42
finding presents the result of the observation and the answers of questions are stated in problem statement.
The research findings are taken from observation, interview, and document. The main point in this chapter is to describe the classroom techniques used in reading activities in English class: a naturalistic study at MTs N Surakarta II in 2015/2016 academic year.
A.Research Finding
In this chapter the researcher found that the result of the data based on the problem statement. The data are taken from the observation of teaching and learning process in the classroom and interview with the teachers. The researcher did observation (from October 5, 2016 until March 10, 2016), and interview with English teachers, namely Dra. Sri Widayati as teacher in 7E, Dra.Hj. Savri Indiani Soeharno as a teacher in 8C, M.Pd., Siti Rofiah, S.Ag., M.Pd as a teacher in 9B and the students of class VII E are 40 students which consist of 20 male and 20 female, students in VIII C are 40 students, which consist of 20 male and 20 female, and students in X B are 40 students, which consist of 15 male and 25 female. The observation was conducted on January 28th, and on February 2th, 4th, 5th, 11th, 12th, 17th, and 18th.
In this chapter, the researcher describes some important points, namely: 1) Classroom techniques used in English Reading skill, 2) The purpose of using each classroom technique, 3) teacher’s roles, 4) student’s roles, 5) the kinds and roles of Instructional material.
2016, the researcher found some techniques often applied by English teacher of MTs Negeri Surakarta 2 namely skimming and number heads technique.
Based on the observation that the researcher did (From February 17, 2016 until February 18, 2016) and interview with English teacher (Miss Savri Indiani Soeharno, S.Pd., M.Pd.) and the students of class 8C, at February 17, 2016, and February 18, 2016, the researcher found some techniques often applied by English teacher of MTs Negeri Sura karta 2 namely question and answer technique and silent reading.
While in the observation that the researcher did (From February 04, 2016 until February 11, 2016) and interview with English teacher (Miss Sri Widayati) and the students of class 7E, at February 04, 2016 and February 11, 2016, the researcher found some techniques often applied by English teacher at MTs Negeri Surakarta 2 namely reading aloud and question and answer technique.
From the problem statements, the researcher carried out classroom techniques used in reading activities of English class. There are some aspects found in the field note. Those aspects are classroom techniques, reading skill, teacher’s roles, student’s roles, and instructional material.
1. Classroom Techniques Used in Teaching Reading
a. Reading aloud
Based on the observation of teaching and learning activity did (Thursday, February 04, 2016, English lesson, at 13.10 – 14.30 WIB) the researcher found that the English teacher (Dra. Sri Widayati) usually used reading aloud as her technique.
Students took reading sections of passage, play, or dialog out loud. The teacher used gestures, pictures, regalia, or other, and the students found the meaning of the section based on the teacher said. The students listened for what the teacher said, and the students followed to read aloud focusing on how they heard in teacher’s saying the words or sentences, teacher and learner might profit from sharing knowledge of particular topics.
Reading aloud was simplified what the teacher read orally to the students. A kind of print sources was read by the teacher such as caution, announcement, letter, etc. While the teacher read the text, the students listened actively based in the material, and comprehend what they heard. Reading aloud was applied in order that the students can be able to pronounce words, phrases and sentences correctly.
The teacher read out aloud some words to the students from handbook or power point. In this section, the teacher asked the students to read the text loudly in sentence or paragraph. While the students read loudly, the teacher also corrected the student pronunciation, and intonation. The aim of reading aloud is to help the students to develop new vocabulary. Reading aloud by the teacher make the students free to listen, imagine, and enjoy the process of learning, and after that they can practice it clearly, so they can pronounce correctly and get new vocabulary.
Example:
T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,
start now”
S : “Mr. And Mrs. Rob Anderson, Request the honour”
S : “Request the honor of Miss Amalia Rozaq’s kompany”
T : “COMPANY”
S : “Rozaq’s company at the marriage of Michaele Sarah and Saiful
Tugimin.”
T : “ok...very good, give applause for Fikri
(Taken by the observation on February 4, 2016)
b. Question and answer technique
Based on the observation in teaching and learning activity did (Thursday, February 11, 2016, English lesson, at 13.10 – 14.30 WIB and Thursday, February 17, 2016), the researcher found that the English teachers who used the technique were Dra. Sri Widayati and Dra.Hj. Savri Indiani Soeharno, M.Pd, the result in the observation was taken from class seventh E (VII E) and eight C (VIII C).
This exercise was conducted only in the target language. Students had good respond in question and answer technique which they should read the text in full sentences, so they practiced in new words and grammatical structure. Question and answer technique means that the teacher gave some questions or tasks for the students to be answered.
Question and answer technique was a form of active learning that had a place within reading classroom activity. Questions were asked by the teacher in order that the students were more fully participating in lesson and guiding them to get more understanding of the material. Question was asked to the students to offer a chance to clarify material and they gave feedback for the teacher.
Answering question was an important step focusing on the main part of reading to know the messages of the text. Here, the question was as question for verification of the text which the information was understood by the students. It was a kind of technique which was applied by the teacher to develop student’s reading skill. In this technique, the teacher gave a text and task to the students about the text and asked them for answering the questions in groups or individual. The purpose of this activity is to know the student’s capability to answer the question. The students can share their ideas or opinions to know how their ways to solve the problem.
The teacher shows the slide, in the slide there is a passage about
announcement. It is information of holiday camp on next month at
Ngadilawu for three days
T= please, looking for the information in the slide! When will the
activity be held?
S= The activity will be held for next month.
T= How many days the activity will be held?
S= The activity will be held for three days.
(Taken by the observation on February 11, 2016)
S : “ Do not swim in this area when it is dangerous”
T : “it is right.., ok Novi pleas answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
T : “really? Ok, no swimming itu tempatnya dimana ?,pilihannya kan
beaches, rivers, ponds, bath rooms, jadi yang pasti itu jawabanya?”
S : “bath room”
(Taken by the observation on February 17, 2016)
c. Silent Reading
Based on the observation, the researcher found that some results in teaching and learning activity did (Thursday, February 18, 2016, at 13.10 – 14.30 WIB and Thursday, February 02, 2016) the researcher found that English teachers who used the technique was Dra. Hj. Savri Indiani Soeharno, M.Pd., the result of the observation was taken from class seventh C (VIII C).
This technique was reading without pronouncing words out loud called silent reading. The technique was reinforcing the readers to find out the meaning of the words. The technique leads the readers to get the better comprehension. Silent reading doesn’t pay attention to pronounce of every single word when they read. So, the learners can be able to concentrate on reading that they have to understand the material.
Silent reading is also useful for student to improve reading comprehension, and build vocabulary. In this activity, the students got some kinds of text in their learning, the kinds of the text are caution and notion, after that the teacher asked the student to read the text to find the best answer. They answered in multiple choice questions. Then, the teacher asked the students about their result after they read the text. The aim of the technique is to develop student’s reading activity and to improve their understanding of the text which they concentrated on their reading.
Example:
T = Well, I will give you a few minutes to read the text then you just write the option, for example: a, b, c, or d.
S = Bu, boleh buka kamus?
T = Yes, of course. But I just give you 10 minutes to do it.
(Taken by the observation on February 18, 2016)
d. Skimming technique
Based on the observation, the researcher found some results in teaching and learning activity did (Wednesday, February 17, 2016, English lesson, at 13.10 – 14.30 WIB. The researcher found that English teacher who used the technique was Siti Rofiah, S.Ag. M.Pd, the result on the observation was taken from in class nine B (IX B).
Making a quick survey over the text in order to get main ideas will provide basic knowledge, such as preview of the content in the reading text. It will provide the students with basic knowledge necessary for comprehension. In skimming technique, the students focused in reading of long text. So, to skim the text, they only read main ideas within to get an overall content in the text.
read summary based on the context of the questions. The aim of the technique is helping the students to answer all of questions quickly.
For example:
T : “number 9, the royal heritage hotel”
T : “and then, number 10.., jangan kaget lihat text yang panjang,
kamu bisa melihat sekilas dengan teknik skimming serta purpose dari text tersebut”
S : “ok mom”
T : “number 11, 12, and 13, ok the question is the purpose of the
program not in purpose of the text.., attention be carefully”
S : “yes mom.”
(Taken by the observation on February 17, 2016)
e. Numbered Heads technique
Based on the observation, the researcher found some results in teaching and learning activity on (Tuesday, February 02, 2016, at 13.10 – 14.30 WIB. The researcher found that English teacher who used the technique was Siti Rofiah, S.Ag., M.Pd, and the result of the observation was taken from class nine B (IX B).
those lower achievements, so they will understand the higher achiever’s explanation.
The technique had four steps in teaching and learning process, such as: firstly the teacher divided 4 students in each group, after that the teacher gave a text and it is short functional texts, they should discuss it in their each group. The teacher gave 20 minutes to find the best answer. After they finished discussing the text, the teacher gave a question for the groups. The teacher chooses one of the numbers, for example the teacher called a number (from one to four) and only students with that number can raise their hands if they know the best answer.
For example:
T : “ok, topik hari ini tentang short funstional text, ibuk akan
memberikan beberapa jenis short functional text, kemudian kalian diskusikan isi dan jenis teks tersebut, satu kelompok terdiri da ri empat siswa. Kalian diskusikan sela ma 20 menit, nanti ibuk akan memberikan pertanyaan kepada nomor yang akan ibuk panggil. Contoh dalam satu kelompok terdiri dari empat siswa, nah semisal nomor dua yang ibuk panggil, yang harus ja wab juga siswa yang memiliki nomor dua disetiap kelompok, siapa yang tercepat mengangkat tangannya berarti dia yang berhak menjawab, understand?”
S : “yes mom...”
T : “any questions?”
S : “No....”
T : “ok, start now to answer it”
(20 minutes later, the students have finished answering it)
T : “what kinds of the text?, it will be answered by the students in
number four”
S : “mom...”(he raised his hand)
T : “ya...Fikri, what is the best answer?”
T : “very good...., ok next question, what is the purpose of the text?’ it will be answered by the students in number two”
S : “mom...” (she raised her hand)
T : “yes...Lina”
S : “the purpose of the text is informing someone to make a call”
(Taken by the observation on February 2, 2016)
[image:11.595.195.472.253.419.2](Taken by the observation on February 2, 2016)
Table 4.1 Classroom Techniques in Reading skill
No. Classroom techniques
Miss wid Miss savri Miss rofik
1. Reading aloud V
2. Question and answer V V
3. Silent reading V
4. Skimming V
5. Number Heads V
2. The Purpose of Using Each Classroom Techniques
purpose of using the techniques in reading activities is the students are interested and enthusiastic in learning of reading materials.
a. The Purposes Using Reading Aloud Techniques
Based on the interview with the teacher, the process of English teaching and learning activity on Thursday, February 7, 2016, English lesson, in class 7E has done. The researcher found that the English teacher (Dra. Sri Widayati) explained the purpose of using the reading aloud technique.
While in the observation, the purposes using the technique were the students responded to the text read by the teacher, and the technique helped them more understanding about how to pronounce each word which they found it, beside that they can develop their new vocabulary in systematic awareness. The technique developed their reading habits, so reading aloud made them understand the material clearly.
The technique makes the teacher possibly to give more interesting material that they learn independently. It can develop their character to be more conscientious, confident, and responsible for their result. After they read the text, they can minimize mistakes in spelling words.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa Inggris yang menekankan reading skill, terutama teknik reading aloud biasanya siswa a kan merasa lebih tertarik untuk memakai teks mbak, kemudian siswa dapa t merespon dari teks yang saya baca, dan membantu merekam da n emahami ide pokok dari teks maupun gambar, selain itu mereka juga dapat mengetahui bagaimana ca ra pengucapa n setiap kata, frasa, maupun kalimat yang benar.
(Taken by the interview on February 12, 2016)
b. The Purposes Using the Question and Answer Technique
8C) the researcher found that the English teachers (Dra. Sri Widayati and Dra.Hj. Savri Indiani Soeharno, M.Pd.) explained the purpose using the question and answer technique.
While in the interview, the researcher found that the purposes using of question and answer technique was the students can identify the main point of the text; they knew the meaning of unfamiliar words by asking the teacher based on the text. The teacher can be easily and quickly evaluate their capability if students had really mastered the course.
After finishing the task, the students will be able to compare the question and their answer. From the technique, the teacher can build their understanding in the material. It makes the students more careful when they answered it. For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Tteacher : Sedangkan teknik question and aswer siswa dapat bekerjasama dalam sebuah kelompok untuk mengetahui makna kalimat, ide pokok, tujuan, struktur kalimat, dan perbedaan antara satu teks dengan teks yang lainnya, sehingga dapat menganalisis teks dengan baik dan meningkatkan komunikasi yang baik pula, selain itu dapat membentuk pembelajaran yang lebih efektif, dan biasanya saya meminta mereka untuk menya mpaikan hasil diskusi masing-masing dalam proses Tanya ja wab.
(Taken by the interview on February 12, 2016)
c. The Purposes Using Silent Reading Technique
the main idea of the text. The teacher encouraged her students to read silently, she helped them to develop their reading capability using the technique, the students need for reading fast. This called reading efficiency, which helped them to read any text with maximum attention to get meaning in the text.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : dalam penggunaan teknik silent reading siswa dapat mengembangkan kemampuan mereka seca ra optimal dalam memahami isi teks sesuai dengan apa yang mereka baca, disamping itu dengan penggunaan teknik ini membantu mereka membaca dengan cepat, sehingga wa ktu yang digunakan lebih efisien.
(Taken by the interview on February 12, 2016)
d. The Purposes Using the Reading Skimming Technique
Based on the interview with the teacher about the process of teaching and learning (Thursday, February 7, 2016, English lesson, class 9B) the researcher found that English teacher (Siti Rofiah, S.Ag., M.Pd.) explained the purpose of using the reading skimming technique.
While in the interview, the researcher found that the purpose of using skimming technique was the students involved in getting the main idea of text quickly. The teacher used the technique to get simple information and to identify the subject matter of the text. It was a reading habit for more conductive in reading activity.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu Teacher : Untuk tujuan penggunaan teknik pengaja ran ba hasa
Inggris yang menekankan reading skill, terutama teknik skimming, siswa dapat membaca bagian penting yang diperlukan tanpa membaca seca ra keseluruhan dan lebih cepat serta tepat untuk menemukan ide pokok dari sebuah teks mbak. Sehingga bias menggunakan wa ktu yang lebih efisien.
e. The Purposes Using the Number Heads Technique
Based on the interview with the teacher about the process of teaching and learning on Thursday, February 7, 2016, English lesson, class 9 B. The researcher found that the English teacher (Siti Rofiah, S.Ag., M.Pd.) explained the purpose of using the number head technique.
Based on the interview, the researcher found that the purpose of using number head technique is it helps the students to interest in reading lesson. They can discuss it with friends and they have an opportunity to explain their opinion about the text. Students will learn best by doing something.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa Inggris yang menekankan reading skill, teruta ma dalam menggunakan teknik number heads yaitu membantu siswa lebih tertarik dalam pembelajaran reading, terutama pembahasan mengenai short functional text maupun essa y text. Dengan teknik ini siswa lebih mudah memahami teks dengan berdiskusi antar siswa dalam satu kelompok, dan mereka lebih percaya diri untuk menyampaika n pendapat mereka mengenai teks yang dibahas”
(Taken by the interview on February 12, 2016)
B. Teacher’s Roles
Fauziati (2014: 163) states that the teachers’ role as facilitator is giving feedback. They may analyze the errors and mistakes in student’s works. The teachers are supposed to give positive reinforcement so that the students develop their language skills.
Based on the observation, the researcher found that the teacher (Miss Savri Indiani Soeharno, S.Pd., M.Pd.) played two roles in her English teaching-learning especially when she used question and answer technique. In this technique the teacher served as instructor and evaluator. For next techniques, she used silent reading technique. She played two roles in her teaching reading as a manager and source of knowledge.
While in the observation, the researcher found that the teacher (Miss. Sri Widayati) played two roles in her English teaching learning especially when she used reading aloud technique. In this technique, the teacher served as a model and evaluator. Then, for her next technique, she used question and answer technique. She played as an instructor and evaluator.
a. Teacher’s Roles Using the Reading Aloud Technique
The teacher was responsible to teach her students in teaching and learning process, and she found the purposes in teaching reading to the students by using the technique. Based on the observation, the researcher found that the teacher (Dra. Sri Widayati) had two roles in her teaching, especially when she used the reading aloud techniques. In this technique the teacher played the roles as modeling, and signs of trouble.
1) Role Modeling
Students spend a great deal of time with their teacher and the teacher becomes a role model to them. This can be a positive effect for student’s progress in English learning. The teacher not only teaches the students, but also to loves and cares for them. Teachers typically highly respect the students and therefore they became a role modeling to them.
guide the students. The researcher found that the teacher as a model from what she said and guided them.
For example:
(The teacher read the text loudly)
T : “Mr. And Mrs. Rob Anderson, Request the honor of Miss Amalia
Rozaq’s company at the marriage of Michaele Sarah and Saiful
Tugimin, At Al Muttaqin Mosque, Rengging Jepara On Friday,
January seventh, two thousand and seventh, At four pm, And afterward at Jepara Indah Hotel.”
T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,
start now”
(Taken from the observation on February 4, 2016)
In this technique the teacher gave an example for the students how to spell the sentences, after that they repeated for what she said to them clearly and loudly. So the students listened and practiced based on the teacher’s explanation. She read some words and explained the systematic of sentences. It helped them to understand the English materials.
2) Teacher as Evaluator
Another role played by the teacher was evaluator. Teachers taught to look for signs of trouble in the students. The teacher acted as an evaluator means who observed for their understanding about the material what they learn.
It builds their capability to learn of English, and they will more interest of it.
For example:
T : “ok...Fikri please read the text from Mr. Till Saiful
Tugimin..., start now”
S : “Mr. And Mrs. Rob Anderson, Request the honor”
T : “HONOUR”
S : “Request the honor of Miss Amalia Rozaq’skompany”
T : “COMPANY”
(Taken from the observation on February 4, 2016)
In this technique the teacher gave command about the right spelling of word read by the student, so they could understand the right manner to pronounce the word, it resulted good habits to practice the technique.
b. Teacher’s Roles in Question and Answer Technique
Based on the observation, the researcher found two roles applied by the teacher in their teaching and learning process by using question and answer technique, namely teacher as instructor, and evaluator.
1) Teacher as instructor
together, and they answered all of the questions which were given by the teacher.
Example:
T= attention the slide please! What is the meaning of “when will the activity be held?”
S= kapan aktifitas itu dilaksanakan?
T= please, looking for the information in the slide! When will the activity be held?
S= the activity will be held for next month.
(Miss wid , taken from the observation on February 8, 2016)
T : “it is right.., ok Novi pleas answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
(Miss Savri, Taken from the observation on February 17, 2016)
2) Teacher as Evaluator
Teacher as evaluator must be conscious in many factors to determine the evaluation of student’s task. The teacher gave a topic to the students; she selected the material based on their capability in reading lesson. They explained the content of the material and discussed it together, she gave an example about announcement, and she acted as evaluator in the teaching and learning process. It means that after the students completed their task to answer the question, the teacher gave correction in their answer. She knew the result from the evaluation.
For example:
T = good, how about holiday camp and the chief of scout?
S = holiday camp is lomba perkemahan, and the chief of scout is ketua pramuka
T = really? S = ya bu...
T = your answer is correct but not exact, so the best answer for the meaning of holiday camp is perkemahan hari libur, very good.
T : “it is right.., ok Novi please answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
T : “really? Ok, no swimming itu tempatnya dimana ?,pilihannya kan
beaches, rivers, ponds, bath rooms, jadi yang pasti itu jawabanya?”
S : “batroom”
T : “you are right”
(Miss Savri, Taken from the observation on February 17, 2016)
c. Teacher’s Roles in Silent Reading Technique
Based on the observation, the researcher found two roles that the teacher used in silent reading technique when teaching and learning process, namely teacher as classroom manager, and source of knowledge. 1) Teacher as Manager
Teacher as manager means that the teacher must be able to manage the classroom activity. The teacher’s role to manage the classroom activity was that the teachers controlled student’s behavior to maximize their learning.
The teacher had a role as a leader to manage the classroom lesson. She controlled the situation and condition in the learning, especially when she explained the material, and they discussed with the other in the class. From the role, she gave direction to their learning.
For example:
(Taken from the observation on February 18, 2016)
2) Source of Knowledge
The most common role a teacher played in the classroom was delivering knowledge to the students. Teacher as source of knowledge means that the teacher had some knowledge in her basic learning, especially in English. She masters the subject, and if her students haven’t understood yet the materials, she explained it clearly for them. It helped the students knew the English lesson clearly. Teachers gave materials for the students based curriculum used in the school.
For example:
T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution. Dalam notice biasanya menggunakan kata kerja bentuk pertama. Missal: come in.
You may come in! what does it means?
T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu dengan
menggunakan “No + V-ing”. For example:
No, smoking! No, swimming!
T= Ciri-ciri yang ketiga yaitu biasanya menggunkan kata-kata seperti berikut: Nobody, No allowed, etc.
T = so, just remember our material and please remember some tips to know that is notice or caution.
(Taken from the observation on February 18, 2016)
d. The Teacher’s Roles in Skimming Technique
Based on the observation, the researcher found two roles that the teacher used in skimming technique in teaching and learning process, namely teacher as instructor and motivator.
1) Teacher as Instructor
The role as instructor was the important thing in achieving the objective of teaching-learning process. The teacher acted as instructor which means that the teacher gave an instructed to the students to find the answer of the text using skimming technique. She guided the students how to find the main point in the material and the students understood it. The students gave their opinion on the discussion team and answering the question given by the teacher.
For example:
T : “and then, number 10.., jangan kaget lihat text yang panjang,
kamu bisa lihat sekila s dengan teknik skimming serta purpose dari text tersebut”
S : “ok mom”
(Adapted from the observation on February 5, 2016)
T : “ok, number three..., don’t forget to look for the key word. It is
S : “not yet...”
(Taken from the observation on February 5, 2016)
2) Teacher as Facilitator
Teacher as facilitator means that the teacher helps the students to achive the goal of lesson using media in learning process. The teacher guided the students from the beginning of the lesson until closing. The teacher improved their own ability of learning with appropriate materials in reading section. The teacher guided the students to be more active, creative, and develop their skill. She made an interesting lesson using a video of English, pictures, laptop, and speaker based on the material.
For example:
T : “ok, one of you may help me to turn on of the LCD”
S : “ok mom...”
(Taken from the observation on February 5, 2016)
Researcher : Fasilitas apa saja yang ibu gunakan untuk memotivasi siwa agar antusias dalam mengikuti pelajaran?
Teacher : Biasanya saya mengguna kan LCD mba k, disa na saya kadang menampilkan materi yang akan saya sa mpaikan, video, gambar, text maupun contoh percakapan singkat. Kadang juga sa ya memuta r lagu untuk teknik yang menggunakan sebuah lagu. Dan fasilitas yang lain terdapat lab bahasa dalam mendukung kemampuan siswa terutama di listening skill.
(Taken from the interview on February 2, 2016)
e. The Teacher’s Roles in Number Heads Technique
number heads technique, namely teacher as instructor, and source of knowledge.
1) As an Instructor
The teacher as an instruction means the teacher had a responsibility to give direction for the students in their learning process. They learned the material about reading section. They read the text intensively to understand the text and they improved their capability in reading skill. So, the teacher gave the assignment to develop their reading skill, and they were confident to explain their opinion.
For example:
(The teacher guide the students about the reading comprehension lesson which they don’t understand it with walking in one side to another)
T : “ok, are you finished?”
S : “not yet mom...”
T : “you can see in your book (success of national examination)
about notice page 35”
(Taken from the observation on February 2, 2016)
2) Source of Knowledge
The most common role a teacher plays in the classroom is delivering knowledge to the students. She master the subject, and if her students could not understand yet of the materials, she explained it clearly for them. The teachers gave material and an exercise to the students; they found some problems in reading the text, especially when they found unfamiliar word. The teacher helped the students to know the meaning for each word in the text.
For example:
S : “how about “in danger”?”
(The teacher wrote about infamous vocabulary in white board, such as “endanger: terancam punah, enormous: very big, superb: very good or interesting, funeral: burying, time table: schedule).
[image:25.595.92.539.232.468.2](Taken from the observation on February 2, 2016)
Table 4.2teacher’s roles in classroom techniques used in teaching reading skill No. Teacher’s roles Reading
Aloud
Question and Answer
Silent Reading
Skimming Number Heads Technique
1. Role modeling V
2. Signs of trouble
3. Teacher as manager V
4. Teacher as instructor V V V V
5. Teacher as evaluator V
6. Teacher as source of knowledge
V V
7. Teacher as facilitator V
C. Student’s Roles
Student’s role is important supporting in teaching and learning process. The students have responsibility in learning process in the class, both individual and group. The students also have an obligation in their development of learning. According to Johnson and Paulson (1979) in Richard (2001) student’s roles in an individualized approach to language learning are planning their own learning program, engaging monitoring and evaluating their own progress, learners tutoring other learners, engaging actively in learning, having and interaction with peers and teacher, presenting and discussing.
evaluator their own progress and students as participant. While in question and answer technique, the students played two roles as monitor and evaluator their own progress, and tutor for the other students. In silent reading technique, the students had roles as learner learn from the teacher, and member a group and interacting with others. In skimming technique, the students played two roles as member a group and interacting with other and showing respect. Innumber heads technique, the students played two roles as active in learning and students learn from the teacher and other sources.
a. Student’s Roles in Reading Aloud Technique
Student’s role is one of factors that support in teaching and learning process. In the classroom, the students were participating in learning. Students expressed what they know in the material. Based on the observation in the 7E class, the researcher found two student’s roles, as follows:
1) Learners Monitor and Evaluator Their Own Progress
The students learned English material in the school, they monitored for their own self, especially their ability in understanding of English material. Based on the observation, they had an opportunity to show their capability and they presented their result to speak up in the class. They spoke loudly and clearly, to evaluate their own progress in knowing the point of view, meaning of unfamiliar words, containing of sentences, and pronouncing of the word. There were some progresses in English lesson.
For example:
T : “ok...I will ask you again for what is invitation letter?”
S : “in English or Indonesia mom?”
T : “kalau bisa in English, tapi belum bisa in Indonesia juga
S : “invitation letter is a simple written to invite or request the presence of an individual or groups”
T : “very good”
(Taken from the observation on February 4, 2016)
2) Students as Participant
Student as participant means that the students followed the appropriate command instruction from the teacher.
For example of this activity:
Teacher = Good, thrash is similar to rubbish. Silakan ditulis kata-kata yang belum kalian ketahui dan catat di buku catatan. Jangan malu jika kalian menulis banyak, Karena itulah kemampuan kalian Usaha kan belajar lebih giat lagi.
Teacher = Abimas, please repeat again?
Abimas = We are prohibited to throw the thra sh anywhere. We must throw the trash into the trash bin.
b. Student’s Roles in Question and Answer Technique
Based on the observation, the researcher found that the student’s roles in this technique were students as monitor and evaluator for their own progress and as tutor for the other students.
1) Students as Monitor and Evaluator for Their Own Progress
Students monitoring their own progress in teaching and learning process, they controlled their learning in the class; they knew their progress in understanding in the materials. It helped them to be more interested in the lesson, because they paid attention in their studying of English. They evaluated their progress through their result in teaching and learning activity. The students were monitoring their own learning. It was a step to know their capability in learning of English material explained by the teachers. They answered all of the questions correctly, after that, they received high score and if they could not answer it, they would get low score. When they got low score they should more study hard to understand in the materials and they would answer all of the questions easily.
For example:
T : “ok, tempatnyadmana?”
S : “di kolamrenang”
T : “apaiya, masak dikolam renang dilarang berenang, coba
diperhatikan lebih detail!”
S : “oh...ya...,, di pantai”
(Miss Savri, Taken from the observation on February 17, 2016)
2) Students as Tutor for the Other Student
material which they learned. The process gave an opportunity for the students until they understand the material, most of us said that the student was smart, so the smarter student helped their friend to achieve the goal of lesson by discussed to find the correct answer. For example of this activity:
T : “ya, biasanya ada penambahan beberapa kata yang diperjela s
atau juga bias berupa gambar, for the question, the following ar e the notices, except?,
S : “bu, except ituapa?”
T : “anybody know what the meaning of except?”
S : “kecuali mom”
T : “very good, kecuali....”
(Miss Savri, taken from the observation on Februa ry 17, 2016)
c. Student’s Roles in Silent Reading Technique
Based on the observation, the researcher found that the student’s roles in this technique are students as learner learn from other sources, and member of group.
1) Learners Learn from the Teacher
they asked her when they didn’t understand it. Then she explained it clearly.
For example:
T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution. Dalam notice biasanya menggunakan kata kerja bentuk pertama. Missal: come in.
You may come in! what does it means?
T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu denga n
menggunakan “No + V-ing”. For example:
No, smoking! No, swimming!
(Miss Savri, taken from the observation on Februa ry 17, 2016)
2) Learners are Member a Group and Learn by Interacting with Others
Based on the observation, the students are member a group to discuss and learn with the others which means that the students were active in all activities when teaching-learning process. The students followed the group to interact and discuss in learning process. They not only interacted with the teacher but also with their friends. From it they received correct answers all of the questions. They made a good team work to finish their duty which given by the teacher. After that, they presented their result in front of the class. For example:
d. Student’s Roles in Skimming Technique
Based on the observation, the researcher found that two student’s roles in this technique are students as member a group and interaction with other, and showing respect.
1) Learners are Member a Group and Learn by Interacting with Others.
Students as member a group mean the students who are active in their group when teaching-learning process. The students followed the appropriate command instruction in learning process. The teacher acted as group organizer who gave direction to the students. The students acted what the teacher’s said to them, especially to discuss in team work. Discussion team consisted of some students. They were four students or more to solve the problem made by the teacher. They had a good team work to discuss the task and they interacted with other. It was a good habit for them to make a good relationship, sharing, and finding answer together.
For example:
(Taken from the observation on February 5, 2016)
2) Showing Respect
they focused to learn the English material in reading skill, showed respect in teacher’s explanation, such as raising a hand to permit answering the questions that given by the teacher. Being attentive, listening, discussing, and focusing are talking about demonstrate a respect for the lesson.
For Example:
(Taken From the Observation on February 5, 2016)
e. Student’s Roles in Number Heads Technique
Based on the observation, the researcher found that the student’s roles in this technique were students as engage actively in learning and the students learn from the teacher and other source.
1) Student be Active in Learning
For example:
S : “mom...., I want to try answer it, that “to forgive someone to
use the bicycle”
T : “next...,, you....the answer is?”
S : “A mom...”
T : “is it correct?”
S : “yes mom....”
T : “ok, good...Thanks full....you can sit down...,,,”
(Taken from the observation on February 2, 2016)
2) Learners Learn from the Teacher and Other Sources.
Based on the observation, the students learned from their teacher’s knowledge and the other sources of knowledge. It implies that the students learned English material were not only from their course book but also they received the knowledge from the other sources, such as: their environment, teacher’s knowledge, movie, or the other media which used by the teacher, it was acquisition media to support their studying, from it they had a sources of information to answer the assignment. They understood the materials to finish the assignment which given by their teacher. After that they collected their result.
For example:
T : “any unfamiliar words?”
S : “foot page bu...”
T : “foo page, it means jalansetapak”
T : “you can look for the communicative purpose of the book,
kemudian jenis teksnya apa, dan tujuan teksnya...”
T : “ok, are you finished?” S : “not yet mom...”
T : “you can see in your book (success of national examination) about notice page 35”
[image:34.595.101.562.253.495.2](Taken from the observation on February 2, 2016)
Table 4.3 student’s roles in classroom techniques used for teaching reading
No. Student’s roles Reading
Aloud
Question and Answer
Silent Reading
Skimming Number Heads Technique
1. Show respect V
2. Monitor and evaluator V V
3. Students as participant V
4. Tutor for other students V
5. Learn from the teacher & other sources
V V
6. Member a group V V
7. Actively in learning V
E. Instructional Material
Learning is the process that needs any kind sources to support in studying. Instructional material is the source of learning. The students used it as facilitation in studying so there are more effective and efficient. The function of Instructional material is defined as all materials support the language teaching and learning process in order to reach the goal of the teaching and learning itself.
Based on the observation, the researcher found that the instructional materials used by the teachers in teaching and learning process in classes 7E, 8C, and 9B at MTs N Surakarta II in 2015/2016 academic year. Here the researcher showed the finding by focusing on the kinds and the roles of instructional materials.
a. Kinds of Instructional Material
Based on the observation, the researcher found three kinds of instructional material that used in teaching and learning process. There are visual materials such as textbook, picture in course book, and slide in power point.
1) Textbook
The textbook is a source of material used by the teacher in every teaching and learning process. Based on the observation, the teacher and the students used the book from Platinum Publisher 2013 entitled “Passport to the world 1, A Fun and Easy English Book for Grade VII of Junior High Schools” scientific approach, 2013 curriculum book, and “Passport to the world 2, A Fun and Easy English Book for Grade VIII of Junior High Schools” scientific approach, 2013 curriculum book, and dictionary. From the reason, English Teacher chooses those books because curriculum in the school used scientific approach, so those books are relevant with the curriculum and syllabus.
English material topic for first grade in second semester are greeting card, invitation latter, announcement, caution, and short notice, English material topic of second grade semester are caution and notion, and English material for third grade are the communicative purpose of descriptive, report, recount, narrative, procedure, and short functional text.
(Taken from the observation on February 2, 2016)
2) Picture in the Course Book
The English teaching and learning process in 7E, 8C, and 9B at MTs N Surakarta II in 2015/2016 academic year not only used textbook but also picture in the course book to develop student’s knowledge. The teachers used a picture for stimulating the students’ knowledge and increasing the student’s enthusiasm in teaching and learning process. The picture was taken from students’ course book, such as the picture used by teacher in the learning process as instructional material in greeting card, invitation latter, announcement, caution, and short notice, etc.
3) Slide in the Power Point
slide power point to deliver greeting card, invitation latter, announcement, caution, short notice, descriptive, report, recount, narrative, and procedure texts. It is useful and effective in the learning process.
For example:
(Taken from the observation on February 2, 2016)
b. The Role of Instructional Material
Based on the observation, the researcher found some roles and kinds of instructional material that used at MTs N Surakarta II for 7E, 8C, and 9B. The researcher found the role of instructional material in teaching of English Reading skill in the school, such as: 1) as a source of activities for learner practice and communicative interaction, 2) source of stimulation and ideas for classroom language activities, 3) as a reference source for learners on grammar, vocabulary, pronunciation, etc.
1) As a Source of Activities for Learner Practice and Communicative Interaction.
without helping from their teacher. It made them to find what the objective of the material. The students also can study at home with their English material book. It helps them to keep remembering the material when they studied in the class. It is not only about grammar but also picture. It could be source for students practice and communicative. 2) As a Source of Stimulation and Ideas for Classroom Language
Activities
Teachers need instructional material in teaching learning process as a source of stimulation and ideas for classroom activities. In this role, the instructional material is as a source of students exercise. It aims to increase student’s ability to apply after studying. In their hand book, every unit had exercise for students to know how far they mastered the material. It is important to develop student’s skill and understand the material. It was a media for students to solve the exercise and the teacher made it as activity in the class and at home.
The teacher often gave the students to do exercise on their English Book. The teacher gave the assignment after explaining the material to know student understanding. Based on the observation, the teacher gave assignment to do exercise from their English book or the other sources like showing questions in power point slide.
For example:
Choose a, b, c, or d as the best answers!
Dear Kartika :
• Our sincere Congratulation your success a s The Best Wa shington City Journalist 2015.
• This will support you to write more articles.
The manager and staff are in Moonlight Publisher.
1. The Text is written in order to ...
B. Inform people about the best journalist C. Tell people to congratulate Kartika
D.Invite people to come to the Moonlight Publisher.
(Taken from the observation on February 2, 2016)
(Taken from the observation on February 2, 2016)
3) As a Reference Source for Learners on Grammar, Vocabulary and Pronunciation and So On.
In teaching and learning process, the students have the reference about knowledge of English. It is possible to all students to find the new knowledge of grammar, vocabulary, pronunciation, and so on. By using the English book and worksheet, they could search and learn material well. They could find the explanation of English knowledge in their books. By using English material books, the students easily got new knowledge of grammar, vocabulary, genre of text, pronunciation and so on.
(Taken from handbook “Passport to the World” page 153, unit 8)
B. Discussion
Based on the research finding, the researcher discusses the finding of the classroom techniques that used in reading activities at MTs N Surakarta II in 2015/2016 academic year. There are some components that the researcher discusses such as classroom techniques used in reading skill, the purpose for each classroom techniques used in reading skill, the teacher’s roles for each classroom techniques used in reading skill, the student’s roles for each classroom techniques used in reading skill, and the instructional materials in classroom techniques used in reading skill.
techniques in teaching reading skill, teacher’s roles, student’s roles, and instructional material. The researcher applied these techniques because those are suitable with the research finding from the writer’s observation of teaching reading.
counselor who helps the students to solve the difficulties, and a guiding who handles teaching-learning process, while in the classroom activities, the students have roles as a communicator means who communicate with other students in discussion, and as a planner means who is responsible to their achievement.
In the current finding in line with the Rahayu’s result, there are teacher’s roles, and student’s roles. In Rahayu’s work found reading aloud, it same with the researcher’s finding, but the researcher found classroom techniques in reading skill more than reading aloud, such as question and answer technique, silent reading, skimming, and number heads. While in teacher’s roles which found in Rahayu’s work are teacher as facilitator, counselor, organizer, and guiding. For the results in the researcher’s finding of teacher’s roles have similar but still have differences, such as teacher as modeling, signs of trouble, manager, instructor, evaluator, source of knowledge, and motivator. The student’s roles in teaching and learning process which found by the researcher are not only as a communicator and planner but also showing respect, learners as monitor and evaluator for their own progress, students as tutor for the other students, students as learner learn from the teacher and students learn from the other sources, and students as actively in learning.
Third previous finding of Ahsan’s work found that the techniques in teaching reading were reading aloud and KWLH technique, that were similar with the researcher’s finding. In the researcher’s findings are not only reading aloud but also silent reading, question and answer technique, skimming, and number heads. In Ahsan’s work also found the procedures of teaching such as pre-reading, while-reading, and post-reading, in researcher’s result has not found of it but she found the purposes for each classroom techniques, teacher’s roles, student’s roles, and instructional material in teaching reading.
In fourth previous finding of Revellia’s study there are four techniques implemented by the teacher namely reading aloud, oral repetition, answering question and dialog conversation. The objective in reading aloud is students be able to respond the text which read out by the teacher. The objective in oral repetition is an effective way to solve problems faced by the students in learning pronunciation. The objective in answering question means students understand to identify main point of the text, and the objective in dialog conversation is students’ character more confident. The teacher’s roles in the techniques are the teacher as model, instructor, evaluator, and motivator. The student’s roles in the techniques are the students as participant, monitor, evaluate their own progress, tutor for the other students, monitor to the development for their own abilities.
Based on the finding above, the researcher wants to make a similar study but still have differences. In this study, the researcher focuses on the classroom techniques used by the teacher in the teaching reading at MTs Negeri Surakarta II. The researcher concluded that some techniques used by the teacher in the
teaching of reading in the school are suitable with the theory of reading aloud, question and answer technique, silent reading, skimming, and number heads.
Second, the researcher concludes some techniques that used by the English teacher at MTs N Surakarta 2 are suitable with the theory of reading aloud, question and answer technique, silent reading, skimming technique, and number heads. Classroom technique is “implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance which used to accomplish an immediate objective, Selinger (1972) states that skimming technique is one of classroom techniques in teaching reading. Skimming involves getting information with giving direction eyes to quickly across sentence and it used to get simple information. The aims using the technique are the students get the main idea of text quickly by skimming in long text, and it is a reading habit for more conductive in reading of text.
(Celce murcia, 2004: 6) states that there are some kinds of classroom techniques in reading skill, one of those is question and answer technique, it is a form of active learning that has a place within any classroom activity. Questions asked by the teacher in order to students more fully participation in lesson and guide them to understand of course material. Question asked by students means a chance to clarify material and they give feedback for the teacher. The aims using the technique are the students can be able to identify main point of text, knowing the meaning of unfamiliar words and builds their confidence to answer all of the questions.
pictures, regalia, examples, or other means to make the meaning of the section. The aims using the technique are helping the students understanding about how to pronounce for each word and developing reading habits.
Silent reading is reading without pronouncing words out loud. It is reinforcing the readers to find out the meaning of the words. It doesn’t have to pay attention in pronunciation of every single word when they read. The aim using the technique is the students concentrate in reading activities.
Based on the statement the researcher concludes that the teacher used some techniques in teaching English reading skill are correspond with Selinger (1972), Olsen and Kagan (1997: 17), Celce murcia(2004: 6), and Wallace (1996: 54-56).
Based on research finding, there are seventh teacher’s roles that found in the learning process in 7E, 8C, and 9B at MTs N Surakarta 11 in 2015/2016 academic year. Teacher’s role as modeling means the teacher is not only to teach the children, but also to love and care for them. Teachers are typically highly respected for students in the community and therefore become a modeling role. Teacher as a sign of trouble means Teachers are taught to look for signs of trouble in the students. Teachers are required student’s problem. Teacher as manager means the teacher manage the classroom procedure and request the students to follow every classroom procedure in the teaching and learning process. Teacher as instructor means the teacher who gives direction to the students in the teaching and learning process. Teacher as evaluator means the teacher must be conscious in many factors to determine the evaluation of student’s task. Teacher as source of knowledge means the teacher explains clearly about the material in the learning process based on his knowledge.
1) Planner. The teacher plans learning activities as fundamental to success in English lesson.
2) Manager. The teacher organizes the teaching and learning process. 3) Inquiry controller. A central task for the teacher is to maintain the
quality of language use in the classroom.
4) Group Organize. The teacher controls learning process in students work cooperatively on group task.
5) Facilitator. The teacher facilitates students’ needed in learning process. 6) Motivator. The teacher motivates student’s confidence and interest in
learning.
7) Empowerer. The teacher tries to take as little control or direction over the lesson as possible and lets the students make decision about what they want to learn it in team member.
8) Team member. The teacher and all the students in the class constitute a team and should interact like member of team.
9) As an instructor, they are people who give order or direction to the students.
Based on Dykstra (1978:4) states that teacher’s roles in teaching and learning process, such as: teacher as teaching knowledge, creating classroom environment, role modeling, mentoring, signs of trouble
The researcher found the teacher’s roles at MTs N Surakarta II are as role modeling, signs of trouble, manager, instructor, evaluator, facilitator, teaching knowledge, and motivator. Based on the statement, the researcher concludes that learning objective of teaching English reading skill is in line with the theory from Richard and Lockhart, and Dykstra.
students as learners plan their own learning program means students plan their own learning, it is their responsibility for what do in their classroom.4) the students as tutor for the other students means they guide their friend if they do not understand yet about the material. 5) students as learner learns from the teacher, the other students, and the other sources means the students can learn from their teacher’s knowledge, text book, movie, or the other media which used by the teacher. 6) The students as member a group means they make a good Tim work to discuss the question and they interact with other. 7) The students as actively in learning means the students answer all of the questions which given by the teacher, it is the important think that they should active in learning.
According to Johnson and Paulson (1979) in Richard (2001) learner’s roles in language learning as follows:
1) Learners plan their own learning program and this ultimately assumes responsibility for what do in the classroom.
2) Learners monitor and evaluate their own progress. 3) Learners are member a group and interact with others. 4) Learners tutor other learners
5) Learners learn from the teacher, from other students, and from other sources.
Based on the discussion above, the researcher concludes that the learner’s roles in teaching and learning of English Reading skill are in line with theory from Johnson and Paulson (1979) in Richard (2001).
Based on research finding, instructional material generally is the source of learning. Instructional material is all of materials support the language teaching and learning process order to reach the goal of the teaching learning itself.
which taken from some books, such as Platinum Publisher 2013 entitled “Passport to the world 1, A Fun and Easy English Book for Grade VII of Junior High Schools” scientific approach, 2013 curriculum book, and “Passport to the world 2, A Fun and Easy English Book for Grade VIII of Junior High Schools” scientific approach, 2013 curriculum book.
The kinds of Instructional Materials (Richards, 1990: 1):
a) Printed materials such as (books, workbooks, worksheets or readers. b) Non-printed materials such as (audio materials, videos or computer-based
materials).
c) Materials that comprise both printed and non-printed sources such as (self-access or self-study, materials on internet).
d) Additional materials not designed for instructional use such as (magazines, newspapers, TV materials).
Cunningsworth (1995: 7) states that course books are best seen as a resource in achieving aims and objectives that have already been set in terms of learner needs. Course books or materials have multiple roles in English Language Teaching and can serve as:
a) A resource for presentation material (spoken and written).
b) A source of activities for learner practice and communicative interaction. c) A reference source for learners on grammar, vocabulary, pronunciation. d) A source of stimulation and ideas for classroom language activities. e) A syllabus (where they reflect learning objectives which have already
been determined).
f) A resource for self-directed learning or self-access work.
g) A support for less experienced teachers who have yet to gain in confidence.
the researcher concludes that the role of instructional material is corresponding with theory from Cunningsworth (1995: 7).
No. Aspects Theory
1. Classroom techniques in teaching reading
Selinger, Olsen and Kagan, Celce Murcia, and Wallace. 2. Teacher’s roles Richard and Lockhart, and Dykstra 3. Student’s roles Johnson and Paulson in Richard
