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A STUDY ON TEACHING TECHNIQUES OF READING

IN FIRST CLASS AT SMP AL-KAUSTAR

SUMBERSARI BANYUWANGI

Thesis Writing

By

A.Mashudi

05360044

UNIVERSITY OF MUHAMMADIYAH MALANG

FACULTY OF TEACHER TRAINING AND EDUCATION

DEPARTEMENT OF ENGLISH

2010
I. INTRODUCTION

I.1 Background of study

Since English has an important role in our country, the government has included English

as the compulsory subject in Elementary School until Senior High School. English is a

compulsory subject which functions as a means of students’ development in science,

technology, art, and culture (Cockrusudjoso, 1996). Dealing with that statement, English

is a very important subject that should be learned by the students to increase their

knowledge, science, technology, and study about the culture through English.

As we know, there are four skills that should be learned by the students including

listening, speaking, reading, and writing. To make successful in teaching English, the

teachers should apply some techniques that are suitable with materials and interesting to

the students especially in teaching reading. Reading is one of difficult skills than the

others in English, so that’s why teachers must apply some techniques in order to get a

certain goal in teaching reading.

In previous research that was done by Eni Sulistiowati, 2006. Her research was
about “Study on Teaching Technique of Reading in First Class at SMA 1
Ngadirojo Pacitan”. Showed that:

The teacher used Herringbone and Summarization technique in teaching reading.

Because the teacher focused on students’ comprehension and showed to students how to

write a summary from the texts were read.


Herringbone technique is one of the techniques that can be applied in teaching reading.

This technique focused on the students’ comprehension the text, finding main idea, and

answering WH questions from the text. While summarization technique is focused in

how to show the students to write summary from the text, decide topic, and delete

unimportant information. This technique also focuses in comprehension and

comprehension monitoring.

Amin Nilasari, 2008. Who did the research about A Study on Teaching English at
kindergarten Wahid Hasyim malang. Showed that;

Echo Reading technique was applied by the teacher in teaching reading.


By using this technique, the teacher focused on oral reading fluency in
order to increase the students’ intonation and pronunciation in the text or
book in English.

Echo Reading is a technique of teaching by applying oral reading. In this

technique, the teacher reads the text (sentence by sentence) then asks the students to

imitate what the teacher read. Besides that, the teacher translates the text to make it

understandable to students.

Because of technique of teaching is very important to be applied in any kinds of

materials to make successful and get a certain goal in teaching classroom especially in

teaching reading, otherwise considering the background of study, the writer is interested

in investigating the techniques of teaching reading that are applied by the teacher in first

class at Al-Kautsar junior high school Sumbersari banyuwangi.


I.2 Statement of Problem

Regarding to the background of study above, the writer formulates the problem as

follow:

o What are the teaching techniques used by the teacher in teaching reading in

first class at SMP Al-Kautsar Sumbersari Banyuwangi?

o How the students’ response the techniques that are applied by the teacher?

I.3 Purpose of Study

In accordance with the statements of problems that are mentioned previously, the

objectives of the study are to find out:

o The teaching techniques used by the teacher in teaching reading in first class

at SMP Al-Kautsar Sumbersari Banyuwangi.

o The students’ response the techniques that are applied by the teacher.

I.4 Significance of Study

The result of this study is expected to give some additional references or information

about the students’ response the techniques that are applied by the teacher. Moreover, it

gives the teacher some changes to clarify and develop his techniques especially in

teaching reading at SMP Al-kautsar Sumbersari Banyuwangi.

I.5 Scope and limitation

Actually, there are many techniques in teaching reading, but this study focused in
teaching techniques used in first class at SMP Al-Kautsar Sumbersari Banyuwangi

dealing with teaching reading and students’ response the techniques.

I.6 Key Terms

Teaching is a process transforming information from the teacher to the students (Richard, 2004).
According to Mac kay, 1982, the instructional process commonly called teaching which
involves implementing strategies design to lead learners to attain certain goals. In general,
strategies involve communication, leadership, motivation, controlling, and discipline
management.

Technique is any wide variety of exercises, activities or task used in language classroom for realizing
lesson objectives (Brown, 2001)

Reading is interacting with language that has been coded in to print (Heilman, 1981). According to
Walker, reading is viewed as an interactive process where readers shift between sources of
information (what they know and what the text says) to construct meaning.

SMP Al-Kautsar Sumbersari Banyuwangi is a school where the writer conducts the investigation.
II. REVIEW OR RELATED LITERATURE

2.1 Teaching Reading

According to Heilman (1981), reading is interacting with language that has been

coded in to print. In other words, reading is also a process to get information through

English language in the text or book. Talking about language learning, reading is one of

the four language skill that should be learned by the learners. Reading class is

considered a necessary skill where most of school gives reading skill, because reading is

always used as a media in test of examination before studying at university that other

skill in English subject. In teaching reading is need more creativity from teacher to

arouse student’s interest in reading to avoid the students’ bored in teaching learning

process.

2.2 Teaching Technique

According to Anthony, (in Allen 1972), technique is implementation, which

actually takes in the classroom. Techniques depend on the teacher’s particular tricks,

strategies, individual artistry, and on the composition of the class. According to Walker

(1988), there are some techniques that can be applied in teaching reading.

2.2.1 Chunking is technique to encourage the students to read phrase of language that
represent meaning rather that separate meaning. It is focused in reading fluency,

knowledge that group of words from chunk of thought, sensitivity to sentence meaning,

comprehension by relating words to thought, and it can applied in any kinds of text.

2.2.2 Cloze Interaction is the suitable word for incomplete sentence. The

characteristics are; reading comprehension, context clues, predicating words using

sentence meaning, and it can be applied in paragraph and stories that are coherent.

2.2.3 Echo Reading is a kind of oral reading where the teacher reads a line of story or

text and the students follow it by imitating his intonation and phrasing. The

characteristics are; focused in oral reading fluency, intonation and phrasing, chunking

the text of meaningful thought units, and can be applied in any kinds of texts from

handbook.

2.2.1 Herringbone Technique is the technique to develop comprehension of the main

idea by answering WH question. The characteristics are; reading comprehension,

looking for main idea, important details, and can be applied in narrative texts.

2.2.2 Question-Answer Relationship is a technique to identify the types of response

necessary to answer the questions that are most prevalent means of evaluating reading

comprehension. It’s focused in reading comprehension, study skill, and it can be applied

in any kinds of texts.

2.2.3 Contextual Processing is used to develop new word meaning as they found in

the context of a selected story. It shows the students how to use context to figure out
what new vocabulary words mean. It’s focused in meaning vocabulary and sentence

comprehension.

2.2.4 Question-Generation Strategy is to develop an understanding of the important

information in the text. it’s focused in study skill and comprehension.

2.2.5 Self-Direct Questioning is to develop active reading and by this technique the

students learn to monitor their understanding about what they read. It’s focused in

comprehension monitoring and integrating background knowledge with textual

information.

2.2.6 Summarization is to teach the students how to write the summary of what they

read and how to delete unimportant information, group similar ideas, decide on topic

sentence, and list supporting details. It’s focused in comprehension and comprehension

monitoring.

2.3 Steps in Teaching Reading

Brown says there are three stages that the teacher can facilitate the development of

reading ability by creating reading lesson, those are;

2.3.1 Pre-Reading Activity

In this step, the teacher introduces a topic, encouraging skimming, scanning and

activating students’ schemata from some short questions related to the topic. So the

students can bring their best knowledge and ready to study the materials that will be
given in reading activity.

2.3.1 While-Reading Activity

In this step, the teacher explains the text but there will be a certain fact that students

should take a note. It’s mean that the teacher explains the text and the students try to take

a note or try to understand the text.

2.3.2 Post-Reading activity

The last step is considering in vocabulary study, identifying the author’s purpose,

exampling grammatical structures or steering toward students a follow up writing

exercises.

2.4 Types of Reading Activity

According to Ur (1996), claimed that there are many types of reading activities

that can be applied in teaching reading in classroom. These types are;

2.4.1 Comprehend text and question, this activity related to the text that given by the

teacher and ask the students to comprehend and to try to answer question related to the

topic.

2.4.2 Question given before the text, this activity to make the students’ schemata before

reading activity is begun.

2.4.3 Do-it-yourself question, this activity asks the students to make a question related
to the text and answer it by their self (usually it’s done with partner)

2.4.4 Summarization, asks the students to make a summary about the content of text.

2.4.5 Continue, asks the students to continue by their self the text or story which is no

completely finished yet.

2.4.6 Comparison, this activity the teacher gives two similar topic and asks the students

make point of similarity or different of its content.

2.4.7 Responding, it’s about the students’ discussing the text and their comments about

the text or information that found in the text.

III. RESEARCH METHODOLOGY

3.1 Research Design

The design of this research is descriptive. According Ary (1979;295), descriptive

research is designed to obtain information concerning the current status of phenomena.

By this current status of phenomena related to this study, the researcher intends to

identify and describe what are the techniques that are applied by the teacher in teaching

reading and how the students response the technique at SMP Al-Kautsar Sumbersari

Banyuwangi.
To establish the variable used in this study, the writer describes the techniques

applied by the teacher in teaching reading in first class at SMP Al-Kautsar Sumbersari

banyuwangi and the students’ response to the techniques.

3.2 Research Subject

Arikunto, 2002. Stated that research subject is subject that is used by the

researcher as the main target related to the study. In this case, the English teacher

especially the teacher who teach English reading and the students in first class at Al-

kautsar junior high school Sumbersari Banyuwangi are chosen as the subject of study to

obtain the data and information about the techniques used by the teacher in teaching

reading and the students’ response.

3.3 Data Collection

Data collection is data which is collected from many instruments. In this study the

writer two instruments which are used to collect the data are interview and observation.

Both of the instruments are intended to identify techniques that are used by the teacher

in teaching reading in SMP Al-Kautsar sumbersari Banyuwangi.

3.3.1 Interview

Interview is a special method that the writer used to confirm data through direct

verbal communication between individuals (the writer and subject research) by using
interview guided. Interview means also a technique of question and answer that don by

researcher and the subject research orally.

Ary divided interview in to two, structure interview and unstructured interview (1979).

In structure interview, the questions and the alternative answers are permitted,

predetermined and rigidly to the subject followed with all respondents. The advantage of

this approach is standardized and therefore the answer can be easily classified and

analyzed and for the disadvantage is inflexible and may seem formal. While in

unstructured interview is more informal, free questioning, moreover the subject is

possible regarding their views, attitudes, beliefs, and other information.

In this study, the writer uses unstructured interview because it is more informal

and the subject is given a freedom to go beyond simple responses to question asked and

it will be more effective and maximal to get the data.

3.3.2 Observation

Richard (2004) stated that an observational technique is a method to collect

information by survey in classroom interaction and collect needed information. There

are two types of observation, participant and Non-participant observation. Participant

observation is done by observer who engages fully in the activities being studied. While

Non-participant observation is done by the observer who only observes the activities of

groups being studied, but the observer doesn’t act as a participant in the activities (Gay

and Aipasian, 2003;198).


In this study the writer applies Non-participant observation because this study

only observes the conversation and utterances between the teacher and the students in

teaching reading including the activities during the class to get the natural data from the

subject that are studied. This study is also use a tape recorder as a supporting both

instruments above. A tape recorder is used to record the activities in the class when the

teaching learning process is going on.

The steps of collecting the data as follows:

1 preparing the technique of interview and observation instrument

2 data from some sources (books, internet, and thesis report)

3 reading and making summary

4 stop and report

3.4 Data Analysis

After collecting the data the writer continues to analyze the data through some ways,
they are;

3.4.1 Analyzing the data by descriptive and classifying the answer.

3.4.2 Interpreting the data

3.4.3 Evaluating and making conclusion


REFERENCES

Aini, Cogrusudjoso. 1996. Teacher Guider. English for Junior High School. IKIP Malang

Arend, I Richard. 2004. Learning to Teach. Sixth Addition. Mc Graw-Hill.

Brown, Douglas H. 2001. Teaching by Principles an Interactive Approach to Language


Pedagogy. San Francisco State University.

Cambell, N, Russel. 1972. Teaching English as A Second Language. California University. Los
Angeles

Allen, B. Harold. 1972. Teaching English as A Second Language. Tata Mc Graw. Hill
publishing Company Limited, and Mohan Makhjiani at printers put. Ltd, New Delhi
– 15.

Walkers, J. Barbara. 1988. Diagnostic Teaching of Reading; Technique for Instruction and
Assessment. Macmillan Publishing Company. New York.

Ary, Donald, Luck Cheser Jacobs and Azgar Rezaviec, 1979. An Introduction to Research in
education, 2nd. edition. New York; Holt, Rinehart and Winston.

Blair, Heiman, and Ruply. 1981. Principles an Interaction of Teaching Reading 5th edition. A
Bell & Howell Company. Colombus Toronto London Sydney.

Aipasian & Gay. 2003. Sociological Research Method. Boston University.

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