CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN
ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs NEGERI
SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment the Requirements for Getting Bachelor Degree of Education
in English Department by
UMI LAILA SETYANI A320120239
DEPARTEMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION
ii
PRONOUNCEMENT I, those autograph sign below,
Name : Umi Laila Setyani
NIM : A320120239
Major : Department of English Education
Title : CLASSROOM TECHNIQUES USED IN READING
ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
Herewith, I testify that in this research paper there is no plagiarism of the previous literary work which has been raised to bachelor degrees of university, nor there are options or masterpiece which have been written or published by others, except those in which the writing are referred manuscript and mentioned in the literary review and bibliography.
Hence, later, if it is proven that there are some untrue statements in this testimony, I will hold fully responsible.
Surakarta, 30 Mei 2016
The researcher
iii APPROVAL
CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN
ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs N
SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR
RESEARCH PAPER
by:
UMI LAILA SETYANI A 320 120 239
Approved to be Examined by Consultant
Consultant I Consultant II
Prof. Dr. Endang Fauziati, M. Hum Aryati Prasetyarini, S.Pd, M.Pd
iv
ACCEPTANCE
CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN
ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs N
SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR by:
UMI LAILA SETYANI A 320 120 239
Accepted and Approved by Board of Examiner School of Teacher Training and Education
Universitas Muhammadiyah Surakarta On Mei 30, 2016
Team of Examiners:
1. Prof. Dr. Endang Fauziati, M. Hum. ( )
(First examiner)
2. Aryati Prasetyarini, S. Pd, M. Pd ( )
(Second examiner)
3. Mauly Halwat Hikmat, Ph. D ( )
(Third examiner)
Surakarta, 30 Mei 2016
Universitas Muhammadiyah Surakarta School of Teacher Training and Education
Dean,
v MOTTO
Indeed, Allah will not change the condition of people
until they can change what is in them self.
(Ar-Rab: 11)
If you thank Me, I will surely increase you
(Ibrahim: 7)
Ilmu pengetahuan adalah bagian dari iman
(Von Helmont)
Dengan keimanan kita mengenal keberadaan Tuhan,
dalam keagungan kita akan mengenal sifat-sifat-Nya.
(Blaise Pascal)
The strongest hope have a miracle and Great minds
have purpose and wishes.
(Writer)
vi
DEDICATION
From the deepest heart, the researcher would like to dedicate this research paper to:
My beloved parents (Bapak Sudjimad and Ibu Sri Narni),
My beloved brothers, brother in-law, and my brother child (Eko Isnianto, Arif Tri Cahyono, Sugiarto, Arfian Adhi Nugroho),
My beloved sisters and sister in-law (Endah Puji Astutik and Sri Iin Andriyanti),
vii
ACKNOWLEDGMENT
Assalamualaikum Wr. Wb.
Alhamdulillahirobbil ‘alamin. Firstly all praises belong to the Almighty God, Allah SWT, the Rob of Univers to his blessing, loving, helping, guiding, and
protecting her, because without all of those, she is nothing at all. Second, she would
like to thank to the real revolutionary, Muhammad Rosulullah SAW who had opened and broken the Jahilliyah (darkness) period to the recent world. The researcher finally finished her research paper as one of the requirements for achieving bachelor Degree in Department of English Education at Muhammadiyah University of Surakarta. Her research paper entitled CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs N SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR. In conducting this research, the researcher got some helps from many people. On this best occasion, the researcher would like to express her deepest gratitude and appreciation to the following people:
1. Prof. Dr. Harun Joko Prayitno, M. Hum., as Dean of the School of Teacher Training and Education Faculty of Universitas Muhammaditah Surakarta, 2. Mauly Halwat Hikmat, Ph. D., as Head of Departement of English Education,
School of Teacher Training and Education Faculty, Universitas Muhammaditah Surakarta,
3. Prof. Dr. Endang fauziati, M. Hum., as the first consultant who has patiently guided the researcher in arranging this work, provided time for consultation, and given the researcher helpful suggestion,
4. Aryati Prasetyarini S. Pd, M. Pd., as the second consultant who has corrected and criticized her paper from the beginning of writing until the end of it.
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6. All lecturers of Departement of English Education, for being good education, guide, and mentor.
7. Mrs. Siti Rofi’ah, S. Ag, M. Pd., Mrs. Savri Indiani Soeharno, S. Pd., M. Pd., Mrs. Sri Widayati as English Teacher at MTs Negeri Surakarta II, who always guide her.
8. Drs. Sunarto, M .Pd, The Headmaster at MTs Negeri Surakarta II, “thanks to give the researcher an opportunity to observe in the school”.
9. All of the teachers at MTs Negeri Surakarta II, thanks for helping.
10. Her best gratitude for her beloved parents (Mr. Sudjimad and Mrs. Sri Narni) who give loves, caring, prayers, motivates, supports, and everything during her life.
11. Her beloved brothers and brother in-law (Mr. Eko Isnianto, Arif Tri Cahyono, and Sugiarto) who give loves, caring, prayers, motivates, and supports for her. 12. Her beloved sister and sister in law (Mrs. Endah Puji Astutik, and Mrs. Sri Iin
Andriyanti) who give loves, caring, prayers, motivates, and supports for her. 13. Her beloved brother child (Arfian Adhi Nugroho) who gives loves, caring,
prayers, motivates, and supports for her.
14. Her beloved niece (Ghienda Syakira Maheswari) who makes her smile and happy.
15. Her best friends, kakak pertama (Diyah Puspitaningrum), kakak kedua (Puji Astutik), dedek (Yulinda Indah Ayu Pratiwi), “thank a lot for our solidarity, spirit, assemble,inspiration, motivation, togetherness, and all of your regard as my sisters ever”.
16. All of her friends (Ayu, Lina, Yasir, and Karim) “thanks for the friendship, inspirations, motivation, spirit, our solidarity, and joke”
17. All her friends from Departement of English Education, especially class F, “thanks for the friendship, inspirations, motivation, spirit, our solidarity, and joke”
ix
Widia, and the other) , “thanks for the friendship, inspirations, motivation, spirit, our solidarity, and joke”
The researcher considers that this research paper is far from being perfect. Therefore, suggestion and criticism are welcome and acceptance. She hopes that this research paper would be valuable for readers.
Wassalamu’alaikum wr. wb.
Surakarta, 30 Mei 2016 The Researcher
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TABLE OF CONTENT
TITLE ... i
PRONOUNCEMENT ... ii
APPROVAL ... ii
ACCEPTANCE ... iii
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
TABLE OF CONTENT ... x
ABSTRACT ...xiii
ABSTRAK ... xv
CHAPTER I: INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Statement ... 5
C. Objective of the Study ... 5
D. Scope of the Study ... 6
E. Significance of the study ... 6
1. Theoretical Benefits ... 6
2. Practical Benefits ... 6
F. Research Paper Organization ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE ... 8
A. Previous Study ... 8
B. Underlying Theory ... 14
xi
a. Notion of Approach, Method, and Technique ... 15
b. The Differences between Approach, Method, and Technique ... 18
2. Teaching of Reading ... 19
a. Notion of Reading ... 19
b. Component of Reading Skill ... 21
c. Classroom Techniques in Teaching Reading ... 22
3. Teacher’s Roles and Student’s Roles ... 26
a. Teacher’s Roles ... 26
b. Student’s Roles ... 29
4. Instructional Material ... 31
a. Kinds of Instructional Material ... 31
b. Roles of Instructional Material... 33
CHAPTER III: RESEARCH METHOD ... 34
A. Type of Reasearch ... 34
B. Object of the Research ... 35
C. Subject of the Research ... 35
D. Data and Data Source ... 36
E. Method of Collecting Data ... 37
F. Technique of Analyzing Data ... 38
G. Credibility of the Data ... 40
CHAPTER IV: RESEARCH FINDING AND DISCUSSION ... 42
A. Research Finding ... 42
1. Classroom Techniques Used in English Reading Skill ... 43
2. The Purpose of Using Each Techniques ... 52
3. Teacher’s Roles ... 56
4. Student’s Roles ... 66
5. Instructional Materials ... 75
a. Kinds of Instructional Materials ... 76
b. The Roles of instructional Materials ... 78
xii
CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION ... 91
A. Conclusion ... 91
B. Pedagogical Implication ... 93
C. Suggestion ... 93 BIBLIOGRAPHY
xiii ABSTRACT
UMI LAILA SETYANI. A320120245. CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR. Research Paper. School of Teacher Training and Education. Universitas Muhammadiyah Surakarta. 2016.
This study is carried out to describe classroom techniques used in reading activities in English classroom at MTs Negeri Surakarta 2. The aims of this research are: (1) to describe the kinds of classroom techniques used in reading activities, (2) the purpose of using each classroom techniques, (3) the teacher’s roles, (4) the student’s roles, (5) the instructional materials used by the English teachers at MTs Negeri Surakarta 2. The type of this research is descriptive qualitative research especially naturalistic study in analyzing the data. The methods of collecting data in this research are observation, interview and document. The techniques of analyzing data are data reduction, data display, and conclusion. Credibility of the data is triangulation. The finding of the study shows that there are some classroom techniques used by English teachers at MTs Negeri Surakarta 2 such as: reading aloud, question and answer technique, silent reading, skimming, and number heads. The teachers have roles as model, instructor, signs of trouble, source of knowledge, facilitator, evaluator, and manager. The students have role as monitor and evaluate their own progress, learners plan their own learning program, tutor for the other students, learners learn from the teacher, member a group and learn by interacting with other, and actively in learning. There are some materials used by English teachers, such as textbook, work book, dictionary, photocopy exercises, and power point on LCD. The conclusion of this research is that English teacher at MTs Negeri Surakarta 2 used various classroom techniques which can improve the students’ ability in reading. Various techniques make the student interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the result, apparently, classroom techniques in teaching reading used by the teacher have important role in the teaching-learning process.
xiv ABSTRAK
UMI LAILA SETYANI. A320120239. TEKNIK KELAS YANG DIGUNAKAN DALAM AKTIVITAS PEMBELAJARAN READING: NATURALISTIK STUDI DI MTs NEGERI SURAKARTA 2 PADA TAHUN 2015/2016. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta. 2016
Penelitian ini terarah untuk mendeskripsikan teknik-teknik pengajaran yang digunakan dalam aktivitas membaca di kelas bahasa Inggris di MTs Negeri Surakarta 2. Tujuan dari penelitian ini, antara lain: (1) untuk mendeskripsikan jenis-jenis teknik pengajaran bahasa Inggris yang digunakan di aktivitas membaca, (2) tujuan dari setiap penggunaan teknik-teknik pengajaran reading, (3) peran guru, (4) peran siswa, (5) bahan-bahan pelajaran yang digunakan oleh guru-guru bahasa Inggris di MTs Negeri Surakarta 2. Jenis penelitian ini adalah penelitian deskriptif kualitatif terutama penelitian naturalistik dalam menganalisis data. Metode pengumpulan data di penelitian ini adalah observasi, wawancara, dan dokumentasi. Teknik analisis data di penelitian ini adalah reduksi data, pengkategorisasian data, dan kesimpulan. Kredibilitas data dalam penelitian ini adatah triangulasi. Penemuan dari penelitian ini menunjukkan beberapa teknik pengajaran reading yang digunakan oleh guru bahasa Inggris di MTs Negeri Surakarta 2, antara lain: reading aloud, teknik question and answer, silent reading, skimming, dan number heads. Guru juga memiliki peran sebagai model, pengatur, penyampai kesalahan siswa, sumber pengetahuan, pemberi fasilitas belaajr, penilai, dan guru sebagai pengendali. Siswa juga memiliki peran sebagai pengamat dan penilai perkembangan pemahaman mereka sendiri, siswa sebagai pelajar yang membuat perencanaan program pembelajaran bagi diri mereka sendiri, siswa sebagai pengajar untuk siswa yang lain, siswa sebagai pelajar yang belajar dari guru mereka, siswa sebagai anggota dalam kelompok dan berkomunikasi dengan siswa yang lain, siswa sebagai pelajar yang belajar secara aktif. Dipembelajaran ini terdapat beberapa materi pendukung yang digunaka guru bahasa Inggris, seperti: buku pelajaran siswa, buku catatan, kamus, lembar fotokopi sebagai pelatihan siswa, power point di LCD. Kesimpulan dari penelitian ini adalah bahwa guru bahasa Inggris di MTs Negeri Surakarta II menggunakan berbagai macam teknik kelas yang dapat meningkatkan kemampuan siswa didalam membaca. Berbagai macam teknik yang dapat membuat siswa tertarik dalam proses belajar-mengajar. Dengan adanya teknik ini tidak membuat kelas terasa monoton. Siswa lebih aktif dan kreatif. Sesuai dengan hasil, ternyata, teknik pengajaran reading dikelas yang digunakan oleh guru memiliki peran penting didalam proses belajar-mengajar.
