Naskah Publikasi
Naskah Publikasi
Naskah Publikasi
PUBLICATION ARTICLE
Proposed by:
NARKO
A 320080041
Narko (Student)
Aryati Prasetyarini (Consultant I)
Dwi Haryanti (Consultant II)
(School of Teacher Training and Education, Muhammadiyah University of
Surakarta)
ABSTRACT
iii
1. Introduction
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students in the classroom. And the last, the interaction between the teacher and
the students in the classroom is not active.
In SMA Muhammadiyah, the teacher has some techniques to make her
students more active in the class. The techniques used by the teacher included
exploring students’ background to prepare the students before starting the lesson,
asking the students to read silently to exercise their thinking skill, and giving a
chance to the students to discuss the assignment which given in the end of the
lesson. The teacher also gives some questions orally to the class to improve their
ability to answer orally. If the students cannot answer the teacher’s question, the
teacher will know the students’ difficulties and help them to solve it.
The writer is interested in having a study on the method of teaching
reading to the second year students of SMA Muhammadiyah 1 Surakarta. In
addition, realizing that most of the students usually get difficulties in
understanding the text, the writer wants to know the method used in teaching
reading. In short, a descriptive research is very important to help the writer
understand the view of those problems and find route through it.
Based on the writer’s previous study on 23 February 2012 the English
teacher in SMA Muhammadiyah 1 Surakarta has problem in teaching reading.
The problems included managing the students in the class, motivation the
students, limited vocabulary, and handling all of the class in the second year.
2. Research Method
This research used the qualitative research. A qualitative research is a type
of research which does not include any calculation or enumeration. Therefore,
the data concerned appear in words rather than in numbers. The data of this
research are all information related teaching learning process, difficulties faced
by the teacher and students, the way to overcome the problem, lesson plan,
syllabus, teaching material, the students’ work and those are collected from
classroom activities teaching learning process and interview with the teacher,
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observation, and document. The sources of the data are event, informant, and
document. The methods used to collect the data are observation, interview and
document. The subject of this study is the teacher and the second year student of
SMA Muhammadiyah 1 Surakarta in 2011/2012. The object of this study is the
process of teaching reading and the problem faced by the teacher and the second
year students of SMA Muhammadiyah 1 Surakarta in 2011/2012. According to
Sutopo (1996:88), there are three steps used in this model, namely data reduction,
data discussion, conclusion and verification.
3. Theoretical Review
a. Notion of Reading
“Reading is a complex of skill that the individual uses to derive meaning
from the printed page, and the ability to sound out printed words ordinarily is
not the best “reading” that a student is capable of doing” (Karlin, 1972:1).
Reading activity is a complex process which combines recognition of words
then that represent language and to respond intellectually and emotionally
when being asked about the text. In reading increasing, the learners have to
adapt their reading strategies with the purpose of reading and the restricted
reading materials.
The writer conclude that reading is complex of skill combines recognition
of words that individual uses to derive meaning from the printed page or the
text.
make comprehend the message of a text where the teachers must have some
very specific understanding and abilities.
The common classroom practices of teaching reading are like testing
reading. Teachers usually provide the students with a reading selection and a
number of questions dealing with the text to answer. Such a procedure in a
reading class won’t help the students develop their reading skills. To improve
their ability to comprehend the text, therefore, teachers have to help students
change their reading habits (reading word by word, focusing too much
attention on form, relying heavily on dictionary etc) by teaching those
efficient reading skills.
d. Reading Strategies
The students can adjust their reading behavior to deal with a variety of
situations, types of input, and reading purposes by effective language
instructors. They help students develop a set of reading strategies and match
appropriate strategies to each reading situation. Strategies that can help
students read more quickly and effectively include:
1) Previewing
2) Predicting
This activity can help the readers to get a quick survey of the text to
get the main idea, identify text structure, confirm or question predictions.
Going over the text quickly while trying to pick out ideas will also provide
background knowledge. Such a preview of the content of the reading text
will provide the students with knowledge background necessary for
comprehension.
5) Paraphrasing
In Increasing Reading Rate the students read a short passage over and
over again until they achieve criterion levels of reading rate. This activity
helps empower second language readers and strengthens their metacognitive
awareness of the value of reading rate.
In the next technique is Verifying Reading Strategies. In this technique
the teacher asks to the students about the strategies that suitable they used in
while reading. The last technique is Evaluating Progress. In this step, the
students do related reading or other activities. This technique is the activities
are an effective way to evaluate reading progress and helps the students see
the progress they are making in class. It might lead to the setting up of an
experiment and performing from the students related with another type of text
such as in journal, newspaper, magazine, articles, pamphlets, biography,
poetry, fiction, and many more. It might also lead the students in writing as an
original communication or work which might be performed for the class.
4. Research Finding
a. The Technique Used by the Teacher in Teaching Reading
In this research, the writer found that the English teacher in SMA
Muhammadiyah 1 Surakarta applied four teaching reading techniques, namely
Prior Knowledge Background, Teach for Comprehension, Cultivate
Vocabulary, and Evaluate Progress. Actually there are six techniques in
teaching reading, namely; Active Prior Knowledge, Cultivate Vocabulary,
Teach for Comprehension, Increasing Reading Rate, Verify Reading
Strategies and Evaluate Progress.
b. The Problem Faced by the Teacher in Teaching Reading
The writer also found some problems faced by the teacher and the ways to
overcome the problems. The problems included managing the students in the
class, motivation the students, limited vocabulary, and handling all of the
class in the second year. The ways to overcome the problems are; the
teacher’s strategies in managing the class, the teacher makes some jokes when
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the student start to bored, the teacher makes game and asks the students to
listen English song, and the teacher prepares the materials on power point and
gives the copies of the question about the materials to the students.
5. Conclusion
In three times observations, the writer found that the teacher applied four
teaching reading techniques, namely Prior Knowledge Background, Teach for
Comprehension, Cultivate Vocabulary, and Evaluate Progress. Actually there are
six techniques in teaching reading, namely; Active Prior Knowledge, Cultivate
Vocabulary, Teach for Comprehension, Increasing Reading Rate, Verify Reading
Strategies and Evaluate Progress.
Based on interview and observation done on February 23th 2012, the writer
also found some problems faced by the teacher and the ways to overcome the
problems. The problems included managing the students in the class, motivation
the students, limited vocabulary, and handling all of the class in the second year.
The ways to overcome the problems are; the teacher’s strategies in managing the
class, the teacher makes some jokes when the student start to bored, the teacher
makes game and asks the students to listen English song, and the teacher prepares
the materials on power point and gives the copies of the question about the
materials to the students.
REFERENCES
Burmeister, Lou E. 1976. Reading Strategies for Secondary School Teachers.
Canada: Addison
Durkin, Dolores. 1974. Teaching Them to Read. Boston: A and B
Fauziati, Endang. 2002. Teaching of English as a Foreign Language: TEFL.
Surakarta: Muhammadiyah University Press
Fauziati, Endang. 2009. Introduction to Methods and Approaches in Second or
Foreign Language Teaching. Surakarta: Era Pustaka Utama
Fauziati, Endang. 2010. Teaching English as a Foreign Language: TEFL.
Surakarta: Era Pustaka Utama
Heilman, Arthur W. 1972. Principles and Practices of Teaching Reading. Ohio: A
Bell & Howell Company
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Karlin, Robert. 1972. Teaching Reading in High School. New York. The Bobbs-
Merril Company, INC
Kustaryo, Sukirah. 1988. Reading Techniques for College Students. Jakarta:
Departemen Pendidikan dan Kebudayaan
Moleong, Lexy J. 1989. Metodologi Penelitian Kualitatif. Bandung: Remadja
Karya CV
Nunan, D. 1991. Language Teaching Methodology: A Textbook for Teacher. New
York: Prentice Hall
Oxford. 1995. Learner’s Pocket Dictionary. New York: Oxford University Press
Sugiyono. 2011. Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung:
Alfabeta
Sutopo. 2002.Metodologi Penelitian Kualitatif: DasarTeori dan Terapanya dalam
Penelitian. Surakarta: Sebelas Maret University Press
VIRTUAL REFERENCE
Direct Method
(http://www.teachingenglish.org.uk/think/knowledge-wiki/direct-method.
Accessed on Saturday, 31 December 2011 at 17.35 pm.
Audio-Lingual Method
(http://en.wikipedia.org/wiki/Audio-lingual_method. Accessed on Saturday, 31
December 2011 at 17.40 pm.