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TEACHER’S KNOWLEDGE ABOUT READING

COMPREHENSION AS IMPLEMENTED

IN THE CLASSROOM

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan

By:

YANTI FLORIDA SITORUS

NIM. 2103121052

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

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ACKNOWLEDGMENT

First of all, the writer would like to express her deepest gratitude to Jesus

Christ, for His uncountable blessing, love, opportunity and strength given to the

writer during her study and in completing this thesis which entitled: Teacher’s

Knowledge about Reading Comprehension as Implemented in the Classroom.

This thesis is aimed to fulfill one of the requirements for the degree of Sarjana

Pendidikan of the English Department, Faculty of Languages and Arts, State

University of Medan (UNIMED).

In completing this thesis, the writer realized that she faced some problems

and she had received the academic guidance, suggestions, and comments and got

a lot of assistance and moral support from many people. Therefore, the writer

would like to express her gratitude and special thanks to:

Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan. Dr. Isda Pramuniati, M.Hum., the Dean of Faculty of Languages and Arts,

State University of Medan.

Prof. Dr. Hj. Sumarsih, M.Pd., as the Head of English Department, Dra.

Meisuri, M.A., the Secretary of English Department Nora Ronita Dewi, S.S,

M.um., as the Head of English Education Study Program.

Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant who has given his great supervision and spent his precious time in guiding, commenting,

suggesting, inspiring, and giving valuable insights in the process of

completing this thesis.

Drs. Muhammad Natsir, M.Hum., herAcademic Advisor,who has

supported herthroughout the academic years.

All the Lecturers of English Department who have taught, guided, and advised her throughout the academic years.

Normawaty Sitorus, Jekson Sitorus, Herti Royani Sitorus, Eva

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sisters and brother for their endless love, advice, motivation and support both

mentally and financially to the writer during her study.

 Her brothers and sisters in Christ who have prayed endlessly for the writer

during the process of completing this thesis, especially Dahlia Roma Uli,

Rika Gultom, Henry Panjaitan, Ani Situngkir, Muliani, Risma Sinaga,

Basril Tarigan, Elin Lumbantoruan, Boy Sianturi, Andri, Velin,

Marconi, Yunita and Monica.

Herbestfriends in Reguler Dik. C’ 2010,her great class for the love and

togetherness throughout four years, especially Rut Emi Febriyani, Indah

Cris Rama, Batsyeba Silaen, Maya Sari Sipahutar and Elsa Ernawaty

Nainggolanand for those whose names cannot be mentioned, yet have

inspired and encouraged the writer during the process of writing this thesis.

Her bestfriends in PPLT SMA Panca Jaya Galang for many great

experiences and togetherness.

Medan, July 2015

The writer,

Yanti Florida Sitorus

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ABSTRACT

Sitorus, Yanti Florida. 2103121052. Teacher’s Knowledge about Reading

Comprehension as Implemented in the Classroom. A Thesis. Faculty of

Languages and Arts. State University of Medan. 2015

This study was conducted to investigate the knowledge of English teachers in teaching reading comprehension and the teachers’ teaching practices in the classroom. The objectives were achieved by employing the descriptive qualitative research. The data were collected through in-depth interview and classroom observation. The data were analyzed by the data analysis technique of Miles and Huberman. The result shows that the teachers misperceived the teaching reading comprehension and the teachers implemented their knowledge of teaching reading comprehension in their teaching practices in the classroom.

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1. Teacher’s Knowledge of Teaching Reading Comprehension ... 5

2. Reading Comprehension ... 6

a. The Nature of Reading Comprehension ... 6

b. Reading Comprehension Process ... 7

c. Factors Affecting Reading Comprehension ... 10

1) Schemata ... 10

2) The Purpose of Reading ... 12

3) Reading Comprehension Strategy ... 15

4) Vocabulary ... 21

A.Types of Teacher’s Knowledge of the Nature of Reading Comprehension as Realized in the Classroom Implementation ... 28

1. Superficially Function Based Knowledge ... 28

2. Partial and Incorrect Based Knowledge ... 31

3. Schemata Based Knowledge ... 33

B.The Realization of Teachers’ Knowledge of the Nature

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Implementation ... 36

1. Superficially Function Based Knowledge ... 36

2. Partial and Incorrect Based Knowledge ... 39

3. Schemata Based Knowledge ... 40

C.Research Findings ... 43

D.Discussion ... 44

CHAPTER V CONCLUSION AND SUGGESTIONS ... 47

A.Conclusion ... 47

B.Suggestions ... 47

REFERENCES ... 48

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LIST OF APPENDICES

Pages

APPENDIX A. Interview Transcript ... 50

APPENDIX B. Observation Transcript ... 65

APPENDIX C. Matrix Analysis for Interview Transcript ... 90

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Reading is one of the skills of language that has an essential role for

students. Students can obtain knowledge by reading from various sources. A

student’s success at school and throughout life depends largely on the ability to

read and understanding of texts. Reading is an essential skill for students, as the

development of good reading abilities will greatly help them progress in the

development of their academic areas.

Reading is essential to success in the complex world of today and

tomorrow. Nowadays is the global era. The ability to read is highly valued and it

is important for personal, social, and economic well-being. By reading, students

expose themselves with new things, new information, new ways to solve a

problem, and new ways to achieve one thingbecause exploration begins with

reading and understanding. Through reading, students also begin to have a greater

understanding on a topic that interest them; for example, how to build

self confidence, how to make plan better before taking action, how to memorize

things better and more. All of these self improvements start from the reading.

Reading also increases the understanding of the rules of life, in order for

students to adapt, adopt and accommodate into the society better. When students

are reading, they are actually gaining the knowledge and experience of someone.

It can hasten their success towards a goal.Through reading, students also build a

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that human beings use every day to connect with each other. Whereas if they don’t

read; they can’t even connect with the world and what people are talking about

out there. Reading connects students with the world.

Reading skills are not innate capacities of human being .Therefore to read

effectively students must learn how to read using appropriate strategies.Reading is

not only the process of decoding the words. Reading requires comprehension or

understanding of the text. Comprehension is a part of the communication process

of getting the thoughts that are in the author’s mind into the readers’ mind.

Without comprehension, reading is simply following words on a page from left to

right while sounding them out. Therefore, reading comprehension has involved

understanding what is being read, since the main objective of reading

comprehension is to gain some understanding of what the writer is trying to

convey and utilize that information.

Although reading comprehension is very important to be mastered, there

are many students who have difficulty in comprehending the texts. This is known

from the persistent underachievement of Indonesian students in the area of reading

comprehension that has been documented in numerous high profile reports such as

PIRL (Progress in international reading literacy) and PISA (Program for

International Assessment). The data that have been observed and showed in

International Student Achievement in Reading shows that the reading score of

Indonesian students as reported by PIRL (Progress in international reading

literacy, 2006) was very low. Indonesia got the fourth lowest rank from 45

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wasdone by PISA (Program for International Assessment, 2013); the reading

score of Indonesian students was the second lowest rank. Indonesia was ranked at

64 from 65 countries. The average scores for Indonesian students for reading were

396.

Considering the condition above, we have to take a look at the many

factors that influence the students’ achievement in reading comprehension. One of

the crucial factors that influence the achievement of the students is the role of the

teachers. Teachers play a very important role in determining the successful of

students in reading comprehension. This also emphasizes by the report of the

International Reading Association (2000) that states that it is the teacher’s

knowledge that makes a difference in students’ achievement.The persistent

underachievement of Indonesian students in the area of reading comprehension is

influenced by the teachers. The way teachers teach reading comprehension is

based on the knowledge of the teachers of reading comprehension itself.

Therefore, the writer is interested in investigating the knowledge of teachers about

teaching reading comprehension as implemented during the reading

comprehension classroom implementation.

B. The Problem of the Study

In line with the background of the study research problems were

formulated as follows:

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2. What reading comprehension strategies doteachers implement during the

reading comprehension classroom implementation?

C. The Scope of the Study

This study was limited to the investigation of the types of the teacher’s

knowledge of teaching reading comprehension during the reading comprehension

classroom implementation. The teachers were three English teachers of two

schools in Tanjung Morawa and Galang who taught 10th and 12th grade students.

D. The Objective of the Study

Parallel with the research problem, the objective of the study was to

investigate the knowledge of teachers in the area of teaching reading

comprehension.

E. The Significance of the Study

The findings of this study are expected to be useful for English teachers as

the teachers can improve their understanding of teaching reading comprehension.

This study will also expose to the teachers that the knowledge of teaching reading

comprehension influences the teaching of reading comprehension as well as

development of the reading competences and comprehension among students.

Thus, this study will increase the awareness of teachers of how important it is to

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REFERENCES

Alderson, C. J. (2000). The Nature of Reading.Assessing Reading. Cambridge: Cambridge University Press [Available at http://ebooks.cambridge.org/] [Viewed on April 8th 2014]

Anang, J. A. (1982). What is Reading? A Social Theory of Comprehension

Instruction. Michigan: The Institute for Research on Teaching

Beck, I. L., McKeown, M. G., &Kucan, L. (2002).Bringing words to life: Robust

vocabulary instruction.New York: Guilford Press.

Becker, H. (2001).Teaching ESL K-12: Views from the Classroom.Canada: Heinle&Heinle

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.

Burke, K., & Dunn, R. (2003). Learning style based teaching to raise minority student test scores. Social Studies, 94(4), 167–170.

Crawley, S. J and Merrit, K. (1996).Remediating Reading Difficulties,3rded. The McGraw-Hill Companies, Inc

Creswell.(2007). Educational Research.New Jersey : Upper Saddle River

Davis, M. M., & Wilson, E. K. (1999).A Title 1 teacher’s beliefs, decision -making, and instruction at the third and seventh grade levels.Reading

Research and Instruction, 38(4), 290–299.

Dornyei, Z. (2001). Teaching and Researching Motivation.England: Pearson Education Limited

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Florence, A. (2013). Teaching Reading Comprehension in Primary Classrooms: A Case Study of Teachers’ Instructional Practices to teaching Reading

Comprehension to Primary Three Classrooms in Uganda.Master’s

Thesis.Universitetet I Oslo

Grabe, W and Stoller, F. L. (2002).Teaching and Researching Reading. London: Person Education

Graves, M. (2000).A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.).,Readingfor meaning: Fostering comprehension in the

middle grades (pp. 116–135). Newark, DE: International Reading

Association

Harste, J. C., & Burke, C. L. (1977). A new hypothesis for reading teacher research: Both the teaching and learning of reading is theoretically based. In P. D. Pearson (Ed.), Reading: Theory, research and practice (pp. 32– 40). Clemson, S.C.: National Reading Conference

Henderson, E.C and Henderson, T. L. (1965).Learning to Read and Write. New York: Holt, Rinehart &Winston, Inc

IRA (International Reading Association), (2000).Prepared to Make a Difference: An Executive Summary of the National Commission on Excellence in

Elementary Teacher Preparation for Reading Instruction. Newark, DE:

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IRA, (2007).Teaching reading well: A synthesis of the International Reading

Association's research on teacher preparation for reading instruction.

Newark, DE: IRA.

McKeown, M. G., Beck, I. L., & Blake, R.G.K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly

McLaughlin, M. (2012).Reading Comprehension: What Every Teacher Needs

toKnow.Vol.65,pp.432-440 [Available

athttp://www.learner.org/workshops/teachreading35/pdf/teachers_know_ comprehension.pdf] [Viewed on April 8th2014)

Miles, Matthew and Michael Huberman.Qualitative Data Analysis.Arizona State University: Sage.

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Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–330.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its

implications for reading instruction. Washington, DC: National Institutes

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Rosenblatt, L.R. (1978). The Reader, the Text, the Poem: The Transactional

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Rumelhart, D.E. (1980). Schemata: Building Blocks of Cognition. R. Spiro, B. Bruce and W. Brewer (eds.), Theoretical issues in Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.

Scarcella, R. C and Oxford, R. I. (1992).The Tapestry of Language Learning: The

Individual in the Communicative Classroom. USA: Heinle&Heinle

Publishers

Schumn, S. J. (2006).Reading Assessment and Instruction for All Learners. New York: The Guilford Press

Schwartz, R., & Raphael, T. (1985).Concept of definition: A key to improving

students’ vocabulary. The Reading Teacher, 39(2), 198–205

Snow, C.E.,Burns, M., &Griffin,P. (Eds) (1998). Preventing reading difficulties in young children.Report of the national Committee on the prevention of

reading difficulties in young children. Washington, DC: National

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Sousa, D. A. (2005).How the Brain Learns to Read. Thousand Oaks, CA: Corwin Press

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