for Applying the Techniques ... 60

3. Students’ Responses on the Learning Techniques ... 64

a. Students with Positive Response ... 64

b. Students with Negative Response ... 65

c. Students with Collective Response ... 66

CHAPTER V. CONCLUSION AND SUGGESTION A. Conclusions ... 68

1. Learning Activities in Reading Class ... 68

2. Students’ Response on the Learning Techniques ... 70

B. Suggestions ... 71

1. For FutureResearchers ... 71

2. For Students ... 71

3. For English Teachers ... 72

REFERENCES ... 73

APPENDICES

APPENDIX 1. Permission Letter APPENDIX 2. Letter of Consent

APPENDIX 3. Observation Sheet and Data

APPENDIX 4. Recorded Interview with the Teacher APPENDIX 5. Questionnaire Data

LIST OF TABLES

Table 4.1 Number of Students’ Answers in the Questionnaire Table 4.2 Percentage of Students’ Answers in the Questionnaire

ABSTRACT

Nugroho, Yosep Lintangakoso. 2008. Learning Techniques in English Reading Class. Yogyakarta: English Education Study Program, Sanata Dharma University.

Teaching activities are activities that cannot be separated from learning activities. In short, where teaching activities exist, there should be learning activities. What a teacher should consider in teaching is not only transferring knowledge and encouraging students in learning, but a teacher should also consider students learning activities by thinking how to make the learning activities interesting and effective for students with acceptable learning techniques.

Some students categorize reading class as a boring class. English teachers in some schools realize the situation and do some efforts to make the reading class become an interesting class for students. English teachers in SMA Stella Duce 2 Yogyakarta realize that reading class is a class which needs good, interesting, effective learning techniques which are acceptable for and accepted by students.

This study was intended to find out learning techniques the teacher conducts by observing the English reading class. This study was also employed to find out the teacher’s reasons for applying the learning techniques. This study was also aimed to find out students’ responses on the learning techniques.

The research method employed in this study was descriptive research. The research subjects observed in this study were an English teacher and students of grade X in SMA Stella Duce 2 Yogyakarta. Based on the direct observations, the researcher finds that the teacher applies several learning strategies in English reading class. They are: 1) Introducing the Lesson, 2) Comprehending a Text, 3) Comparing English Texts, 4) Translation, 5) Outside Classroom Activities, and 6) Independent Learning.

Based on the interview, the teacher has two general reasons for conducting the learning techniques. The first reason deals with students’ achievement in learning where the teacher drives students to be ready for the final test. The second reason deals with the teacher’s purposes to make the learning techniques interesting and effective for students.

Based on the questionnaire, the researcher finds that there are three general students’ responses on learning technique. Students’ responses refer to their ability to follow the learning activities. The responses are: 1) positive response, which means that students were able to follow the learning activities; 2) negative response, which means that students were not able to follow the learning activities; 3) undecided response, which means that students were some ways able to follow the learning activities but they still found some problems or difficulties in it.

ABSTRAK

Nugroho, Yosep Lintangakoso. 2008. Teknik Pembelajaran dalam Kelas Reading Pelajaran Bahasa Inggris. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kegiatan mengajar tidak dapat dipisahkan dengan kegiatan belajar. Dengan kata lain, di mana kegiatan mengajar berlangsung, pasti berlangsung juga kegiatan belajar. Yang harus dipertimbangkan oleh seorang guru saat dia mengajar bukan hanya tentang mentransfer pengetahuan dan memberi dorongan para murid dalam belajar, tetapi seorang guru juga harus mempertimbangkan kegiatan belajar para murid dengan memikirkan bagaimana membuat kegiatan belajar tersebut menarik dan efektif bagi para murid dengan bantuan teknik pembelajaran yang dapat mereka terima.

Sebagian murid menggolongkan kegiatan belajar Reading sebagai satu kegiatan belajar yang membosankan. Guru-guru mata pelajaran Bahasa Inggris di beberapa sekolah menyadari akan keadaan tersebut dan berusaha membuat kegiatan belajar Reading menjadi kegiatan belajar yang menarik bagi para murid. Guru-guru mata pelajaran Bahasa Inggris di SMA Stella Duce 2 Yogyakarta menyadari bahwa kegiatan belajar Reading adalah kegiatan belajar yang membutuhkan teknik pembelajaran yang baik, menarik, dan efektif, yang bisa diterima oleh murid-murid.

Penelitian ini bertujuan untuk mengetahui teknik pembelajaran yang diterapkan oleh seorang guru mata pelajaran Bahasa Inggris dengan mengobservasi kegiatan belajar Reading dalam pelajaran Bahasa Ingrris. Penelitian ini juga bertujuan mengetahui alasan guru dalam melaksanakan teknik pembelajaran tersebut. Penelitian ini juga bertujuan megetahui bagaimana tanggapan para murid akan teknik pembelajaran tersebut.

Berdasarkan hasil observasi, peneliti menemukan bahwa guru yang bersangkutan menerapkan beberapa teknik pembelajaran dalam kelas Reading untuk pelajaran Bahasa Inggris. Teknik-teknik tersebut adalah: 1) Introducing the Lesson, 2) Comprehending a Text, 3) Comparing English Texts, 4) Translation, 5) Outside Classroom Activities, dan 6) Independent Learning.

Berdasarkan hasil wawancara, guru yang bersangkutan mempunyai dua alasan umum dalam menerapakan teknik pembelajaran. Alasan pertama adalah berhubungan dengan pencapaian belajar para murid dimana dia bertujuan mempersiapkan para murid untuk menghadapi ujuan akhir semester. Alasan yang kedua berhubungan dengan tujuan guru yang bersangkutan untuk membuat teknik pembelajaran menjadi menarik dan efektif bagi para murid.

Berdasarkan kuisioner, peneliti menemukan bahwa secara umum terdapat tiga macam tanggapan dari para murid terhadap kegiatan pembelajaran. Tanggapan dari para murid mengacu pada kemampuan para murid dalam mengikuti kegiatan pembelajaran. Tanggapan tersebut adalah: 1) positive response, yang menerangkan bahwa murid dapat mengkuti kegiatan pembelajaran; 2) negative response, yang menerangkan bahwa murid tidak dapat mengkuti kegiatan pembelajaran; 3) undecided response, menerangkan bahwa

murid dapat mengkuti kegiatan pembelajaran akan tetapi masih menemukan masalah atau kesulitan dalam mengikuti kegiatan pembelajaran tersebut.

CHAPTER I INTRODUCTION

This chapter presents introduction on the research conducted by the researcher. This chapter is divided into six parts. They are Background of the Study, Problem Limitation, Problem Formulation, Objective of the Study, Benefits of the Study, and Definition of Terms.

A. Background of the Study

The general understanding on teachers’ task is about teachers’ activities in transferring knowledge to his or her students and in encouraging students to learn the subject. However, teaching activities are activities that cannot be separated from learning activities. In short, where teaching activities exist, there should be learning activities.

The similar understanding on language teaching is proposed by Stern (1983). Stern states that language teaching always implies the language learning as well (Stern, 1983: 21). It explains that in conducting language teaching activities, a teacher needs to consider the students’ language learning. What a teacher must consider in teaching is not only transferring knowledge and encouraging students in learning, but a teacher should also consider students learning activities by thinking of how to conduct the learning activities with effective and interesting techniques for students.

Learning a language, especially a foreign language, is obviously different from learning other subjects. This is because language is a subject in which its

knowledge and skills can be directly implemented or practiced when it is being learned. In addition, the learning activities in language learning generally are to enable the students to use the language in their daily communication activities. A teacher, therefore, needs to consider how he or she can create learning activities which are effective and interesting to help and encourage students in learning. Preparing and then applying proper learning techniques can be one consideration which is expected to be able to help and encourage students in learning. Hence, a teacher needs to conduct learning activities with appropriate techniques in order to make the learning activities interesting and effective for the students. Interesting and effective learning techniques enable students to learn and practice the target language in an interesting and effective way as well.

In learning a language, the learning activities are usually divided based on the language skills; they are listening skill, reading skill, speaking skill, and writing skill. In addition, today’s education trend requires students to be active learners, in which they are expected to actively learn by enriching themselves with any information needed for their study. In this case, reading skill has a crucial role in students’ learning activities. Most of their activities in searching important information are done by reading; they gain information from books, articles, magazines, newspapers or browse articles from the Internet through reading activities. Reading activities are actually not only needed in English subject, but also in all subjects students learn.

Conducting learning activities of reading in native language is considered easier and less complicated for a teacher and for students because both teacher and students are familiar with the language, especially with its grammar and

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vocabulary. When students read a text in foreign language, they have to understand the content of the texts they read, but at the same time they have to understand the grammar of the target language and meaning of the words in order to obtain the correct meaning of words, phrases, clauses, sentences, and other language expressions in the reading texts. These are what a teacher must consider in applying learning techniques in conducting reading activities in foreign language. An English teacher, therefore, should conduct interesting and effective reading class with appropriate and acceptable teaching techniques in order to support students in their learning, especially in English subject. To achieve the interesting and effective English reading class, it is better for teachers to conduct the learning activities with teaching techniques which can be accepted by students.

Some students categorize reading class as a boring class. Most of time in periods is spent for passive language learning activities of reading a text. However, it can be different if teachers could find ways to make reading class interesting. English teachers in some schools realize the situation of reading class and then do some efforts to make the reading class become an interesting class for students. SMA Stella Duce 2 Yogyakarta is a private high school which considers this situation. English teachers in SMA Stella Duce 2 Yogyakarta realize that reading class is a class which needs good, interesting, effective learning activities which are conducted with acceptable learning techniques for students.

B. Problem Limitation

teachers to independently create and organize learning activities along with teaching techniques to support students’ learning process. Teachers are expected to create or organize interesting and effective learning activities and teaching techniques for students so that the students could learn the materials easier.

This study generally aims to find out how teachers conduct the learning activities. This study tries to find out what learning techniques applied by English teachers by analyzing the learning activities conducted by the teachers. How the teachers conduct learning activities and apply learning techniques needs to be observed for better instructional activities and better education’s outputs in the future.

In order to limit the scope of the study in conducting the research, the researcher deals only with the English reading activities conducted by English teachers in SMA Stella Duce 2 Yogyakarta. The observation on the English reading class was generally about how an English teacher conducts and leads students in reading activities. It includes learning activities and learning materials teacher uses. The observation also covers students’ responses on the learning techniques in English reading class applied by teachers.

C. Problem Formulation

This study is expected to be able to answer a question dealing with the research topic. This study generally is to find out how the English teacher in SMA Stella Duce 2 Yogyakarta conducts the English reading class. The specific research questions can be stated as follows:

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reading class?

2. What are the teacher’s reasons in applying the learning techniques? 3. What are the students’ responses on the learning techniques?

D. Objectives of the Study

The general objective of this study is to investigate how English teachers in SMA Stella Duce 2 Yogyakarta conduct the English reading class for their students. Whereas the specific research objectives can be stated as follows:

1. to find out the learning techniques the teacher applies in conducting the English reading class.

2. to find out the reasons why the teacher applies the learning techniques.

3. to find out how the students’ response to the learning techniques. This study aims to find out how teachers apply the learning techniques in English reading class, and then contrasts the result with the students’ acceptance toward the activities they have.

E. Benefits of the Study

This study is also expected to give some benefits for the education in Indonesia, especially for the English teaching-learning process in schools. The benefits of the study can be stated as follows:

1. For the English Teachers in SMA Stella Duce 2 Yogyakarta

The English teachers in SMA Stella Duce 2 Yogyakarta may find out whether the English reading classes they conduct are in the same line with what the applied curriculum says. The English teachers may figure it out by considering

the comparison between what they do in conducting the English reading activities and what teacher must do in teaching reading based on the applied curriculum, KTSP. The teachers may also find out whether the learning activities and the teaching techniques they planned and applied are useful to encourage students in following the reading class. In addition, English teachers may also find out whether the learning activities enable students to learn the learning materials easier.

2. For Future Researchers

This study concerns on learning techniques in English reading activities. Future researchers may conduct other research with the same topic but on other language skills to know how the result of this study is on the other language skills. Similar research result on other language skill may also be needed in order to obtain the better teaching-learning activities in English. 3. For the Policy Maker

This study investigates the students’ learning activities which are independently prepared by teachers as suggested in KTSP. By considering the results of this study, the government, as the policy maker, may find out how effective and useful the curriculum is for students, for teachers themselves, and for the education in Indonesia. In other words, the results of this study can be a means of curriculum evaluation.

F. Definition of Terms

This study deals with learning strategies and some related terms. This sub chapter presents the definition of terms used in this study. The terms are:

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1. Learning techniques

Learning is acquiring or getting knowledge of a subject or a skill by study, experience, or instruction (Brown, 2000:7). In this study, learning techniques are teachers’ techniques through which they conduct learning activities for students by learning and experiencing a subject in order to acquire and gain knowledge, and reach the subject’s instructional goals.

2. English reading activities

According to Nunan (2003: 68), reading is a fluent process of readers combining information from a text and uses their own background knowledge to build meaning. In this study, therefore, reading activities refer to students’ activities where they try to obtain information from written texts they read and then compare the information with their background knowledge. English reading activities are learning activities under the English subject which facilitate students in learning English language through texts and reading activities.

3. Curriculum

Curriculum is a set of plans and arrangement on goals, contents, and materials of instructional activities which is used as guidelines in conducting learning activities to achieve certain educational objectives (BSNP, 2006: 1). In this study, the term curriculum refers to an official document established by Departemen Pendidikan Nasional, which is used as a practical guideline in applying learning techniques for students in school.

4. Kurikulum Tingkat Satuan Pendidikan

designed by and implemented in each school (BSNP, 2006: 5). In this study, Kurikulum Tingkat Satuan Pendidikan refers to the same understanding which is as an operational guideline in applying teaching-learning techniques in school.

CHAPTER II LITERATURE REVIEW

This chapter presents a discussion on the related literature as a theoretical base upon which the study presented in Chapter I was conducted. The discussion includes the Theoretical Description and Theoretical Framework.

A. Theoretical Description

In this section, the writer discusses the theories of Language Learning Activities, Language Teaching Methodologies, and Kurikulum Tingkat Satuan Pendidikan.

1. Language Learning Techniques

In The International Encyclopedia of Education, Husen and Postlethwaite (1985: 2961) cite that learning is “a purposeful activity that has meaning to students at their developmental level, carried through completion and evaluated.” It implies that in learning a certain subject, students are expected to develop their knowledge through activities and through evaluation on the activities they conduct in order to achieve the goals that have been designed before.

On language learning, meanwhile, Husen and Postlethwaite (1985: 2884) cite that language learning is a constructive process in which children learn language as they build a system of meaning. It implies that in learning a certain language, students build an understanding on what the language brings about through its meaning. In other words, learning a language is learning to understand

the meaning of it in communication.

Johnson (2001: 39) states, “Learning a language is like learning other habit. You don’t have to think about it, it just develops automatically.” This theory implies that in order to be successful in learning a language, a student must be familiar with the language. It can be stated that the best way to learn a language is by using it often and familiar with it. Johnson explains more that learners develop the language ‘inside themselves’, forming their own view about how it works, and following their own sweet way (Johnson, 2001: 39).

As discussed previously, teaching activities cannot be separated from learning activities. In discussing learning techniques, therefore, it also covers the teachers’ teaching techniques in conducting the learning activities. To make language learning interesting and effective for students, it is better for teachers to prepare and conduct the learning activities with appropriate and acceptable teaching techniques.

The appropriate and acceptable teaching techniques will help and encourage students in their learning. Allen and Campbell (1965: 7) state, “A technique is implementational – that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective.” This theory implies that teaching techniques are teachers’ way to direct and drive students to achieve goals in learning process. In addition, Allen and Campbell also state that teaching techniques must be consistent with a method, and therefore in harmony with an approach as well (1965: 7). It implies that in preparing and applying his or her teaching techniques, a teacher must consider the learning approach and learning methodology has been implemented

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from the first place. The learning approach and learning methodology must be in the same line with goals of curriculum applied in the school.

There are many reasons for a teacher in applying certain teaching techniques to conduct learning activities. Every teaching technique has its own purposes or expected outputs. Cornelius (1953: 3) presents several reasons in choosing certain teaching techniques according to teachers’ point of view.

The choice of specific teaching techniques depends entirely on the preparation and experience of the teacher, understanding of the speech habits of the students in their native language, a familiarity with the speech habits of the foreign language to be taught, and immediate factors such as number students in the class, hours per week of class session, age and interest of the students, type of examination to be used, and other factors. (1953: 3)

There are many learning activities teachers can apply in conducting language learning. It is possible for teachers to apply the available activities, adapt them, and even create the new ones. In deciding what learning techniques will be applied, teachers need to consider what subject he or she is going to teach. The followings are examples of learning techniques for reading class which are adapted and summarized from Chamot et al. (1999: 15-216). The researcher presents the example of learning strategies as a comparison for learning techniques he wants to find out and describe in this study.

a. Preparing to Read

This is a pre reading activities. This technique emphasizes the use of cooperation among students in sharing their prior knowledge before they begin to read a text. This technique considers that students who think about what they have

already known are better prepared and more successful in their second language reading (Chamot et al., 1999: 196). In addition to that, this technique also considers that sharing prior experiences with other students in group increases all students’ background knowledge about a topic. This learning technique, therefore, prepares students better for reading (Chamot et al., 1999: 196). This learning technique facilitates students to practice using what they have already known related to the topic and share it in a cooperative group to prepare them for reading activities.

The following is an example of procedures adapted by the researcher from the practical guideline of the technique presented by Chamot et al. (1999: 197). Students will be divided into groups of four. In the groups, the teacher gives each students a piece of paper and then asks them to draw a graphic consists of a circle and four smaller circles around the first one. The teacher then asks students to write the title of the text they are going to read in the center circle. Students have one minute for each outer circle to fill it with a key word related to the topic or the title of the text. After completing the four outer circles, students discuss in their groups what each student has in his or her graphic. Every group then draws a new similar graphic based on what they have discussed in the groups. This new graphic consists of all key words the group has found and discussed before.

The next is students’ reading activities; they read the text they have discussed in groups before. After students read the text, the teacher leads them in a discussion about how they use what they have already known about the text they are going to read (Chamot et al., 1999: 198). The teacher asks each group to share how they use what they have already known. This learning technique helps and

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prepares them before they read a certain kind of text.

b. Answering Comprehension Questions

Answering comprehension question is one of the most common classroom tasks. This learning technique helps students to use what they already know about question words to understand the questions. This learning technique emphasizes the use of background knowledge. Chamot et al. (1999: 19) state, “Thinking about what you already know helps you get ready for the content of the text and familiarizing themselves with it.” In addition to that, Chamot et al. (1999: 19) also state that by having in mind what students already know, students will find it easier to understand and learn see information by relating it to their background knowledge.

This learning technique also facilitates students to check their answers on comprehension questions. This can be done by asking them to check whether their answers make sense. According to Chamot et al. (1999: 21), asking ourselves helps us to keep track of how we are doing and to identify problems.

The followings are procedures to conduct this learning technique. The teacher begin the class with students’ activities in reading a text and completing comprehension questions and followed by a discussion on what students do when they answer a comprehension question. After students finish reading the text and complete the comprehension questions, the teacher models the way how to use what have been known related to the question words in front of the class (Chamot et al., 1999: 193). In modeling the activity, the teacher takes one of comprehension questions as an example. According to Chamot et al. (1999: 193-194), the teacher demonstrates and verbalizes his or her way of thinking in finding

the answer based on the information provided in the text. The teacher also demonstrates the way to check the answer by relating the answer he or she has found to the question word used in the question.

After demonstrating the technique, the teacher asks students to tell the class the steps the teacher took in answering the question and then do the same steps to answer the other questions in the task (Chamot et al., 1999: 194). In practical guideline Chamot et al. (1999: 194) state, “In pairs, students can review their work on the comprehension questions and revise any answers that are incorrect. They should not erase old work, but rather write the new answer beside it. Students should use the process you demonstrate.” The teacher asks students to do the task in pairs and revise any incorrect answers. The students should not erase the old incorrect answers, but write the new answers besides the old one. In reviewing students’ work, the teacher asks students to give their first and second answer and to explain why they changed their answers (Chamot et al., 1999: 194).

c. Reading a Descriptive Text

This learning technique is adapted from a learning strategy of reading a fairy tale presented by Chamot et al. (1999: 209). This learning technique facilitates students to read a descriptive text in the target language and then retell how it developed. This learning technique emphasizes the use of prediction in pre reading activities. According to Chamot et al. (1999: 19), “Predicting involves thinking of kinds of words, phrases, and information that you can expect to encounter based on your background knowledge and/ or on information you encounter during the task.” This technique leads students to predict the kinds of words, phrases, and information that students can expect to encounter during

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reading activity. Prediction prepares students to read the text better because it could enrich their background or prior knowledge needed in reading the text so that they can understand the text better and easier. This learning technique also facilitates students to verify their predictions by checking whether their predictions and expectations were met while they read.

According to Chamot et al. (1999: 209), a learning technique of reading a fairy tale begins with a discussion on different genres, such as social satire, horror, comedy, mystery, and romance. By adapting this procedure, therefore, this learning technique begins with discussion on topic of learning. The discussion covers related terms and things deal with the topic of learning. The discussion also covers how usually a descriptive text develops ideas. By discussing related terms and things along with how they are developed, students are assisted in knowing the proper way in understanding the content of the text. In the discussion, the teacher then gives an example of prediction for descriptive text in a certain topic by demonstrating his predicting process. The teacher should not use the topic students are going to learn.

The next technique is students practice in predicting before reading. Adapted from Chamot et al. (1999: 210), the practical guideline for this activity is summarized and adapted as follows: The teacher asks students to give their prediction when reading a descriptive text. The teacher may give students a worksheet or write on the board the title of the text, a list of related terms and ideas, and any key vocabulary in the text as prior information. The students are asked to predict how the text is developed based on the information they have and then write it down.

After predicting, the students are given the copy of the descriptive text. Before students begin reading, the teacher introduces and explains the way to verify the predictions by summarizing the story (Chamot et al., 1999: 211). The teacher then has students read the descriptive text. After they finish reading, the students then summarize the text from the beginning to the end of text. This summation will be used to verify their prediction they have. To evaluate their work, students share their predictions and summaries among others.

d. Finding the Meaning from the Text

Chamot et al. (1999: 215) state that this learning technique aims to help students read and understand a text by using inferencing in order to unlock the meaning of new words while reading. According to Chamot et al. (1999: 25), inferencing involves guessing the meaning of unfamiliar language based on what students know, the context, the language, and other contextual clues. In addition to that, inference enables students to quickly solve problem without having to go to another person or to reference materials (Chamot et al., 1999: 25). This learning technique then facilitates students to verify their guess in inferencing activity by using reference materials such as dictionaries, text books, computer programs, CD-ROMs, and internet (Chamot et al., 1999: 26, 215).

This learning technique begins with students’ activity in reading a text with a picture, scan it through, and write down all new word they find (Chamot et al., 1999: 215). After students finish reading and writing down new unfamiliar words, the teacher then discusses with class how students would normally find the meanings of the new words. Students usually try to find the meaning of new words right after they find it in the text. It could be so disturbing when they find a

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lot of new words because they have to stop reading then find its meaning and start reading again, and it happens again and again. In the discussion, therefore, the teacher introduces and explains the strategy of inferencing and using reference to find and check the meaning of new words (Chamot et al., 1999: 215). This learning technique provides students with a strategic way in finding the meaning of new words they find when reading.

The teacher demonstrates how to conduct the technique. The following is the researcher’s summation on teacher’s demonstration of the learning technique according to Chamot et al. (1999: 215-216). The teacher takes a word or some words from the text, which are new for students. The teacher then demonstrates how to predict the meaning by relating the words to information provided in the text and in the picture. The teacher shows students the correlation between the sentences containing the new words with information provided in the picture. After the teacher gets his prediction, he checks it by looking up to a dictionary to make it sure. The teacher’s demonstration explains how to guess the meaning of a certain new word using information provided in the text before clarifying the prediction result to appropriate resource.

As a practice, Chamot et al. (1999: 216) suggest the teacher to ask students to work in pairs and use inferencing to find the meaning of the words on their list of new words from the text. The students should also explain how they made their guesses and mention the resource they can use to clarify the meaning.

2. Language Teaching Methodologies

In this part, the writer presents theories of language teaching methodology according to the approach of teaching and learning that are suggested in the

curriculum applied now. In this study, the researcher presents the theories of Communicative Language Teaching and Cooperative Language Learning.

However, before discussing the theory of Communicative Language teaching and Cooperative Language Learning, the writer will present first the general view on teaching. Lewis and Hill (2002: 22) state, “Teacher of any subject must have a clear idea of the subject they are teaching- not only the fact of the subject. But also an overall view of the nature of the subject. This is as true for the language teachers as for any other teacher.” It implies that every teacher, regardless what subject he or she is teaching, must comprehensively master the subject he or she teaches. A teacher of a certain subject, including language, must not only master the fact of the subject, but also an overall view and understanding on it. What Lewis and Hill state implies that in order to effectively conduct the teaching activities a teacher must have an overall understanding of the subject he or she is teaching.

In addition, teachers should also tell the students what kind of activities they are going to do in learning so that they are able to predict what they would get through the learning activities they have. Mikulecky (1990: 28) cites “Research, mostly with first language speakers, has shown that students of all ages learn new strategies or thinking processes best when they are consciously aware of what they are doing and what they purposes is for doing it.”

According to Badan Standar Nasional Pendidikan (BSNP) (2006: 5), a teacher is suggested to vary the learning approach and teaching methodology he or she applies in teaching-learning techniques. For this study, the researcher takes the teaching methodologies of Communicative Language Teaching and

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Cooperative Language Learning. The researcher chooses these two methodologies because in the researcher’s opinion these two methodologies represent the goals of language learning, which is to enable students use the target language in real communication activities. The followings are discussion on the language teaching methodologies which can be applied by the teacher.

a. Communicative Language Teaching

In Communicative Language Teaching, it is clearly understood that this method is the implementation of the Communicative Approach in language teaching. Freeman (2000: 121) states,

Communicative Language Teaching aims broadly to apply the theoretical perspective of the Communication Approach by making communicative competence the goal of teaching and by acknowledging the interdependence of language and communication.

In this implementation, the use of language as a communication means is considered important. It becomes the main reason in establishing the target language competence for communication as the goal of language teaching process.

The goal of using the Communicative Language Teaching is to encourage the students to use the target language communicatively, and to make them able to perform the target language in the real context of communication. Freeman (2000:128) simply states “The goal is to enable students to communicate in the target language.” Communication is generally conducted in spoken way, but it is also possible to conduct a written communication in which people communicate by reading a written text. Reading can be included as a communication activity,

because in this activity the readers receive information from the writer through the text. In reading activity, a person who is reading a text is communicating with the writer.

Similar to Communicative Approach principle stated by Celce-Murcia (2001: 8), having linguistic competence does not mean that one will be able communicate with others. In order to be able to perform communication, one must have communicative competence beside the linguistic competence. In short, Freeman (2000: 121) states, “…-knowing when and how to say what to whom.” From this point of view, it is clear that in communication one should not only know what to say, but also when, how, why and whom he should say something. One should know when the proper time to say something is; one should know why and how to say something to avoid misunderstanding; and one should know whom he talks to so that the communication goes properly.

In order to be able to communicate well in the target language, one should be fluently in using the target language skills. Considering that reading is one of language skills needed in communication, teaching-learning activities in reading class should also be in a communicative way as well. To make the teaching of reading communicative, teachers may take the reading texts material from actual source which must be authentic texts. According to Williams (1986: 25), “The term authentic text refers to any text that was not written specially for language learning purposes. In other words, it is a text written to say something, to convey a message and not simplify to exemplify language.” The authentic texts usually provide real information about a certain topic, and this authenticity builds a real world image in students’ mind through which the reading comprehension

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activities become communicative. The authentic text must also provide students with the communicative uses of words, phrases, expression, and sentences.

b. Cooperative Language Learning

The followings are discussions about Cooperative Language Learning according to Richard and Rodgers (2001: 192-201). Cooperative Learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in classroom. The heart of this approach is cooperative activities; students learn from other and work together in groups. To make it clearer, Richard and Rodgers (2001: 195) cite more practical understanding upon Cooperative Learning, “Cooperative learning is the instructional use of small groups through which students work together to maximize their own and each other’s learning.”

In language teaching, Richard and Rodgers state that Cooperative Learning has been embraced as a way of promoting communicative interaction in the classroom and is seen as an extension of the principles of Communicative Language teaching (2001: 193). Richard and Rodgers imply that in Cooperative Language Learning, the activities of communication exist since students are trying to encode their ideas and decode friends’ ideas when they discuss, work, and learn the topic of learning together in groups. This method, therefore, is considered as an extension method of Communicative Language teaching.

The use of Cooperative Language Learning has general goal to activate the students to work and learn the target language collaboratively in groups. The followings are six goals proposed by Richard and Rodgers (2001: 193):

through the use of interactive pair or group activities

- to provide teachers with a methodology to enable them to achieve this goal and one that can be applied in a variety of curriculum settings (e.g., content-based, foreign language classroom, mainstreaming)

- to enable focused attention to particular lexical items, language structures, and communicative functions through the use of interactive tasks.

- to provide opportunities for learners to develop successful learning and communication strategies.

- to enhance learner motivation and reduce learner stress and to create a positive affective classroom climate.

Cooperative Language Learning aims to foster cooperation rather than competition, to develop critical thinking skills, and to develop communicative competence through socially structured interaction activities (Richard and Rodgers, 2001: 195). These are the objectives of Cooperative Language Learning. Through Cooperative Language Learning, students are driven to build cooperative atmosphere in their learning activities. It implies that students should work and learn together with other students in pairs or groups instead of work individually and compete in order to be the best among the others students.

Cooperative Language Learning encourages students to communicate with other students. In working and learning with friends in group or a friend in pairs, a student needs to be confident to express his or her ideas and to be able to listen what friends’ ideas are. This basic communication competence is an essential key to create successful learning in Cooperative Language Learning.

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solve a problem or answer a question. In Cooperative Language Learning, students could be as resources for other students and it will lead them to a more active role in their learning. When being a resource for others, a student needs critical thinking skills in solving the problems and expressing his or her ideas. Critical thinking skills enable students to understand the problem they face or questions they are asked and then solve the problem or answer the questions with appropriate theories and ways of thinking.

Pairs or group activities are the heart of Cooperative Language Learning, the learning techniques, therefore, always involve and facilitate pair or group work. Richard and Rodgers (2001: 196) cite three types of cooperative learning group. They are:

- Formal cooperative learning groups

These learning groups last from one class period to several weeks of meeting. They are established for a specific task and involve students working together to activate shared learning goals.

- Informal cooperative learning groups

These learning groups are specific groups for certain task that last from a few minutes to a class period. These groups aim to focus student attention or to facilitate learning during direct teaching.

- Cooperative base groups

These are long term groups and last for at least a year. These groups consist of heterogeneous learning groups with stable membership whose primary purpose is to allow members to give each other the support, help, encouragement, and assistance they need to succeed academically.

In Cooperative Language Learning, students are required to be active in learning. However, teachers still have roles which can help students increase and develop their learning. Richard and Rodgers (2001: 199) state that an important role for teachers is that of facilitator of learning. In his or her role as a facilitator, a teacher must move around the class helping students and groups as needs arise. In order to make it clearer, Richard and Rodgers (2001: 199) also cite, “During this time the teacher interacts, teaches, refocuses, questions, clarifies, supports, expands, celebrates, empathizes.”

3. Kurikulum Tingkat Satuan Pendidikan

In this part, the writer presents a brief nature of curriculum which is now being implemented in Indonesian schools. This part briefly discusses Kurikulum Tingkat Satuan Pendidikan (School-Based Curriculum), also known as KTSP. The discussion covers several terms in the curriculum that are related to the research topic this study concerns about, which is learning techniques teachers apply.

According to Badan Standar Nasional Pendidikan (BSNP) (2006: 5), KTSP is an operational curriculum which is designed by and implemented in each school. This kind of curriculum allows schools to design their own curriculum independently. KTSP is a kind of curriculum that gives schools chances to develop their instructional activities in order to improve its quality of outputs.

BSNP defines seven principles in order to help schools develop the curriculum. One of them is:

Kurikulum dikembangkan berdasarkan prinsip bahwa peserta didik memiliki posisi sentral untuk mengembangkan kompetensinya agar menjadi manusia yang beriman dan taqwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Untuk

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mendukung pencapaian tujuan tersebut, pengembangan kompetensi peserta didik disesuaikan dengan potensi, perkembangan, kebutuhan, dan kepentingan peserta didik serta tuntutan lingkungan. Memiliki posisi sentral berarti kegiatan pembelajaran berpusat pada peserta didik.”(BSNP, 2006: 5)

(Curriculum is developed based on principle that learners have a central position to develop their competencies in order to be human beings who believe in God and have a noble characteristic. The curriculum also develops students to be healthy, educated, capable, creative, and independent and to be democratic and responsible citizen. In order to achieve those goals, development of learners’ competencies is matched with learners’ potentials, learners’ development, learners’ needs, learners’ necessities, and society requirement. Having a central position means that learning activities are focused on learners.)

From this point of view, it is clear that development of the curriculum which is going to be implemented focuses on students along with their characteristics as a human being and a learner as well. It is also clear that schools, especially teachers, have to develop learning techniques which focused on learners; it means that teachers should conduct learner-centered learning activities.

The designed and developed KTSP should cover educational goals of the school, structure and content of curriculum of the school, academic calendar, and syllabus (BSNP, 2006: 5). Among those terms that KTSP covers, a term which a teacher should consider in applying learning techniques is the syllabus. According to BSNP (2006: 15), syllabus development could be done by a teacher independently or in a group of teachers in a school or several schools, in a group of Musyawarah Guru Mata Pelajaran (MGMP) in Pusat Kegiatan Guru (PKG), and in Bureau of Education.

When teachers recognize characteristic of students, KTSP requires teachers to design and develop syllabus independently. For teachers who cannot design and

develop syllabus independently, the school then form a group subject teachers, to facilitate the designing and the development process of the syllabus which is going to be implemented in the school.

BSNP (2006: 14) states, “Silabus merupakan penjabaran standar kompetensi dan kompetensi dasar ke dalam materi pokok/ pembelajaran, kegiatan pembelajaran, dan indikator pencapaian kompetensi untuk penilaian.” (Syllabus is standard competency and basic competency which are described into main material or learning material, learning activities, and competencies achievement indicators for evaluation.) This point of view implies that a certain subject’s syllabus contains learning materials, learning activities, and achievements indicators which are derived from standard competencies and basic competencies.

In addition to that, BSNP (2006: 16) states that learning activities are designed to give students learning experiences that involve mental and physic interaction among students, among students and the teacher, neighborhood, and other learning sources in order to achieve the basic competencies. This point of view implies that learning techniques applied by teachers should not only cover or deal with knowledge about the subject being learned, but also involved interaction among students, the teacher, and environment around the school in order to make the learning activities more meaningful. The learning experiences could be achieved through the use of various learning approach and learner-centered learning (BSNP, 2006: 16). It means that teachers may use any kind of learning approach along with learning methods under the approach. One thing that the teachers should put as a priority is that the learning techniques must be techniques which focus on learner.

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B. Theoretical Framework

This study aims generally to find out how the English teachers conduct the English reading in the class, especially on teaching techniques applied by the teachers in order to help students in learning English reading activities.

There are two main points to be considered in this study. The first one is learning techniques in English reading class, which are conducted based on the teaching methodologies of Communicative Language Teaching and Cooperative Language Learning as suggested in recently applied curriculum, KTSP. The second point to consider about is the applied curriculum; the learning activities and the teaching technique should be in line with goals that are stated in the curriculum.

English reading class should be communicative as it is suggested in Communicative Language Teaching. In addition, English reading class should also promote cooperative learning among students as it is suggested in Cooperative Language Learning. An English teacher, therefore, should conduct English reading class that promotes and facilitates communicative and cooperative learning activities with suitable and acceptable learning techniques. The learning techniques in conducting teaching-learning activities are expected to be able to help and encourage the students in learning English subject. At the same time, however, the learning technique the teachers applied should also be acceptable for the students. The learning activities which are conducted with suitable learning techniques should also meet the goals stated in the KTSP, that has been designed

by the school before and that has been suggested by government.

The research findings and discussion in this study then can be used as a consideration to describe how the teachers conduct the English reading class for students and how helpful and encouraging the learning techniques are for students in learning English subject.

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents the methodology of the study conducted in order to answer the research questions presented in Chapter I. This chapter covers discussion on research method, research subjects, research instruments, data gathering techniques, data analysis techniques, and research procedures.

A. Research Method

The type of the research employed in this study was a descriptive research. Razavieh et al (1990: 381) point out that descriptive research studies are designed to obtain information concerning the current status of phenomena. This study observed how an English teacher in SMA Stella Duce 2 Yogyakarta conducted the English reading activities. In conducting the research, the researcher collected, managed, and then analyzed the data. The characteristic of the descriptive research is fact finding with interpretation (Winardi, 1979: 68). From this point of view, it is clear that descriptive research does not only deal with the data collection and arrangement only, but also analysis and interpretation of collected data in order to answer the research questions.

B. Research Subjects

and first year students of SMA Stella Duce 2 Yogyakarta. The researcher chose the research subjects because he once taught in the school so he had been familiar with the school’s environment. This study was conducted to an English teacher in SMA Stella Duce 2 Yogyakarta who taught the first year students or grade X students and first year students in SMA Stella Duce 2 Yogyakarta. The reason for conducting the research to the first year class was because the teaching-learning activities conducted by the teacher and students in this grade still focus on the teaching-learning activities without any other programs such as additional period to prepare the National Examination like the third grade students usually have.

As discussed earlier, this study was conducted in SMA Stella Duce 2 Yogyakarta in November 2006. The research was conducted to a teacher who taught four classes of first year students. This study employed observation checklist, field notes, and questionnaire as research instruments to collect the research data. This study is a descriptive research that tries to describe learning techniques applied by an English teacher. This study also discusses the teacher’s reasons for conducting the learning techniques and students’ responses on the learning techniques through which the learning activities are conducted.

C. Research Instruments

This study required data from the research subjects to be collected and then to be analyzed. In conducting the study, therefore, the researcher used research instruments to collect the data from the research subjects. The research instruments were observation checklist, field notes, interview, and questionnaire.

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1. Observation Checklist

This research instrument was employed in order to answer the research question number 1, namely “What learning techniques does the teacher apply in conducting the English reading class?”. Checklist was a certain technique of observation. According to Ary et al. (2002: 234), checklist is a device for direct observation, which presents a list of behaviors that are to be observed. Observation checklist was a list of statements which were the focuses of attention in conducting the research observation. Observation checklist contained situations or phenomenon dealing with the research topic researcher investigated. In other words, this was a guideline for the researcher in conducting the research observation. The researcher used non-participant observation in which the researcher observed without participating or taking any active part in the situation being observed. The researcher, then, would present the result of the observation in the form of paragraphs.

The checklist consisted of three parts which were based on the focus of the observation itself. The first part (Part A) was about kinds of the learning techniques the teacher conducted for students in reading class. The second part (Part B) was about reading text materials the teacher used in conducting the reading class. This part covered what kinds of texts, texts’ sources, and form of the teaching materials the teacher used. The third part (Part C) was about teaching instruments the teacher used in conducting reading class. It covered what kinds, sources, and form of the teaching instrument that the teacher used.

2. Field Note

In addition, the researcher also used the field note observation. This research instrument was employed in order to answer the research questions number 1 and 3, which are “What learning techniques does the teacher apply in conducting the English reading class?” and “What are the students’ responses on the learning techniques?”. Ary et al. (2002: 431) state that field note is a data recording technique through which a researcher makes a brief note on what the researcher has seen and heard during observation. In this technique of observation, the observer recorded the data by taking notes based on the guidance questions. This was a supporting research instrument for checklist in order to cover the other phenomena which were not stated in the observation sheet. The researcher used the statements in the observation sheet as the guideline to cover unexpected findings on the aspects observed.

In conducting the observation, the researcher also recorded teachers’ teaching activities with the video camera. This recording was employed in order to obtain the audiovisual data of the learning techniques so that the activities can be observed more than once.

3. Interview

The third research instrument for this study was interview. This research instrument was employed in order to answer the research questions number 2, namely “What are the teacher’s reasons in applying the activities?”. Bogdan and Biklen (2003: 95) cite that interview is used to gather descriptive data in the subjects’ own words. Bogdan and Biklen also explain more that through an

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interview a researcher can develop insights into how subjects interpret some piece of the world. Interview is a data collection activity that is conducted by doing a purposeful conversation on the research topics.

The researcher conducted the interview with the English teacher of SMA Stella Duce 2 Yogyakarta one time. The researcher conducted the interview with the English teacher after the researcher conducted the direct observations on the English reading activities.

The interview aimed to find out the teacher’s reason for applying the learning techniques and applying the teaching techniques. In this interview, the researcher asked ten questions about the teacher’s reasons for conducting the learning technique and reasons for applying the teaching techniques in teaching reading class. The learning techniques and teaching techniques upon which its reasons for application being asked in this interview were taken from the findings during the direct observations conducted previously.

4. Questionnaire

This research instrument was employed in order to answer the research question number 3, which is “What are the students’ responses on the learning techniques?”. Questionnaire was a list of questions to be answered by the research subject in order to obtain the data required to answer the research questions. According to Ary et al. (2002: 389) there are two kinds of questionnaire, open-ended and close-open-ended questionnaire. This study used the open-open-ended questionnaire to acquire the qualitative data in order to answer the research problems. In the questionnaire with the open-ended questions, the respondents are

expected to state or give their own opinion with their own words.

The questionnaire employed in this study contained a question about how the students’ response was on the English reading activities the teacher had just conducted. Students’ response is a statement on their ability in following the learning techniques applied by the teacher. The questionnaire was distributed to the students after the teacher finished applying the learning techniques. The answers students gave in the questionnaire were considered as research data for students’ response on learning techniques. The researcher then analyzed the findings to find out whether the learning techniques teacher applied were accepted and interesting according to students’ point of view.

D. Data Gathering Techniques

In order to answer the research questions formulated in Chapter I, the researcher colleted the data with the help of research instruments, and then analyzed the collected data. First, the researcher conducted the direct observations in English class and focused on how the teacher applied the learning techniques. The researcher observed teachers’ activities in teaching based on the guidance questions presented in the observation sheet. The recording of the data was done using checklist in which the presence or absence of the observed aspects were indicated by checking yes or no. In addition, the researcher also used the field notes in which he wrote down the findings in the form of sentences based on the guidance questions. Besides, at the same time the researcher also recorded the learning activities with video camera.

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Second, the researcher checked the findings of the observation again with the help of the audiovisual data from the recording process. It aimed to avoid the misinterpretation on the data that were collected through direct observation. It also aimed to obtain the more data that might be missed in the direct observations conducted before.

Third, the researcher distributed the questionnaire in order to collect data for students’ responses on the learning techniques. The researcher distributed the questionnaire right after the teacher finished applying the learning techniques. When all students have finished answering the question, the researcher collected the questionnaire and then summarized the data into tables and paragraph.

Fourth, the researcher conducted interview with the English teacher. In the interview, the researcher asked the teacher’s reasons for applying learning techniques found by the researcher during direct observations. The researcher recorded the interview and then presented in the forms of written dialogue.

E. Data Analysis Techniques

In analyzing the data collected, the researcher analyzed first the data collected through the observation activities. The analysis was to find out the way the English teacher in SMA Stella Duce 2 Yogyakarta conducted the reading activities. Hence, the analysis was employed in order to answer the research question number one. The researcher then summarized the data he collected through the observation in order to formulate the research findings to answer the problem. In this step of analysis, the researcher interpreted the data on learning

techniques in order to obtain findings on what learning techniques the teacher applies. The findings were presented in the form of paragraph. The findings then were related to the principles in applying learning techniques based on what it is suggested and required in the currently applied curriculum, which is Kurikulum Tingkat Satuan Pendidikan.

The next analysis was on data collected through the interview. The researcher analyzed data collected through the interview in order to answer the research question number 2. In this analysis, the researcher analyzed the teacher’s reasons for applying the learning techniques. Through the reasons given by the teacher on the learning techniques, the researcher would find out the teacher’s reasons for conducting the learning techniques.

The researcher then analyzed the data on students’ responses which was collected through the questionnaire. In this step of analysis, the researcher categorized students’ responses based on their statement of ability in following the learning activities. The researcher also categorized students’ reason for their responses.

The last step was discussion. In this part, the researcher discussed every research findings by relating them to the recently applied curriculum, KTSP. Through this discussion, the researcher would find out whether the English teacher in SMA Stella Duce 2 Yogyakarta had conducted the English reading class in line with the goals of currently applied curriculum of Kurikulum Tingkat Satuan Pendidikan. The researcher also related the findings on the learning techniques to students’ response on the learning techniques. The discussion would

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explain whether students accept and were interested in English reading activities conducted by the teacher.

F. Research Procedures

In conducting the research, the researcher took several steps. The steps covered all activities that were done from preparation up to data analysis. The first step was preparation. In preparation step, the researcher prepared all documents which were needed to conduct the research. The researcher prepared the research proposal along with four research instruments namely observation checklist and field notes, interview guideline, and questionnaire. The researcher got some devil’s advocates on the research proposal and instruments for validation from the sponsors and colleagues. The researcher then got permission letter for the research from the secretariat of the English Language Education Study Program that was signed by the chairperson of the Department of Language and Arts Education.

The second step was to obtain permission from the headmistress of SMA Stella Duce 2 Yogyakarta in which the research was conducted. The researcher sent the permission letter of the research along with its attachment of research proposal and instruments.

After having permission from the headmistress, the researcher took the next step; it was classroom direct observation on English reading class. The researcher directly observed teacher’s teaching activities in class. The researcher, however, did not take any active part in the teaching activities. The researcher only sat at the back of the classroom, observed the situation, and filled the

observation sheet he had prepared before. The English teacher, whom the observation was conducted to, was aware that he is being observed. The observation conducted in this study mostly covered the teacher’s teaching activities. The researcher did not observe students’ activities or performances during the learning activities. However, the researcher told the students what the observation was aimed for and asked students to act and learn naturally. In addition, by the time the teacher started the learning activity, the researcher also started to record the learning activity with the video camera.

The next data collection activity was conducted through questionnaire. The researcher collected the data about students’ response toward the English reading activities they had just had. The data were collected through the questionnaire asking whether the students were able to follow and understand the English reading activities they have just had. The questionnaire was distributed to the students after the teacher finished the learning activities.

The next data collection activity was interview with the teacher. This interview asked about the teacher’s reason in applying the teaching strategies he applied in conducting the English reading activities. After collecting all data needed for the research, the researcher summarized and analyzed all findings based on the theories presented in the Chapter II to draw the conclusion of the research.

CHAPTER IV

RESEARCH DISCUSSION

This chapter presents the research data and discussion of this study. The research findings describe data collected through research instruments. The research data are analyzed and discussed based on related theories which are presented in Chapter II. This chapter is divided into two parts. They are data presentation and discussion.

A. Data Presentation

This sub chapter presents data that have been collected by the researcher through the research instruments. This sub chapter is divided into three parts. They are the teacher’s learning techniques in reading class, the teacher’s reason for applying the techniques, and students’ responses on the learning techniques.

1. Learning Techniques in Reading Class

In order to answer the first problem in this study, the researcher analyzed data he collected through direct observations. In this study, the researcher managed to conduct direct observation in 14 (fourteen) meetings of a reading class. The researcher then named the meetings with number serially based on the date and the time when the observations were conducted.

Based on the direct observations, the teacher generally conducted four learning techniques in English reading class. They were reading activity, answering comprehension question, composing interrogative sentences, and comparing two English texts. The researcher managed to classify his findings on

Table of Students’ Answers on the Questionnaire Class : X A

Date : 21 November 2006 (English Reading Class Number 13) Period : 3rd, 4th

Students’ Number

Answer Reason

1 Tidak Karena gurunya tidak menjelaskan terlebih dahulu. 2 Lumayan Karna pelajarannya hampir sama yang dipelajari dengan

pelajaran Bahasa Indonesia. 3 Tidak Lagi capek…

4 - -

5 - -

6 - -

7 Bisa Bisa memahami pelajaran hari ini dengan baik.

8 - -

9 Lumayan Dapat mengikuti, karena saya dapat mengerjakan tapi kadang juga tidak.

10 - -

11 - -

12 Lumayan Tapi dengan cara itu aku kebanyakan nyantainya daripada mikirnya.

13 Tidak Karena gurunya tidak pernah njelasin… 14 Bisa Karena berdiskusi dengan kelompok. 15 Bisa Baik.

16 Tidak Karena gurunya tidak aktif dalam proses pemebelajaran!!! Membosankan.

17 Biasa saja -

18 Kurang Kurang mengerti. 19 Tidak Karena gurunya tidak ada.

20 - -

21 Lumayan Kadang-kadang bisa, kadang-kadang tidak juga… 22 Bisa Saya bisa mengikuti.

23 Bisa Tapi ada yang tidak dapat dimengerti. 24 Tidak Cuma ngerjain tugas, tidak konek…

25 Bisa Bisa belajar di perpustakaan sambil bercerita/ membaca buku yang lain.

26 Lumayan Ada yang bisa ada yang tidak. 27 Tidak Karena tidak dijelasin gurunya… 28 Tidak Karena tidak mengerti.

29 Bisa Soalnya saya senang diajar tentang tenses.

30 - -

31 Tidak Karena tadi kita ditinggal guru dan kita Cuma dikasih soal, tidak dijelaskan apa maksud soal tersebut.

Table of Students’ Answers on the Questionnaire Class : X C

Date : 21 November 2006 (English Reading Class Number 14) Period : 7th

Students’ Number

Answer Reason

1 Tidak Soalnya langsung tiba-tiba ada tugas, tidak ngerti yang harus dikerjain….

2 Tidak Karena tidak bisa membedakan bacaannya.

3 Lumayan Karena 50:50 konsentrasinya, karena banyak yang ramai daripada ngerjain tugas hari ini.

4 Tidak terlalu Karena dengan belajar sperti ini, rat-rat siswinya cenderung ngobrol dan main-main.

5 Lumayan Daripada yang kemarin…

6 Tidak Karena dengan cara begini pada nanya-nanya akhirnya tidak mengerjakan.

7 Bisa Karena cara mengajarnya tidak berbelit-belit dan saya mudah memahaminya.

8 Tidak Seba materi ini termasuk susah untuk dimengerti sendiri. Selain itu juga penyebab kesulitannya yaitu guru hanya memberi petunjuk dan kita tidak mengerti.

9 Tidak Soalnya banyak yang ngobrol. 10 Bisa Lebih baik daripada yang kemarin… 11 Tidak Karena tidak jelas.

12 Tidak Kami kurang pengarahn dan bimbingan. 13 Tidak Karena terlalu cepat.

14 - -

15 Tidak Karena tidak ada penjelasan yang jelas.

16 - -

17 Biasa saja -

18 - -

19 Lumayan Ada fun-nya, ada tidak enaknya.

20 Bisa Saya lebih mengerti sebab bisa bertanya pada teman yang lebih mengerti.

21 - -

22 ? Membosankan

23 Tidak Karena siswinya tidak serius justru pada ngobrol.

24 Tidak Sebab materi ini termasuk susah untuk dimengerti sendiri. Selain itu juga penyebab kesulitannya yaitu guru hanya memberi petunjuk dan kita sebagai murid yang berperan aktif.

25 Bisa Saya dapat mengerti tenses.

26 Lumayan -

27 Tidak Bingung dan bimbingannya pun kurang memadai, penjelasannya kurang.

28 Bisa Dapat melatih berkomunikasi dengan teman, guru dengan cara bertanya pada teman yang lebih tahu ataupun guru. Selain itu siswa dilatih untuk menjadi siswi yang mandiri, bertanggungjawab, dan melatih murid aktif dalam studi. Pokoknya sesuai dengan metode pembelajaran KBK,

males. Masa hari gini guru masih nerangin panjang lebar pelajaran yang dibahas, kapan siswa bisa berkembang. Kalau guru menjelaskan, murid yang mendengar bisa dihitung, selebihnya siswa yang asyik dengan kegiatan/ kesibukan masing-masing.

Jeleknya pembelajaran seperti ini siswa yang tidak bisa mengikuti malah bingungdan sibuk ngobrol dengan teman. Ada sisi positif dan negatif dari proses pebelajaran ini.

29 - -

30 Tidak Karena tadi saya main-main dan teman kelompok saya tidak serius, penjelasan gurunya tidak jelas.

31 Bisa Dengan begitu dapat memacu aku dan teman-teman bisa belajar mandiri.

ABSTRACT

Nugroho, Yosep Lintangakoso. 2008. Learning Techniques in English Reading

Class. Yogyakarta: English Education Study Program, Sanata Dharma

University.

Teaching activities are activities that cannot be separated from learning activities. In short, where teaching activities exist, there should be learning activities. What a teacher should consider in teaching is not only transferring knowledge and encouraging students in learning, but a teacher should also consider students learning activities by thinking how to make the learning activities interesting and effective for students with acceptable learning techniques.

Some students categorize reading class as a boring class. English teachers in some schools realize the situation and do some efforts to make the reading class become an interesting class for students. English teachers in SMA Stella Duce 2 Yogyakarta realize that reading class is a class which needs good, interesting, effective learning techniques which are acceptable for and accepted by students.

This study was intended to find out learning techniques the teacher conducts by observing the English reading class. This study was also employed to find out the teacher’s reasons for applying the learning techniques. This study was also aimed to find out students’ responses on the learning techniques.

The research method employed in this study was descriptive research. The research subjects observed in this study were an English teacher and students of grade X in SMA Stella Duce 2 Yogyakarta. Based on the direct observations, the researcher finds that the teacher applies several learning strategies in English reading class. They are: 1) Introducing the Lesson, 2) Comprehending a Text, 3) Comparing English Texts, 4) Translation, 5) Outside Classroom Activities, and 6) Independent Learning.

Based on the interview, the teacher has two general reasons for conducting the learning techniques. The first reason deals with students’ achievement in learning where the teacher drives students to be ready for the final test. The second reason deals with the teacher’s purposes to make the learning techniques interesting and effective for students.

Based on the questionnaire, the researcher finds that there are three general students’ responses on learning technique. Students’ responses refer to their ability to follow the learning activities. The responses are: 1) positive response, which means that students were able to follow the learning activities; 2) negative response, which means that students were not able to follow the learning activities; 3) undecided response, which means that students were some ways able to follow the learning activities but they still found some problems or difficulties in it.

ABSTRAK

Nugroho, Yosep Lintangakoso. 2008. Teknik Pembelajaran dalam Kelas Reading Pelajaran Bahasa Inggris. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Kegiatan mengajar tidak dapat dipisahkan dengan kegiatan belajar. Dengan kata lain, di mana kegiatan mengajar berlangsung, pasti berlangsung juga kegiatan belajar. Yang harus dipertimbangkan oleh seorang guru saat dia mengajar bukan hanya tentang mentransfer pengetahuan dan memberi dorongan para murid dalam belajar, tetapi seorang guru juga harus mempertimbangkan kegiatan belajar para murid dengan memikirkan bagaimana membuat kegiatan belajar tersebut menarik dan efektif bagi para murid dengan bantuan teknik pembelajaran yang dapat mereka terima.

Sebagian murid menggolongkan kegiatan belajar Reading sebagai satu kegiatan belajar yang membosankan. Guru-guru mata pelajaran Bahasa Inggris di beberapa sekolah menyadari akan keadaan tersebut dan berusaha membuat kegiatan belajar Reading menjadi kegiatan belajar yang menarik bagi para murid. Guru-guru mata pelajaran Bahasa Inggris di SMA Stella Duce 2 Yogyakarta menyadari bahwa kegiatan belajar Reading adalah kegiatan belajar yang membutuhkan teknik pembelajaran yang baik, menarik, dan efektif, yang bisa diterima oleh murid-murid.

Penelitian ini bertujuan untuk mengetahui teknik pembelajaran yang diterapkan oleh seorang guru mata pelajaran Bahasa Inggris dengan mengobservasi kegiatan belajar Reading dalam pelajaran Bahasa Ingrris. Penelitian ini juga bertujuan mengetahui alasan guru dalam melaksanakan teknik pembelajaran tersebut. Penelitian ini juga bertujuan megetahui bagaimana tanggapan para murid akan teknik pembelajaran tersebut.

Berdasarkan hasil observasi, peneliti menemukan bahwa guru yang bersangkutan menerapkan beberapa teknik pembelajaran dalam kelas Reading

untuk pelajaran Bahasa Inggris. Teknik-teknik tersebut adalah: 1) Introducing the Lesson, 2) Comprehending a Text, 3) Comparing English Texts, 4) Translation, 5)

Outside Classroom Activities, dan 6) Independent Learning.

Berdasarkan hasil wawancara, guru yang bersangkutan mempunyai dua alasan umum dalam menerapakan teknik pembelajaran. Alasan pertama adalah berhubungan dengan pencapaian belajar para murid dimana dia bertujuan mempersiapkan para murid untuk menghadapi ujuan akhir semester. Alasan yang kedua berhubungan dengan tujuan guru yang bersangkutan untuk membuat teknik pembelajaran menjadi menarik dan efektif bagi para murid.

Berdasarkan kuisioner, peneliti menemukan bahwa secara umum terdapat tiga macam tanggapan dari para murid terhadap kegiatan pembelajaran. Tanggapan dari para murid mengacu pada kemampuan para murid dalam mengikuti kegiatan pembelajaran. Tanggapan tersebut adalah: 1) positive

response, yang menerangkan bahwa murid dapat mengkuti kegiatan

pembelajaran; 2) negative response, yang menerangkan bahwa murid tidak dapat mengkuti kegiatan pembelajaran; 3) undecided response, menerangkan bahwa

murid dapat mengkuti kegiatan pembelajaran akan tetapi masih menemukan masalah atau kesulitan dalam mengikuti kegiatan pembelajaran tersebut.