CHAPTER I
INTRODUCTION
This chapter presents introduction. Section 1.1 presents background of the study. Section 1.2 scope of the study. Section 1.3 presents statements of the problems. Section 1.4 presents purposes of the study. Section 1.5 presents significance of the study. Finally, section 1.6 presents organization of the thesis.
1.1 Background of the Study
As one of the four skills, reading plays an important role in enhancing students’ English ability. More importantly reading functions as a tool to accessing information to the worldwide web. Reading widely is a highly effective means of extending our command of language, so it has important place in classrooms where language learning is central purpose (Nutall, 2000). However, according to McLaughlin (in Celce-Murcia, 1991) reading is the most complex and difficult skill students should master at school. In fact, the students does complex interactive processes in reading.
In secondary school reading skill is still given a first priority. The objective of teaching is the development of communicative ability in English embracing four language skills (reading, writing, listening, and speaking) with an emphasis on reading ability. The order of language skills to be taught has been changed from reading, listening, writing, and speaking to reading, listening, speaking, and writing. (Huda, 1999).
able to use language for daily needs such as reading newspaper; at informational level, people can access knowledge with their language; while at epistemic level, people can transform knowledge to a certain language.
For secondary school (SMP) graduates, its curriculum (Depdiknas, 2004) targets the students at the second level that is functional level. At this level, regarding reading skill students are demanded to understand various meanings (interpersonal, ideational, textual meanings) in various interactive written texts. In fact, students’ reading skill still shows unsatisfactory yet. It can be seen from their final results of exam which are still far from the targeted passing grade. Yet the teaching of English in Indonesia in general and in secondary schools in particular is not successful (Huda, 1999). Moreover the government has issued the passing grade for students to be achieved. The passing grade covers some lessons including English with minimal score not lower than 4.26 for each lesson. This policy is of great concern not only for teachers and students but also parents.
1.2 Scope of the Study
This study focused on teaching to develop the students’ reading comprehension of Junior high school. Some alternative techniques would be very possible to be applied in the teaching for better improvement. One of them is an interactive read-aloud. Interactive read-aloud provides students with examples of what good readers do. It also enables the students to share their understanding and vocabulary that help them strengthen their linguistic abilities.
1.3 Purposes of the Study
The purpose of this study is to portray and document the typical problems and development of the year-two students at SMP Negeri I Bandar Mataram in Central Lampung by providing at least eight treatments focusing on improving the students’ reading comprehension. The purpose could be translated into these specific objectives: 1. To find whether an interactive read-aloud can improve the reading ability of the year- two students of SMPN I Bandar Mataram.
2. To investigate problems the teacher faces in teaching reading through interactive read aloud.
3. To explore problems the year-two students of SMP Negeri I Bandar Mataram face in reading comprehension.
1.4 Significance of the study
enlighten and enrich English teachers with varying teaching reading strategies. As for students, whose teacher applies the technique suggested in this study, this study is expected to give them opportunity to demonstrate their growing skills in authentic tasks and in a no stressful environment. Students can also actively engage in the classroom activities. Finally, the findings of this study may inspire other researchers to conduct research on other issues in teaching reading.
1.5 Organization of the Thesis
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the methodology of this study that incorporates the research approach, model of the study, procedure of the study, location and subjects, time allocation of the study, research instruments. Data analysis, validity and reliability are also presented.
3.1 Research Problem
Regarding the mounting concern towards reading instruction, problem faced by either teacher or students related to teaching and reading comprehension inevitably needs solution. Therefore, in this study the problem is further formulated in the following questions:
1. Can the interactive read-aloud improve the reading comprehension ability of year-two students of SMPN Bandar Mataram?
2. What problems does the teacher face in teaching reading through interactive read-aloud?
3.2 Research Design
This study employed an action research as its basic design. This strategy basically is a way of reflecting on teaching. It is done by systematically collecting data on everyday practice and analyzing it in order to come to some decisions about what future practice should be (Wallace, 1998:4). An action research aims to improve practical judgment in concrete situations and in helping people to function more intelligently and skillfully (Burns, 1994:294). Action research as one of qualitative studies is chosen by the researcher here with the reason that qualitative approach has strength in revealing phenomena in more detailed way so that enlightenment is gained (Alwasilah, 2002).
The main characteristic of action research is the spiral cycles consisting of planning, acting, observing, and reflecting (Suyanto, 2002). The spiral cycle consists of problem identification, systematic data collection, analysis, and finally, problem redefinition. In short, the cycle consists of diagnostic and therapeutic stages.
Cycle 1
Cycle 2
Cycle 3
Figure 3.1 Cycles of Action Research
Each cycle consisted of four steps namely planning, acting, observing, and reflecting. The cycles illustrated above can be done repeatedly until the researcher gets the real picture of the study.
For the sake of clarity and fuller description about the study, the framework of the research is displayed in figure 3.2.
Plan
Reflect
Observe Act
Reflect
Observe Act
Plan
Reflect
Observe Act
Preparation
The body of the study
Figure 3.2 Model of the Study
Tentative plan was constructed by collecting data from a preliminary study. The preliminary study was aimed at identifying problems found in classroom practices with respect to students’ problems in reading comprehension. The data of the preliminary study was gained through observation and interview. A test was also tried out to see its validity.
Collecting data to find Students’ problems in reading textbooks through a preliminary study
Pre-designing the study
Finding out stakeholders’ perceived problems in reading texts triangulated with the result of preliminary study
Revising the pre-design study and planning the first treatment
Treatment
Analyzing the progress of each students and conclusion
The data from the preliminary study were analyzed. The result then was of great importance to plan and design the treatment of cycle 1.
Before the cycle 1 was conducted, a pre test was administered to see students’ reading proficiency. After the first cycle had been done, the teacher, the researcher and the collaborators discussed what would be done for the next cycle. The last cycle would be decided if the solution had already been satisfactory. However, it is very possible for the researcher to add or change the treatment if the treatment is considered not effective. The researcher, therefore, administered a post-test to see, if any, improvement occurred in students’ reading proficiency. The results of pre test and post-test were compared to find out whether the chosen treatment was effective.
3.3 Data Collection
3.3.1 Location and Participants
The subjects of this study were the students of the eighth grade (grade B) of SMPN I Bandar Mataram. The reason of choosing those subjects was that they had already passed the transitional period of moving from elementary school level. Thus, the students are already at the stable stage to be taken as subjects. In addition, the teacher was a curriculum implementer.
3.3.2 Time Allocation
This study was started from the first semester of new academic year, on the third week of January 2006. The more detail description of time allocation of the study can be seen in table 3.1.
Table 3.1 Research Agenda
No Activity December January February March
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
The observation was done in order to see the ongoing process in the classrooms. The researcher utilized structured observation and unstructured observation. The verbal communication was audio-recorded while non-verbal communications were jotted down in the field notes.
3.3.3.2 Interviews
3.3.3.3 Documents
In his study, the teachers’ lesson plans and the teaching materials used by the teachers were regarded as the documents.
3.3.3. 4 Teachers conference
Discussion among teachers involved in this study to find solution towards problems found in each cycle was regarded as data collection as well.
3.3.3.5 Developing teaching Aids
Authentic reading materials were retyped in a computer, the pictures were scanned using a scanner. Then hands-on containing the reading texts and pictures were distributed to the students.
3.3.3.6 Pretest, each -cycle test, and Posttest
Pretest was done in the beginning of this study in order to find the students’ prior skill in reading comprehension. Each-cycle test was done at the end of each cycle to see the students’ reading comprehension right after the treatment. Posttest was administered in the end of this study to see the students’ improvement of their reading comprehension skill after the whole treatment.
3.4 Data Analysis
1. Developing Categories
2. Analysis after data collection
Besides the analysis conducted during the data collection phase, an overall analysis was conducted after the data were considered to be exhaustive. This analysis involved revision and expansion of whatever was noted down during the data collection phase.
3. Pretest and posttest data analysis
To see whether the treatment did have an effect on performance in these data, and to see whether students’ score differed significantly from pretest to posttest, the following paired t-test formula was used:
To check the difference between the two means in order to find our observed t value, the following formula was used:
D obs
s X X t = 1− 2
Then the result of tobs calculation was compared with t distribution table (see in
appendix) at level .05 (Lazaraton and Hatch, 1991:288). As well the SPSS program was used in order to gain an accurate calculation.
3.5 Validity and Reliability
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consists of two sections: First, the conclusions of the research conducted based on the research questions as raised and explained in the first chapter. Second, the suggestions addressed to English teachers, headmasters and the researchers who are interested in doing further research on teaching reading.
5.1 Conclusions
Considering that the present study has been completed, three major conclusions related to the research questions raised in the first chapter can be drawn. The first research question concerns the improvements of the students’ reading comprehension using interactive read-aloud strategy. It was found that the students’ reading comprehension activities improved in four areas, i.e. test results, meaning construction, motivation, and word definition.
The second research question concerns the teacher’s problems in teaching reading through interactive read-aloud. It was found that the teacher’s problems stemmed from six areas, i.e. psychological block, explaining words, question use, guiding, giving motivation, and controlling.
It can further be mentioned that interactive read-aloud is effective in supporting comprehension and vocabulary development. Besides, English learners are supported in refining their reading and speaking skills.
The discussion of characters, setting, and description that is involved in interactive read-aloud provides shared understanding and vocabulary that helps English language learners stretch their linguistic abilities. It seems that students who frequently listen to books read aloud have a more extensive vocabulary than those who do not.
In addition, the application of interactive read-aloud needs adjustments. The adjustments are related to the teacher’s teaching and the students’ reading comprehension abilities. The teacher’s ability refers to the ability to explain new vocabulary to the students. The teacher should choose new vocabularies that are at the level of his ability to explain. Meanwhile, for the students, the reading material and tasks assigned should be at the level of their capacity. Therefore, reflection is very essential element in order to find the right adjustment either to the teacher or the students.
5.2 Suggestion
Based on the research findings, some suggestions will be directed toward the English teachers, headmasters, and other researchers.
suggest that judicious use of a combination of both such strategies and the strategy proposed in this study is desirable. Such a combination can help learners develop more efficient reading skills and ensure that any potential gains are not hampered by every teacher’s enemy-monotony. The English teachers should always reflect and evaluate the teaching-learning process, and feel the changes happened both positively and negatively. Teachers should be more creative in making teaching process interesting and challenging for students.
Second, to headmasters, it is better if the headmaster always monitor the problems occurred in the classroom, or in general. The headmasters should give motivation and support to the teachers on effort, and creativity to solve the problems. It is hoped that the headmasters’ policy will best fit to the teacher’s and students’ needs.
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