Appendices
Research Question
1. What are the types of pre-reading activities implemented at EED of UMY? 2. How is the students’ perception on the implementation of pre-reading
activities at EED of UMY?
3. How is the students’ perception on the advantages of pre-reading activities at EED of UMY?
The Students’ Perception on the Use of Pre-reading Activities in Their
Teaching and Learning English at English Education Department of Universitas Muhammadiyah Yogyakarta (EED of UMY)
Interview Guideline
Purposes Theory Interview
Questions Definition of
Pre-reading
1. Menurut anda apakah yang dimaksud dengan aktivitas pre-reading? The types of
pre-reading activities
1. Previewing
Previewing is an activity that release students to make hypothesis of the text by seeing the titles, headings, or pictures. (Yusuf, 2011)
2. Pre-teaching vocabulary
“Explicit vocabulary development and pre-reading activities are very useful when the text or content can be specified”. Alemi (2010). 3. Predicting
Predicting in the pre-reading activity is an activity that involves students in using their comprehension on the text and their existing knowledge of the topic related to the context problem to determine what will happen next. Day and Jeong-suk (2005)
4. Pre-questioning
Pre-questioning gives students some questions which are provided before the students read the whole of the reading text. Pre-questioning is very useful to activate the schemata, thus the students can make speculation what will be faced in the reading text. Brown (2001)
5. Activating schema
The activating schema, student must be able to access what they know and it would be suitable with
information in the text. Vacca (2002) 6. Brainstorming
“Brainstorming provides plenty of materials for making prediction. Feather (2004)
In brainstorming, “students are then invited to call out words and
concepts they personally associate with the keyword or words provided by the teacher” Yusuf (2011)
7. Group discussion
Group discussion forced students to have opportunities to speak and to share the ideas. Aziz (2013) 8. Visual aids
“Visuals play a major role in building schema for English
language learners”. Navarro (2008) Visual materials can activate a students’ prior knowledge. Porter as cited in Ekaningrum and Prabandari (2016)
Implementation of pre-reading
activities
1. The implementation of previewing In previewing, the teacher can provide them a synopsis of the text to build a link between a text with their knowledge. Ekaningrum and Prabandani (2016)
Pointed out any looking the clues titles, heading, and pictures on the text, students can draw the topic before reading. Yusuf (2011) 2. The implementation of
pre-teaching vocabulary
In pre-teaching vocabulary, students can make a list of words may be they
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will face in reading. It can contain the unfamiliar words or phrase. After that, the teacher can share the
information about the vocabulary with students. (Landsberger, 2011). 3. The implementation of
pre-questioning
“providing the pre-questions for the students, the teacher can ask them to create their own questions related to the reading text”. Ekaningrum and Prabandari (2016)
4. The implementation of brainstorming
“this may take the form of giving the class a particular keyword or key concept, or it may be a newspaper headline or book title”. Wallace (2003)
5. The implementation of group discussion
Group discussion is when people sit together and discuss the issue. This activity asks students to work as a pair or a group consists to 3 to 5 students then discuss the text. Nagarathinam and Lakshmanan, (2016)
Advantages of pre-reading
activities
1. To motivate students
Pre-reading activity has a purpose to motivate students to read and to
prepare them to be able to read. Chastain as cited in Ajideh (2003) Pre-questioning can build the students’ interest and motivation before students read the whole text. Hodijah (2012)
2. To prepare the students for the language of the text
“pre-reading activities can be used to prepare the reader for the language in the text”. Haque (2010)
3. To prepare students for the concept
Pre-reading activities, students can prepare the concept, makes the reading easy and they can build a link between the new concepts with their prior knowledge. Yusuf (2011) 4. To improve students’
comprehension
Pre-reading activities helped
students to understand a reading text well. Ekaningrum and Prabandari (2016)
“Preparing students for what they are going to read can make
comprehension much easier”. Stephenson and Harold (2009) 5. To practice analyze and sharing
ideas
Pre-reading activities gave
themselves the opportunity to practice thinking and analyzing, and made them learn more from asking questions and sharing ideas with classmates. Thongyon (2011) Pre-reading activity (group discussion) stimulates students to learn the processes of critical thinking. Nuttal as cited in Alemi and Ebadi (2010)
6. To increase student vocabulary mastery
