THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

55

Appendices
Research Question
1.

What are the types of pre-reading activities implemented at EED of UMY?

2.

How is the students’ perception on the implementation of pre-reading
activities at EED of UMY?

3.

How is the students’ perception on the advantages of pre-reading activities
at EED of UMY?
The Students’ Perception on the Use of Pre-reading Activities in Their
Teaching and Learning English at English Education Department of
Universitas Muhammadiyah Yogyakarta (EED of UMY)
Interview Guideline

Purposes

Theory

Interview
Questions
1. Menurut anda

Definition of

apakah yang

Pre-reading

dimaksud
dengan
aktivitas prereading?
The types of
pre-reading
activities

1. Previewing

1. Berdasarkan

Previewing is an activity that release

pengalaman

students to make hypothesis of the

anda, tipe atau

text by seeing the titles, headings, or

jenis kegiatan

pictures. (Yusuf, 2011)

pre-reading apa

2. Pre-teaching vocabulary

saja yang

56

“Explicit vocabulary development

diterapkan di

and pre-reading activities are very

dalam proses

useful when the text or content can

belajar

be specified”. Alemi (2010).

mengajar

3. Predicting
Predicting in the pre-reading activity
is an activity that involves students
in using their comprehension on the
text and their existing knowledge of
the topic related to the context
problem to determine what will
happen next. Day and Jeong-suk
(2005)
4. Pre-questioning
Pre-questioning gives students some
questions which are provided before
the students read the whole of the
reading text. Pre-questioning is very
useful to activate the schemata, thus
the students can make speculation
what will be faced in the reading

text. Brown (2001)
5. Activating schema
The activating schema, student must
be able to access what they know
and it would be suitable with
information in the text. Vacca (2002)
6. Brainstorming
“Brainstorming provides plenty of
materials for making prediction.
Feather (2004)

bahasa Inggris?

57

In brainstorming, “students are then
invited to call out words and
concepts they personally associate
with the keyword or words provided
by the teacher” Yusuf (2011)

7. Group discussion
Group discussion forced students to
have opportunities to speak and to
share the ideas. Aziz (2013)
8. Visual aids
“Visuals play a major role in
building schema for English
language learners”. Navarro (2008)
Visual materials can activate a
students’ prior knowledge. Porter as
cited in Ekaningrum and Prabandari
(2016)
Implementation
of pre-reading
activities

1. The implementation of previewing

1. Setelah

In previewing, the teacher can

disebutkan tipe-

provide them a synopsis of the text

tipe dari

to build a link between a text with

aktivitas pre-

their knowledge. Ekaningrum and

reading, bias

Prabandani (2016)

dijelaskan

Pointed out any looking the clues

bagaimana

titles, heading, and pictures on the

aktivitas

text, students can draw the topic

tersebut

before reading. Yusuf (2011)

diterapkan?

2. The implementation of preteaching vocabulary
In pre-teaching vocabulary, students
can make a list of words may be they

58

will face in reading. It can contain
the unfamiliar words or phrase. After
that, the teacher can share the
information about the vocabulary
with students. (Landsberger, 2011).
3. The implementation of prequestioning
“providing the pre-questions for the
students, the teacher can ask them to
create their own questions related to
the reading text”. Ekaningrum and
Prabandari (2016)
4. The implementation of
brainstorming
“this may take the form of giving
the class a particular keyword or key
concept, or it may be a newspaper
headline or book title”. Wallace
(2003)

5. The implementation of group
discussion
Group discussion is when people sit
together and discuss the issue. This
activity asks students to work as a
pair or a group consists to 3 to 5
students then discuss the text.
Nagarathinam and Lakshmanan,
(2016)
Advantages of
pre-reading
activities

1. To motivate students

1. Berdasarkan

Pre-reading activity has a purpose to

pengalaman

motivate students to read and to

selama proses

59

prepare them to be able to read.

belajar

Chastain as cited in Ajideh (2003)

mengajar

Pre-questioning can build the

Bahasa Inggris,

students’ interest and motivation

keuntungan apa

before students read the whole text.

saja yang anda

Hodijah (2012)

dapat dalam

2. To prepare the students for the

penggunaan

language of the text

aktivitas pre-

“pre-reading activities can be used to

reading?

prepare the reader for the language
in the text”. Haque (2010)
3. To prepare students for the
concept
Pre-reading activities, students can
prepare the concept, makes the
reading easy and they can build a
link between the new concepts with
their prior knowledge. Yusuf (2011)
4. To improve students’
comprehension
Pre-reading activities helped
students to understand a reading text
well. Ekaningrum and Prabandari
(2016)
“Preparing students for what they
are going to read can make
comprehension much easier”.
Stephenson and Harold (2009)
5. To practice analyze and sharing
ideas
Pre-reading activities gave

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themselves the opportunity to
practice thinking and analyzing, and
made them learn more from asking
questions and sharing ideas with
classmates. Thongyon (2011)
Pre-reading activity (group
discussion) stimulates students to
learn the processes of critical
thinking. Nuttal as cited in Alemi
and Ebadi (2010)
6. To increase student vocabulary
mastery
The advantages of using pre-reading
activity are students can learn
unfamiliar word and they can easily
comprehend the text. Asri (2013)