READING TEACHING STRATEGIES APPLIED BY TEACHER OF SENIOR HIGH SCHOOL 1 JAMBI CITY IN ONLINE LEARNING
THESIS
SURYANI NIM.TE161819
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2021
READING TEACHING STRATEGIES APPLIED BY TEACHER OF SENIOR HIGH SCHOOL 1 JAMBI CITY IN ONLINE LEARNING
THESIS
Submitted to fulfillment one the requirements to obtain the Undergraduate Degree (S1) in English Education Program of Education Faculty of The State Islamic University of Sulthan Thaha Saifuddin Jambi
SURYANI NIM.TE161819
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2020
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KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
JalanLintas Jambi-MuaroBulian KM. 16 Simpang Sungai Duren Kab.Muaro Jambi Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
Case : Official Notes
Dean Faculty of Education and Teacher Training The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamualaikum Wr. Wb.
After reading, giving guidance and making some necessary correction, we agree that the thesis by:
Name : Suryani NIM : TE.161819
Title : “Reading Teaching Strategies Applied By Teacher Of Senior High School 1 Jambi City In Online Learning”
Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S.1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifudddin Jambi. So, submit it to the faculty for an immediate process of final examination.
Jambi, January 2021
Advisor I Advisor II
Monalisa, M.Pd Reni Andriani, M,Pd NIP.19750515 200003 2004 NIDN.2026059001
THESIS AGREEMENT / FINAL TASK Document
code
Form code Date Valid Revision Number
Revision date
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KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
JalanLintas Jambi-MuaroBulian KM. 16 Simpang Sungai Duren Kab.Muaro Jambi Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “Reading Teaching Strategies Applied by Teacher of Senior High School 1 Jambi City in Online Learning” has been thesis defense by Education and Teacher Training Faculty (FTK) UIN STS Jambi on:
Day : Tuesday
Date : February 16th 2021
Time : 09.00 – 10.00 WIB
Name : Suryani
Place : (Online (Aplikasi Timelink/Zoom) Student‟s Number : TE.161819
Title : “Reading Teaching Strategies Applied by Teacher of Senior High School 1 Jambi City in Online Learning”
Has been improved as the result of thesis defense above and has been accepted as part of the thesis endorsement requirements.
No Name Signature Date 1
Faiqah Mahmudah, M.Pd NIP.198704172015032003
(Chair)
March 15th 2021
2
Ayuliamita Abadi, S.Pd.,M.Pd NIP. 198602202015032004 (Secretary)
April 1th 2021
3
Dr. Hj. DewiHasanah, M.Ag NIP.197007111994032003 (Examiner I)
March 19th 2021
4
Shynta Amalia, M.Pd NIP. 198906232015032006 (Examiner II)
March 20th 2021
iii Dean
Education and Teacher Training Faculty the state of Islamic University Sulthan Thaha Saifuddin Jambi
Dr. Hj. Fadlillah, M.Pd NIP.196707111992032004 5
Monalisa, M.Pd
NIP.19750515200032004 (Advisor I)
March 30th 2021
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Reni Andriani, M.Pd NIDN. 2026059001 (Advisor II)
April 15th 2021
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KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
JalanLintas Jambi-MuaroBulian KM. 16 Simpang Sungai Duren Kab.Muaro Jambi Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as requirement to get undergraduate degree which is entitled “Reading Teaching Strategies Applied By Teacher of Senior High School 1 Jambi City in Online Learning” is truly my own work
As certain of the writing of which I quoted from the work of other people, I have written the source is clearly in accordance with the norms, rules, and ethics of scientific writing.
If at later found that some or parts of the thesis are not my own work or indicated any elements of plagiarism, I am willing to accept the consequences in accordance with rules and regulation prevail. Therefore, in writing this statement I am in good health and mind.
Jambi, January 2021 The Researcher
Suryani NIM. TE.161819
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DEDICATION Bismillahirrahmanirrahim
I say thanks to my great manager of my life Allah for giving me blessings, for guiding me in every step in the way of my life. Sholawat and Salam to the Prophet Muhammad SAW. His coming really changes the world
Special Thanks to:
My parents, My lovely Father (Mr. Hamdani) and my lovely mother (Mrs.Sakdiah) who always give me everlasting love, motivation, suggestion,
guidance and especially financial from Primary until University.
My big family, my first sister (Lisa Siswana), my second little sister (Ririn Sagita), my uncle (Arianto) and my special life (Ahmad Fauzan Muid, S.Hum,
M.Pd). Who always pray for me, support and motivation.
My best friend (Lidya Utari, Sirtum Puji lestari), start from elementary school
until now who always give me motivation too, deep support, and pray.
My roommate (Arum Cahaya utami), who always support me.
My Classmate (English Education Department of D “2016”), who never stop told me that time is everything to do this when we meet from first semester until the For everyone who steps in this way, struggle for the best future world, let us open
the truth and justice, keeping each other and support each other.
At last, for all people who helped me although I have mention or not here, I would like to say thank you so much and I do hope for you all best luck.
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MOTTO
ِنوُرُفْكَت َلََو يِل اوُرُكْشاَو ْمُكْرُكْذَأ يِنوُرُكْذاَف
"Therefore, remember you to Me, I will definitely remember (also) you, and be grateful to Me, and do not deny (my favors)."
“Karena itu, ingatlah kamu kepada-Ku niscaya Aku ingat (pula) kepadamu, dan bersyukurlah kepada-Ku, dan janganlah kamu mengingkari (nikmat)-Ku.”
(Q.S. Al- Baqarah Ayat 157)
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ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin, Firstly, In the name of Allah, the most gracious and merciful, the lord of universe. Because of His blessings, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Program of Education and Teacher Training Faculty of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness into the lightness.
The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude to following parties for their contribution:
1. Prof. Dr. H. Su‟aidi MA, Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi 3. Dr. Risnita, M.Pd as the Vice of academic Affair Dean Faculty of Education
and Teacher Training, Dr. Najmul Hayat, M.Pd.I as the Vice Dean of General Administration Dean Faculty of Education and Teacher Training and Dr.
Yusria, S.Ag,.M.Ag as the Vice of students‟ affair Dean Faculty of Education and Teacher Training.
4. Wahyuni Fitria, M.Pd as the head of English Education study Program and Edi Rozal, M.Pd as the secretary of English Education study Program.
5. Monalisa, M.Pd. as my first advisor and Reni Andriani, M.Pd as my second advisor who has make me time and guide the researcher in accomplish this thesis.
6. Drs. Anwar Musaddad, M.Pd as the Headmaster of SMAN 1 Jambi City who has facilitated the researcher to get the data.
7. Mr. Subadi, M.Pd as an English Teacher who has help the researcher in the process of getting the data and students of XI MIPA I.
8. All lecturers at English Education Program and all lecturers the Faculty of Education and Teacher Training, the contribution and assistance during studying in UIN of Sulthan Thaha Saifuddin Jambi.
9. My greatest family of English Education Program 2016
10. The last but not last, to my beloved parent and sisters who gave supporting and love to the researcher sincerely.
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This thesis is far from perfection, the researcher needs some critics and suggestion, so the researcher can be better in the future. Finally, the researcher hopes this thesis will give positive contributions for the readers.
Jambi, January 2021 Researcher,
Suryani NIM. TE.161819
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ABSTRACT
Name : Suryani
Study Program : English Education
Title : Reading Teaching Strategies Applied By Teacher of Senior High School 1 Jambi City in Online Learning
It is a study of online reading strategy used by teachers in senior high school 1 Jambi city through online learning. The COVID-19 pandemic situation made the Government announce the learning activities into e-learning. This policy and its relation to teachers‟ strategies in teaching are interesting to be studied. The research described the strategies applied by teachers in teaching reading comprehension at Senior high school 1 Jambi city. In this study, the researcher focuses on strategies are used and teacher‟s implementation of reading strategies in teaching reading comprehension at the second grade of Senior High School 1 Jambi city during the covid-19 pandemic. The type of this research was a descriptive qualitative research. The subjects of this research were the English teacher at second grade of Senior High School 1 Jambi city. The data were collected by using observation and interview direct to the object of the study. The data from observation and interview were reduce, display and drawing conclusion as data analyzing design. The result shows that the strategies applied by teachers in teaching reading comprehension were commonly scaffolding, QARs, and Reciprocal Teaching in easiest way to introduce and apply by teacher to the students. In conclusion, there were three strategies out of seven strategies applied by teachers in teaching reading comprehension at Senior High School 1 Jambi city. The seven strategies are scaffolding, question answer relationship (QARs), reciprocal teaching, think-aloud, Surveying, Questioning, Reading, Reciting, Reviewing (SQ3R), Preview, Question, Read, Reflect, Recite and Review (PSQ4R), and Preview, Question, Read, Summary, Test (PQRST).
Key Words: teaching strategies, reading comprehension, online learning
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ABSTRAK
Nama : Suryani
Jurusan : English Education
Judul : Reading Teaching Strategies Applied By Teacher of Senior High School 1 Jambi City in Online Learning Studi ini Merupakan kajian tentang strategi mengajar membaca online yang digunakan oleh para guru di SMA Negeri 1 Kota Jambi melalui pembelajaran online. Situasi pandemi COVID-19 membuat Pemerintah mengumumkan kegiatan belajar menjadi e-learning. Kebijakan ini dan hubungannya dengan strategi guru menarik untuk dipelajari. Penelitian ini mendeskripsikan strategi yang diterapkan guru dalam pembelajaran membaca di SMA Negeri 1 Kota Jambi. Dalam penelitian ini, peneliti memfokuskan pada strategi yang digunakan dan penerapan strategi membaca oleh guru dalam pembelajaran membaca di kelas II SMA Negeri 1 Kota Jambi pada saat pandemi Covid-19. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek penelitian ini adalah guru bahasa Inggris kelas II SMA Negri 1 Kota Jambi. Pengumpulan data dilakukan dengan observasi dan wawancara. Data hasil observasi dan wawancara di reduksi, penyajian dan penarikan kesimpulan sebagai rancangan analisis data. Hasil penelitian menunjukkan bahwa strategi yang diterapkan guru dalam pengajaran pemahaman membaca umumnya scaffolding, QARs, dan Reciprocal Teaching yang paling mudah untuk diperkenalkan dan diterapkan oleh guru kepada siswa.
Kesimpulannya, ada tiga strategi dari tujuh strategi yang diterapkan guru dalam pembelajaran pemahaman membaca di SMA Negri 1 Kota Jambi. Ketujuh strategi tersebut adalah scaffolding, question answer relationship (QARs), Reciprocal teaching, Think-aloud, Surveying, Questioning, Reading, Reciting, Reviewing (SQ3R), Preview, Question, Read, Reflect, Recite and Review (PSQ4R), and Preview, Question, Read, Summary, Test (PQRST).
Key Words: Strategi Membaca, Pemahaman Membaca, Pembelajaran Online
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TABLE OF CONTENTS
OFFICIAL NOTE THESIS APPROVAL ORIGINAL STATEMENT DEDICATION
MOTTO
ACKNOWLEDMENT ABSTRACT
CHAPTER I: INTRODUCTION
A. Background of Study ... 1
B. Formulation of the Problem ... 4
C. Focus of the Problem ... 4
D. Purpose of the Study ... 4
E. Significance of the Study ... 5
CHAPTER II: LITERATURE REVIEW A. Online learning ... 6
B. Teaching Strategy in Online Learning ... 7
C. Teaching Reading ... 10
1. Reading Comprehension ... 11
2. Types of Reading ... 11
D. Strategies in Teaching Reading Comprehension ... 14
E. Indonesian Students‟ Reading Comprehension ... 25
F. Related Previous Study ... 27
CHAPTER III: METODHOLOGY A. Research Design ... 30
B. Setting and Subject of the Research ... 31
C. Source of the Data ... 31
D. Data Collection ... 31
E. Technique of Data Analysis ... 33
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F. Trustworthiness ... 34 CHAPTER IV: FINDING AND DISCUSSION
A. Finding ... 36 B. Discussion ... 42 C. Implementation of the Strategies in Teaching Reading Comprehension…. 45 CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ... 48 B. Suggestion ... 48 BIBLIOGRAPHY
APPENDICES
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CHAPTHER I INTRODUCTION
A. Background of Study
Reading is one of the language skills which is very important to be learned by students. Through this activity, students can improve their own language and experience. They will get information and ideas which they need to know.
Therefore, the use of reading strategies in language learning has a vital role to improve reading comprehension (Anderson, 2003; Cohen, 1998). Although EFL learners are proficient in their languages, they usually have a lot of problems in comprehending texts. Thus, it can be conclude that there are some factors that impact learners‟ reading comprehension process.
Furthermore, Reading comprehension is a goal to get in-depth information as well as an understanding of what is read. Razak (2009) points out that reading comprehension is "the ability of the reader to recite the contents of the argumentation, expository, or read a description of a particular topic. In line with Duke (2003) stated that comprehension is a process which readers make meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the views of readers related to the text. It can be concluded that reading comprehension is important knowledge to get an understanding of the text.
However, in teaching reading process the teacher may use many different strategies. In order to use any instructional technique effectively, teachers must be able to understand the basic principles that become their strength when dealing with students. There is certainly no shortage of descriptions or labels for activities that may be classified as pertaining to instruction. Harmer (2007) has said that a strategy is an action that the teacher takes to attain one or more of her teaching- learning goals. The strategy can also be defined as a general direction set for the teaching process. The teacher should use many strategies in teaching reading such as applying various methods, media and games in order to keep the students interested. Brown (2004) has noted that the fundamental feature of teaching
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strategies is to make it easier to implement a variety of teaching methods and techniques. Therefore, strategy on learning process is importand to know by teacher to keep the students‟ attantion on what is learned.
On another case, in this situational difference of what we used to face, teaching learning process becomes hardly to do in the same way as before. Yet during the covid-19 pandemic, the learning process was carried out at home with an online system or online (network), offline (outside the network), or with other systems (Darmalaksana et. Al., 2000). In indonesia, nearly 25 million school-aged children participated in studying at home (Daheri at.al., 2020; Purwanto , A at.al., 2020). Learning at home is learning that is done at home by utilizing various existing media (Wijaya et. Al., 2020).
Online learning is education that takes place over the Internet. It is often referred to as “e-learning” among other terms. However, online learning is just one type of “distance learning”. There are many terms for any learning that takes place across distance and not in a traditional classroom. Online distance learning meets the needs of an ever-growing population of students who cannot or prefer not to participate in traditional or online classroom settings. These learners include those students who unable to attend traditional or offlne classes, who cannot find a particular class at their chosen institution, who live in remote locations, who work full-time and can only study at or after work, and those who simply prefer to learn independently.
The minimum requirement for students to participate in an online course is access to a computer, the Internet, and the motivation to succeed in a non- traditional classroom. Learners find the online environment a convenient way to fit education into their busy lives. The ability to access a course from any computer with Internet access, 24 hours a day, seven days a week is a tremendous incentive for many of today‟s students.
In this case, doe to the situational nowadeys, environtment causes the situational studies difficult to conduct in the same way as before, so that the school provide an effective access to keep in teaching in different ways. As a policy of the govermant mentioned that there is no way to do in this kind of
situation to make students keeping on school studying program where they still in prograss to face the future. Therefor, the difficulties of the interaction might as well fill because of the new role in teaching learning process.
In teaching and learning process, most of the teachers in Indonesia have a problem like one of them is the strategy. Cohen (1990: 4) state that learning strategy as learning processes which are consciously selected by learner. The element of choice is important here because this is what gives a strategy its special character. Teacher strategy is teacher‟s way used in teaching learning process to manipulate the students teaching strategies. Many reading strategies have been used in teaching English in the classroom. The result is to find out the strategies used by the teacher to succeed with several students. Many reading strategies can be applied to online or original-based class to make the situation fun. Actually, what needs to be considered now is the way it is delivered to students. The teacher has a quality for the strategy to explain the material but they can‟t explain it clearly and get the effect do not understand part of students.
The ability of students in the language filed is no doubt even the school support by providing language laboratories and creating extracurricular programs for English clubs to improve the abilities of their students. In this case the teacher can innovate to be more creative in teaching, besides that each teacher must be able to think reflective in order to be sensitive to the conditions of the class, including identifying problems that occurred. These problems are not only limited to reflective and creative, but a teacher must also think critically to deal with the character of each students, this is done as an effort to improve the performance and competence of the teacher personally.
As an English teacher who taught reading comprehension to students, the teachers firstly have to master the strategies that will be applied in reading learning process to help students gain understanding in reading. Generally, there are two fundamental responsibilities of a teacher in teaching a language; to provide a language rich learning environment and to support students in their use of language (Lindfors, 1989). It means that an English teacher should create these two components in teaching reading especially teaching reading comprehension.
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Regarding the teacher‟s role in reading comprehension, Wallace (1992: 58) argues that the teachers with good strategy will observe readers in the course of reading as to assess outcomes in the form of answers to the comprehension questions which generally follow a reading task.
Referring to all the explanation above, the researcher is interested to know what is reading strategies applied by teacher in teaching learning process especially in teaching reading comprehension in Senior High School 1 Kota Jambi. The researcher will conduct this study with the title "READING TEACHING STRATEGIES APPLIED BY TEACHER OF SENIOR HIGH SCHOOL 1 JAMBI CITY IN ONLINE LEARNING".
B. Formulation of the Problem
From the background of the study stated above, the researcher formulates the question as follows:
1. What kind of teaching strategies are employed in teaching reading comprehension in online learning at second grade of Senior High School 1 Jambi City?
2. How did the teacher implement the strategies in teaching reading comprehension in online learning at second grade of Senior High School 1 Jambi City?
C. Focus of the Problem
Based on the problem identification above, to limit the problem, the researcher focuses on teachers‟ strategy in teaching English especially reading comprehension skill at Second Grade of Senior High School 1 Jambi city.
D. Purpose of the Study
Based on the statement of the problem above, this study is aimed to find out teacher strategies in teaching reading comprehension and to know how the English teacher implement the strategies in teaching reading comprehension at second grade Senior High School 1 Jambi City.
E. Significance of the Study
Significance of this study is expected that the result of this study can give some contributions of successness for teaching and learning English at the second grade Senior High School 1 Jambi City. The teacher is able to select the most appropriate strategy to overcome the problem and the student can understand the subject easily.
Hopefully, the study of reading strategy gives benefits to some group of people. It is mainly for people who intrested in reading skills strategy, English mastering skill, namely reading, speaking, writing and listening skill or even something relate to English as foregn language range. Those are english learners, teachers or lectures, engilish community, readers, other researchers and the reasercher itself.
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CHAPTHER II LITERATURE REVIEW A. Online Learning
Online learning is the newest and most popular form of distance education today. The Internet and the World Wide Web have made significant changes to almost all aspects of our lives ranging from a global economy, personal, and professional networks to source of information, news, and learning. The Internet has made online learning possible, and many researchers and educators are interested in online learning to enhance and improve student learning outcomes while combating the reduction in resources, particularly in higher education (Farinella, Hobbs, & Weeks, 2000; Kim & Bonk, 2006; Pape, 2010). Moreover, there have also been increases in demand for online learning from students from all walks of life.
Online learning is a form of distance learning or distance education, which has long been a part of the American education system and it has become the largest sector of distance learning in recent years (Bartley & Golek, 2004; Evans
&Haase, 2001). Purely online courses are courses delivered entirely over the Internet, and hybrid or blended learning combines traditional face-to-faceclasses, learning over the Internet, and learning supported by other technologies (Bliuc, Goodyear, & Ellis, 2007; Hoic-Bozic, Mornar, &Boticki, 2009; Osguthorpe&
Graham, 2003).
Online learning is just one type of “distance learning” the umbrella term for any learning that takes place across distance and not in a traditional classroom.
Distance learning has a long history and there are several types available today, including:
Correspondence Courses: conducted through regular mail with little interaction.
Telecourses: where content is delivered via radio or television broadcast.
CD-ROM Courses: where the student interacts with static computer content.
Online Learning: Internet-based courses offered synchronously and/or asynchronously.
Mobile Learning: by means of devices such as cellular phones, PDAs and digital audioplayers (iPods, MP3 players).
In case education is very important to educate the students or some people in general, sometimes the activity is limited by the condition nowadays. So the technology provide a chance for the society to use the best and easy way to learn everything through media, hypertext, hypermedia, independent media and so on.
B. Teaching Strategy in Online Learning
The word „strategy‟ is derived from the Greek, stratēgia. Previously, the word
„Strategy‟ only used in war but nowadays it is used in all areas including in educations. According to Trianto (2007, p. 85), strategy is a direction to act in order to achieve the goal that have been decided. Richards et al (2002) states that strategy is defined as a set of procedures in learning, thinking, teaching, etc that is used to achieve a certain goal. In other word, strategy is a set of game plan used to make the goal easier to be achieved. Strategies are steps or action taken the purpose of winning a war, other definition of strategy is an effort to achieve of success goal.
In education context, J.R Davit (in Hamnuri, (2009: 1) stated that strategy is a plan, method, or series of activities designed to achieve a particular educational goal.
Teaching strategies was a learning activity that must be done by the teacher and student, so that the learning objectives can be achieved effectively and efficiently.
Teaching strategies can help students take more responsibility for their own learning and enhance the process of teaching for learning. The key was to create learning environments that are more interactive, to integrate technology where applicable into the learning experience, and to use collaborative learning strategies when appropriate. Teaching strategy is a teacher‟s plan in teaching and learning process to achieve purposes which have planned. In other word, teaching strategies were approaches to teaching students. The teacher have to applied the strategy to
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balance between the method which the teacher‟s used and the way of the teacher‟s used to applied the material (Sarjan, 2017, p.11).
Lawton define, “teaching strategy is a generalized plan for a lesson(s) which include structure desired learner behavior in terms of goals of instructions and an outline of planned tactics necessary to implement the strategy”. Teaching strategies refer to methods used to help students learn the desired course contents and be able to develop achievable goals in the future. Teaching strategies identify the different available learning methods to enable them to develop the right strategy to deal with the target group identified (studylectures.com) (Sarode, 2018, p. 58).
Smilansky (1968, 1990) defined teaching strategies as the way of a teacher to play with children. Moreover OECD (2010) also described teacher strategy as a combination of process where the teacher manages the class and used all the facilities to enhance students‟ understanding. There are some types of teaching strategies such as expository strategies, cooperative learning, inquiry, contextual teaching and learning and problem based learning. All of those strategies are not fit for all the material. It depended on the context. One strategy might fit to one particular topic but it does not certainly fit to the other topic so that the teacher has to have the ability to choose the best one (Fajriah, 2017, p. 306).
Teaching strategies are conceptual frame works that describe systematic procedures in organizing learning experiences to achieve learning goals and the instructors in planning and carrying out learning activities (Winataputra, 2001). On the other hand, Subana and Sunarti (2009) state that “models of teaching is the design or pattern used to determine the learning process, design learning material, and guide learning in the classroom” (Istiqomah, 2019, p. 3).
Online Learning encompasses a range of technologies such as the World Wide Web, email, chat, new groups and texts, audio and video conferencing delivered over computer networks to impart education. It helps the learner to learn at their own pace, according to their own convenience. Online Education requires a great deal of resources and careful planning. Learners learn through e-learning tools which are available to all. E-Learning has brought back the joy in learning
through its innovative and interactive content delivery and has proved to be more appealing among students.
There is much theory about design for e-learning, although one can also say that „there are no models of e-learning per se, only e-enhancements of models of learning‟ (mayes and de freitas, 2004). Learning technologist train us to use the various tools and assist in building and sourcing course content.
A course that makes extensive use of e-learning may break down the traditional academic role into several functions, which may be carried out by more than one person. One might, for example, have an online course in which there are:
the „lecturer‟, who works with a learning technology professional to produce suitable online content, be it text based or a lecture podcast;
the „e-moderator‟, who may be a teaching assistant with responsibility for the daily upkeep of the course‟s discussion forum, to stimulate discussion, and run learning activities based on the lecture material and reading (Salmon, 2000, 2002);
group facilitators, who work with small groups of students on set collaborative activities, and may be students on the course themselves, or perhaps Ph.D. students in the department;
a technical and/or administrative role responsible for answering practical student queries about the technology or course;
the assessors, who may be brought in from outside the course to mark student work;
one or more „academic guests‟, supplying further specialist information, perhaps hosting a web conference or chat room discussion about a topic in which they have expertise (these can freshen up a course and give the student the feeling of being part of a larger faculty).
Many e-learning courses will features none or only some of these roles, but they give an idea of the roles that may need to be taken on/ learnt by the teaching function in a typical distance learning or e-learning intensive course. We can see that it is vital to acknowledge (1) the multiplicity of roles the academic function
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must adopt in a successful e-learning course, and (2) the new skills that even the most experienced teachers may need to learn to fulfill these functions. It is also crucial that everyone is aware of the boundaries and obligations of their roles within such an arrangement.
C. Teaching Reading
Teaching is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the condition for learning (Brown, 2000: 7). The teacher cannot do those activities without any guidance. The teacher needs it to lead the students in gaining any knowledge. Also, to make the students learn, the teacher should make innovative ways, such as, unnatural orientation and unusual treatment to what is being learned (Suryani, 2015, p. 15).
According to Brown (2004) when teaching reading a teacher should choose a method which depends on the specific purposes of the reading. The teacher will focus on three aspects to consider how to present a text, how to develop the lesson using it, and how to follow up: first, presenting a text. In this part, the teacher will give a meaningful explanation related to the text (Muslani, 2017, p.70)
In teaching and learning reading skill there are a number of particular problems which will need to be addressed. The first problem is reading comprehension. The problems are related to background knowledge, cultural knowledge, and knowledge of text type. Background knowledge is the students‟
previous knowledge or knowledge of the world. If students lack prior knowledge in reading a text, they cannot understand it because they do not know what the text is about. A reader uses background knowledge to integrate new information from a text into his prior information. In addition, cultural differences affect reading comprehension. An unfamiliar cultural context and content knowledge of culture and knowledge of vocabulary cause problems in reading, because the students do not clearly understand the other culture. In addition, an inadequate knowledge of text type is a problem in reading texts. The text type such as newspaper articles, fairy tales, and business letters, if the students do not know what kind of the text,
they cannot understand what the text is about. Students can understand a text if they are familiar with the text type (Alderson, 2002 in Chawang, 2008).
1. Reading Comprehension
Reading was the process of constructing meaning from written texts. It was a complex skill requiring the coordination of a number of interrelated sources of information. Reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation.
Reading comprehension was the act of understanding what you were reading. Reading comprehension was the ability to read text, process it and understand its meaning. An individual's ability to comprehend text was influenced by their traits and skills, one of which was the ability to make inferences. If word recognition was difficult, students used too much of their processing capacity to read individual words, which interferes with their ability to comprehend what was read. Reading comprehension was defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text or message.
Reading was the one of skill in language that must be mastering by the students because it will enrich student‟s vocabulary and the students will be brave in speaking or express their pronunciation well if they have habit in reading.
2. Types of Reading
Reading activities can be done at school, at home and at work or wherever the readers want. In order to acquire reading skills the students should read different kinds of reading text such as intensive reading, extensive reading, reading aloud, and silent reading.
a. Intensive Reading
Ira (2002) stated Intensive reading is used on shorter texts in order to extract specific information. It includes very close accurate reading for detail.
Use intensive reading skill to grasp the detail of specifics situation. In this
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case, it is important that you understand each word, number of fact (Kurniawan,2017, p.19)
Intensive reading lesson may proceed as follows:
While the book is closed. The student listens to the teacher.
Occasionally he will ask a question to make sure that everything is clear.
The new words, phrases and idioms are written on the board. They are pronounced and used in original sentences.
The students open their books and the teacher read the first part of the selection aloud. Gestured and dramatic devices and heighten the effect and to aid in comprehension. Reference is made to words on the board.
The class, alternating silent and oral reading, now reads the selection. It is suggested that narrative or expository passages be read silently, whereas conversation or dialogue is done orally. Learners may be assigned parts.
The selection may now be summarized in various types. Selected learners may be asked to give a summary in their mother tongue or in the foreign language. The teacher may ask a series of sequential questions. As each answer is given, it is written on the board. Finally, all of the answers are read aloud.
b. Extensive Reading
Hedge (2003) declared that extensive reading differs based on learners‟
motivation and School resources. A highly motivated and well-trained teacher can certainly select appropriate materials and activities for their own learners. Hedge (2003) stressed that because extensive reading assists in expanding learners‟ reading skill, it should be incorporated into the EFL/ESL programmers provided that the chosen texts are valid and classified. In addition, extensive reading helps learners to gain their independency through reading either in class or at home.
According to Carrell and Eisterhold (1983 as cited in Alyousef 2005),extensive reading activities can be beneficial in aiding learners to become self-directed individuals who are searching for meaning provided that they are based on student-selected texts that learners will be interested in what they are reading. The process of choosing reading texts will be done according to content, level of difficulty, and length. Hedge (2003) mentioned the benefits of extensive reading as follows: Students can make their language proficiency, advance in their reading skill, become more independent in their learning, learn cultural knowledge, and expand confidence and incentive to continue their own learning (Gilakjani&Sabouri, 2016, p. 231)
c. Reading Aloud
Reading aloud is usually used to check the pronunciation of the students. For students, reading aloud is an important strategy for developing print awareness. Teacher can ask each student to read a text and give them a score to show their progress.
Wilson (2006:6) states that reading aloud has a remarkable effect on children. It enhances children„s skills, interests and development in many ways that reach far beyond just improving their own reading interests and abilities. One of the main intentions of reading aloud is to recognize the sounds of words; however, teachers may also vary their activities to develop their students„ reading comprehension. The teachers may ask some questions after the students have read the text. When one student read aloud, the teacher asks the other students to pay attention to the text rather than just listen to how their friend reads. This will assist the students in finding the meaning of the text (Ningsih, 2017, p. 17)
d. Silent Reading
Silent reading is the opposite of reading aloud. Silent reading can begin with reading aloud by the teacher. The teachers‟ reading is a model in accuracy and expressiveness. It is thought that the great amount of interest in reading is secured by a happy combination of reading aloud by learners,
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reading aloud by the teacher and silent reading by the learners. To check whether the learners understand what they have read, the teacher can test them by giving question based on the text, by translation or by summarizing the text (Kurniawan, 2017, p.18)
D. Strategies in Teaching Reading Comprehension
In teaching reading comprehension there are many strategies that can by teachers to teach in the classroom. The following below are strategies for teaching reading comprehension:
1. Scaffolding
Scaffolding is perceived as the strategy used by the teachers to facilitate learners‟ transition from assisted to independent performance (Cooper, 2000:33-34;
Gibbons, 2002). The philosophy underpinning this approach is substantially explained in the writing of Brunner built from the works of Piaget and Vygotsky (Pinter, 2006: 12). Scaffolding is used to bridge between students' independent and supported operating levels. In order to help learners to understand the text and to focus on meaning, teachers, according to Tierney &Readence (2000 quoted by Dunston& Headley in Guzzeti, 2002:655), can scaffold learners to read by using think-aloud. It is basically applied in two ways: as an informal assessment of students‟ reading strategies or comprehension and as a teaching strategy aimed at assisting readers of all ages in developing the essential comprehension self- monitoring skills necessary for effective learning.
Scaffolding is recommended to be done in five ways: providing explanation, inviting students‟ participation, verifying and clarifying students‟ understanding, inviting students to contribute clues and modeling of desired behaviors suggested by Roehler and Cantlon in Hogan and Pressley (1997: 17-30). The latest, modeling, can be done, for example, when the teachers model the students how to do tasks or when the teachers model how to use certain strategies. Think-aloud is a strategy in which teachers formerly make their thinking explicit by verbalizing their thoughts while reading orally to model the process of comprehension (Harris & Hodges in
Block & Israel, 2004; Vacca&Vacca, 1999: 53) and model their own reading strategies to their students (Wilhelm, 1990).
2. Think-aloud
Think Aloud is a strategy that helps students on learning activities, Aims to recall more significant information from the texts given by the teacher. The ability of teachers to transfer creativity them and control the students in completing each step of the way think aloud strategy in understanding reading texts and teachers make their thinkingexplicit by verbalizing their thoughts while reading orally.Davey,(1983) suggest five basic steps when using think-aloud. First,select passage to read aloud that contain points of difficulty, ambiguities,contradictions, or unknown words. Second, while orally readingthinking-aloud, have students follow silently and listen to how troublespots are through. Third, have students work with partners to practicethink-aloud by taking reading short, carefully prepared passages and sharing thoughts. Fourth, have students practice independently, using a checklist to involve all students while verifying use of the procedures. Finally, to provide for transfer, integrate practice with other lessons, and provide occasional demonstration of how, why, and when to use think aloud.
Five points that can be made during think-aloud are showing how (1) To develop hypotheses by making predictions, (2) To develop images by describing pictures forming in one‟s head from the information beingread, (3) To link new information with prior knowledge by sharing analogies (4), and to monitor comprehension by verbalizing a confusing point (5) To regulate comprehension by demonstrating strategies.
a. Developing hypotheses by making predictions teacher might modelhow to develop hypotheses by making predictions from the title of a chapter or from subheadings within the chapter. Suppose you were teaching with an earth science text. You might say, “From the heading „How Mineral Are Used, I predict that this section will tell about things that area mode out of different minerals.” The text continuous: Some of the most valuable minerals are found in ores. An ores is a mineral resource mined for profit.
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b. Develop images to model ho to develop imaging, at this point you may stop and say. “I have a picture in my head from a scene I saw in a movie about the Old West. I see blacksmith pumping bellows in a forget to heat up an iron horseshoe. When the iron turns a reddish orange, he picks it up with his tongs, and he hammers. The sparks fly, but slowly the horseshoe changes shape to fit the horse‟s hoof.”
c. Share analogies to model how to link new information with prior knowledge, you might share to following analogies. “this is like a time when I tried to eat a piece of pizza with extra cheese. Every time I took a bite, the cheese kept stretching and stretching into these long strings. It is also like a time when I went to the county fair and watched people make taffy. They got this glob of candy and put it on a machine that just kept pulling and stretching the taffy, but it never broke.
d. Monitor comprehension to model how to monitor comprehension, you can verbalize a confusing point. “This is telling that metals have metallic luster. I don‟t know that that is. I‟m also confused because I thought this section was going to be about things that are mode out of different minerals. This is different from what I expected”.
e. Regulate comprehension to model how to correct lagging comprehension, you can demonstrate a strategy: “I‟m confused about what metallic luster means, and I don‟t know why the authors are talking about this when I expected them to talk about stuff mode out of minerals. Maybe if I ignore the term metallic luster and keep on reading, I‟ll be able to make some connections to what I expected and figure it all out.”
3. Reciprocal Teaching
Reciprocal Teaching is a strategy that asks students and teachers to share the role of teacher by allowing both to lead the discussion about a given reading.
Reciprocal Teaching involves four strategies that guide the discussion: predicting, question generating, summarizing and clarifying. Reciprocal Teaching is a great way to teach students how to determine important ideas from a reading while
discussing vocabulary, developing ideas and questions, and summarizing information. It can be used across several content areas; it works particularly well with textbooks and non-fiction text. Reciprocal Teaching (Palinscar& Brown 1984) is a guided reading comprehension strategy that encourages students to develop the skills that effective readers and learners do automatically (summaries, question, clarify, predict and respond to what they are reading). Students use these four comprehension strategies on a common text, in pairs or small groups. Reciprocal Teaching can be used with fiction, non-fiction, prose or poetry. Then students take turns assuming the teacher‟s role. A key to the effectiveness of this strategy is adjusting the task demand to support the students when difficult occurs. That is, when students experience difficulty, you provide assistance by lowering the demands of the task. As the process goes on, you slowly withdraw support so that students continue learning. Reciprocal Teaching is in some ways a compilation of four comprehension strategies.
a. Prediction
Ask students to predict what they think the reading may be about. Get them to think about what is going to happen by asking questions like a detective might do.
b. Question as you go
Remind students to generate questions as they listen and read. Remind them of the three levels of questions:
Right-There questions (answer in the text)
Between-the-lines questions (inference needed)
Critical Thought questions (require their opinion) c. Clarify
As students listen and read remind them to ask themselves what words and phrases are unclear to them. These clarifications may take the form of the following questions.
How do you pronounce that?
What does the word mean?
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I think the author is saying…
I'm guessing 'pie-in-the-sky' means…
d. Summarize
Students summarize verbally, within pairs, and then share with their assigned small group or record their summary and read it aloud to their small group.
Each small group could create a semantic map with major points of significance shared by each group member.
4. Surveying, Questioning, Reading, Reciting, Reviewing (SQ3R)
SQ3R is a systematic reading strategy to help you organize the reading process into manageable units. It is only one of many similar strategies that you can use to improve comprehension. It consist five steps, they are: Surveying, questioning, reading, reciting, and reviewing.
a. Surveying
Before reading the text, the readers survey the text to get the general ideas of the text. This activity is done systematically in only a few minutes. The readers are required to find the important ideas quickly. Surveying a text or an article can be done in five ways: (1) read the title. The title does not only give the readers illustration about what they are going to read but also stimulates them to think further about the text. (2) Read every sub chapter. Subtitles give the readers about the text as a whole. They show the details of the text. (3) Pay attention to tables, diagrams or maps. (4) Read the introduction. If there is no introduction, read the first two paragraphs very quickly to get the idea, background, tone, atmosphere, and the writer‟s style of writing. It will be helpful for the reader to grasp the main points of the text. If the paragraphs are too long, the readers can read only the first and second sentences. (5) read the first sentence of the sub chapters. The first sentence often describes the content. Otherwise, read the last sentence because it usually restates the main idea of the paragraph (Soedarso, 2002). The text as a whole, they show the details of the text.
Step the description of step Surveying Glance over the headings in the chapter to see points that will be developed. This survey should not take more than a minute and will show the three to six core ideas around which the rest of the discussion will cluster. If the chapter has a final summary paragraph this will also list the idea developed in the chapter. The conclusion will help you organize the idea as you read them later. Questioning now begin to work. Turn the first heading into a question. This will arouse your curiosity and so increase comprehension. it will bring to mind information already known than helping you to understand that section more quickly. And the question will make important points shed out while explanatory detail is organized as such. This turning heading into a question can be done on the instance of reading the read. But, it demands much effort on the part of the reader to make this query for which he must read to find the answer.
Reviewing when the lesson has been then read through, look over your notes to get a blind eye view of the points and of their relationship, and check your memory as the content by reciting all the major sub points under each heading.
This checking of memory can be done by covering up the notes and trying to recall the main points. Then, expose each major point and try to recall the sub points heading under it. Similarly, Burns et al (1984) state that the surveying can be done by looking at the chapter titles and the main headings, reading introductory and summary to paragraphs, and inspecting any visual aids such as maps, graphs, or illustrations. This initial survey provides a framework for organizing the facts the readers later derives from the reading.
b. Questioning
Questioning step is the second step of the SQ3R procedures. It is done before the actual reading. The students create some questions based on what they have surveyed. The main function of such questions is to facilitate students in adjusting their reading purposes. By having questions in mind, the students can monitor the comprehension processes to see if the purpose is met. These questions also make them aware of what they read. Nurhadi (1987) questioning has the purpose to set the reader‟s mind of their reading so they not only follow the write‟s idea but also actively build their own interpretation of the reading. In this step, the students
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create some questions based on the title of the text. They can also turn the introductory sentence in paragraphs into questions such as what, who, when and how.
c. Reading
The third step of the SQ3R procedures is reading. The students are required to read the text carefully to find the answer to the questions key have made. In this step, the students are supposed to concentrate on the main ideas of the text and their supporting details (Soedarso, 2002). They are suggested to lower down their speed of reading in the important pats or in the parts which are considered difficult to understand, and fasten up their reading in the less important parts or in the parts that they have already known. The activity to read the text can be done in the following way: (1) reading the text silently, (2) answering the prepared questions, (3) the students are asked to get the main idea and its supporting details, (4) making a note of the main points of the text, and (5) discussing in pairs/in groups about what has been found during reading.
d. Reciting
The fourth step of SQ3R procedure is reciting. This activity is done after the students read the text. Having read the text, the students answer the questions that have been formulated earlier without looking back at the text. The students have to answer not only by using the information they find in the text but also by using their own knowledge.
e. Reviewing
Reviewing is the last step of the SQ3R strategy. It is done by the students be reading the important part of the text. Soedarso (1993) reviewing can be done by scanning the main points of the text trough the title, subtitles and other important parts.
5. Question-Answer Relationship (QARs)
The type of question asked to guide comprehension should be based on the information readers need to answer the question. Therefore, teachers must help
student become aware of likely sources of information as they respond to questions (Pearson & Johnson 1978). A reader draws on two broad information sources to answer question: information in the text and information inside the reader‟s head.
The procedure QARs can be taught directly to students by reading teachers and can be reinforced by content area specialists. Keep in mind, however, that students may come to your class totally unaware of what information sources are available for seeking an answer, or they may not know when to use different sources. In this case, it is worth several days‟ effort to teach students the relationship between question and answer. QARs is a reading strategy through understanding and analysis of questions. In other words this strategy guides students to understand the questions in order to get an information in a reading itself. So that in practice in the classroom students only glance read the reading and to understand further the focus of students is the questions given by the teacher about the text ready.
6. Preview, Question, Read, Reflect, Recite and Review (PQ4R)
More theories about reading comprehension strategies are also proposed by Brown (2001) who delivers ten strategies of teaching reading comprehension which are related to bottom-up procedures and top-down processes. Whereas, Logsdon (2007) puts togetherPQ4R Strategies which stand for Preview, Question, Read, Reflect, Recite, and Review to help students improve reading comprehension.
The PQ4R is strategy that helps the students to understand and remember what they have read. According to Trianto (2009:146) PQ4R is the one of elaboration strategy which is used to help students remember what they have read.
The PQ4R strategies are as follows:
a. Preview
According to Horby, (1995), preview means view something before it is shown to the general public. In this study, preview deals with the students‟ ability to survey or scan the material quickly to get an idea of the general organization and major topics and subtopics as well. According to Learning Strategies Database,
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Previewing includes these activities:
Students have to scan the title, headings, and visual aids (such as picture, symbols, etc).
Students read the first and last paragraph (if the text is long), if short, only read the first and last sentence of each paragraph.
The next step is that, students have to ask themselves these questions below (teacher may ask the questions to remind the students to ask themselves)
1. What do you already know about this subject?
2. What do you expect to learn from this chapter/book?
3. What should you look for when you read it more carefully?
4. What information are you looking for?
The purpose of this step is to make readers/ students have general idea of the purposes of the text, and the major concepts to be covered. That information from the preview step is used in the next step.
b. Question
Question means sentence which by word order, use of interrogative words or intonation (Hornby, 1995). While here, Question is the second phase of PQ4R strategy. In this strategy students need to create several prediction questions that may be answered in the text. The students construct the questions using the information they get from Preview phase.
c. Read
Read means look at and understand something written or printed (Bull, 2011:
365). In this strategy read is the third phase. In this phase, the students read the complete text in order to find the answer of the question they made in “Question”
phase. During the reading activity, students record notes in the margin or underlining the important information and unexpected ideas that answers the predicted questions.
d. Reflect
Reflect means throw back an image, heat, and sound from a surface (Bull, 2011: 369). In reflection phase, the students try to link together all information, main idea, and unexpected ides that the students record in the margin and the underline ideas. Students need to develop insight into the topic, so that students can store the information to their minds, so that they can memorize them very well.
e. Recite
Recite means say aloud from memory (Hornby, 1995), in this phase, the students are asked to summarize the main ideas, supporting details, and unexpected ideas of the text. Then, students say the summary aloud or write it down.
f. Review
Review is the final phase of PQ4R strategy. Review itself means consider or examine again (Hornby, 1995). Here, students entail highlighting key point of the text. Then, students make sure that the predicted questions have been answered and that the author‟s purpose is fully understood.
7. Preview, Question, Read, Summary, Test (PQRST)
Reading comprehension can be improved by employing certain strategies in the form of study skills. One of the widely used study strategies to gain students‟
comprehension especially in content area reading is PQRST, which stands for Preview, Question, Read, Summarize, and Test (Ahuja&Ahuja, 2007:21). PQRST is an instructional strategy that has been shown to be effective to improve a reader‟s understanding, and his/her ability to recall information. In other words, the reader is more likely to learn, and to learn more, of the material he/she is reading.
Steps in PQRST are also beneficial for aiding the students in comprehending a text.
This strategy is also suitable for teaching expository reading which EAP students learn (Wormeli, 2005:131). The PQRST strategy has been empirically shown to be able to improve students‟ reading comprehension.
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The PQRST strategies are as follows:
a. Preview
Some steps that the students can do in previewing the material are: to survey the chapter/text to get an idea of what‟s ahead. This will prepare their brain to think in terms of that subject. To note the chapter title, it may contain the main idea or theme. Read the summaries of the chapter to get a good overview of the material.
To the headings and sub-headings, any underlined or italicized words and anything else that looks important. To look at any graphs, charts or pictures. These could emphasize important information. In this research, the researcher modified this step. The students will preview the title, the first paragraph and also the last paragraph to get the description about the content of the text.
b. Question
In this second step, students are demanded to be creative by making question while reading. They also, can read the question at the end of the text but they do not answer it directly. They can find the answers while they have their activity later. The students can create questions from headings or an important idea when they are reading the materials.
c. Read
The third step is reading itself. Students can actually read the text. Does it carefully, think about the meaning and relate this to other things students know about this and similar topics. Students can do some underlining or highlighting of key words, but don‟t overdo it. If students want to take notes, read the whole section first, and then summarize it later.
d. Summary
In this step, students summarize for themselves what they just read. This allows students to check their understanding of the material, and will aid retention of it. Without looking at the text, recite the main headings and the main idea under each. Then –still without looking –tell yourself in a sentence or two what you read.
Finally, scan over the section quickly to pick up any essential points you may have missed.
e. Test
The last step of PQRST is test. Students make certain that they know and remember what they read. Then, they answer the question of the text.
E. Indonesian Students’ Reading Comprehension
Under the present system of education, the teaching of English in junior and senior secondary schools in Indonesia seems to constitute in one stage of instruction. Meanwhile, English instruction in the primary school is not seen as part of the overall plan of the instruction, and at university level outside the whole system (Huda, 1999). In the history of the English instruction in the Indonesian secondary school system, skills in reading texts written in English have been considered very important. For example, prior to the implementation of the 2004 English curriculum, the objective of teaching was the development of communicative ability in English embracing four language skills, with reading skill being given a first priority. On 2004, English curriculum places reading equal to other English language skills, that is listening, speaking, and writing.
According to the 2004 English curriculum, the objectives of English instruction at the two levels of secondary school (junior and senior high) are as follows (Translated from Depdiknas, 2004: 9 and Depdiknas, 2003: 7, originally written in slightly different Indonesian wordings):
a. Developing communicative competence in spoken and written English language which comprises listening, speaking, reading, and writing.
b. Raising awareness regarding the nature and importance of English as a foreign language and as a major means for learning.
c. Developing understanding of the interrelation of language and culture, as well as cross-cultural understanding.
Similarly, Renandya (2004: 124) indicates that English instruction in the school system in Indonesia aims to provide sufficiently well-developed reading skills among Indonesians to read science-related texts written in English. As clearly stated in the English curriculum, other language skills are not neglected. However,
