THE IMPLEMENTATION OF TOP-DOWN AND BOTTOM-UP
TECHNIQUES TO TEACH READING DESCRIPTIVE TEXT
AT 8
thGRADE OF MTs TERPADU KALIPANG TIMUR, GRATI
THESIS
By:
Maisyatul Hasanah 201010100311270
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
THE IMPLEMENTATION OF TOP-DOWN AND BOTTOM-UP
TECHNIQUES TO TEACH READING DESCRIPTIVE TEXT
AT 8
thGRADE OF MTs TERPADU KALIPANG TIMUR, GRATI
THESIS
This thesis is submitted to fullfil one of the requirements to achieve Sarjana Degree in English Education
By:
Maisyatul Hasanah 201010100311270 ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
This thesis written by Maisyatul Hasanah was approved on May 7th, 2015
By:
Advisor I Advisor II
TABLE OF CONTENTS
1.2 Statements of Problem……… 5
1.3 Purpose of Study……… 5
1.4 Significance of Study……… 6
1.5 Scope and Limitation……….……… 6
1.6 Definition of Key Terms……… 7
CHAPTER II REVIEW RELATED LITERATURE 2.1 Definition of Reading……….……… 9
2.1.1 Definition of Reading Comprehension………... 11
2.1.2 Types of Reading………...………. 15
2.2 Teaching Reading……….. 18
2.2.1 Principle in Teaching Reading……… 21
2.3 Technique of Teaching Reading………...………. 24
2.3.1.1 Definition of Top-Down Technique…………... 24
2.3.1.2 Teaching Reading Steps Using Top-Down Technique 26 2.3.1.3 Advantages of Top-Down Technique……….. 28
2.3.1.4 Disadvantages of Top-Down Technique……….. 29
2.3.2 Bottom-Up Technique………. 30
2.3.2.1 Definition of Bottom-Up Technique ………...… 30
2.3.2.2 Teaching Reading Steps Using Bottom-Up Technique 31 2.3.2.3 Advantages of Bottom-Up Technique …...…………. 34
2.3.2.4 Disadvantages of Bottom-Up Technique ……… 35
2.4 Interactive Process of Reading………..… 37
2.5 The Problems of Understanding Text………... 38
CHAPTER III RESEARCH METHODOLOGY
3.4 Procedures of Data Collection……… 44
3.5 Data Analysis……….. 45
a. The Result of First Observation.……….……. 48
b. The Result of Second Observation……….…………. 52
4.1.2 The Problems Faced by the Teacher in Implementation of Top-Down and Bottom-Up Technique……… 57
4.1.3 The Ways Teacher Cope with the Problems………. 59
4.2 Discussion………... 63
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion……….. 70
5.2 Suggestions………... 71
APPENDICES
Appendix 1
Observation Checklist Appendix 2
Interview (For The Teacher) Appendix 3
Rencana Pelaksanaan Pembelajaran (RPP) Appendix 4
Text 1: The Life of Endangered Animal Appendix 5
Text 2: All About Flower Appendix 6
BIBLIOGRAPHY
Abraham, Paul. 2000. Skilled Reading: Top-Down, Bottom-Up. Boston: Field Notes, Vol. 10, No.2. SABES/World Education.
Anderson, R., and P. D. Pearson. 1988. “A schematheoretic view of basic processes
in reading comprehension.” In Carrell, Devine, and Eskey 1988, 37–55.
Anderson, R.C., and P.D. Pearson. 1984. A schematheoretic view of basic processes in reading comprehension. In P.D. Pearson, R. Barr, M. Kamil, and P. Mosenthal (Eds.), Handbook of reading research, 1 (pp. 255-291). White Plains, N.Y.: Longman Publishing Group
Anderson,N.J. 1999. Exploring Second Language Reading: Issues and Strategies. Boston, MA: Heinle & Heinle.
Anne P. Sweet. 2000. State of the Art: Transforming Ideas for Teaching and
Learning Reading. National Education Association Federal Project Officer,
Center for the Improvement of Early Reading Achievement (CIERA)
Ary, Donald., Jacobs Cheser, Lucy., Sorensen, Chris., 2010. Introduction to
Research in Education. 8th ed. United States: Wadsworth Cengage Learning.
Barnett, M. A. 1988. “Teaching Reading in a Foreign Language.” ERIC Digest.
Block, E. L. 1992.“How They Read: Comprehension Monitoring of L1 and L2
Readers.” TESOL Quarterly 26(2) In Carrell, Devine, and Eskey
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. 4th ed. San Francisco State University: Longman
Brown, H. Douglas. 1994. Teaching by principles: an interactive approach to language
pedagogy, Upper Saddle River, Prentice Hall Regents.
Carrell, Patricia L. Devine, Joanne. Eskey, David E. 1988. Interactive Approaches to Second Language Reading. Cambridge University Press.
Cohen, L., Manion, Lawrence., Morrison, Keith., 2007. Research Methods in Education. 6th ed. London and New York: Routledge, Taylor & Francais Group.
Erten, İ.H, and S. Razı (2003). “An experimental investigation into the impact of
cultural schemata on reading comprehension.” Paper presented at 2nd
International Balkan ELT Conference, 20-22 June 2003, Trakya University, Edirne, Turkey.
Farrell, Thomas S.C. 2009. Teaching Reading to English Language Learners: A Reflective Guide. Corwin Press
Fauziyah, Alfian. 2007. Teaching Reading Using Top-Down and Bottom-Up at SMU
3 Muhammadiyah Surabaya. Unpublished Thesis UNESA.
Goodman, K. 1988. The reading process. In Carrell, Devine, and Eskey 1988, 11– 21.
Harmer. 1991. The Practice of English Language Teaching, ISBN 0582 04656 4 page 190
Hatch, J. Amos. 2002. Doing Qualitative Research in Education Settings. New York: State of University of New York Press, Albany.
Kvale, S. 1996. Interview. London: Sage.
Mishler, E. G. 1986. Research Interview: Context and Narrative. Cambridge, MA: Harvard University Press.
Morrison, K. R. B. 1993. Planning and Accomplishing School-Centred Evaluation. Dereham, UK: Peter Francais.
Moyles, J. 2002. Observation as a research tool. In. M. Coleman and A. J. Briggs (eds) Research Methods in Educational Leadership. London: Palu Chapman, 172-91.
Omaggio, M. A. 1993. Teaching language in context. Boston: Heinle and Heinle. Pearson, P.D., L.R. Roehler, J.A. Dole, and G.G. Duffy. 1990. Developing expertise
in reading comprehension: What should be taught? How should it be taught?
Technical Report No. 512. Champaign, Ill.: Center for the Study of Reading. Pardede, Parlindungan. 2006. A Review on Reading Theories and its Impication to
the teaching of Reading. Unpublished Thesis UKI.
Suzanne S.H, Jennifer. 2008. Improving The Oral Reading Fluency in Elementary Students of American Indian Heritage with Learning Disabilities Using the Repeated Readings Methods. Unpublished Dissertation. The University of South Dakota
Smith, F. 1997. Reading without Nonsense. New York: Teachers College Press. Smith, F. 1994. Understanding Reading. 5th ed. Hillsdale, NJ: Lawrence Erlbaum. Snow, Catherine. 2002. Reading for Understanding: toward a research and
development program in reading comprehension. Santa Monica, Arlington: RAND Education
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Tarigan, Henry Guntur. 2008. Membaca Suatu Keterampilan Berbahasa. Bandung: Angkasa.
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for Improving Classroom Practice.” In Rudell, Ruddell, and Singer, eds. 1994.
496–513.
Urquhart,S. and Weir, C. 1998. Reading in a Second Language: Process, Product and Practice. London: Longman
1 complex undertaking. When people try to learn a language, they will take even a long or a short education process. According to Pinker’s The Language Instinct (1994):
Language is a complex, specialized skill, which developed in the child spontaneously, without conscious effort or formal instruction, is deployed without awareness of its underlying logic, is qualitatively the same in every individual, and is distinct from more general abilities to process information or behave intelligently. (p.18)
In the other words, language is systematic, used for communication. It is operate in a speech community or culture, and it is also acquired by all people in the same way with the universal characteristics. Language learning for English foreign or second language focuses on developing the ability to communicate in target language.
English is one of languages in the world. Nowadays, English as international language has important role in facing globalization era. Most of people need English for several reasons such as for transferring knowledge, information, and also for doing international trip.
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lesson which could help the students in mastering a language, especially English. English has become an important language in education field, not only in the universities, but also in primary and secondary schools in Indonesia and other developing countries. In tertiary education, for instance, most of the references are written in English regardless of the students' subject matters. Those situations certainly encourage the government to rise up the qualities of teaching and learning English by providing some qualified institutions.
Learning English usually covers four basic skills, they are reading, writing, speaking, and listening. These skills are joined closely together as the same treatment during English lesson. In this research, the researcher will take a specialization in teaching reading. The researcher will conduct a research about technique in teaching reading in Junior High School.
Reading is one of important skills in learning language. With reading skill, the learner will try to process each single word and understand its meaning. According to Ministry of Education and Culture (2013: 66), as one of the core competence, reading has an important role to help students to be able to communicate in English and to create a discourse. Therefore, the students must be able to read a text in English.
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Frequently, reading is possibly the most extensively and intensively studied by expert in the field of language teaching and learning.
In this study, the researcher focuses on the reading activity. There are lots of ways in teaching reading and making interesting reading activity. There is notable interaction between language and though in reading. Reading is a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text. It means that students speak the language in the psychological circumstance; started with linguistic surface representation encoded by researcher and ended with meaning with the reader’s construct (Goodman 1988: 22)
According to statement above, the researcher sums up that a good reader has two ways to generate the knowledge processing in reading activity. First, information is processed based on linguistic input from the text. Second, information is processed using prior knowledge of the reader to make some prediction about the data they found in the text.
The English teacher also has important role in teaching his students to read. The role of English teacher is very essential in the classroom. He is a leader in managing his classes. The English teacher has important role in developing his
or her students’ response through reading activity, as a mediator or facilitator to
clarify the difference and creating the effectiveness in classroom. Teacher has a
4 students’. The teacher knows how to handle and to encourage the students to be
motivated in reading.
To make a good reading comprehension the teacher can use top-down and bottom-up technique in teaching reading. According to Farrell (2009: 18), by top-down technique, reading is directed to the brain. Reading by top-down
technique is bringing the students’ knowledge and experiences to read the text. It
will influence the students’ understanding and interpreting the text. Reading by
bottom-up technique is taking and constructing the meaning only from the text itself, from each word and sentence. It builds textual meaning from the smallest unit to the largest.
According to Pardede (2006),in his research, he finds that with a basic understanding of theoretical basis of top-down and bottom-up processing, teachers can be better take advantage of the most useful methodologies associated with the different approaches.
The other previous research related to top-down and bottom-up technique which is conducted by Fauziyah, 2007, she finds that the top-down and bottom-up technique could be used to teach reading. This technique is recommended as alternative aid to teach reading comprehension.
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skills and listening and reading as receptive skills. On the other hand, writing and speaking English can be skill that produce a product or performance that has a wide improvement and creativity of language learning; and reading and listening English can be skill that the learner accept their forms or concept from English language. It means after learning how to read effectively, students will be able to learn effectively. Second, students are performance highly in reading than other skills. They more understand the context of learning by read the text. Indirectly, this condition will motivate the students to learn more.
Realizing how important reading for learner, the researcher see the great chance to develop the learner’s or student’s ability. This research will be taken at MTs Terpadu Kalipang because each class in this school consists of 23 students. The small class is making the research easy to get valid data because the students will get maximal attention from their teacher. Therefore, the researcher decides to do the research in that school. The top-down and bottom-up technique can help the students comprehend the text. Thus, the researcher intends to observe how that technique applying in classroom. The researcher wants to
know the teacher’s way in applying top-down and bottom-up technique reading and the problems probably happen while the teaching undergo.
1.2Statement of Problem
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2. What are the problems faced by the teacher in using the top-down and bottom-up technique in teaching reading?
3. How does the teacher solve the problems faced in applying the top-down and bottom-up technique in teaching reading?
1.3Purpose of Study
The purpose of the study is based on the statements of problem. This research will be aimed at finding out:
1. Describing the way teacher applies the top-down and bottom-up technique in teaching reading
2. Identifying the problems which are faced by the teacher in using top-down and bottom-up technique in teaching reading
3. Findings the solutions for the problems which are faced by the teacher in applying the top-down and bottom-up technique in teaching reading
1.4Significance of Study
The result of the study are hoped to give benefits for teachers, the readers, and for the next researchers:
a. For teachers
The result of this study can be one of the techniques in teaching reading. In addition, it can solve teacher’s problem in preparing the material and the way of teaching reading using the top-down and bottom-up technique.
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Through this study, it is hoped that it can give valuable contribution in increasing the students’ ability to read the other text comprehensively.
c. For next researchers
For next researchers, the results of this study can be used as reference and for materials research that can be developed in the future.
1.5Scope and Limitation
The scope of this study is the use of top-down and bottom-up technique to teach reading which covers three types of texts; recount, narrative, and descriptive at 8th grade (B Class) MTs Terpadu Kalipang Grati (year 2014-2015). Meanwhile, it limits on descriptive text as material during the research is undergo. The researcher limits her research on descriptive text because it is presented more frequently than other texts. It is hoped the researcher can get deeper result.
1.6Definition of Key Terms
To avoid ambiguity, the explanations of the terms that are used are as follows: 1. Reading: the process of making meaning from text to gain an overall
understanding of what is described in the text ratherthan to obtain meaning from isolated words or sentences.
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3. Bottom-up processing: take in stimuli from the outside world, letters and words, for reading and deal with that information with little recourse to higher-level knowledge (Treiman, 2001).The students calls attention to grammatical forms, discourse markers, and other surface structure details for the purposes of understanding literal meaning, implications, rhetorical relationship, and the like while they are reading (Brown, 1989).
4. Top-down and bottom-up technique: the way of information processing and knowledge ordering which involves an active cognitive process in which the
reader’s background knowledge plays a key role in the creation of meaning
