chapter iv research finding and discussioneprints.ums.ac.id/44114/11/chapter iv.pdf · 2016. 6....

42

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter consists of research finding and discussion. The research

finding presents the result of the observation and the answers of questions are stated

in problem statement.

The research findings are taken from observation, interview, and document.

The main point in this chapter is to describe the classroom techniques used in reading

activities in English class: a naturalistic study at MTs N Surakarta II in 2015/2016

academic year.

A. Research Finding

In this chapter the researcher found that the result of the data based on the

problem statement. The data are taken from the observation of teaching and

learning process in the classroom and interview with the teachers. The researcher

did observation (from October 5, 2016 until March 10, 2016), and interview with

English teachers, namely Dra. Sri Widayati as teacher in 7E, Dra.Hj. Savri Indiani

Soeharno as a teacher in 8C, M.Pd., Siti Rofiah, S.Ag., M.Pd as a teacher in 9B

and the students of class VII E are 40 students which consist of 20 male and 20

female, students in VIII C are 40 students, which consist of 20 male and 20

female, and students in X B are 40 students, which consist of 15 male and 25

female. The observation was conducted on January 28th

, and on February 2th

, 4th,

5th, 11

th, 12

th, 17

th, and 18

th.

In this chapter, the researcher describes some important points, namely: 1)

Classroom techniques used in English Reading skill, 2) The purpose of using each

classroom technique, 3) teacher’s roles, 4) student’s roles, 5) the kinds and roles

of Instructional material.

Based on the observation that the researcher did (From February 02, 2016

until February 17, 2016) and the interview with English teacher (Miss Siti Rofiah,

S.Ag., M.Pd.) the students of class 9B, at February 2, 2016, and February 17,

43

2016, the researcher found some techniques often applied by English teacher of

MTs Negeri Surakarta 2 namely skimming and number heads technique.

Based on the observation that the researcher did (From February 17, 2016

until February 18, 2016) and interview with English teacher (Miss Savri Indiani

Soeharno, S.Pd., M.Pd.) and the students of class 8C, at February 17, 2016, and

February 18, 2016, the researcher found some techniques often applied by English

teacher of MTs Negeri Surakarta 2 namely question and answer technique and

silent reading.

While in the observation that the researcher did (From February 04, 2016

until February 11, 2016) and interview with English teacher (Miss Sri Widayati)

and the students of class 7E, at February 04, 2016 and February 11, 2016, the

researcher found some techniques often applied by English teacher at MTs Negeri

Surakarta 2 namely reading aloud and question and answer technique.

From the problem statements, the researcher carried out classroom

techniques used in reading activities of English class. There are some aspects

found in the field note. Those aspects are classroom techniques, reading skill,

teacher’s roles, student’s roles, and instructional material.

1. Classroom Techniques Used in Teaching Reading

Based on the observation in the classroom of the seventh grade, eighth

grade, and ninth grade at MTs N Surakarta II in 2015/2016 academic year,

the research describes the classroom techniques in teaching reading. In the

first observation, the researcher found that the teacher used intensive reading.

In the second observation, the researcher found that the teacher used reading

aloud. The third and fourth observation the researcher found that the teacher

used skimming and silent reading, and the fifth and sixth observation, the

researcher found that the teacher used question and answer technique. So the

research can conclude that the teacher used five techniques in teaching

reading, namely: reading aloud, question and answer technique, silent

reading, skimming, and number heads technique.

44

a. Reading aloud

Based on the observation of teaching and learning activity did

(Thursday, February 04, 2016, English lesson, at 13.10 – 14.30 WIB) the

researcher found that the English teacher (Dra. Sri Widayati) usually used

reading aloud as her technique.

Students took reading sections of passage, play, or dialog out loud.

The teacher used gestures, pictures, regalia, or other, and the students found

the meaning of the section based on the teacher said. The students listened for

what the teacher said, and the students followed to read aloud focusing on

how they heard in teacher’s saying the words or sentences, teacher and

learner might profit from sharing knowledge of particular topics.

Reading aloud was simplified what the teacher read orally to the

students. A kind of print sources was read by the teacher such as caution,

announcement, letter, etc. While the teacher read the text, the students

listened actively based in the material, and comprehend what they heard.

Reading aloud was applied in order that the students can be able to

pronounce words, phrases and sentences correctly.

The teacher read out aloud some words to the students from handbook

or power point. In this section, the teacher asked the students to read the text

loudly in sentence or paragraph. While the students read loudly, the teacher

also corrected the student pronunciation, and intonation. The aim of reading

aloud is to help the students to develop new vocabulary. Reading aloud by

the teacher make the students free to listen, imagine, and enjoy the process

of learning, and after that they can practice it clearly, so they can pronounce

correctly and get new vocabulary.

Example:

T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,

start now”

S : “Mr. And Mrs. Rob Anderson, Request the honour”

T : “HONOR”

45

S : “Request the honor of Miss Amalia Rozaq’s kompany”

T : “COMPANY”

S : “Rozaq’s company at the marriage of Michaele Sarah and Saiful

Tugimin.”

T : “ok...very good, give applause for Fikri

(Taken by the observation on February 4, 2016)

(Taken from observation on February 04, 2016)

46

b. Question and answer technique

Based on the observation in teaching and learning activity did

(Thursday, February 11, 2016, English lesson, at 13.10 – 14.30 WIB and

Thursday, February 17, 2016), the researcher found that the English teachers

who used the technique were Dra. Sri Widayati and Dra.Hj. Savri Indiani

Soeharno, M.Pd, the result in the observation was taken from class seventh

E (VII E) and eight C (VIII C).

This exercise was conducted only in the target language. Students had

good respond in question and answer technique which they should read the

text in full sentences, so they practiced in new words and grammatical

structure. Question and answer technique means that the teacher gave some

questions or tasks for the students to be answered.

Question and answer technique was a form of active learning that had

a place within reading classroom activity. Questions were asked by the

teacher in order that the students were more fully participating in lesson and

guiding them to get more understanding of the material. Question was asked

to the students to offer a chance to clarify material and they gave feedback

for the teacher.

Answering question was an important step focusing on the main part

of reading to know the messages of the text. Here, the question was as

question for verification of the text which the information was understood

by the students. It was a kind of technique which was applied by the teacher

to develop student’s reading skill. In this technique, the teacher gave a text

and task to the students about the text and asked them for answering the

questions in groups or individual. The purpose of this activity is to know the

student’s capability to answer the question. The students can share their

ideas or opinions to know how their ways to solve the problem.

Example:

47

The teacher shows the slide, in the slide there is a passage about

announcement. It is information of holiday camp on next month at

Ngadilawu for three days

T= please, looking for the information in the slide! When will the

activity be held?

S= The activity will be held for next month.

T= How many days the activity will be held?

S= The activity will be held for three days.


S : “ Do not swim in this area when it is dangerous”

T : “it is right.., ok Novi pleas answer it”

S : “the caution may be found at the dangerous areas in the

following places, EXCEPT... ponds”

T : “really? Ok, no swimming itu tempatnya dimana?,pilihannya kan

beaches, rivers, ponds, bath rooms, jadi yang pasti itu

jawabanya?”

S : “bath room”



48

c. Silent Reading

Based on the observation, the researcher found that some results in

teaching and learning activity did (Thursday, February 18, 2016, at 13.10 –

14.30 WIB and Thursday, February 02, 2016) the researcher found that

English teachers who used the technique was Dra. Hj. Savri Indiani

Soeharno, M.Pd., the result of the observation was taken from class seventh

C (VIII C).

This technique was reading without pronouncing words out loud

called silent reading. The technique was reinforcing the readers to find out

the meaning of the words. The technique leads the readers to get the better

comprehension. Silent reading doesn’t pay attention to pronounce of every

single word when they read. So, the learners can be able to concentrate on

reading that they have to understand the material.

Silent reading is also useful for student to improve reading

comprehension, and build vocabulary. In this activity, the students got some

kinds of text in their learning, the kinds of the text are caution and notion,

after that the teacher asked the student to read the text to find the best

answer. They answered in multiple choice questions. Then, the teacher

asked the students about their result after they read the text. The aim of the

technique is to develop student’s reading activity and to improve their

understanding of the text which they concentrated on their reading.

Example:

T = Well, I will give you a few minutes to read the text then you just

write the option, for example: a, b, c, or d.

S = Bu, boleh buka kamus?

T = Yes, of course. But I just give you 10 minutes to do it.


49


d. Skimming technique

Based on the observation, the researcher found some results in

teaching and learning activity did (Wednesday, February 17, 2016, English

lesson, at 13.10 – 14.30 WIB. The researcher found that English teacher who

used the technique was Siti Rofiah, S.Ag. M.Pd, the result on the observation

was taken from in class nine B (IX B).

Making a quick survey over the text in order to get main ideas will

provide basic knowledge, such as preview of the content in the reading text. It

will provide the students with basic knowledge necessary for comprehension.

In skimming technique, the students focused in reading of long text. So, to

skim the text, they only read main ideas within to get an overall content in the

text.

In the learning activities, the teacher used skimming technique in the

teaching and learning process. She gave a text for each student, after that they

read the text to find main idea and answer based on the questions. They read a

passage to find the answer. The teacher explained firstly to the students how

to find the answers quickly in long text. She said that they should know the

clues in questions, and they read for a while, after that they read the

introduction in the first paragraph, beside that they read any headings or sub-

headings or if they find kinds of charts, they can notice the pictures, chart, or

graphs, they noticed for any italicized or boldface word or phrase, and they

50

read summary based on the context of the questions. The aim of the technique

is helping the students to answer all of questions quickly.

For example:

T : “number 9, the royal heritage hotel”

T : “and then, number 10.., jangan kaget lihat text yang panjang,

kamu bisa melihat sekilas dengan teknik skimming serta purpose

dari text tersebut”

S : “ok mom”

T : “number 11, 12, and 13, ok the question is the purpose of the

program not in purpose of the text.., attention be carefully”

S : “yes mom.”


e. Numbered Heads technique

Based on the observation, the researcher found some results in

teaching and learning activity on (Tuesday, February 02, 2016, at 13.10 –

14.30 WIB. The researcher found that English teacher who used the technique

was Siti Rofiah, S.Ag., M.Pd, and the result of the observation was taken

from class nine B (IX B).

Numbered heads technique is a technique that permits the students to

have social interaction in the classroom. Each student in the group knows the

answer addressed by the teacher. Higher achievers share their answers with

51

those lower achievements, so they will understand the higher achiever’s

explanation.

The technique had four steps in teaching and learning process, such

as: firstly the teacher divided 4 students in each group, after that the teacher

gave a text and it is short functional texts, they should discuss it in their each

group. The teacher gave 20 minutes to find the best answer. After they

finished discussing the text, the teacher gave a question for the groups. The

teacher chooses one of the numbers, for example the teacher called a number

(from one to four) and only students with that number can raise their hands if

they know the best answer.

For example:

T : “ok, topik hari ini tentang short funstional text, ibuk akan

memberikan beberapa jenis short functional text, kemudian

kalian diskusikan isi dan jenis teks tersebut, satu kelompok

terdiri dari empat siswa. Kalian diskusikan selama 20 menit,

nanti ibuk akan memberikan pertanyaan kepada nomor yang

akan ibuk panggil. Contoh dalam satu kelompok terdiri dari

empat siswa, nah semisal nomor dua yang ibuk panggil, yang

harus jawab juga siswa yang memiliki nomor dua disetiap

kelompok, siapa yang tercepat mengangkat tangannya berarti

dia yang berhak menjawab, understand?”

S : “yes mom...”

T : “any questions?”

S : “No....”

T : “ok, start now to answer it”

(20 minutes later, the students have finished answering it)

T : “what kinds of the text?, it will be answered by the students in

number four”

S : “mom...”(he raised his hand)

T : “ya...Fikri, what is the best answer?”

S : “it is short massages”

52

T : “very good...., ok next question, what is the purpose of the

text?’ it will be answered by the students in number two”

S : “mom...” (she raised her hand)

T : “yes...Lina”

S : “the purpose of the text is informing someone to make a call”



Table 4.1 Classroom Techniques in Reading skill

No. Classroom

techniques

Miss wid Miss savri Miss rofik

1. Reading aloud V

2. Question and answer V V

3. Silent reading V

4. Skimming V

5. Number Heads V

2. The Purpose of Using Each Classroom Techniques

Based on the interview on February 2th

, 4th

, 5th, 11

th, 12

th, 17

th, and 18

th,

the researcher found some results in interviewing with Dra. Sri Widayati,

Dra. Hj. Savri Indiani SoeharnoM.Pd., and Siti Rofiah, S.Ag., M.Pd. The

53

purpose of using the techniques in reading activities is the students are

interested and enthusiastic in learning of reading materials.

a. The Purposes Using Reading Aloud Techniques

Based on the interview with the teacher, the process of English

teaching and learning activity on Thursday, February 7, 2016, English

lesson, in class 7E has done. The researcher found that the English

teacher (Dra. Sri Widayati) explained the purpose of using the reading

aloud technique.

While in the observation, the purposes using the technique were the

students responded to the text read by the teacher, and the technique

helped them more understanding about how to pronounce each word

which they found it, beside that they can develop their new vocabulary in

systematic awareness. The technique developed their reading habits, so

reading aloud made them understand the material clearly.

The technique makes the teacher possibly to give more interesting

material that they learn independently. It can develop their character to

be more conscientious, confident, and responsible for their result. After

they read the text, they can minimize mistakes in spelling words.

For example:

Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?

Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa

Inggris yang menekankan reading skill, terutama teknik

reading aloud biasanya siswa akan merasa lebih tertarik

untuk memakai teks mbak, kemudian siswa dapat merespon

dari teks yang saya baca, dan membantu merekam dan

emahami ide pokok dari teks maupun gambar, selain itu

mereka juga dapat mengetahui bagaimana cara pengucapan

setiap kata, frasa, maupun kalimat yang benar.

(Taken by the interview on February 12, 2016)

b. The Purposes Using the Question and Answer Technique

Based on the interview with the teacher about the process of teaching

and learning (Thursday, February 7, 2016, English lesson, in class 7E and

54

8C) the researcher found that the English teachers (Dra. Sri Widayati and

Dra.Hj. Savri Indiani Soeharno, M.Pd.) explained the purpose using the

question and answer technique.

While in the interview, the researcher found that the purposes using

of question and answer technique was the students can identify the main

point of the text; they knew the meaning of unfamiliar words by asking

the teacher based on the text. The teacher can be easily and quickly

evaluate their capability if students had really mastered the course.

After finishing the task, the students will be able to compare the

question and their answer. From the technique, the teacher can build their

understanding in the material. It makes the students more careful when

they answered it. For example:


Tteacher : Sedangkan teknik question and aswer siswa dapat

bekerjasama dalam sebuah kelompok untuk mengetahui

makna kalimat, ide pokok, tujuan, struktur kalimat, dan

perbedaan antara satu teks dengan teks yang lainnya,

sehingga dapat menganalisis teks dengan baik dan

meningkatkan komunikasi yang baik pula, selain itu dapat

membentuk pembelajaran yang lebih efektif, dan biasanya

saya meminta mereka untuk menyampaikan hasil diskusi

masing-masing dalam proses Tanya jawab.


c. The Purposes Using Silent Reading Technique


and learning (Thursday, February 7, 2016, English lesson, class 8C) the

researcher found that English teachers (Dra. Hj. Savri Indiani Soeharno,

M.Pd.) explained the purpose of using the silent reading technique.

Based on the interview, the researcher found that the purpose of

using silent reading is to develop students’ understanding, because it

helps them concentrate on what they read, rather than pronouncing the

individual words. When the students read silently, they focused to find

55

the main idea of the text. The teacher encouraged her students to read

silently, she helped them to develop their reading capability using the

technique, the students need for reading fast. This called reading

efficiency, which helped them to read any text with maximum attention

to get meaning in the text.

For example:


Teacher : dalam penggunaan teknik silent reading siswa dapat

mengembangkan kemampuan mereka secara optimal

dalam memahami isi teks sesuai dengan apa yang

mereka baca, disamping itu dengan penggunaan teknik

ini membantu mereka membaca dengan cepat,

sehingga waktu yang digunakan lebih efisien.


d. The Purposes Using the Reading Skimming Technique


and learning (Thursday, February 7, 2016, English lesson, class 9B) the

researcher found that English teacher (Siti Rofiah, S.Ag., M.Pd.)

explained the purpose of using the reading skimming technique.

While in the interview, the researcher found that the purpose of

using skimming technique was the students involved in getting the main

idea of text quickly. The teacher used the technique to get simple

information and to identify the subject matter of the text. It was a reading

habit for more conductive in reading activity.

For example:

Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu


Inggris yang menekankan reading skill, terutama teknik

skimming, siswa dapat membaca bagian penting yang

diperlukan tanpa membaca secara keseluruhan dan

lebih cepat serta tepat untuk menemukan ide pokok

dari sebuah teks mbak. Sehingga bias menggunakan

waktu yang lebih efisien.


56

e. The Purposes Using the Number Heads Technique


and learning on Thursday, February 7, 2016, English lesson, class 9 B.

The researcher found that the English teacher (Siti Rofiah, S.Ag., M.Pd.)

explained the purpose of using the number head technique.

Based on the interview, the researcher found that the purpose of using

number head technique is it helps the students to interest in reading

lesson. They can discuss it with friends and they have an opportunity to

explain their opinion about the text. Students will learn best by doing

something.

For example:



Inggris yang menekankan reading skill, terutama dalam

menggunakan teknik number heads yaitu membantu siswa

lebih tertarik dalam pembelajaran reading, terutama

pembahasan mengenai short functional text maupun essay

text. Dengan teknik ini siswa lebih mudah memahami teks

dengan berdiskusi antar siswa dalam satu kelompok, dan

mereka lebih percaya diri untuk menyampaikan pendapat

mereka mengenai teks yang dibahas”


B. Teacher’s Roles

Fauziati (2014: 163) states that the teachers’ role as facilitator is giving

feedback. They may analyze the errors and mistakes in student’s works. The

teachers are supposed to give positive reinforcement so that the students

develop their language skills.

Based on the observation, the researcher found that the teacher (Miss

Siti Rofiah, S.Ag.,M.Pd.) played two roles in her English teaching-learning

especially when she used skimming and number heads technique. In

skimming technique the teacher served as instructor and motivator. When she

used number heads technique, she played two roles, namely as an instructor

and source of knowledge.

57

Based on the observation, the researcher found that the teacher (Miss

Savri Indiani Soeharno, S.Pd., M.Pd.) played two roles in her English

teaching-learning especially when she used question and answer technique. In

this technique the teacher served as instructor and evaluator. For next

techniques, she used silent reading technique. She played two roles in her

teaching reading as a manager and source of knowledge.

While in the observation, the researcher found that the teacher (Miss.

Sri Widayati) played two roles in her English teaching learning especially

when she used reading aloud technique. In this technique, the teacher served

as a model and evaluator. Then, for her next technique, she used question and

answer technique. She played as an instructor and evaluator.

a. Teacher’s Roles Using the Reading Aloud Technique

The teacher was responsible to teach her students in teaching and

learning process, and she found the purposes in teaching reading to the

students by using the technique. Based on the observation, the researcher

found that the teacher (Dra. Sri Widayati) had two roles in her teaching,

especially when she used the reading aloud techniques. In this technique

the teacher played the roles as modeling, and signs of trouble.

1) Role Modeling

Students spend a great deal of time with their teacher and the

teacher becomes a role model to them. This can be a positive effect for

student’s progress in English learning. The teacher not only teaches

the students, but also to loves and cares for them. Teachers typically

highly respect the students and therefore they became a role modeling

to them.

In this finding, teacher act as a model and demonstrate what she

read. In here, she read an example of the text. Teacher as a model was

who gave inspiration to the students and encouraged the students to

try for greatness. Teachers as model was the teachers who advize and

58

guide the students. The researcher found that the teacher as a model

from what she said and guided them.

For example:

(The teacher read the text loudly)

T : “Mr. And Mrs. Rob Anderson, Request the honor of Miss Amalia

Rozaq’s company at the marriage of Michaele Sarah and Saiful

Tugimin, At Al Muttaqin Mosque, Rengging Jepara On Friday,

January seventh, two thousand and seventh, At four pm, And

afterward at Jepara Indah Hotel.”

T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,

start now”

(Taken from the observation on February 4, 2016)

In this technique the teacher gave an example for the students

how to spell the sentences, after that they repeated for what she said to

them clearly and loudly. So the students listened and practiced based

on the teacher’s explanation. She read some words and explained the

systematic of sentences. It helped them to understand the English

materials.

2) Teacher as Evaluator

Another role played by the teacher was evaluator. Teachers

taught to look for signs of trouble in the students. The teacher acted as

an evaluator means who observed for their understanding about the

material what they learn.

When the teacher requested for them to read about the text, they

must do it, and after they read it, they found some unfamiliar words in

the text, specifically in meaning and spelling of word, she will give

explanation for the students and she make an easy way how to find the

solution of the problem in English material especially in reading skill.

59

It builds their capability to learn of English, and they will more

interest of it.

For example:

T : “ok...Fikri please read the text from Mr. Till Saiful

Tugimin..., start now”

S : “Mr. And Mrs. Rob Anderson, Request the honor”

T : “HONOUR”

S : “Request the honor of Miss Amalia Rozaq’s kompany”

T : “COMPANY”


In this technique the teacher gave command about the right

spelling of word read by the student, so they could understand the

right manner to pronounce the word, it resulted good habits to practice

the technique.

b. Teacher’s Roles in Question and Answer Technique

Based on the observation, the researcher found two roles applied by

the teacher in their teaching and learning process by using question and

answer technique, namely teacher as instructor, and evaluator.

1) Teacher as instructor

Teacher as instructor was a teacher who gave order or direction

to the students to read and answer a text. To achieve the purpose of

the lesson, the students paid attention in the teaching and learning

process by the instructor. An affective instructor was focused with the

material in teaching and learning process. Teacher as an instructor

gave direction to the students and the student did what the teacher

said. The teacher read the text and the students listened to teacher.

After she guided the students to read the text, they practiced it

60

together, and they answered all of the questions which were given by

the teacher.

Example:

T= attention the slide please! What is the meaning of “when will the

activity be held?”

S= kapan aktifitas itu dilaksanakan?

T= please, looking for the information in the slide! When will the

activity be held?

S= the activity will be held for next month.

(Miss wid , taken from the observation on February 8, 2016)

T : “it is right.., ok Novi pleas answer it”



(Miss Savri, Taken from the observation on February 17, 2016)

2) Teacher as Evaluator

Teacher as evaluator must be conscious in many factors to

determine the evaluation of student’s task. The teacher gave a topic to

the students; she selected the material based on their capability in

reading lesson. They explained the content of the material and

discussed it together, she gave an example about announcement, and

she acted as evaluator in the teaching and learning process. It means

that after the students completed their task to answer the question, the

teacher gave correction in their answer. She knew the result from the

evaluation.

For example:

T = good, how about holiday camp and the chief of scout?

S = holiday camp is lomba perkemahan, and the chief of scout is

ketua pramuka

T = really?

S = ya bu...

T = your answer is correct but not exact, so the best answer for the

meaning of holiday camp is perkemahan hari libur, very good.

(Miss Wid , Taken from the observation on February 8, 2016)

61

T : “it is right.., ok Novi please answer it”



T : “really? Ok, no swimming itu tempatnya dimana?,pilihannya kan

beaches, rivers, ponds, bath rooms, jadi yang pasti itu

jawabanya?”

S : “bat room”

T : “you are right”


c. Teacher’s Roles in Silent Reading Technique

Based on the observation, the researcher found two roles that the

teacher used in silent reading technique when teaching and learning

process, namely teacher as classroom manager, and source of knowledge.

1) Teacher as Manager

Teacher as manager means that the teacher must be able to

manage the classroom activity. The teacher’s role to manage the

classroom activity was that the teachers controlled student’s behavior

to maximize their learning.

The teacher had a role as a leader to manage the classroom

lesson. She controlled the situation and condition in the learning,

especially when she explained the material, and they discussed with

the other in the class. From the role, she gave direction to their

learning.

For example:

Based on the observation, the researcher found that the teacher

managed the classroom activity to maximize the student’s learning.

She made a good control in the learning and she walked one side to

another for seeing their capability and understanding the materials.

62


2) Source of Knowledge

The most common role a teacher played in the classroom was

delivering knowledge to the students. Teacher as source of knowledge

means that the teacher had some knowledge in her basic learning,

especially in English. She masters the subject, and if her students

haven’t understood yet the materials, she explained it clearly for them.

It helped the students knew the English lesson clearly. Teachers gave

materials for the students based curriculum used in the school.

For example:

T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution.

Dalam notice biasanya menggunakan kata kerja bentuk

pertama. Missal: come in.

You may come in! what does it means?

T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu dengan

menggunakan “No + V-ing”. For example:

No, smoking!

No, swimming!

T= Ciri-ciri yang ketiga yaitu biasanya menggunkan kata-kata

seperti berikut: Nobody, No allowed, etc.

T = so, just remember our material and please remember some tips

to know that is notice or caution.


63


d. The Teacher’s Roles in Skimming Technique

Based on the observation, the researcher found two roles that the

teacher used in skimming technique in teaching and learning process,

namely teacher as instructor and motivator.

1) Teacher as Instructor

The role as instructor was the important thing in achieving the

objective of teaching-learning process. The teacher acted as instructor

which means that the teacher gave an instructed to the students to find

the answer of the text using skimming technique. She guided the

students how to find the main point in the material and the students

understood it. The students gave their opinion on the discussion team

and answering the question given by the teacher.

For example:

T : “and then, number 10.., jangan kaget lihat text yang panjang,

kamu bisa lihat sekilas dengan teknik skimming serta purpose dari

text tersebut”

S : “ok mom”

(Adapted from the observation on February 5, 2016)

T : “ok, number three..., don’t forget to look for the key word. It is

the point in communicative purpose, biasanya tujuan dari sebuah

text. are you finish?”

64

S : “not yet...”


2) Teacher as Facilitator

Teacher as facilitator means that the teacher helps the students to

achive the goal of lesson using media in learning process. The teacher

guided the students from the beginning of the lesson until closing. The

teacher improved their own ability of learning with appropriate

materials in reading section. The teacher guided the students to be

more active, creative, and develop their skill. She made an interesting

lesson using a video of English, pictures, laptop, and speaker based on

the material.

For example:

T : “ok, one of you may help me to turn on of the LCD”

S : “ok mom...”


Researcher : Fasilitas apa saja yang ibu gunakan untuk memotivasi

siwa agar antusias dalam mengikuti pelajaran?

Teacher : Biasanya saya menggunakan LCD mbak, disana saya

kadang menampilkan materi yang akan saya sampaikan,

video, gambar, text maupun contoh percakapan singkat.

Kadang juga saya memutar lagu untuk teknik yang

menggunakan sebuah lagu. Dan fasilitas yang lain

terdapat lab bahasa dalam mendukung kemampuan siswa

terutama di listening skill.

(Taken from the interview on February 2, 2016)

e. The Teacher’s Roles in Number Heads Technique

The teacher chose suitable text, selected a task to develop the

student’s reading skills, and the teacher gave explanation before they

read the text. Based on the observation, the researcher found two roles

applied by the teacher in their teaching and learning process by using

65

number heads technique, namely teacher as instructor, and source of

knowledge.

1) As an Instructor

The teacher as an instruction means the teacher had a

responsibility to give direction for the students in their learning

process. They learned the material about reading section. They read

the text intensively to understand the text and they improved their

capability in reading skill. So, the teacher gave the assignment to

develop their reading skill, and they were confident to explain their

opinion.

For example:

(The teacher guide the students about the reading comprehension

lesson which they don’t understand it with walking in one side to

another)

T : “ok, are you finished?”

S : “not yet mom...”

T : “you can see in your book (success of national examination)

about notice page 35”


2) Source of Knowledge

The most common role a teacher plays in the classroom is

delivering knowledge to the students. She master the subject, and if

her students could not understand yet of the materials, she explained it

clearly for them. The teachers gave material and an exercise to the

students; they found some problems in reading the text, especially

when they found unfamiliar word. The teacher helped the students to

know the meaning for each word in the text.

For example:

S : “how about “in danger”?”

T : “in danger means terancam punah”

66

(The teacher wrote about infamous vocabulary in white

board, such as “endanger: terancam punah, enormous: very

big, superb: very good or interesting, funeral: burying, time

table: schedule).


Table 4.2teacher’s roles in classroom techniques used in teaching reading skill

No. Teacher’s roles Reading

Aloud

Question

and

Answer

Silent

Reading

Skimming Number

Heads

Technique

1. Role modeling V

2. Signs of trouble

3. Teacher as manager V

4. Teacher as instructor V V V V

5. Teacher as evaluator V

6. Teacher as source of

knowledge

V V

7. Teacher as facilitator V

C. Student’s Roles

Student’s role is important supporting in teaching and learning process.

The students have responsibility in learning process in the class, both

individual and group. The students also have an obligation in their

development of learning. According to Johnson and Paulson (1979) in

Richard (2001) student’s roles in an individualized approach to language

learning are planning their own learning program, engaging monitoring and

evaluating their own progress, learners tutoring other learners, engaging

actively in learning, having and interaction with peers and teacher, presenting

and discussing.

Based on the observation in reading aloud activities used by the teacher,

the researcher found that the students played two roles in their learning

activities such as: in reading aloud technique, the students as monitor and

67

evaluator their own progress and students as participant. While in question

and answer technique, the students played two roles as monitor and evaluator

their own progress, and tutor for the other students. In silent reading

technique, the students had roles as learner learn from the teacher, and

member a group and interacting with others. In skimming technique, the

students played two roles as member a group and interacting with other and

showing respect. Innumber heads technique, the students played two roles as

active in learning and students learn from the teacher and other sources.

a. Student’s Roles in Reading Aloud Technique

Student’s role is one of factors that support in teaching and learning

process. In the classroom, the students were participating in learning.

Students expressed what they know in the material. Based on the

observation in the 7E class, the researcher found two student’s roles, as

follows:

1) Learners Monitor and Evaluator Their Own Progress

The students learned English material in the school, they

monitored for their own self, especially their ability in understanding

of English material. Based on the observation, they had an

opportunity to show their capability and they presented their result to

speak up in the class. They spoke loudly and clearly, to evaluate their

own progress in knowing the point of view, meaning of unfamiliar

words, containing of sentences, and pronouncing of the word. There

were some progresses in English lesson.

For example:

T : “ok...I will ask you again for what is invitation letter?”

S : “in English or Indonesia mom?”

T : “kalau bisa in English, tapi belum bisa in Indonesia juga

tidak apa-apa”

68

S : “invitation letter is a simple written to invite or request the

presence of an individual or groups”

T : “very good”


2) Students as Participant

Student as participant means that the students followed the

appropriate command instruction from the teacher.

For example of this activity:

Teacher = Good, thrash is similar to rubbish. Silakan ditulis

kata-kata yang belum kalian ketahui dan catat di buku

catatan. Jangan malu jika kalian menulis banyak,

Karena itulah kemampuan kalian Usahakan belajar

lebih giat lagi.

Teacher = Abimas, please repeat again?

Abimas = We are prohibited to throw the thrash anywhere. We

must throw the trash into the trash bin.


69

b. Student’s Roles in Question and Answer Technique

Based on the observation, the researcher found that the student’s

roles in this technique were students as monitor and evaluator for their

own progress and as tutor for the other students.

1) Students as Monitor and Evaluator for Their Own Progress

Students monitoring their own progress in teaching and learning

process, they controlled their learning in the class; they knew their

progress in understanding in the materials. It helped them to be more

interested in the lesson, because they paid attention in their studying

of English. They evaluated their progress through their result in

teaching and learning activity. The students were monitoring their

own learning. It was a step to know their capability in learning of

English material explained by the teachers. They answered all of the

questions correctly, after that, they received high score and if they

could not answer it, they would get low score. When they got low

score they should more study hard to understand in the materials and

they would answer all of the questions easily.

For example:

T : “ok, tempatnya dmana?”

S : “di kolam renang”

T : “apaiya, masak dikolam renang dilarang berenang, coba

diperhatikan lebih detail!”

S : “oh...ya...,, di pantai”


2) Students as Tutor for the Other Student

Student as tutor for the other students mean that the student

guides their friend if they don’t understand of the material. Students

became a tutor for the other students. They should understand the

70

material which they learned. The process gave an opportunity for the

students until they understand the material, most of us said that the

student was smart, so the smarter student helped their friend to

achieve the goal of lesson by discussed to find the correct answer.

For example of this activity:

T : “ya, biasanya ada penambahan beberapa kata yang diperjelas

atau juga bias berupa gambar, for the question, the following are

the notices, except?,

S : “bu, except itu apa?”

T : “anybody know what the meaning of except?”

S : “kecuali mom”

T : “very good, kecuali....”

(Miss Savri, taken from the observation on February 17, 2016)

c. Student’s Roles in Silent Reading Technique


roles in this technique are students as learner learn from other sources,

and member of group.

1) Learners Learn from the Teacher

Source of knowledge is not only from course book but also from

their teacher, media, and their friends in the class. They opened their

mind to receive anything which concerned their learning in school.

They should be active to learn English material, especially in their

reading skill. During teaching and learning process, the students paid

attention when the teacher explained the material. The teacher

explained “caution and notion”, and the students always focused to

listen and write in teacher’s explanation. They received more

knowledge. This activity, they got some information, and sometimes

71

they asked her when they didn’t understand it. Then she explained it

clearly.

For example:

T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution.

Dalam notice biasanya menggunakan kata kerja bentuk

pertama. Missal: come in.

You may come in! what does it means?

T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu dengan

menggunakan “No + V-ing”. For example:

No, smoking!

No, swimming!

(Miss Savri, taken from the observation on February 17, 2016)

2) Learners are Member a Group and Learn by Interacting with

Others

Based on the observation, the students are member a group to

discuss and learn with the others which means that the students were

active in all activities when teaching-learning process. The students

followed the group to interact and discuss in learning process. They not

only interacted with the teacher but also with their friends. From it they

received correct answers all of the questions. They made a good team

work to finish their duty which given by the teacher. After that, they

presented their result in front of the class. For example:


72

d. Student’s Roles in Skimming Technique

Based on the observation, the researcher found that two student’s

roles in this technique are students as member a group and interaction

with other, and showing respect.

1) Learners are Member a Group and Learn by Interacting with

Others.

Students as member a group mean the students who are active in

their group when teaching-learning process. The students followed the

appropriate command instruction in learning process. The teacher

acted as group organizer who gave direction to the students. The

students acted what the teacher’s said to them, especially to discuss in

team work. Discussion team consisted of some students. They were

four students or more to solve the problem made by the teacher. They

had a good team work to discuss the task and they interacted with

other. It was a good habit for them to make a good relationship,

sharing, and finding answer together.

For example:


2) Showing Respect

The students showing respect in the lesson mean that the

students contributed in teaching and learning process to achieve the

goal of English lesson. It was interesting learning for the students,

73

they focused to learn the English material in reading skill, showed

respect in teacher’s explanation, such as raising a hand to permit

answering the questions that given by the teacher. Being attentive,

listening, discussing, and focusing are talking about demonstrate a

respect for the lesson.

For Example:

(Taken From the Observation on February 5, 2016)

e. Student’s Roles in Number Heads Technique


roles in this technique were students as engage actively in learning and

the students learn from the teacher and other source.

1) Student be Active in Learning

Student is active in teaching and learning process which means

that the students followed all activities in the classroom. They focused

on the teacher’s explanation, and wrote the material in their notebook,

because it was important for them to remain it. The teacher made team

work in learning process, they were active to discuss with other and

present their opinion. The students thought to answer all of the

questions. They had some assignment in the class. The important

thing is that they are active in learning. The teacher gave a text for

them, and then they read the text, understanding of material,

answering question, and explaining the conclusion in the text.

74

For example:

S : “mom...., I want to try answer it, that “to forgive someone to

use the bicycle”

T : “next...,, you....the answer is?”

S : “A mom...”

T : “is it correct?”

S : “yes mom....”

T : “ok, good...Thanks full....you can sit down...,,,”


2) Learners Learn from the Teacher and Other Sources.

Based on the observation, the students learned from their

teacher’s knowledge and the other sources of knowledge. It implies

that the students learned English material were not only from their

course book but also they received the knowledge from the other

sources, such as: their environment, teacher’s knowledge, movie, or

the other media which used by the teacher, it was acquisition media to

support their studying, from it they had a sources of information to

answer the assignment. They understood the materials to finish the

assignment which given by their teacher. After that they collected

their result.

For example:

T : “any unfamiliar words?”

S : “foot page bu...”

T : “foo page, it means jalan setapak”

T : “you can look for the communicative purpose of the book,

kemudian jenis teksnya apa, dan tujuan teksnya...”


75

T : “ok, are you finished?”

S : “not yet mom...”

T : “you can see in your book (success of national examination) about

notice page 35”


Table 4.3 student’s roles in classroom techniques used for teaching reading

No. Student’s roles Reading

Aloud

Question

and

Answer

Silent

Reading

Skimming Number

Heads

Technique

1. Show respect V

2. Monitor and evaluator V V

3. Students as participant V

4. Tutor for other students V

5. Learn from the teacher

& other sources

V V

6. Member a group V V

7. Actively in learning V

E. Instructional Material

Learning is the process that needs any kind sources to support in

studying. Instructional material is the source of learning. The students used it

as facilitation in studying so there are more effective and efficient. The

function of Instructional material is defined as all materials support the

language teaching and learning process in order to reach the goal of the

teaching and learning itself.

The imported of instructional material is to develop student’s knowledge,

abilities, and skills; beside that it is as monitor their assimilation of

information, to contribute their overall development, to sustain student’s

interest, to give explanation to the students in class, and to share their

experiences necessary for new learning. The material is easily updated and

adjusted to match the resources of the school.

76

Based on the observation, the researcher found that the instructional

materials used by the teachers in teaching and learning process in classes 7E,

8C, and 9B at MTs N Surakarta II in 2015/2016 academic year. Here the

researcher showed the finding by focusing on the kinds and the roles of

instructional materials.

a. Kinds of Instructional Material

Based on the observation, the researcher found three kinds of

instructional material that used in teaching and learning process. There are

visual materials such as textbook, picture in course book, and slide in power

point.

1) Textbook

The textbook is a source of material used by the teacher in every

teaching and learning process. Based on the observation, the teacher and

the students used the book from Platinum Publisher 2013 entitled

“Passport to the world 1, A Fun and Easy English Book for Grade VII of

Junior High Schools” scientific approach, 2013 curriculum book, and

“Passport to the world 2, A Fun and Easy English Book for Grade VIII of


dictionary. From the reason, English Teacher chooses those books

because curriculum in the school used scientific approach, so those books

are relevant with the curriculum and syllabus.

English material topic for first grade in second semester are

greeting card, invitation latter, announcement, caution, and short notice,

English material topic of second grade semester are caution and notion,

and English material for third grade are the communicative purpose of

descriptive, report, recount, narrative, procedure, and short functional

text.

For example:

77


2) Picture in the Course Book

The English teaching and learning process in 7E, 8C, and 9B at

MTs N Surakarta II in 2015/2016 academic year not only used textbook

but also picture in the course book to develop student’s knowledge. The

teachers used a picture for stimulating the students’ knowledge and

increasing the student’s enthusiasm in teaching and learning process. The

picture was taken from students’ course book, such as the picture used by

teacher in the learning process as instructional material in greeting card,

invitation latter, announcement, caution, and short notice, etc.

3) Slide in the Power Point

This era most of teachers used laptop, LCD or the other electronic

instrument in their meeting in the class. They used it for showing the

material in various method such as showing video, film, picture, or slide

materials in power point. Based on the observation, the teachers used

78

slide power point to deliver greeting card, invitation latter,

announcement, caution, short notice, descriptive, report, recount,

narrative, and procedure texts. It is useful and effective in the learning

process.

For example:


b. The Role of Instructional Material

Based on the observation, the researcher found some roles and kinds

of instructional material that used at MTs N Surakarta II for 7E, 8C, and 9B.

The researcher found the role of instructional material in teaching of English

Reading skill in the school, such as: 1) as a source of activities for learner

practice and communicative interaction, 2) source of stimulation and ideas

for classroom language activities, 3) as a reference source for learners on

grammar, vocabulary, pronunciation, etc.

1) As a Source of Activities for Learner Practice and Communicative

Interaction.

In teaching and learning process demands all students centered in

the learning. It means that the students must be active and develop their

knowledge by themselves. Teacher usually asked the students to do

exploration before explaining the material. In exploration the student

usually observed the material on their hand book or teacher showed some

videos in those activities. The students tried to study independently

79

without helping from their teacher. It made them to find what the

objective of the material. The students also can study at home with their

English material book. It helps them to keep remembering the material

when they studied in the class. It is not only about grammar but also

picture. It could be source for students practice and communicative.

2) As a Source of Stimulation and Ideas for Classroom Language

Activities

Teachers need instructional material in teaching learning process as

a source of stimulation and ideas for classroom activities. In this role, the

instructional material is as a source of students exercise. It aims to

increase student’s ability to apply after studying. In their hand book,

every unit had exercise for students to know how far they mastered the

material. It is important to develop student’s skill and understand the

material. It was a media for students to solve the exercise and the teacher

made it as activity in the class and at home.

The teacher often gave the students to do exercise on their English

Book. The teacher gave the assignment after explaining the material to

know student understanding. Based on the observation, the teacher gave

assignment to do exercise from their English book or the other sources

like showing questions in power point slide.

For example:

Choose a, b, c, or d as the best answers!

Dear Kartika :

• Our sincere Congratulation your success as The Best Washington

City Journalist 2015.

• This will support you to write more articles.

The manager and staff are in Moonlight Publisher.

1. The Text is written in order to ......

A. Congratulate Kartika on her success

80

B. Inform people about the best journalist

C. Tell people to congratulate Kartika

D. Invite people to come to the Moonlight Publisher.



3) As a Reference Source for Learners on Grammar, Vocabulary and

Pronunciation and So On.

In teaching and learning process, the students have the reference

about knowledge of English. It is possible to all students to find the new

knowledge of grammar, vocabulary, pronunciation, and so on. By using

the English book and worksheet, they could search and learn material

well. They could find the explanation of English knowledge in their

books. By using English material books, the students easily got new

knowledge of grammar, vocabulary, genre of text, pronunciation and so

on.

For example:

81

(Taken from handbook “Passport to the World” page 153, unit 8)

B. Discussion

Based on the research finding, the researcher discusses the finding of the

classroom techniques that used in reading activities at MTs N Surakarta II in

2015/2016 academic year. There are some components that the researcher

discusses such as classroom techniques used in reading skill, the purpose for

each classroom techniques used in reading skill, the teacher’s roles for each

classroom techniques used in reading skill, the student’s roles for each

classroom techniques used in reading skill, and the instructional materials in

classroom techniques used in reading skill.

While in the research finding, the researcher discusses the result finding

according to the previous finding and theory. First, the researcher found that

this research completes the finding before, because the study focuses on the

process of teaching and learning of reading skill in Junior High School. Second

the researcher compares this finding to the theory, such as: theory of classroom

82

techniques in teaching reading skill, teacher’s roles, student’s roles, and

instructional material. The researcher applied these techniques because those

are suitable with the research finding from the writer’s observation of teaching

reading.

The researcher found a similar study but still have differences. In this

finding, the researcher focuses on the teaching reading technique by the

teachers at MTs N Surakarta II in 2015/2016 academic year. In the finding, the

researcher found some techniques which used by the teachers to teach English

reading, such as: reading aloud, question and answer technique, silent reading,

skimming technique, and number heads, and the purposes from each classroom

techniques. Besides that, the teachers have roles in the teaching and learning

process, such as: Teacher as role modeling is who gives inspiratory to the

students, the teacher as signs of trouble means who taught to look for signs of

trouble in the students, the teacher as manager means that the teacher manages

all of activities in the classroom, teacher as instructor means who gives

direction to the students, teacher as evaluator means who makes correction of

student’s answer, the teacher as facilitator means the teacher gives facility in

learning process with creating an interesting lesson, teacher as teaching

knowledge means the teacher plays in the classroom to teach knowledge for the

students, the researcher also founds some student’s roles in the learning, such

as: showing respect, learners as monitor and evaluator for their own progress,

learners plan their own learning, students as tutor for the other students,

students as learner learn from the teacher and other sources, learner are

member a group and interacting with other, and students as actively in learning.

First previous finding, the researcher compares with previous finding. In

this case, the researcher agrees with the previous finding written by Rahayu. In

her finding, she found several techniques to promote student’s participation

such as reading aloud by the students and reading aloud by the teacher. Beside

that the teacher has roles as a facilitator who facilitates the teaching-learning

process, as an organizer who organizes the condition of the classroom, as a

83

counselor who helps the students to solve the difficulties, and a guiding who

handles teaching-learning process, while in the classroom activities, the

students have roles as a communicator means who communicate with other

students in discussion, and as a planner means who is responsible to their

achievement.

In the current finding in line with the Rahayu’s result, there are teacher’s

roles, and student’s roles. In Rahayu’s work found reading aloud, it same with

the researcher’s finding, but the researcher found classroom techniques in

reading skill more than reading aloud, such as question and answer technique,

silent reading, skimming, and number heads. While in teacher’s roles which

found in Rahayu’s work are teacher as facilitator, counselor, organizer, and

guiding. For the results in the researcher’s finding of teacher’s roles have

similar but still have differences, such as teacher as modeling, signs of trouble,

manager, instructor, evaluator, source of knowledge, and motivator. The

student’s roles in teaching and learning process which found by the researcher

are not only as a communicator and planner but also showing respect, learners

as monitor and evaluator for their own progress, students as tutor for the other

students, students as learner learn from the teacher and students learn from the

other sources, and students as actively in learning.

Second previous finding is written by Utami, the technique used by the

teacher is ICARE. It is an instructional model abbreviated from introduction,

connection, application, reflection, and evaluation. This result of the Utami’s

finding have not similar with the researcher’s finding. In Utami’s result found

ICARE as technique in teaching reading than in the researcher’s result found

some techniques in teaching reading such as reading aloud, question-answer

technique, silent reading, skimming, and intensive reading. That are really

different finding with previous study, and the Utami’s results did not find

teacher’s roles and student’s roles, she only found the problems faced by the

teacher and the strategies to overcome the problems.

84

Third previous finding of Ahsan’s work found that the techniques in

teaching reading were reading aloud and KWLH technique, that were similar

with the researcher’s finding. In the researcher’s findings are not only reading

aloud but also silent reading, question and answer technique, skimming, and

number heads. In Ahsan’s work also found the procedures of teaching such as

pre-reading, while-reading, and post-reading, in researcher’s result has not

found of it but she found the purposes for each classroom techniques, teacher’s

roles, student’s roles, and instructional material in teaching reading.

In fourth previous finding of Revellia’s study there are four techniques

implemented by the teacher namely reading aloud, oral repetition, answering

question and dialog conversation. The objective in reading aloud is students be

able to respond the text which read out by the teacher. The objective in oral

repetition is an effective way to solve problems faced by the students in

learning pronunciation. The objective in answering question means students

understand to identify main point of the text, and the objective in dialog

conversation is students’ character more confident. The teacher’s roles in the

techniques are the teacher as model, instructor, evaluator, and motivator. The

student’s roles in the techniques are the students as participant, monitor,

evaluate their own progress, tutor for the other students, monitor to the

development for their own abilities.

The fifth previous finding is Prakusumasari’s works, it founded story

mapping technique as his technique in teaching reading of narrative text. In her

research, she used descriptive qualitative. There are some results in the

research finding such as the story mapping technique which gives positive

impact in teaching reading of narrative text, story mapping technique helps the

students to compare the content of narrative text easily, story mapping

technique helps them remembering the important content of reading narrative

text, the students can be able to analyze the generic structure of the text, and

they are more interested in teaching and learning activities.

85

Based on the finding above, the researcher wants to make a similar study

but still have differences. In this study, the researcher focuses on the classroom

techniques used by the teacher in the teaching reading at MTs Negeri Surakarta

II. The researcher concluded that some techniques used by the teacher in the

teaching of reading in the school are suitable with the theory of reading aloud,

question and answer technique, silent reading, skimming, and number heads.

Second, the researcher concludes some techniques that used by the

English teacher at MTs N Surakarta 2 are suitable with the theory of reading

aloud, question and answer technique, silent reading, skimming technique, and

number heads. Classroom technique is “implementation which actually takes

place in a classroom. It is a particular trick, strategy, or contrivance which used

to accomplish an immediate objective, Selinger (1972) states that skimming

technique is one of classroom techniques in teaching reading. Skimming

involves getting information with giving direction eyes to quickly across

sentence and it used to get simple information. The aims using the technique

are the students get the main idea of text quickly by skimming in long text,

and it is a reading habit for more conductive in reading of text.

(Celce murcia, 2004: 6) states that there are some kinds of classroom

techniques in reading skill, one of those is question and answer technique, it is

a form of active learning that has a place within any classroom activity.

Questions asked by the teacher in order to students more fully participation in

lesson and guide them to understand of course material. Question asked by

students means a chance to clarify material and they give feedback for the

teacher. The aims using the technique are the students can be able to identify

main point of text, knowing the meaning of unfamiliar words and builds their

confidence to answer all of the questions.

According to Wallace (1996: 54-56), there are two techniques for

teaching reading as follow: reading aloud states that Students take turns

reading sections of passage, play, or dialog out loud. The teacher uses gestures,

86

pictures, regalia, examples, or other means to make the meaning of the section.

The aims using the technique are helping the students understanding about how

to pronounce for each word and developing reading habits.

Silent reading is reading without pronouncing words out loud. It is

reinforcing the readers to find out the meaning of the words. It doesn’t have to

pay attention in pronunciation of every single word when they read. The aim

using the technique is the students concentrate in reading activities.

Based on the statement the researcher concludes that the teacher used

some techniques in teaching English reading skill are correspond with Selinger

(1972), Olsen and Kagan (1997: 17), Celce murcia(2004: 6), and Wallace

(1996: 54-56).

Based on research finding, there are seventh teacher’s roles that found in

the learning process in 7E, 8C, and 9B at MTs N Surakarta 11 in 2015/2016

academic year. Teacher’s role as modeling means the teacher is not only to

teach the children, but also to love and care for them. Teachers are typically

highly respected for students in the community and therefore become a

modeling role. Teacher as a sign of trouble means Teachers are taught to look

for signs of trouble in the students. Teachers are required student’s problem.

Teacher as manager means the teacher manage the classroom procedure and

request the students to follow every classroom procedure in the teaching and

learning process. Teacher as instructor means the teacher who gives direction

to the students in the teaching and learning process. Teacher as evaluator

means the teacher must be conscious in many factors to determine the

evaluation of student’s task. Teacher as source of knowledge means the teacher

explains clearly about the material in the learning process based on his

knowledge.

Meanwhile based on Richard and Lockhart (1994:105) states that

teacher’s roles in teaching and learning process, such as:

87

1) Planner. The teacher plans learning activities as fundamental to success

in English lesson.

2) Manager. The teacher organizes the teaching and learning process.

3) Inquiry controller. A central task for the teacher is to maintain the

quality of language use in the classroom.

4) Group Organize. The teacher controls learning process in students work

cooperatively on group task.

5) Facilitator. The teacher facilitates students’ needed in learning process.

6) Motivator. The teacher motivates student’s confidence and interest in

learning.

7) Empowerer. The teacher tries to take as little control or direction over

the lesson as possible and lets the students make decision about what

they want to learn it in team member.

8) Team member. The teacher and all the students in the class constitute a

team and should interact like member of team.

9) As an instructor, they are people who give order or direction to the

students.

Based on Dykstra (1978:4) states that teacher’s roles in teaching and

learning process, such as: teacher as teaching knowledge, creating

classroom environment, role modeling, mentoring, signs of trouble

The researcher found the teacher’s roles at MTs N Surakarta II are as

role modeling, signs of trouble, manager, instructor, evaluator, facilitator,

teaching knowledge, and motivator. Based on the statement, the researcher

concludes that learning objective of teaching English reading skill is in line

with the theory from Richard and Lockhart, and Dykstra.

Based on the research finding, there are ten students’ roles in 7E, 8C,

and 9B at MTs N Surakarta II in 2015/2016 academic year. Those roles are

1) the students as showing respect means the students can contribute in

learning activities. 2) The students as monitor and evaluator for their own

self means Students monitor their own progress in teaching and learning

process, and then they evaluate their progress through their result. 3) the

88

students as learners plan their own learning program means students plan

their own learning, it is their responsibility for what do in their classroom.4)

the students as tutor for the other students means they guide their friend if

they do not understand yet about the material. 5) students as learner learns

from the teacher, the other students, and the other sources means the

students can learn from their teacher’s knowledge, text book, movie, or the

other media which used by the teacher. 6) The students as member a group

means they make a good Tim work to discuss the question and they interact

with other. 7) The students as actively in learning means the students answer

all of the questions which given by the teacher, it is the important think that

they should active in learning.

According to Johnson and Paulson (1979) in Richard (2001) learner’s

roles in language learning as follows:

1) Learners plan their own learning program and this ultimately assumes

responsibility for what do in the classroom.

2) Learners monitor and evaluate their own progress.

3) Learners are member a group and interact with others.

4) Learners tutor other learners

5) Learners learn from the teacher, from other students, and from other

sources.

Based on the discussion above, the researcher concludes that the

learner’s roles in teaching and learning of English Reading skill are in line

with theory from Johnson and Paulson (1979) in Richard (2001).

Based on research finding, instructional material generally is the

source of learning. Instructional material is all of materials support the

language teaching and learning process order to reach the goal of the

teaching learning itself.

The researcher found some instructional materials during teaching and

learning process at 7E, 8C, and 9B at MTs N Surakarta II in 2015/2016

academic year. The teachers used text book, picture, and slide. They used

the material of English teaching based on the syllabus, and printed material

89

which taken from some books, such as Platinum Publisher 2013 entitled

“Passport to the world 1, A Fun and Easy English Book for Grade VII of


“Passport to the world 2, A Fun and Easy English Book for Grade VIII of

Junior High Schools” scientific approach, 2013 curriculum book.

The kinds of Instructional Materials (Richards, 1990: 1):

a) Printed materials such as (books, workbooks, worksheets or readers.

b) Non-printed materials such as (audio materials, videos or computer-based

materials).

c) Materials that comprise both printed and non-printed sources such as

(self-access or self-study, materials on internet).

d) Additional materials not designed for instructional use such as

(magazines, newspapers, TV materials).

Cunningsworth (1995: 7) states that course books are best seen as a

resource in achieving aims and objectives that have already been set in

terms of learner needs. Course books or materials have multiple roles in

English Language Teaching and can serve as:

a) A resource for presentation material (spoken and written).

b) A source of activities for learner practice and communicative interaction.

c) A reference source for learners on grammar, vocabulary, pronunciation.

d) A source of stimulation and ideas for classroom language activities.

e) A syllabus (where they reflect learning objectives which have already

been determined).

f) A resource for self-directed learning or self-access work.

g) A support for less experienced teachers who have yet to gain in

confidence.

Based on the research finding, the researcher found that some roles of

the instructional material, such as: 1) As a source of activities for learner

practice and communicative interaction, 2) As a source of stimulation and

ideas for classroom language activities, 3) As a reference source for learners

on Grammar, vocabulary and pronunciation, etc. Based on these statements,

90

the researcher concludes that the role of instructional material is

corresponding with theory from Cunningsworth (1995: 7).

No. Aspects Theory

1. Classroom techniques in

teaching reading

Selinger, Olsen and Kagan, Celce

Murcia, and Wallace.

2. Teacher’s roles Richard and Lockhart, and Dykstra

3. Student’s roles Johnson and Paulson in Richard

4. Instructional material Cunningsworth

chapter iv research finding and discussioneprints.ums.ac.id/44114/11/chapter iv.pdf · 2016. 6....

Documents