TEACH
MULTIMEDIA COMPUTER ASSISTED
LANGUAGE LEARNING PROGRAMS IN
READING NARRATIVE TEXT ACTIVITIES
A Case Study at the First Grade Students o
Islamic Senior High School in Tulangan-Sidoarjo,
Indonesia, Academic Year 2014-2015
THESIS
Submitted in Partial Fulfilment of the Requirement for the Degree
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Nur Azizah
D35211055
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Azizah, Nur. 2015. Teacher Challenges in Implementing Multimedia Computer Assisted Language Learning Programs in Reading Narrative Text Activities at the First Grade Students of Persatuan Islamic Senior High School in the Academic Year 2014-2015. A Thesis. English Teacher Education Department, Faculty of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: Nur Fitriatin, Ph.D.
Key Words: challenges, Multimedia Computer Assisted Language Learning, Reading Narrative Text
The wide range of multimedia tools available present new challenges for teachers who must select instructional technologies to match pedagogical strategies and desired learning outcomes. The role of teachers in this modern environment of computer assisted language learning has become active, creative and innovative because they should encourage students to take and to develop the responsibility for their own studies. Moreover, this research focus on identifying the
implementation of multimedia computer assisted language learning programs in reading narrative text activities at the first grade students of persatuan islamic senior high school in the academic year 2014-2015, investigating the challenges faced by English teachers in the implementation of multimedia computer assisted language learning programs in reading narrative text activities, and analyzing the teachers
to overcome the challenges in the implementation of Multimedia Computer Assisted Language Learning programs in reading narrative text activities. This research uses qualitative method. In addition, the researcher uses observation and interview as the techniques to achieve the objectives of this research. The result of this research shows that the English teachers have several difficulties in teaching reading narrative text using multimedia computer assisted language learning, they are: how to make class lively, and how to integrate multimedia into the teaching material. On the other hand, the finding also proved that there are positive factors which support it, they are: The ponsibility in take care and save multimedia tools. There are some challenges faced by teachers in the implementation of multimedia computer assisted language learning in reading narrative text activities, they are:
TABLE OF CONTENTS
TITLE SHEET i
ADVISOR APPROVAL SHEET ii
APPROVAL SHEET iii
MOTTO iv
DEDICATION SHEET v
ACKNOWLEDGEMENT vi
ABSTRACT ix
PERNYATAAN KEASLIAN TULISAN x
TABLE OF CONTENTS xi
LIST OF TABLES xiv
LIST OF PICTURES xv
LIST OF APPENDICES xvi
CHAPTER I INTRODUCTION 1
A. Reseach Background 1
B. Research Question 10
C. Objective of the Study 11
D. Scope and Limitation of the study 11
E. Significance of the Study 12
CHAPTER II REVIEW OF RELATED LITERATURE 14
A. Review of Related Literature 14
1. The Nature of Reading 14
a. Definition of Reading 14
b. Aims of Reading 15
c. Types of Reading 17
2. Reading Comprehension 17
3. Reading Text 20
a. Narrative Text 20
b. Descriptive Text 21
c. Recount Text 22
d. Explanation Text 22
e. Discussion Text 23
4. Reading Comprehension Strategies 23
a. Meta-Cognitive Strategies 24
b. Socio-Affective Strategies 24
c. Cognitive Strategies 24
5. Multimedia Computer Assisted Language Learning 25
6. Reading Narrative Text using Multimedia 27
CHAPTER III RESEARCH METHODOLOGY 33
A. Approach and Research Design 33
B. Researcher Presence 34
C. Research Location 35
D. Data and Source of Data 36
E. Data Collection Technique 38
F. Research Instrument 40
G. Data Analysis Technique 41
H. Checking Validity of Findings 42
I. Research Stages 43
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Findings 46
B. Discussion 89
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion 104
B. Suggestion 106
REFERENCES
CHAPTER I
INTRODUCTION
A. Research Background
Human beings are storing creatures; we make sense of the world and the
things which are happen to them. They constructing narratives to explain and
interpret ourselves and other people. The narrative structures and the
vocabularies which they use while craft and told their tales of their perceptions
and experiences were also providing information about their social and cultural
positioning.1
Reading narrative text is often referred to aesthetic reading because
ones reads it for enjoyment and pleasure.2 The purpose of narrative text itself are
to entertain, to gain and to hold a reader's interest.3 Narrative text relates a series
of events and includes both fiction (novels, short stories, poems) and non-fiction
(memoirs, biographies, news stories). The fiction and non-fiction above are very
common in our daily life and used for many important purposes.4
1Pat Sikes - Professor in Qualitative Inquiry- Narrative Approaches to
Education Research, (http://www.edu.plymouth.ac.uk/resined/narrative/narrativehome.htm, accessed on Januari 01, 2015)
2
Dista devitasari, Bachelor of Arts: "The effectiveness of using pictures in teaching narrative text"
(Jakarta: Syarif Hidayatullah State Islamic University, 2009), xi
3 Gunarso Susilohadi, et. al., Contextual Teaching and Learning Bahasa Inggris: Sekolah Menengah
Pertama/Madrasah Tsanawiyah Kelas IX Edisi 4. (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional,2008), p.143
4 Roberta L. Sejnost - Colorin
2
Education researchers also have concluded that reading narrative text is a
powerful tool to promote learning.5 The researcher had participants read two
versions of a story, The one in a structure, and the other in a narrative
structure similar to a fiction story. The result suggested that the narrative story
rated higher among participants when ranked for reader interest. 6
ive text are
an important factor to improve students' skills in reading narrative text. The
teachers have to choose the right strategy to achieve adequate competence of
students in reading narrative text.7There were several kinds of strategies which
can be implemented by teachers in teaching reading. They are three categories of
learning strategies: meta-cognitive,
socio-eta-cognitive means monitoring our own thinking and taking corrective action when comprehension fails. Socio-affective means cooperative learning and asking questions for clarification, this is strategy in which a learner interacts with one or more people in order to support learning. Moreover, cognitive means making inferences, visualizing, and predicting the reading material, In these strategies a learner manipulates the material to be learned mentally (visualizing) or
8
5 Harnessing the Power of Story:Using Narrative Reading and
3
The researcher focused on cognitive strategies, because cognitive
strategies and narrative text have correlation in their application. In the cognitive
strategies students manipulate the material to be learned mentally (visualizing) or
physically and they make inferences, visualizing, and predicting.9 It has
relationship with narrative text, because it uses imaginative language and express
emotion, often through the use of imagery, metaphors, and symbols.10 Therefore,
students can more easily follow the story line and make successful predictions
about what is occur through cognitive strategies.
Based on the explanation above, cognitive strategies explain how
information is mentally processed. It is in a line with the features of multimedia
which include sound, graphics, photographs, animation and moving video, direct
links and references to dictionaries, and glossary.11 They promote mental
processing of information.
Multimedia is the one of three features of computer assisted language
learning. The other features of computer assisted language learning are hypertext,
hypermedia.12 Hypertext is text which contains links to other texts. Hypermedia
is a term used for hypertext which is not constrained to be text: it can include
9 Ibid, p.5
10 Roberta Sejnost and Sharon Thiese, Reading (and Scaffolding) Narrative Texts, (http://www.adlit.org/article/39884/, accessed on 14th of March 2015)
11
Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.1
4
graphics, video and sound.13 Moreover, Multimedia as the combination of
computer-based media and communications systems, and it has a role to build, to
store, to deliver and to receive information in the form of text, graphics, audio,
video.14 The term multimedia is used to encompass the non-linear organization of
text in hypertext and the non-linear and multiple information formats referred to
in hypermedia.15
In the recent years, multimedia also popular in the teenagers life, they
often use multimedia as the assistant in their daily life.16 It deals with the subject
of this research, they are first grade students of senior high school. Moreover,
multimedia features provide spoken text and written text which deal with the
basic competence of the 2013 curriculum in the first grade senior high school.
The basic competence is the students must be able to comprehend the meaning of
spoken and written simple narrative texts.17
Furthermore, multimedia teaching mode gains many advantages if the
teachers can use it in the multimedia technology and the internet resources and/or
work out courseware. In another word, they can deal with the reading course
13Ted Nelson.What is HyperText.(http://www.w3.org/WhatIs.html, accessed on December 20, 2014) 14 Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.2
15
Ibid, p.45
16 Harianto, Pengaruh Perkembangan Multimedia terhadap Perubahan Kebiasaaan Masyarakat
Indonesia ( https://hariantonote.wordpress.com/2014/05/12/pengaruh-perkembangan-multimedia-terhadap-perubahan-kebiasaaan-masyarakat-indonesia, accessed on 15th of March 2015)
17
Info Dapodikdas, Download Silabus dan RPP SMA Kurikulum 2013 Kelas 10, 11, 12 Terbaru
5
more interestingly and the students are more active by comparison to the
the student would get better
mark: in the multimedia class, their mark is 81.15 on average, while 79.78 in the
non-multimedia class.18
Nowadays, most of teachers still teach with a lecture method or teacher
materials to achieve the curriculum
targets.19 In the other words, still there are many teachers who do not really
understand about how to use and correlate technology in the teaching learning
process. Whereas, the development of educational technology is supported by the
rapid developments in communication media such as radio, television, video,
CCTV, computer, internet which can be used for instructional purposes.
undeveloped. The speech-dominated education still applies a teacher-centered, book-centered, grammar-translation method and focuses more emphasis on rote memory than other practicable skills. Generally, teachers receive higher appreciation than teachers who are not. The teachers always give up the stimulating interaction activities such as games, role-plays, talk-based communicative activities in class and they are skeptical of the use of games as learning tools, especially in the senior high school because the students should
20
Based on the statements above, teaching reading with the old teaching
creative to stimulate the students with the creative activity.
18 Ibid, p.1
19
Inung Zulfani, Pentingnya Teknologi dalam Pembelajaran
(http://paisnews.blogspot.com/2009/04/pentingnya-teknologi-dalam-pembelajaran.html, accessed on
13th of March 2015)
20
6
However, by the change of times and rapid development in technology,
using multimedia computer assisted language learning are useful in teaching
learning method than old teaching. It gives a new implementation of learning.
Beside that, the wide range of multimedia tools available present new challenges
for teachers who must select instructional technologies to match pedagogical
strategies and desired learning outcomes.
Teachers were not only instructors, but also assistance in
learning process. Nowadays,
and give them challenge in creative and critical thinking. The role of teachers in
this modern environment of computer assisted language learning has become
active, creative and innovative because they should encourage students to take
and to develop the responsibility for their own studies. 21 The concept of the
learning process is moving from the teaching centred model to the learning
centred one, focussing on constructing knowledge, discovering the world and
entering intercultural multilingual communication, for example via group work,
discussions, presentations, peer teaching.22 The teacher, what is called, they were
the one who transmits correct principles, teaches skills, and explains perplexity in
21 S. Assosiation, Language, Literature and Culture in Education 2014: Conference Proceedings (https://www.academia.edu/7262525/Language_Literature_and_Culture_in_Education_2014_Confere nce_Proceedings, accessed on 15th of March 2015)
22
7
his essay.23 As instructional technology progresses, today, technology will help
teachers in teaching learning process.
There were several research which is related to the topic. The first
research is conducted by Tzu-Pu Wang under the title The Difficulties and
Teaching which use qualitative method as their focused.24 The second research is
conducted by Mansur Hidayat under the title The Implementation of Using Short
Structure of Seventh Grade Students of Mts Pancasila Salatiga which use
classroom action research as their focused.25 The third is research is conducted
by Bambang Sumintono under the title Penggunaan Teknologi Informasi dan
Komunikasi dalam Pengajaran: Survei Pada Guru-Guru Sains SMP Di
Indonesia which use quantitative and qualitative method as their focused.26 and
the last is research by Hojjat Esmaeili Fard and Nesa Nabifar under the title The
Effect of Computer-Assisted Language Learning (CALL) on Reading
Comprehension in Iranian EFL Context which use experimental method as their
23 Tzu-Pu Wang,
Instruction into Teaching, The Journal of Human Resource and Adult Learning Vol. 4, Num. 2, 2008.134
24 Ibid, p.134-141 25 Mansur Hidayat,
Understanding in Learning Narrative Structure of Seventh Grade Students of Mts Pancasila Salatiga,( Salatiga: STAIN Salatiga, 2013)
26 Bambang Sumintono,dkk, Penggunaan Teknologi Informasi dan Komunikasi dalam Pengajaran:
8
focused.27 Several research above have different focus, different research
method, different subject, also different location. Some research use English
speaking country as the research location, and some research use Indonesian
speaking country. This research focused on analysing the challenges faced by English teachers in the implementation of multimedia computer assisted language learning programs in reading narrative text activities, and the challenges caused by related skill and managing issues such as training, preparation and its effective
use in the teaching learning process. This research used qualitative method. The
subject of this research were English teacher and the first grade students of
Islamic senior high school. The location of this research was Persatuan Islamic
Senior High School in Tulangan Sidoarjo East Java, it belongs to Indonesian
speaking country.
This research took place in Persatuan Islamic Senior High School
Tulangan Sidoarjo. Based on the preliminary research on 20th of December, 2014,
by interviewing the English teacher and the headmaster, this Islamic senior high
school has mission to be computer-based school. It is a school which has full
multimedia facilities, such as LCD projector, television, and speaker in every
class. This school also provide free wifi connection. Interestingly, this school
also provides extracurricular which related to Information Technology (IT) it is
27 Hojjat Esmaeili Fard, The Effect of Computer-Assisted Language Learning (CALL) on Reading
9
called Maintenance and Repair Information Technology (MRIT). It can improve
a computer or the other IT tools if they are broken. There are many vocational
high schools which provide MRIT become extracurricular, but the researcher
found in this islamic senior high school is the school which provide MRIT as the
extracurricular.28 The characteristics of the school above are support the process
of this research.
This school also relevant with the research in challenges implementing
multimedia Computer Assisted Language Learning programs in reading narrative
text activities. It is caused by related skill and managing issues such as training,
preparation and its effective use in teaching learning process. The English teacher
in this school state that the challenges in implementing multimedia computer
assisted language learning programs at this school are not about the electricity,
and hardware facilities, but the big challenges are about the skill in how to
manage and to correlate the multimedia into the teaching material. It is need
longer preparation than the previous one. The English teacher also use
multimedia computer assisted language learning programs in the reading
narrative text activity. This condition happen because of the students interesting
into digital story than reading the story.29
10
Based on the several reasons above, the researcher found out the
challenges faced by the teachers implementing multimedia Computer Assisted
Language Learning programs in reading narrative text activities at the first grade
students of Persatuan Islamic Senior High School in the Academic Year
2014-2015.
B. Research Questions
The following problems need to be found out its answer through this
particular research:
1. How is the implementation of Multimedia Computer Assisted Language
Learning Programs in reading narrative text activities at the first grade
students of Persatuan Islamic Senior High School in the Academic Year
2014-2015?
2. What are the challenges faced by the teachers implementing multimedia
Computer Assisted Language Learning programs in reading narrative text
activities at the first grade students of Persatuan Islamic Senior High School
in the Academic Year 2014-2015?
3. How do the teachers overcome the challenges in the implementation of
Multimedia Computer Assisted Language Learning programs in reading
narrative text activities at the first grade students of Persatuan Islamic Senior
11
C. Objectives of the Study
The objectives of this study as follow:
1. To find out the implementation of Multimedia Computer Assisted Language
Learning Programs in reading narrative text activities at the first grade
students of Persatuan Islamic Senior High School in the Academic Year
2014-2015.
2. To find out the challenges faced by the teachers implementing multimedia
Computer Assisted Language Learning programs in reading narrative text
activities at the first grade students of Persatuan Islamic Senior High School
in the Academic Year 2014-2015.
3. To find out rts to overcome the challenges in the
implementation of multimedia Computer Assisted Language Learning
programs in reading narrative text activities at the first grade students of
Persatuan Islamic Senior High School in the Academic Year 2014-2015.
D. Scope and Limitation of the Study
multimedia computer assisted language learning programs in reading narrative
text activities.
There are three features on Computer Assisted Language Learning
Programs, they are hypertext, hypermedia, and multimedia. This research
12
electricity, and hardware facilities, and caused by related skill and managing
issues such as training, preparation and its effective use. This research only
focused on the challenges caused by related skill and managing issues such as
training, preparation and its effective use.
In this reasearch, the writer analyzed the challenges faced by English teachers in the implementation of multimedia computer assisted language learning programs in reading narrative text activities at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015.
E. Significances of the Study
This research is expected to give some contribution:
1. implementing
multimedia computer assisted language learning programs in reading narrative text activities in Islamic school, especially Islamic senior high school, because there is not previous study about
implementing multimedia computer assisted language learning programs in reading narrative text activities in Islamic school.
2. To the schools or the teachers who are implementing multimedia computer assisted language learning programs in reading narrative text activities in Senior High schools. They may be improving the skills and the method to teach the
13
3. To other researchers who are interested in conducting further research
related to the implementation of multimedia computer assisted language learning programs in reading narrative text activities.
F. Definition of Key Terms
1. Computer Assisted Language Learning is any process in which a learner uses
a computer and, as a result, improves his or her language.30 In this research,
Computer Assisted Language Learning is the applications or programs of
computer in teaching reading narrative text.
2. Interactive Multimedia is the use of the computer to present and combine text,
graphics, audio and video with links and tools. 31 In this research, Interactive
text. It used to interact and communicate with the students.
3. Challenges: Difficult task or something that is hard to do.32 In this research,
which need to be solved, in
implementing the multimedia programs used in teaching reading narrative
text.
30
Ken Beatty,Teaching and Researching Computer-Assisted Language Learning Second Edition,
(Edinburg:Pearson Education, 2010), p.7 31
T. Hofstetter, Is multimedia the next literacy? Journal of Educational Communication & Technology 4, (1994), p. 22-27.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Literature
In a research, it is important to describe the theories related to the
problems of this study in order to give relevant knowledge in the field. Therefore,
this chapter describes some theories related with the area of interest of this
research, for example, the nature of reading, reading comprehension strategies,
types of reading text, multimedia computer assisted language learning programs,
and reading narrative text using multimedia.
1. The Nature of Reading
a. Definition of Reading
There are many definitions of reading. Linguists give their opinions
about definitions of reading and they have variation. According to Mary
producing it. Very
simply we can say that reading involves making sense of text. To do this
we need to understand the language of the text at word level, sentence level
and whole-text level. We also need to connect the message of the text to
our knowledge 1
15
The researcher concluded that reading means a complex process of
thinking in assigning meaning from printed materials which involve most
order to receive ideas or information extended by the text. In another
words, reading is a process to understand the text content and to get
information.
b. Aims of Reading
There are many purposes in reading, for pleasure and for studying or
setting information such news, science or same line. There are seven aims
of reading, reading for details and fact, reading for main ideas, reading for
sequence or organization, reading for inference, reading for classifying,
reading for evaluating and reading for comparing of contest.2
1) Reading for details and fact is reading to know what is done by the
subject of the story
2) Reading for main ideas is reading to get the problem statement
3) Reading for sequence of organization is reading to know each part of
the story
4) Reading for inference is reading to know what is the writer meant by
its story
5) Reading for classifying is reading to find unusual things
6) Reading for evaluating is reading to know the value of the story
16
7) Reading for comparing or contest is reading to compare the way of life
of the story with the way of life of the reader.3
Another author said that the aim of reading is to develop children to:
1) Love literature, the multitude of genres and a wide range of authors.
2) Be confident in their own reading and to share with others their love of
books.
3) Have a wide range of opportunities for reading, linking this to
everyday life situations.
4) Become independent readers through an appropriate focus on word,
sentence and text-level knowledge.
5) Read with confidence, fluency and understanding, orchestrating a
range of independent.
6) Strategies to self monitor and correct.
7) Understand the sound and spelling system (phonics) and use this to
read accurately.
8) Have an interest in words and their meaning.
9) Evaluate and justify their preferences.
10)Develop powers of imagination, inventiveness and critical awareness.
11)Read with expression and emotion.4
3
Ibid.p.90
4 Norton Cevcp School, Reading Policy
(http://www.norton.suffolk.sch.uk/downloads/policies/120430/read.pdf, accessed on December 10,
17
c. Types of Reading
To find maximum benefit from reading, students need to be
involved in both extensive and intensive reading.5
Extensive reading involves reading long pieces of text, for example
a story or an article.6 It means that extensive reading deals with a longer
text as a whole, which requires the ability to understand the component
part and their contribution the overall meaning. For example: Reading a
newspaper, article, short story or novel.
Sometimes, especially in language classrooms, students use texts
to examine language. For example, students might ask learners to look for
all the words in a text related to a particular topic or work out the
grammar of a particular sentence. This aim of these activities is to make
learners more aware of how language used. These activities sometimes
called intensive reading.7
2. Reading Comprehension
Reading Comprehension is the process of constructing meaning by
coordinating a number of complex processes that include word reading, word
5 Jeremy Harmer, The Practice of English Language Teaching Third Edition, (UK: Cambridge University Press,)p.210
6
Mary Spratt, Alan Pulverness, Melanie Williams, The Teaching Knowledge Test Course,(Cambridge University Press,2005),p.22
18
and world knowledge, and fluency.8 In an attempt to improve comprehension
instruction, several theories have been proposed that suggest ways to influence
understanding of the teaching of reading comprehension: schema theory,
reader- 9
A brief description of each of these influential theories provides the
background for interpreting the instructional practices related to teaching
reading comprehension.
a. Schema theory suggests that what we know about a topic or construct
influences how much we can or will learn by reading a passage that
addresses that topic.
b. Reader-response constructivist perspective understanding what is read is
experiences.
c. Direct instruction approaches have been associated with improved
outcomes in reading comprehension for students with learning
disabilities. Direct instruction approaches provide for more explicit and
systematic instruction related to the key ideas associated with improved
reading comprehension.10
8
Janette K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension To Students With Learning Difficulties (New York:The Guilford Press , 2007),p.2
19
Micro and Macro skills for reading comprehension:
Micro skills for reading comprehension:
a. Discriminate among the distinctive graphemes and orthographic patterns of
English
b.Retain chunks of language of different lengths in short-term memory
c.Process writing at an effecient rate of speed to suit the purpose.
d.Recognize a core of words, and interpret word order patterns and their
significance.
e.Recognize grammatical word classess (noun, verb, etc.), systems (e.g.
tense, agreement, pluralization), pattern, rules, and elliptical forms.
f. Recognize that a particular meaning may be expressed in different
grammatical forms.
g.Recognize cohesive devices in written discourse and their role in signaling
the relationship between and among clauses.
Macro skills for reading comprehension:
a. Recognize the rhetorical forms of written discourse and their significance
for interpretation.
b. Recognize the communicative functions of written texts, according to
form and purpose.
20
d. Infer links and connections between events, deduce causes and effects, and
detect such relations as main idea, supporting idea, new information,
given information, generalization, and exemplification.
e. Distinguish between literal and implied meanings.
f. Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata.
g. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of words
from context, and activating schemata for the interpretation of texts.11
3. Reading Text
There are many kinds of text in English. Several kinds of them are:
a. Narrative Text
The committee of Educational Nation Standard defines narrative
text as text that told a story and sequence of event, and in doing so,
entertains the audience. The purpose of narrative, other than providing
entertainment, can be make the audience think about an issue, teach
them a lesson, or excite their emotion.12
The text organization of narrative text:
Orientation: who were involved in the story, when, and where.
11
H. Douglas Brown, Language Assessment Principle and Classroom Practices, (California:longman, 2003),p.187
12 Badan Standar Nasional Pendidikan. Developing Reading and Writing Competence Based on
21
Complication: a problem arises and followed by other problems.
Resolution: provide solution to the problem
The example of narrative text:
Nancy Wilson (Collingswood, New Jersey):
The summer before my senior year of college, I rented a place at the Jersey shore with some friends. One Tuesday night at about 9:30, I walked out of the house and went down to the beach. No one was around, so I pulled off my clothes, left them in a pile, and drove into the surf. I swam around for twenty minutes and then rode a wave back to the shore.
When I came out of the water, my clothes were missing. As I stood there pondering what to do, I heard the sound of voices. It was a group of people walking along the beach and all of them were walking in my direction. I decided to make a dash for it and run back to the house, which was fifty or sixty yards away. I could see that the door was open, or at least that light was coming out of the doorway. But as I ran closer, I realized at the very last second that there was a screen. I ran right through it.
without a stitch on. I turned around and ran through the busted-up screen door and tore back down to the beach. I went right and kept on running and
undertow. It had carried me about four blocks from where I had gone into the water.
The next morning, I walked the beach looking for the house with the broken
of the door, I see the father inside, walking towards me. I start stammering,
The father cuts me off and very dramatically throws up his hands and says
13 b. Descriptive Text
A descriptive text is a text that describes the features of someone,
something, or certain place. Introduction is the part of the paragraph that
22
introduces the character. Description is the part of the paragraph that
describes the character.14
c. Recount Text
A recount text is a text which explains the reader about one story,
action or activity. Its goal is to entertaining or informing the reader.15
The text organization of recount text:
1) Orientation is explains who was involved, what happened, where the
events took place, and when it happened.
For example: Last night, I read an article about adolescence in a magazine.
2)Events is explain what happened and in what sequence.
For example: after I finished reading the article, I remembered my own adolescence; To divert my emotions, I took many extracurricular activities.
3) Reorientation consists of optional-closure of events/ending.
d. Explanation Text
Explanation Text is to explain the process involved in the
information and working of natural or sociocultural phenomena.16
The text organization of explanation text:
1) A general statement to position the reader.
2) A sequenced explanation of why or how something occurs.
3) Closing.
14
Antono Wardiman, Masduki B. Jahur, M. Sukirman, English in Focus for Grade VII Junior High School,
23
e. Discussion Text
Discussion Text is to explore various perspectives before coming to
an informal decision. It is also to present information and opinions about
more than one side of an issue.17
The text organization of discussion text:
1) Opening statement presenting the issue
2) Arguments or evidence for different points of view
3) Concluding recommendation
4. Reading Comprehension Strategies
Reading comprehension strategies is perhaps the most important
means to helping readers improve comprehension and learning from text.
Comprehension refers to the ability to go beyond the words, to understand the
ideas and the relationships between ideas conveyed in a text.18.
Reading strategies considered effective for native speakers can also be
beneficial for students reading in a new language.19 There are three categories
of learning strategies, they are: meta-cognitive, socio-affective, and
cognitive.20
17 Op.cit, p.122
18
Danielle S.McNamara, Reading Comprehension Strategies: Theories, Interventions, and Technologies,(USA: Lawrence Erlbaum Associates, Inc.,2007),p.xi
19 Margaret bouchard, Comprehension strategies for English language learner, (USA:Scholastic Inc, 2005) p.4
24
a. Meta-cognitive strategies:
Meta-cognitive means "knowing what we know," or to
intentionally monitor our own thinking. it is characterized by choosing
thinking and problem-solving strategies to fit specific learning situation,
clarifying purposes for learning, monitoring personal comprehension
through self-questioning, and taking corrective action when
comprehension fails.
b. socio-affective strategies:
Socio-affective means cooperative learning and asking questions
for clarification are example of socio-affective strategies. These are
strategies in which a learner interacts with one or more people in order to
support learning.
c. Cognitive Strategies
Making inferences, visualizing, and predicting are the example of
cognitive strategies. Based on these strategies a learner manipulates the
material to be learned mentally (visualizing) or physically (such as
note-taking or creating graphic organizers).21
25
Many descriptions of movies or videos to promote problem
solving skills.22 Moreover, Anderson suggested that problem solving
activities are fundamentally cognitive activities. Cognitive processing can
be better understood through an information-processing model which
explains how information is mentally processed.23
5. Multimedia Computer Assisted Language Learning
Computer Assisted Language Learning (CALL) is often perceived,
somewhat narrowly, as an approach to language teaching and learning in
which the computer is used as an aid to the presentation, reinforcement and
assessment of material to be learned, usually including a substantial
interactive element. 24 CALL is more succinctly and more broadly as "the
search for and study of applications of the computer in language teaching and
learning". Levy's definition above is in line with the view held by the majority
of modern CALL practitioners. 25
Computer Assisted Language Learning has three features:
a. Hypertext
Hypertext refers to links among textual items, often indicated on a
computer or website by key words set in underlined blue type, that, when
22 R. A. Pellow. Thermatic teaching of vocabulary and reading comprehension through description of
TV movies. Reading Improvement 23 (3), (1995), p.130-134. 23
J. R. Anderson . Cognitive psychology and its implications, (New York: Freeman, 1985). 24 Graham Davies, CALL (computer assisted language learning)
(https://www.llas.ac.uk/resources/gpg/61, accessed on December 10, 2014)
26
highlighted by a pointer device (e.g. mouse, trackball, finger on a
touch-sensitive screen) and selected or clicked, take the reader to the referent.
These links are usually defined in terms of their activity and are referred
to as hotlinks or hyperlinks or, increasingly commonly, simply links.26
b. Hypermedia
Hypermedia refers to similar links to those used in hypertext, but
instead of simply linking text to text, hypermedia involves linking various
media, such as sound, images, animation and/or video. For example, a
word or picture might have a link to a sound file giving its
pronunciation.27
c. Multimedia
Multimedia is the use of the computer to present and combine
text, graphics, audio and video with links and tools that let the user
navigate, interact, create, and communicate.28
This research focused on multimedia computer assisted language
26
Ken Beatty,Teaching and Researching Computer-Assisted Language Learning Second Edition,
(Edinburg:Pearson Education, 2010), p.43 27 Ibid, p.44
28 T. Hofstetter, Is multimedia the next literacy? Journal of Educational Communication & Technology
27
ness in
culture differences and promote transcultural communication.29
6. Reading Narrative Text using Multimedia
In the traditional teaching, reading instruction skills and strategies are
still poor and undeveloped. The speech-dominated education employs a
teacher-centered, book-centered, grammar-translation method and focuses more
emphasis on rote memory than other practicable skills.30 Multimedia in the
classroom is a clear departure from traditional teaching. Multimedia has a role
to build, to store, to deliver and to receive information in the form of text,
graphics, audio, video.31
Videotapes is the one of the feature in the multimedia. The use of videotapes has been a common feature in language teaching for many years. It is rare, these days, for a publisher to produce a major course book without a video component added in, and teachers frequently enliven their classes with off-air material or tapes produced for language learning.32 Therefore, we can said that it can make students who do not like English will feel interesting when the teacher shows the story.
29 Liming Han, The Advantages and the Problems of Multimedia-aided English Reading Instruction (Journal of Language Teaching and Research Vol. 1, No. 3, pp. 320-323, May 2010)
30
Ibid, p.320 31
Prof. Dr. Munir, M.IT, Multimedia Konsep dan Aplikasi dalam Pendidikan. (Bandung: Alfa Beta, 2013),p.2
28
This is the example of the activities in teaching reading narrative using multimedia:
The teacher enters the English class. Then she/he begins to teach English lesson.The teacher distributes the test to students. Twenty minutes later the teacher asks the students to submit their answer. The test is to know the ability of the students. Then, the teacher uses projector/ LCD to show the story. The story is Cinderella. After the students had read the text, the teacher reads all the text loudly. Then, the teacher points out the students to read the text. While the students are reading, the teacher listens carefully and corrects the pronunciations of the students. Then the teacher asks to the student to look for the difficult words. They mention the difficult words and the teacher writes on the white board. Before the teacher gives the meaning of the words, he asks to the students to mention the words one by one loudly. He gives the meaning of the words and asks the students to understand the content of the text. They reads by themselves for about five minutes. After that, the students are appointed to describe about the generic structure of the text. The teacher also gives assignment to measure their comprehensions. He gives 5 questions to be solved by them in 10 minutes.33
B. Review of Previous Studies
The researcher provided the previous studies that have been completed by
the previous researchers. There are four previous studies which have been read
by the researcher.
Tzu-Pu Wang has done a research entitled The Difficulties and
Assisted Instruction into
Teaching.34
Challenges in integrating Computer Assisted Instruction (CAI) and multimedia
into teaching. The objectives of this research are to investigate and discuss the
-assisted instruction (CAI) and
33 Mansur Hidayat,
Understanding in Learning Narrative Structure of Seventh Grade Students of Mts Pancasila Salatiga,( Salatiga: STAIN Salatiga, 2013), p. 54
34 Tzu-Pu Wang, The Difficulties and
29
multimedia into teaching. Moreover, this research also tried to find the problems
and challenges that teachers face and how to resolve the problems. This research
used qualitative method. The subjects of this research were teacher and students
in one of the schools in Taiwan (the researcher did not mention the name of the
school). The results of this research are during the process of teaching in the
computer-assisted environment, the teacher encountered numerous difficulties
the researcher conclude that there are some difficulties and Challenges in
integrating Computer Assisted Instruction (CAI) and multimedia into teaching,
and the teacher should have effort to solve it.
The following research entitled The Implementation of Using Short
Structure of Seventh Grade Students of Mts Pancasila Salatiga.35It was done by
Manshur Hidayat. This research discusses about the implementation of short
seventh grade students of Pancasila junior high school in Salatiga. The objectives
of this research are to find out whether using short video stories improve the
student achievement of the 7th year students of MTs SA Pancasila Salatiga in the
academic year of 2012/2013. The second purpose is to find out how far is the
significant contribution of using short video stories to the students understanding
35 Mansur Hidayat,
30
in learning narrative structure of the 7th year students of MTs SA Pancasila
Salatiga in the academic year of 2012/2013. This study was an classroom action
research with two cycle. The subject of the study is the seventh year students of
MTs SA Pancasila Salatiga. It is a small class that consists of 26 students. There
are 17 boys and 9 girls. The results of this study are using short videos stories
improves the students understanding in learning narrative structure and there is a
significant contribution of using short video stories to the students understanding
in learning narrative structure of the 7th Year Students of MTs SA Pancasila
Salatiga in The Academic Year of 2012/2013. Based on this research, the
researcher conclude that usng short video stories can improves the students
understanding in learning narrative structure. Therefore, the researcher will focus
on the implementation of short video stories which is belong to multimedia
program.
Another research was done by Bambang Sumintono, Setiawan Agung
Wibowo, Nora Mislan dan Dayang Hjh Tiawa under the title Penggunaan
Teknologi Informasi dan Komunikasi dalam Pengajaran: Survei Pada
Guru-Guru Sains SMP Di Indonesia.36 This research discusses about the
implementation of information and communication technology (ICT) in learning
by science teachers at lower secondary school from various provinces in
36
31
Indonesia. The objectives of this research are to investigate the implementation
of ICT in learning by science teachers at lower secondary school from various
provinces in Indonesia and to indicate some problems that teachers face in
implementing ICT. This research used quantitative and qualitative method. The
subjects of this research were eighty two female teachers, and sixty nine male
teachers from various provinces in Indonesia. The results of this research are
there were some problems revealed which were caused by technical things or
related to skills and managing issues such as training, preparation and its
effective use. This previous research also encourage the researcher to find more
information about the problems or the challenges in the implementation of ICT,
and in this research focus on CALL.
The last previous studies was done by Hojjat Esmaeili Fard and Nesa
Nabifar with the title The Effect of Computer-Assisted Language Learning
(CALL) on Reading Comprehension in Iranian EFL Context.37 This research
discusses about the effect of Computer Assisted Language Learning on reading
comprehension at an intermediate level of linguistic proficiency in Iranian EFL
Context. The objective of this research attempt to examine the effect of
Computer Assisted Language Learning on reading comprehension in an EFL
context. This research was an experimental study. The subjects are 53 EFL
learners initially participated in this experiment but after selection they became
37 Hojjat Esmaeili Fard, The Effect of Computer-Assisted Language Learning (CALL) on Reading
32
40. The participants were Iranian male intermediate EFL learners with the age
range of 18 to 25. The results of this research is CALL has positive effect on
reading comprehension. The result of T-test supported out hypothesis that there
was a significant difference between experimental and control groups. This
research becomes the supporting idea of the current research, because the result
of the previous research is CALL has positive effect on reading comprehension.
Therefore, the researcher focused multimedia CALL and reading, not the other
English skill.
Therefore, the researcher concluded that the previous studies above
have similarities and differences area of the research. Those previous studies
became the resource and foundation to continue the current research about the
teachers challenges in implementing multimedia, especially in reading narrative
text. In this research, the researcher focused on analysing the challenges faced by
English teachers in the implementation of multimedia computer assisted
language learning programs in reading narrative text activities, and the
challenges caused by related skill and managing issues such as training,
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses approach and research design, research presence,
research location, data and source of data, research instrument, data analysis
technique, research validity of findings, and research stages. This chapter explains
how the research conducted to gather the relevant data to answer the research
objectives and research questions. A number of steps took to maintain the validity
and reliability of this research.
A. Approach and Research Design
In this research, the researcher used descriptive qualitative approach because the researcher described what she sees, hears, feels and asks. Qualitative research
is descriptive.1 It is a type of research which do not include any calculations or numerating. The aim of this research is to describe the actual words of language of communication. Descriptive qualitative research is procedural research that produces a descriptive data in the form of written or oral word from monitoring human and behavior.2 In conclusion, qualitative is a systematical application of the oral and written data.
The researcher described the phenomenon at the first grade students of Persatuan Islamic Senior High School in the Academic Year 2014-2015 about the
34
implementation of multimedia computer assisted language learning in reading narrative text activities.
B. Researcher Presence
In this research, the researcher acted as the instrument and the collector of
the data at once. The interview guide, observation, and documentation are used in
presence of the researcher in qualitative research is imperative. Here, the human
instrument can understand the meaning of every interaction, read mime, and see
method, the researcher is to be everything in the whole research process.3
One of the resear
researcher interviewed the teacher about the the implementation of Multimedia
Computer Assisted Language Learning Programs in reading narrative text
activities, the challenges faced by the teachers implementing multimedia
Computer Assisted Language Learning programs in reading narrative text
activities, and how do the teachers overcome the challenges in the
implementation of multimedia Computer Assisted Language Learning programs
in reading narrative text activities at the first grade students of Persatuan Islamic
Senior High School in the Academic Year 2014-2015.
35
C. Research Location
The research conducted in the Persatuan Islamic Senior High School as the
sample of this research. The researcher used Persatuan Islamic Senior High
School as the sample of this research because based on the preliminary research
on 20th of December, 2014. By interviewing the English teacher and the
headmaster, the Islamic senior high school has mission to be computer-based
school. It is a school which has full multimedia facilities, such as LCD projector,
television, and speaker in every class. The school also provide free wifi
connection. Interestingly, this school also provides extracurricular which related
to Information Technology (IT) it is called Maintenance and Repair Information
Technology (MRIT). The researcher also found that this school provides
Maintenance and Repair Information Technology as the extracurricular. There
are several vocational high schools which provide MRIT become extracurricular,
but the researcher found that this islamic senior high school is the one school
which provide MRIT as the extracurricular.
understanding when the teacher using multimedia and how to repair a computer
or the other IT tools which are broken.4
The English teacher in this school state that the big challenges is about the
skill in how to manage and correlate the multimedia into teaching learning
process. It is need longer preparation than the previous one. Therefore, the
challenges is not about the electricity, and hardware facilities.
36
Another reason the researcher chose this school because the school also
using multimedia computer assisted language learning programs in the reading
narrative text activity. The students in this school are more attracting to read the
digital story than the text book.5
D. Data and Source of Data
1. Types of Data
There are two types of data to answer the problems in this research.
They are primary and secondary data. The primary data in qualitative
research are words and actions, and the secondary data such as documents
and others. Those data explained in detail below:
a. Primary Data
Primary data is data obtained or collected by researchers directly
from the source. The primary data of this research is the data about the
multimedia Computer Assisted Language
Learning in Reading Narrative Text, the challenges in
implementing multimedia Computer Assisted Language Learning in
Reading Narrative Text and how to overcome the challenges in
implementing multimedia Computer Assisted Language Learning in
Reading Narrative Text
Senior High School.
37
b. Secondary Data
Secondary data is the data obtained or collected by researcher
from the sources that already exist, or the researcher as the previous
data.6 In this research, the secondary data obtained from several sources.
grade students of
. Furthermore, the researcher
took pictures and video records as proof of teaching learning process
during the implementation of multimedia computer assisted language
learning programs in reading narrative text activities. Some theories
were also taken by the researcher to support the data obtained
2. Source of Data
The primary source of data is the English teachers. In this
research, the researcher took population of English teacher at the first
grade students of Persatuan Islamic Senior High School. There were two
English teachers who taught English at the tenth grade of Persatuan
Islamic Senior High School, They are Ms. N and Ms. W. The English
teacher observed by the researcher is based on the following
considerations. Firstly, the English teachers who are doing teaching
learning process at eleventh grade have experience about teaching using
multimedia computer assisted language learning. Secondly, there are
38
some fact based on the teachers that the big challenges is how to manage
and correlate the multimedia and the teaching material.
The secondary source of this research is the headmaster of the
school. It is in order to add some general informations about the
challenges, how to overcome the challenges and the implementation of
multimedia computer assisted language learning program in the reading
narrative text activities.
E. Data Collection Technique
In this research, the researcher used some of data collection technique as
follow:
1. Observation
Observation is monitoring activity, including attention activity to an
object using the five senses. Therefore, observation can be done through
seeing, smelling, listening, feeling, and tasting.7
In this research, the researcher used observation to observe the teaching
- learning conducted by the English teacher in the classroom including English
teacher's activity in the classroom, the multimedia computer assisted language
learning used by English teacher, challenges faced by English teacher in
teaching narrative reading through multimedia computer assisted language
learning, and the evaluation used by the English teacher.
39
2. Interview
Interview is a dialogue who is done by interviewer to get information
from informant. 8 In this research, the researcher uses interview as the one of
the instruments to find the data. The researcher uses the structural interview.9
It means, questions are formulated accurately and provided with interview
guide.
Interview is used to ask the headmaster, and the English teachers. The
researcher found the data about the implementation, the challenges, and how
to overcome the challenges of the implementation of multimedia computer
assisted language learning programs, especially in reading narrative activity.
In addition, the researcher also did informal interview with the teachers
respondents to speak more freely and openly. Informal interview is like
unstructured interview and it is essential part of gaining an understanding of a
10
3. Documentation
Documentation is looking for data about variables such as lesson plan,
journal. Document is every written forms data or film which will be provided
8 Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, Ed Revisi VI,(Jakarta:PT. Rineka Cipta, 2006)p.155
40
if there is request from the investigator.11 Therefore, the researcher had to ask
those sources from the informant.
Documentation is used to gather and to record information, especially
to establish or provide evidence of facts or testimony data about the
implementation, the challenges, and how to overcome the challenges of the
implementation of Multimedia Computer Assisted Language Learning
Programs in reading narrative text activities at the first grade students of
Persatuan Islamic Senior High School in the Academic Year 2014-2015.
F. Research Instrument
The research instruments of this study which were applied by the writer were
observation and interview in order to collect the valid data.
1. Observation Checklist
The researcher used observation checklist as a guide for observing the
teaching and learning process of teaching learning process in the implementation
of Multimedia Computer Assisted Language Learning Programs in reading
narrative text activities. This instrument was used by the researcher to know how
is the teacher implementation of Multimedia Computer Assisted Language
Learning Programs in reading narrative text activities and the researcher also
uring the
implementation of Multimedia Computer Assisted Language Learning Programs
41
in reading narrative text activities. The observation checklist is attached in
appendix 1.
2. Interview Guideline
The researcher used interview guideline as an instrument after doing
observation with the interviewee. This interview guideline was written as a
guidance to obtain as much as information
implementing Multimedia Computer Assisted Language Learning Programs in
reading narrative text activities and how the teachers and headmaster overcome
the challenges. The interview guideline is attached in appendix 2.
3. Data Analysis Technique
After the data is gathered from the result of collecting data, and then the
researcher had to read and analyzed the data. Data analysis is the process of
elaborating data formally to find out the theme and hypothesis. It purpose to
organize the data as follow controlling, organizing, grouping, giving the code
and categorizing therefore the process of data analysis include of the researcher
attitude toward respondent.12
Those data gathered and classified then analyzed by qualitative
descriptive approach and finally, found the conclusion as in the end of research
process.
42
There are processes of data analysis, they are:13
a. Data reduction
Data reduction is process of simplification and transformation data from
the written form data through some stages, as follow: making summary,
coding, writing theme, and making memo.
In this research
b. Data display
The orderly information gives impossibility in order to make conclusion
and take action.
c. Conclusion drawing (Verification)
The meanings that was tested the validity, strength, and exactly in the
really as a data validity.
4. Checking Validity of Findings
The researcher use some techniques to check the validity of findings, they
are:
1. Triangulation
Triangulation is the most common way used to increase the
validity of data in qualitative research. Triangulation is a technique to
43
check the validity of the data which utilized something besides the data. It
used to check or to compare the validity of the data.14
Triangulation compares the observed data with the results of
interviews and results of documentation. Thus it will be evidence when
compared to similar data which obtained from other different sources.15
2. Peer Debriefed
Peer debriefed is a technique that is done by exposing the interim
results or final results obtained in the form of an analytical discussion
with colleagues. Based on the information that was gathered, dissent is
something which is expected, because it can establish result of the
research.16
3. Prolonged Involvement
The involvement of researcher is a crucial factor in data collection;
therefore it is needful extension of research in the research field. It is to
obtain valid and accurate data, this research is not only to obtain data, but
also the researcher still needs to present to confirm the data source.17
5. Research Stages
In qualitative approach, there are some stages done by the researcher.
There are three research stages; they are preliminary research, research
14
Lexy J, Moleong, Metodologi Penelitian Kualitatif, (Bandung: PT. Remaja Rosdakarya, 2004)p.178 15 Ibid, p.179
16 Opcit, p.178
