CHAPTER II PREVIOUS RELATED LITERATURE
C. Conceptual Framework
Based on review of related above, the researcher designed conceptual framework as follow:
Based on the conceptual framework the researcher focus on teachers’ strategy based on first consideration above teachers’ strategy in teaching reading comprehension which two strategies and base on the second consideration, the researcher focus on the students perception toward teachers’ strategy in teaching reading comprehension.
Question Answer Relationship
Scaffolding TEACHING READING
COMPREHENSION
STUDENTS PERCEPTION
26
CHAPTER III
METHOD OF THE RESEARCH A. Research Design
The researcher used mix method by combining qualitative and quantitative research. This method helped the researcher to have deep information to have the answer of the research question. This method would be used to analyze the phenomenon by asking the questions directly to the source of information and would be describe and explain by narration or descriptive.1
The approach of mix method is necessary to answer the formulation in the research problem that has been compiled in chapter I, the formulation in the first problem was answered through a qualitative approach and the formulation of the second problem was answered through a quantitative approach. Those both approach will be applied to get more complementary, valid, reliable and objective data.2
B. Location and Duration of Research
This research was conducted at SMPN 3 Parepare, especially at the eight grade students. The duration of this research was 45 days because need several time in collecting and analyze the data.
C. Population and Sample 1. Population
The population of this research is SMPN 3 Parepare. The researcher will took the teachers of eight grade class and the eight grade students of SMPN 3 Parepare as the population of the research with total number 258 students. It was narrowed as population of 2020/2021 academic year.
1Nunan, Davit, Language Teaching Methodology,(Sydney: Prentice Hall International English Language Teaching,1991)
2Arikunto, S, Prosedur Penelitian, (Jakarta: Rineka Cipta, 1995), p. 198
Table 3.1 The Data of the Students of SMPN 3 Parepare
No Class Student M F Quantity
1 VIII.1 31 14 17 31
2 VIII.2 29 13 16 29
3 VIII.3 27 13 14 27
4 VIII.4 27 14 13 27
5 VIII.5 32 17 15 32
6 VIII.6 29 15 14 29
7 VIII.7 26 12 14 26
8 VIII.8 29 14 15 29
9 VIII.9 28 13 15 28
2. Sample
Stating the number of population, the research kind of sampling in this research is random sampling which how to choose object of research based on individual. The sample of the research is a teacher in SMPN 3 Parepare especially English teacher in eight grade and the students of VIII.7 which consist 26 students.
D. Instrument of the Research
The instrument that used to collect data in order to answer the research question. The instrument of the research were interview and questionnaire.
1. Interview
3Sugiyono, Metode penelitian keantitatif, kualitatif dan R&d, (Bandung: Alfabeta,
2008), p. 231
Interviews is a meeting of two persons to exchange information and idea through and responses, resulting in communication and joint construction of meaning about a particular topic.3 In this case, the researcher used structured interview. To support the validity of data collection, the interview was used in collecting data from the teacher. The researcher interview the teacher about the strategies that use in teaching reading comprehension included problems that they faced. For this reason, the researcher conducted the interview to the teachers about teaching reading strategies used.
2. Questionnaire
Spreading questionnaire to the students was a great way to get more concrete data students. The researcher give questionnaire to the students in order to know the further opinions and to know the aspect that may influent the students learning process and to confirm the answer given by their teacher. Questionnaire is one of the ways to know the situation and process in the class so we can get information about students’ perception toward teachers’ strategy. In this instrument, the form of questionnaire relates with 20 items.
4Cohen, L. Manion, L. and Marisson, K. Research Method in Education: 6th ed. (London
New York, 2007), p.397.
Table 3.2. Instrument of Questionnaire
No Aspect Indicators Number of
Item
1.
Teachers Strategies
English material 1,2 Teaching Tecnique 3,4 Giving instruction 5,6,7
Feedback 8,9
2. Teachers’ Personal Competence
Manage Class 10,11,12
Attitude 13,14
Giving motivation 15,16
Appreciate 17,18
Available 19,20
E. Technique of Data Analysis 1. Analysis of Interview
Interview is use as directive means to find what people are thinking, feeling, and doing. In other words, it is intended to know what happen to people. The functions of interview were to look into participants’ experience and concern of situations from their own point of view.4 The researcher applied the process of analyzing interview as follow:
a. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying, abstracting and transforming the data that appear in written up field notes or transcriptions. In data reduction the mass of data has to be organized and
5Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis (Thousand Oaks :
Sage Publications, 1994), p.10.
meaningfully reduced or reconfigured.5 In this case, the researcher selected the data derive from observation on teaching and learning process, interview to the teacher and the students and give questionnaire to the students as the supporting data to the result of interview of the students.
b. Data Display
Data display is second component or level in Miles and Huberman model of qualitative data analysis. A display can be an extended piece of text or a diagram, graph, chart, table or matrix that provides a new way of arranging thinking about the more textually embedded data. At the display stage, additional, higher order categories or themes may emerge from the data that get beyond those first discover during the initial process of data reduction.
c. Conclusion Drawing/Verification
The last step of analyzing the data is conclusion drawing/verification.
Conclusion drawing involves stepping back to consider what the analyzed data mean and to assess their implication for the questions at hand. Verification is linked to conclusion drawing, entails revising the data as many times as necessary to crosscheck or verifies these emergent conclusions. Verification refers to the process which is able to explain the answer of research questions and research objectives. In this step, the researchers draw the conclusion and verify the answer of research question that did in displaying the data by comparing the observation data and interview data. Thus, the researcher gets the conclusion about teaching reading comprehension at the eight grade of SMPN 3 Parepare.
2. Analysis of Questionnaire
Questionnaire is one of supporting techniques that researcher aimed to identify students’ feel, opinion, problem, and their situation on process learning English. In this test, the form of questionnaire closed with the alternative answer that
chosen by the students. Students choose only the best answers which are suitable to themselves. Questionnaire need to be answered honest and correctly by the students.
In analyzing the students’ perception, the writer use formula:
𝐹
Where,
P= Percentage F= Frequency
P = X 100%
𝑁
N= the Total Number of the Respondents.
The formula of likers scale as follow:
Table 3.3 The scale likert below:
Category Score Category score
Strongly Agree (SA) 4 Strongly Agree (SA) 1
Agree (A) 3 Agree (A) 2
Disagree (D) 2 Disagree (D) 3
Strongly Disagree (SD) 1 Strongly Disagree (SD) 4 The pettern of Scale Likert
T x Pn Where:
T= total respondents who chose the answer Pn= Score of Scale Likert
Pattern Scale
4 x 26 Strongly Agree (SA)
3 x 26 Agree (A)
2 x 26 Disagree (D)
1 x 26 Strongly Disagree (SD)
The following table is the interpretation score of each of the questionnaire option in which different score score given to statement.
Table 3.4
The Classification of the students perception based on the criteria:
NO Qualification Degree of Agree (Point)
1 Very Strong (VS) 81 - 100
2 Strong(S) 61 – 80
3 Undedicated(U) 41 – 60
4 Low (L) 21 – 40
5 Strongly Low (SL) 0 – 206
6Subagyo, Metode Penelitian Pendidikan (Bandung:Penerbit Alfabeta,2010), p.135.
33 A. Findings
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents findings and discussion of research. The findings of the research covers the description of the result of data collected that can be discussed in the section below.
1. Result of Interview
The researcher interviewed the teacher of SMPN 3 Parepare. The interviewed was conducted on 16 March 2021 and supported by voice note message in Whatsapp aplication. The researcher found that there were two strategies that the teacher used scaffolding and QARs (Question Answer Relationship Strategy). The teacher used that strategy because the student could know the meaning of the text and could understand of the text.
According to Ms. Syamsinar as the informant, there are two strategies that she uses, the first is scaffolding. Scaffolding where students are expected to be able to read, be able to adjust words according to what is in the text and the second is the QARs strategy (question answer relationship) where students work on the questions is in the text or textbook and students can also answer questions that the teacher gives. In teaching reading, she usually uses pictures or stories that are interesting to students. This strategy is effective because it can make students to be more interesting and stimulate students to like the lesson more. To help students’ who dificult to understanding the reading text or to answering the question, the teachers makes them to groups . Where the group makes students help each other in learning, where students who quickly understand the subject matter guide students who are less able or slow to understand the material being taught so that all students can participate in the learning process.
1. Result of Questionnaire
Table 4.1 Item number 1 : (Teacher used English in English class)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 2 8
2 Agree 3 6 18
3 Disagree 2 17 34
4 Strongly Disagree 1 1 1
Total 26 61
Based on the result above, it shows that there are 18 students that disagree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 61/104 (Maximum Score) x 100 = 58,65%, so it is categorized Undedicated.
Table 4.2 Item Number 2 : (Teacher taught contextually for every teaching materials)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 6 24
2 Agree 3 20 60
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 84
Based on the result above, it shows that there are 24 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 84/104 (Maximum Score) x 100 = 80,76%, so it is categorized Very Strong.
Table 4.3 Item Number 3: (Teacher used media needed to teach the content )
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 5 20
2 Agree 3 20 60
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 82
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 82/104 (Maximum Score) x 100 = 78,84%, so it is categorized Strong.
Table 4.4 Item Number 4: (Teacher varied teaching activities)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 6 24
2 Agree 3 19 57
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 83
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 83/104 (Maximum Score) x 100 = 79,80%, so it is categorized Strong.
Table 4.5 Item Number 5: (Teachers gave understandable instructions)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 11 44
2 Agree 3 15 45
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 89
Based on the result above, it shows that there are 26 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 89/104 (Maximum Score) x 100 = 85,57%, so it is categorized Very Strong.
Table 4.6 Item Number 6: (Teachers gave appropriate tasks for students to do or discuss)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 9 36
2 Agree 3 15 45
3 Disagree 2 2 4
4 Strongly Disagree 1 0 0
Total 26 85
Based on the result above, it shows that there are 26 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 85/104 (Maximum Score) x 100 = 81,73%, so it is categorized Very Strong.
Table 4.7 Item Number 7: (Teacher set students learning in pairs or group in English class)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 10 40
2 Agree 3 16 48
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 88
Based on the result above, it shows that there are 26 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 88/104 (Maximum Score) x 100 = 84,61 %, so it is categorized Very Strong
Table 4.8 Item Number 8 : (Teachers provided enough time for students to practice)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 9 36
2 Agree 3 16 48
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 86
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 86/104 (Maximum Score) x 100 = 82,69 %, so it is categorized Very Strong.
Table 4.9 Item Number 9 : (Teachers gave feedback and correction for each teaching materials in every meeting)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 4 16
2 Agree 3 21 63
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 81
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 81/104 (Maximum Score) x 100 = 77,88 %, so it is categorized Strong.
Table 4.10 Item Number 10 : (Teachers started the class on time)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 10 40
2 Agree 3 16 48
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 88
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 83/104 (Maximum Score) x 100 = 79,80 %, so it is categorized Strong.
Table 4.11 Item Number 11 : (Teachers marked all of students’ task and homework regularly)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 6 24
2 Agree 3 19 57
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 83
Based on the result above, it shows that there are 26 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 88/104 (Maximum Score) x 100 = 84,61 %, so it is categorized Very Strong.
Table 4.12 Item Number 12 : (Teacher was consistent to keep the rules that had been discussed and agreed with students before)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 4 16
2 Agree 3 22 66
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 82
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 82/104 (Maximum Score) x 100 = 78,84%, so it is categorized Strong.
Table 4.13 Item Number 13 : (Teacher was friendly)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 17 68
2 Agree 3 8 24
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 94
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 94/104 (Maximum Score) x 100 = 90,38 %, so it is categorized Very Strong.
Table 4.14 Item Number 14 : (Teacher was humorist)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 13 52
2 Agree 3 10 30
3 Disagree 2 3 6
4 Strongly Disagree 1 0 0
Total 26 88
Based on the result above, it shows that there are 23 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 88/104 (Maximum Score) x 100 = 84,61 %, so it is categorized Very Strong.
Table 4.15 Item Number 15 : (Teacher did not disgrace students who have the wrong answer)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 10 40
2 Agree 3 14 42
3 Disagree 2 2 4
4 Strongly Disagree 1 0 0
Total 26 86
Based on the result above, it shows that there are 24 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 86/104 (Maximum Score) x 100 = 82,69 %, so it is categorized Very Strong.
Table 4.16 Item Number 16 : (Teacher motivated students to express and discuss their thought in teaching and learning process)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 6 24
2 Agree 3 19 57
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 83
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 83/104 (Maximum Score) x 100 = 79,80 %, so it is categorized Strong.
Table 4.17 Item Number 17 : (Teachers appraised students fairly)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 16 64
2 Agree 3 9 27
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 93
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 93/104 (Maximum Score) x 100 = 89,42 %, so it is categorized Very Strong.
Table 4.18 Item Number 18 : (Teacher asked students to appreciate their classmates’
opinion)
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 12 48
2 Agree 3 13 39
3 Disagree 2 1 2
4 Strongly Disagree 1 0 0
Total 26 89
Based on the result above, it shows that there are 25 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 89/104 (Maximum Score) x 100 = 85,57%, so it is categorized Very Strong.
Table 4.19 Item Number 19 : (Teacher was opened to students’ criticism and suggestion )
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 4 16
2 Agree 3 22 66
3 Disagree 2 0 0
4 Strongly Disagree 1 0 0
Total 26 82
Based on the result above, it shows that there are 26 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 82/104 (Maximum Score) x 100 = 78,84%, so it is categorized Strong.
Table 4.20 Item Number 20 : (Teacher was willing to help students learning English outside classroom )
No. Category Score Frequent Sum of Score
1 Strongly Agree 4 10 40
2 Agree 3 14 42
3 Disagree 2 2 4
4 Strongly Disagree 1 0 0
Total 26 86
Based on the result above, it shows that there are 24 students that agree to the statement, to be valid data, by continuum can be shown below:
0-20 % 21-40 % 41-60 % 61-80 % 81-100 %
SL L U S VS
The data above shows that the Students disagree to the statement, there are 86/104 (Maximum Score) x 100 = 82,69 %, so it is categorized Very Strong.
B. Discussion
This section were going to find out the answer of the research question mentioned in first chapter, which asked about the teachers’ strategy in teaching reading comprehension and about students perception toward teachers’ strategy teaching reading comprehension
1. Teachers Strategies in Teaching Reading Comprehension
In this part, the writer described, the discussion of the teacher’s strategy in teaching reading comprehension at the eight grade of SMPN Parepare . This research was conducted using a research instrument which is interview. The interview was adopted from Sugiyono’s theory in 2008 and subsequently adopted the form of a statement through research conducted by Nurmadia Sarjan in 2017, namely an analysis on the English teachers strategies in teaching reading comprehension at the second grade students of junior high school 1 of Wonomulyo.
Based on the interview result about teachers’ strategy in teaching reading comprehension, there were two strategies that the teacher used it’s scaffolding and QARs (Question Answer Relationship Strategy).
a. Scaffolding
The first strategies that the teacher used scaffolding, scaffolding strategies were used by teachers when students got difficulties, teachers need provide tailored