Chapter Four Finding and Discussion
This chapter presents the finding and discussion of the research. The
researcher conducted this research to investigate students’ perception on the use of
pre-reading activities in their teaching and learning English. In the findings, the researcher elaborates the result of the data that contain students’ perception of the types of pre-reading activities, implementation of pre-reading activities, and advantages of pre-reading activities. After that, the discussions of this study are supported by some theories from some experts.
The Types of Pre-reading Activities Implemented at EED of UMY In this point, the researcher finds the types of pre-reading activities implemented at EED of UMY which were explained by four students. The
students’ perception is based on their experience in teaching and learning English at EED of UMY. The types of pre-reading activities practiced by students in this study were group discussion, pre-teaching vocabulary, brainstorming, predicting, pre-questioning, and visual aids with video.
Finding 1: Group discussion. Based on the data obtained, one of the popular pre-reading activities at EED of UMY is group discussion. Group
opinions from classmates. It makes them understand the reading text. The data were supported below:
“Based on my experiences in the class was group discussion. In the group
discussion, the lecturer gives us a text then we were asked to discuss with our group discussion from the title of the text. We make a prediction about the text” (P1. 1).
“In the group discussion, the lecturer asked students to make a group then
they were asked to determine the material, after that, the students will find the problem and how to solve it” (P2. 3).
“My experienced was in the Miss Y subject. At the first time, Miss Y gave
the student a journal. After that we were divided into some groups and she told us to read a journal. After that, we had to share the idea with the group member about the text. We were asked to make groups and share opinion with others” (P3. 2, 9).
“The lecturer asked students to search the topic in internet then discuss what
we got in the group” (P4. 3, 4).
Finding 2: Pre-teaching vocabulary. Based on the data obtained, three participants believed that pre-teaching vocabulary is the types of pre-reading activities at EED of UMY. Participants stated that in pre-teaching vocabulary, the teacher informs students about some unfamiliar vocabularies or review the
vocabularies that are used in the text. Here are the students’ statements about pre-teaching vocabulary as the pre-reading activity:
“The lecturer showed some vocabularies. After that, she or he asked
students about the unfamiliar vocabularies that we do not know and discuss it. Vocabulary that we discuss before the reading is the unfamiliar
vocabularies that we will face in the reading text” (P1. 2).
“...discuss some vocabularies in the text. It is little bit more on discussing
the text” (P2. 4).
“Mr. X informs us the information about vocabulary that we do not know.
So, we can read and know the meaning of unfamiliar vocabularies easily in the text” (P3. 5).
For some students, teaching vocabulary is one of the types of pre-reading activities. This activity facilitated students by informing them about the vocabulary that they found in the text. In addition, this activity made them easy to determine the content of the text. This finding is in line with Alemi and Ebadi
(2010) “explicit vocabulary development and pre-reading activities are very useful
when the text or content can be specified” (p. 572). In conclusion, the
Finding 3: Brainstorming. This study finds that brainstorming is the types of pre-reading activities implemented at EED of UMY. Brainstorming is
commonly use in writing skill, but it does not rule out the possibility that
brainstorming is also used in the reading activity. Moreover, brainstorming in pre-reading activity invited students to find words from the pre-reading text or from the title. After that, they have to connect the words with their prior knowledge to predict the content of the reading text. Here are the students’ statements about brainstorming as the pre-reading activities:
“In brainstorming activity, we have to arrange some words. From those
words, we can build concept of the text” (P1. 4).
“In brainstorming, we probably have to repeat or review the next material or
provide little guidance on what we will learn in the text with some words” (P2. 2).
“Brainstorming is commonly used. Usually, it relates with the material that
will be discussed. Brainstorming usually contains words, so we can build opinions from the text. In brainstorming, the lecturer provided us with some words then we were asked to predict what we will learn from those words “(P3. 6, 7).
“Pre-reading activities that was commonly used is brainstorming. I think it
learning process. With brainstorming, students get a lot of opinions and ideas. Therefore, this activity can increase their knowledge. Those finding are in line with Yusuf (2011) brainstorming, students are invited to call out words and concepts, and then they connect it with the keyword or words provided by the teacher to make speculation. In another word, students will collect the key word to activate their knowledge of the reading text.
Finding 4: Predicting. Two participants agreed that they practiced predicting in pre-reading activity. It could be seen on the interview result by the statement from participant two and participant three:
“Usually, the lecturer gives one or two paragraphs of the reading text or we
can see from the title of the text to predict the reading text talks about” (P2. 6).
“In Mr. X subject, Mr. X gives us the general information of the text” (P3.
4).
Predicting make students use the information from the text to predict the content. Predicting is an activity when students use the information from a text. In the predicting activity, the students try to predict the reading text from the clue with their knowledge. Day and Jeong-suk (2005) mentioned that predicting in the pre-reading activity is an activity that involves students in using their
comprehension on the text and their existing knowledge of the topic related to the context.
activity that giving students questions related to the text. The following statements revealed some findings:
“I don’t really know about question and answer section, because I don’t
know that activity is related with the text. Maybe it will be discussing the general information from the text” (P1. 5).
“Miss Y explains the material with question and answer section. It makes
students more understand about the text” (P3. 3).
“Usually the lecturer asks “what do you know about the research?”, so we
will find out the meaning of research based on my opinion. So, we think about how we define the research” (P4. 2).
Based on the findings above, those participants had the same perception about pre-questioning. It can be concluded that in pre-questioning activity the lecturer tries to provide some questions indicates the reading text. After that, the students can predict or make a speculation of the text. This findings is supported by the theory from Brown (2001) who stated that in pre-questioning activity, the teacher gives students some questions related to the text to make a prediction of the reading text.
Finding 6: Visual aids with video. In teaching and learning English, using material that makes students enjoy joining the class is important things. Generally, the teachers use video as a media to help students in language learning. Participant four believed that video is used in pre-reading activities. Here is the statement:
This finding shows that video is an interesting material that is used in language learning. Visual materials in pre-reading activity can help students to get better comprehension. According to Navarro (2008), visuals has important role in building schema for English language learners.
The Students’ Perception on the Implementation of Pre-reading Activities at EED of UMY
In this point, the researcher finds the students’ perception on the
implementation of pre-reading activities at EED of UMY. The results are obtained from the experience from four participants. There were four finding that answers second research question. The students’ perception on the implementation of pre-reading activities at EED of UMY were making a group and discussing the text together, discussing vocabulary in the text, providing some question before reading, and showing the video related to the text.
Finding 1: Making a group and discussing the text together. Based on the participant experiences, in pre-reading activity, they are invited to make a group then discuss the reading text with their classmates. As the statements from participant one, participant two, and participant three:
“For the group discussion, we were asked to make a group or work in pair
and discuss about the text. In the group discussion we can share our opinion with others” (P1. 6).
“In the group discussion, the lecturer asked students to work as pair or make
groups consist of five people, discuss the text, and sharing the ideas” (P3. 10).
Group discussion is commonly used in teaching and learning language. From the statements above, it could be seen that the implementation of pre-reading activity is when students are asked to make a group and discuss the reading text together with their friends. It is in line with Nagarathinam & Lakshmanan (2016) who stated that in pre-reading activity, group discussion is when people sit together and discuss the issue.
Finding 2: Discussing vocabulary in the text. Good vocabulary mastery can help students in reading comprehension. Two participants elaborate the implementation of pre-reading activity within discusses vocabulary in the text. Here are the statements:
“We discuss vocabulary in the text. Usually we scanning unfamiliar
vocabulary in the text then note it. After that we find out the meaning of those vocabularies using a dictionary. So, we can face unfamiliar
vocabulary of the text” (P1. 7).
“We discuss unfamiliar vocabulary. I underline the unfamiliar vocabulary,
vocabulary that used in the text. The implementation of pre-teaching vocabulary is to reduce unfamiliar words to get the better understanding. Therefore, students will list the unfamiliar words then find the meaning. It was in line with
Landsberger (2011) who wrote list all words in the assignment that may be important for students to understand and share the information.
Finding 3: Providing some question before reading. This research found that at EED of UMY, the lecturer giving the students questions related to the text before reading. This activity implemented in pre-reading activities to make students get better comprehension. Here is the statement from participant four about the implementation of pre-reading activity which provides some question for students:
“Before reading activity, the lecturer provided some questions related to the
topic that we will face later” (P4. 7).
In pre-questioning, the lecturer will provide some questions related to the topic of the reading text. Besides providing students with the question, the teacher can ask students to create their own question related to the text. It was supported by Ekaningrum and Prabandani (2016) who stated providing the pre-questions for the students, the teacher can ask them to create their own questions related to the reading text.
that made with PowerPoint Presentation program. It was proven by the statement below:
“The video that lecturer used is video from PowerPoint Presentation. From
the point in PowerPoint Presentation video, we already prepared the topic that we will read” (P4. 8).
Based on the participant answer, pre-reading activity is implemented using video program in PowerPoint Presentation. The material provided by video. According to Ekaningrum and Prabandani (2016), in the implementation of pre-reading activity, the material can be in the form of pictures, videos, or others.
To summarize the findings of the implementation of pre-reading activities, the result revealed that the students’ perception on the implementation of pre-reading activities were making a group and discussing the text together, discussing vocabulary in the text, providing some question before reading, and showing the video related to the text.
However, this research find that some students do not exactly know the implementation of pre-reading activities. Two participants said that they just follow the teacher’s instructions when they apply pre-reading activities. It was proven by the statements from participant one and participant three below:
“I don’t really know that activity, because the lecturer does not inform us
about the activity. I just follow the lecturer’s instruction” (P1. 8).
“Actually, pre-reading is often applied in teaching and learning process, but
After knowing the participants’ perception, the researcher concluded that
students do not exactly know the implementation of pre-reading activity, because the lecturer does not inform them about this activity. Furthermore, the lecturer should inform the about those activities. By inform students, it makes students know and they will do it better because they know that pre-reading activity is useful for their teaching and learning process, especially in reading.
The Students’ Perception on the Advantages of Pre-reading Activities at EED of UMY
After collecting the data, the researcher found that there were eight
advantages of the implementation of pre-reading at EED of UMY. The results are obtained from the experience from four participants. The advantages include students are more prepared for the concept, students comprehend better the concept of the text, students have the opportunity to share the ideas, students feel more motivated, students are more prepared for the language use in the text, students can increase their knowledge, students can learn how to practice and analyze the reading text, students can increase their vocabulary.
“The first advantage of pre-reading is I feel more prepare. We know reading
is boring activity. Pre-reading help students more prepare to face the reading. We can be more ready to read” (P1. 9).
“... we are not surprised when we are given the material, so we are ready to
do what should we do. So we can know and recognize the material and we will not be surprised if there is an assessment” (P2. 11, 13).
Based on the participants’ answered, it could be concluded that pre-reading
activity makes students more prepared for the concept in the text. It makes them easy to bring their knowledge to make a new concept from the text. In addition, pre-reading activity helps them to prepare the concept to get better
comprehension. This finding was supported by Yusuf (2011) who stated that pre-reading activities makes students prepare the concept and makes the pre-reading easy.
Finding 2: Students comprehend better the concept of the text. Based on the findings of this research, the researcher found that there were three
participants who stated that pre-reading makes students comprehend better the concept of the text. Here are the statements:
“Pre-reading helps the students to understand the content of the text in more
detailed. Makes me more understand with the text. So, I do not only read without purpose but I read to get the information from the text“ (P1. 10).
“When we are given the material, I have known and understood how to
comprehend this reading. Improve students’ comprehension because we can
“Pre-reading helps students to understanding the text. Pre-reading activity
helps student in reading comprehension. We know that we use English as a foreign language; the grammar is difficult to learn. Pre-reading helps students understand what they will read” (P3. 11, 12).
“This activity helps students to get better comprehension of the text. Pre
-reading activities help me to comprehend the whole -reading. To get -reading comprehension, I need to read the text again and again. I need to read twice at the same page to understand the text. Pre-reading makes me create the opinion of the text” (P4. 1, 9).
The advantage of pre-reading activity practiced by students at EED of UMY was students comprehend better the concept of the text. Based on the findings, pre-reading activity help students comprehend better the concept of the text. For students, pre-reading activity helps them activate their prior knowledge then connect it with the text. The participants’ statement was in line with Ekaningrum
and Prabandari (2016) who stated that pre-reading activities helped students to understand a reading text well. Hence, pre-reading activity makes them get better comprehension of the text.
“In the use of pre-reading activity which like group discussion, I got the
opportunity to share the ideas with my friends, so I got so many ideas about the reading” (P1. 11).
“When having discussion about the material such as in Miss Y’s class, the
students are grouped so they can deliver their own opinions such as this is my opinion and this is yours, so we can switch the opinions each other” (P3. 16).
“... make me more active in teaching and learning process. Pre-reading
activities make me follow teaching and learning activities better, because we already know what we have to do“ (P4. 10).
From the participants’ statement above, through pre-reading activity,
students are free to share any ideas with their friends based on the text. According to Thongyon (2011) pre-reading activities gave themselves the opportunity to practice thinking and analyzing, and made them learn more from asking questions and sharing ideas with classmates. The more ideas get the most students
understand with the text.
“Pre-reading activity is the interesting activity. Brainstorming motivates me
to read the text” (P1. 12).
“I am more interested in reading and focus in reading” (P2. 12).
“There are many advantages of pre-reading activity. We are given
pre-reading, so we can be more understand about the purpose of the reading. I am more motivated to read it. If we get the explanation from the lecturers or get opinions from our friends, we can easily understand so we are interested to read. I am happy because pre-reading helps me in reading
comprehension” (P3. 13, 18).
“... make me more interesting to read” (P4. 12).
These finding were supported by Ajideh (2003) who stated that, pre-reading activity has a purpose to motivate students to read and to prepare them to be able to read. The motivation comes from students’ selves. When students are
stimulated with the activity that makes them easier to read, they would be
motivated. It could be seen in the participants’ statements that by pre-reading
activities, students feel more motivated. Furthermore, pre-reading activities were
given to make students’ enjoy in reading activities. In addition, these activities
increase students’ motivation to finish their reading activity.
“For students, English is foreign language for us. Pre-reading can be as a
preparation for me to face the difficulty in learning language” (P2. 1).
From the participant statement above, it can be concluded that pre-reading activities can be used to prepare the students for the language in the text. Students at EED of UMY used English as the foreign language. Pre-reading activity as pre-teaching vocabulary is presenting unfamiliar vocabulary in the text. This activity helps student to avoid misunderstanding the context of the text because of the language. Thus, pre-reading activity can be a bridge for students to prepare the language in the text. This finding is in line with Haque (2010) “pre-reading activities can be used to prepare the reader for the language in the text”.
Finding 6: Students can increase their knowledge. This study found that
pre-reading activity increase students’ knowledge. Discussion activity and sharing
ideas increase students’ knowledge. Here is the statement:
“The main advantage of pre-reading activities is adding my knowledge”
(P2. 10).
Based on that statement, the pre-reading activity can be a bridge for students to increase their knowledge. Yusuf (2011) asserted that pre-reading activity
allows the students to bring their own prior knowledge and opinions to face a particular issue. It can be concluded that through pre-reading activity, students can increase their knowledge.
better understanding of the text. The followings are participant 3 and participant 4 statements:
“... we can create opinion about the text. The advantage of pre-reading is
making students more critical” (P3. 8, 15).
“... pre-reading activities help me being more critical thinking. I think as
students, we will do more about analyzing and sharpening the knowledge related to the reading text. Starting from the ideas from our friends and the explanation from our lecturer, it makes me more critical thinking” (P4. 13). From the statements above, it could be concluded that pre-reading activity makes students more critical thinking. They will keep learn and learn. Besides, students will try to analyze the ideas from the other people based on the text to get reading comprehension. It was in line with Alemi and Ebadi (2010) who stated that one of pre-reading activity stimulates students to learn the processes of critical thinking.
Finding 8: Students can increase their vocabulary. Pre-reading activity can increase students’ vocabulary mastery. When they read a reading text and find unfamiliar vocabulary they will try to find out the meaning of that vocabulary. Thus, their vocabulary will increase. The data were supported below:
“The journals that student used sometimes using unfamiliar vocabularies.
Pre-reading with pre-teaching vocabularies is helpful in understanding the reading. Firstly we review the vocabulary and it also increases our
“Absolutely, pre-reading increases my vocabularies. Sometimes, we do not
know the meaning of some words. Pre-reading makes me know the meaning
of unfamiliar vocabularies” (P4. 11).
From the data above, it can be concluded that pre-reading activity increase
students’ vocabulary mastery. Pre-teaching vocabulary helps them to know the
