The Impact of Using English as the Medium of Instruction in Teaching Reading
Dewi Yani*
English Education Department, The University of Serambi Mekkah, Banda Aceh, Indonesia
Email: [email protected]
Abstract
The language that is used in teaching influences the success of teaching and learning process. When the medium used by teachers in teaching and learning process is not effective; thus, it makes the students get problem in learning English, including in learning reading skill. The aim of the study is to find out if the usage of English as the medium of language instruction in teaching students’ reading skill is better than the common way, and to find out how the students respond toward English as the medium of instruction during learning reading. This study is conducted by using one group pre-test and post-test design. The total population of this study was 60 students in the second grade (class VIII1 and class VIII2). While the sample of this study is students who are taken from class VIII1. The researcher used purposive sampling technique in choosing sample. The data were collected through test and questionnaire. The data were then analyzed by using t-test and percentage. The result of t-test calculation shows that t-test (8.34) is higher than the critical value of t-test for the degree freedom of 29, which is 1.70 at the level of significance 0.05. It means that the usage of English as the medium of language instruction in teaching students’ reading skill is better than the conventional language instruction. Based on the result of the study, the English teachers are suggested to use English as the medium of language instruction in teaching the students’ reading skill because it can increase the students' ability in mastering reading skill.
Keywords: Language Instruction; English Medium of Instruction; Reading Skill
A. Introduction
English is an international language and has an important role in the global era. All over the world, English is used as an intermediary for communication to other countries because many countries use English as a second language for communication. It is used as an intermediary for communication between people in various countries, and is also used in various fields of human life, for example in industry, education and science. This makes English hold the main requirement to survive in the global era. Therefore, the mastery of English language skills is a priority for the current generation. In education, it is important to use English as a target for curriculum achievement in schools (Aida, 2015).
In English education, teachers must be able to educate students to achieve the curriculum target; one of them is reading comprehension skill.
This reading skill required the students to not only read the texts, but also to understand the overall meaning of the texts. This kind of reading is often done in academic and other settings where complete understanding is required (Saeed & Jarwar, 2012).
Basically, reading is very important because the texts in English books are written in English. Therefore, students must be able to understand the reading appropriately. While difficulties in understanding of reading occur as a result of the lack of vocabulary, lack of students’
interest in reading, memory, and lack of reading area (Brown, 2001).
However, based on the researcher’s preliminary observation in SMP Islam Ibnu Khaldun, some problems were found in teaching and learning reading skill, especially in the second-grade. The students were not motivated to learn English, then the students had lack of vocabulary.
Therefore, the researcher suggests to apply English as the Medium of Instruction in teaching reading, particularly to increase the students’
vocabulary which will further improve their reading skill.
The application of using English as the medium of language instruction is directly related to the process and learning outcomes because the teacher is a tool that plays a role in learning and is responsible to the students’ achievement. Therefore, it is important to use English as the spoken language and written language when teaching, especially when explaining, giving instruction and feedback, managing classes, and evaluating the students’ learning outcomes. Language used
must also be correct and according to the level of learner's language development, so that the students can understand the language well.
There are some relevant studies that have been conducted by some researchers, such as Byun et al. (2011) who examined the problem of using English as the medium of language instruction in Korean universities. Based on the mean scores of the scale items on the questionnaire of those study, Byun et al. (2011) claim a positive result of the use of English as the medium of language instruction in terms of participant satisfaction and improvement in language proficiency, but they suggest that further research is needed to find out the effects of the use of English as the medium of language instruction on academics. Therefore, the researcher is interested to conduct this research in SMP Islam Ibnu Khaldun as the fact that English as the medium of language instruction has never been used in teaching reading in SMP Islam Ibnu Khaldun before.
B. Method
The method used in this research is the pre-experimental method, which was one group pre-test post-test design. This kind of research results were the dependent variable and not solely influenced by the independent variable. This can happen, in the absence of a control variable, and the sample is not randomly selected (Sugiyono, 2010). So, in this study, the writer examines the impact of the use of English as the medium of instruction in teaching reading.
The population in this study was the students of grade VIII (VII1 and VIII2) at SMP Islam Ibnu Khaldun. The sample of this study was students at class VIII1 of SMP Islam Ibnu Khaldun, Banda Aceh. The class consists of 30 students. The researcher used purposive sampling technique in choosing sample. The researcher chose the students of class VIII1 because the students in that class have never experienced learning English, particularly learning reading using English as the medium of language instruction.
This study used tests as the research instrument. The test consists of two tests, which are pre-test and post-test. Pre- test is an activity that tests the level of students’ knowledge of the material to be delivered, pre- test activities are carried out before the teaching activities are given. The benefit of the pre-test is to know the initial ability of students about the
lesson presented. Meanwhile pre-test in this study was used to measure students' ability in reading by answering reading questions before being given method, in which the use of English as the language of instruction in teaching reading.
Post-test is the final test which is used to check the students’
improvement. The benefit of this post-test is to get an idea of the capabilities achieved after the end of the lesson delivery. The results of this post-test were compared to the pre-test result that have been done so that the information about how far the effect or influence of teaching has been done.
To analyze the data, the researcher calculated both pre-test and post-test result and compared the result by using t-test formula as follow:
+
+ − +
= −
2 2 1 1 2
1 2 2 2 1
2 1
2
n S n r S n n
S S
X t X
In which:
t = the significant difference between two means X1 = the mean score of pre-test
X2 = the mean score of post-test S = standard deviation.
n1 = number of students of pre-test n2 = the number of students of post-test
C. Research Findings
For the need of achieving the aim of this research, the researcher presents some collected data from pre-test and post-test. The following table displays the result of the students’ pre-test score.
Table 1. The Students’ Pre-Test Score No Student’ Number Score
1 Student 1 70
No Student’ Number Score
2 Student 2 60
3 Student 3 60
4 Student 4 65
5 Student 5 55
6 Student 6 70
7 Student 7 50
8 Student 8 70
9 Student 9 65
10 Student 10 50
11 Student 11 60
12 Student 12 55
13 Student 13 70
14 Student 14 55
15 Student 15 55
16 Student 16 50
17 Student 17 60
18 Student 18 55
19 Student 19 50
20 Student 20 55
21 Student 21 50
22 Student 22 60
23 Student 23 55
24 Student 24 50
25 Student 25 55
26 Student 26 60
27 Student 27 55
28 Student 28 65
29 Student 29 60
30 Student 30 50
From the above table, it seems that the students’ reading ability was still low. Table 2 discusses the post-test result from their reading capability.
Table 2. The Students’ Post-Test Score No Student’ Number Score
1 Student 1 85
2 Student 2 80
3 Student 3 70
4 Student 4 80
5 Student 5 70
6 Student 6 85
7 Student 7 65
8 Student 8 80
9 Student 9 75
10 Student 10 55
11 Student 11 75
12 Student 12 70
13 Student 13 85
14 Student 14 70
15 Student 15 60
16 Student 16 60
17 Student 17 70
18 Student 18 50
19 Student 19 65
20 Student 20 60
21 Student 21 65
22 Student 22 75
23 Student 23 65
24 Student 24 55
25 Student 25 70
26 Student 26 55
27 Student 27 50
28 Student 28 75
No Student’ Number Score
29 Student 29 65
30 Student 30 55
It shows that the students’ reading score improved. After getting the data, the researcher calculated the average score of pre-test and post- test that was gotten by the students and to find out the average score, the researcher calculated the data by using SPSS Version 22. The result of the calculation is shown in Figure 1 as follows:
Figure 1. Pre-Test Score Group Result
Based on the above figure about pre-test, it can be stated that 7 students (23.3%) got score of 50; 9 students (30%) got score of 55; 7 students (23.3%) got score of 60; 3 students (10%) got score of 65; and 4 students (13.3%) got score of 70.
Based on the description, the researcher concluded that most students got score of 55 in mastering reading skill. Next, the frequency
Figure 2. Post-Test Score Group Result
Based on Figure 2, it can described that 2 students (6.7%) got score of 50; 4 students (13.3%) got score of 55; 3 students (10%) got score of 60; 5 students (16.7%) got score of 65; 6 students (20%) got score of 70; 4 students (13.3%) got score of 75; 3 students (10%) got score of 80; and 3 students (10%) got score of 85. It is obvious that the pre-test score of reading skill improved in the post-test.
D. Discussion
The result of pre-test shows that the students’ average score was 58. Furthermore, the students’ average score of post- test was 68 after they are taught by using English as medium in reading instruction. This increase was about 10 points. Based on the observation during the treatment, the use of English as medium in teaching and learning reading process make the students happy to follow the teaching and learning process.
In addition, the statistical analysis indicates that the post-test of t- score is 8.34. The critical value of t-score for the degree of freedom 30-2 (28) is 1.70 at the level of significance 0.05. The result indicates that t- score (8.34) is bigger than t-table (1.70). Next, the value t significance is 0.000 (p=0.000). Thus, the value of t significance is smaller than the level of significance 0.05 (p<0.000).
Based on the above data, it is higlighted that in this study, the hypothesis of this study is accepted and well proven; as the researcher has previously hypothesized that that the use of English as the medium of language instruction in teaching the students’ reading skill is better than the common way. Thus, it is effective to use English as the medium of language instruction in teaching reading skill, particularly to the students of SMP Islam Ibnu Khaldun Lueng Bata Banda Aceh because it can improve the students’ reading skill.
Furthermore, the students’ motivation increased when they were taught by using English as the medium of language instruction when learning reading. This process impacted in the improvement of their reading skill mastery.
E. Conclusion
Based on the result of study and its analysis, some conclusions are as follows:
1. The students’ ability of SMP Islam Ibnu Khaldun Banda Aceh are in good category after being taught by using English as the medium of language instruction because their average score improved to be 68.
Their ability increases 10 point after they were taught by using English as the medium of language instruction. Thus, teaching reading skill to the students of SMP Islam Ibnu Khaldun Banda by using English as the medium of language instruction is successful because the students’
ability in mastering reading skill increases.
2. The usage of English as the medium of language instruction in teaching reading skill is better than the common way. It can be proved that the result of this study shows the t-score of post-test is 8.34 while t- table for the degree of freedom 30-2 (28) is 1.70. Thus, t-score is bigger than t-table (8.34 > 1.70). Furthermore, the value t significance is 0.000 (p=0.000). Thus, the value of t significance is smaller than the level of significance 0.05 (p<0.05).
3. The students’ motivation of SMP Islam Ibnu Khaldun Banda increases when they are taught reading skill by using English as the medium of language instruction.
References
Aida, N. (2015). The analyzing of Indonesia-English translation on national herbal products. Unpublished Undergraduate thesis, Syiah kuala University-Banda Aceh.
Byun, K., Chu, H., Kim, M., Park, I., Kim, S., & Jung, J. (2011). English- medium teaching in Korean higher education: Policy debates and reality. Higher Education, 62(4), 431-449.
Brown, H. D. (2001) Teaching by principles: An interactive approach to language pedagogy( 2nd ed.). California: Longman
Saeed, A., & Jarwar, A. Q. (2012). Impact of medium of instruction on achievement Level of Students at Higher Secondary Stages in Hyderabad Region of Sindh. Interdisciplinary Journal of Contemporary Research in Business, 4(4), 805-811.
Sugiyono. (2010). Metode penelitian kuantitatif kualitatif [Quantitaive and qualitative research method]. Bandung: Alfabeta
