THE ANALYSIS OF THE TEACHER’S STRATEGIES IN TEACHING AND THE STUDENTS’ INTEREST IN
READING IN CLASS IX AT SMPN 5 CAMPLONG
THESIS
BY
ANDI RIZKILLAH NPM 21602073073
UNIVERSITY OF ISLAM MALANG GRADUATE PROGRAM
ENGLISH EDUCATION DEPARTMENT JUNE 2020
i
THE ANALYSIS OF THE TEACHER’S STRATEGIES IN TEACHING AND THE STUDENTS’ INTEREST IN
READING IN CLASS IX AT SMPN 5 CAMPLONG
THESIS Presented to Graduate Program University of Islam Malang
in partial fulfillment of the requirements for the degree of Magister in English Language Education
By
ANDI RIZKILLAH NPM 21602073073
UNIVERSITY OF ISLAM MALANG GRADUATE PROGRAM
ENGLISH EDUCATION DEPARTMENT JUNE 2020
ABSTRACT
Rizkillah, Andi. 2020. The Analysis of the Teacher’s Strategies in Teaching and the Students’ Interest in Reading in Class Ix at SMPN 5 Camplong.
Thesis, English Education Department, Postgraduate Program, Islamic University of Malang, Advisors: (1) Dr. Alfan Zuhairi, M.Pd.
Key Words: reading; reading strategy; reading interest; students’ reading interest.
Reading is being one of the important activities in order to obtain knowledge because there are a lot of information that can be acquired through written media and can add the learners’ vocabulary. Reading as receptive skills is suitable to be learned to the students in initial study, such as in elementary school and junior high school. The successful development of the learners in reading will have an impact on the ability of the learners in productive skill. It is important to make the learners have desire in doing reading, the ways are by providing good strategy in teaching reading and knowing what make the learners love reading.
The purpose of this research are (1) to find the teacher’s strategies in teaching reading and (2) to find the students’ interest in reading.
The method of this research was descriptive qualitative method. Through this method, the researcher analyzed the strategies that used by the teacher in teaching and the interest of the students in learning reading in class IX at SMPN 5 Camplong. The students who become the subject of this research are from 2 classes with total 47 students. The techniques used in this research to collecting data were observation, questionnaire, and interview.
The result of this research showed that in teaching reading the teacher used some strategies, there are: (1) 3 phase technique, (2) scaffolding, and (3) think aloud. While the factors that influence the students’ interest are: (1) students’
previous experience, (2) teacher values, (3) understandable subject.
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Rizkillah, Andi. 2020. Analisis dari Strategi Guru Dalam Mengajar dan Ketertarikan Siswa Dalam Membaca di Kelas 9 di SMPN 5 Camplong.
Tesis, Jurusan pendidikan Bahasa Inggris, Program Pascasarjana, Universitas slam Malang, Pembimbing: (1) Dr. Alfan Zuhairi, M.Pd.
Key Words: reading; reading strategy; reading interest; students’ reading interest.
Membaca menjadi salah satu kegiatan penting untuk memperoleh pengetahuan karena ada banyak informasi yang dapat diperoleh melalui media tulis dan dapat menambah kosakata peserta didik. Membaca sebagai keterampilan reseptif cocok untuk dipelajari oleh siswa dalam studi awal, seperti di sekolah dasar dan sekolah menengah pertama. Keberhasilan dalam pengembangan peserta didik dalam membaca akan berdampak pada kemampuan peserta didik dalam keterampilan produktif. Penting untuk membuat peserta didik memiliki keinginan kuat dalam membaca, caranya adalah dengan memberikan strategi yang baik dalam mengajar membaca dan mengetahui apa yang membuat peserta didik suka dalam membaca. Tujuan dari penelitian ini adalah (1) untuk menemukan strategi guru dalam mengajar membaca dan (2) untuk menemukan minat siswa dalam membaca.
Metode penelitian ini adalah metode deskriptif kualitatif. Melalui metode ini, peneliti menganalisis strategi yang digunakan oleh guru dalam mengajar dan minat siswa dalam belajar membaca di kelas IX di SMPN 5 Camplong. Siswa yang menjadi subjek penelitian ini adalah dari 2 kelas dengan total 47 siswa.
Teknik yang digunakan dalam penelitian ini untuk mengumpulkan data adalah observasi, kuesioner, dan wawancara.
Hasil penelitian ini menunjukkan bahwa dalam pengajaran membaca guru menggunakan beberapa strategi, yaitu: (1) 3 phase technique, (2) scaffolding, and (3) think aloud. Sedangkan faktor-faktor yang memengaruhi minat siswa adalah:
(1) pengalaman siswa sebelumnya, (2) nilai guru, (3) mata pelajaran yang mudah dimengerti.
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CHAPTER I INTRODUCTION
This chapter sets out background of the study, research problems, research purposes, limitation of the study, significance of the study, and definition of the key terms.
1.1 Background of Study
Reading is one of four language skills that need to be learned in learning English. Reading is classified as receptive skill that islanguage skills that involve the ability to receive messages in the form of oral language or written language.
Receptive skill is a basic skill that is learned by the learner to know and understand a language before they ready to produce something in the aimed language.
There are a lot of information that is communicated through written media, so reading is being one of the important activities in order to obtain knowledge, information, or just to get entertainment. In Indonesia, reading is taught as comprehension reading and not as initial reading as basic reading because they, Indonesian persons, have received reading skills in their first language (Cahyono and Widiati, 2006). Reading comprehension is more emphasized rather than initial reading because they already get the ability to read in their first language. So, they
need to improve their skills to understand the meaning of a written text that they read through reading comprehension.
Reading, especially reading comprehension, is not an easy process because it involves the work of eyes and brain to get information, message and essence from the text. According to Grabe and Stoller (2002) reading comprehension is the activity to get and understand the information of the text. So, the reader must be able to interpret what the meaning of the text well to get the essence of the text.
In school, the students are expected to get knowledge and understand the context that has been explained in the text. It means that the students need to learn a considerable amount of information from a text. Therefore, the students require abilities to understand and remember main ideas as well as number of details that elaborate the main idea and supporting ideas in the text.
AD-Heisat et al (2009) in European Journal stated that the best phase to learn reading is at primary level, the failure of the learner in learning reading in that phase will impact the lack ability of the learners in reading. The effect of limited students literacy skill may develop poor self-esteem, lack motivation, display behavioral and academic problems. So, it is important to emphasize reading in elementary and junior high school because it is the best part when the learners can learn reading well.
In learning, the way the teacher teaches also plays important role in order to make students have capability in reading well. Various strategies may be used by the teacher while teaching in order to reach the aim of teaching-learning processes. Harmer in Muslaini (2017) said strategy is teacher’s act to reach one or
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more teaching and learning goals. So, this strategy is the important role of a teacher to achieve the goal of teaching reading comprehension. Hudson (2007) stated that reading strategy can be described as the interactive process to obtain the meaning of the text and the reading skills will operate beside the context of reading strategy. It means that the good reading strategies will derive into a good reading skill because reading is not a skill that can be automatically learned (AD- Heisat et al, 2009:310).
But, based on research that is conducted by the Progress in International Reading Literacy Study (PIRLS), it is an international studies in the field of reading for children around the world sponsored by The International Association for Evaluation Achievement show that the average reading ability of Indonesian children is in 4th place from the bottom of 45 countries in the world (Latief, www.edukasi.kompas.com). This research shows that the reading ability of Indonesian children is still relatively low.
Beside it, EF (Education First) also do a test to measure English ability of million people in the world. The subjects of the test are men and women over 18 years old. This test is call EF EPI (English Proficiency Index). The result of the test shows that in 2018 Indonesia is in position 51 from 88 countries in the world and position 13 from 21 countries in Asia. In 2020, Indonesia is in position 61 from 100 countries in the world with the average EPI score is 56.71. It means Indonesia position is down 10 levels than in 2018, although the country that join the test is increase. But in Asia, Indonesia position is still in levels 13 from 25
countries. From that result EF categorizes Indonesian English language proficiency is low. (www.ef.co.id/epi/)
The result of EF EPI test can be the representative of the ability from Indonesia people in English proficiency. The reasons that make English proficiency in Indonesia are low because Indonesia people is rarely using English language in their daily conversation. They also rarely read articles or texts that are in the form of English. If the reading desire of Indonesia people is high, this country will become developed country. Reading is the windows of the world. By doing reading someone will get so many knowledge that is useful for him/herself to develop this country. But unfortunately, Indonesia people are lack in reading and it implies to their English proficiency. So, it is important for the teacher to have a good strategy in teach the students to make them have a good habit in reading.
Sarjan and Mardiana (2017) in ETERNAL journal said that the strategies that are used by teacher often expect to develop students reading skill by absorption. It is believed that if teacher teaches them reading comprehension all day, it will improve their reading comprehension. But, this way is proven ineffective because the student also need the help from the teacher in comprehend the text well. Moreover, Wibowo et al (2020) see from another research they stated that the English teachers rarely use the strategies in teaching reading comprehension. The teachers only use a few strategies. It indicates that strategies are needed in order to help the learners or students but some teachers pretend not to use strategy in teach reading.
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In line with reading strategy, the students’ interest also important in order to determine success or not the students learning reading and understand what they read. Although the teacher teach them with the best strategy to increase their reading ability but if they are not interest it will be useless. According to Slameto in Saswandi (2014) interest is persisting tendency to pay attention to and enjoy some activity and content. Students who have an interest to something will pay attention and feel enjoy in doing that activity. Interest needs stimulus from outside to make it rise and bigger. If a teacher wants to success in doing teaching and learning activities, he should be able to provide stimulus to the students, so that they are interested in participating in the learning process.
Nowadays, the interest to do reading is decreased. Sutarti (2017:119) in his article said that the decrease of students reading activity is influenced by the information and technology that is already very advanced. A wide variety of entertainment media that do not include books, it becomes more interesting, because reading requires special attention that cannot be interspersed with other activities
So, the teacher role is not only to provide the students with the best teaching strategy but also to make they feel interest in learning reading and understand the text that they read. For example, there is a student who does not like English lesson especially reading. The task of the teacher is giving stimulus through the good strategy that makes the student active and does not feel bored. By doing this the student will gradually like with the lesson, because it can rise the student’s interest and erase the boredom feeling.
So, it is very important to stimulate students’ interest because it can add extra strength and resist fatigue to an individual in doing teaching learning activity. According to Mangal in Saswandi (2014) interest is the central force that drives the whole machinery of the teaching learning process. As the machinery of teaching learning process, teacher should have a strategy that can stimulate students' interest so the learning objectives can be achieved.
The strategy of teacher and the interest of the learners are very important to be explored. It is because through the good strategy will impact to the interest of the learners that influence the desire of the learners or students in reading.
Stronger desire of reading makes the learners have much knowledge, add more vocabulary, and know the sentence construction. Actually, the good strategy of teacher is not the only factor that influences the interest of students but there are some other factors. So, it is important to explore in order to be able to raise students’ interest in reading maximally that then help by goo strategies of the teacher.
This research will conduct in SMPN 5 Camplong. Based on the researcher's initial observation that was made in that school, it was known that the English teacher had used a strategy in teaching reading. The strategy that used was the teacher helped students in reading activities, he provided several translate of difficult words so that students know the meaning of difficult words that was be the key words in the text. The other words that had not yet translated were ordered to guess the meaning if the student did not know. After students read the text, the teacher then instructed his students to follow him to read the text aloud, then he
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choose some students to read the text loudly. Students then asked if they had already comprehended the text, then teacher gave them several questions to answer about the text. The researcher thinks the strategy that is used by the teacher is good enough to increase students reading comprehension. The teacher provides some vocabulary to give assistance to the students in order make them easily to understand the text and train them to guess the words in the text.
SMPN 5 Camplong is located on rural area, in Anggersek, Kec. Camplong, Kab. Sampang. It is interesting to conduct research in this school because although this school is located in rural area but some students in this school have a good English ability. Whenever I ask some students they can answer my questions with good pronunciation although it is not perfect. I as researcher know, this school will lose if it is compared with favorite school in the city because in the favorite school there are a complete media to do teaching learning process and also the students in favorite school is selected students. But in the rural area school, it will be an achievement if it can produce students who have good ability, because the students in the rural area are sometime underestimated by students in the city. It is not easy for the teacher to choose strategy that will make students feel interested in learning English and have good ability.
Another reason that makes me as researcher choose this school, because this school also has more students rather than other school in rural area in Sampang.
The students in this school are about 150 students ranging from class 7 until 9. It is usually difficult to attract the desire of village people to let their children to study in school, especially Madurese people. It means this school is success to get
the trust from the student’s parents to let their children study in this school. The trust of the student’s parent can be gotten from the success of the school or teacher in producing intellect students by using such strategy that is suitable for students, especially students in rural area that have low human resources than they are in city.
See from that fact, the researcher interests to lift this research with title “The Analysis of the Teacher’ Strategies in Teaching and the Students’ Interest in Learning Reading in Class IX at SMPN 5 Camplong”. Hopefully, the result of this research can help teacher to increase the students’ interest in reading and providing the various strategy in teaching reading, so it is not monotonous .
1.2 Research Problems
Based on the above background of study, the problems are stated as follows:
1. What are the Teacher’ strategies in teaching reading in class IX at SMPN 5 Camplong?
2. What are the Students’ interests in reading in class IX at SMPN 5 Camplong?
1.3 Research Purposes
The purposes of the study are stated as follows:
1. To find the Teacher’s Strategies in teaching reading in class IX at SMPN 5 Camplong.
2. To find the Students’ Interest in reading in class IX at SMPN 5 Camplong.
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1.4 Limitation of the Research
This research will only discuss the Teacher’ Strategies and the Students’
Interest in Reading in Class IX at SMPN 5 Camplong. So, the main discussion of this research is about what are the strategies that used by teacher and what makes students’ interest in doing reading in clas IX.
1.5 Significance of the Research
The research is expected to have important advantages for the next researchers, teachers, and students.
1. For the next researchers
This study can be used as reference and improve knowledge for future researchers who plant to conduct research on the reading skill, especially reading strategies.
2. For teachers or lecturers
This study can make teachers or lecturers know the obstacle that may cause the low students reading interest and the strategies that possible to use in class to teach reading in order increase students reading skill.
3. For students
This research can use to reflect their motivation and increase their desire in learning reading. So they can gradually increase their reading and know the important of reading that should not be abandoned.
1.6 Definition of Key term
1. Teacher’s Uses of Strategies
Strategies are used by teachers in teaching in the classroom. Strategies are intended to help students easier to understand the material, understand the purpose of the material, overcome students 'difficulties, and increase students' interest in learning. Through the implementation of strategies are hoped that teaching objectives will be reached. By using observation, it can be known that the teacher has used strategy because strategy makes the teaching and learning process become coherent according to the steps that was made by the teacher and also teacher knows what he must do.
2. Students’ Interest
Students’ interest is pretended as the passion or spirit of the students in following the teaching-learning process and do what the teach order to them. They are also active in learning activity, such as asking or answering the task that is given. It can be seen how strong their desire to continue to do the learning activities and loss the boredom feeling while doing it.
CHAPTER VI
CONCLUSION AND SUGGESTION
This chapter provides a brief summary of the findings and followed by several suggestions related to the study for the future researchers
6.1 Conclusion
Based on the findings of the research and discussion in previous chapter, it can be proposed that the strategies which the teacher is used in teaching reading comprehension in SMPN 5 Camplong were three strategies, (1) three phase technique, (2) scaffolding, and (3) think aloud. These three teaching strategies are interconnected and complete each other. The base strategy is three phase technique while scaffolding and think aloud are as complementary. It means teacher used three phase technique as the learning model begin from pre, while, and post teaching. Scaffolding and think aloud are added as learning method in learning reading. These strategies are used by the teachers in order to make the students easily comprehend the reading text and get more vocabulary that is important in learning English. Their pronunciation also will be increased too, because they will observe how to pronounce well and they have to read aloud the text.
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Another factor that influence how success someone learn something is the interest factor. The findings of this research show some factors that influence the interest of the students in learning they are (1) previous experience, (2) teacher values, (3) understandable subject. These 3 factors are the most dominant factors that influence the interest of students in SMPN 5 Camplong at class A. Students will be easier to understand the material, if he ever faces or hear it before. So, it is really important for teacher to look for and adjust the text material with students’
experience. Do not give political theme for elementary or junior high school students. It is better if the theme is about daily events or story. The values of the teacher also influence how interest the learner is. The teacher that can guide them with active, creative and joyful learning will make them happy with his/her lesson and increase the students’ leaning interest. Last factor is understandable subject.
Of course easy subject or text will make a beginner learner has more motivation in learning. It is because they will feel relieved can understand the text. Compare if they are given a complicated subject, they will give up before they success to understand the meaning of the text. But it must gradually increase along with learners’ abilities development.
6.2 Suggestion
1. For the teacher
This research can become additional knowledge for the teacher to apply the strategies in teaching reading material. Teacher’s strategies must be applied because this is the teacher’s way to determine learning goals during teaching
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learning process. So, the quality of English teacher in teaching English can be improved. Also teacher can know what factors that influence the students’ interest in learning reading. So, teacher will be easier to motivate students in learning English.
2. For Students
By knowing the strategies that are used by their teacher, hopefully they will be more enjoy the lesson in the class and know the aims of the lessons. Students are also hoped to recognize the factors that can make them interest in learning reading text. So, they can get more knowledge from what they have read.
3. For the next researcher
The researcher wishes that other researcher could conduct research in wider area with combination of different variable. The next researcher can conduct the research about the effect of the certain strategies with the students score or students willingness in learning English. Therefore, that result will be more advantageous and can be applied in a larger area.
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