In Partial Fulfillment of the Requirement for the Sarjana Pendidlkan Degree in English Language Teaching

PRE -

READIN~3

ACTIVITIES

IN TECHING READING COMPREHENSION

AT :SMA

A T:H£ESIS

In Partial Fulfillment of the Requirement

for

the Sarjana Pendidlkan Degree in

English Language Teaching

."

-~~;:E·Clt

'I I ] '

::.. 1Q9·

Yulinda Praiogo

IG • 1213085048

Universitas Katolik Widya Mandala Surabaya

Fakultas Keguruan dan Ilmu Pendidikan

Jurusan Pendidikan Bahasa dan Seni

Program Studi Pendidikan Bahasa Inggris

APPROVAL SHEET

( 1 )

This thesis entltled Pre-Reading_ Activities in Teaching

Reading Comprehension at SMA' pr:!pcned aiHJ submitted by

Yulinda

Prajoqo

has

been

app.coved

and

accepted as

partial

fulfllment of the requi:•ements for the

Sarjana

PendidiY.an

Degree

in

English Language Teaching

by

the

following

advisors:

/

~,---.---_,

;tffm'~"

Dr.

Wuri

Soedjatmiko ~rs. Hart,o Pramono

( 2 )

This thesis has been examined by the comitee on Oral

Examination 'With a grade of-=B _ _ _ _ _ _ _ _ _ _ _ _ _ _ ,;;c;... _ _

on January 15, 1991

·~.,

~u._.,..._..<.t...

Dra.

Hagdalena

J

I. Kartio

member

r

~~,.,.,£=-

.

___-r--

---D.r15·:-Harto PramBno

member

Approved

Collage i i

\

"'-- \

D A ; .. ,. c-'1 «

rs. . ~ '''1'-'ulman n.ember

Basuki

ACKNOWLEDGEMENTS

In

accomplishing

this thesis,

first

of

all,

the writer would like to thank God

for His

Holy blessing

and kindness.

Her deepest gratitude ar1d appreciation also

go

to

Dr.

Wuri Soedjatmlko and Drs.

Harto

Pramono

for

their

valueable

advices, encourdgement,

comments

and

suggestions for the improvement

of

her

thesis.

Her sincere thank also gJes to Dra. Veronica

L.

Diptoadi, M.Sc. for lending me valueable books.

Her special warmest thanks to all the

lecturers

for tLeir kind guidance <'luring her study at the

English

Depdtlruent

of

Widya Mandala Cath<Jllc

Univer~ity.

Fir1ally,

she

thanks

her

parents

for

::;lnceLe love.

their

Approval Sheet (1)

Approval Sheet (2)

Acknowledgements

Table of Content

Abstract

CHAPTER I INTRODUCTION

i

i i

iii

iv

vl

J .1 The Background of the study . . . 1

1. 2 The Statement of the Problem . . . 6

1.3 The Objective of the Study . . . 7

1.4 The Significance of the Study . . . 7

1. 5 The Scope and Limitation of th10 Study . , . . . 8

1. 6 Research Methodology . . . 9

1. 7 The Definitions of Key Terms . . . 10

CHl,PTER I I READING COMPREHENSION 7\ND PRE-READING ACTIVITY . . . 13

2.1 Reading Comprehension . . . 13

2.?. Schema Theory . . . 17

2.3 Pre-Rec.ding Activity . . . 20

CHAPTER III THE APPLICATION OF PRE-READING ACTIVITY .. 29

3.1

The

Application of

Pre-reading Activity during

the Teaching of Reading Comprehension . . . 29

3. 2 ?

i.ctor ial Context Technique . . .

32

3.3

The

Appllc:~tion of

Pictorial Context Technique

during Pre-Reading Activity . . . 34

3.4

Vocabulary Pre-Teaching Technique . . . 36

3.5

The

Application

of

Vocabulary

Pr~-Teachir•g

Technique during Pre-Reading Activity . . .

39

3.G

Pre-Questioning Technique . . . 43

3.7

The Application

of

pre-Questioning Technique during

Pr<·-Readln<J Activity . . .

44

CHAPTER

IV

The Advantages

of

Pre-Readir•g

A~tivity

...

~3

4.1

The

Advc.ntages of Teaching ?.eading Comprehension

which is started

by

Pte-reading Activity . . .

49

4.7 The

Advantages

of

Pictorial Context Technique

in

Administering

Pre-Read

ill']

Activity . . .

53

Advctntages

of

Vocabulary

Pre-Teaching

TPcl1nique in Administering Pre-Reading Activity . 54

4.4 The ll<)vdnt.c,':Jt'S of P.re-Questionlng 'I'echnlc.Jue ln

CHAPTER

v conclusion and suggestion ... 62

5.1 Conclusion . . • . . . 62

5. 2 Suggest-ion . . . · . . . 69

BIBLIOGRAPHY • • • • . • . . . • . . . . • . • . . . • . • . • . . . • . . • • • . 73

APPENDIXES . . . • . . . -.' . . . . • . . . • . . . • . • . 76

ABSTRAC'I'

There are three reading activities that should be done by the tt>aC1_{U"r ln teaching reading}

comprehen~lon, nantely, pre-reading activity, whilst

reading activity and post reading activity. Unfortunately, not all of Ute teac.l11:r~~ ac':minister those three reading activtties in teaching reading comprehension. Host of th~· teachers only administer Vlhilsl reading and vust-reading activities, as it is stated by Lucit'la :n hec thc-,s L_;. Olt the other !12ncts, many experts say th3t pre-reading activity is important to be done as pre-reading rlt~tivit-y can actLratc· LLe studt"nts' prior knowledge which is n~levant to understand the incoming information. Moreover, ~re-reading activity can provide knowledge thai the reader 1ack. Therefore, administering pre-reading activity in teaching reading comprehension will hc:lp the students to undr:rstand the

text better, eil~ier ur•~ fd~ler. Automatically,

if

the students consider that reading is an enjoyful thil•':J to do, they will encoragc lo rc~d more. Unconsclousely, it supports the objective of tea~hing Engl!~h at SMA,

1_)tuv.id1ng :.::.tuc]ents 'With a reading abiJjty.

It

is ber,eficial to start the teaching of reading comprehension tlu:ouyl; (H•.;-rcadin<:J activity, but in fact some of the teachers still lgnure it. Therefore, this study trie& tu find out the advantages of starting

the teaching of reading comprehension through pre-readng activity.

It

15

ho[>ed

by knowing the advantages of pre-reading activity the teach·?rs wlll realize that pre-re<,ding activity it:> lm.;;•ortdnt to be done in teachng reading comprehension. Therefor·~, they \o'ill not ignnre pre-reading activity ir1 tE~aching readlng. Moreover,

to

strengthen the idea that pre-reading activity is

important in tf'aching reading,

:t

feels necessary to

find out the application of p:e-reading activity in teaching rea<Jlng comprehension. After knowing the application of pre-reading activity, it is more realize that pre-reading activity is important to be done.

This lttesis is limited to a library study \o'hich only discu:ose;; the_ importance of pre-reading activity dor1e in a reading class. In discussing the techniques of pre-reading activity, she disc:usseb three pre-reading techniques, namely, pictorial cuntext, vocabulary

pre-teaching and pre-questioning. Since this thesis

concerns with the teaching of reading comprehc'rtsion

at

the SMA, i t is im[.Jortant to tear in mind that the

studertts have kr1own how to read in the sense that they

have kno'*'tl how to decode 'olr i tten ::::;ymbols. It is also

supposed that the stuaer1ls have mastere<l the basic

grcnnmar and cJOCiibUlcttj n<~edeJ ₁ t:.fnce thE:}' have got the:3e

thlnss at: U,e SMP. RememberincJ thcit thic~ thesis is

devoted to t.~aclt rea<Jinq cum~:rehc:rtsiun at SHA, the

e ~-:a rn p 1 e ;'; c h ,, c"'' I J 1: d k t r J fr ()Hi

s

M A

s

f1 g J L ~' h t e X t b 0 0 J.; w h i c h

are appruvec lu b<·c Uc·.e<J by Depar t•:rllen :=-.--ndidikan dan

Kebudayaan.

In tL.i.::; the::-:.i5 the IJtiter ~.tact~; tu c1:i!;cus;:; the

understanding of reading comprehension which is related

to her topic. The Llnder~.tctndlng of rt:c.Uing compr(·Lt~:;sion

whi.ch is adupt."d in thi:". thesis is also influence<~ by

schema theory, :so that schema theory is al:->o ,;[~;,~ussed.

After knowing the under;~.tar,ding of reading comprehension

adopted ln tLls the~;l::; dnd :schema theory, she discusses

pre-reading activity. 7llen she comes to discuss the

apl icat ion o~ pr(:-~_r:e:::~.dir,g acti vi ly by l)re:-:;t:~r:t in(J thtt::e

r1re-readinq t..t··c:Lniqc1es, namc.·ly p:ctur ial

cnntext,

vocabulary preleaching and prequc::otionirtg. F'url~~t.·r, ,:;Jw

t r- l P.s t (~l f. i :,r_., (_ll_l·f~ t:L~? ,-=-~~-:varJt,~ges and dioac~vanta~Jf~•;:, of

prc·-readiiJ<j dctiv.lly jrJ tedr:hing rt:adirHJ c(::"Jtprc};c··rJsiun

(in order tu l1Jike the idea that p.te-rea<~i r:g c;ct i vity is

l n1 p u .c t a n ~: t u !._; c c1 on!.~ 1 n l e d c h i n y com p r ("' h P 1 i ~--5 _l c r; be c u me s

c 1 e a r c r ) . F 5. ~: ,j J ~ y, ~-:,} 1 c co r 1 c l1J d e ~-. t 1 1 i s s t tl d y ,-;; r 1 d t r i e ::;

to <J i v e :_c; om c s u 'J ·:J c s l i o', '· c c; we r n i r, 'J L hi ~; :-_; L u

u

y "'h i c h

m i g h t b c h ~-= l p f u 1 for t! 1 c teach i n

s

of r r"· a C in {3

comprehension at the SMA ar1J also for her

fellow-Leacher-caildjdaLes.

TLe writer