CHAPTER III: METODHOLOGY
E. Technique of Data Analysis
In this research, researcher uses qualitative data analysis techniques. Miles and Huberman (1998), explain that “the activity of data analysis in qualitative research is worked as interactive of data analysis, they are data reduction, display, and conclusion or verification” (Sugiono, 2013, p. 246)”
1. Data Reduction
In this stage it is a process of reducing the amount of data that occurs repeatedly which is quite a lot. Reducing data means summarizing, choosing the main things, focusing on important things, finding topics and forms by grouping the characteristics or steps taken by the teacher into which category of strategy. At this stage, researchers obtain data from observations and interviews with the teacher. The results show how the teacher uses strategies in teaching reading comprehension. In this step, irrelevant data is reduced and the necessary data is entered.
2. Data Display
After data reduction, the next step in analyzing data is Data Display. This is the process of displaying data in tabular or essay form so that it becomes easier to understand. Miles and Huberman (1984) point out "by displaying data, it will be easier to understand what is happening, to plan further work based on what has been understood" (Sugiono, 2013). In displaying data, in addition to narrative text, it can also be in the form of graphics, matrices, networks, and charts. In this study,
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researcher will use essays to display data, because it is the most commonly used data display in qualitative research.
3. Drawing Conclusion
The third step in qualitative data analysis according to Miles Huberman is drawing conclusions and verification. The initial conclusions put forward are still temporary, and will change if no strong evidence is found to support the next stage of data collection. But if the conclusions of the data presented at an early stage are supported by valid and consistent evidence when the researcher returns to the field to collect data, then the conclusions put forward are credible conclusions (Sugiono, 2013, p.252)
Here, the researcher will answer the problem formulation that was formulated from the beginning by the researcher and will be developed from the results of interviews with the English teacher about teaching strategies in reading comprehension in class XI at Senior High School 1 Jambi City. Data obtained by researcher in this study were observation, interviews and field notes. After completing the process and displaying data. Researcher will draw conclusion with valid data that has been found. Then, the researcher estimates the conclusion by displaying reliable data display.
F. Trustworthiness
To increase the research data validity, the recent study used technique which is called Triangulation. “Triangulation is defined as technique of collecting data by combination of some different data sources‟‟ (Moleong, 2006:330). The aim of triangulation is to increase one understanding of whatever being investigated. These can be explained as follows:
This triangulation means the researcher uses some different techniques to Verify the data to get the data from one subject or the same sources. In this research, the researcher interviewed the teacher about reading strategies, then observes his reading lesson, and document or taking the picture when in English lesson. Here the researcher gets information from different ways those are
interview, observation, and documentation. It emphasizes on the use of different technique to get the data from the same informant. According to Denzin in Moleong (2006:330) triangulation used to analyze data based on sources, method, Investigation and theory.
Figure .1 Trustworthiness through Triangulation
In this study, the researcher used data triangulation. In this data triangulation was carried out by comparing the results of observation analysis and interviews.
The Triangulation data were present how the data processes and make it into validity that can be a proving. Therefore, it provides the reader to get understanding of the theory and the analysis itself.
INTERVIEW OBSERVATION
NN ONE SOURCIES/
INFORMANT
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BAB IV
FINDING AND DISCUSSION
This chapter presents findings and discussion of research. The finding of the research covers the analysis of teacher strategies in teaching reading comprehension and the result of interview about the strategy in teaching reading comprehension process in online learning.
The process of taking the data was not completed by taking the interview from the teacher itself, where the additional analysis was taken from the observation direct to the school of Senior High School1 Jambi city.
Researcher conducted the interviews techniques and observation to acquire data on the implementation of the English teacher strategies in teaching reading comprehension. The researcher interviewed the teacher of senior High School 1 of Jambi city. The interview was held on Tuesday, November 24th 2020.
A. FINDING
1. The English teaching strategies employed in teaching reading comprehension through online learning.
In the observation process, the researcher has done it four times. The observation was limited by the activities that conduct mostly through online interaction, studying, and even teaching-learning process. The observation first process held in 12th of November 2020. The researcher found there were three strategies were commonly used in teaching reading comprehension in teaching reading process in Senior High School 1 Jambi city. They are scaffolding, QARs, and Reciprocal Teaching.
First observation, researcher introduces herself to the students and contact herself to the teacher who taught English in the second grade of senior high school 1 Jambi city. Even the class activity conduct through online, researcher was asking permission to the teacher to join the teaching learning process to see the class activity in online learning.
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Researcher saw that teacher tried to show the students, reading is the important skill to master as we are a student and even it is difficult we are still have to study.
Many students unusually in the situation where they have to survive to the teaching learning process as seen as today. Therefore, in this case teacher hold for the important leader to conduct the activity in online room.
Teacher opens the class and gives brainstorming to the students by asked the students about their experience in reading text and asked them to mention the title of text they had read. Teacher was also giving the students motivation of the day it started. Then the teacher starts the lesson by previewing the students understanding of the text that would be learned. The material was about “Meaning through Music”. The teacher had to pay more attention to the student. The teacher had to make sure that all students were ready to start the lesson, so all the students could pay attention to the teacher‟s explanation.
Because the meeting through online learning, it conducts in zoom meeting.
Teacher also gave the students time to question themselves if they got confused of the material. At the end of the lesson, teacher prepared an exercise for the student to make sure the student got the clue of what was the teacher explained about and to measure students‟ ability in following the lesson.
As seen in the second observation, it held on 17th November 2020. The researcher observes that the teacher used QARs method. It seems that teacher first open the class and introduce the material of the day. The material of the day is about the procedure text where it is crucial for the students to know deeply about the text in used. Teacher gives the students question what they thought about the text before teacher delivers the material. Students seen happy and fun using QARs because they can create their own questions based on text. Some students got confused, but teacher guided them and then they can follow the rule. Sometime students asked teacher about what they should do next. The last, teacher provided students with feedback and allow for discussion. As the interview of the teacher itself mentioned that the easiest ways for teaching-learning process is using QARs method, we both students and the teacher can figure out each other difficulties in the learning process.
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The next observation was held on 24th November 2020. The researcher found there were different methods in used in teaching reading comprihension. Teacher in the interview explained, teacher is giving the instruction to read in skimming and scenning mode before the teacher giving an explanation to the students. After that teacher asking a question and also provide the students to questioned themselves about the teaxt itself. So that from the prefiew above, the researcher include it in QARs methode in used. It is also can be described that teacher as an assisten where he is as an instructor who conduct the class goes well. The reseacher also described it into scaffolding where the teacher also seeking for students‟ dependent way in learning about reading. In the interview process Mr. Subadi also explained that, the first step in teaching reading comprehension is that we use skimming and scanning, we read at a glance, so by glancing like this, there are ideas and ideas that can be obtained from these readings. After that, students read by scanning, reading in detail.
And the last observation was on 15th December. In this opportunity, the researcher found a new ways where teacher delivers the material in the different ways. Teacher did not conduct the class through meeting zoom. Teacher gave a quiz to the students through APP, which is called seesaw class. Students organized the meeting through information of the APP to see the instruction of the teacher in the class day. The notification received through email of each of the students.
It is used by teacher to gave an extra homework or quiz to the students to teach their knowledge about the theory of reading comprehension. Teacher make due time and minimal words in written as a noted for the student. So it is not supposed be ignored by the students in the future. Teacher gave an instruction for asking the question through comment in APP.
Furthermore, the data were supported by the inteview process that were taken at 24th November. In the interview, teacher said that in teaching reading comprehension, commonly teacher used the easy ways in the teaching learning process, namely QARs. In the process of teaching reading comprehension, the teacher explained it more about the process of teaching learning of reading comprehension in the online and offliine class.
Giving a comperission about the process of teaching learning process, the teacher found it difficult in the online learning, where its was mentioned in the interview that the difficulties itself in the teaching learning process through online are to control and to instruct the students direct to the lesson. And due to the condition, it becomes more difficult couses the connection of each of the students.
In addition, teacher was also explained that in the end of the lesson, Teacher always asked the students to summerize and rewrited the text or the explanation they have got from the lesson of the day. To make sure of the students understanding of the lesson, teacher sometimes asked a question of two or three students as a representative and also close the class by an excercises where prepered form the teacher itself. Furthermore, the explanations were explained below:
1) Scaffolding
In the first observation, the researcher found that teacher used scaffolding strategies in giving an explanation to the students. Online learning takes place in the zoom meeting Apps, teacher introduces the material and asking the students about their last homework as a preview before the class started. Checking attendant list and inviting students to open the class and greet each other.
Furthermore, teacher introduces the lesson of the day. The material was discussed. The teacher invited students to give their own opinion about the text before read in deep of the text to get the actual information. First, Teacher gives an explanation of the text what it is actually about. Pursue the character of each students, teacher needs to understand of student in need and concern in every situational differences in online class.
In case of knowing students understanding and comprehending of the lesson, teacher need to be more active in acknowledge the student, keep interacting to stay focus on the student‟s capability to accept the information of the lesson. In another hand it is also purposed to see student independent to work and study harder in this pandemic issue.
Second, teacher inviting and interacting with the students to know what they got of the clues. It is simply look like talking in small pair to match the
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information of each of the students. Even though through online learning, difficulties might as well face by the teacher in giving an explanation or interacting to the students, but it is also student struggling to make it as a part of them now.
Third, teacher provides student time to ask a question of the text they read, confusing about the information and or their personal misunderstanding of the text.
It include in different kinds of question and purpose, namely it could be confusing of a word in context, or in the phrase, idiom, slang word they might never heard.
Fourth, teacher concludes the information of the lesson of the day, reviewing the lesson by giving and explanation again of the text information.
Besides giving an explanation, teacher showed the students a question of text book that must be answer right after the question and answer takes.
Throughout the class conduct in online learning, meeting zoom through APP was just a media to connect the student in teaching learning process directly face to face as a proven the students‟ existence of the school day. In other hand, for the exercise teacher provide and share it in different media, it cold Seesaw Class APP.
From the data above, as Roehler and Cantlon in Hogan and Pressley suggested that Scaffolding is recommended to be done in five ways: providing explanation, inviting students‟ participation, verifying and clarifying students‟
understanding, inviting students to contribute clues and modeling of desired behaviors (1997: 17-30). Even in the explanation above was not include everything in the theory, there were still incomplete ways where teacher did not invite students to contribute their clues modeling of desires behaviors where students and the teacher expend and created the rules as the teaching and learning process goes in the online learning.
It can be concluded that teacher was using a scaffolding method of the way the teacher deliver the material about reading comprehension. In effective way, teacher taught reading comprehension with various creativity and method unless avoid bored in class.
2) QARs
The second method was used by teacher is Question Answer (QARs). In the pre activity the teacher as usual gave students greeting, absent and brain storming about the subject. In this activity students repeat some subject that they have learned before.
In the middle of teaching learning process after the students knew how to read the text and then teacher asked the students, what is the meaning of the word that were given or in the same way, teacher will provide the students time to question themselves. This question was about the lesson that they had learned. It was done by the teacher to know students understanding or misunderstanding about the material. And it was done in final learning with the teacher point one or two of students to answer that question.
In the same ways, teacher also makes students answering the question in the book. After read aloud the text, teacher prefers students to answer the question and discuss it to others. Furthermore, students who used to the situation being independently take an action right after teacher interaction or initiatively find it out themselves.
The researcher analyze that the situation above used QARs (question-answer relationship) strategies. The teacher used this strategy because the students must understand the reading text and the students guided to be more focus on the text. This strategy was used by the teacher to see if students really understand it with text they read. If the student could answer the questions they had been understood in understanding the text, and if they could not answer the question then the students not understand with those text. And also the teacher told the students to answer the question related to the text after that the students wrote the answer in their book.
3) Reciprocal Teaching
The third method used by teacher is reciprocal teaching. Teacher opens the class with a short motivation word in order to make students aware of the important of reading. Reading is a bridge and a window to see how big is the world.
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Teacher explained the theory of the day. In this case teacher showed the students how to find the mean idea of the text. Teacher was using zoom meeting to share the material and giving an explanation of the theory. At first, in the way of giving an explanation to the student, teacher also invited students to involve in it by asking students directly and provide them a time to questions themselves.
The questions were asking by the students answered right after that by the teacher and also for other student also invited to share their thought about the question. From the description showed that the teacher use this theory to make students thinks of the answer and being independent to the homework.
Furthermore, teacher was giving the students freedom to make their own decision on giving and taking the information in different sources. So that the students excited and interested on giving their thought as the text they were read. It is crucial to the students to take the opportunity to improve their experiences in reading.
In the data above the researcher take it into the reciprocal method where the teacher used discussion to conduct the activity. Reciprocal teaching is supposed to create a creativity and independence of the students to maintain the situation in the class. Finding the solution of the problem is not that easy just to follow the text book and read text independently. In other case, the student also have to consider others opinion to make it clear.
B. Discussion 1). Scaffolding
The first strategy used by teacher in teaching reading comprehension is scaffolding. Scaffolding strategies were used by teachers when students got difficulties, teachers need to provide assistance to the needs of the students, like the teacher doing the classroom, the teacher gave help to the students to know how to read the text correctly.
In the way of the process through online learning, teaching process found it difficult in the way to explain and interact to the students. In interview of the teacher, the teaching reading processes begun with instruct the students to read in
skimming mode the text that were given. After finding mean idea and focus on the topic of the text, teacher will provide students a question or difficulties in the text, teacher give an explanation to the difficulties faced in the text to the students. As what cooper and gibbons mentioned “Scaffolding is perceived as the strategy used by the teachers to facilitate learners‟ transition from assisted to independent performance (Cooper, 2000:33-34; Gibbons, 2002).
Scaffolding is a support strategy to help students understand well the material and subject of the lesson. Mr.Subadi M.Pd said in interview 24thNov, the students tend to be more focus on the topic which is likely interested them to read.
Therefore as a teacher, it supposed to understand the concept of the teaching-learning process, so that the students got it easy to learn reading comprehension even trough online learning.In order to help learners to understand the text and to focus on meaning, teachers, according to Tierney & Readence (2000 quoted by Dunston& Headley in Guzzeti, 2002:655), can scaffold learners to read by using think-aloud.
2). QARS
The second strategy was question answer relationship. In this strategy, teacher utilizes the question to the students in the online class in order to know students understanding of the lesson. Teacher will give a question or asking to students a question for the rest of time unless to know whether the students got the information rather knowing the meaning of the text.
Questioning answer relationship was supposed to measure the student understanding of the text. Therefore, teachers must help student become aware of likely sources of information as they respond to questions (Pearson & Johnson 1978). English SMAN 1 teacher was said that giving and asking a question is the easiest way for the students to comprehend the text. This strategy could help the students if they know the answers by their own word, but it is not if they got the answers from others or cheat to something else.
The teacher gave some question to the student and then the student wrote the answer in their book. This strategy was used by the teacher to see if students