TEACHING READING TO THE FIRST YEAR STUDENTS OF SMPN I NOGOSARI IN 2012/2013 ACADEMIC YEAR
PUBICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in Department of English
by:
ARIF WIDHI NUGROHO A 320 080 107
ENGLISH DEPARTMENT
SCHOOL OF TEACHING TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
iv APPROVAL
TEACHING READING TO THE FIRST YEAR STUDENTS OF SMPN I NOGOSARI IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE
by:
ARIF WIDHI NUGROHO A 320 080 107
Approved to be Examined by
First Consultant Second Consultant
v
TEACHING READING TO THE FIRST YEAR STUDENTS OF SMPN I NOGOSARI IN 2012/2013 ACADEMIC YEAR
Arif Widhi Nugroho A 320 080 107
Aryati Prasetyarini, S.Pd,. M.Pd. Dr. Dwi Haryanti, M.Hum
English Department, School of Teaching Training and Education Muhammadiyah University of Surakarta
ABSTRACT
This research aims at describe the teaching reading to junior high school students of the first year at SMPN 1 Nogosari Boyolali. It is conducted to know the materials of teaching reading comprehension, the techniques applied by the teacher in teaching reading comprehension, the teacher way to evaluate the students reading comprehension, and the problems faced by the teacher in teaching reading at the first year of SMPN 1 Nogosari Boyolali. The writer gets the data of this research from event, informant, and document. The techniques of collecting data are the observation, interview and documentation in teaching learning process especially in teaching reading comprehension to describe the materials of teaching reading comprehension, the technique used by the teacher in teaching reading comprehension, the teacher way to evaluate the students reading comprehension, and the problems faced by the teacher in implementing the method at the first year of SMPN 1 Nogosari Boyolali. The result of the analysis shows that: 1). the materials of the teacher taken from the students workbook. 2). the technique used by the teacher in teaching reading comprehension at SMPN 1 Nogosari are lecturing, reading aloud, and questioning but the most dominant technique applied by the teacher is lecturing. It consists of three stages namely; pre-reading, while-reading and post-reading. 3). the teacher evaluates the students by reading aloud in front of the class and closing with some questions about the text. 4. the problems faced by the teacher implementing the methods are lack of teaching media, limited of time and class management.
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A. INTRODUCTION
In teaching learning process, reading has become the major skills since
students who have good capability in reading will be able to expand their
knowledge more easily. Reading can be said as a primary avenue to access to all
knowledge and information of the surrounding world. Through reading students
can expand their view of the things, people and events. For students who are
setting in the higher, education their success in learning is mostly influenced by
their success in reading since many textbooks and reference are written in English.
Here their reading ability does not focus on the level of recognizing the words but
also comprehending the meaning and the message of the text.
Teaching reading is one of language skills are learned in junior high
school to understand and not only the content of it, but also the pronunciation and
intonation. Reading comprehension is fundamental for English foreign learner in
observing new information and knowledge. Since many source books for the
student especially for higher students are in English, they to be able to
comprehend their book well. According to the Fauziati, (2010:40-42) that’s
teaching reading divide into three steps, pre-reading, while-reading and
post-reading.
In Indonesia, the model of curriculum always change follow the
modernization of this world. The newest curriculum that used by the every school
in Indonesia is KTSP (Kurikulum Tingkat SatuanPendidikan), this model is made
by the school it self, and used for the school it self also. This curriculum suggests
for the teacher to use creative method that can make the student more innovative
and creative. The technique used by the teacher in this curriculum is lecturing
Method.
In this research, the writer observes in SMPN 1 Nogosari at the first
grade in 2012/2013 academic years. The writer reason observes this school
because in the school he can found some technique in teaching reading. And the
teachers have interesting way to teach reading in English lesson according the
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B. RESEARCH METHOD
In this research is qualitative method. The writer does not include the
statistical analysis in this paper. He describes the teaching and learning process to
know the result of implementation of reading comprehension at the first year of
SMPN 1 NogosariBoyolali. That is why the writer needs to do a qualitative
method. The object of the study in this research is the teaching reading in the class
at the first grade of SMPN 1 NogosariBoyolali. It is because the writer wants to
know about the teaching reading comprehension which implemented in this
school. The subject of the research is limited to teacher and the first grade of
SMPN 1 NogosariBoyolali. It is because the object in this research will be
conducted in SMPN 1 NogosariBoyolali.
The data of this research are the information of the activities of the
students-teacher of the writer takes field note from observation. The data sources
at event of teaching reading are process and activities the students in the
classroom. The second data sources are 4 Informant, AgustinaDwiRahayu, Putra
Ardivianto, AjiLukman and Mr. Mulyanto. The informants above are the English
teacher and the first year students of SMPN 1 Nogosari. They are asked some
questions about English teaching learning process. The last data source is
document in the form of lesson plan, field note, result of interview and teaching
material.
The data are collected is observation, interview, documentation. Document
is method of collecting data using observation to the research object. The
object will be observed is using collaborative writing that is used in writing
subject. The data analyzed are written text. Interview is one of the techniques
to collect data by having conversation between interviewer and respondent
with the purpose of getting certain information from respondent. The writer
collected the data by having conversation. The respondent is the teacher. The
writer prepared some questions for interview, in order to get the information
related research problem. The result of the interview is to know the student’s
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Documentary analysis can be extremely valuable source of data because
document is general term of an impression left by human being on physical
object. Document is also used to provide information, which is relevant with
the research. In this research, the writer uses curriculum, methods of teaching,
and pictures during the observation.
The data are analyzing using interview model based on Miles and
Huberman (1987:170). It is devided into four steps, namely data reduction, data
display, conclusion and verification.
C. RESARCH FINDING AND DISCUSSION
Based on the writer’s observation in teaching reading at the first
year of SMPN 1 Nogosari, he finds some research findings as follows;
1. The materials of teaching reading comprehension just taken from the
students textbook and workbook or we called with LKS. At SMPN 1 Nogosari
the teacher only have materials from the textbook. It condition, the teacher
must be understood about the material have delivered by him. Although the
materials only take from textbook, the students have seen not boring about it.
2. Reading process the teaching reading comprehension the teacher using some
procedure at first year of SMPN 1 NogosariBoyolali. The classroom activity
consists of three stages; pre-reading, while- reading and post reading. The
teacher only used a source like as student’s textbook and workbook.
a. First stage, the teacher introduces about the material to read as
information for students.
b. And then while-reading, the purposes of these steps are the teacher help
the students understand about content of the text and helping the students
to find main idea from the text.
c.The last step is post–reading, the teacher closing the reading material with
give explanation about the content of the text.
3. The teacher evaluates the students with reading aloud in front of the class and
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teacher asking the students reading aloud and try to find the title and topic of
the text. If the students get it, then the teacher ask to the students for doing the
assignment in the LKS. The purpose of the teacher evaluated the students are
make sure that students understood about the material have delivered by the
teacher and also to check pronunciation of the students. Beside that, the teacher
give conclusions about the materials have delivered by him. Moreover,
students demand to creative during the teaching reading process.
4. Problem faced by the teacher in teaching reading comprehension is class
management, limited time and lack of teaching media. First, in class
management, the teacher found difficulties to control of the students classroom
activities. For example, He asks one of the students to a read text in front of the
class but the others students was very busy do something and didn’t give
attention to their friends in front of the class. The students very busy chatting
and gossiping. This condition makes the teacher difficult to explain the
material to the students. Second, limited of time. For example, when the
teacher asked the students to read text in the front of the class, not all students
can present their ability in reading a text because of the limited time. Third,
lack of teaching media. In this school, the writer did not find more teaching
media used to teaching. The facility this classroom only white board to teach of
the students. It also influence to the students, because they confuse to
understand about the material was delivered about the teacher. Beside that the
teacher also difficult to add material because the students have the material
from the textbook and workbook only.
Based on the research finding above, the writer knew that the teacher
implements the conventional method in teaching reading. The steps in teaching
reading are pre-reading, while reading and post reading. Teaching reading
comprehension method was used by the teacher in classroom activities. In pre-
reading are used to prepare students for reading. From sample at SMP N 1
Nogosarialso applied many strategies to prepare the reading text. Mr. Mulyanto as
the teacher asked to the students about the past material and try to reminded
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material, he gave questions to the students. If the students clearly about the past
material, he continue to learn the next material.
In while reading activities, Mr. Mulyanto as the teacher orders all
students reading text on LembarKerjaSiswa (LKS) together. After that, he says to
students reading alone with skimming method to find the title of the text. Then he
invites them to read in front of the class. To know the main idea from the reading
text, the teacher order students reading with scanning method. From the skimming
and scanning methods, the students get more information from the reading text.
Sometimes they are guessing the title and the main idea from the text. The teacher
also guided the students in reading become true and understand about content of
the text was their read. He also checking pronunciations of the students from the
every word in the text was their read. So, the purposes of these steps are the
teacher help the students understand about content of the text and helping the
students to find main idea from the text. And also the teacher guided the students
reading text comprehensively without guessing of the title and the main idea from
the text.
And the last in post-reading was used to give conclusion by the
teacher and also give opportunity to the students ask questions about the material
was delivered. If the students understood with the material, then he gives many
questions to the students from the material. Usually forms of the question are
multiple choice and true or false questions. Although the material only from
textkbook and workbook they look enthusiastic answer the questions. Somehow
teaching media and more time were needed by the teacher and the students. The
finally the teacher close the meeting with say “Hamdalah and
Wassalamu’alaikumWr. Wb.”
From the observation at classroom of SMPN 1 Nogosari about reading
comprehension method, the writer finds the way of the teacher evaluate the
students, strength and weakness. The way of the teacher evaluate the students are
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gives some questions. With he ask to the students reading text aloud, he know
about false or true the pronunciation of the students. After the students read the
text reading completely, the teacher corrects pronunciation of the students. If the
students read of reading text fluently, the teacher gives some questions to the
students.
The writer also finds many problem faced by the teacher in teaching
reading comprehension. The problem is the teacher must be patiently encounter
the reality that not only the lack of media and limited time but also he have to
controlling classroom activity becomes a conducive class. Why the writer say that,
because in the classroom the teacher difficult to arrange the students. Sometime
the students were very noisy until the teacher voice does not hear by the others
students.
D. CONCLUSION
Beside of the result above, the writer concludes that the teaching
reading comprehension was needed by the students. It makes students initiative
and creative in exploring their knowledge to get information from the text details.
Although more problem faced by the teacher but it was able to improve the ability
in reading. Reading comprehensions can help the students mastery speaking,
writing, listening, and also increasing vocabulary. So, the three method of
teaching reading comprehension that’s are pre-reading, while-text, and
post-reading was prove very effective to help the students understood and mastery of
reading text also improving vocabulary of the students.
E. BIBLIOGRAPHY
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Narko. 2012. Teaching Reading to the Second Year Students of SMA Muhammadiyah 1 Surakarta in 2011/2012. Muhammadiyah University of Surakarta. Research Paper.
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VIRTUAL REFERENCES
http://www.pengertianmenurutparaahli.com/pengertian-konvensional/
http://budiman2013.blogspot.com/2013/05/model-konvensional.html
http://seputarpendidikan003.blogspot.com/2014/03/memahami-tentang-pembelajaran.html
http://cupitakyt.blogspot.com/2013/10/metode-belajar-mengajar-konvensional.html
https://muhammadkholik.wordpress.com/2011/11/08/metode-pembelajaran-konvensional/
https://engsmp03.wordpress.com/2012/02/06/metode-pengajaran-bahasa-inggris/
