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THE STUDENTS’ PERCEPTION ON THE USE OF PRE-READING ACTIVITIES IN THEIR TEACHING AND LEARNING ENGLISH AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA (EED OF UMY)

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Chapter Two Literature Review

This chapter presents some relevant theories that support the study. It contains two sections. The first section describes the literature review. The literature review contains some theories related to the research including perception, reading, pre-reading activities in teaching and learning process, the types of pre-reading activities, the implementation of pre-reading activities, the advantages of pre-reading activities, and reading comprehension. Then, the second section explains about the conceptual framework.

Perception

This point is divided into two parts; there are the definition of perception and students’ perception. The literature review contains some theories related to

the research questions based on experts. Those parts are explained as the following.

Definition of perception. There are some definitions about perception based on the experts. According to Wang (2009) “perception is a set of internal sensational cognitive processes of the brain at the subconscious cognitive function layer that detects, relates, interprets, and searches internal cognitive information in the mind” (p. 66). He added that perception is included an important cognitive

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perception is the experience of objects, events or relationships obtained by concluding information and interpret the message (Rakhmat, 2007). Based on Sainn and Ugwuegbu (1980), perception may be defined as “the process by which

we extract meaningful information from physical stimulation. It is the way we interpret our sensations” (p. 90). In conclusion, perception is human process to

connect their sensation and experiences to create overview and understanding of what is experienced.

Students’ perception.In this part, the researcher shows the students’

perception as the source of the research. According to Andrew, Sheung-On, Yannie, and Sandy (2006), student perception has influence in educational success. It means that when the teacher sees teaching and learning process from the perception of students related to their teaching and learning process, teachers will receive different perception. So, they will make improvement in their teaching and learning process to achieve the educational success. Hasyim (2013) stated that student perceptions are the views or students' responses of the

particular object based on the experience factor and knowledge. At least, students’ perception is the overview of students toward some object that influence

educational success.

Reading

Reading is an activity with a purpose. Reading is the way to adding the knowledge by connecting student’s prior knowledge with what they have read.

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This explanation below will focus on silent reading which is intensive reading and extensive reading. Silent reading is the reader read without produce the voice. This type of reading can be differentiated into extensive and intensive reading. Berardo (2006) stated that “extensive reading was good for larger texts that

contained a lot of information, while intensive reading was used to obtain an exact understanding of the text” (p. 66).

Intensive Reading. According to Berardo (2006) “intensive reading was used to obtain an exact understanding of the text” (p. 66). Around the world

believed that, in the reading comprehension, intensive reading is beneficial to develop reading comprehension (Yang, Dai, & Gao, 2012). Generally, intensive reading is used to gain the information for the academic purposes. People who want to get language knowledge from reading will use intensive reading. The setting of intensive reading usually happened in the classroom. To get the topic of the reading, students need to know the identity of the key vocabulary of the passage.

Extensive Reading. Berardo (2006) defined that “extensive reading was good for larger texts that contained a lot of information. In the other hand, Alyousef (2006) also stated that extensive reading refers to describe skimming and scanning activities. The purpose of extensive reading is to develop readers confidence and for pleasure. Moreover, extensive reading helps students to

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feels free to choose or select the material that they have read. They can choose authentic material such as newspaper or magazine.

Pre-reading Activity in Teaching and Learning Process.

This part discusses about the pre-reading activity. This part includes the definition of pre-reading activity and principles of pre-reading activity.

Definition of pre-reading activity. Pre-reading activity is an activity to activate students’ knowledge of the topic, to prepare students’ of the language in the text, and motivate the student to read the text Alemi (2010). Pre-reading activity is intended to prepare students or give the first step to students to develop their own knowledge to predict the content of text. It makes they determine the information that they would face in the reading. In fact, pre-reading activity can motivate student before the actual reading happened. For example Drucker (2003) suggested the procedure that teacher can use before the actual reading are first, the teacher can read something familiar with students, second, the teacher tries to provide questions that can be discussed with students, after that, provides an overview of the readings are going to read. The last, the teacher can lead students to read the story and find specific information. This activity influences reading comprehension because they inform and activate students before reading.

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schema current pre-reading to establish a connection between the students’ knowledge with the topic of a text.

The above definition elaborates that pre-reading activityare applied when the teacher tried to construct new knowledge by collaborating students'

background knowledge with the topic of a text by giving them pieces of information that they will find in the text. In conclusion, through pre-reading activity, students will know some information of the text for the better understanding.

Principles of Pre-reading Activities. Understanding is an important aspect

in reading because when readers understand what they have read, they will get knowledge from it. The use of pre-reading activity is to prepare students to get comprehension. During pre-reading activity, students will get the background knowledge to connect with understanding. Abraham (2002) stated that an

interactive approach asks the teacher to activate the students’ schema current pre-reading to establish a connection between students’ background knowledge with the topic of a text. Hashemi, Mobeni, and Karimkhanlooie (2016)) argued that pre-reading activity is used to construct the interpretation between the readers’ prior knowledge, the direct and indirect information, and the context of a reading situation.

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Types of Pre-reading Activities

Pre-reading activity is an activity usually used in reading skill. Stephenson and Harold (2009) asserted that “preparing students for what they are going to read can make comprehension much easier” (p. 18). Pre-reading activity is an

activity to prepare students for reading, motivate them to read and to get comprehension. The role of teachers and students is very important to help students in understanding the text. Further, there are some types of pre-reading activities, namely, previewing, teaching vocabularies, predicting, pre-questioning, activating schema, brainstorming, and group discussion. The following part will explain those types of pre-reading activities.

Previewing. Previewing is an activity that release students to make

hypothesis of the text by seeing the titles, headings, or pictures (Yusuf, 2011). In reading, there are so many benefits can be gained by previewing. According to Karakas (2005), previewing is the appropriate activity that can be used in which the texts are difficult and contain unfamiliar context. Previewing contains an activity that discusses the text through vocabulary or from the paragraph. Chia as cited in Yusuf (2011) stated that “the aim of previewing is to help readers predict or make some educated guesses about what is in the text and thus activate

effective top-down processing for reading comprehension” (p. 1452). The readers can see the title, sub title, or picture to predict the content of the text.

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informing them the meaning of unfamiliar words before they do actual reading. In the pre-reading, pre-teaching vocabulary can help students to reduce the

difficulties of unfamiliar words. This activity also can help students to improve their comprehension in reading. According to Alemi (2010), “explicit vocabulary

development and pre-reading activities are very useful when the text or content can be specified”. At the end, teach student with the pre-teaching vocabularies can

help students to determine the content of the text.

Predicting. Prediction is an activity when students use the information from a text which is titles, headings, picture and their existing knowledge to predict the content. In the predicting activity, the students try to predict the reading text from the clue with their knowledge. Based on Day and Jeong-suk (2005), predicting in the pre-reading activity is an activity that involves students in using their

comprehension on the text and their existing knowledge of the topic related to the context problem to determine what will happen next.

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cited in Karakas (2005) believed that pre-questioning can motivate students to read, to gain the requisite information to answer the question. He also said that pre-questioning can help students to predict the content of the text. Therefore, the more students can anticipate the text by pre-questioning, the easier they will get the comprehension.

Activating schema. In the activating schema, the teacher gives students a question related to the topic to activate student schema. It means when the teacher inquiries students a question, they will try to build a connection with the teacher question with their prior knowledge. Vacca (2002) stated that in the activating schema, student must be able to access what they know and it would be suitable with information in the text.

Brainstorming. One of the familiar techniques in pre-reading is

brainstorming. Deuja, Kohn, Paulus and Korde (2014) argued “brainstorming is a popular technique for enhancing the number of ideas individuals and groups can generate” (p. 222). In addition, Feather (2004) added that “brainstorming provides plenty of materials for making prediction” (p. 82). Yusuf (2011) mentioned that, in brainstorming, “students are then invited to call out words and concepts they

personally associate with the keyword or words provided by the teacher” (p. 1452). Unconsciously, students will collect all information about the title that comes to mind. The key word can help students to activate their prior knowledge through reading. In addition, Yusuf (2011) also said that brainstorming is

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Group discussion. Group discussion is the common activity in teaching and learning process. Group discussion activity is useful in teaching and learning process in EFL class. In reading, group discussion is used for the pre-reading activity. Aziz (2013) stated that group discussion forced students to have opportunities to speak and to share the ideas. This activity will help students to find what they bring to reading, what brings fellow students, and they will share their experiences based on the topic.

Visual aids. Visual material is an interesting way in language learning. Visual materials in pre-reading activity can help students to get better

comprehension. Navarro (2008) stated that “visuals play a major role in building schema for English language learners”. Porter as cited in Ekaningrum and Prabandari (2016) mentioned that visual materials can activate a students’ prior knowledge.

Implementation of Pre-reading Activities

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get comprehension. The following part explains the implementation of each kind of activity.

Previewing. Previewing is an activity that release students to make hypothesis of the text by seeing the titles, headings, or pictures. There are some steps in doing previewing. According to Ekaningrum and Prabandani (2016), in previewing, the teacher can provide them a synopsis of the text to build a link between a text with their knowledge. Moreover, Yusuf (2011) pointed out any looking the clues titles, heading, and pictures on the text, students can draw the topic before reading.

Pre-teaching vocabulary. Pre-teaching vocabulary is an activity to

facilitate students by teaching them the meaning of unfamiliar words before they do actual reading. This activity is helpful for the students to get reading

comprehension. In pre-teaching vocabulary, Landsberger (2011) students can make a list of words may be they will face in reading. It can contain the

unfamiliar words or phrase. After that, the teacher can share the information about the vocabulary with students.

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Brainstorming. In the brainstorming activity, students will try to build a concept through words. Wallace (2003) stated, “this may take the form of giving

the class a particular keyword or key concept, or it may be a newspaper headline or book title” (p. 91). Besides that, students can use all of the information to

understand the material.

Group discussion. Group discussion is common activity that used in teaching and learning process. In pre-reading activity, group discussion is when people sit together and discuss the issue (Nagarathinam & Lakshmanan, 2016). This activity asks students to work as a pair or a group consists to 3 to 5 students then discuss the text.

The Advantages of Pre-reading Activities

Pre-reading activities has some advantages for students. Those advantages are to motivate students, to prepare the students for the language of the text, to prepare students for the concept, to improve students’ comprehension, to practice analyzeand sharing ideas, and toincrease student vocabulary mastery the

explanation will be explained in following part.

To motivate students. According to Chastain as cited in Ajideh (2003),

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To prepare the students for the language of the text. For EFL students cannot be expected that they will understand language might be used in the reading text. Therefore, pre-reading activity is used to help student in preparing the language. Pre-reading activity such as pre-teaching vocabulary is presenting unfamiliar vocabulary in the text. According to Haque (2010), “pre-reading activities can be used to prepare the reader for the language in the text”. This activity helps student to avoid misunderstanding the context of the text because of the language.

To prepare students for the concept. Through pre-reading activities,

students can prepare the concept, makes the reading easy and they can build a link between the new concepts with their prior knowledge (Yusuf, 2011). The pre-reading activities can help students to prepare their knowledge about text. It also can help students to anticipate their problem that they might be found in the text. Build a concept in reading is the crucial part. From the concept students can connect it with their knowledge to get better comprehension in reading.

To improve students’ comprehension. Pre-reading activities improve students’ comprehension of texts because pre-reading can activate students’ prior

knowledge. In addition, Ekaningrum and Prabandari (2016) stated that pre-reading activities helped students to understand a pre-reading text well. Therefore, Stephenson and Harold (2009) asserted that “preparing students for what they are going to read can make comprehension much easier” (p. 18).

To practice analyze and sharing ideas. Learning language requires student

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themselves the opportunity to practice thinking and analyzing, and made them learn more from asking questions and sharing ideas with classmates. In addition, these activities help students to dig up their prior knowledge to get better

understanding of the text. Besides, Nuttal as cited in Alemi and Ebadi (2010) said that one of pre-reading activity (group discussion) stimulates students to learn the processes of critical thinking.

To increase student vocabulary mastery. Teaching students with

pre-reading activities make them exposed lots of vocabularies. According to Asri (2013), the advantages of using pre-reading activity are students can learn

unfamiliar word and they can easily comprehend the text. In addition, the students have learned the unfamiliar word in reading activity. Therefore, pre-reading activity increases students’ vocabulary mastery.

Reading Comprehension

In reading activity, the reader should be able to take advantages of reading to develop their knowledge. In addition, “reading provides the learners with a

source of comprehensible input and serves to facilitate communicative fluency in other language skills” (Farzaneh & Nejadansari, 2014, p. 287). By reading, the

reader will get so many information and adding their vocabulary mastery. Further, reading will help them to communicate in the target language.

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is used to develop knowledge. They have to understand what they read to increase knowledge. Pardo as cited in Sahin (2013) stated “reading comprehension is the process of meaning construction as a result of blending content and message of the text with the readers existing knowledge and skills during reader text interaction” (p. 58). Reading and reading comprehension cannot be separated. Knowledge can be gained when the reader can build the meaning to get the comprehension. Moreover, “comprehension and understanding is the final purpose in the reading process” (Hashemi, Mobini, & Karimkhanlooie, 2016, p.

138).

In conclusion, reading is one of skill in language learning that helps students in teaching and learning process. Reading make students has a lot of knowledge. Knowledge can be gained when the reader can build the meaning to get the comprehension.

Conceptual Framework

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Figure 1.0 Conceptual Framework

Pre-reading activities

The students’ perception on the implementation of pre-reading

activities

The types of pre-reading activities

The students’ perception on the advantages of pre-reading

Gambar

Figure 1.0 Conceptual Framework

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