commit to user
TEACHERS’ ATTITUDE TOWARDS TEACHING READING
COMPREHENSION AND ITS IMPLEMENTATION IN
ENGLISH CLASSROOM
(A Case Study at SMP Negeri 1 Sambi, Kabupaten Boyolali)
THESIS
By:
BAMBANG UNTORO S891208008
This thesis is submitted as a partial fulfillment for the requirements
of obtaining the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
commit to user
i
TEACHERS
’ ATTITUDE
TOWARDS TEACHING READING
COMPREHENSION AND ITS IMPLEMENTATION IN
ENGLISH CLASSROOM
(A Case Study at SMP Negeri 1 Sambi, Kabupaten Boyolali)
THESIS
By:
BAMBANG UNTORO
S891208008
This thesis is submitted as a partial fulfillment for the requirements
of obtaining the Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
commit to user
ii
APPROVAL
TEACHERS‟ ATTITUDE TOWARDS TEACHING READING
COMPREHENSION AND ITS IMPLEMENTATION IN ENGLISH
CLASSROOM
(A Case Study at SMP Negeri 1 Sambi, Kabupaten Boyolali)
Bambang Untoro
NIM. S891208008
This thesis has been approved by the Board of Consultants of the English Education Department, Graduate School of Sebelas Maret University, Surakarta
on February 13th 2015
First Consultant Second Consultant
Prof. Dr. Joko Nurkamto, M.Pd. Dr. Sujoko, M.A.
NIP. 196101241987021001 NIP. 195109121980031002
The Head of English Education Department Graduate School
Sebelas Maret University
Dr. Abdul Asib, M.Pd.
commit to user
ix
TABLE OF CONTENTS
Page
TITLE ... i
APPROVAL OF THE CONSULTANTS... ii
LEGITIMATION ... iii
PRONOUNCEMENT ... iv
ABSTRACT ... v
MOTTO... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... ix
LIST OF FIGURES... xi
LIST OF TABLES... xii
LIST OF APPENDICES... xii
CHAPTER I. INTRODUCTION ... 1..
A. Background of the Research... 1
B. Problem Statement... 11
C. Objectives of the Research ... 11
D. Benefits of the Study ... 12
CHAPTER II. LITERATURE REVIEW ... 13
A. Theoretical Descriptions... 13
1. Attitude ………. ……….………... 13
a. The Meanings of Attitude ……….. 16
b. The Kinds of Attitude ……… 17
c. The Components of Attitude ……… 18
d. The Factors of Attitude ……….. 20
e. The Functions of Attitude ……….. 21
2. Teaching Reading ………... 25
a. The Meanings of Teaching Reading ……….. 25
b. Basic Approaches in Teaching Reading ……….... 32.
c. The Goal of Teaching Reading ……… 35
d. The Principles of Teaching Reading ……….. 39
e. The Teaching Reading Strategies ……….. 42
B. Review of Relevant Research ………..…… 52
CHAPTER III. RESEARCH METHOD ... 59
A. Place and Time of the Research ……….. 59
B. Research Method ………. 59
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
x
D. Technique of Collecting Data ……….. 61
E. Technique for Establishing Trustworthiness ……….... 64
F. Techniques of Analyzing Data ……… 66
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 68
A. Research Findings ……….... 69
1. Teachers‟ Attitudes towards Teaching Reading Comprehension ….. 69
a. Teachers‟ feelings about teaching reading comprehension … 69 b. Teachers‟ actional tendency towards teaching reading comprehension ……….………. 70
c. Teachers‟ beliefs about teaching reading comprehension ……… 71
d. Teachers‟ definitions of reading comprehension ………. 72
2. The Causes of Teachers‟ Attitude towards Teaching Reading Comprehension ………... 73
a. Teachers‟ obedience towards the Principal‟s instruction ………. 73
b. Teachers‟ enthusiasm towards teaching reading comprehension 74 c. Teachers‟ anxiety ……….. 74
d. Teachers‟ experience………..……… 75
3. The Implementation of Teachers‟ Attitude towards Teaching Reading Comprehension in English Classroom ………. 76
a. The teaching of readingstrategy ………..……… 77
b. The teaching material ……… 79
4. Schematic Representation of the Findings …………...……….. 88
B. Discussions ………... 89
C. Research Weaknesses ………... 97
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION... 99
A. Conclusion ……… 99
1. Teachers‟ Attitudes towards Teaching Reading Comprehension ….. 99
2. The Causes of Teachers‟ Attitudes ………. 100
3. The Implementation of Teachers‟ Attitude towards Teaching Reading Comprehension in English Classroom ………. 101
4. Implication ………..……….……… 102
5. Suggestion ……….………... 104
BIBLIOGRAPHY ... 106
commit to user
xi
LIST OF FIGURES
Page
Figure 1: The Multicomponent Model of Attitude... 18
Figure 2: The ABCs of Attitudes... 19
Figure 3:Attitudes depicted as judgments influenced by external information, the memory of past judgments, prior knowledge, and stored new judgments... 21 Figure 4: Program-controlled teaching/learning and its location on the
continuum... 33 Figure 5: Teacher-controlled teaching/learning and its location on the
continuum 34
Figure 6: Teacher-controlled teaching/learning and its location on the continuum ... 35
Figure 7: Schematic Representation of Teachers‟ Attitudes towards
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
xii
LIST OF TABLES
Page
Table 3.1: Time Schedule of the Research... 59
commit to user
xiii
LIST OF APPENDICES
Page
Appendix 1 : Interview Transcripts ... 112
Appendix 2 : Observation Notes... 128 .
Appendix 3 : Syllabus ... 134
Appendix 4 : Teachers‟ Lesson Plans ... 166
Appendix 5 : Some Photos of Observation ………... 179
commit to user
iii
LEGITIMATION FROM THE BOARD OF EXAMINERS
TEACHERS‟ ATTITUDE TOWARDS TEACHING READING
COMPREHENSION AND ITS IMPLEMENTATION IN ENGLISH
CLASSROOM
(A Case Study at SMP Negeri 1 Sambi, Kabupaten Boyolali)
By
Bambang Untoro
S891208008
This thesis has been examined by the Board of Thesis Examiners of the English Education Department, Graduate School of Sebelas Maret University, Surakarta
on March 12th 2015
Board of Examiners: Signatures
Chairman : Dr. Abdul Asib, M.Pd. (...)
The Dean of Teacher Training and Education Faculty
Sebelas Maret University
Prof. Dr. M. Furqon Hidayatullah, M.Pd.
NIP. 196007271987021001
The Head of English Education Department of Graduate School
Sebelas Maret University
commit to user
iv
PRONOUNCEMENT
This is to declare that I myself wrote this thesis, entitled “Teachers‟ Attitude
in Teaching Reading Comprehension and Its Implementation in English
Classroom”. It neither contains plagiarism nor was it written by others. Anything
related to others‟ works quoted accordingly, the source of which is listed on the
bibliography. If then this pronouncement proves incorrect, I will be ready to
accept any academic punishment including the withdrawal or cancellation of my
academic degree.
Surakarta, February 2015
Bambang Untoro
commit to user
v
ABSTRACT
Bambang Untoro: “Teachers’ Attitude Towards Teaching Reading
Comprehension And Its Implementation In English Classroom (A Case Study at
SMP Negeri 1 Sambi, Kabupaten Boyolali)”. Thesis, English Education
Department, Teacher Training and Education Faculty, Sebelas Maret University, Surakarta, 2015. Advisors: I. Prof. Dr. Joko Nurkamto, M.Pd., II. Dr, Sujoko, M.A.
The objectives of this research are (1) to describe the teachers‟ attitudes
towards teaching reading comprehension, (2) to describe the causes of the attitude and (3) to describe its implementation the attitude in English classroom.
The headmaster, two English teachers, and two students of class 9 of SMP Negeri 1 Sambi in Kabupaten Boyolali participated in this study which was administered in a case study using Grounded Theory method. The data for this study were taken by in-depth interview, passive participant observation and document analysis. In analyzing the data, the writer conducted Constant Comparative Method to derive theory from the data.
The results of the research show that the teachers‟ attitudes towards
teaching reading comprehension were: (1) the teachers were over serious to prepare students to face the final examination; (2) they tent to teach grammar, vocabulary and reading strategies related to the text taught, and (4) they believed that reading comprehension was the most important skill to teach. The causes of
the attitudes were: (1) their obedience towards the Headmaster‟s instruction, their
enthusiasm towards teaching reading, and their anxiety of the result of the final
examination, and (2) their experience as teachers who understood students‟
difficulties and needs of vocabulary, grammar and reading strategies mastery. The
implementation of teachers‟ attitude in English classroom were: (1) the teaching
materials were texts, vocabulary, and grammar suitable with the blueprint of the final examination, (2) the reading strategies taught were Instructional Cloze Strategy and Text Structure Strategy, and (3) the purposes of reading taught were reading for searching for simple information, skimming, and general comprehension.
It can be concluded that teachers‟ attitudes towards teaching reading
comprehension and its implementation in English classroom are greatly
influenced by the final examination will be faced by students, teachers‟
psychological factors and experience, and the instruction of the policy makers. It remains suggestions for teachers to learn how to enrich their knowledge and capabilities to teach reading comprehension. Suggestions are also addressed to the policy makers to facilitate teachers with appropriate teaching training and guidance for balancing to their absolute policy.
commit to user
vi
MOTTO
commit to user
vii
DEDICATION
This thesis is dedicated to my beloved wife, Dhiana Prawati, and my beloved
daughter, Rahajeng Chayu Prabawati Untoro. Thank you very much for being the
„home„ of mine.
It is also dedicated to my beloved mother Ibu Djoewati Wignjosoekarto, respected
father-in-law Bapak Bambang Prawiro and mother-in-law Ibu Purbo Nunuk
Sumihari,. Thank you very much for your love and blessings.
Nor should I forget Prof. (Em) Haryono Darmowisastro and family, Prof. Dr. Joko
Nurkamto, M.Pd., Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. and Dr. Abdul
Asib, M.Pd. who had motivated and facilitated me to complete this thesis. Thank
commit to user
viii
ACKNOWLEDGMENT
First of all, I would like to thank to My Lord for all His blessings which
cause this thesis have been completed. I would also like to express my deepest
gratitude to the special ones who have massively contributed to the completion of
this thesis:
1. The Rector of Sebelas Maret University,
2. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for his permission to conduct the research,
3. Dr. Abdul Asib, M.Pd., the Head of English Education Department of
Graduate School of Sebelas Maret University, for his permission and guidance
to conduct the research,
4. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant and Dr. Sujoko, M.A., the
second consultant for their insightful guidance throughout the whole process
of this research,
5. The Headmaster of SMP Negeri 1 Sambi Kabupaten Boyolali for his
permission to administer this research, and
6. Teacher S and Teacher ABH who have been the participants of this research.
Finally, I would welcome any sort of criticism and suggestion for further
improvement.
Surakarta, 2015
