THE STUDENTS’ PERCEPTIONS TOWARD LECTURER’S INSTRUCTION
IN TEACHING INTENSIVE READING
Diana Katerina Widyaasita1, Angga Taufan Dayu, M.Pd.BI2, Yudha Aprizani, M.Pd3 Islamic University Kalimantan Muhammad Arsyad Al Banjari1
Islamic University Kalimantan Muhammad Arsyad Al Banjari2 Islamic University Kalimantan Muhammad Arsyad Al Banjari3
Email : [email protected] ABSTRACT
Intensive reading is an important method in language education that aim‟s to develop student‟s ability to understand information in detail including grammatical structure. Intensive reading also train to develop understanding in sentence structure, enhance passive and active vocabulary. This research was conducted to determine students' perceptions of teacher instructions on learning intensive reading material by giving questionnaires to 41 English Department students. This research used quantitative descriptive research where the final result of this research is to evaluate the students‟ perceptions of the way the teacher delivers material about intensive reading to students who are seen from their perspective. With this research it was found that the student has a positive response toward the lecturer‟s instruction and could also follow instructions from the teacher. From the results of the questionnaire it could be seen that 80.5% of respondents agreed that the intensive reading course could increase student‟s nglish vocabulary. . Some students argued that the teachers have a fairly good performance in delivering intensive reading material in class.
Keyword: English, Intensive Reading, Perception, Questionnaire
INTRODUCTION
English is one of the global languages used to communicate with many countries including Indonesia. English is considered a foreign language which is made as one of the subjects in school. As a subject, students in Indonesia learn English from junior high school to university level. There are four basic skills that must be mastered by students, such as listening, speaking, reading and writing.
Among all these skills, reading is considered as the most important skill. Reading supports the development of overall proficiency and provides access to crucial information at work and in school (Reiko, 2009). It aims to understand the context of the written text. The process of getting deep understanding of a text it called intensive reading.
Intensive reading focuses on comprehension of a particular text and it is useful when reading other text later on (Miftah, 2013). In the learning process, students still have difficulty in understanding the contents of a written text.
Therefore, learning is needed the intensive reading skill. Macalister (2011) argued there are four learning goals for intensive reading are: (1) Focusing on new language such as vocabulary and grammar.
(2) Focusing on ideas such as
themes and topics. (3) Learning new skills such as making inferences and identifying main ideas. (4) Paying attention to text features such as gene structure and cohesion.
Researcher can find that intensive reading aims to make students understand deeply on a written context, so students need teachers to guide them in doing intensive reading. In despite intensive reading can train and improve students' understanding in written texts, but to achieve the learning goals that have been mentioned in the previous paragraph the teachers must be able to guide students so: (1) students can understand the context of each sentence that is being read, (2) students can understand the tenses in a text, and (3) students can understand the idioms and proverbs in the text. If the teacher can present the intensive reading material and guide students well, then students can achieve the expected goals (Macalister, 2011).
The implementation of intensive reading is expected to support the process of teaching and learning activities and facilitate students in learning English, so that researcher raised the title, “THE STUDENTS’ PERCEPTIONS TOWARD LECTURER’S INSTRUCTION IN TEACHING INTENSIVE READING”.
METHOD
Research Design and Setting
This research used quantitative descriptive research where the final result of this research is to evaluate the students‟
perceptions of the way the teacher delivers material about intensive reading to students who are seen from their perspective. In this research, the researcher triedes to collect, analyze, and describe the data about the students‟ perceptions toward lecturer‟s instruction in teaching intensive reading. The data is collected by distributing questionnaire which are designed by Likert Scale. Likert scales are widely used to measure the college students‟ perceptions. Likert scale is included in the non-
comparative scaling technique that used to gather participants who are directed to fill in a series of statements and questions (Joshi, et al., 2015). Likert Scale has five responses each question (Boone &
Boone, 2012) (Clason & Domody, 1994). The questionnaire was given in close- ended version for students chosen as research objects. In the questionnaire there are several question where each question consists of 5 answer choices consisted 5 options ; always/agree, often/tend to agree, sometimes/don‟t know, seldom/ tend to disagree, and never/disagree. The research was conducted at Islamic University of Kalimantan.
Population and Sample
The sample of this research was 41 college students of English Education Department of Islamic University of Kalimantan. The researcher took all 41 students in the in which these students have receive intensive reading course in the preview semester, so students can measure the level of effectiveness in learning the course. Second semester morning regular as the sample of this research. The object of this research was the student‟s perceptions.
Instrument
To collect the data the researcher used questionnaire. The questionnaire referred to evaluate the students‟ perceptions toward lecturer‟s instruction in teaching intensive reading.
Analysis Data
Data analysis is a process to set, manage, and describe data that has been obtained. To process the
data, the researcher used tabulation where tabulation is the process of analyzing data that has been obtained in the table with the aim to simplify the data with the process calculating the frequency of category by manual or computer. From this tabulation the researcher can obtain percentages of student‟s success in understanding intensive reading material.
FINDING AND DISCUSSION
Table 4. 1 Student's Responses Toward Lecturer's Instruction in Teaching No. Questions
Responses Always Often Some-
times Seldom Never 1.
Teacher used English in intensive reading class
4 (9.8%)
21 (51.2%)
15 (36.6%)
1
(2.4%) (0%) 2.
Teacher used media (laptop, etc) to teach the content
10 (24.4%)
21 (51.2%)
7 (17.1%)
2 (4.9%)
1 (2.4%)
3.
Teacher varied teaching activities with two-ways and one-way
communications (material ex- planation and question-answer)
9 (22%)
17 (41.5%)
14 (34.1%)
1
(2.4%) (0%)
4.
Teacher gave
understand-able instruction
6 (14.6%)
17 (41.5%)
16 (39%)
2
(4.9%) (0%)
5.
Teacher gave
feedback and
correction for each teaching materials in every meeting and assignments
7 (17.1%)
13 (31.7%)
15 (36.6%)
6
(14.6%) (0%)
6. Teacher started the class on-time
4 (9.8%)
12 (29.3%)
23 (56.1%)
2
(4.9%) (0%)
7. Teacher was
consistent to keep the 13 (31.7%)
14 (34.1%)
11 (26.8%)
3
(7.3%) (0%)
rules that had been discussed and agreed with students before
8.
Teacher motivated students to express and discuss their thought in teaching and learning process in class
7 (17.1%)
24 (58.5%)
10
(24.4%) (0%) (0%)
9.
Students had
intensive reading textbooks
1 (2.4%)
10 (24.4%)
15 (36.6%)
8 (19.5%)
7 (17.1%) 10.
Teacher marked all off students' task and home-work regularly and periodically
7 (17.1%)
17 (41.5%)
14 (34.1%)
3
(7.3%) (0%) Based from the data shown in
Table 4.1 got 58.5% who chose
„often‟ in teacher motivated students to express and discuss their thought in teaching and learning process in class question. Then, 51.2% who chose „often‟ in teacher used English in intensive reading class question and teacher used media (laptop, etc) to teach the content question.
Furthermore, 41.5% respondents chose „often‟ for teacher varied teaching activities with two-ways and one-way communications, teacher gave understand-able instruction, and teacher marked all off students' task and home-work
regularly and periodically questions.
Moreover, for teacher was consistent to keep the rules that had been discussed and agreed with students before question got 34.1%
respondents who chose „often‟.
Meanwhile, 36.6% respondents chose „sometimes‟ for teacher gave feedback and correction for each teaching materials in every meeting and assignments and students had intensive reading textbooks questions. Meanwhile, for teacher started the class on-time question 56.1% respondents chose
„sometimes‟.
Table 4. 2 Student's Responses in Understanding Intensive Reading Material No. Questions
Responses Agree Tend to
Agree
Don’t know
Tend to
Disagree Disagree
1.
Intensive reading help me
faster in
understanding the content of an English text
18 (43.9%)
20 (48.8%)
1 (2.4%)
2
(4.9%) (0%)
2.
Intensive reading help me
easier in
understanding learning
material for other courses which uses English
15 (36.6%)
21 (51.2%)
2 (4.9%)
3
(7.3%) (0%)
3.
Intensive reading gave me knowledge
about the
English pronun- ciation well
15 (36.6%)
21 (51.2%)
4 (9.8%)
1
(2.4%) (0%)
4.
Intensive reading help me increase
vocabulary
33 (80.5%)
6 (14.6%)
1 (2.4%)
1
(2.4%) (0%)
5.
Intensive reading help me
easier to
understanding the grammar well
24 (58.5%)
12 (29.3%)
2 (4.9%)
3
(7.3%) (0%)
6.
Intensive reading help me in
distinguishing tenses on each sentence
18 (43.9%)
17 (41.5%)
3 (7.3%)
2 (4.9%)
1 (2.4%)
7.
The existence of intensive reading courses could help me increase
knowledge about idioms
22 (53.7%)
16 (39%)
3
(7.3%) (0%) (0%)
According to Table 4.1, 80.5% respondents strongly agree that intensive reading material help them increase English vocabulary.
Furthermore, 58.5% respondents agree that intensive reading help them easier to understanding the grammar well, 53.7% respondents agree that the existence of intensive reading courses could help them increase knowledge about idioms, and 43.9% respondents also agree intensive reading help them in distinguishing tenses on each sentence. Moreover, 51.2% chose
„tend to agree‟ for intensive reading help me easier in understanding learning material for other courses which uses English and intensive reading gave me knowledge about the English pronunciation well questions. Furthermore, for intensive reading help me faster in understanding the content of an English text question got 48.8%
respondents who chose „tend to agree‟.
The discussion of this research covered the students‟
perceptions of the teaching and learning process by teacher in intensive reading class. Perception is the ability of one's brain to make assumptions about something by recognizing, realizing, seeing, feeling and hearing through the mind and sense media (Lindsay & Norman,
1977). And reading involves students' internal and external factors. Where internal factors are things that can be thought by students caused by interactions in the reading process, and external factors are all factors from outside students.
By reading, students can understand the meaning intended by the author in the paragraph.
So, the intensive reading material is one of important method in language education that in doing intensive reading the reader is required to read and analyze the text with a focus and very carefully line by line. Intensive reading is carried out in a class and there are special guidelines that are generally conveyed by the teacher to students to help develop reading skills. Intensive reading aims to develop students' ability to understand information in detail.
The data‟s responses were collected by distributing questionnaire are designed by Likert Scale. Likert Scale is one of method that used in a quantitative descriptive research. .Likert scales are widely used to measure the college students‟ perceptions, that include in the non-comparative scaling technique that used to gather participants who are directed to fill in a series of statements and questions (Joshi, et al., 2015).
Likert Scale method applied to the online questionnaire that have five options on each question in each table. In table 4.1 consists 5 answer choices, those are “always”,
“often”, “sometimes”, “seldom”, and
“never”. And in the table 4.2 consists 5 answer options, those are “agree”,
“tend to agree”, “don‟t know”, “tend to disagree”, and “disagree”. Each option of answers listed in the table shows the students‟ perceptions of each question that given on the table, in accordance by what they have experienced when studying the intensive reading material in class.
Respondents of the questionnaire consisted of 41 college students of English Education Department of Islamic University of Kalimantan in which these students have receive intensive reading course in the preview semester, so students can measure the level of effectiveness in learning the course through this questionnaire.
It can be seen in the third point in table 4.1 at 22%, respondents think that teachers carry out learning activities in one direction (material explanation) and two directions (question and answer). these figures indicate a variety of teaching methods. with the data that has been obtained, it is expected that teachers to vary their ways of teaching, because the way teachers do teaching can affect the level of understanding of students in receiving material at point 8 in table 4.1, 58.8%
respondents argue that teachers often motivate students to express and discuss their thoughts in the teaching and learning process in class. This means that in subject intensive reading, students must train themselves to express and discuss each of their thoughts both to friends and to the teacher, because practicing expressing and discussing a thought can improve public speaking and progress in word processing as seen in table 4.2 that most respondents agree that vocab increases with the presence of intensive reading material. Talking about two-way communication that is the reciprocal relationship between
students and teachers where students and teachers must mutually react one of them by way of question and answer. such as students show about things they do not understand well in class, and the teacher provides answers in the form of explanations,
besides that two-way
communication can also occur when there is a discussion group in the class, as previously mentioned in point 8 table 4.1.
Table 4.2 shows that student responses can be said well in understanding intensive reading. this can be seen in the largest percentage of the choice of answers "agree" and "tend to agree" has a fairly large percentage. it shows that intensive reading material is very helpful for students in improving their English ability. as seen in the first point in table 4.2, 48.8% of respondents tend to agree that intensive reading is very helpful in understanding the content in English text. then on the second point in tabrl 4.2 of 51.2% of students who tend to agree that intensive reading makes it easier to understand learning material in courses that use English.
Furthermore, still in table 4.2 on the third point, only 36.6% of students who responded "agree"
that intensive reading provides knowledge of good pronouncation in English. This is relatively far from the response of students who
"agree" that intensive reading helps improve vocab which touches 80.5%. At the sixth point which is also found in table 4.2 which states that reading intent helps students distinguish tense in almost the same sentence on the
"agree" response option which was 43.9% and 41.5% in the tend to agree response. Based on student responses to these points, it can be said that intensive reading courses have a good effect which can increase student understanding in absorbing high- low subject matter and low levels of student understanding depending on how the teacher delivers and manages learning
material in the classroom and helps students improve Vocab as mentioned in the fourth point, the majority of students respond
"agree" that the presence of intensive reading courses also helps to find out idioms which basically do not translate idioms, but must be translated in one sentence so that special skills are needed to understand idiom.
Regarding to students‟
responses to the questions form, as shown in Table 4.1 it can be said that each teacher has varied way of teaching, so the response of students‟ perceptions for the questionnaire also varied.
Meanwhile, the data in Table 4.2 shows that the existence of intensive reading course greatly helps students improve their English ability. This results are similar to (Fajriah, et al., 2019) that said that students did have different perceptions in receiving instruction from their teacher. This proven in this research it could be said that the learning outcomes received by students depend on the media used in learning process and the way each student digest the material that delivered by the teacher.
CLOSING Conclusion
The conclusions from the results of research in this thesis are:
1.
The existence of this research can be seen from the result of the questionnaire that the student had a positive response towards the lecturer‟s instruction and can also follow instructions from the teacher2.
Some students considering their English teacher have a fairly good performance in delivering intensive reading material in class. This can be seen from Table 4.1 that most respondents choose 'often' where this option shows good performance of the teacher Suggestions1. To improve the quality and effectiveness of teaching and learning, teachers should provide textbooks for students
to facilitate the teaching and learning process
2. To fulfilled and finished the syllabus material in the current semester on time the teacher should started the learning process on time. It is also improved the discipline both of teacher and students.
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