832 THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING
THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING
By:
Marnala Pangaribuan 1) Carolina Pakpahan 2)
Universitas HKBP Nommensen Medan 1,2) E-mail :
[email protected] 1) [email protected] 2)
ABSTRACT
The goal of this study is to develop an interactive approach to teach descriptive text in reading to the teacher training department. The author employed both quantitative and qualitative research approaches in this study. The data was collected through observations, tests, paper sheets, and teacher conversations during the teaching and learning process.
This study's participants will be lecturers from the Fourth Semester Student English Department of Teachers Training. This research takes place in the Fourth Semester Student English Department of Teachers Training. This research makes use of both quantitative and qualitative data. The quantitative data gathered by computing the reading test scores.
Observation, questionnaire sheets, and interviews will be used to collect qualitative data.
The quantitative data from the data KKM of English subject in the school was 70 as a result of this research, the mean of assessment descriptive text is 76, and the pupils received 6 points more than the KKM grade. The qualitative data collected and analyzed through the observation sheet, interviews, and questionnaires revealed that students are engaged, active, and excited about the learning process Interactive model. The interactive concept was skillfully applied by the teacher with the students.
Keywords : KKM, descriptive, Implementation Of Interactive Model
1. BACKGROUND OF THE STUDY When people study a language, they are supposed to improve communication abilities, whether spoken or written, so that they will have social skills. When meaning is conveyed through words, language is meaningful. People utilize language to communicate and develop relationships in order to affect their behavior and express themselves verbally. One of the most crucial parts of social life is language. It means that language plays a significant part in every connection we have on a
daily basis. People in various countries speak different languages since each country has its own language. As a result, individuals require a common language to readily communicate with one another.
English is the worldwide language through which people communicate.
English is considered an international language because it is used to communicate between countries in the fields of politics, information, technology, business, and education. English is a vital language for people all over the world.
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JURNAL DARMA AGUNG, Vol. 30, No. 3, (2022) Desember : 832 - 841
People tend to use English to communicate with and form relationships with people from all over the world. Because of the importance of English, almost every country, particularly Indonesia, teaches it.
English is regarded as a foreign language in Indonesia. English is one of the disciplines that must be taught as part of the Indonesian curriculum. It has been integrated into educational institutions as a mandatory topic to learn from primary school to university level. Learning English is becoming increasingly crucial in today's world. Students must learn four basic skills when learning English:
reading, speaking, listening, and writing.
English is utilized in many areas of life, including education, journalism, business, and communication.
English teaching in Indonesia has begun since English became an international language. The goal of teaching English to pupils is for them to acquire the four language skills. English is taught in elementary schools, junior high schools, senior high schools, and universities. The English curriculum in elementary school through senior high school employs Educational Unit-oriented Curriculum (Kurikulum Tingkat Satuan Pendidikan/ KTSP), which requires pupils to grasp English effectively via four skills:
writing, speaking, reading, and listening.
Reading is considered more difficult to
teach than other talents. This is due to their limited background knowledge, as well as the grammar and the inappropriate model used by the teacher when teaching.
Teaching reading is a fantastic technique to help them improve their reading skills.
The teacher instructs the pupils to read brief conversations as fluently as possible.
The instructor should introduce the resources to the pupils when teaching reading. They will be able to generate many genres of reading in English, such as text, poem, tale, or correspondence.
"Recount, reports, exposition, news item, anecdote, narrative, procedure, description, explanation, debate, and reviews" are some genres in reading competence. The descriptive text in this study is sparse.
A descriptive text is one that describes a specific person, location, item, or event.
Descriptive reading's major purpose is to describe the processes involved in the production or operation of natural or socio-cultural phenomena. Descriptive paragraphs explain something in depth in order to allow readers to see, feel, hear, and touch the experience.
Based on the writer's experience teaching reading, the writer discovered that some pupils received poor Reading scores. It occurs because pupils were not given the opportunity to share their views and opinions in order to boost their confidence in using English. The writer
also watched the teacher's method of teaching kids to read. The teacher read from the text book regarding descriptive
text without adequately clarifying it. The instructor usually teaches reading by translating the reading text. As a result, when they need to grasp the material, the pupils constantly consult the dictionary. In this case, the teacher should experiment and select a suitable model for teaching reading in order to pique the students' interest. Because of the reasons stated above, there are numerous theories of teaching reading to improve students' achievement. The Interactive reading model is one theory that can be used.
Arista (2014:4) (2014:4) "The interactive model best describes what happens when pupils read. For example, the bottom up model is utilized when students deal with text components such as vocabulary, grammar, and the like, whereas the top down model is employed when students guess the meaning of difficult words using their previous knowledge." Based on the foregoing, the author wishes to perform a research named
"Implementation of Interactive Reading Model to Teach Descriptive Text to Tenth- Grade Students of The Fourth Semester Students English Department of Teachers Training".
2. RELATED OF LITERATURE
"Reading is a fluid process of readers
mixing information from a book and their own previous knowledge to construct meaning," says (Nunan. D 2003: 68).
Reading's purpose is comprehension.
Strategic reading is described as the reader's capacity to employ a wide range of reading tactics to achieve a reading goal. When faced with a challenge, good readers know what to do. Fluent reading is described as the capacity to read at a suitable velocity while maintaining acceptable understanding. Meaning does not reside in the reader or in the text. The reader's prior knowledge combines with the text to produce meaning. The act of reading is defined by the text, the reader, fluency, and tactics.
Based on the above explanations, it is possible to infer that language is a tool for communication and rules for mixing symbols that may be used to construct an unlimited variety of messages. Reading is a term used to describe an interaction in which an author's meaning conveyed in visual stimuli acquires meaning in the mind of the reader. Reading is defined as
"the process of obtaining and analyzing information stored in linguistic form through the medium of print"
Urquhart,S&Weir,C (1998:22). Reading, according to Michigan (2000:2), involves decoding and comprehending material for specific reader objectives. Readers
835 THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING Carolina Pakpahan
decipher written content by transforming it from text to voice and then to meaning. To
comprehend written content, readers must engage in creative processes in order to make the text meaningful, which is the goal.
Reading is defined as "the process of obtaining and analyzing information stored in linguistic form through the medium of print" Urquhart,S&Weir,C (1998:22).
Reading, according to Michigan (2000:2), involves decoding and comprehending material for specific reader objectives.
Readers decipher written content by transforming it from text to voice and then to meaning. Readers participate in creative processes to make written content meaningful, which is the final objective or result, in order to understand it.
3. RESEARCH METHOD
The author employed both quantitative and qualitative research approaches in this study. "Qualitative research is an effort to comprehend not only the modes of cultural arrangements but the ways in which those arrangements are experienced by individuals, in order to provoke intelligibility and involve one personally and intersubjectively in conscious pursuits of meaning," Sherman and Webb (2005: 4) write. Life is not a dress rehearsal for qualitative researchers; it is the actual thing. The goal of this qualitative research is to have a deeper understanding of the subject under consideration. The data was
collected through observations, tests, paper sheets, and teacher conversations during the teaching and learning process. The author chose The Fourth Semester Students' English Department of Teachers' Training as the study's location, the writer will select the fourth semester as the sample, and the writer will only select one issue as the study's data source. This study's participants will be professors from the Fourth Semester Student English Department of Teachers Training. This research takes place in the Fourth Semester Student English Department of Teachers Training. This research makes use of both quantitative and qualitative data. The quantitative data acquired by computing the reading test results.
Observation, questionnaire sheets, and interviews will be used to collect qualitative data. The author will employ descriptive data analysis techniques in this study. In Qualitative Data Collection, the writer observes the situation in class during the lesson. Interviewing the instructor to learn more about the Interactive model and administering surveys to students to learn how they feel about the Interactive approach.
4. RESEARCH FINDINGS AND DISCUSSION
The author has already conducted study in the English Department of the Fourth
837 THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING Carolina Pakpahan
Semester Students of Teachers Training.
The sample size for this study is 20 students. The data for this study came from both quantitative and qualitative sources. The term qualitative refers to facts that cannot be tallied or measured objectively and is hence subjective.
Because quantitative is used to describe what can be counted or measured, it can be deemed objective. The qualitative data was gathered by questionnaires, observation, and interviews. The quantitative data was derived from the reading score.
The Quantitative data
The quantitative data came from the results of the kids' reading tests. During the meeting, the instructor requested the students to create their own descriptive paragraph. The results of the students' test scores revealed that using the Interactive model in meetings improved students' ability to understand descriptive material.
The greatest possible score is 90, while the lowest possible score is 65. Table 4.1 illustrates this. The total descriptive text reading ability score is 1521. The mean of the pupils from the test also shows an improvement.
Table 4.1 The Students’ Scores in reading descriptive text No Initial Name Test
1 RT 65
2 RA 65
3 JS 69
4 CS 70
5 RI 71
6 BP 73
7 RP 74
8 SS 74
9 JO 74
10 TA 75
11 PS 78
12 YS 78
13 WS 78
14 HE 79
15 RR 79
16 FS 80
17 EP 81
18 MS 83
19 JS 85
20 JM 90
Total 1521
Qualitative Data Observation Sheet
The quantitative data came from the results of the kids' reading tests. During the meeting, the instructor requested the students to create their own descriptive paragraph. The results of the students' test scores revealed that using the Interactive model in meetings improved students' ability to understand descriptive material.
The greatest possible score is 90, while the lowest possible score is 65. Table 4.1 illustrates this. The total descriptive text reading ability score is 1521. The mean of the pupils from the test also shows an improvement. The pupils are really engaged in the teaching and learning process. The pupils are excellent at expressing themselves. The kids engage really well during the teaching and
learning process. The kids pay close attention to the teacher's directions. The students did an excellent job on all of their assignments. The appendix contains the details of the observation.
Interview
The interview with the English lecturer was conducted by the author. The instructor stated that he has been teaching English at this college for around 7 years.
They are great pupils, even if they occasionally irritate me. If the lecturer showed the students being rowdy, the teacher became furious, the students became quiet, or the teacher chastised them. It's how I keep my students under control. The majority of them enjoy English, with only a few exceptions. Some pupils struggled to understand the book due to a lack of vocabulary. When confronted with a large number of unfamiliar words, they were sometimes too lazy to learn the text. The instructor defines the term, discusses the role of the text, and provides an example. When the pupils discovered the text. The speaker always asked them to pay attention and provided basic material to help them comprehend the issue. As a result, the kids can readily retain and grasp any content.
The teacher considers it an excellent model. The professor notices that the pupils are engaged in the lesson. The lecturer is interested in teaching. The
complete data is available in the appendix.
Questionnaire sheet
The questionnaire instrument was used to collect the data. The questionnaire asked questions about the lecturer's role in teaching the Interactive model. The structure of questionnaire instrument was questionnaire enclosed. The questionnaire consisted of questions that provided with multiple choices so that the students can choose the answer based on respondents’
choice. In this study, questionnaire contained of 10 questions in 20 minutes consist 20 students. In response to the first question, some students agreed to utilize an interactive model to assist them grasp the content. In response to the second question, the majority of them stated that they have difficulty reading descriptive text in the Interactive model. In the final question, some of them strongly agreed that utilizing an interactive model would generate high reading comprehension.
When I read descriptive text in the Interactive model, several of them agreed that they needed a dictionary. In response to the fifth question, the majority of them strongly agreed that they like learning to read when the teacher employs an interactive style of instruction. In response to the sixth question, several of them stated unequivocally that they are interested in comprehending reading a text utilizing an interactive approach. In
839 THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING Carolina Pakpahan
response to the seventh question, the majority of them strongly agreed that using an interactive model inspires them to study, grasp, and read a book. In response to the eighth question, the majority of them strongly agreed that using an interactive model makes students more involved in the teaching and learning process. In the ninth question, the majority of them strongly agreed that using an interactive model in reading comprehension descriptive text is beneficial. In the eleventh round of questions.
The majority of them firmly agreed.
Using an interactive paradigm in learning helps promote student collaboration. The whole data is available in the appendix.
The Examination of Quantitative Data The quantitative data was derived from the outcome test. The speaker used rubric analysis; the teacher was aware of the students' reading descriptive text score.
The descriptive reading exam component covers the general structure, which includes content and arrangement.
Language characteristics include vocabulary, language usage, and mechanism. The quantitative data was used to collect the data. The quantifiable data was discovered by calculating the pupils' reading test scores.
The students' total score was 1521, and the number of students that took the exam
was 20, thus the average of the students' scores was 76.00. The kids were deemed to have mastered the lesson if they received a score of up to 70 based on the KKM of English at the school, which is 70. The pupils received six points more than the KKM grade by using the interactive model.
The Analysis of Qualitative Data To make the data more thorough, qualitative data was collected via questionnaire transcripts, interviews, and observation sheets during the teaching and learning process.
Observation Record Every meeting during the teaching learning process included a written observation. According to the observation list, the teacher has a strong capacity to open the class. To begin the lesson, the lecturer greets the students and asks one student to pray. The professor is excellent at motivating students during the teaching and learning process. The instructor assessed the tidiness of the pupils' uniforms as well as their attendance. The lecturer has a strong grasp of the content. The instructor reminded the pupils of the previous lesson by asking them about it. When the teacher wrote the title of the issue on the whiteboard, the kids responded more actively. When reading the material, the lecturer discussed the basic structure of descriptive writing and allowed students to
participate in order to deduce their viewpoint on the issue. The instructor urged the students to create their own descriptive writing, remember new terminology, and express their thoughts on the issue. Today, the lecturer questioned the students about the feel conversation.
Both the lecturer and the students prayed together. As a result of his observations, the lecturer is interested in using the Interactive approach in teaching reading.
When the teacher used the Interactive approach to teach the pupils descriptive text, the students were engaged.
Questionnaire sheet
Students were given the questionnaire and instructed to select a square for each statement. Based on the questionnaire sheet, the writer sent surveys to students on their experiences studying descriptive texts using the Interactive approach. The kids were eager to complete the surveys, albeit some were perplexed by the question, which the writer clarified.
According to the results of surveys from the tenth questions that the students responded, the majority of them agreed that they were interested in studying and loving learning reading descriptive text when the teacher utilized the Interactive model in teaching.
Interview
The writer concluded by interviewing a lecturer on the students' challenges and
interests in English, particularly reading skills, and their comments on teaching in an interactive style. The professor regards it as an excellent model. The professor notices that the pupils are engaged in the lesson. The professor is interested in teaching. As a result of the interview, the teacher stated that the students could produce a good reading descriptive text if the Interactive model was used. According to the lecturer, this model was enjoyable, helpful, and appropriate for them.
The study was conducted at the English Department of Teachers Training, with participants drawn from the Fourth Semester Students' English Department of Teachers Training. Following the writer's analysis of the data, the result of the quantitative data from the data KKM of English subject in the school was 70, the mean of assessment descriptive text is 76, and the pupils received 6 points more than the KKM grade. The qualitative data collected and analyzed through the observation sheet, interviews, and questionnaires revealed that students are engaged, active, and excited about the learning process Interactive model. The instructor has successfully adopted the Interactive approach for students.
5. CONCLUSION
After getting the results of this study, the conclusions of this study are the
841 THE IMPLEMENTATION OF INTERACTIVE MODEL TO TEACH DESCRIPTIVE TEXT IN READING TO THE DEPARTMENT OF TEACHERS TRAINING Carolina Pakpahan
following:
1. Interactive model is the best description of what happens when the students read. For example, the bottom up model is used when the students deal with the text component such as words, grammar, and the like, while top down model is used when the students predict difficult word’s meaning by using their background knowledge”.
2. The result of the quantitative data from the data KKM of English subject in the school was 70, the mean of assessment descriptive text is 76, the students got 6 points than KKM grade. The qualitative data was taken and considered from the observation sheet, interview, and questionnaires that the students are interested, active and enthusiastic in learning process Interactive model. The lecturer has implemented Interactive model to students well.
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