THE TEACHING ACTIVITIES OF READING COMPREHENSION AT ...
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THE TEACHING ACTIVITIES OF READING
COMPREHENSION AT MADRASAH ALIYAH NEGERI
INSAN CENDEKIA JAMBI
THESIS
DIAN MUSTIKA
NIM. TE140978
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA
SAIFUDDIN JAMBI
2018
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THE TEACHING ACTIVITIES OF READING
COMPREHENSION AT MADRASAH ALIYAH NEGERI
INSAN CENDEKIA JAMBI
THESIS
Submitted as a Partial Fulfillment of the Requirements to Obtain
An S. Pd Degree (S.1) in English Education
DIAN MUSTIKA
NIM. TE140978
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2018
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DEDICATION
In the name of Allah SWT the most gracious and the most merciful,
who has given the researcher mercy and blessing, health and ability to finish
thesis. Sholawat to the Prophet Muhammad SAW his coming really change the
world.
Special Thanks to:
My Parents, my beloved father Ali Nuryanto and my beloved mother Normi who
always give me everlasting love, guidance, motivation, always praying for me and
supporting me to finish this thesis and to be successful in the future.
My beloved sister, my twin sister DewiMustikaand my beloved youngest sister Sri
Kurnia who always supporting, motivation and praying for me.
My first advisor AmaliaNurhasanah, M. Hum and My second Advisor
Tartila, M. Pd who guided me, advised me and supported me to finish this
thesis.
All of my lecturer who teach me since I don’t know anything till I graduated.
My Close friends (DDEF PERSONIL) Dian DwiAtmaPutri Amin,
ErniYusnita, FatmaRamyani and other personil Emma Mariskawanti and
IresSepriYesi, Special thanks for you all who always guidance, always besides
me when happiness, sadness and all condition.
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All of my beloved classmate in D class of English Department, I thank them
for the spirit, motivation and togetherness.
And also big thanks to all my friends English Education Program academic
year 2014, thanks for your sharing and participant.
The entire school apparatus Madrasah AliyahNegeriInsanCendekia Jambi
especially to Mr. DidikSetiaji, S.Pd, M. Pd who guidance, motivation and
allowing me to research and all students thanks for your participant.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa’ala bless us.
Aameen.
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MOTTO
سخون فى ٱلعلم يقولون ءامناا وما يعلم تأويلهۥ إلا ٱللاه وٱلرا
ب أولوا ٱللب ن عند رب نا وما يذاكار إلا بهۦ كل م
“And no one knows its true interpretation except Allah. But, those firm in
knowledge say, "We believe in it. All of it is from our Lord." And no one will be
reminded except those of understanding”(Q.S Ali Amran : 7)
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ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the
greatest gratefulness for all the blessing and chances given so that I could finally
finish this thesis as one of the requirements to get undergraduate degree
(S.1).secondly, sholawat and salam always be given to my prophet Muhammad
SAW.
The researcher realizes that this thesis would have not been completed
without the help, advice and guidance frommany people. Therefore, in this
opportunity the researcher would like to express thanks and gratitude the
following paties and their contribution:
1. Dr. H. HadriHasan, MA., as the Rector of the State Islamic University of
SulthanThahaSaifuddin Jambi.
2. Dr. Hj.Armida, M. Pd as the Dean of Faculty of Education and Teacher
Training of TheState Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Dr. H. Lukman Hakim, M.Pd. as The Vice of Academic Affair Dean Faculty
of Education and Teacher Training, Dr. Zawaqi Afdhal Jamil, M. Pd.I as The
Vice of General Administration Dean Faculty of Education and Teacher
Training, and Dr. H. Kemas Imron Rosadi, M. Pd.,as The Vice of Students
Affair Dean Faculty of Education and Teacher Training.
4. Amalia Nurhasanah, M. Hum as the Chairwoman of English Education
Program.
5. All lecturers at the Faculty of Education and Teacher Training of The State
Islamic University of Sulthan Thaha Saifuddin Jambi.
6. All lecturer of the English Department for teaching precious knowledge,
sharing philosophy of live and giving wonderful experience.
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It is expected that this thesis will give contribution to the Students of
English Education Program especially in learning process. Then, the researcher
realized that this thesis is still far from being perfect.
For that reason, the researcher hope constructive critics and suggestion
from readers for the perfection of this thesis. May Allah SWT always gives
guidance and blessing to us. Amin YaRabbalAlamin.
Jambi, October 2018
Researcher,
Dian Mustika
TE.140978
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ABSTRAK
Nama : Dian Mustika
Jurusan : PendidikanBahasaInggris
Judul : Aktivitas Pengajaran dari Pemahaman Membaca di Madrasah Aliyah
Negeri Insan Cendekia Jambi.
Tujuan dari penelitian ini adalah untuk mengetahui jenis aktivitas yang
diterapkan oleh guru dalam mengajar pemahaman membaca di kelas sepuluh
Madrasah Aliyah Negeri Insan Cendekia Jambi.Metode dalam penelitian ini
menggunakan deskriptif kualitatif. Peneliti menggunakan deskriptif
kualitatifuntuk menganalisis aktivitas belajar pemahaman membaca dalam proses
pengajaran yang dilakukanoleh guru dikelas X IPA 1 dan X IPS 2. Instrumen
yang digunakan dalam penelitian ini ialah wawancara, observasi dan
dokumentasi. Hasil dari penelitian ini menemukan bahwa ada beberapa jenis
aktifitas yang diterapkan guru yaitu menggunakan multimedia, memehami text
dengan proses dan menggunakan strategi yang komunikatif. Sebagai hasil pertama
aktivitas pengajaran menggunakan multimedia terdiri dari gambar dan
video.Kedua, aktivitas pengajaran memahami text dengan proses terdiri dari
membaca tugas, menterjemah dan menceritakan kembali. Ketiga, aktivitas
pengajaran menggunakan strategi yang komunikatif terdiri dari Tanya jawab,
berdiskusi dan Tanya jawab berdasarkan text.
Kata Kunci :Aktivitas Pengajaran, Pemahaman Membaca.
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ABSTRACT
Name : Dian Mustika
Study Program : English Education Program
Title : The Teaching Activities of Reading Comprehension at Madrasah
Aliyah Negeri Insan Cendekia Jambi.
The purpose of this research was to find out types of teaching activities
applied by English teacher in teaching reading comprehension at the tenth grade at
Islamic Senior High School (MAN) Insan Cendekia Jambi. The design of this
research was descriptive qualitative. The researcher applied descriptive qualitative
to analyze activities of reading comprehension conducted by an English teacher
atscience class 1and social class 2 in teaching. The techniques for collecting data
were interview, observationand documentation. The finding of this research
indicated that there various type activities conducted by teacher namely; using
multimedia, comprehension by the process and using communicative strategy. As
a first result, teaching activities of using multimedia consist of pictures and
videos. Second, teaching activities of comprehension the text by process consist
of read a task, translation, re-telling. Third, teaching activities of using
communicative strategies consist of question and answer, discussion, question and
answer based on a text.
Keywords: Teaching Activities, Reading Comprehension.
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TABLE OF CONTENTS
TITLE COVER .......................................................................................... i
PAGE TITLE .............................................................................................. ii
OFFICIAL NOTE ....................................................................................... iii
THESIS APPROVAL ................................................................................. iv
ORIGINAL THESIS STATEMENT ........................................................ v
DEDICATION ............................................................................................. vi
MOTTO ....................................................................................................... viii
ACKNOWLEDGEMENT .......................................................................... ix
ABSTRAK ................................................................................................... xi
ABSTRAC ................................................................................................... xii
TABLE OF CONTENTS ........................................................................... xiii
LIST OF TABLE ........................................................................................ xv
LIST OF APPENDICES ............................................................................ xvi
CHAPTER I : INTRODUCTION
A. Background of Problem .......................................................... 1
B. Limitation of Problem .............................................................. 3
C. Formulation of Problem ........................................................... 3
D. Purpose of Research ................................................................. 3
E. Significances of Research ........................................................ 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Theory of Teaching .................................................................. 5
B. The Roles of Teacher ............................................................... 7
C. The Criteria of A Good Teacher .............................................. 10
D. Reading .................................................................................... 12
E. Reading Comprehension ......................................................... 14
F. Kinds of Activities Used in Teaching Reading ........................ 21
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G. Islamic Senior High School (MAN)InsanCendekia Jambi .... 23
H. Curriculum In Reading Comprehension .................................. 23
I. Review of Related study ......................................................... 24
CHAPTER III : METDHOLOGY OF RESEARCH
A. Design of Research .................................................................. 26
B. Setting and Subject of Research .............................................. 26
C. Kinds and Source of Data ....................................................... 27
D. Technique of Collecting Data .................................................. 28
E. Technique of Data Analysis .................................................... 30
CHAPTER IV : FINDING AND DISCUSSION
A. Findings
1. Observation ........................................................................ 31
2. Interview ............................................................................ 41
3. Documentation ................................................................... 44
B. Discussion
1. Applying Teacher Activities in Teaching Reading
Comprehension ................................................................ 45
2. The Criteria of A Good Teacher ........................................ 53
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................... 57
B. Suggestion ................................................................................ 58
C. Schedule of Research ............................................................... 59
BIBLIOGRAPHY ....................................................................................... 60
APPENDICES
COLSULTATION CARD
CURRICULUM VITAE
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LIST OF TABLE
Table 1 : Teaching Activities of Reading Comprehension ....... 40
Table 2 :Research Schedule ...................................................... 59
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LIST OF APPENDIXES
Appendix I Interview ............................................................... 1
Appendix II Interview Transcription ....................................... 2
Appendix IIIObservation Field Note ...................................... 8
Appendix IV Observation Checklist ........................................ 13
Appendix V Result of Observation Checklist .......................... 15
Appendix VI Material of Descriptive Text ............................. 17
Appendix VIISchool Profile .................................................... 19
Appendix VIII Photos Documentation .................................... 21
Appendix IX Videos Documentation ....................................... 24
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CHAPTER I
INTRODUCTION
A. Background of Problem
Language is one of the most important thing’ to communicate among
people. Without language people in the world cannot share their ideas and express
their feeling to other. It means that language cannot be apart from human being
due to the important role which is not only in business, job, organization, school
but the languages exist in every part of human life. According to Sarjan (2016,
p.1) “Communication is important, so human being should learn how to
communicate correctly”. Communication will be easy if the sender and the
receiver understand the information delivered.
English is an international language. Learning English is very important
for everybody in the world especially for learners. Ahmad (2016, p.479) state that
English is a language that has been widely accepted as the largest language in the
world. As a result, Indonesian government has decided English as a foreign
language as a subject in Junior high school, senior high school, and university in
Indonesia. There are four skills in process of teaching and learning in a classroom.
There are listening, speaking, reading and writing. Speaking and writing refers to
productive skills while reading and listening refers to receptive skills.
Reading is very important to be learned by students. By reading the
students get the message from the text. In the process of reading there are
interaction between the reader and a text which they read. According to Alyousef
(2005, p.144) reading is interactive process involved a reader and a text effect
automatically. In process of reading the students not only can read the text
correctly but also the students should be able to get the point from the text they
read. On the other hand they can get much more information by comprehending
the text they read. To comprehend the text students should find detail information
on the text.
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Reading comprehension is the goal of reading, but it can be the most
difficult skill to master, especially for English language learners. Teachers are the
guide for students in teaching reading comprehension. In teaching reading teacher
have one important role to make students comprehend the text especially those
who lack vocabulary which is of course difficult for them to get meaning from the
text. As a model teacher should create a good activity to build students motivation
in classroom activity of reading comprehension.
Teaching reading is a process where a teacher as a model to transfer
material for students. According to mudzielwana (2012, p. 9) “the purpose of
teaching is not to teach learners how to memorize facts or to know all the answers
but to get learners to understand the text”. Therefore, teachers need to be aware of
how to apply reading comprehension activities effectively. I believe that a teacher
can make a reading classroom to be effective.
Moreover, Reading activities are commonly used in teaching reading.
Grellet (2013, p.9) state that “using reading comprehension exercise allows
students to evaluate and improve their reading ability”. There are three stage of
reading comprehension activities that can be used by teacher. There are pre
reading activities, whilst reading activities and post reading activities. So as a
teacher should provide example of activities that can be done at each stage.
Islamic Senior High School (MAN) Insan Cendekia is a popular school in
Jambi Province. MAN Insan Cendekia is a High Level National School. This
school use Curriculum 2013. The students of this school have a high level
intelligence. They are like reading a text very much. Some of students more easily
comprehend the text. They always get high score in English. This is of course
contributed from the great English teacher, the activity create by English teacher
and how the teacher apply a good atmosphere during reading (activities of reading
comprehension ) pre-reading, whilst-reading and post reading activity during the
lesson.
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In this research, the researcher want to know what kind of activities in
teaching reading comprehension done by the teacher at Islamic Senior High
School (MAN) Insan Cendekia. It is important for the teacher especially for the
researcher to improve their students’ reading comprehension later.
The researcher, therefore, wanted to analyze the teaching activities applied
by teacher to teach reading comprehension. It is interesting because the result of
the teaching activities of reading comprehension can be model for other schools
and English teachers. Based on the explanation above, the researcher was
interested in conducting research entitled “The Teaching Activities of Reading
Comprehension at Madrasah Aliyah Negeri Insan Cendekia Jambi“.
B. Limitation of Problem
In this research, the research limited the research in several ways. The
researcher only focused on teaching activities of reading comprehension during
the class. The researcher focused on the first grade students of Islamic senior high
school (MAN) Insan Cendekia Jambi.
C. Formulation of Problem
Based on the overview above, the researcher formulated the problem as
follows:
What are kinds of teaching activities executed by teacher of Madrasah Aliyah
Negeri Insan Cendekia Jambi to teach reading comprehension?
D. Purposes of Research
The purposes of this research were:
To find out teaching activity of reading comprehension conducted by English
teacher at Islamic senior high school (MAN) Insan Cendekia Jambi.
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E. Significances of Research
1. Teacher
The research is expected to trigger the teacher to reflect his teaching
activities of reading comprehension and to share his tips and tricks to teach
English.
2. Students
The research could be useful information to the students who learn English
as a Foreign Language. It helps them to improve their motivation and
competence in Learning English especially in reading skill.
3. Researcher
Theoretically, it could be used as a reference for other researchers to
conduct a research in teaching reading comprehension. It also helps
researcher to prepare herself to be a good teacher.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theory of Teaching
According to Shulman in Maclellan and Soden (2012, p.110) the
knowledge needed for teaching is of three types: content knowledge (knowledge
of the subject matter to be taught), pedagogical knowledge (knowledge how to
teach in general terms) and finally pedagogical content knowledge (knowledge of
how to teach that is specific to what is being taught). Pedagogical content
knowledge includes: knowledge of how to structure and represent academic
content for teaching; knowledge of the common conceptions, misconceptions and
difficulties that learners may have when learning particular content and
knowledge of the specific strategies that can be used to address learner needs in
particular classroom circumstances.
Wilson and Peterson (2006, p.11) state that “teaching is shared work
between students and teachers (teachers still have responsibility for making sure
that students learn”. Cooperative learning, team learning, and reciprocal teaching
but a few examples of the many ways classroom work can be distributed. Teacher
would have to understand when and how to manage classroom. Teaching might
proceed on the basis of different families of learning theory; philosophical
theories of learning (mental discipline, unfold, approbation).
Education is very important for learners because they need knowledge to
gain information. It is a challenge for teacher to teach them more. Mc Gonigal
(2005, p.1) state that “no matter what you teach, you face the challenge of
bringing students from point A what they currently know to point B the learning
goals of a course. In many courses, the distance between points A and B is huge,
and the path is not obvious”. Students must not only acquire new skills and
information, but also radically transform their approach to thinking and learning.
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S.C.T. Clarke has formulated a general theory of teaching. It assumes that
teaching is process which is designed and performed to produce change in
behavior of students. Teaching activities can be very diverse and vary also at
different levels of teaching and objectives. All these combinations are possible in
teaching process. D.G. Ryan has tried to explain the concept of teacher behavior
and formulated a theory of teacher behavior. M. Meux and B.O. Smith have
defined the term teacher behavior. “Teacher behavior consists of those acts that
the teacher performs typically in the classroom in order to induce-learning”.
Theory of teacher behavior also explains the relationship of variables; it is based
upon two postulates.
Teaching can be defined as interaction between the teacher and the taught
as far as it is related to imparting of the knowledge to the students, to cover almost
every aspect of education which the students are expected to learn from a teacher
and which the teacher will teach them using all the teaching techniques and aids
available to teach. This includes motivation, encouragement and character
building of the students. Teaching is viewed as a process of interaction between
teacher and students within a superior subordinate relationship.
Teaching is governed by the expectation that learning will result from the
process of interaction. It means that Teaching as a face to face encounter between
two or more persons, teacher intends to effect certain changes in the other
participants (students). Teaching is transfer of material from teacher to students.
Transfer material to students by giving example base on their condition or
experience. It is easy for them to get what the teacher talk and they will be easy to
memorizing the material. Some students have different level to receive knowledge
so a teacher must be smarter to set effective way to overcome all of problem may
happen.
Teaching is a complex process it does not only give the information from
the teacher to the students. There are many activities that can be doing especially
when the process of teaching and learning in the classroom. According to Harmer
(2004, p.107) teaching is about the transmission of knowledge from teacher to
students. Not only to teach students, teacher’ have be a model. For example,
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teacher managing the class, standing in front of the class, moving around the
classroom and helping the students when they need.
In conclusion teaching is activities that are designed and performed to
produce change in student’s behavior. In teaching there a lot of activities that can
be done by teacher such us; question answer, discussion, individual assignment.
Different level such us; memorizing, analyzing, evaluating. All of that include in
cognitive, affective and psychomotor.
B. The Roles of Teacher
Teacher’ is a facilitator of teaching and learning process. Teacher have
important role to make students feel enjoying during classroom activities. The
roles of teacher are;
1. Controller
When teachers act as controllers, they are in charge of the class and of
the activity taking place and are often leading from the front. Controllers take
the register, tell students things, organize drills, read aloud and in various
other ways exemplify the qualities teacher-fronted classroom.
Of course, there are times when acting as a controller. For example,
when giving explanation, organizing question and answer work, teachers
making announcements or bringing a class to order. Indeed, such leadership
may have a highly beneficial effect on a group, especially in the early stages.
In many educational contexts the most common teacher role and many
teachers fail to go beyond it since controlling the role they are used to and are
most comfortable with. Yet this is a pity because by sticking to one node of
behavior, we deny ourselves and the students many other possibilities and
modes of learning which are good not only for learning itself, but also for our
student enjoyment of that learning.
2. Prompter
Sometime when they are involved in a role-play activity for example,
students lose the thread of what is going on, or they are lost for words' (for
example; they may still have the thread but be unable to proceed productively
for lack of vocabulary). They may not be quite sure how to proceed. Hold
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back and let them work things out for themselves or instead, nudge' them
forward in a discreet and supportive way? If we opt for the latter, we are
adopting some kind of a prompting role.
3. Participant
The traditional picture of teachers during student discussions, role-
plays or group decision making activities, is people who stand back from the
activity, letting the learners get on with it and only intervening later to offer
feedback and/or correct mistakes. However, there are also times when we
might want to join in an activity not (only) teacher, but also as a participant in
our own right.
There are good reasons why we might want to take part in a
discussion, for example. It means that we can live things up from the inside
instead of always having to prompt or organize from outside the group. When
it goes well, students enjoy having the teacher with them, and for the teacher,
participating is often more enjoyable than acting as a resource.
The danger when teachers act as participants, of course, is that they
can easily dominate the proceedings. This is hardly surprising since teachers
usually have more English at their disposal than their students do. But it is
also due to the fact that even in the most egalitarian classroom, the teacher is
still frequently perceived of as 'the authority' and tends to be listened to with
greater attention than other students.
4. Resource
In some activities it is inappropriate for teacher to take on any of the
roles. Suppose that the students are involved in a piece of group writing, or
they are preparing for presentation they are to make to the class. In such
situations, having the teacher lake part, or try to control them, or even turn up
to prompt them might be entirely unwelcome.
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However, the students may still have need of their teacher as a
resource. They might need to ask how to say or write something or ask what a
word or phrase means. They might want to know information in the middle of
an activity about that activity or they might want information about where to
look for something a book or a website for example. This is where we can be
one of the most important resources they have.
5. Tutor
When students are working on longer projects, such as process reading
or preparation for a talk or a debate, we can work with individuals or small
group pointing them in directions they have not yet thought of taking. In such
situations, we are combining the roles of prompter and resource in other
words, acting as a tutor.
Is difficult to be a tutor in a very large group since the term implies a
more intimate relationship than that of a controller or organizer. However,
when students are working in small groups or in pairs we can go round the
class and, staying briefly with a particular group or individual, offer the sort of
general guidance we are describing. Care needs to be taken, however, to
ensure that as many individuals or groups as possible are seen, otherwise the
students who have not had access to the tutor may begin to feel aggrieved.
In order to get students to read enthusiastically in class, teacher need to
work to create interest in the topic and tasks. According to Harmer (2007,
p.286) “there are further roles we need to adopt when asking students to read
intensively” such as:
1. Organizer
Teacher need to tell students exactly what their reading purpose is give
the students clear instruction about how to achieve it and explain how long
their students to do this.
2. Observer
While students are reading the teacher can observe their progress
during classroom. For example teacher can around the class.
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3. Feedback organizer
When students have completed the task teacher give feedback session
to check that they have completed it successfully. Teacher may start by having
them compare their answer in pairs and then ask for answer from the class in
general. Teacher also can ask students where in the text they found difficult to
understand. As a teacher we should give positive feedback when our students
get wrong answer and always give them motivation to understand the text.
4. Prompter
When students have read a text, we can prompt them to make text clear
if our students find ambiguities.
C. The Criteria of A Good Teacher
According to the government education policy teachers should be good
models in the teaching and learning process. The qualities of a good teacher are;
1. Should be knowledge in terms of what he/she is teaching
A good teacher is the one who know exactly what he is teaching. The
teacher who is knowledge will be able to teach confidently. The teacher who
is well qualified and knowledge does well in the learning process as opposed
to one who does not know his/her subject matter.
2. Should know the teaching methodologies as well as education psychology
Apart from possessing the knowledge of the subject matter/lesson, a
teacher is also expected to have skills that will enable him/her to administer
the teaching and learning process without any problem. Also the teacher is
expected to promote and nurture different potentials among pupils. Teaching
theories help the teacher to open learning opportunities to the pupils.
Therefore a teacher should effectively use the psychology of education to
facilitate the teaching/learning process.
3. Should have a sense of humour and love to his/her pupils
Having a sense of humour will make someone a successful teacher lf
you have a sense of humour, your class will be peaceful and there will be no
unnecessary conflicts. A sense of humour will attract the pupils to love the
subject and a teacher as well. Pupils will be interested to listen to a serious
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teacher. The most important thing is for the teacher to love his job despite the
fact that sometimes the teaching job is associated with stress or depression.
The teacher should overcome all of these. The teacher's love to the
pupils will facilitate creation of the democratic teaching and learning process.
At the same time learning will be more interactive and natural. Also there will
be no any humiliation or victimization in the class Love will help the teacher
to create effective teaching/learning process.
4. To have positive attitude
A positive attitude is the most important thing in the teaching profession as
well as life in general. In the teaching profession there are many challenges
that a teacher is expected to face. Having positive attitude will enable a
teacher to overcome all the problems that occur in the course of teaching. For
example in the first day of teaching, one may find himself/herself aching what
they did not expect to teach and therefore not being able to teach as was
expected. The teacher should be calm and try to overcome anxieties so that his
or her teaching does not affect the pupils. Despite all these challenges, a
teacher expected to go on improving the teaching strategies.
5. Should be a role model a good teacher
A teacher should be a role model to the pupils. The teacher should
have a hard working spirit, should be diligent honest and should have good
manners so that pupils can be able to emulate. The unqualified teacher will
produce the half baked pupils while the qualified teacher will be able to
produce learners with true vision about life. For example we do not expect a
teacher to be lazy, an alcoholic, a thief, brutal, harsh and a dictator.
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D. Reading
1. Definition of Reading
Reading is one of the four necessary language skills for those learning
English as a second or foreign language. Reading is probably one of the most
important means by which we require knowledge or information from the world
around us. It means reading is viewed as an interactive process between the reader
and the writer in which the former has to understand the message of the passage
and then to decode it.
According to Nation in Meng (2009, p. 132) “Reading is a source of
learning and a source of enjoyment”. By reading we can get information from the
text and knowledge possessed by the reader interact the meaning before, during
and after reading. One most important thing we should pleasure during reading.
Therefore, reading is considered as the most difficult language skill, which
involves the interaction of multiple cognitive, meta-cognitive, linguistic and
sociolinguistic aspects.
2. Kinds of Reading
a) Reading for Information
Reading for information is to learn about a trade, politics or how to
accomplish something. In reading passage, the reader wants to know
information from the passage. It may be in for general information and
specific information. In reading general information, the reader would like
to find general information from the passage, such as topic and main idea.
In order to get general information the reader may use skimming
technique. Brown (2010, p. 213) states that skimming give reader
advantage of being able to predict the purpose of the passage, the main
topic or massage. Skimming allows students to quickly find the main idea
of a paragraph, page, chapter or article and a few but not all of the details.
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b) Reading for Ideas
Reading for ideas is to get main ideas from the passage. The reader
should be careful in determining main idea, before he has to pay attention
to the whole parts of paragraph. Main idea can be placed in the beginning,
in the middle, at the end and in more than one sentence. To get the ideas
from the passage the students can use reflecting technique.
c) Reading to Escape
In this way we can use Scanning. Scanning is reading to extract
specific information or reading for general understanding. According to
Abryct (2011, P.8) Scanning is a skill that requires that reader read quickly
while looking for specific information. To scan a reading text, the reader
should start at the top of the page and then move our eyes quickly toward
the bottom. Generally, scanning is a technique that is helpful when the
reader looking for the answer to a known question. However, in order to
get specific information from the passage such as details, the reader may
use scanning technique.
d) Reading to Confirm Expectation
In order to read confidently, a reader should to know many words
on the passage. Some readers have problem with strange words that never
has they reach before. The way to find the main ideas from the passage the
reader can use predicting. Predicting is not read whole the text but predict
what the text is all about.
According to QCAA (Queensland Curriculum & Assessment
Authority 2010, P.46) predicting is “activates student’s background
knowledge about the topic and gives a purpose to reading to prove or
disprove their hypotheses.” Furthermore, harmer (2006, p. 289) predicting
is when the students predict the content of a text from a clues not from a
picture.
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3. The Importance of Teaching Reading
Hedge (2003) states that any reading component of an English language
course may include a set of learning goals for;
a) The ability to read a wide range of texts in English. This is the long-
range goal most teachers seek to develop through independent readers
outside EFL/ESL classroom.
b) Building a knowledge of language which will facilitate reading ability
c) Building a schematic knowledge.
d) the ability to adapt the reading style according to reading purpose (i.e.
skimming, scanning)
e) developing an awareness of the structure of written texts in English
f) taking a critical stance to the contents of the texts
E. Reading Comprehension
1. Definition of Reading Comprehension
Reading is the process to get information from the text. While,
comprehension is the ability of readers to get meaning from the text they read. In
reading comprehension the reader should to understanding and comprehending
the text to get some point. According to RAND Reading Study Group in
Mudzielwana (2002, p.11) “comprehension is the process of extracting and
constructing meaning through interaction and involvement with written
language”. It consists of three elements namely, the reader, the text, and the
activity to comprehend the text.
Furthermore, according to Paulinah (2012, p.11) “reading comprehension
as the act of understanding and interpreting the information within a text.” This
means that reading comprehension involves word knowledge, as well as thinking
and reasoning. Within the context of the study reading comprehension is
understood as the ability to read any text with understanding. Then, Cahyono in
Nurmadia (2017, p.16) state that “reading is means of transferring information
between the writer and the reader”. Therefore reading comprehension understands
a written text means extracting the required information from it as efficiently as
possible.
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According to Wolley (2011, p.15) Reading comprehension "is the process
of making meaning from text". Reading with comprehension means
understanding what has been read. It is an active, thinking process that depends
not only on comprehension skills but also on the student’s experiences and prior
knowledge. Comprehension involves understanding the vocabulary seeing the
relationship among word and concepts, organizing ideas, recognizing the author’s
purpose, making judgments, and evaluating.
In conclusion reading comprehension is the activity both of the reader and
a text to get much information by comprehend the meaningful of within a text. In
this case the readers or the students must be enjoyable and interested during
reading a text. The reader should be comprehended the text to build a new
knowledge.
2. Level of Comprehension
According to Heilmann, Blain and Rupley (in Arwan, 2016, p.6) there are
three level of comprehension, they are; Literal Comprehension, Interpretive
Comprehension and Critical Comprehension.
a) Literal Comprehension
It involves surface meaning. In this level, students have to find out
information and understand the ideas that are explicitly stated in the text.
In addition, it also appropriate to test vocabulary. The students’ abilities in
this level are:
(1) Knowledge of word meaning,
(2) Recall the details directly stated or paraphrase in own words,
(3) Understanding of grammatical clues-subject, verb, pronoun and
conjunction
(4) Recall of main ideas explicitly stated
(5) Knowledge of sequence of information presented in the passage.
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b) Interpretive Comprehension
In this level, students have to understand of ideas and information
not explicitly stated in the passage. The students’ abilities in this level the
students are:
(1) Reason with information presented to understand the author’s tone,
purpose and attitude,
(2) Infer factual information, main ideas, comparisons, cause-effect
relationship not explicitly in the passage and
(3) Summarization of story content.
c) Critical Comprehension
Students have to analyze, evaluate and personally reacting to
information presented in a passage. The students’ abilities in this level are;
personally reacting to information in a passage indicating its meaning to
the readers and analyzing and evaluating the quality of written information
in term of some standards.
3. Factors That Affect Reading Comprehension
According to Duke and Pearson (2001, p. 423) many factors affect a
student ability to comprehend text. These include;
a) Motivation.
b) Vocabulary/word knowledge/background knowledge
c) Automaticity of decoding
d) fluent reading
e) Understanding and use of strategies employed by effective readers
f) The nature of the text itself (difficulty and interest)
g) The type or genre of text (e.g., fiction, nonfiction, poetry)
h) The amount of reading done
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Furthermore, Dennis in Branch (2016, p.182) state that some factors that
affect reading comprehension skill. They are:
a) Complexity of the reading text
This factor is influenced by the readers’ strength and fluency in
language and their comprehending of its applications and different
meanings. Oral abilities have a significant part in identifying how skilled a
reader can be because learners hear words and obtain a lot of vocabulary.
b) Environmental influences
The second factor related to the environmental conditions that
impact the learners who try to read a passage. Readers may have a lot of
problems to understand a text in an unorganized environment than those
who read in a calm and controlled place.
If learners are in an unsafe place, they find it difficult to focus on
their reading. When they are in safe environments, their reading
comprehension ability will better. Readers will lose their concentration in
understanding a text when there are noises like televisions or radios.
c) Anxiety during reading comprehension
The third factor is pertinent to the anxiety during reading
comprehension. Examinations, class work, or homework situations can put
more pressure on readers’ reading than reading for enjoyment. Some
learners react positively to examinations while others are overwhelmed by
the pressure to carry out a reading activity. Learners who experience this
anxiety may not completely understand the instructions and this may lead
to confusion and poor comprehension of the reading task
d) Interest and Motivation
The fourth factor is interest and motivation. Learners’ interest and
motivation are very important in developing reading comprehension skill.
If readers find the reading material monotonous, they will have a lot of
problems in concentrating on their comprehension. This can lead to a
lowering of reading comprehension among readers. If the reading material
is interesting for learners they can easily understand it and can remember it
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clearly. EFL teachers should motivate their learners through providing
interesting reading materials during their class time.
e) Decoding or word recognition speed
The fifth factor is related to decoding or word recognition speed.
Readers who have problems in decoding and recognizing words read
slowly and find it more difficult to understand the meaning of passages
than those without decoding problems.
She expressed that vocabulary influences the reading
comprehension skill because readers apply decoding skills to understand
the pronunciation and meaning of words they have not seen before.
Persons who have enough vocabulary can clarify the meaning or reading
passages faster than those who should guess the meaning of unfamiliar
words according to the clues of context.
f) Medical problems
The last factor is concerned with the medical problems. According
to Hollowell in Branch (2016, p.183) “Poor reading comprehension skill
may be related to the medical difficulty that does not get addressed until
the child is older”. This involves undiagnosed ADD (attention deficit
disorder), speech problems, and hearing impairments. She emphasized that
learners with speech and hearing difficulties are less likely to take part in
oral reading and class.
4. Stages in Reading Comprehension
Classroom activities are important for a better achievement in teaching
reading skill. According to The Texas Education Agency, Lenz and Armbruster et
al in Paulinah, (2012 p.17) there are three ways of organizing comprehension
strategies and thinking about strategies that one might use. These include, before
reading, during reading and after reading.
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a) Pre-Reading Activities
Abraham in medjahdi (2014, p.38) state that “maintain that an
interactive approach demands that the teachers should activate the students
schemata during the pre-reading phase by helping them recognize their
prior knowledge about the topic of the text”.
Pre-reading activities is interactional activities carried out before
students conduct the real reading activities. In pre-reading activities, there
are some activities, they are;
(a) Concerned with the student’s background knowledge,
(b) Objectives of reading class, learning activities
(c) Motivating the students.
In this stage, teachers try to activate the students’ schemata related
to the topic or explaining briefly the contents of the text. Pre-reading is to
tell students the purpose of reading and learning. Pre-reading is also to
motivate the students. Motivation in reading attracts students; attention the
text. The activities of pre-reading are activities aiming at facilitating the
students’ understanding about the reading text.
b) Whilst-Reading Activities
Teacher must apply some useful activities. Greenwood in
Medjahdi (2014, p. 40) states that “students have to learn how to read and
respond to books”. Students should be able comprehending the text
carefully to answer some question.
During reading activities are the activities that reader does while
reading take place. While reading includes:
(a) identify the main idea
(b) finding detail the text
(c) following sequence
(d) inferring from the text
(e) recognizing the discourse patterns
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During reading activities are instructional activities that are going
on while reading activities are happening. Mukhroji (2011) state that there
are five activities to do while reading. The first, readers identify main idea
of the text and identifying topic sentence through skimming. Second,
readers find the details in the text and finding specific information. Third,
readers follow a sequence by relating items in particular order or process.
Fourth, readers infer from the text by trying to understand the text using
their schemata and experience. Fifth, readers recognize the discourse
patterns to understand the text holistically.
c) Post-Reading Activities
Post-reading activities are the activities conducted by a reader after
reading. In post-reading activities, student do post-question, feedback. The
post-question are more active in incidental comprehension and the
objective, since information of both greater and lesser importance is
learned.
Post-reading activities are instructional activities that the students
and teacher do after reading take place. Mukhroji (2011) point out that
post question, feedback, and group and whole class discussion are
activities that can be done in the phase of post-reading activities.
The activities function to check student’s comprehension about the
text being read. The questions after reading class activity are very
important since information of both greater and lesser important is learned.
Besides asking question, summarizing the contents of the text is also
applicable to the students. The activity of post-reading can also be in the
form of discussion. Thus, discussion can be in group or whole-class
discussion.
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F. Kinds of Activities Used in Teaching Reading
Carrell and Eisterhold in Alyousef (2005, p.149) state that “for the
beginning reader, the Language Experience Approach (LEA) is an excellent way
to control vocabulary, structure, and content”. The basic LEA technique uses the
students’ ideas and the students’ own words in the preparation of beginning
reading materials. The students decide what they want to say and how to say it,
and then dictate to the teacher, who acts as a scribe. LEA works because students
tend to be able to read what they have just said.
The students, in effect, write their own texts, neutralizing problems of
unfamiliar content. Another way to minimize interference from the text is to
encourage narrow reading, as suggested by Krashen. Narrow reading refers to
reading that is confined to a single topic or to the texts of a single author.
Contemporary reading tasks, unlike the traditional materials, involve three phase
procedures: pre-, while-, and post- reading stages.
1. Pre - activities
Zhang briefs that “comprehension is facilitated by explicitly
introducing schemata through pre-reading activities”. Pre reading stage helps
in activating the relevant schema. Most teachers tend to neglect the pre-
reading procedure claiming that there is not enough time. In fact, pre-reading
activities motivate students before the actual reading takes place. For example,
teachers can ask students questions that arouse their interest while previewing
the text.
Similarly, Abraham in Alyousef (2005, p.149) states that an interactive
approach “demands that the teachers activate the students’ schema” during the
pre-reading phase by helping “students recognize the knowledge that they
already have about the topic of a text”. For example, through discussion of
titles, subheadings, photographs, identifying text structure, pre viewing, etc.
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2. While activities
The aim of while-reading stage (or interactive process) is to develop
students’ ability in tackling texts by developing their linguistic and schematic
knowledge. Hedge in Alyousef (2005, p.150) state that “although some
oppose the interactive activities carried during the while-reading phase, there
are only few research studies that show the “effects of intervention and their
outcomes”. Moreover, “many students report positively on the usefulness of
while-reading activities
3. Post activities
Haller in Alyousef (2005, p.150) state that “model a number of school-
based post-reading activities which enhance learning comprehension through
the use of matching exercises, cloze exercises, cut-up sentences, and
comprehension questions”. For the post activity, the teacher puts blanks in the
story in place of some of the words, usually every fifth word but not the first
or the last words in the text. A cut-up sentence activity uses sentences from
the given text and helps learners to gain confidence by manipulating the text
in various ways.
The use of lines in matching can be sometimes confusing for
beginners. Haller proposes the use of “paper strips” at the beginning where a
student is given the strips and asked to match for example a name with its
corresponding activity. Later students can work in pairs as they understand the
concept of matching and, finally, the teacher can introduce matching through
lines. For extra practice students can copy their matching word slips into
another sheet of paper.
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G. Islamic senior high school (MAN) Insan Cendekia Jambi
The state Islamic Senior High School Insan Cendekia Jambi (Madrasah
Aliyah Negeri Insan Cendekia Jambi) is one of favorite school in Indonesia.
Islamic senior high school (MAN) Insan Cendekia has known as MAN IC or
INCEN is Islamic Senior High School that has boarding school. This school is
located in whole Indonesia in construction by the ministry of religious affairs. The
differences of Islamic senior high school (MAN) Insan Cendekia with other
schools is this school hold the principles where there must be balanced knowledge
(science and technology with faith and god fearing) in students’ life. Islamic
senior high school (MAN) Insan Cendekia is always selective when accepting
their students.
There are twenty schools named MAN Insan Cendekia in Indonesia. There
are Islamic senior high school (MAN) Insan Cendekia Serpong, Islamic senior
high school (MAN) Insan Cendikia Gorontalo, etc. Furthermore, MAN Insan
Cendekia is one of them because located in Jambi Province. This school has
accreditation A and also the school is run with national standard. The curriculum
used by this school is 2013. The total number of students is 344 student of which
consists of 25 students. The time for learning is from 7 AM to 4 PM.
H. Curriculum in Reading Comprehension
Curriculum can be defined as a system and learning approach that involve
discipline knowledge or subject for students to get advantages experience.
Nurdiana (2015, p. 18) stated that “Curriculum 2013 is curriculum based on the
attitude and competence”. Through curriculum the students should have attitude
ability and skill”.
However, Curriculum 2013 in learning English language is one the subject
must be follow by the students. The goal of curriculum 2013 in reading
comprehension the students have more ability when doing observation, explore,
questioning, associate, communicate. While, in core competence the students
should have four competence, they are; spiritual, social, knowledge, and skill.
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Therefore, Curriculum 2013 in basic competence especially in reading
comprehension, the students will be able to analysis short functional text,
arranged the text, such as descriptive text and narrative text. Besides that, the
students should be show their responsibility, honesty, care and cooperation during
learning process. Finally, the teacher give the assessment base on two criteria the
first their attitude and the second their ability.
I. Reviews of Related Study
The first study is Akbar Azizifar (2014) the title of this research is “The
Effect of Pre-reading Activities on the Reading Comprehension Performance of
Islamic High School Students” this research used quantitative design collect the
data. The participant in this study were 60 females tenth graders whose age 15-16
years old Students. The statistical analysis was performed on two sets of data are
comprehension test taken before and after the treatment, the pre-test and post-test
scores. The results of two hypotheses of the study are the first hypothesis says that
there is no significant difference in student’s achievement between first and
second applications for the pre-reading activities. The second hypothesis states
that pre-reading questioning activity does not facilitate reading comprehension
better than vocabulary definitions.
The second study is Winantri Aning (2006) the title is “An Analysis of
Teaching Learning Activities of Reading Comprehension in English Text Book
for first year Junior High School” In this study, the writer is interested to analyze
the teaching learning activities of reading comprehension in junior high school
English textbook published by Yudhistira. In detail, this study is attended to
elaborate (1) teaching learning activities of reading for the first year junior high
school textbooks. In this study, the writer used descriptive design to know the
teaching and learning activities of reading comprehension in certain textbooks.
The population was all of the English textbook in the first year junior high school
based on the 2006 English curriculum and the sample of this research are English
on Sky, The Bridge English Competence, and Flaying Start, English textbook for
first year junior high school published by Yudhistira. The instruments used are
documentation. The finding of this research shown that Teaching learning
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FACULTY OF EDUCATION AND TEACHER TRAINING
activities of reading comprehension in “The Bridge English Competence”
textbook published by Yudhistira consist of reading the number, answering the
question True (T) or False (F) based on the text, reading the text, answering the
question based on the text, reading the sentences with the correct pronunciation,
reading a dialogue, answering the question based on the dialogue.
In this research focus on teaching activities in the classroom, but
researcher only focuses on analyzing teaching activities on reading
comprehension done by teacher at Islamic senior high school (MAN) Insan
Cendekia Jambi. The different of this research and the other research is the
Researcher want to know teaching activities of reading comprehension conducted
by English teacher at Islamic senior high school (MAN) Insan Cendekia Jambi.
The similarity between this study and previous study is all about process of
teaching activities reading comprehension.
26 FACULTY OF EDUCATION AND TEACHER TRAINING
CHAPTER III
METHODOLOGY OF RESEARCH
This chapter aims to present the methods of the research to investigate
teaching activities of reading comprehension. This chapter also discusses the
Research Design, Setting of the Research, Subject of the Research, Kinds and
Source of the Data, Technique of Collecting Data and Technique of Data
Analysis.
A. Design of Research
The purpose of the research is to analyze the activities applied by an
English teacher in teaching reading comprehension at the tenth grade of the state
Islamic senior high school Madrasah Aliyah Negeri Insan Cendekia Jambi. This
research used qualitative descriptive as a design of research because research
focuses on analyzing activities of reading comprehension at Islamic senior high
school (MAN) Insan Cendekia Jambi. It means this research was focused on
phenomenon in the school environment as in the fact as clear as possible without
manipulation. According to Arifin (2011, p.140) qualitative research is carried out
in natural setting without manipulating the data. By using qualitative method, the
researcher hope to get data cleared and sure.
B. Setting and Subject of Research
1. Setting
The research of this study was conducted at Islamic Senior High School
(MAN Insan Cendekia) Jambi. It is located in Jl. Lintas Jambi - Muara Bulian
KM. 21 Pijoan, Jambi Luar Kota. Madrasah Aliyah Negeri Insan Cendekia Jambi
is among the 20 of the MAN Insan Cendekia in Indonesia. This is a favorite
school for students in the outside who want to continue their school. Not only the
teacher but also the students from this school have high level intelligence
especially in English. The students of MAN Insan Cendekia earned many
achievements for their English competencies, such as; Debate, Olympiads and
Speech.
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2. Subject
Subject of this research was an English teacher at MAN Insan Cendekia
who teaches at tenth grade in Islamic senior high school (MAN) Insan Cendekia
Jambi. The teacher named who teach at the tenth grade is Mr. Didik Setiaji. In this
research, the researcher took two classes where teacher teach. There were; science
class 1 and social class 2. One class consisted of 27 students. The researcher took
two different classes because to know the teacher applied the same activity or not.
C. Kinds and Source of the Data
a. Kinds of Data
a. Primary Data
Primary data is the data taken by researcher from informants who
know clearly and detailly about that problems that will be researched
(Moleong 2008, p.3). It could be information about teaching activities of
reading comprehension. Researcher got primary data from interview and
used the observation both of students and teacher in teaching activities of
reading comprehension at first grade Islamic senior high school (MAN)
Insan Cendekia Jambi.
b. Secondary Data
Secondary data is the data taken from documents and opinion.
Researcher asked documents from English Teachers about activities of
reading comprehension. So the researcher could analyze about the
teaching activities of reading comprehension at second grade Islamic
senior high school (MAN) Insan Cendekia Jambi.
b. Sources of Data
The researcher collected the source of data in this research from some
source. There were; documents, condition, interview with English teacher at
second grade MAN Insan Cendekia Jambi and also observation both of
teacher and students in teaching activity during reading comprehension.
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D. Technique of Collecting the Data
One stage that most important things when do a research is collecting
the data because the goal of the research is get the data. According to Creswell
(2014, p. 239) “the collection procedures in qualitative research involve
observation, interview and documentation”.
1. Observation
The researcher analyzed all of the activities applied by the teacher
during the teaching learning activities of reading comprehension Therefore,
for collecting the data researcher used field note to observe. According to
Creswell (2006, p.239) observation is when the researcher takes field notes on
the behavior and activities of individuals at the research site. In field note the
researcher record and ask general question to participant.
Field note is all of the data taken from object of the research.
According to Friska (2014, p.59) field note is the researcher should make a
note about all event during the research. In this stage the researcher made note
about all of the activity applied by the teacher during the lesson teaching
learning activities of reading comprehension.
The researcher took filed notes a teacher that include ; the style of
teacher in teaching English, how the teacher opened the class until closing and
all the activity applied by teacher, etc. Then, researcher took a picture or
videos as evident. The researcher made field note to supporting the
observation. The researcher observed two classes where teacher teach.
In observation stage, the goal of research were to observed the teacher
activities in teaching reading, to get a new knowledge form the teacher in
reading class, to know how the teacher taught their students in reading
comprehension and how the teacher handled their class during the lesson from
opening until closing.
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2. Interview
Sugiyono ( 2008, p.231) stated that interview is a meeting of two
persons to exchange information and idea through responses, resulting in
communication and joint construction of meaning about a particular topic.
Before interview, the researcher prepared the questions to get more
information about all of things on teaching activities of reading
comprehension from teacher.
In interview stage, the researcher conducted face to face interview with
the teacher to get some information that were needed for the research.
Researcher asked some question that related to the problem of research.
During the interview the researcher took note used tape recorder. The goal of
interview is to comparing teacher statement and teaching activities applied by
English teacher during observation.
3. Documentation
Documentation is mean that things on written. According to Arikunto
(2009, p.149) documentation is data source that in form written like books,
magazines, documents. The researcher used documentation to supporting the
observation and interview to collecting the data. In documentation section, the
researcher took the data from files written and picture.
Therefore, there were some documents can help the researcher to
collecting the data such as the material of lesson, school profile. The goal of
documentation was to collecting the pictures and videos to supporting the
research as evident of the research.
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E. Technique of Data Analysis
Qualitative data is the process of arranging the data to be systematic.
According to Creswell (2006, p.245) A discussion method in a qualitative
proposal needs also to specify the steps in analyzing the various forms of
qualitative data. The researcher managed the data to present the result with
others by making conclusion. Then, it could be easy to be understood by the
researcher and a reader.
1. Data Reduction
Data reduction is the process of summarizing the data, choosing the
main of points just focuses on the important things and throw the data which is
not needed during data collection. In this process the researcher concentrated
with the activities of reading comprehension found by the researcher.
2. Data Display
After the data is collected and reduced the researcher should go to the
next steps is displaying the data. Usman (2009, p.85) state that “data display
is organized the data into chart or graphic”. In this process the researcher
display the data to facilitating the researcher and a reader to understanding.
3. Conclusion Drawing and Verification
The last step to analyzing activity for the qualitative research is
conclusion drawing and Verification. Here, the researcher made the
conclusion about the process of teaching activities in reading comprehension
and how the teacher handled the class during reading activities The researcher
made the conclusion which was valid and supported with the evident that the
researcher founding.
31 FACULTY OF EDUCATION AND TEACHER TRAINING
CHAPTER IV
RESEACRH FINDING AND DISCUSSION
This chapter presents findings and discussion of research. The findings of
the research covers the analysis of teaching activities of reading comprehension
and the result of interview, observation and documentation in teaching reading
comprehension process.
A. Findings
1. Observation
The researcher conducted observation in three meetings to get data about
teaching reading activities applied by English teacher at Madrasah Aliyah Negeri
Insan Cendekia Jambi. The researcher observed teacher teaching at two classes,
they were; X science class 1, X social class 2. The After collecting the data,
researcher found some activities applied by teacher. Here are the kinds’ activities
of reading comprehension conducted by the English teacher:
a) Using Multimedia
Teacher applied this activity in the first meeting. The teacher used
multimedia to transfer the lesson to students. There are some multimedia
applied by teacher, there were; picture, videos and song. Teacher used the
media to make students easy to understand the material. Albert R declared that
teaching learning by using multimedia is not only helping teacher in
delivering the target language but also motivating the students in learning
where it provide audio and visual materials that make the students attract to
the lesson and give more attention to it.
(1) Picture
Teacher introduced the material (descriptive text) by showing
some pictures about tourism places. It was done to help the students
easy to describe descriptive text. By giving a picture, the teacher hope
that the students would easy to understand the material.
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There are some pictures that teacher showed to students. For
example; picture of Borobudur temple, prambanan temple and other
picture places. Teacher also asked some questions when showing picture.
The questions were; where is the place you have ever visited? , how long
you came there? , with whom you go there? , when did you go there?,
Teacher showed some pictures trough television. It was help students to be
comfortable during teaching process. The purpose of picture is to check
students’ prior knowledge, accommodate students’ multiple intelligences,
and give the concrete visualization.
(2) Videos
Not only gave pictures, teacher also gave some videos about
the material. Sometime, teacher managed interesting videos to give
students opportunities such as; to encouraged students mind, opened
students’ schema, to gained students ideas. Teacher gave videos that
related to the topic. Teacher created the videos by himself and all
students enjoyed when watch video. The teacher created fun and
interest videos to attract students mind before teacher explain the
lesson. Teacher also put the song as background of videos but teacher
did not give videos to long duration to students.
b) Comprehension the Text by Process
After gave pictures and videos, teacher explained the material of
descriptive text. This activity applied by teacher to know students
comprehend the text or not. There were some activities to make students
comprehension the text, namely; read a task, translation and re-telling.
(1) Read a task
Read a task was conducted in two meeting. Teacher asked
students to write simple descriptive text before teacher explained more.
Teacher applied this activity to allow students read their simple
descriptive text in front of the class. When students finished this
activity, teacher gave students comment. Such as; giving the example
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how to pronouncing well in English word. Teacher applied this activity
after showed picture and videos to students.
(2) Translation
The teacher conducted this activity twice while giving a new
text to students. Teacher gave a text to students on the television.
Before that, he asked students to focus on the television. Then, teacher
explained carefully about the text until students really understand.
Teacher explained the material with clear instruction and definition.
When teacher explained, he asked the students about the meaning of
each sentences.
Teacher and students tried to translating the sentences together.
It was done to attracted students more active in the class. From the
interview, it is known that the teacher believed Freeman’s in Fitria
(2013, p. 96) states that “translation is ineffective since students are
indeed focus on meaning already”. When translated the text, each
students more active to share their opinion about the text. Researcher
saw all students was focus on the text.
(3) Retelling a text
The teacher conducted this activity once meeting. Before that,
teacher asked students to read their simple paragraph. But here, teacher
asked each student to perform in front of class without the text.
Teacher asked them to memorize their descriptive text. When students
performed, teacher found some words that they read incorrectly.
Then, teacher explained to students how to pronounce well by
writing in the white board. Teacher also appreciated with students
worked by saying “good, thank you”. Not only all students can
perform on this meeting but the students were also able to perform
without a text. Then, teacher talked to students that performance would
be continued to the next meeting
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c) Using Communicative Strategies
The teacher used this activity to communicate with their students.
This is very important to make no space between teacher and students.
Teacher should create good environment in the classroom. For example,
joking and laughing to students. Based on description above, activities
applied by teacher consist of motivating students, introducing the topic,
explaining the topic and all activity conducted with this activity.
In this stage at the first meeting teacher entered the class on time.
After that, teacher greeted the students by saying “Assalamualaikum
warahmatullhi wabharakthu” and all students responded by saying
“Wassalamualaikum warahmatullahi wabarakthu”. Then, teacher checked
students’ attendance. Before beginning the teaching and learning process,
teacher gave students motivation and joking students to laugh together.
(1) Question and Answer
Question and answer was conducted in the entire meetings.
The teacher did this activity in greeting the students, checking
students’ attendance, reviewing previous lessons, discussing the text,
and attracting students’ attention. Researcher found that, teacher asked
each students about the place they have ever visited. There were some
questions, namely; where is the place you have ever visited?, how long
you came there ?, with whom you go there ?, when did you go there?
etc. Researcher saw all students were active when answered.
Then, teacher asked students to make simple paragraph of
descriptive text about tourist places. Teacher gave 10 minutes for each
of students to do their task. When students made descriptive text
teacher moved around the class and checked students’ task. There were
some interaction between teacher and students when students make the
task. For example, students asked to teacher about the English word
that they don’t know. Then, teacher helped them to find it.
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Brown’s in Fitria (2013, p. 97) state that “question and answer
allows students to interact with others more creatively”. In last of the
lesson teacher gave feedback to students. Teacher asked students who
don’t understand about the material. Teacher also asked the students
difficulties that related to the topic. Then, teacher asked students to
learn more at home.
(2) Answer Question based on the Text
After teacher explained the material and all students
understood, teacher gave paper of descriptive text to student. Teacher
prepared the text and gave students one by one the text. Then, he asked
students to answer the questions based on the text. Teacher gave time
for students to do their assignment. Teacher moved around the class
and checked students answered. Teacher also helped students’ who has
ambiguities questions.
(3) Discussion
In this activity, teacher gave students paper of questions that
they answered last week in randomly. After that, teacher and students
discussed to find the correct answer. When discussed, researcher saw
all students were active. Teacher should be a fair when students found
different answer. Teacher should make ambiguities questions to be
clearly. Teacher should know more from students to find the answer.
Teacher also can answer the question from students of they have any
opinion. In addition, teacher should handle all the activity on the class.
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In observation, researcher made the teaching activities applied
by teacher in three stages. There were; pre activities, while activities
and post activities.
Activity Description Times
First
meeting,
Opening activity
The teacher came to the class on time and greeted
the students.
The teacher checked students’ attendance.
The teacher gave students motivation and joking
students to laugh together.
The teacher introduced the material (descriptive
text) by showing some pictures about tourism
places.
The teacher also gave some videos about the
material. Teacher also asked some questions when
showing picture. The questions were; what is it?,
where is the located of picture?, do you have ever
been there?, and etc.
25 minutes
While activity
The teacher asked each student about the place they
have ever visited. There were some questions,
namely; where is the place you have ever visited? ,
how long you came there? , with whom you go
there? , when did you go there.
The teacher asked students to make simple
paragraph of descriptive text about tourist places.
The teacher gave 10 minutes for each of students to
do their task.
50 minutes
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The teacher moved around the class and checked
students’ task.
The teacher asked some students to read their
simple descriptive text. Teacher appreciated with
students worked by saying “good, thank you”.
The teacher explained the material by explain of
definition, generic structure and language structure
analysis of descriptive text. Teacher explained the
material in detail to students.
The teacher also gave some examples of descriptive
text to students.
Teacher and students discussed the text together.
The teacher and students translated the part of
sentences from the text to getting information from
the text.
Post activity
The teacher gave feedback to students.
The teacher asked students who don’t understand
about the material.
The teacher asked students to make again
descriptive text about tourist places.
The teacher asked them to make the task based on
they own word. Students also not allowed copying
the text from internet.
The teacher also said the totally of task should 1000
thousand words. Then, the bell was ringing.
Teacher closed the material by saying thank you to
students.
10 minutes
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Second
meeting
Opening activity
The teacher opened the class by greeting the
students
The teacher checking students attended and
motivating students.
The teacher asked to students they have homework
or not. There are some students answered they had
not yet.
The teacher gave time for students who don’t finish
their homework.
The teacher opened the material about descriptive
text used media television.
Teacher showed the example of descriptive text and
asked students to saw the television.
20 minutes
While activity
The teacher gave a text to students on the television.
The teacher asked students to focus on the
television.
The teacher explained carefully about the material
until students really understand.
Teacher explained the material by explaining each
paragraph for descriptive text material with clear
instruction and definition.
The teacher asked the students about the meaning of
each sentences. Teacher and students tried to
translating the sentences together.
The teacher gave paper of descriptive text to
student. Teacher prepared the text and gave students
one by one the text.
60 minutes
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The teacher asked students to answer the questions
based on the text.
The teacher gave time for students to do their
assignment.
The teacher moved around the class and checked
students answered.
The teacher also helped students’ who has
ambiguities questions.
Post activity
The teacher asked students to collecting their task.
Teacher talked to students to learn more after the
lesson. Time was over.
10 minutes
Third
meeting
Opening activity
The teacher entered the class on time.
The teacher greeted the students and smiled to
students.
The teacher checked students attending. Before
beginning the teaching and learning process he
always gave students motivation, joking to students
and laughing together.
15 minutes
Teacher opened the lesson and he asked the
students to tell about the material last week.
The teacher gave students paper of questions that
they answered last week in randomly.
The teacher and students discusses to find the
correct answer. When discussed researcher saw all
students were active.
The teacher asked the students about the descriptive
text they had written last week.
65 minutes
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Teacher asked each student to perform in front of
the class without a text. Teacher asked them to
memorize their descriptive text. When students
performed, teacher found some words that they read
incorrectly.
The teacher explained to students how to pronounce
well by writing in the white board. Not only all
students can perform but the students were also able
to perform without a text.
Post activity
The teacher talked to students that performance
would be continued to the next meeting.
Teacher asked to the students did they understand
about the material and the students answered they
understood. The lesson was over.
10 minutes
Table 1: Teaching activities of reading comprehension
As long teacher observed, teacher combine the social class and
science class. Then, researcher found that, teacher applied the same
activity both two class. But, teacher gave different text to students. In
science class, teacher gave the text of descriptive text too long, more
difficult from social class. Based on description above, the researcher
saw students in science class more active in social class.
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2. Interview
The researcher interviewed the subject (an English teacher at Madrasah
Aliyah Negeri Insan Cendekia Jambi). The researcher used interview to get the
data about English teacher’s activities in teaching reading comprehension. The
interview was held on Wednesday, September 12 2018.
The result of interview first question the researcher asked teacher’s
opinion about teaching reading activities. The answer is below:
“Teaching is not only gave comprehend the text in the form of sentences,
paragraph arrangements but also opening up students' perception so reading also
provides learning for students to know many things that related to the topics we
teach in class, so reading also teaches students to gain broader perception related
to some things or topics that we talk about”.
Researcher found that opening student’s perception in reading is perceived
as the most important thing by the teacher.
The result of interview second question the researcher asked about kind of
activities and how he applies reading activities and teacher answered is as follow:
“The activities that commonly I applied were giving students a text
reading for example about tourist places. Then asked students to read and found
the meaning of text based on sentences of sentences. After students understand I
asked students to make text different but with the same topic. Then, asked them to
read in front of the class. Then, I gave students text and asked students answered
some questions”.
The result of interview third question the researcher asked about his
difficulties in teaching reading comprehension and how his handle it and teacher
answered:
“Sometime, students’ were difficult to understand meaning of text because
students lack in vocabulary. To overcome that I give them a chance to guess the
meaning for interpret first before we give the real meaning based on the
dictionary. So students were not always recommended to opened a dictionary and
then search for the meaning but teach them to guess, guessing what it means to a
word.”
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The result of interview fourth question the researcher asked about how his
facilitates students when learning reading and teacher answered:
“I usually use handbooks if students having books. Then, I give them a text
one by one and asked them to discuss about the text. But sometime I facilitate
them by using media like television”.
The result of interview fifth questions the researcher asked about how his
direct the students during reading class and teacher answered:
“Directing students in reading material especially when students read a
text there are some word that they read or they pronounced not correctly. I
usually write in the whiteboard how to pronounce well. Sometime I invited
students to translating the text that ambiguities for them together”
The result of interview six questions the researcher asked about how his
evaluate their students and teacher answered:
“In teaching reading we should give something new, interest, up to date
topic to make them enjoying during reading because it is important to overcome
students bored”.
The result of interview seven questions the researcher asked about how
teacher arranged reading classes to make students interested and enjoy learning
reading and teacher answered:
“I usually deliver material or text that is interesting for them, for example
about tourist places, I will use media television. Then, show videos and pictures,
then I invite students to share their opinion so they don't only focus on the text”.
The result of interview eighth questions, the researcher asked about how
teacher build students' understanding when teaching reading and teacher
answered:
“Teaching reading is related to how text was formed. For example
descriptive text it has own their pattern. So first, we teach them to understand
about the structure and character. In descriptive text has identification and
description. It is the main point. So when their getting understood about the form
of identification and description I can move another instruction”.
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The result of interview nine questions, the researcher asked about how his
handle students who don’t like reading and teacher answered:
“We should provide the topic that interested for students. The topic are
should something new, up-to date and have useful information for them”.
The result of interview ten questions, the researcher asked about does his
adjust the material base on the English lesson plan that he made and teacher
answered:
“RPP is a planning for teaching. When we make the RPP is not
appropriate in real situation. So, I personally do not make the lesson plan as the
main reference but I adjust the topic base on the lesson plan”.
The result of interview eleven questions, the researcher asked about how
their handle students who get low reading scores and teacher answered:
“Sometime I give them a test and try out. If whole students have difficulties
I teach them again until their understood. But if a part or some students not really
understand I approach them by giving extra assignments”.
The result of interview twelve questions, the researcher asked about does
him helping students to find the meaning of word that students don’t know and
teacher answered:
“Yes, but sometimes before telling them the true meaning I ask them to
guess what that means. If they still don't know sometimes I help them to find the
meaning”.
The result of interview thirteen questions, the researcher asked about does
he read other references before teaching reading and teacher answered:
“Yes, I read related with the topics. Sometime, watch television or looking
for information from the internet, magazine and newspaper”.
In addition, the result of interview fourteen questions, the researcher asked
about what the solution that he give in teaching especially in reading
comprehension and teacher answered:
“The teacher should read a lot. Like, read many references related to how
to teach reading. In reading, you don't just need to look for topics in accordance
with teacher's desire, but we adjust base on the student’s desire. Look for topics
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that can appear their curiosity. Then a teacher must explore or develop reading
text be better. So that, students will have the ability to think better and reading
target students should be able to make text base on their own word”.
Researcher found that English teacher’s answer is the same as what
observed by researcher in the real classroom. Researcher saw the activity applied
by teacher was interesting. It can be seen from how the teacher handle their
students that have forgotten some vocabularies, how teacher controlled their
students in the class. Both interview answer and fact in the classroom are very
relevant.
3. Documentation
Based on the research, researcher took some photos and record videos of
teaching activities of reading comprehension as documentation. The researcher
found there were a lot of activities applied by the teacher during teaching reading
for descriptive text material. Then, researcher made the activities in three stages
(pre activities, whilst activities and post activities).
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B. Discussion
This part presents the analysis of the finding. The discussion was given
based on the presented finding covering the teacher activity in teaching reading at
Madrasah Aliyah Negeri Insan Cendekia Jambi especially in first grade with one
English Teacher. The researcher found some activities applied by the teacher start
from opening the class till closing the class. The activities conducted by the
teacher were picture cued, question and answer, read a task, translation, retelling a
text and answer question base on the text.
1. Applying Teacher Activities in Teaching Reading Comprehension
Teacher opened the class by greeting the students and asking student’s
condition. Steps on preliminary activity with teacher inculcated polite
greetings by giving a smile to the students when entering the classroom and
said “Assalamu’alaikum warahmaytullahi Wabarakatuhu ”. Then, students
respond by saying Wassalamu’alaikum warahmatullahi Wabarakatuhu.
After that, teacher asking students condition by saying “how are you
today?”. Then, students answered by saying “I’m fine, I’m great”. After that,
teacher asked students attended by said “who is absent today”. Teacher made
good and relax situation in the class before start to material of reading.
Teacher introduced the material that he want teach base on the Curriculum
2013.
After that, teacher gave students motivation to learn English. Teacher
always gave students motivation before starting the lesson. According to Duke
and Person (2001, p.423) there are many factors that affect a students to
comprehend the text one of them is motivation. Motivation is most important
things to interest student enjoying the lesson.
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a) Using multimedia
Teacher opened the lesson by using multimedia, such as; picture
and videos. Harnet in Albert mention that perspective by saying that media
tools appeal to the students’ senses and help them process information,
thus empowering their understanding of target culture and increasing their
motivation toward language learning. By the use of multimedia in teaching
learning that help the learner’ interest and help them understand the lesson,
means they will focus on the lesson.
Dong and Li in Barbara (2016, p.129) explained that “multimedia
is the factor influencing areas such as: student's interest stimulation,
efficiency improvement in the class, and satisfactory effects achievement.
As the result, English classes are more interesting, vivid, and lively”. By
the means of pictures, sound, and animation, multimedia teaching provides
a large number of implicit information. Mayer in Andi et. al (2013, p. 239)
assured that “multimedia as the combination of various digital media
types, such as text, images, sound, and video, into an integrated multi-
sensory interactive application or presentation to convey a message or
information to an audience”.
(1) Picture
After motivating students, teacher opened material by saying
“Today, we are going to discuss about descriptive text” teacher made
sure the students had learned about descriptive text before. Teacher
opened student’s schema by giving students some pictures. The
pictures were Jambi Temple, Borobudur Temple and Prambanan
Temple. Teacher asked students with some questions. The questions
were; what is it ?, where is it ?, what is the name of temple ?, have you
ever been there ?, have you ever been top of temple , etc.
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The researcher made combination both of teacher and Abraham
theory. Abraham in medjahdi (2014, p.38) state that an interactive
approach “demands that the teacher activate the students “schema”
during the pre-reading by helping “students recognize the knowledge
that they already have about the topic of a text”. Building students
schema is important to attract students’ knowledge.
In addition, Harmer in Lia (2014, p. 7) declared that “pictures
can appeal students. Therefore, students have extra visualization about
what they are reading. Thus, those pictures help them to pay attention
to the relevant information”. Teacher gave picture and videos to open
students’ schema about the lesson. Teacher also showed picture and
videos trough television media.
Pictures helped the students to grasp the material. While the
students guess the picture series after they looked at the picture, they
could find the real story and construct their imagination to arrange the
picture. Moreover the teacher did not need to explain many things, just
showed the pictures were easy to grasp, to remember in vocabulary
and to be understood because one of the characteristic of student is
their understanding comes not just from explanation, but also from
what they see.
(2) Videos
After showing picture, teacher and students watched videos
about tourist places. The teacher tried to build students’
comprehension towards the material by giving videos about tourist
places. Teacher created interesting video to attract students idea. Based
on the description above, researcher found that, teacher applied picture
cued to build students comprehend the material before teacher explain.
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Bell, L & Bull, G (2010, P.2 ) mention that “as teachers
develop technological pedagogical content knowledge specific to
digital video, they discover that they can actively engage students by
asking them to observe, answer and question, or interpret a message.
Video can become an object of analysis, sometimes even in
combination with other interactive measurement technologies.
Based on the description above, activities applied by teacher
consist of motivating students, introducing material and opening
student’s schema related to topic. The Researcher found that teacher
applied pre activities to build students comprehend the material before
teacher explain.
All students felt enthusiastic when teacher played videos and
put song as background of videos. Teacher applied it to overcome
students’ boredom. In the first meeting Teacher didn’t ask students to
open the book but showed media like picture, song, videos. These
media were more helpful to transfer the material of descriptive text to
the students.
b) Comprehension the Text by Process
This is a complex process where a teacher should apply some
useful activities. Teacher asked each student’s about the place they have
ever visited. In whole activities, teacher asked students to make descriptive
text by saying “please, take piece of paper. Then, write about the place
have you ever visited”. After that, teacher gave time for students to do
their task. When students made their task, teacher moved around the class.
Teacher observed each student’s answer. There were some activities
applied by teacher, as follow;
(1) Read a task
Teacher asked two of students to read their task. After students
read, teacher appreciated student’s performance by saying “Ok, very
good, thank you”. Then, teacher explained material by explaining
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definition of descriptive text, generic structure of descriptive text,
language features and gave the examples of descriptive text.
(2) Translation
Teacher gave a text and asked students to translating the text.
Teacher and students translated the sentences by sentences in each
paragraph. Teacher explained the material in detail to make students
really understand about the meaning of text. When teacher explained,
teacher was joking and laughing to students. Florentina (2007, p. 2)
assured that the role of translation in foreign language teaching was of
great importance. It was used as a mean of conveying the meaning of a
word, a grammatical form or sentence pattern.
Meanwhile, Chellapan in Florentina (2007, p. 3) declared that
“translation makes the students develop their reading comprehension
ability. It is quite obvious that before one can translate any text he or
she should read the text carefully, trying to make sense of its features
like sentence structures, context, and register. In other words, there
should be a kind of textual analysis which is very important in reading
comprehension”
According to Duff in Dagiliene (2012, p. 125) “translation
happens everywhere and all the time. The students translate in class for
other students, interpret signs and notices in the environment, and
translate instructions, letters for friends and relatives. Moreover, they
mentally translate ideas from their mother tongue into English”.
Nevertheless, Leonardi in Dagiliene (2012, p. 125) “Translation might
provide a guided practice in reading. Before starting translating a text
it “should be read carefully and analyzed in detail to determine the
contents in terms of what, how and why it is said”.
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Therefore, in florentina (2007, p. 6) mention that there are
some good reason for the purposeful of translation activity in our
classroom. First of all, as a communicative activity, it enhances
interaction between teacher and students and among the students
themselves. Second, being a conscious process of language of
language learning, if fully engages the learners in the learning process.
Third, translation helps students develop their reading comprehension
abilities. Fourth, it can be used as an evaluative technique for checking
students reading comprehension of particular text.
(3) Retelling a text.
The teacher conducted this activity once meeting. Before that,
teacher asked students to read their simple paragraph. Retelling can
divide into two form oral and written language. But in this activity,
teacher asked students to oral performance about the descriptive text.
All students should memorize they had written before. Rhodes and
Shanklin in Han (2005, p. 6) mention that “Retelling provides
information about learners' comprehension as a product, while offering
more information about a student's comprehension than common
questions and answers do. Retellings go "beyond the literal and help
children focus on a deeper understanding of the text".
Teacher assessing students’ performance based on retelling.
Rog and Morrow in Han (2005, p. 7) “as an assessment strategy,
retelling demonstrates what the student understands and remembers
about the story; reveals what student considers important about the
story; indicates what students know about story structure and literary
language, i.e. their organizing and summarizing of the story; and
demonstrates the students' vocabulary and oral language development.
Researcher saw the teacher also applied speaking skill in this activity
to know students ability. It showed that, half of students performed
well.
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c) Using communicative strategies
Dornyei in Carmen and Ruth (2012, p. 113) mention that
Communication strategies are attempts to bridge the gap between the
linguistic knowledge of the second-language learner and the linguistic
knowledge of his or her interlocutor in real communication situations.
Studies have found that communication strategies, unconsciously used in
the first language, do not automatically transfer to the second language.
Actually, communication strategies need to be explicitly taught for
students to improve their accuracy and fluency.
Brown in Lin (2011, p. 12) suggests that “communicative strategy
is actually the process of interlingual transfer and the context of learning
as a learner tries to get a message through to a hearer or reader. To some
extent, we may determine some linguistic forms not available to the
learner at that point of communication. Then communicative strategies can
act as the conscious employment of verbal or nonverbal mechanism for
communicating an idea. Brown’s definition of communicative strategy can
help us to reflect what strategies have been used by a speaker through the
analysis of errors.
(1) Question and Answer
Teacher asked each student’s about the place they have ever
visited. In whole activities, teacher asked students to make descriptive
text by saying “please, take piece of paper. Then, write about the place
have you ever visited”. After that, teacher gave time for students to do
their task. When students made their task, teacher moved around the
class. Teacher observed each student’s answer.
When teacher asked each student about the place they have
ever visited, it was something good although it waste their time for
lesson. But the researcher saw all of students enjoyed. It could be seen
from students’ interaction, all of students were more active and brave.
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(2) Answer question base on the text.
The next activities, teacher gave a text & there were some
questions to students. Teacher gave task to know students’ ability in
comprehending the text. Teacher gave different text to see students
really understand or not. One text was to find the meaning of text by
translating together and another text was to know students’
comprehension.
According to Medjahdi (2014, p. 16) “the teacher acts the role
of the evaluator; they have to look whether the objectives of the
reading task have been achieved or not, take into account the
understanding of the text and recognizing the new vocabulary and the
grammar and then evaluating the text. Students might ask
comprehension questions. After the reading comprehension task, it is
better to follow it by giving the learners other activities that have
relation with the text like asking questions about reading
comprehension true/false statements, matching activity, etc.
(3) Discussion
In this activity, teacher gave students paper of questions that
they answered last week in randomly. After that, teacher and students
discussed to find the correct answer. When discussed, researcher saw
all students were active. Teacher should be a fair when students found
different answer. Teacher should make ambiguities questions to be
clearly.
John W and sons in Stephen D. Brookfield and Stephen
Preskill (2005, p. 1) mention that some benefit of s of Discussion,
namely ; helps students explore a diversity of perspectives, increases
students’ awareness of and tolerance for ambiguity or complexity,
helps students recognize and investigate their assumptions, encourages
attentive, respectful listening, helps students become connected to a
topic, shows respect for student voices and experiences, helps students
learn the processes and habits of democratic discourse and develops
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the capacity for the clear communication of ideas and meaning. In
short, Teacher should know more from students to find the answer.
Teacher also can answer the question from students of they have any
opinion. In addition, teacher should handle all the activity on the class.
2. The Criteria of a Good Teacher
According to The Government Education Policy (2011, P.75) teachers
should be a good models in the teaching and learning process. The researcher
found the qualities of a good teacher in teaching as follow:
a) Teacher knowledge in terms of what he/she was teaching.
A good teacher should be able to teach confidently. As long researcher
observe, researcher assume that teaching process applied by teacher was good.
Teacher knowledge in teaching can be seen from how the teacher applied
activities and move to other activities. The instruction and explanation was
clear. For example, when giving a text to students, teacher and students find
the meaning of the text together. Teacher helped the students to make clear the
ambiguities text.
b) Teacher have a sense of humor and love students.
The researcher saw teacher have good humor characteristic and love
his students. For examples, students talked to teacher they felt tired because
there were lot of activities in a dormitory. Teacher gave students suggestion,
motivation and advice for them. It’s good for class environment both of
teacher and students have no space. Teacher made students like friends,
sometime laugh together, joking to all of students. It was created a cheerful
situation. Teacher also created a good situation in the class.
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c) Teacher have positive attitude
Have a positive attitude is the most important in teaching process.
Researcher found that teacher attitude can be the example for students to be a
good person. How to speak in front of the class, physical appearance should
be good and interesting. Teacher also should be polite person to get respect
from students.
d) Teacher as role model
As long teacher observe, researcher saw the teacher’s roles were
complete. For example, teacher as a controller the researcher saw a teacher
moved around the class to check students’ answer. Then, teacher as a
prompter researcher saw when teacher help students when the students don’t
know or lost the English word. Researcher also saw the teacher gave clear
instruction to students.
Harmer (2004, p.107) declared that “teaching is about the transmission
of knowledge from teacher to students”. Not only to teach students, teacher’
have to be a model. For example, teacher managing the class, when explained
teacher standing in front of the class, moving around the classroom and
helping the student when they need. Researcher saw teacher activities was
balance on this theory.
Therefore, readers can improve their reading having comprehension
achievement by expanding their vocabulary knowledge having the ability to
understand sentences. During the observation the researcher saw the teacher
gave students’ homework, feedback, confirming to students who did not
understand about the material given. It showed that, the teacher managed the
class clearly and effectively.
As long as researcher observed teacher activities in the classroom,
researcher saw all students had high level comprehension, in the first meeting
about descriptive text material teacher did not give the example about
descriptive text but whole of students had understood about teacher’s
instruction. But, when students’ performance they made their task well.
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FACULTY OF EDUCATION AND TEACHER TRAINING
Moreover, based on description above, researcher saw teacher created
classroom atmosphere enjoyed, teacher also gave up-to date topic to students.
Then, teacher used media to transferring the material. For example, gave some
interesting videos and picture. Teacher also had humoring characteristic. So,
all students more interested, spirited, contented to learn. Students in this
school have high level intelligence. Because, before students were accepted to
learn here, the school was selective to receive students. Students talk using
English and Arabic in daily activity during school and dormitory. Teacher
facilitate student to learn better with fun.
In addition, Akbar Azizifar in his research the title is “The Effect of
Pre-reading Activities on the Reading Comprehension Performance of Islamic
High School Students”. The statistical analysis was performed on two sets of
data are comprehension test taken before and after the treatment, the pre-test
and post-test scores. The results of two hypotheses of the study are the first
hypothesis says that there is no significant difference in student’s achievement
between first and second applications for the pre-reading activities. The
second hypothesis states that pre-reading questioning activity does not
facilitate reading comprehension better than vocabulary definitions.
Also, in Winantri Aning’s journal entitled is “An Analysis of Teaching
Learning Activities of Reading Comprehension in English Text Book for first
year Junior High School” In this study, the writer is interested to analyze the
teaching learning activities of reading comprehension in junior high school
English textbook published by Yudhistira. In detail, this study is attended to
elaborate (1) teaching learning activities of reading for the first year junior
high school textbooks, (2) the most varieties of teaching and learning activity
of reading. In this study, the writer used descriptive design to know the
teaching and learning activities of reading comprehension in certain textbooks.
Teaching learning activities of reading comprehension in “The Bridge English
Competence” textbook published by Yudistira consist of reading the number,
answering the question True (T) or False (F) based on the text, reading the
text, answering the question based on the text, reading the sentences with the
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FACULTY OF EDUCATION AND TEACHER TRAINING
correct pronunciation, reading a dialogue, answering the question based on the
dialogue.
Therefore, in Yiyin Retnowati (2010) in her journal the title is An
analysis of teaching learning activities of “Lookahead 1 of English textbook
for senior high schools students published by erlangga. In detail this study is
intended to analyze the teaching learning activities of reading. As a result,
shows that the reading activities are: reading the recount text and answering
true or false question, filling the blanks and answering the question, matching
the words, completing the instruction based on the picture, reading the
descriptive text and answering the question, and reading the dialog and
answering the question.
In addition, in this research, the researcher is going to do research in
different matter. The writer takes teaching activities applied by an English
teacher as the object. The writer uses the same method as the previous ones,
which is descriptive method. It means that analyzed the teaching activities
applied by English teacher in the reading classroom. In this research focus on
teaching activities in the classroom, but researcher only focuses on analyzing
teaching activities on reading comprehension done by teacher at Islamic senior
high school (MAN) Insan Cendekia Jambi.
57 FACULTY OF EDUCATION AND TEACHER TRAINING
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings of the research and discussion in chapter IV, the
researcher proposed the following conclusion: The kind’s activities of
teaching reading comprehension applied by English teacher at Islamic Senior
High School Insan Cendekia Jambi (Madrasah Aliyah Negeri Insan Cendekia
Jambi) consist of three activities. There were; Using Multimedia,
Comprehension the Text by Process and Using Communicative Strategy.
First, Using Multimedia activities consisted of Pictures and Videos. Second,
Comprehension the Text by Process consisted of Read a task, Translation and
Retelling. Third, Using Communicative Strategy consisted of Question and
Answer, Answer Question based on the Text and Discussion.
Indeed, the activities applied by teacher in teaching reading were
completed. Those activities applied by teacher are effective to build students
comprehension the text. Indeed, the activities gave good contribution to the
students. Each student was easy to comprehend the text. Teacher applied it to
know students comprehending the text or not. In short, Teacher made students
easily understand e text and get the idea after reading a text.
Based on description above, overall teacher activities applied by the
research subject were good to applied in the teaching English especially in
reading comprehension. However, the way teacher teach at Madrasah Aliyah
Negeri Insan Cendekia Jambi created classroom atmosphere which was
relaxed, fun, and up-to date. Then, teacher used media to transfer the material.
For example, teacher gave some interesting videos and picture. Teacher also
had humoring characteristic. So, all students more interested, spirited, and
contented in learning reading.
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FACULTY OF EDUCATION AND TEACHER TRAINING
B. Suggestion
Based on the conclusion above, the researcher offers some suggestions
for teacher, student, and further researchers as the following:
1. For the teacher
Teacher should apply more varied activities to increase students’
motivation in learning reading because if the students enjoy reading, it will
be easy for them to understand the meaning of text. This is the teacher’s
way to determine learning goals during teaching learning process.
2. For the student
With the activities applied by the teacher, hopefully the students become
more active to learn English especially in reading comprehension.
Students should keep their spirit to learn English although there a lot
activities in the outside school.
3. The next researcher
The next researchers are expected to conduct the research in the same
topic in larger area. The next researcher can conduct the research about the
varieties or various type activities applied by English teacher in teaching
reading comprehension. Therefore, that result will be more advantageous
to improve students’ reading comprehension
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FACULTY OF EDUCATION AND TEACHER TRAINING
B. Research Schedule
Schedule of the researcher is a frame work to allocate the time to conduct
this thesis. The schedule is related to the preparation until final report. It can be
changed, so it is not permanent time.
N
O
Months 2018
Activities Februar
y
March April July August Septemb
er
October
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1. Preparation of
Proposal
X
2. Improvement
of proposal
X
3. Preparation of
Seminar
X
4. Improvement
of Seminar
X
5. Research
Permit
X
6. Preparation of
Research
X
7 Improvement
of research
X
8 Collecting the
Data
X
9. Analysis the
Data
X
1
0.
Thesis
Examination
X
Table 2: Schedule of Research
60 FACULTY OF EDUCATION AND TEACHER TRAINING
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1
APPENDICES
Appendix I : Interview
Pedoman Wawancara Guru
No Questions
1. Selama bapak mengajar dikelas bagaimana pendapat bapak tentang kegiatan
dalam mengajar reading?
2. Apa saja jenis kegiatan dan bagaimana cara bapak menerapkan kegiatan
mengajar reading?
3. Dalam menerapkan kegiatan belajar reading tersebut apakah bapak
menemukan kesulitan dan bagaimana bapak mengatasinya?
4. Bagaimana bapak memfasilitasi siswa ketika belajar reading ?
5. Bagaimana bapak mengarahkan siswa ketika belajar reading ?
6. Bagaimana bapak menilai siswa ketika belajar reading ?
7. Bagaimana bapak mengatur kelas reading bapak agar semua siswa berminat
dan enjoy saat belajar reading?
8. Apa yang bapak lakukan untuk membangun pemahaman siswa saat belajar
reading?
9. Bagaimana cara bapak menghandle siswa yang tidak menyukai reading?
10. Apakah bapak menyesuaikan materi yang yang ada di RPP dengan yang
bapak buat ?
11. Bagaimana cara bapak menghandle siswa yang medapatkan nilai reading
yang rendah ?
12. Apakah bapak membantu siswa menemukan vocabulary yang mereka tidak
ketahui?
13. Apakah bapak membaca referensi lain sebelum mengajar reading ?
14 Apa solusi yang bapak berikan dalam mengajar khususnya reading
comprehension ?
2
Appendix II : Interview Transcription
TRANSKIP WAWANCARA
School Name : Madrasah Aliyah Negeri Insan Cendekia Jambi
Date : September 12th 2018
Time : 09.30 a.m
Name : Didik Setiaji, S.Pd, M.Ed
Text Interview
R1 Assalamualaikum, wr.wb ? selamat pagi pak ?
P1 Waalaikumsalam wr.wb, selamat pagi
R2 Bagaimana kabarnya bapak ?
P2 Alhamdulilllah baik
R3 Jadi begini pak, ini tentang kegiatan belajar reading. Selama bapak
mengajar dikelas bagaimana pendapat bapak tentang kegiatan dalam
mengajar reading?
P3 Iya mengajar reading tidak hanya memberikan pemahanan tentang text
nya baik itu dalam bentuk kalimat, susunan paragraph atau semacamnya
tapi juga membuka wawasan siswa jadi reading juga memberikan
pengetahuan bagi siswa untuk mnegteahui banyak hal yang kaitannya
dengan topic yang kita ajarkan dikelas, jadi reading juga mengajarkan
anak untuk mendapatkan wawasan yang lebih luas terkait beberapa hal
atau topic yang kita bicarakan.
R4 Apa saja jenis kegiatan dan bagaimana cara bapak menerapkan kegiatan
mengajar reading?
P4 Kegiatan dalam belajar reading yang biasa saya lakukan ialah memberikan
siswa sebuah text bacaan misalnya tentang tempat wisata, saya meminta
siswa untuk membaca kemudian mengartikan textnya bersama-sama.
Setelah siswa mengerti saya meminta siswa untuk membuat text yang
berbeda tapi dengan topic yang sama. Kemudian jika waktu masih
memungkinkan saya meminta mereka membacanya didepan kelas. Untuk
3
membuat siswa benar-benar paham kadang saya memberikan text yang
lain dan meminta siswa untuk menjawab beberapa pertanyaan berdasarkan
text yang saya berikan.
R5 Dalam menerapkan kegiatan belajar reading tersebut apakah bapak
menemukan kesulitan dan bagaimana bapak mengatasinya?
P5 Iya sebenarnya untuk mengajar kan semua pasti ada kendala yang akan
dihadapi khususnya dalam bahasa inggris, kesulitan yang paling utama
mungkin karena keterbatasan siswa dalam menguasai kosa kata , kadang
mereka sulit atau tidak bisa memahami arti atau makna dari text bacaan.
Jadi kita menajdikan itu sebagai dari satu sisi kelemahan tapi juga sebagai
kekuatan, mana kala mereka mengalami kesulitan ada beberapa cara yang
bisa dilakukan biasanya kita mengikuti apa yang bisa kita lakukan satu
tidak otomatis misalkan menjawab mengartikan kosa kata yang tidak
mereka paham kita akan memberikan mereka kesempatan untuk guessing
untuk mengartikan terlebih dahulu sebelum kita memberi tahuarti yang
sesungguhnya berdasarkan kamus. Jadi siswa tidak serta merta dianjurkan
untuk membuka kamus lalu mencari artinya tetapi mengajarkan mereka
untuk mengira, guessing apa artinya suatu kata. Sebenarnya kata-kata sulit
itu bukannya mereka tidak mengerti tapi mereka lebih cenderung belum
memahami maksud dari text. Cara mengatasinya yaitu memberi siswa
kasempatan untuk menerka mencoba cari jawabannya dari text yang ada.
R6 Bagaimana bapak memfasilitasi siswa ketika belajar reading ?
P6 Iya memfasilitasi lebih cenderung kepada persiapan materi, ada beberapa
cara yang biasa kita menggunakan buku pegangan kalau siswa ada. Kalau
tidak ada juga tidak apa-apa. kemudian kita menggunakan text yang kkita
cari jadi saya sebagai guru mencari topic yang sesuai dengan yang akan
kita bahas, kemudian dicopy dibagikan ke satu persatu siswa jika tidak
mencukupi kita bisa share kita bagi satu berdua sehingga terjadi interaksi
diantara mereka, ada diskuci kecil diantara mereka dari topic yang kita
berikan namun cara yang lain juga bisa kita lakuan karena dimasing-
4
masing kelas ada media ntelevisi jadi kita kalau tidak sempat mengcopy
ke lembaran kertas. kita bisa memperlihatkan melalui media TV yang
ada. Jadi kita sampaikan kepada mereka untuk sama-sama melihat text
yang ada berdasarkan layar TV.
R7 Bagaimana bapak mengarahkan siswa ketika belajar reading ?
P7 Mengarahkan siswa dalam belajar reading misalnya ketika siswa
membaca sebuah text ada beberapa kata yang pembacaannya kurang tepat
biasanya saya menuliskannya dipapan tulis cara membacanya dengan
benar. Kadang juga saya bersama-sama dengan siswa mengartikan sebuah
text yang masih ambigu bagi mereka.
R8 Bagaimana bapak menilai siswa ketika belajar reading ?
P8 Sebenarnya waktu belajar juga akan berpengaruh, ketika mereka belajar
nya pagi semangat nya masih luar biasa tapi ketika mereka belajarnya sore
hari mungkin kadang-kadang letih capek bisa membuat mereka gampang
ngantuk. Kita disini kan kebetulan siswa kita boarding jadi mungkin
kadang-kadang ada kegiatan malam yang mereka harus ikuti sehingga
pagi kurang tidur dan merasakan ngantuk. Lalu bagaimana mengurangi
atau mencoba untuk merangsang mereka untuk tetap semangat belajar
yang pertama yaitu topic yang kita pilih yaitu sesuatu yang menarik, baru,
up to date yang mereka belum ketahui selama ini, jadi ada informasi
tambahan lalu bagiaman dengan mereka kalau bagi mereka terkesan
kurang menarik mungkin kita ada beberapa cara saya biasanya mengajak
mereka untuk berinteraksi terlibat langsung semuanya jadi misalkan
menyuruh mereka satu persatu membaca bagian-bagian text nya kemudian
mencoba menjawab pertanyaan yang acak kita tidak beruntun kesiswa
nya apakah sesuai absen tapi kita lebih cenderung random sehingga semua
siswa mau tidak mau mereka harus mempersiapkan diri kalau kita
memberikan pertanyaan berkaitan dengan text jadi dengan demikian
untuk mengurangi siswa yang mengalami kejenuhan dan bosan.
R9 Bagaimana bapak mengatur kelas reading bapak agar semua siswa
5
berminat dan enjoy saat belajar reading?
P9 Iya saya biasanya menyampaikan materi atau text yang menarik bagi
mereka, misalnya tentang tempat wisata saya akan menggunakan media
televisi saya bisa menampilkan video maupun gambar kemudian saya
mengajak siswa untuk sama-sama menyaksikannya jadi tidak hanya
terpaku kedalam text saja.
R10 Apa yang bapak lakukan untuk membangun pemahaman siswa saat belajar
reading?
P10 Kita kalau mengajar rading satu kaitannya dengan susunannya seperti apa
text itu dibentuk tentu dengan text yang misalkan procedur text
descriptive, recount itu mempunyai pola masing-masing. Otomatis kita
lebih menanamkan itu terlebuih dahulu jadi mereka memahami tentang
struktur text seperti apa masing-masing memiliki karakter nya masing-
masing. Seperti descritpitve terbagi dua bagian satu identification
kemudian description. Jadi ni dulu yang kita tanamkan ketika siswa sudah
memahami itu aturannya tatanan textnya seperti apa sehingga mereka
lebih cepat mamahami maksud dari text tersebut . jadi misalkan
identification itu isinya apa saja, bagiannya apa saja, kemudian description
description seperti apa. Ketika mereka dianjurkan untuk menulis text
tersebut mereka bisa paham bagian-bagiannya.
R11 Bagaimana cara bapak menghandle siswa yang tidak menyukai reading?
P11 Misalkan topiknya terlalu umum mungkin topic yang sudah biasa mereka
dengar jadi ketertarikan mereka kurang. salah satu caranya yaitu mencari
topic text bacaan yang memang up to dat, menarik baik dari sisi
pengetahuannya maupun penulisannya juga sesuatu yang bermanfaat bagi
mereka.
R12 Apakah bapak menyesuaikan materi yang yang ada di RPP dengan yang
bapak buat ?
P12 RPP itu acuan untuk melakukan pengajaran. Namun, ketika kita membuat
RPP itu dengan situasi dilapangan kadang-kadang tidak sincron tidak
6
efektif ketika berada didalam kelas, jadi kalau saya pribadi tidak
menjadikan RPP sebagai acuan utama dengan materi tapi misalkan yang
kita pelajari itu pertemuan hari ini adalah reading pertemuan yang akan
datang speaking ya tetap saya sesuaikan. Misalnya topiknya tentang
tempat wisata disesuikan dengan sesuatu yang baru yang bisa kita
dapatkan itu lebih baik seperti tempat wisata yang ada diluar negeri. Jika
misalkan tidak ada bagaimana memanfaatkan text yang ada tetapi
cenderung menarik dan rasa ingin tahunya muncul dengan text yang kita
sampaikan.
R13 Bagaimana cara bapak menghandle siswa yang medapatkan nilai reading
yang rendah ?
P13 Berkaitan dengan penilaian sudah ada cara atau system peniliannya
misalkan melakukan tes kalau harian maka ada yang remedial. Misalkan
seluruh siswa mengalami kesulitan kita ulangi lagi kita bahas kembali
sehingga semuanya paham. Kemudian jika sebagian kecil yang nilainya
rendah itu berarti individual sehingga kita akan melakukan pendekatan
kepada mereka dengan memberikan tugas tambahan atau kalau tidak kita
melihat atau mencari waktu untuk mereka bisa mengerti. Tapi yang
biasanya yang biasa saya lakukan ketika mereka mengalami kesulitan saya
memberi text yang sama, kemudian bisa juga memberikan text yang
berbeda tapi mereka harus mencari tahu jawaban yang benar.
R14 Apakah bapak membantu siswa menemukan vocabulary yang mereka
tidak ketahui?
R14 Iya. Tapi kadang-kadang sebelum memberi tahu mereka arti yang
sebenarnya kadang saya meminta mereka untuk guessing apa artinya
jikalau mereka masih belum mengetahui kadang saya membantu mereka
menemukan artinya.
R15 Apakah bapak membaca referensi lain sebelum mengajar reading ?
P15 Iya berkaitan dengan topic kadang bisa membaca, menonton atau
menyaksikan via internet tergantung dari topic yang akan kiuta bahas
7
kalau itu hal yang saya sudah cukup memiliki informasi secukupnmya
untuk siswa mungkin saya tidak perlu, tapi misalkan ada topic yang
menarik yang memerlukan informasi tambahan ya kita bisa dari internet,
koran dan majalah.
R16 Apa solusi yang bapak berikan dalam mengajar khusnya reading
comprehension ?
P16 Solusi dari kesulitan mengajarkan reading buat guru-guru yang lain. Guru
harus banyak membaca disamping pengalaman, banyak membaca
referensi yang berkaitan denganbagaimana cara mengajar reading. Dalam
reading tidak hanya mencari topic sesuai dengan kemauan gurunya tapi
menyesuaikan dengan kemauan siswa. Carilah topic yang dapat memacu
rasa keingintahuan mereka sehinnga pelajaran reading itu menarik dan
sesuai dengan yang mereka inginkan. Kemudian guru harus mengeksplor
atau mengembangkan text reading dengan lebih baik sehingga nanti
memancong siswa untuk meiliki kemampuan berfikir yang lebih baik. Dan
bisa mencontoh atau membuat karya sendiri text dendiri dengan
berdasarkan text yang kita sampaiakn. Usahakan target akhir dari reading
siwa mampu membuat text sendiri lalu meminta mereka
menyampakainnya didepan kelas. Sehingga target kita dalam mengajar
reading tercapai.
R17 Baik pak, terima kasih ya atas waktunya. Wassalamuailaikum, wr.wb
P17 Iya, sama-sama. Waalaikumsalam wr.wb
8
Appendix III : Observation Field Note
Name : Didik Setiaji, S.Pd, M.Ed
Time : 10.30 – 12.00 p.m
Place : X MIA 2
Topic : Descriptive Text ( Tourist Places)
First Meeting (Date : August 27th 2018)
Activity Descriptive of Teacher
Reflection Note of
Students
Opening The teacher came to the class on time The students pay
attention to teacher and
leave another activities
The teacher open the class by saying
“Good morning everybody, how are you
today?”
The students said “Good
morning Mr. I’m
okay/Great/ Fine. How
about you?
The teacher asked to students “ who is
absent today ?”
The students said No one
sir.
The teacher give motivation to the students Students listen to teacher
motivation and said their
have lot of activity
The teacher opened the material by saying
“ we are going to discuss about descriptive
text” show some picture to students.
The students ready to
learn and looking for on
teacher pictures
Main
activity
The teacher asked students about the
picture by saying “what is it ?” and “where
is it?”
The students answer the
picture is “Jambi
Temple”, the second
picture “Borobudur
Temple” and the third
9
picture
“Prambanan Temple”
The teacher showed videos of Borobudur
temple to students.
The students saw videos
together.
The teacher asked each of students about
the place they have been to going
Students answer one by
one. One of students
answer “i have ever been
to Padang, Yogyakarta,
Jakarta, Solo”
Teacher asked to students to write a simple
descriptive text about the place they have
been visited by saying “please take piece
of paper and describe about the place have
ever you been”
The students answered
“Ok Mr. and take paper
and write teacher
instruction.
The teacher give time for students to make
the task and observed students by around
the class.
The students do their
assignment
The teacher help students difficulties in
English word
One of students asked to
teacher, Mr. what is
ombak in English?
Teacher asked to students “ Have you
finish?”
Some of students
answered “Yes, I’m finish
Mr.” and little of students
said “not yet Mr.”.
Teacher asked students randomly to read
their task by saying “ read yours, please!”
The students listened
their friends read.
Teacher explain the material to students “
Descriptive Text”
The students listened to
the teacher
Closing The teacher asked to students by saying ?
Are you understand?
The students answered “
Yes Mr. I got it.
10
Teacher gave an
opportunity for students to
ask their difficulties by saying “ Any
questions so far?”
Students answered,” no
Mr.”
The teacher asked to the students to re-
write descriptive text by own their word.
The students answered “
berapa paragraph Mr.?”
Teacher asked to students to collect their
task
All of students collect
their task
The teacher closed the material by saying
“ok, see you later”
The students answered “
See you, Mr.”
Second Meeting (Date : September 3rd 2018)
Activity Descriptive of Teacher
Reflection note of
Students
Opening Teacher greeting to students by saying “
Good Morning everybody”, “How are you
?”
The students answered
“Good Morning Mr. I’m
fine, and you?”
Times
was
running
Teacher tell students they have homework
or not by saying “Have you finished the
homework?”
The students answered “
Yes Mr. and other
students said Not yet Mr.
(beberapa siswa
mengerjakan tugas
mereka dilaptop.
Teacher remind students about their
homework, by saying “ your homework is
about tourist place that have ever been you
visited, right?”
All of students answered
“ Yes Mr.”
Main
Activity
Teacher open the material by using media.
Like laptop, by saying “ can you see the
laptop”
All of students saw the
laptop and answered “Yes
Mr”.
The teacher explain the material to
students
Students listened to
teacher
11
The teacher asked students they
understand or not
The students answered “
yes Mr. I got it.”
The teacher asked to students by saying “
any questions?”
The students answered”
No Mr.”
The teacher give paper of questions to
students
Times was running….
Students to their task.
Closing The teacher asked students to collect their
task
The students collecting
their task.
Teacher closed the material, by saying “ok
time is over, see you next week”.
The students answered,
“see you Mr.”
Third meeting (Date : September 10th 2018)
Activity Descriptive of Teacher
Reflection note of
Students
Opening Teacher come to the class on time
Students pay attention to
teacher
Teacher greeting to students and checking
student’s attendance list.
Students focus on teacher
question.
Times
was
running
Teacher joking to students before going to
the lesson.
The students laugh
together.
Teacher reminded students about their
material last week.
All students responded
Main
Activity
Teacher give paper of question to the
students and asked them discuss to find
the correct answered.
Each student active when
discussed.
The teacher asked the students to perform
the descriptive text that they had written
before.
The students try to
memorizing their task.
12
Closing Teacher talked to students to continue
their perform next meeting
The students answered
“yes Mr”
Teacher closed the material, by saying “ok
time is over, see you next week”.
The students answered,
“see you Mr.”
13
Appendix IV : Observation Checklist
NO INDICATOR
FREQUENCY
OF SO NE EV AL INFORMATION
1 The teacher makes
preparation before
doing teaching
process
2. The teacher come to
class on time
3. The teacher pray
together with students
before beginning the
teaching process
4. The teacher checking
students attendance
list before beginning
the teaching
5. The teacher build
students schema
before explain the
lesson
.
6. The teacher
motivating the
students
7. The teacher uses
media in teaching
process
8. The teacher
explanation is clear
.
9. The teacher help the
14
students difficulties
in pronounce English
word
10. The teacher observe
student task.
11. The teacher manage
good situation and
made eye contact with
students
12 The teacher giving
feedback after teaching
process
13 The teacher finish the
class on time
Description: Of (Often), So (Sometime), Ne (Never), Ev (Ever), Al (Always)
15
Appendix V : Observation Checklist for English Teacher
NO INDICATOR
FREQUENCY
OF SO NE EV AL INFORMATION
1 The teacher makes
preparation before
doing teaching
process
The preparation are see
the curriculum,
syllabus and choose the
material
2. The teacher come to
class on time
When entering the
classroom students pay
attention to the teacher
3. The teacher pray
together with students
before beginning the
teaching process
Praying together with
the students done in the
morning class
4. The teacher checking
students attendance
list before beginning
the teaching
Teacher asking student
condition.
5. The teacher build
students schema
before explain the
lesson
Teacher giving picture
and videos to students.
6. The teacher
motivating the
students
Teacher give
suggestion, spirit and
advice to students
7. The teacher uses
media in teaching
process
The teacher showing
the lesson, pictures,
videos through
television.
16
8. The teacher
explanation is clear
Teacher give clear
instruction to students.
9. The teacher help the
students difficulties
in pronounce English
word
Teacher write how to
pronouncing well in
the whiteboard.
10. The teacher observe
student task.
Teacher move around
the class
11. The teacher manage
good situation and
made eye contact with
students
Teacher invited
students to joking,
laughing together in
the class.
12 The teacher giving
feedback after teaching
process
Teacher asked students
difficulties
13 The teacher finish the
class on time
Teacher always closing
the lesion in past time.
Description : Of (Often), So (Sometime), Ne (Never), Ev (Ever), Al (Always)
Observer
Dian Mustika
TE.140978
17
Appendix VI : Material of Descriptive Text
Descriptive Text
1. The Definition and Purpose of Descriptive Text
Descriptive text is a text which says what a person or a thing is like. Its
purpose is to describe and reveal a particular person, place, or thing.
2. The Generic Structure of Descriptive Text
Identification; identifying the phenomenon to be described.
Description; describing the phenomenon in parts, qualities, or/and
characteristics.
3. The Language Feature of Descriptive Text
Using attributive and identifying process.
Using adjective and classifiers in nominal group.
Using simple present tense
The Example of Descriptive Text :
(Identification)
Borobudur is a Buddhist temple. It was built in the ninth century under
Sailendra dynasty of ancient Mataram kingdom. Borobudur is located in
Magelang, Central Java, Indonesia.
(Description)
Borobudur is well-known all over the world. Its construction is influenced by
the Gupta architecture of India. The temple is constructed on a hill 46 meter
high and consists of eight steps like stone terrace. The first five terraces are
square and surrounded by walls adorned with Buddhist sculpture in bas-relief.
The upper three are circular. Each of them is with a circle of bell shape-stupa.
The entire upper structure is crowned by a large stupa at the center of the top
circle. The way to the summit extends through some 4.8 km of passage and
18
stairways. The design of Borobudur symbolizes the conception of universe in
Buddhist cosmology.
Borobudur temple which is rededicated as an Indonesian monument in 1983 is
a valuable treasure for Indonesian people.
19
Appendix VII : School Profile
1. Historically of Madrasah Aliyah Negeri Insan Cendekia Jambi
In 2004 the establishment of Madrasah Aliyah Unggulan Swasta was
established based on the Decree of the Regional Office of the Ministry of
Religion. Prov. Jambi Number Kw.04.4 / 4 / PP.02.3 / 618/2004 December 3,
2004 concerning Establishment of Madrasah Aliyah Unggylan Swasta in Jl.
Pijoan Jambi Luar Kota, Muaro Jambi Regency In 2006, the name Madrasah
Aliyah was changed from its original name Madrasah Aliyah Unggulan
Swasta became Madrasah Aliyah Cendekia Jambi. Based on the Decree of the
Minister of Religion of the Republic of Indonesia, dated Maret 27, 2009, the
name Madrasah Aliyah Cendekia Jambi was changed to Madrasah Aliyah
Negeri Insan Cendekia Jambi.
2. Geographical
Geographically of Madrasah Aliyah Negeri Insan Cendekia Jambi
located at Jl. Lintas Jambi – Muara Bulian KM. 21 Kel. Pijoan Kec. Jaluko
Kab. Muaro Jambi, Jambi Province.
3. Vision, Mission and Objectives State Madrasah Aliyah Negeri Insan Cendekia
Jambi
a) Vision
(1) Realizing high quality human resources in faith and piety, mastering
science and technology and be able to actualize it in society.
b) Mission
(1) Preparing future leaders who master science and technology, has a high
fighting power, innovative creative proactive and has a strong foundation
of faith and piety .
(2) Growing interests, talents, and potential of students to achieve
achievements at national to international levels.
(3) Enhancing knowledge and professional skills of educators and education
personnel in accordance with the development of the education world.
(4) Making MAN Insan Scholar as an educational institution that has good
and independent governance.
20
(5) Making MAN Insan Cendekia as a model in the development of science
and technology learning and education for other educational institutions.
c) Objectives
The objective of Madrasah Aliyah Negeri Insan Cendekia Jambi
students should have five basic capabilities of Islamic life, namely:
(1) Broad Knowledge of Knowledge
(2) Tafaaquh Fiddin
(3) Noble
(4) Creative and Skilled
(5) Independently
(6) Clean Behavior
21
Appendix VIII : Documentation Pictures
Picture 1 : Teacher opening the lesson
Picture 2 : Teacher explain the lesson
23
Picture 5 : Teacher as a promter and controller
Picture 6 : Interview activity ( On September 12th 2018)
DAFTAR RIWAYAT HIDUP
(CURRICULUM VITAE)
Name : Dian Mustika
Gender : Female
Place and Date of Birth : Sungai Baung, Oktober 15th 1995
Address : Perumahan Mendalo Park, Blok A N 16
Email Address : [email protected]
Educational Background :
NO EDUCATION GRADUATED
YEAR PLACE
1 SD N 105 Sei Baung 2008 Sei Baung
2 SMP N 11 Sarolangun 2011 Sarolangun
3 SMA N 1 Sarolangun 2014 Sarolangun
4 UIN STS Jambi 2018 Jambi
Jambi, October , 2018
The Writer
Dian Mustika
TE. 140978