CHAPTER I
INTRODUCTION
This chapter presents a brief description of the study. It includes the background of
the study, the aim of the study, the research questions, the significance of the study on
the basis of theoretical, practical, and professional contribution, the limitation of the
study, and the organization of the research paper.
1.1 Background of the Study
Nowadays, as communication and technology have brought rapid changes in our life,
individuals are required to become more literate towards any kind of information
found in everyday life. To overcome these changes, as a consequence, individuals are
encouraged to actively attain literacy, as socially, literacy provides opportunities for
individuals to share meanings across space and time, and cognitively literacy
stimulates individuals to use specific skills of how written or spoken language works
in everyday life (Cameron, 2001). Although literacy has been part of our life,
unfortunately, the development of literacy especially in the Indonesian context is still
low compared to what have been achieved by Thailand, Malaysia, Philippine, and
Vietnam (Alwasilah, 2014; Jalal & Sardjunani, 2006). One of the identified reasons
found by Iftanti (2012) is that most Indonesian students might have poor reading or
writing habits. Whereas, reading and writing are assumed to be indicators of being
literate, as students are required to understand and interpret a written discourse
(Cameron, 2001). Realizing that literacy plays an essential role in human’s life, in
these recent years, some experts put considerable interest in developing literacy in
educational context (Noorman, et.al., 2014; Musthafa, 2014; Dewayani, 2011;
Gustine, 2013; Jalal & Sardjunani, 2006; Jalal & Musthafa, 2001). Accordingly,
numerous methods and strategies are applied in developing literacy, and among the
(Sundayana, 2014; Brown, 2001; Richards & Rodgers, 2001; Cameron, 2001).
Through this method, substantial aspects of literacy which particularly include the
ability to read and write can be integrated in the instruction.
The essential notion of theme-based instruction is that different skills in language
learning and different areas in the curriculum can be linked together through the use
of thematic contents (Brown, 2001; Cameron, 2001). By this method, the students can
learn two or more skills in integrated ways e.g. reading and writing or literacy in
general. Since reading and writing become part of a broader scope called literacy, it is
noted by the experts (Kern and Schultz, 2005; Brown, 2001; Cameron, 2001) that the
application of theme-based instruction may provide more contextual learning for
developing these crucial skills.
In its application, some considerable studies have proven that theme-based instruction
provides the development of literacy skills relying on the improvement of early
writing activities (Cole, 2013; Osman, et.al, 2009; Yang, 2009). Cole (2013)
observed that the incorporation of a theme into classroom teaching and learning
provides a number of literacy activities where students begin to use a new language in
increasingly complex ways. By this context, the theme may act as an umbrella topic
used as a context that can make connection to different areas in language learning.
Moreover, learners will become more familiar with the theme and it encourages them
to write something related to the topic they have read or heard in class (Osman, et al.,
2009). In addition, Yang (2009) and Freeman and Freeman (2006) found that
theme-based instruction could increase the students’ interest in learning English, since this method is structured by thematic contents where students can learn a language in a
Research on the implementation of theme-based instruction has been conducted in
EFL language teaching and learning. However, in the Indonesian context, there is
only a small amount of research about theme-based instruction applied for developing
students’ literacy, in particular integrating reading and writing skills in the instruction. So far, research in this field is only concerned with improving one aspect
of language skills such as reading, writing, speaking, or vocabulary (Rahmawati,
2014; Fatimah; 203; Pusparini, 2013; Lathufirdaush, 2013; Freeman & Freeman,
2006).
Having considered that theme-based instruction can be used as a method to teach
literacy (Brown, 2001; Cameron, 2001; Richard & Rodgers, 2001), this study is
primarily intended to explore the application of theme-based instruction in nurturing
literacy and explore the students’ responses towards the application of theme-based
instruction in literacy learning. As literacy may cover broader scope of language
skills, to specify the term literacy in the context of this study, literacy includes the
ability to read and write in English as a foreign language seen from the word, the
sentence, and the text levels (Bailey & Heritage, 2008). Furthermore, some aspects
such as the age of learners, the learners’ first language literacy experiences, the
learners’ ability to read and write in their first language, and the level of exposure to
English as a foreign language become considerable factors in conducting this study
(Cameroon, 2001; Pinter, 2006). By considering these factors, in this study, the
theme-based instruction is applied in the seventh graders of junior high school in a
selected laboratory school in Bandung.
To begin with this chapter, the aim of the study, the research questions, the scope of
the study, the significance of the study, the limitation of the study, the clarification of
terms, and the organization of the paper are addressed as follows:
In order to cope with the thesis statements above, this study attempts to:
1. Explore the application of theme-based instruction in nurturing literacy
2. Explore the students’ responses towards the application of theme-based
instruction in nurturing literacy
1.3 Research Questions
This study is specifically designed to answer the following questions:
1. Is the theme-based instruction applicable for nurturing literacy?
2. What are the students’ responses towards the application of theme-based
instruction in nurturing literacy?
1.4 Significance of the Study
There are three principles underpinning the significance of conducting this study.
First, theoretically, this study is expected to expand the theoretical review about
theme-based instruction and the development of literacy in English as a foreign
language. Second, practically, this study is expected to give valuable sources for
teachers, university students, or readers who are interested in applying theme-based
instruction in literacy teaching and learning. Third, professionally, this study is
expected to expand the teachers’ professionalism, since it provides valuable insights
for English teachers to master various choices of teaching methods in the classroom.
1.5 Limitation of the Study
The study focuses on the application of theme-based instruction applied to nurture
literacy. Since literacy may cover broader scope of language skills, the limitation of
this study will be primarily focusing on nurturing reading and writing skills through
1.6 Clarification of Terms
An understanding of the following terms is essential for the readers of this study:
Theme-based instruction is one of teaching methods that uses themes to create an
active, interesting, meaningful and contextual learning (Brown, 2001).
Thematic contents refer to a range of language learning materials and activities which
are integrated around themes or topics (Cameron, 2001).
Literacy, in the context of this study, refers to the ability to read and to write in
varying degrees of fluency which makes a person ‘literate’ (A Research Report from
Cambridge Assessment, 2013).
1.7 Organization of the Paper
This thesis consists of five chapters. Each chapter is outlined as follows:
Chapter I: The first section of this paper describes the background of the study, the aim of the study, the research questions, the scope of the study, the significance of the
study, the limitation of the study, and the organization of the research proposal.
Chapter II: The second section describes some basic theories and principles of theme-based instruction, the development of literacy, the previous research reports,
and synthesis or concluding remarks.
Chapter III: The third section describes the methodology of the research which includes the research design, the research methods, the research site and participants,
instrumentations, data collection techniques, and data analysis procedures.
comprehensible analysis and discussion, the application of theme-based instruction in
nurturing literacy and the students’ responses towards that application will be
described in two major sections.
Chapter V: The fifth chapter concludes the major findings of the study. It particularly summarizes the key findings which are aligned with the two research
questions. This chapter then outlines some implications for EFL teaching and
learning practices, offers possible limitations of the study and sets recommendations
