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AN ANALYSIS OF QUESTION TYPES FOR READING COMPREHENSION
(A Study of Students’ Workbook at West Pasaman)
Fatmawati *) Sri Imelwaty, Ph.D **) dan Rindilla Antika, M.Pd ***)
*) Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Email:
[email protected]**) Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Email:
[email protected]***) Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat Email: [email protected]
Abstract
Most of teachers in junior high schools at west Pasaman use workbooks in teaching learning process. One of workbooks which mostly use in teaching learning process is “Pupin” English workbook. The purpose of this research is to identify and to describe the types of question for reading comprehension in “Pupin” English workbook junior high school at West Pasaman. The method of this research was descriptive research using document analysis. The data were taken from the reading comprehension questions in “Pupin” English workbook.
The results of this research are four types of question for reading comprehension in “Pupin” English workbook;
they are literal comprehension, reorganization, inference, and prediction. The dominantly type of question for reading comprehension is literal comprehension with 56% or 111 out of 200 data which is found in “Pupin”
English workbook. It indicates that most of reading comprehension questions in the “Pupin” English workbook have function to measure the students’ ability about their understanding on the basic meaning of the text.
Banyak guru SMP di Pasaman Barat menggunakan LKS dalam proses belajar mengajar. Salah satu LKS yang sering digunakan didalam proses belajar mengajar adalah LKS Pupin. Tujuan dari penelitian ini adalah untuk menentukan dan menggambarkan jenis pertanyaan untuk memahami bacaan didalam LKS Pupin SMP di Pasaman Barat. Metode penelitian ini adalah penelitian deskriptif menggunakan analisa dokumen. Data diambil dari pertanyaan-pertanyaan untuk memahami bacaan yang ada didalam LKS Pupin. Hasil dari penelitian ini adalah ada empat jenis pertanyaan untuk memahami bacaan yang ada didalam LKS Pupin. Jenis pertanyaannya untuk memahami bacaan adalah literal comprehension, reorganization, inference, dan prediction. Jenis pertanyaan yang paling dominan untuk memahami bacaan pada LKS Pupin adalah literal comprehension dengan persentase 56% atau 111 dari 200 data yang ditemukan didalam LKS Pupin. Hal ini menunjukkan bahwa banyak pertanyaan untuk memahami bacaan didalam LKS Pupin berfungsi untuk mengukur kemampuan siswa tentang pemahaman pada makna dasar yang ada didalam teks.
Keywords: Types of Question; Reading comprehension; Workbook.
INTRODUCTION
Reading is an aspect for students because it is valuable benefit in developing knowledge. By reading, students, especially in academic context, need to comprehend and deal with all reading aspect.
In addition, reading comprehension is an interactive process between the reader and the text.
According to Seyler (2004: 3), reading is the process obtaining or constructing meaning from a word or cluster words. It shows that, reading is an important activity to get understanding the text the students should be able to build the meaning of a word or cluster words. If the students can do build the
meaning of a word, they can comprehend the meaning of the words itself.
Furthermore, Nunan (2003: 68) says reading as a process of fluent the readers combining information from a text and their own background knowledge built meaning. It means that the reader will predict what is the text tell about and try to find the meaning based on the background knowledge.
In junior high school at west Pasaman, the teachers applied curriculum 2013 in teaching learning process where should get many sources; textbook and workbook which more suitable toward students’
competence. In this case the researcher interested in analyzing the types of question for reading
2 comprehension in English workbook entitled Pupin for Eight grade students of junior high. The researcher prefers to choose Pupin because many schools at west Pasaman use Pupin as their workbook this workbook is composed by Drs. Fx. Parsono, Drs.
Kardiyo, Dra. Ratna Amini, Drs. Ngatiyono, M.Pd., Dony Prabowo, S.Pd., Joko Susanto, Ihsanuddin, S.Pd., Dra. Emmy Masithah, Drs. T. Ibrahim, Drs.
Misno, Dra. Astuti, Dra. Ties Setyaningsih, Drs.
Maryoto, Hanung Rosifah, S.Si., Cahyadi H.
Prabowo, S.s., and wakhid Ichsanto, S.Pd.I.
According to Harmer (2007), teachers and students will get benefits when the textbook is used in teaching and learning process. The textbook and the workbook, will give more materials that can be taught in teaching process. In the other word, teachers will have a foundation in providing the materials which more efficient for teaching in the class. Beside that, the teachers also get easy to give assignment or task for the students that can improve their knowledge about the material which have been explained. According to Day & Park (2005), there are six types of question for reading comprehension; they are literal comprehension, reorganization, inference, prediction, evaluation and personal respond. Those types of question is a way for the teacher to manage students in the reading comprehension process.
The purposes of this research is To identify types of question for reading comprehension and to know the most type of question for reading comprehension that available in eight grade junior high school students’ “Pupin” English workbook in West Pasaman. Based on the purpose of the research, the research questions of this research are: what are the types of question for reading comprehension and which mostly appeared in “Pupin” English workbook of Eight grade students junior high at west Pasaman?
RESEARCH METHOD
The methodology of this research was descriptive research. According to Gay and Airasian (2000: 275) states that descriptive study determines and describes the way thing are. It means that descriptive research spells out the way thing are, elaborate the case or the research problem clearly.
In addition, Nazir (2007: 54) states that “a descriptive research is describing picture or draw the factual and accurate facts in systematic and have a relationship with inter phenomena that are being observed”. In this research, the researcher only wants to describe the types of question found in the “Pupin”
workbook based on the 2013 curriculum. The data in this research are the reading comprehension questions found in the English workbook Pupin.
In this research, the researcher used document analysis as the technique to collect the data. According to Yusuf (2007:252), “document analysis is one of the techniques to collect the data or information in research.”This technique uses to get information with observes and analyzes the English workbooks. It was aimed to find out what types of question that available in the English workbooks for reading comprehension section.
In this research, the researcher did a few steps to collect the data. First, the researcher took and collected the document that be needed in this research. Second, the researcher read the document that has collected. Third, the researcher collected the data that containing of question types for reading comprehension. Finally, the researcher described the question types that be found in the English workbook that have mentioned by Day & Park (2005).After collecting the data, the researcher analyzes the data by using descriptive qualitative analysis.
RESEARCH FINDINGS
The researcher founds findings after conducting the research and analyzing the data. The findings of this research are relevant to research question “What are the types of question for reading comprehension in English workbook Pupin of junior high at west Pasaman and which mostly appeared?”.
The types of question in workbook “Pupin” are found four types. they are literal comprehension, reorganization, inference, and prediction.
1. The Types of Question
The researcher finds the types of question in the workbook Pupin as follow:
a. Literal Comprehension
Literal comprehension is an understanding of the straight forward meaning of the text which can be answered directly and explicitly from the text. It means that to answer the question, the student must read the text and the answer can be found in the text.
b. Reorganization
Reorganization is a question which requires the students’ ability to use information from various parts of the text and combine them for additional understanding. It means that to get the answer the students have to understand all of the text.
3 c. Inference
Inference is combining literal understanding of the text with own knowledge and intuition which the answers are based on the text but not explicitly stated. In order for the students to be successful in answering to one inference question, they must analyze the information of the subject.
d. Prediction
Prediction requires students’ background knowledge and lead them to predict or solve problems based on implicit information in the text. It means that to get the answer, the students must have good background knowledge.
2. The Types of Question which Mostly Appeared The researcher found four types of questions for reading comprehension. They are literal comprehension, reorganization, inference, and prediction. The mostly appeared types of questions in the Pupin’s workbook is literal comprehension. It can be seen on the table below.
4.1. Table of the dominantly types of question Based on the table above, the types of question in “Pupin” workbook are literal comprehension, reorganization, inference, and prediction. it shows that the literal comprehension is the mostly appeared than reorganization, inference, and prediction which has amount 111 out of 200 and have percentage 56%. And then, for reorganization is more appeared than prediction which has amount 20 out of 200 and have percentage 10%.The next is inference is more appeared than reorganization and prediction which has amount 66 out of 200 and have percentage 33%. And the last is prediction as the lowest amount 2 out of 200 and have percentage 1%.
CONCLUSION
Based on the data that are found in the English workbook “Pupin” of eight grade junior high school at west Pasaman, the questions for reading comprehension are found into four types. They are literal comprehension, reorganization, inference, and prediction. Based on the types of question which had been found, the dominantly types of question is literal comprehension. Literal comprehension is an understanding of straight forward meaning of the text which can be answered directly and explicitly from the text.
ACKNOWLEDGEMENT
The researcher would like to express the deepest gratitude to Sri Imelwaty, Ph.D and Rindilla Antika, M.Pd as the advisors. The researcher thankful for their valuable time, guidance, suggestion, support, and comment during the process of finishing this journal.
REFERENCES
Day, Richard R and Park, Jeong suk. 2005.
Developing Reading Comprehension Questions.Retrievedathttp://nflrc.hawaii.edu/
rfl/April2005/day/day.html on November 3th, 2015
Gay, L. R. And Airasian, Peter. 2000. Educational research. 6th ed. New Jersey: Prentice Hall Harmer, Jeremy. 2007. How to Teach English: An
introduction to practice of English Language teaching. Edinburg: Longman Nazir, Moh. 2005. Metode Penelitian. Bogor: Gralia
Indonesia
Nunan, David. 2003. Practical English Language Teaching. New York: Mc Grawhill
Seyler, Dorothy U. 2004. The reading Context:
Developing College Reading Skill. New York: Pearson Education Inc
Yusuf, A Muri. 2007. Metodologi Penelitian.
Padang: UNP Press No Types of
question
Amount percenta ge 1. Literal
comprehension
111 56 %
2. Reorganization 21 10%
3. Inference 66 33 %
4. Prediction 2 1 %
Total 200 100%
