THE CLASSROOM PROCESS OF TEACHING READING COMPREHENSION TO SENIOR HIGH SCHOOL STUDENTS IN THE SMAS’ IN PANCUR BATU.

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THE CLASSROOM PROCESS OF TEACHING READING

COMPREHENSION TO SENIOR HIGH SCHOOL

STUDENTS

IN THE SMAS’ IN PANCUR BATU

A THESIS

Submitted in Partial Fulfilment of the Requirements for the Degree of Sarjana Pendidikan

By:

PUTRI ESTER TARIGAN

Reg Number: 2113321040

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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DECLARATION

Except where appropriately acknowledged, this thesis is my own work, it has been expressed in my own word and has not been previously submitted for assessment.

I understand that this paper may be screened electronically or otherwise for plagiarism.

Medan, Juni 2016

Putri Ester Tarigan

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i ABSTRACT

Tarigan, Putri Ester. 2016. 2113321040. The Classroom Process of Teaching Reading Comprehension to Senior High School Students in the SMAS’ in Pancur Batu. A Thesis. English Department. Faculty of Languages and Arts.

State University of Medan.

This study aims at analyzing the classroom process of teaching reading comprehension to the senior high school students. It was conducted by using qualitative descriptive. The subject of this research was eleventh (XI) grade students of SMA N 1 Pancurbatu and SMA Swasta Methodist-an Pancur Batu. The number of source was taken from one class. It is grade XI. The technique of collecting the data was recorded from the classroom process in teaching reading comprehension. The result of the study showed that there are 135 verbal behaviors that the teachers performed in 47 steps. The analysis showed that the reason of that is because the teacher have different length teaching experience.

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ACKNOWLEDGEMENTS

For the first and foremost, the researcher would like to express her deepest gratitude to Almighty God, Jesus Christ for His amazing grace, for the blessing and love so the researcher has finally completed this thesis. This thesis is aimed to fulfill one of requirements for the degree of Sarjana Pendidikan of English Department, Faculty of Languages and Arts, State University of Medan (UNIMED). For which the researcher would like to express her extremely grateful to the following:

Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of

Medan.

Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages

and Arts, State University of Medan.

Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora Ronita Dewi, S.Pd., S.S., M.Hum., the Head of English

Education Study Program.

Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant, for their

valuable advice, precious time, guidance, his patient, suggestions and support as long as the process of finishing thesis.

Dr. Siti Aisyah Ginting, M.Pd., Prof. Dr. Hj. Sumarsih, M.Pd., and Dr. I. Wy. Dirgeyasa, M.Hum., as her Examiners for their kindness,

suggestion, support and information to improve her writing.

All the Lecturers of English Teaching Department.

Eis Sri Wahyuningsih, M.Pd. the administration staff of English and

Literature Departement for giving information in completing her thesis.

Drs. Joni, M.Si. the Headmaster of SMAN 1 Pancur Batu and Ir. K. Robert Silalahi, the Headmaster of SMAS Methodist-an Pancur Batu

for allowing her to do the research there.

Dosmaria Naibaho, S.S., S.Pd., the English teacher of SMAN 1

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SMAS Methodist-an Pancur Batu for the support and guidance along the reasearch.

Her beloved parents, Mahnun Tarigan (+) and Nurlela Br

Sinulingga, Thank you so much for your affection, advices, guidance,

instruction and help in all my life, your love is beyond any words..

Her dearest sister, Ribka Alemina, and her brothers, Karto Oba

Mazmur Tarigan, Lamro Makarios Tarigan for becoming the

writer’s motivation in finishing her study.

Her friends from Extension C 2011, for the togetherness until 8 semesters and also her friends from PPLT 2014 in SMA Swasta

GBKP Kabanjahe especially ‘The Bandit’ for memorable time. Her friends in Line Unimed Group, (Kak Erika, Emi, Kak Vista,

and the others,) for giving her support and motivation, also listening

and sharing everything.

Her Lord Voldemort, thanks for our togetherness and your attention to me.

Her weird-best friends ever, Santa Mutia Manik, S.Pd. and Sylvia

Suzanna Br Perangin-angin S.Pd. for cheerful and joyful world and

the most beautiful togetherness. Both of you are the best.

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1. The Classroom Process of Teaching Reading Comprehension ... 6

2. The Teaching of Reading Comprehension ... 8

a. The Purpose of Teaching Reading Comprehension ... 9

b. The Object of Teaching Reading Comprehension ... 10

3. Technique of Teaching Reading Comprehension... 12

a. The Nature Reading Comprehension ... 14

1. Reading Comprehension as Process ... 16

2. Reading Comprehension as Product ... 18

b. The Nature Text ... 18

c. Reading Comprehension Material ... 20

4. Measuring Reading Comprehension... 21

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3. CHAPTER III Research Methodology ... 25

A.Research Design ... 25

B. The Source of the Data ... 25

C.The Technique for Collecting the Data ... 26

D.The Technique for Analyzing the Data ... 27

4. CHAPTER IV Data and Data Analysis ... 28

A. The Teachers’ Ways of Teaching Reading Comprehension ... 28

B. The Reasons Underlying the Teacher’s Ways of Teaching Reading Comprehension ... 75

C. Findings and Discussion ... 78

1. Findings ... 77

2. Discussion ... 77

5. CHAPTER V Conclusion and Suggestion A. Conclusion ... 79

B. Suggestion ... 79

REFERENCES ... 80

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LIST OF TABLE

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LIST OF FIGURE

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LIST OF APPENDICES

Appendix A: Data Transcript of Classroom Process

in Teaching Reading Comprehension .………. 83 Appendix B: Tabulation of Data Transcripts ……… 107 Appendix C: Identification of Teacher’s ways of Teach

Reading Comprehension in Classroom …..………. 147

Appendix D: The Teachers’ Verbal Behavior in the 47 Steps ………….. 155

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CHAPTER I

INTRODUCTION

A. The Background of the Study

There are four skills which have to be mastered by the students in learning English namely Listening, Speaking, Reading and Writing. The skills are used to

build students’ language strategic competence and also to enhance their

motivation to learn English. Reading is one of the four language skills, which should be applied in comprehending the textbook. And also reading is an essential skill for all students at all levels and it has a large portion in teaching and learning curriculum. And then the development of knowledge and technology demands the students to be eager to study. The effective of study can be done by reading. The students who like reading will get knowledge and new insight which improve their intelligence so that they are more ready to face life challenge in the future.

But all knowledge can’t get if it’s just reading without reading comprehension or read with deep comprehending the text.

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text and to be interested to do task that teacher ask for them. It is not easy to make the students are interested to the text moreover they do not know how to read well. The reality happened that many students failed in reading because they are

not taught reading well. More teachers focus on teaching “reading” not

“understanding” as the consequence and also more teachers just help the students

to comprehend the certain text and help them to answer the question from the text. As the result, the students tend to have poor reading skill and habits or in other word the students cannot be an independent reader. So if the students give other text, they cannot comprehend the text without their teacher.

The fact shows that the result of teaching reading comprehension is still low. It can be shown from the persistent underachievement of Indonesian students in the area of reading comprehension that has been documented in numerous high profile reports. The data that has been observed and showed in International Student Achievement in Reading; the reading score of Indonesian students as reported by PIRL (Progress in international reading literacy, 2006) is very low. Indonesia got the fourth lowest rank from 45 countries. Furthermore, the worse result is also shown in the research which was done by PISA (Program for International Assessment, 201); the reading score of Indonesian students was the second lowest rank. Indonesia was ranked at 64 from 65 countries. The average scores for Indonesian students for reading are 396.

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the process variable the two variables (Presage and Context) are implemented in teaching reading comprehension.The teaching of reading comprehension as one of the language competency in English is considered being important as through reading, the students will be easier to add and get the new information from any kind of text. The reading comprehension activity is also expected to make reading

as the students’ habit and make the students able to understand the text meaning

and represent what they have read in their own language through creative and innovative teacher in the teaching reading comprehension process. But in fact as explained before that students tend to have poor reading skill and habits. This indicates that the teaching of reading comprehension should be improved.

Based on the explanation above, this writers interests to conducting this study to investigate realization of the English teachers apply the process of

teaching reading comprehension and the student’s ability to comprehend text as

the impact of the teacher’s teaching. This study will be conducted in SMA Negeri 1 Pancur batu, SMA Swasta Era Utama, SMA Swasta Methodist Pancur Batu, dan SMA Swasta Rakyat Pancur Batu at 11th grade students.

B. The Problems of the Study

In line with the background of the study, the problems of the study were formulated as follow.

1. How do the teachers teach reading comprehension in classroom process of teachingcomprehension?

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C. The Objectives of the Study

The objectives of the study were:

1) to describe how the English teachers teach reading comprehension 2) to reveal the reasons of the way they do.

D. The Scopes of the Study

This study is limit to the teaching and learning process in the classroom which is define by Dunkin and Biddle (1974) as the process variable in which the

teaching of reading comprehension and the students’ ability. The process variable is limit to the interaction between teacher and student that watches, observes or listens while the teaching reading comprehension done.

E. The Significances of the Study

The findings of this study will be expected to be useful for the English

teachers as the teacher can improve their understanding towards the students’

ability in receive the teachers’ knowledge. This also can be a reference and self

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CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the analysis, the conclusions were stated as follows:

1. There are 135 verbal behaviors the teacher performed in the classroom process, and these behaviors take place in 47 steps. The verbal behaviors have not yet focused on enabling the students to be independent on skillful readers. Most of the behaviors are devoted to aspects other than aspects of teaching reading comprehension like translation, vocabulary enrichment, etc.

2. The reason why they perform the 135 verbal behaviors differently in the 47 steps is because they have different length of teaching experience.

B. Suggestions

In relation to the conclusions, suggestions are offered as follows:

1. The teacher should learn more about the nature of reading comprehension and its teaching method in order that they do not confine the teaching of reading to the teaching of translating and vocabulary.

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REFERENCES

Ary, Donald. et al. 2010. Introduction to Research in Education. 8th ed. Canada : Wadsworth Cengage Learning.

Bakken, Jeffrey P. Wheddon, Craig K. 2002. Teaching Text Structure to Improve

Reading Comprehension. (What Works For Me). New York: School and

Clinic Publication.

Bogdan, R.C and Biklen, SK. 1992. Qualitative Research for Education: An

Introduction to Theory and Methods. Needham Heights, MA: Ally and

Bacon.

Brown, H.D. 2003. Language Assessment: Principles and Classroom. New Jersey: Prentice Hall

Burn, Roe and Ross. 1984. Teaching Reading in Today’s Elementary Schools. 3rd ed. USA: Houghton Miffin

Cain, Kate and Jane Oakhill. 2006. Assessment Matters: Issues in the Measurement of Reading Comprehension. British Journal of Educational Psychology. 76. 697 – 708

Creswell, 2007. Educational Research. New Jersey: Upper Saddle River.

Crossley, S. et al. 2007. A linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal. 91(i):15-30

Dunkin, M.,& Biddle, B. (1974). The Study of Teaching. New York, NY: Holt, Rinehard & Winston.

Grabe, William and Stoller Fredricka L. 2003. Teaching and Researching

Reading. 2nd ed. New York: Pearson Educational Limited

Jupp, Victor. 2006. The SAGE Dictionary of Social Research Methods. London: SAGE Publications Ltd

Klinger, Janette K and Sharon Vaughn. 2007. Teaching Reading Comprehension

to Student with Learning Difficulties. New York: The Guildford Press

Knapp and Watkins. 2005. Genre, Text, Grammar. Australia: University of New South Wales Press Ltd

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Miles, B. Matthew and A. Michael Huberman. 1994. Qualitative Data Analysis. 2nd ed. Arizona State University: Sage.

Oakhill et al. 2015. Understanding and Teaching Reading Comprehension. New York: Routledge Taylor and Francis Group

Richards, J.C 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press

Shulman, L. 1992, September – October. Ways of Seeing, ways of knowing, ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, Vol. 28, 393-396

Spear-Swerling, L. 2004. Fourth-Graders’ Performance on a State-Mandated Assessment Involving Two Different Measures of Reading Comprehension.

Reading Psychology, 25, 121-148

Westwood, Peter. 2008. What Teachers Need to Know about Reading and Writing

Figur

Table 4.1 Variations of Verbal Behavior……………………….…………… 75

Table 4.1

Variations of Verbal Behavior……………………….…………… 75 p.13
Figure 2.1 A Model For the Classroom Teaching …………………………. 6

Figure 2.1

A Model For the Classroom Teaching …………………………. 6 p.14

Referensi

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