SKRIPSI
BY
NOVITA IKA PRASETIYA NPM 217.0107.3.002
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY, 2021
iv ABSTRACT
Prasetiya, Novita Ika. 2021. EFL teacher's challenges and strategies in teaching reading comprehension online. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang.
Advisor I: Atik Umamah, S.Pd., M.Pd.; Advisor II: Henny Rahmawati, S.Pd., S.S., M.Pd.
Keywords: Online Reading Class; Teacher’s Challenges; Teacher’s Strategies
This research is carried out to investigate the challenges faced by EFL teachers in teaching reading comprehension online and to explore their strategies in teaching reading comprehension online. Three EFL teachers who teach reading comprehension online were the respondents. The data was collected by conducting an interview adopted from Utami (2020) and the researcher used semi-structured interviews.
As results, there were some challenges faced by EFL teachers divided into three parts; in pre-reading, during-reading, and post-reading. The challenges in pre-reading are lack of student’s motivation, lazy to read long passage, reading is boring. Besides, the challenges in during-reading involve student’s insufficient vocabulary, students difficult to pronounce word well, poor reading ability. Not only that, the challenges in post-reading involve less of teacher’s preparation, low of student’s comprehension, teachers do not master the technology. On the other side, the teachers use some strategy at each stage. In pre-reading, the teachers use providing pictures or vocabulary and questions-answering strategy. In during- reading, the teachers use reading aloud, translation, quizzes strategy. In addition, in post-reading, the teachers use discussion also evaluation strategy.
Furthermore, the result of the teacher’s interview showed that these strategies are effective to help students in the online learning process. For the teachers suggest to improve their quality in teaching in pre-, during-, and post- reading. Additionally, for future research suggests with more instruments and samples in data collection, such as questionnaire, observation
1
INTRODUCTION
This chapter presents about background of the study, research problem, objective of research, significance of research, scope and limitation of the research, and definition of key terms.
1.1 Background of the Study
Reading plays a significant role in the process of language learning (Jayanti, 2016). It means that reading skills is needed by the students in learning English. It is in line with Taka (2020) who states that reading as the basic skill that must be possessed by the students to know the students' development and to increase their knowledge in many fields of science. It means that reading can improve students' ability and can expand knowledge in various fields. Conversely, the students feel lazy to read and not interested in reading. According to Ganie et al. (2019), the students think that reading is boring and they also have less interest in learning English. It means that the students feel bored to read and they lack of motivation in reading.
In the current pandemic era, everything we do is very limited, especially in the field of education such as schools and universities. It is in line with Atmojo &
Nugroho (2020) who state that the government give regulation to implement online learning where the teacher and the students do teaching and learning process from home during the pandemic. According to Sujarwo et al. (2020), online learning is education that is carried out via the internet. Teaching and
learning process cannot be done by face-to-face, teachers and students can only study with online learning by using applications such as WhatsApp, google meet, zoom, google classroom, etc. Similarly, Mishra et al. (2020) point out that online education is a pedagogical change from traditional technique to the modern approach such as teaching and learning from classroom to zoom, from personal to virtual and from seminars to webinars. It means that the transformation of
pedagogical teaching and learning from initially using books or traditional methods to use online-based applications or can be called modern way.
The transformation from teaching offline to teaching online becomes challenges for teachers. According to Anderson et al. (2011), the challenges of this transition involves the willingness and capacity of teachers to deliver material in the new conditions. It means that teachers must be able to teach in different situations and capable to convey material well using online teaching in a
pandemic. Not only that, it is in line with Fareh (2010) who states that as a result, the challenges faced by teachers such as lack of teacher’s preparation, lack of student's interest, unsuitable teacher’s strategies, and inadequate assessment methods. It means that lack of teacher’s preparation to teach, insufficient student’s motivation, inappropriate teacher’s strategies, deficiency assessment methods become the challenges faced by the teachers in teaching reading comprehension online.
According to Wright (1987), there are four crucial factors that influence the success of teachers in teaching such as teacher belief, teacher personality, teacher strategy, and teacher motivation. It means that the teacher's belief, the teacher's attitude in teaching, the strategies used by the teachers, and the
motivation that the teachers have to teach are very influential to assist and support the teacher in teaching. It is in line with Sary (2012) who states that one of the factors is teaching strategy used by the teachers. Teacher’s strategies is the important role in classroom especially in reading. The teachers teach reading by using strategy or method. The best teaching strategy can make the reading class become successfully. According to Deli & Suyadi (2020, p.78), “a teacher’s plan in teaching and learning process to achieve purpose which have planned is
teaching strategy”. It means that teaching method can help the teacher to teach the students well-structured and the learning process become fluently in good
environment. In addition, teaching strategy is used by the teacher to teach the students with the aim of making it easier for them to be learned. It is in line with Takac (as cited in Rahmiyanti, 2019) who states that teaching strategies are the activities or the methods that are carried out and applied by teachers for students to help them in learning.
According to Atmojo & Nugroho (2020), the teachers also gripe about their deficiency of preparation and readiness in doing the online learning. It means that the teachers have lack of preparation and they are not ready to do online learning because of pandemic covid-19. Not only that, based on Hamdani (2020) states that as a result, the reciprocal teaching method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It means that reciprocal teaching methods develop the students’
understanding. In addition, Kusumawati (2019) states that SQ3R method combined with some activities using technology in the pre-, during-, and post-
reading activities can improve students’ understanding. So this strategy is beneficial for the students to understand the reading well.
Based on the findings of the previous studies above, the researchers did not explain in detail the challenges faced by EFL teachers in teaching reading
comprehension online. Not only that, the researcher only focuses on teacher's strategies in offline and online learning. In addition, the researcher did not explain in detail about pre-, during-, and post-reading stages. Therefore, this study will investigate more deeply about the challenges faced by EFL teachers in teaching reading comprehension online and will explore more deeply about EFL teacher's strategies in teaching reading comprehension online when pre-reading, during- reading, and post-reading at UNISMA.
1.2 Research Problem
Based on the discussion above, the problem in this study is formulated as follows.
1. What challenges are faced by EFL teachers in teaching reading comprehension online?
2. What are the EFL teacher’s strategies in teaching reading comprehension online?
1.3 Objective of Research
Based on the problems above, the objectives of the research are as follows.
1. To investigate the challenges faced by EFL teachers in teaching reading comprehension online.
2. To explore the EFL teacher’s strategies in teaching reading comprehension online.
1.4 Significance of Research
This study provided the information about the result of teacher’s
challenges and strategies in teaching reading comprehension online, the following part are as follows.
a. For the teacher
The result of this study is expected to give information and description about teacher’s challenges and strategies in teaching reading comprehension online, so it can improve the teacher’s quality of teaching and learning process.
The teachers can find out the challenges and the appropriate strategies in teaching reading comprehension online.
b. For the future researchers
The result of this study is expected to be used as a reference for their research. It is expected that the future researchers can develop this study with consideration of the different language styles and more innovative in linguistic content to help the teacher in their teaching reading stages.
1.5 Scope and Limitation of the Research
In this research, the researcher focuses on the challenges faced by EFL teachers in teaching reading comprehension online when pre-reading, during- reading and post-reading. The researcher also focuses on EFL teacher’s strategies in teaching reading comprehension online when pre-reading, during-reading and post-reading at English education department of University of Islam Malang.
Limitation of the study is the researcher cannot do observation directly because of
limited time and also the conditions of the activity in which the research is carried out during the pandemic.
1.6 Definition of Key Terms
In order to avoid misunderstanding or get the same perception of the terms used in the study, the following definitions are given:
1. Online Reading Class
The term “Online Reading Class” in this study is teaching and learning process that utilizes the internet and digital media in delivering material or giving assignments. The learning process cannot be done face-to-face, teachers and students can only study with online reading class by using applications such as WhatsApp, google meet, zoom, google classroom. It is because the online learning is not planned and prepared before. It happens suddenly to respond the COVID-19 pandemic in Indonesia. Online reading classes are conducted in the fourth semester.
2. Challenges
The term “Challenges” in this study is the difficulties faced by teachers in teaching reading comprehension online when pre-reading, during-reading, and post-reading. Challenges happen because of the transformation from offline teaching to online teaching.
3. Strategies
The term “Strategies” in this study is a technique that used by the teacher to teach online reading comprehension for the students. Strategies in here focus on pre-reading, during-reading, and post-reading. Pre-reading means the activity that the students’ do before reading. During-reading means the stages when the students read a text. Post-reading is how the way the students conclude whole information after they read.
32 CHAPTER V
CONCLUSION AND SUGGESTION
This last chapter presents the conclusion drawn from the research. It also presents suggestions for teachers, students, and future researchers as well. This chapter is divided into two parts: conclusions and suggestions.
5.1 Conclusion
The conclusion is teaching reading comprehension online during the pandemic become challenges for some teachers. There are three challenges faced by the teachers in teaching reading comprehension online involve lack of
student’s motivation in pre-reading, student’s insufficient vocabulary in during- reading and less of teacher’s preparation in post-reading. Additionally, the strategy that teachers use in every stages of pre- reading are providing pictures, list of vocabulary, questions and answering strategy. In during-reading, the teachers use reading aloud, quizzes, and translation strategy. In post-reading, the teachers use discussion and evaluation strategy. Furthermore, based on the results of the teacher’s interview these strategies above are proven effective for helping students in learning and for supporting the teachers in teaching reading
comprehension online.
5.2 Suggestions
Finally, at the end of this study the researcher brings the suggestions for;
the students, EFL teachers and further researcher that will be explained below.
5.2.1 For EFL Teachers
Suggestions for teachers are divided into three parts.
1. In pre-reading, the teachers are suggested to be creative to decide the kind of pre-reading strategy that can be used such various media to activating student's background knowledge like pictures, video, and etc.
2. In during-reading, EFL teachers need to improve their quality in online teaching materials.
3. In post-reading, the teachers must create innovative strategy that can make the students not bored in the online class and the teachers should control the classroom activities well.
5.2.2 For the Further Researcher
For the further researcher, the researcher realized that many limitations in conducting of this research. Because of the pandemic Covid-19, which made it difficult to meet students directly, the researcher only used an online interview to collect data. For future research suggests with more instruments and samples in data collection, such as questionnaire, observation and more EFL teachers to verify the results.
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