Professional Documents
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SUMBERSARI BANYUWANGI
Thesis Writing
By
A.Mashudi
05360044
DEPARTEMENT OF ENGLISH
2010
I. INTRODUCTION
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
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
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:
Because the teacher focused on students’ comprehension and showed to students how to
This technique focused on the students’ comprehension the text, finding main idea, and
how to show the students to write summary from the text, decide topic, and delete
comprehension monitoring.
Amin Nilasari, 2008. Who did the research about A Study on Teaching English at
kindergarten Wahid Hasyim malang. Showed that;
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.
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
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
o How the students’ response the techniques that are applied by the teacher?
In accordance with the statements of problems that are mentioned previously, the
o The teaching techniques used by the teacher in teaching reading in first class
o The students’ response the techniques that are applied by the teacher.
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
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
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
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.
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
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.
looking for main idea, important details, and can be applied in narrative texts.
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
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.
2.2.5 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
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.
Brown says there are three stages that the teacher can facilitate the development of
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.
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
The last step is considering in vocabulary study, identifying the author’s purpose,
exercises.
According to Ur (1996), claimed that there are many types of reading activities
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
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
2.4.6 Comparison, this activity the teacher gives two similar topic and asks the students
2.4.7 Responding, it’s about the students’ discussing the text and their comments about
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
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
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
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
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
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
3.3.2 Observation
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
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
After collecting the data the writer continues to analyze the data through some ways,
they are;
Aini, Cogrusudjoso. 1996. Teacher Guider. English for Junior High School. IKIP Malang
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.