SKRIPSI
BY
INDAH HAYATUL KAROMAH NPM 21801073100
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
AUGUST 2022
A STUDY ON TEACHING STRATEGIES OF ONLINE READING CLASS AT SMPN 2 TUREN
SKRIPSI Presented to
Faculty of Teacher Training and Education University of Islam Malang
In partial fulfillment of the requirements for degree of Sarjana in English Language Education
BY
INDAH HAYATUL KAROMAH NPM 21801073100
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
AUGUST 2022
viii M.Pd.
Key words: Teaching strategies, online teaching reading, online teaching Because of the COVID-19 pandemic, the Indonesian government asked Indonesian people to reduce non-essential activities outside to prevent the spread of COVID-19, including teaching and learning activities that must be carried out at home utilizing technology tools. Reading is one of the basic skills of English that must be mastered by students to explore and obtain knowledge and
information. Because of that teaching reading is important to improve students’
reading skill. The teacher must apply suitable teaching strategies especially in teaching online reading class.
This study aimed to provide broader insight about online teaching reading strategies at SMPN 2 Turen during the COVID-19 pandemic. For the research design, this study used the descriptive qualitative method. The researcher chose the English teacher at SMPN 2 Turen as a respondent. The procedure of this research involved two steps. In the first step, the researcher interviewed the teacher, and in the second step, the teacher took two lesson plans from the ninth- grade level as documentation of this research.
The finding of this study indicated that there are two strategies used by the teacher on online teaching reading strategies, they are: encouraging the use of the dictionary and Question-Answer Relationship. Then, the teacher also divided the activities into three phases, namely pre-reading activities, during-reading activities and post-reading activities. Finally, the problems faced by the teacher when
teaching online are unlimited teacher’s hour, late assignment submission, limited quota, and unsupported students’ smartphone; and, to solve those problems, the teacher tried to keep serving the students, reminded the students to submit the tasks continuously, provided the printed material, and suggested the students to join the class with their closest friend’s house.
According to the findings of the research, the researcher expected for the English teachers that this study can be additional information or material. This research can be used for helping the students, especially the students of the English Department, to know more about teaching reading strategies that have been explained by the researcher in this study. For future researchers, they are recommended to do the research to involve more research participants.
1 CHAPTER 1 INTRODUCTION
In this chapter, the researcher presents some topics related to the
background of the study, research problems, objectives of the study, significances of the study, scope and limitation of the study, also the definition of key terms used in this research.
1.1 Background of the Study
The COVID-19 pandemic has attacked all countries in the world,
including Indonesia. This virus has infected millions of people, therefore affecting their social life like they have to do everything from home or online. Based on Joko Widodo, as an Indonesian president, asked the Indonesian people to reduce non-essential activities outside to prevent the spread of covid-19 in Indonesia;
moreover, including in terms of education, Nadiem Makarim, as the minister of education and culture of Indonesia, stated that teaching and learning activities must be carried out at home using technology tools (Purwanto, Cahyono, Asbari,
& Fahlevi, 2020).
All courses must still be taught even in a pandemic situation, including English lessons. Teaching English is very important because it is an international language, which is very useful and makes it easier for people to communicate with other people around the world. Caplan (2020) clearly stated that English has
nearly 1.13 billion speakers of which around 379 million are native speakers, which means that English is the most spoken language in the world.
Although this online learning has been going on for almost two years, the Indonesian government has made good efforts to overcome the spread of this virus, one of which is the implementation of online teaching and learning. It is a teaching and learning activities that are carried out without face to face meetings but they are carried out in virtual meetings by utilizing technology and can be done at home or anywhere (Afif, Mistar, & Karimullah, 2021).
However, teachers faced several problems in online teaching, one of which is teaching reading skill. Whereas, reading is one of the important skills that must be mastered by students when they are learning English. According to Anggeraini, Episiasi, & Sulistyo (2022) reading is a basic skill in English which is not just simple word-for-word translation, however needs to be obtained in a language course. Therefore, in this study, the researcher wants to know which strategy is used by the teacher on online teaching strategies in reading class. A professional teacher will choose which strategy is more suitable for the topic to be taught, the level of students’ expertise, and the phase in their learning journey (Anilkumar, n.d.).
There were studies which have been carried out related to this research. It was conducted by (1) Anggeraini, Episiasi, & Sulistyo (2022) the researchers found that there are four English teachers using three strategies in teaching reading skill; reading aloud in virtual meetings, silent reading and downloaded digital storytelling. (2) Saputri, Rizal, & Afriani (2021) the researchers found two
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strategies that were used by the English teacher, namely scaffolding and QARs (Question-Answer Relationship). (3) Audina, Zega, Simarmata, Situmeang, &
Tarigan (2020) found that the English teacher used one strategy, namely DRA (Directed Reading Activity).
All of those previous studies are related to this current study and also they used the same research design, namely the descriptive qualitative method.
However, the first researchers and the third researchers conducted research focused on Vocational High School and the second researchers focused on Senior High School. Meanwhile, in this current study, the researcher wanted to deeply analyze and conduct research about the strategies of English teacher in teaching reading class specifically on online teaching in Junior High School.
The researcher was interested in analyzing teacher’s strategies in online reading class in Junior High School especially at SMPN 2 Turen. The teaching strategies between junior and senior high school may be different because the different ages may use different strategies in online reading class. Ahsanah (2020) stated that teaching younger learners need more often strategies than older
students. Thus, the researcher wants to obtain information by describing the teaching strategies used by the English teacher in online reading class. Related to those reasons above, the researcher decided to take the research title “A Study on Teaching Strategies of Online Reading Class at SMPN 2 Turen
”
1.2 Research Problems
Based on the background of the study above, the problem in this study is formulated as follows:
1. What are the teacher’s strategies used in teaching online reading class?
2. How are the learning activities facilitated by the English teacher in online reading class?
3. What are the teacher’s problems in online reading class and how to solve them?
1.3 The Objectives of the Study
In line with the research problems mentioned above, the objective of this study are:
1. To describe the teacher’s strategies used in teaching reading online class.
2. To describe the learning activities facilitated by the English teacher in online reading class.
3. To know teacher’s problems in online reading class and solutions to solve their problems.
1.4 Significances of the Study
The result of this study is expected to be useful both theoretically and practically. Theoretically, this research can contribute valuable ideas and beneficial information for the teachers about the teacher’s strategies used in teaching reading online class. They are involved Question-Answer relationship and encouraging the use of the dictionary. Practically, this research can contribute
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helpful descriptions for the teachers to implement those strategies in teaching reading online class which focused on Junior High School.
1.5 Scope and Limitation of the Study
In this study, the researcher focused on teacher’s strategies, teacher’s activities and the teacher’s problems and their solutions in online reading class at SMPN 2 Turen. Furthermore, in conducting this study, the researcher has data limitations, the researcher didn’t conduct observations in collecting data because the teaching and learning process at SMPN 2 Turen is back to normal again (face- to-face learning), therefore the researcher only took two instruments namely interview and documentation. In addition, data sources also became the limitation of this research because the researcher obtained the information only from one English teacher.
1.6 The Definition of Key Terms
In order to avoid misunderstanding the ideas that used in this study, some key terms are defined as follows:
1. Teaching strategies
In this study, teaching strategies are about techniques or methods used by teachers at SMPN 2 Turen on online teaching reading skill, such as Question- Answer Relationship and encouraging the use of the dictionary.
2. Online teaching reading
Online teaching reading is the teacher’s effort in teaching reading skill which refer to procedure text and narrative text that are carried out online using platforms of Google Classroom and WhatsApp.
3. Online teaching
Online teaching is a teaching and learning activity that is carried out remotely requiring platforms of Google Classroom and Whatsapp as used by the teacher at SMPN 2 Turen.
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This chapter comes as the last part of this research, which provides a conclusion of the findings and discussions in the previous chapter and then followed by several suggestions.
5.1 Conclusion
This study is conducted to answer research problems about the teaching strategies of online reading class at SMPN 2 Turen. The data analysis was carried out in terms of three issues such as teacher’s strategies, teacher’s activities, and teacher’s problems and their solutions in online reading class.
The first, dealing with the strategies used by the teacher in online reading class, the teacher used two strategies to teach the students. These are encouraging the use of the dictionary and Question-Answer Relationship. The use of these strategies aims to help students to understand the difficult words and to comprehend the content of the reading text.
The second, related to the teacher’s activities in the online reading class, the teacher divided the activities into three stages. They are pre-reading activities, during-reading activities and post-reading activities. The teacher mostly
conducted the teaching and learning process without live online meetings through application such as Zoom, Google Meeting or something because the family of the students comes from underprivileged families.
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The third is about the teacher’s problems, unlimited teacher’s hour, submitting assignments lately, limited quota because of the high-cost internet packages and students’ smartphone that doesn’t support certain application became the teacher’s problems in online reading class. Then, to solve those problems, the teacher tried to keep serving the students, continuously reminded the students to submit the tasks, provided the printed material and suggested the students to join the class with other closest friends.
5.2 Suggestions
Based on the conclusion above, these several suggestions related to the research findings are offered for the English teachers, students and further researchers.
1. For English Teachers
The researcher expects that the teachers will get additional information or material about the teaching strategies of online reading class in Junior High School. Also, teachers can look for other references because there are many other strategies that are very useful in online reading class.
2. For Students
The researcher expects that the outcome of this study can be used for helping the students, especially the students of the English Department, to know more about the teaching strategies of online reading class in Junior High School.
On the other hand, for the students at SMPN 2 Turen, the researcher expects that
students can be more aware of their responsibilities as students, one of which is by completing the tasks that have been given by the teacher on time.
3. For Further Researchers
The researcher expects that further researchers can use this study as the source of data for the next research about the teaching strategies of online reading class in Junior High School. Also, the researcher recommends that further
researchers conduct a better study by adding other instruments such as observation and involving more participants.
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