Informasi Dokumen
- Penulis:
- Diah Listiorini
- Pengajar:
- Nur Fitriatin, S.Ag, M.Ed
- Sekolah: Sunan Ampel State Islamic University
- Mata Pelajaran: English Teacher Education
- Topik: Teaching Reading through Homegrown Material at MTs Unggulan Al-Jadid Waru Sidoarjo
- Tipe: Thesis
- Tahun: 2016
- Kota: Surabaya
Ringkasan Dokumen
I. Introduction
This thesis, "Teaching Reading through Homegrown Material at MTs Unggulan Al-Jadid Waru Sidoarjo," investigates the effectiveness of homegrown materials in improving students' reading comprehension. The research acknowledges the challenges faced by students in reading English and the limitations of relying solely on conventional methods and textbooks. It highlights the need for engaging and relevant teaching strategies to enhance student motivation and comprehension. The study focuses specifically on the use of homegrown materials, tailored to the students' needs and the available resources, to address the identified problem of low reading comprehension among the students of MTs Unggulan Al-Jadid Waru Sidoarjo. The primary objective is to determine the effect of homegrown materials on student reading comprehension, focusing on descriptive texts.
1.1 Research Background
The study's background elaborates on the limitations of relying solely on standard textbooks in English language teaching. It emphasizes the potential benefits of homegrown materials – materials created by teachers, using readily available resources, customized for specific learners and contexts. The research highlights the time constraints often faced by teachers, hindering their ability to adequately prepare engaging reading materials. By employing homegrown materials, teachers can create resources that address the unique learning needs of their students, thereby fostering greater engagement and comprehension. The pre-research findings revealed low reading scores and low motivation among the students, indicating a clear need for innovative teaching approaches, such as the utilization of homegrown materials.
1.2 Research Questions
The central research questions guiding the study revolve around the nature and effectiveness of homegrown materials in the specified context. Specifically, it seeks to define homegrown materials within the context of the MTs Unggulan Al-Jadid Waru Sidoarjo, and to ascertain the impact of these materials on students' reading comprehension. These questions provide a clear focus for the research, allowing for a targeted investigation into the use and efficacy of the homegrown materials in enhancing student learning outcomes in reading comprehension.
1.3 Objectives of the Study
The study aims to provide a detailed description of the application of homegrown materials in teaching reading at the school. The specific objectives are two-fold: first, to identify and characterize the types of homegrown materials utilized in the classroom; and second, to evaluate the impact of these materials on students' reading comprehension scores. These objectives align directly with the research questions, offering a structured pathway to gather and interpret data related to the use and effects of homegrown materials in improving students' reading skills.
1.4 Significance of the Study
This research holds significant value for various stakeholders. For students, it can contribute to improved reading comprehension and motivation. For educators, it provides insights into the practical application of homegrown materials and their potential to enhance teaching effectiveness. For researchers, it offers valuable data that can inform future studies on materials development and the impact of teaching methodologies on student learning outcomes in reading comprehension. The results can thus inform pedagogical practices and contribute to the overall enhancement of English language education.
1.5 Scope and Limitations
The study's scope is clearly defined, focusing solely on the effectiveness of homegrown materials in teaching reading comprehension using descriptive texts to a specific class at MTs Unggulan Al-Jadid Waru Sidoarjo. The research acknowledges that this limits the generalizability of the findings to other contexts, student populations, or text types. The study's timeframe is also a limitation, focusing only on a particular academic period. This detailed scope allows for in-depth analysis within the specified boundaries, though acknowledging that the conclusions might not be fully transferable to different settings or situations.
1.6 Definitions of Key Terms
This section clarifies the specific meanings of key terms used throughout the research, ensuring clarity and consistency in interpretation. The definition of "teaching reading" is contextualized within the use of homegrown materials. The definition of "homegrown material" itself is meticulously detailed, emphasizing its localized nature, teacher-created origins, and adaptation to student needs. These precise definitions are crucial for maintaining the rigor and accuracy of the study's findings and interpretations.
II. Review of Related Literature
This chapter provides a comprehensive review of existing literature relevant to the study, exploring various theoretical frameworks and empirical findings concerning homegrown materials, textbook use, reading comprehension, and reading skills. The review critically analyzes the advantages and disadvantages of different approaches to teaching reading, contextualizing the current research within a broader academic discussion. It establishes a theoretical foundation for understanding the research questions and objectives, setting the stage for the methodological choices made in the study.
2.1 Review of Related Literature: Material
This section delves into the theoretical underpinnings of various materials used in language teaching. It explores the concept of homegrown materials, contrasting them with authentic and non-authentic materials and highlighting the advantages of teacher-created resources. The discussion encompasses material adaptation strategies, emphasizing the importance of tailoring materials to meet the specific needs and levels of learners. The review provides a comprehensive analysis of different material types and their roles in fostering effective language learning, thereby establishing a strong contextual framework for the research study.
2.2 Review of Related Literature: Textbook
The section examines the role of textbooks in language teaching, considering both their benefits and limitations. It acknowledges the widespread reliance on textbooks, particularly among less experienced teachers, and discusses the potential drawbacks of over-dependence on commercially produced materials. The section also analyses the different components of textbook packages, including student books, teacher's books, and workbooks, exploring their respective functions and effectiveness in supporting language learning. This detailed review of textbooks provides a valuable contrast to the focus on homegrown materials in the main research.
2.3 Review of Related Literature: Reading Comprehension
This section examines the theoretical perspectives on reading comprehension, drawing upon established models and theories. It reviews different approaches to teaching reading, highlighting the importance of active engagement, prediction strategies, task suitability, and teacher guidance. It also discusses the various factors affecting reading comprehension, including prior knowledge, motivation, and the psychological factors that might impede students' reading abilities. This comprehensive overview provides a strong theoretical basis for the study's investigation into the effectiveness of homegrown materials in improving reading comprehension.
2.4 Review of Related Literature: Reading Skills
This section focuses on defining and categorizing different reading skills crucial for effective comprehension. It examines different types of reading skills, such as scanning, skimming, and critical reading, and explores the interrelationship between these skills and overall reading proficiency. The discussion highlights the importance of vocabulary acquisition and word attack skills in successful reading. The review provides a detailed framework for assessing the impact of homegrown materials on the development of various reading skills, which are essential for comprehension and fluency.
2.5 Review of Related Literature: Good Performance
This section explores the characteristics of effective teaching, particularly within the context of reading instruction. It examines the qualities of a good teacher, focusing on factors such as responsiveness to students, community building, high expectations, and collaborative practices. The review establishes criteria for evaluating the effectiveness of the teaching methodology employed in the study, specifically the integration of homegrown materials in teaching reading. This forms a framework for assessing the overall impact on student learning.
2.6 Review of Previous Studies
This section presents a critical overview of existing research related to the use of various materials in teaching reading comprehension. It discusses studies focusing on the effectiveness of authentic materials, homegrown e-learning packages, and parental contributions to reading development. The review highlights the differences between the current research and previous studies, emphasizing the unique contribution of this thesis to the field. By analyzing previous studies, the research establishes its place within the larger body of knowledge on teaching reading and materials development.
III. Research Methodology
This chapter details the research design, data collection methods, and data analysis techniques employed in the study. It outlines the research approach, justifying the choice of a descriptive qualitative design utilizing classroom action research (CAR). The chapter clearly defines the variables, participants, and setting of the study, meticulously describing the data collection instruments –reading tasks, observation checklists, and questionnaires. The data analysis strategies are also clearly articulated, specifying the methods used to process and interpret the collected data.
3.1 Research Design
The research design is explicitly described as a descriptive qualitative approach, utilizing the framework of classroom action research (CAR). This choice is justified based on the need to gather detailed qualitative data on the implementation and effectiveness of homegrown materials. The rationale for selecting a CAR design is explained, highlighting its iterative nature and suitability for addressing the research questions within the specific classroom context. The chapter also justifies why this design is most suitable for this research.
3.2 Variables of Research
The independent and dependent variables are clearly identified. The independent variable is the implementation of homegrown materials in teaching reading, while the dependent variable is the students' reading comprehension. This clear delineation of variables is essential for establishing a causal relationship between the use of homegrown materials and improvements in reading comprehension scores. The specific focus on descriptive texts as the material used is clearly stated.
3.3 Research Participants
This section details the selection of participants for the study, specifying that the research was conducted with eighth-grade students at MTs Unggulan Al-Jadid Waru Sidoarjo. The rationale for choosing this specific group is explained, justifying the selection criteria. This clarity ensures the reproducibility and understanding of the study's scope and limitations regarding the generalizability of its findings to other student populations.
3.4 Research Location
The research setting is precisely described, pinpointing the location of MTs Unggulan Al-Jadid Waru Sidoarjo. This detailed description, including address and contact information, ensures transparency and reproducibility of the study. It further allows for future researchers to replicate or expand upon the research in the same setting.
3.5 Research Instruments
The chapter thoroughly describes the instruments used for data collection. These include reading tasks (worksheets focusing on parts of speech, word parts, and sentence construction), an observation checklist to monitor teaching and learning processes, and a questionnaire to gather student feedback on their experiences with the homegrown materials. The rationale behind the choice of each instrument is justified, ensuring that the selected methods are appropriate for collecting data relevant to the research questions.
3.6 Data Analysis Technique
The methods of data analysis are detailed, specifying how quantitative and qualitative data were processed and interpreted. For quantitative data (reading task scores), the mean score calculation is described. For qualitative data (observation checklists and questionnaires), the approach to analyzing the collected information is explained, demonstrating how the researchers used the data to answer their research questions. The methods used ensure a comprehensive and rigorous analysis of the collected data.
3.7 Research Stages
Although not explicitly detailed in the provided text, this section would normally describe the phases of the classroom action research (CAR) cycle, including planning, implementation, observation, reflection, and revision. These stages would provide the structure for the iterative process of the study and would justify the sequential nature of data collection and analysis.
IV. Findings and Discussion
This chapter presents the findings of the study, systematically reporting the results obtained through observation, reading tasks, and questionnaires. It then proceeds to discuss these findings, interpreting the data in light of the established theoretical framework and related literature. The discussion would analyze the relationship between the implementation of homegrown materials and the observed changes in students' reading comprehension, considering potential contributing factors and limitations.
4.1 Research Findings
This section presents a detailed account of the collected data, including the quantitative results from reading tasks (showing the improvement in reading comprehension scores) and qualitative data from observations and questionnaires (providing insights into student engagement and attitudes toward the homegrown materials). The findings would be presented in a clear and organized manner, using tables or figures where appropriate, to facilitate understanding and interpretation of the data.
4.2 Discussion
This section interprets the findings in relation to the research questions and objectives. It discusses the implications of the results, explaining the observed changes in student reading comprehension in the context of the homegrown materials used. The discussion would compare the findings to existing literature, highlighting similarities and differences, and exploring the potential reasons behind the observed effects. The discussion would also address any limitations of the study and suggest areas for future research.
V. Conclusion and Suggestion
This chapter summarizes the key findings of the study and offers practical recommendations based on the research outcomes. It reiterates the study's contribution to the field of English language teaching, highlighting the effectiveness of using homegrown materials in improving reading comprehension. The suggestions would provide actionable recommendations for teachers and future research directions.
5.1 Conclusion
This section summarizes the main findings of the research, reiterating the impact of homegrown materials on student reading comprehension scores. It restates the significance of the study's conclusions within the context of English language teaching methodologies. The conclusions should be directly supported by the findings presented in the previous chapter and should directly address the research questions posed in the introduction.
5.2 Suggestions
This section offers practical recommendations for educators based on the study's findings. It suggests strategies for implementing homegrown materials effectively, emphasizing the need for careful planning, tailoring materials to specific student needs, and continuous evaluation. It may also suggest further research directions, such as exploring the effectiveness of homegrown materials with other text types, student populations, or educational settings. The suggestions should be grounded in the study's findings and contribute to the advancement of English language teaching practices.
Referensi Dokumen
- Designing language course: A guide for teacher ( Graver, K )
- What Makes Material Authentic? ( Adam,T )
- Assessing Reading ( Alderson, J. Charles )
- Assessing Reading ( Anderson, J. Charles )
- Developing Home-grown E-learning Packages for Distant Learners: a Nigerian Experience ( Anowor, O., Anigbo, L. & Gearge-Okafor, U. )
