ABSTRACT
Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Sanata Dharma University.
Reading attitude is defined as the feeling about reading as a result of positive reading habits (Martinez, 2008). Reading attitude is positively associated with students’ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension. This perspective is the underlying reason why English Language Education Study Program (ELESP) students are demanded to have good reading skill. In preparing the students to be able to master reading English well, the lecturer chose Content-Based Instruction (CBI) method to help the students improve their reading skill. The implementation of CBI method in Psikologi Belajar dan Pembelajaran course aims to help students improve their reading comprehension skill.
This research aims to answer one research question, namely what is the students’ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?
In order to answer the research question, the researcher used mixed method. This type of mixed method design used in this study was sequential design by using questionnaire (quantitative analysis) and interview (qualitative analysis) as instruments. The researcher distributed the questionnaire to 30 students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted by five students to obtain qualitative data. The qualitative data were used to triangulate the quantitative data and explore the information in depth.
The results of the data analysis showed that the majority of the students have good reading attitude towards the implementation of CBI method in Psikologi Belajar dan Pembelajaran class. The students’ reading attitude towards the use of CBI method were, namely students like reading English book, students always take note of new vocabularies, students being creative on making strategy for learning, students build spirit in learning English, students were impressed with the use of CBI method, students were accustomed to English, and students were enjoyed learning English. The findings are useful for the students to have better reading attitude towards the use of CBI method to understanding the materials in Psikologi Belajar dan Pembelajaran class.
ABSTRAK
Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Universitas Sanata Dharma.
Sikap membaca didefinisikan sebagai perasaan tentang membaca yang menghasilkan kebiasaan membaca yang positif (Martinez, 2008). Sikap membaca yang positif berkaitan dengan potensi prestasi siswa melalui praktek (McKenna, 1995). Oleh karena itu, membaca sikap memiliki pengaruh yang besar terhadap keberhasilan seseorang dalam pemahaman membaca. Perspektif ini adalah alasan yang mendasari mengapa siswa Pendidikan Bahasa Inggris (PBI) dituntut untuk memiliki kemampuan membaca yang baik. Dalam mempersiapkan siswa untuk dapat menguasai membaca bahasa Inggris dengan baik, dosen memilih metode Content-Based Instruction (CBI) untuk membantu siswa meningkatkan keterampilan membaca mereka. Pelaksanaan metode CBI dalam mata kuliah Psikologi Belajar dan Pembelajaran bertujuan untuk membantu siswa meningkatkan kemampuan pemahaman membaca mereka.
Penelitian ini bertujuan untuk menjawab satu rumusan masalah, yaitu apa saja sikap membaca siswa pada penggunaan metode Content-Based Instruction (CBI) yang diimplementasikan dalam kelas Psikologi Belajar dan Pembelajaran?
Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan dengan menggunakan kuesioner dan wawancara sebagai instrumen. Peneliti menyebarkan kuesioner pada 30 mahasiswa Psikologi Belajar dan Pembelajaran kelas A, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan mahasiswa yang diwawancara berdasarkan pada data kuantitatif. Wawancara dilakukan pada lima mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.
Hasil analisis data menunjukkan bahwa sebagian besar siswa memiliki sikap membaca yang baik pada penerapan metode CBI di kelas Psikologi Belajar dan Pembelajaran. Sikap membaca siswa dalam penggunaan metode CBI adalah; siswa senang membaca buku bahasa Inggris, siswa selalu mencatat kosakata baru, siswa menjadi kreatif untuk membuat strategi pembelajaran, siswa membangun semangat dalam belajar bahasa Inggris, siswa terkesan dengan penggunaan metode CBI, siswa terbiasa menggunakan bahasa Inggris, dan siswa menikmati belajar bahasa Inggris. Temuan-temuan tersebut berguna bagi siswa untuk memiliki sikap membaca yang lebih baik pada penggunaan metode CBI untuk memahami materi di kelas Psikologi Belajar dan Pembelajaran.
THE
STUDENTS’ READING ATTITUDE
TOWARDS
THE USE OF CONTENT-BASED INSTRUCTION
IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS
IN ELESP OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Desy Kurnia Lestari Student Number: 121214076
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
THE
STUDENTS’ READING ATTITUDE
TOWARDS
THE USE OF CONTENT-BASED INSTRUCTION
IN PSIKOLOGI BELAJAR DAN PEMBELAJARAN CLASS
IN ELESP OF SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Desy Kurnia Lestari Student Number: 121214076
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
LOVE WHAT YOU GOT
AND ALWAYS
REMEMBER WHAT
YOU HAD
Dedicated to
My Big Family
My Parents
ABSTRACT
Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Sanata Dharma University.
Reading attitude is defined as the feeling about reading as a result of positive reading habits (Martinez, 2008). Reading attitude is positively associated
with students‟ achievement potential through practice (McKenna, 1995).
Therefore, reading attitude has a considerable influence on person's success in reading comprehension. This perspective is the underlying reason why English Language Education Study Program (ELESP) students are demanded to have good reading skill. In preparing the students to be able to master reading English well, the lecturer chose Content-Based Instruction (CBI) method to help the students improve their reading skill. The implementation of CBI method in Psikologi Belajar dan Pembelajaran course aims to help students improve their reading comprehension skill.
This research aims to answer one research question, namely what is the
students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?
In order to answer the research question, the researcher used mixed method. This type of mixed method design used in this study was sequential design by using questionnaire (quantitative analysis) and interview (qualitative analysis) as instruments. The researcher distributed the questionnaire to 30 students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016 to obtain quantitative data. The selection of the interviewees was based on the quantitative data. The interview was conducted by five students to obtain qualitative data. The qualitative data were used to triangulate the quantitative data and explore the information in depth.
The results of the data analysis showed that the majority of the students have good reading attitude towards the implementation of CBI method in Psikologi Belajar dan Pembelajaran class. The students‟ reading attitude towards the use of CBI method were, namely students like reading English book, students always take note of new vocabularies, students being creative on making strategy for learning, students build spirit in learning English, students were impressed with the use of CBI method, students were accustomed to English, and students were enjoyed learning English. The findings are useful for the students to have better reading attitude towards the use of CBI method to understanding the materials in Psikologi Belajar dan Pembelajaran class.
ABSTRAK
Lestari, Desy Kurnia. 2016. The Students’ Reading Attitude towards the Use of Content-Based Instruction in Psikologi Belajar dan Pembelajaran Class in English Language Study Program. Yogyakarta: Universitas Sanata Dharma.
Sikap membaca didefinisikan sebagai perasaan tentang membaca yang menghasilkan kebiasaan membaca yang positif (Martinez, 2008). Sikap membaca yang positif berkaitan dengan potensi prestasi siswa melalui praktek (McKenna, 1995). Oleh karena itu, membaca sikap memiliki pengaruh yang besar terhadap keberhasilan seseorang dalam pemahaman membaca. Perspektif ini adalah alasan yang mendasari mengapa siswa Pendidikan Bahasa Inggris (PBI) dituntut untuk memiliki kemampuan membaca yang baik. Dalam mempersiapkan siswa untuk dapat menguasai membaca bahasa Inggris dengan baik, dosen memilih metode Content-Based Instruction (CBI) untuk membantu siswa meningkatkan keterampilan membaca mereka. Pelaksanaan metode CBI dalam mata kuliah Psikologi Belajar dan Pembelajaran bertujuan untuk membantu siswa meningkatkan kemampuan pemahaman membaca mereka.
Penelitian ini bertujuan untuk menjawab satu rumusan masalah, yaitu apa saja sikap membaca siswa pada penggunaan metode Content-Based Instruction (CBI) yang diimplementasikan dalam kelas Psikologi Belajar dan Pembelajaran?
Untuk menjawab permasalahan ini, peneliti menggunakan metode campuran. Jenis metode campuran yang digunakan adalah desain berurutan dengan menggunakan kuesioner dan wawancara sebagai instrumen. Peneliti menyebarkan kuesioner pada 30 mahasiswa Psikologi Belajar dan Pembelajaran kelas A, PBI, Universitas Sanata Dharma tahun ajaran 2015/2016 untuk mendapatkan data kuantitatif. Pemilihan mahasiswa yang diwawancara berdasarkan pada data kuantitatif. Wawancara dilakukan pada lima mahasiswa untuk memperoleh data kualitatif. Data kualitatif digunakan untuk mengklarifikasi data kuantitatif dan mengeksplorasi informasi secara mendalam.
Hasil analisis data menunjukkan bahwa sebagian besar siswa memiliki sikap membaca yang baik pada penerapan metode CBI di kelas Psikologi Belajar dan Pembelajaran. Sikap membaca siswa dalam penggunaan metode CBI adalah; siswa senang membaca buku bahasa Inggris, siswa selalu mencatat kosakata baru, siswa menjadi kreatif untuk membuat strategi pembelajaran, siswa membangun semangat dalam belajar bahasa Inggris, siswa terkesan dengan penggunaan metode CBI, siswa terbiasa menggunakan bahasa Inggris, dan siswa menikmati belajar bahasa Inggris. Temuan-temuan tersebut berguna bagi siswa untuk memiliki sikap membaca yang lebih baik pada penggunaan metode CBI untuk memahami materi di kelas Psikologi Belajar dan Pembelajaran.
ACKNOWLEDGEMENTS
First of all, I would like to thank Allah who has given me the grace and guidance during the process of completing this thesis. All praises to Allah because of Allah I finally finish this thesis.
My deepest gratitude goes to my beloved advisor, Paulus Kuswandono, Ph.D., for his knowledge, patience, suggestion, guidance, and sharing during the process of the research and writing process from the beginning until the end. I would like to thank him for spending time to read and correcting my thesis, and for always giving me encouragement to finish this thesis. My thankfulness also goes to all lecturers of English Language Education Study Program for the lessons and values they have given to me.
I would like to sincerely thank Christina Laksmita Anandari, Ed.M. as the lecturer of Psikologi Belajar dan Pembelajaran class for the opportunity given to me to conduct this study in her class. I also would like to thank all of the students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016, for their cooperation and willingness in helping me and giving me valuable information for the sake of this thesis.
I would like to express my deep gratitude to my best friend Almh. Rahma Ayu Pintaka for the story, laughter, tear, loves, and every moment that we had. I would also like to give my special gratitude to all of my best friends, especially Edy Setiawan, Gisella Maya, Hilarius Raditya, Yohana Vita, Luciana Awis, Yohana Sri, and Vincentia Berlian. They always give me support, loves, care, happiness, motivation, and sincerity. Then, I thank my friends in class small C for being a great family during my study in this college.
Last but not least, I would like to thank everybody whom I cannot mention one by one for their prayer, support, motivation, and help in finishing this thesis. May Allah always be with them.
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 6
C. Problem Limitation ... 6
D. Research Objectives ... 7
E. Research Benefits ... 7
F. Definition of Terms ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE ... 11
A. Theoretical Description ... 11
1. Reading Attitude ... 11
a. The Mathewson Model ... 13
b. The McKenna Model ... 14
1) Reading Comprehension ... 15
a) Literal Meaning ... 16
c) Critical Evaluation ... 16
d) Creative Reading ... 17
2. Content-Based Instruction ... 17
a. The Roots of Content-Based Instruction Language Teaching ... 18
b. Language Across the Curriculum... 19
c. Language for Specific Purpose ... 19
d. Three CBI Method Teaching Models at the University Level ... 20
1) Theme-Based Language Instruction ... 21
2) Sheltered Content Instruction ... 21
3) Adjunct Language Instruction ... 22
e. The Advantages of Content-Based Instruction ... 23
B. Theoretical Framework ... 24
CHAPTER III. RESEARCH METHODOLOGY ... 26
A. Research Method ... 26
B. Research Setting ... 28
C. Research Participants ... 29
D. Research Instruments ... 30
E. Data Analysis Technique ... 32
F. Research Procedure ... 34
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 35
A. The Students‟ Reading Attitude towards the Use of Content-Based Instruction Method which is Implemented in Psikologi Belajar dan Pembelajaran Class ... 35
1. Theme-Based Language Instruction ... 39
2. Sheltered Content Instruction ... 40
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 50
A. Conclusions ... 50
B. Recommendations ... 52
REFERENCES ... 54
LIST OF TABLE
LIST OF APPENDICES
Appendix 1. Consent Form ... 58
Appendix 2. Questionnaire Blueprint ... 59
Appendix 3. The Questionnaire ... 61
Appendix 4. The Questionnaire Results... 65
Appendix 5. Interview Blueprint... 67
CHAPTER I INTRODUCTION
This chapter discusses the introduction of the research which includes the research background, the problem formulation, the problem limitation, the research objectives, the research benefits, and the definition of terms related to the study.
A. Research Background
According to Adams (1980), reading is one of the basic ways of acquiring information in our society and in academic setting particular. It means that someone who cannot read well have a serious disadvantage with respect to education. In the other word, reading is a key for someone to have an efficient living, because it helps someone develop thinking process and create judgment thinking. It is supported by Russell (1958) who says that reading also affects the living on how to apply the knowledge into creativity and further implication. One of the most significant factors affects on reading is reading attitude. Reading
components of attitude, namely affective, cognitive, and behavior. The first component is affective, which refers to feeling or emotion. The second is cognitive that refers to belief, thought, or rational argument. Furthermore, the third component is decisive for a person whether he/she will take positive action or negative action.
Reading attitude is positively associated with students‟ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension. Kruidenier (2002) states that comprehension is an active process and the reader must interact and be engaged with the text for it to work well. It is also a strategic process which can be taught. Reading comprehension can be described as understanding a text that is read, or the process of constructing meaning from a text. Actually, comprehending a reading text is not an easy activity. Khand (2004) states that
“reading is a receptive language process. It is the process of recognition,
interpretation, and perception of written or printed materials” (p. 43). It means that readers must be able to attach some kinds of meaning of understanding to the word. Someone who has limited vocabularies would have a considerable amount of difficulty with comprehension in general.
ELESP are conducted in English, including the general courses. It also means that all of the materials use English.
In teaching learning process, teaching is a complex process that does not simply deliver information from the teacher to the students, but also a lot of activities and actions to be taken, especially for better result. According to Brown (2000),“teaching is guiding and facilitating learning, enabling the students to learn, and setting condition for learning” (p. 8). Therefore, the teacher needs to use a method in delivering lessons. According to Anthony (1965), a method is the level at which theory is put into practice and at what choices are made about the particular skills, and the content to be taught and the content will be presented. Actually, the role is very important, so implementing an effective and efficient method is a must with expectations that teaching-learning process will be fun and not boring. One of the methods that can be used in teaching is Content-Based Instruction (CBI) method. According to Richard and Rodgers (2001), “people learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal” (p. 204). Based on this theory, language learning is more motivating when learners focus on something other than language. Therefore, if the students are interested and accustomed to learn English, they will master and understand everything in English easily.
language knowledge a lot easier. CBI classrooms can also produce an improvement in intrinsic motivation, since students focus on subject matter that is important to their lives. Students are beyond temporary extrinsic factors, such as grades and tests. Brown (2001) states that "when language becomes the medium to convey informational content of interest and relevance to the learner, then learners are pointed toward matters of intrinsic concern" (p. 49). It means that CBI is the basic requirement in teaching-learning process.
In the ELESP of Sanata Dharma University, CBI is implemented in some general courses. One of them is in Psikologi Belajar dan Pembelajaran course. The researcher chose Psikologi Belajar dan Pembelajaran course because it is one of the most difficult general courses in ELESP. In Psikologi Belajar dan Pembelajaran course, the lecturer gives soft file book, then students should read
and understand the material. Based on the students‟ opinions, they had some difficulties to recognize and comprehend the English word in reading text, such as difficult to imagine what it might be like to read and not be able to understand it. This happens because some of the students have lack of vocabulary, especially vocabulary in formal words, such as the vocabulary that is used in the theory. Besides, the way of delivering the material by lecturers is very important in the learning process. Therefore, that is the reason why the researcher is interested in
studying the students‟ reading attitude towards the use of CBI method in Psikologi Belajardan Pembelajaran class.
class. CBI method helps ELESP students to improve their vocabulary, language point, and sentence patterns, such as the basic knowledge. CBI method can be defined as a teaching method that emphasizes learning about something rather than learning about language (Davies, 2003), which focuses on the topic or subject matter (Peachy, 2003). Through CBI method, students in Psikologi Belajar dan Pembelajaran course can also develop a much wider knowledge of
the world through CBI which can give feedback for improving and supporting their general educational needs (Peachy, 2003). Afterwards, the researcher knows what still need to be improved in Psikologi Belajar dan Pembelajaran course to prepare the students in mastering English. ELESP students have to master English well, not only the obligatory courses but also the general courses which are in English.
B. Research Problems
This research is conducted in order to answer the following research question: What is the students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class?
C. Problem Limitation
In conducting this research, the researcher limits the scope of the study. The purpose of this research focuses on the effort to investigate the students‟ reading attitude towards the use of Content-Based Instruction (CBI) method which is implemented in Psikologi Belajar dan Pembelajaran class of the ELESP of Sanata Dharma University. The relation was limited to how the CBI method which is implemented in Psikologi Belajar dan Pembelajaran class provided better understanding and influenced students‟ reading attitude. The participants were 30 students of Psikologi Belajar dan Pembelajaran class A in ELESP of Sanata Dharma University in academic year 2015/2016. The researcher did not include other classes of the same subject to limit the number of the participants. The questionnaire was limited to close-ended questionnaire to make the process easier and the scoring more reliable. Moreover, the researcher conducted the
D. Research Objectives
Related to the research question, this research is aimed to find out the
students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.
E. Research Benefit
The researcher provides some benefits of this study in terms of the
students‟ reading attitude towards the use of CBI method which is implemented in
Psikologi Belajar dan Pembelajaran class. The expected benefits are elaborated
as follows.
1. For ELESP Lecturers
This research can be the reference for the ELESP lecturers to know about
students‟ opinion. They can modify or make their teaching performance more
interesting, so students can understand the material deeply although teacher uses CBI method in the learning process of general course, especially in Psikologi Belajar dan Pembelajaran course. This research is also expected to improve
lecturer‟s method in the teaching-learning process. Moreover, the lecturers can help their students improve their reading skill by implementing CBI method. 2. For ELESP Students
improve their reading skill to be able to prepare themselves seriously in following the course. Besides, they can implement CBI method to help them as the teacher candidate as they are expected to prepare the teaching-learning process well. 3. For Future Researchers
This research can be used as a reference for the future researchers if they need more information about CBI method. It is expected that the results of this research are able to be used to develop another research. Moreover, this research is also expected to encourage other researchers to evaluate, revise, or modify this study with different levels and objectives. They can develop a book or material using CBI method by conducting Research and Development or they can conduct quantitative research.
The researcher hopes that the results of this research will enrich the knowledge of other researchers who want to know and analyze an method of teaching language, especially reading.
F. Definition of Terms
In this research, there are some terms which are used. The researcher provides explanation of each of the terms to avoid misinterpretation in this research. The explanations are elaborated as follows.
1. Reading Attitude
achievement potential through practice. According to Kerlinger (1984), attitude affects people to have a certain tendency towards things around them, such as environment, issues, and different kind of ideas. Attitude affects people‟s emotion, motivation, and cognitive response towards certain problems. In other words, attitude is a special tendency, thought, or opinion that people have in facing problems or viewing certain matters.
2. Content-Based Instruction (CBI)
Content-Based Instruction (CBI) can be defined as a teaching method that emphasizes learning about something rather than language (Davies, 2003). Richard and Rodgers (2001) state that “people learn second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal” (p. 204). Based on those theory, language learning is more motivating when learners focus on something other than language. Therefore, if the students are interested and accustomed to learn English, they will master and understand everything in English easily. In this study, the researcher will take the sample from the students of the use CBI method as the subject of the study because all of the materials in Psikologi Belajar dan Pembelajaran are in English.
3. Psikologi Belajar dan Pembelajaran Course
Psikologi Belajar dan Pembelajaran is one of the general courses that uses
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher discusses some theories that become the basic theory of this study. This chapter is divided into two major parts which are theoretical description and theoretical framework. The theoretical description consists of review of related theories which are discussed in the research, while the theoretical framework discusses the implementation of the theories which are used to answer the research problem.
A. Theoretical Description
The researcher presents several theories in order to conduct the study. There are some theories that will be discussed, namely theories of reading attitude and CBI method. The teaching method that is used in Psikologi Belajar dan Pembelajaran course is CBI method. Therefore, the combination of those theories
is needed in this study. 1. Reading Attitude
This part will discuss the theory of reading attitue. According to Guthrie and Greaney (1991), reading attitude is derived from perceptions gained from
people‟s reading history and experience. A learner‟s experience of reading in the
concept of attitude is an issue that is often studied in educational environments.
According to Eagly and Chaiken (1993), “attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or
disfavor” (p. 1). It is support by Senemoglu (2004) who points out that “attitude is an internal situation that is acquired and has an effect on the selection of behavior” (p. 419). It means that attitude can be defined as a cognitive manner that has emotional and sentimental side and effect on the person‟s decision regarding doing something or not. According to McKenna et al. (1995), there are three components of attitude, namely emotional, cognitive and behavioral. The first one is the emotional that comes from emotional reactions towards the attitude. The second one is cognitive component that comes from ideas and believes that the individual has about the attitude object. The third one is behavioral component that involves behaviors towards attitude.
Attitudes are emphasized heavily in the studies of reading. Sainsbury (2004) states that reading has two fundamental objectives, namely developing reading skills and positive attitudes toward reading. Studies of reading should emphasize attitudes because attitude towards reading is a variable that predicts academic achievement (House et al., 1998). Reading attitude is an important
a. The Mathewson Model
The Mathewson model (1985) involves the affective processes of attitude, motivation, affect, and physical feelings. Mathewson states that “this cognitively mediated influence of affect upon reading may be represented by a decision
process component in the new affective model of reading” (p. 845). In the model,
physical feelings could influence whether a person continues to read. One possible decision to read is a good general reading attitude. According to Mathewson:
“In addition to attitudes toward reading as a universal good, it is also possible that attitudes toward the source of reading materials may be important in determining a decision to read. The source of a book or magazine might be a friend, a teacher, or a club. Thus, the present model incorporates the notion that relevant attitudes toward reading may include 8 attitudes toward the content, format, and form but may also include such attitudes as those toward reading as a universal good and attitudes toward the source of reading materials. This expanded notion of the range of attitudes, which may influence reading, ensures a broad scope for the model, but at the same time poses difficult questions for the researcher who might wish to assess the effects of attitude upon reading” (p. 847). In this model, Mathewson depicts attitude which may influence attention and comprehension through the decision process. The secondary component includes recall, reflection, and application. This was important to the model to depict that students should do more with their reading. Mathewson states, “the present model thus predicts that the decision component influences the primary and secondary reading processes in the same way. Decision to read, whether primary or secondary processes are involved, is based on attitude, motivation,
affect, and physical feelings” (p. 848).
“Mathewson‟s principal concern was with the role of attitude as a factor during
the act of reading and during the period when one learns to read” (p. 937).
Mathewson‟s new model (1994) has a three-component definition of attitude. In Mathewson states, “the three aspects of attitude toward reading form a whole attitude that influences intention to read; intention to read in turn influences
reading behavior” (p. 1135). Within the model, there are two factors that contribute to the reading decision including external motivators and the emotional state of the individual (Mathewson). Mathewson (1994) explains further by
stating, “attitude toward reading includes evaluations of content and purpose, feelings about engaging in a particular kind of reading, and action readiness for
initiating or sustaining reading activity” (p. 1136). Although this model is helpful, it is limited in predicting the development of attitude over time.
b. The McKenna Model
McKenna (1995) proposed a new model after synthesizing the information from Mathewson (1985). McKenna states, “the proposed model preserves
Mathewson‟s notion of a decision to read, which is a consequence of subjective
norms, intent, and attitude – all three of which are conditioned by contingencies” (p. 30). McKenna‟s model did not adapt the three attitudes presented in the Mathewson model (McKenna, Kear, & Ellsworth, 1995). According to McKenna, Kear and Ellsworth:
Based on McKenna‟s model, a prediction can be made about a teacher‟s
influence on a reader‟s attitude in an indirect way. In this model, a teacher could create a classroom library and give students the opportunities to use this resource. This action will change the environment in a positive way. As a result, the reading attitude of the students may not be directly affected. However, it is assumed that students will choose to read. Eventually, this impact could have an influence on a
student‟s reading attitude. Reading attitude is positively associated with students‟ achievement potential through practice (McKenna, 1995). Therefore, reading attitude has a considerable influence on person's success in reading comprehension.
1) Reading Comprehension
According to Burhan (2012), “reading is a physic and mental activity to
reveal the meaning of the written texts, while in that activity there is a process of
knowing letters” (p. 9). It means a physic activity because the parts of the body, our eyes particularly, do it. Besides, mental activity means perception and memory as parts of though are involved in it.It can be concluded that the main goal of reading is a process of comprehending written texts. Reading comprehension skill seems to be the emphasis of teaching Psikologi Belajar dan Pembelajaranof ELESP students. It is because the students have to read many
Actually, reading comprehension is a much less natural act. Language use differs between oral and written language with a tendency for more complex forms to occur in writing. Therefore, while reading comprehension depends on listening comprehension ability.
According to Rouch and Birr (1984), “Understanding a written text in fact is a complex process. The process involves the understanding of the factual information in the text, the correlation among ideas and the usage of written
information to solve problems,” (p. 47). The processes of reading comprehension explained by Rouch and Birr (1984) are elaborated as follows.
a. Literal Meaning
Literal meaning is the basic foundation of reading comprehension. It refers to the ideas that are directly stated in the text. It can be the easiest level because the readers are not required to go beyond what the author actually said. The understanding of vocabulary used is the basis for comprehending the literal meaning. Afterward, the students try to find the main idea in the reading text. b. Interpretive Reading
Interpretive reading refers to the ability to gain insight into thing which is not directly stated but implied. It can be achieved after the students comprehend the literal meaning. In this stage, students draw conclusion and make inferences as the examples of reading activity.
c. Critical Evaluation
statement (questioning, comparing, and evaluating). It is the action of giving a judgment of the worth, validity, and authenticity of the written materials. The students give question, comments, and critics about reading text which is given to them.
d. Creative Reading
In order to expand understanding and develop thinking and imagination, students are able to use the related reading text. In this stage, students are capable of solving problems by utilizing the content of the reading text. They are also expected to be able to produce new ideas and perspectives.
Cushenberry (1985) suggests that “reading should not be thought of as
single skill ability,” (p. 58). There is a large number of comprehension skills involved in reading process. In reading classroom, it is the teacher‟s job to promote students to read detailed information, to find main ideas, to deduce meaning from context, to read for specific information, to summarize the content and so forth. The mastery of reading skills is the basis for the comprehension achievement.
2. Content-Based Instruction (CBI) Method
and writing (Vygotsky, 1978). Therefore, if students are interested and accustomed to learning English, they will master and understand everything in English easily, especially in improving their reading skill because all of the materials and sources in Psikologi Belajar dan Pembelajaran course are in English.
The use of CBI method to improve students‟ reading skill reviewed the patterns of instruction for reading in a second language that were recommended at the time. As a skill which supports other language skills, reading instruction is seen as a process based on typical first-language instructional model, such as skimming and scanning, the use of pre-questions, oral reading, vocabulary, and techniques to be used.
a. The Roots of Content-Based Instruction Language Teaching
increasingly espoused by teachers and researchers involved in the teaching of native language skills across the curriculum, and it is also the cornerstone of such innovations in second and foreign language teaching as immersion language programs.
b. Language Across the Curriculum
The principles of language across the curriculum for native speakers of English have been further specified in instructional programs at the postsecondary level (Griffin et al., 1985). As the consequence of this cross-curricular focus, the language across the curriculum movement has resulted in new developments in teacher training and materials development. As the example, several publication describe strategies for cross-curricular teaching at the secondary and post-secondary levels deal with such issues as designing effective reading, making essay questions, improving the reading process, and evaluating students work (Anderson et al., 1983).
c. Language for Specific Purpose
According to Widdowson (1978), the primary emphasis has traditionally
been on the “what” of language instruction-language content which reflects the second language needs of learners for whom the learning of English is auxiliary to some other professional or academic purposes.
Materials are usually created in relation to a systematic analysis of the
1977) or they may be defined in terms of particular set of texts to be mastered by the learners.
d. Three CBI Method Teaching Models at the University Level
CBI models have appeared on the second language teaching scene. These models provide other alternatives for integrating the language curriculum with the academic or occupational interests of students. There are three kinds of CBI models, namely theme-based, sheltered, and adjunct courses. The three models characteristics which are distinguished from one another and discuss the implications for teacher training, curriculum design, and materials development in postsecondary setting.
According to Richards and Rodgers (2001), CBI method is “a method to
second language teaching in which teaching is organized around the content or
information that students will acquire, rather than around a linguistic or other type
of syllabus” (p. 204). It means that learning of language and learning of content
happen in one situation or simultaneously, such as in Psikologi Belajar dan
Pembelajaran course. In that course, language is utilized as the medium for
teaching subject content. In addition, CBI provides the opportunity for teachers to
match students‟ interests and needs with interesting, comprehensible, and
1) Theme-Based Language Instruction
Theme or topic-based language courses are one way to increase the use of
subject matter content in language classes. A language curriculum is developed
around selected topics or themes drawn from content area and Psikologi Belajar
dan Pembelajaran course becomes the content in this research. Psikologi Belajar
dan Pembelajaran becomes the basis for the analysis of language and practice.
The material is presented as a choice of reading, and vocabulary material will then
be received in a guided discussion.
According to Brintoon (1989), teachers generate or adapt topic from
outside sources to integrate the topic into the teaching of all skills. In this study,
the lecturer integrates the material of Psikologi Belajar dan Pembelajaran to
assist students to develop general academic language skills through relevant
content.
2) Sheltered Content Instruction
speakers in communication with the second language learners (Krasheb, 1981), and from a low-anxiety situation.
Sheltered courses frequently involve certain modifications made for the second language population. As the example, texts are carefully selected for their organization and clarity, the instruction might gear lecturers more closely to the
written text and make certain linguistic adjustments to allow for students‟
listening comprehension difficulties, and the overall course requirements might be altered to include greater emphasis on receptive skills.
3) Adjunct Language Instruction
Students are enrolled concurrently in two linked courses, namely a language course and a content course with the idea that the two courses share the content base and complement each other in terms of mutually coordinated assignments. Second language learners are sheltered in the language course and integrated in the content course, where both native English and nonnative English-speaking students attend the same lecture.
According to Brinton (1989), the reason behind this model is that the linked courses will assist students to develop academic coping strategies and cognitive skills that will transfer from one discipline to another. In this research, the students not only focus on the language, but also focus on the material in Psikologi Belajar dan Pembelajaran class. Therefore, students have to make their
e. The Advantages of Content-Based Instruction (CBI) Method
CBI method is praised for many reasons. Peachy (2003) proposes the advantages of CBI method as follows.
1) CBI method can make learning a language more interesting and motivating. Students can use the language to fulfill a real purpose, which can make students both more independent and confident.
2) Students can also develop a much wider knowledge of the world through CBI method which can feedback into improving and supporting their general educational needs.
3) CBI method is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extract ting key information from texts.
4) Taking information from different sources, reevaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
5) The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.
B. Theoretical Framework
In this theoretical framework, the researcher tries to relate the theory to this research in order to answer the research question. The research problem is the
students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class. In order to answer the research
question, the researcher used McKenna et al. (1995) theory about reading attitude. McKenna, et al. (1995) states that reading attitude is positively associated with students‟ achievement potential through practice. Based on this theory, reading attitude has a considerable influence on person's success in reading comprehension. Reading skill is very dominant in Psikologi Belajar dan Pembelajaran course because all of the materials are in English with a lot of new
vocabularies and formal words. Therefore, the students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran course will influence the students improve their reading skill. In
addition, it is very good for the future, because actually Psikologi Belajar dan Pembelajaran course is taken by the beginner semester students of ELESP in
Sanata Dharma University. Good reading attitude would influence students‟ achievement toward reading. It means that students must understand the material well and along with that, students can improve their vocabulary, grammar, and other skills indirectly.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher will explain the method used to answer the research question. This chapter describes research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
In this research, the researcher employed mixed method to answer the research question. Mixed method is a research method which combines quantitative and qualitative research in which the result of each method gives better understanding of certain phenomenon (Ary, Jacob, and Razavieh, 2010). According to Creswell (2003) in mixed method, the researcher uses both quantitative and qualitative data because they work to provide the best understanding of a research problem. In this study, there were three reasons why mixed method was chosen by the researcher based on the explanation of mixed method by Ary et al. (2010).
single method (Ary et al., 2010). The researcher could get more complete understanding and stronger evidence for the conclusion of findings by using mixed method. It is because the researcher interviewed the participants to obtain qualitative data to gave more detail information (Ary et al., 2010).
The second reason was because mixed method can be used by the researcher to find clarification of findings from one method by using results from another method (Ary et al., 2010). It is needed to clarify findings from different methods because the participants might give different explanation from what they chose in the questionnaire. Therefore, mixed method would help the researcher to clarify findings.
The third reason was because the researcher used quantitative data to select the interviewees and analyze the data and then the researcher analyzed the data qualitatively. The researcher used the results from one method to develop results or inform another method when the researcher employed mixed method (Ary, et al,. 2010).
different phases and at different time in a study of the research. The researcher distributed the questionnaire and then collected it and analyzed the data by using quantitative survey.
B. Research Setting
This research was conducted in Psikologi Belajar dan Pembelajaran class in ELESP of Sanata Dharma University. The researcher chose to conduct the research in Psikologi Belajar dan Pembelajaran class because that was a new experience for students to study the general course using English. In this course, the students are required to read all of the materials and explain to other students in the class. The researcher chose Sanata Dharma University because the researcher is a student in Sanata Dharma University and he researcher also joined Psikologi Belajar dan Pembelajaran class which made the researcher easier to do
the research.
There were two classes of Psikologi Belajar dan Pembelajaran, namely class A and class B. However, the researcher chose class A because the researcher also joined the class. In this class, there were 30 students who would be the correspondents. The researcher distributed the questionnaire on Thursday, November 26th, 2015 in K 12 class because it was the last meeting of Psikologi Belajar dan Pembelajaran class. The questionnaire was distributed in the last 15
examination for ELESP students. Besides, the researcher interviewed the lecturer
to get the information deeply, not only from students‟ side, but also from the
lecturer‟s side.
C. Research Participants
The participants in this research were the third semester students of Psikologi Belajar dan Pembelajaran class in ELESP of Sanata Dharma University
academic year 2015/2016. The students consisted of 30 students and all of the students became the participants of this research. The researcher only chose class A because the researcher joined this class and also because the researcher had access to the participants. The students in class A still found difficulty when they did reading in order to understand the material. Therefore, the researcher chose this class to help the students improving their reading skill. Students were involved in answering the questionnaire and the interview.
The researcher gave little explanation about CBI method before distributing questionnaires to the participants. The researcher provided the relevant information related to CBI method in Psikologi Belajar dan Pembelajaran. Then, the researcher chose five students to be interviewed,
D. Research Instruments
In order to answer the research questions, the researcher needed research instruments. The researcher used two research instruments namely questionnaire and interview.
1. Questionnaire
The researcher used two forms of questions, namely close-ended and open-ended questions for this study. According to Seliger and Shohamy (1998),
“questionnaire is a printed form of data collection, which contains questions or statements for subject to respond, often anonymous,” (p. 127).
In close-ended questionnaire, the options of the answers were provided. It can help the participants to obtain what was needed because they could provide options that were suitable for the data needed. In this case, the options were the degree of agreement because it made the participants respond the questions using an agreement scale by selecting a number that presented their response (Lodico et., 2006). The degree of agreement consisted of “strongly agree”, “agree”,
“neutral”, “disagree”, and “strongly disagree”.
According to Ary et al. (2002), “in open-ended questionnaire, the
participants can share their opinions, benefits, and suggestions more openly” (p.
389). By using open-ended questionnaire, the researcher gave the students freedom to share their suggestion based on what they had experienced in Psikologi Belajar dan Pembelajaran class.
Pembelajaran class which were supported by theories of some experts. For the
detail, the blueprint of the questionnaire can be seen in Appendix 2. 2. Interview
The researcher used interview to follow up to the questionnaire. There were five students to clarify some data about the students‟ answers to the
questionnaire. Frankel and Wallen (2006) stated, “the purpose of the interviewing
people is to find out what is on their minds what they think or how they feel about
something”, (p. 455). It means that interview may provide information that cannot be obtained through observation, or students can be used to verify observations. As the example, observing a teacher in a classroom tells us something about the behavior, but interviewing helps us to put the behavior in context and helps us understand actions and choices.
E. Data Analysis Technique
In analyzing the result of the questionnaire, the researcher had several steps. The first step was analyzing the data from closed-ended questionnaire by checking the answer of each question and classifying them into one group based on the scale. Then, the researcher put the classified data into a table in order to help the researcher count the result easily. The researcher counted down how
many ticks were put on each degree of agreement of “strongly agree”, “agree”,
“disagree”, and “strongly disagree” for each question. In order to calculate the percentage of each agreement, the researcher employed the formula below.
∑
∑
x 100 %
∑
= The number of participants who choose a particular degree ofagreement
∑
= The number of all participantsActually, the table would be a tabulation of data which consisted of the percentage result of each scale for each question. The participants who had positive perception of the roles of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class tended to choose “strongly agree” and “agree” in the questionnaire. It means that the participants who had negative perception on the reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class tended to choose ”strongly disagree”
Furthermore, after analyzing the data from closed-ended questions, the researcher analyzed the data from open-ended questions. The result of open-ended questions would support the result of closed-ended questions. The result data from both closed-ended and open-ended questionnaires would be presented in the form of discussion explanation.
On the last part, the researcher analyzed the data from the interview. In order not to miss or forget the information from the interviewees, the researcher used recorder to record the interview and transcribed the interview results. Afterwards, the researcher concluded the main point of the interview answers and used the important information to support the questionnaires data. Therefore, the data from the interview would clarify and strengthen the questionnaire result.
F. Research Procedure
The researcher passed several steps in doing this research. The steps are elaborated as follows.
1. Asking Permission
Before doing the research, the researcher asked the permission from the Chair Person of ELESP to conduct a research. Afterwards, the researcher asked the permission from the lecturer who taught Psikologi Belajar dan Pembelajaran course to conduct a research.
2. Preparing the research Instruments
needed. Afterwards, the researcher designed a set of questions for the interview as the follow up to the questionnaire.
3. Collecting the data
The researcher distributed questionnaire on Thursday, November 26th, 2015 in K 12 class because it was the last meeting of Psikologi Belajar dan Pembelajaran class. The questionnaire was distributed in the last 15 minutes
before the lecturer ended the class. Then, the researcher interviewed five students after collecting the questionnaire results to clarify the data from the questionnaire and explore the deep information. The interview was done in Bahasa Indonesia in order to avoid misunderstanding and to make the participants feel free to answer. 4. Analyzing the data
The researcher analyzed the data which were gathered from the questionnaire and interview by summarizing all of the data and comparing them to the theories. Then, the researcher reported the result of data analysis in the form of discussion explanation.
5. Making conclusion
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the data gathered in this research. The data gathered from the questionnaire and the interview are analyzed and presented in this chapter. The data presented in this chapter is describing the students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.
The Students’ Reading Attitude towards the Use of Content Based Instruction Method which is Implemented in Psikologi Belajar dan Pembelajaran Class
The students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class deals with the procedures of its implementation and how its process lasted in the class. In order to answer the research question, the researcher distributed the questionnaire consisted of close-ended and open-ended questions to 30 students of Psikologi Belajar dan Pembelajaran class A and conducted the interview to five students.
However, after the researcher interviewing the students, there were different opinions with the answers of the questionnaire without realizing it. Based on the interview and questionnaire result, it can be concluded that most of the students agreed with the use of CBI method in Psikologi Belajar dan Pembelajaran class
students‟ reading attitude towards the use of CBI method which is implemented in Psikologi Belajar dan Pembelajaran class.
Table 4.1 The Students’ Reading Attitude towards the Use of Content Based Instruction Method
No. Statement The Degree of Agreement
SD % D % A % SA % Instruction in Psikologi Belajar
dan Pembelajaran, especially in
reading skill develops my because the lecturer helps me to translate the words which are difficult to be understood.
0 0 0 0 25 83.3 5 16.7
6. The use of Content-Based Instruction in Psikologi Belajar
dan Pembelajaran on reading
skill helps me to be creative on making strategy for learning.
0 0 1 3.3 28 93.3 1 3.3
7. The use of Content-Based Instruction in Psikologi Belajar
dan Pembelajaran on reading
skill helps me to build spirit in learning English.
0 0 3 10 26 86.7 1 3.3
8. The use of Content-Based Instruction in Psikologi Belajar
dan Pembelajaran on reading
skill is impression for me.
0 0 3 10 24 80 1 3.3
9. The use of Content-Based Instruction in Psikologi Belajar
dan Pembelajaran on reading
skill helps me become accustomed to English.
0 0 2 6.7 23 76.7 5 16.6
10. The use of Content-Based Instruction in Psikologi Belajar
dan Pembelajaran on reading
skill makes me happy to study Instruction in Psikologi Belajar
dan Pembelajaran improves my
skill, especially in reading skill.
read books in English. It is supported by the interview result of student C as can be seen in Appendix 6. Student C said:
“In my opinion, if I read a lot everything which are in English, I will be easier to learn English. Reading a book in English really helps me in learning English. I can be easy to learn grammar and structure properly. I also become easier to remember words and writing correctly.”
The students found the difficulties of the material that they had read because all of the materials used English (Bradley and Bryant, 1985). Students really needed support from the lecturer in order influence their reading attitude. Peachy (2003) stated that students can also develop a much wider knowledge of the world through CBI method which can feedback into improving and supporting their general educational needs. Based on the questionnaire result number 2, it shows that 17 students or 56,7% of the participants found the difficulties while 13 students or 43,3% of the participants did not find the difficulties. It means that more than a half of the participants found the difficulties in the material that they read. Student C who was interviewed said:
“There are many new words that I have never known and it is difficult to understand, so sometimes I have a different understanding of the intended
meaning.”
It is supported by Student D who said that sometimes there were some vocabularies used by experts which were difficult to be understood. Almost all of the students interviewees said that the main problem in Psikologi Belajar dan Pembelajaran course is about the new vocabulary. However, since that problem
own learning strategies although there were many new vocabularies in the materials and students had to read the materials by themselves. It is supported by the lecturer‟s opinion that can be seen in Appendix 6. The lecturer said:
“When we entered English Education, we have already known the consequence that when discussing something, we will certainly discuss it in English. It's a concept that should have been there since the first semester.”
In the implementation of CBI method, the researcher input three kinds of curriculum models related to this research to integrate the learning of language with the learning of content according to Brinton, Snow, and Wesche (1989). Those three kinds of curriculum models are elaborated as follows.
1. Theme-Based Language Instruction
Theme-Based Language Instruction is when the teacher generated or
adapted topic from outside sources to integrate the topic into the teaching of all
skills (Brinton et. al., 1989). In this research, Psikologi Belajar dan Pembelajaran
course became the Theme-Based Language. The researcher gathered the data by
of CBI method in Psikologi Belajar dan Pembelajaran course helped her to improve her knowledge and understanding about new vocabulary.
2. Sheltered Content Instruction
Sheltered courses are closely in keeping with the tradition of elementary and secondary immersion education where second language learners are separated or sheltered from native-speaking students. This sheltered arrangement places all second language learners in the same linguistic boat, thereby enabling them, it is believed, to take benefit from the adjustments and simplifications made by native speakers in communication with the second language learners (Krasheb, 1981). It was applied in Psikologi Belajar dan Pembelajaran class because the lecturer always divided the students in group discussion and each student had to master and explain the material to others based on their job. Then, the lecturer guided the students to understand the material that was given by the lecturer.
Learners from a small circle ask a message or meaning they want to express, the teacher translates or interprets it into the target language, and the
learners repeat the teacher‟s translation (Richards and Rodgers, 1986). It was a
