english education study program language and …
TRANSCRIPT
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TEACHERS DIFFICULTIES IN TEACHING READING
COMPREHENSION DURING ONLINE CLASSROOM
A THESIS
Submitted as Partial Fulfillment for the Requirements to Obtain the Degree
of Sarjana Pendidikan in English Education Study Program
WRITTEN BY:
AMELIA AFRIANI
A1B217022
ENGLISH EDUCATION STUDY PROGRAM
LANGUAGE AND LITERATURE DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JAMBI UNIVERSITY
JUNE 2021
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APPROVAL
This thesis entitled “Teacher Difficulties in Teaching Reading
Comprehension during Online Classroom” written by Amelia Afriani, student’s
number A1B217022 has been corrected and approved to be tested in front of the
board of examiners.
Jambi, June 11th, 2021
First Supervisor
Tubagus Zam Zam Al Arif, S. Pd., M. Pd
NIP. 198603302015041001
Jambi, June 11th, 2021
Second Supervisor
Duti Volya, S. Pd., M. Pd
NIP. 197812082008012015
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LETTER OF RATIFICATION
This thesis entitled “Teachers Difficulties in Teaching Reading Comprehension”
written by Amelia Afriani, student’s number A1B217022, has been defended in
front of the board of examiner on 29th June 2021 and was declared acceptable.
The board of Examiners
1. Tubagus Zam Zam Al Arif, S. Pd., M. Pd (Chair Person)
NIP. 19860330215041001
2. Duti Volya, S. Pd., M. Pd (Secretary)
NIP. 197812082008012015
Jambi, 29th June 2021
The Head of
English Education Study Program
Dr. Nyimas Triyana Safitri, S. Pd., M. Ed, St.
NIP. 197410022001122001
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DECLARATION OF ORIGINALITY
I, Amelia Afriani (A1B217022) declare that Teachers Difficulties in Teaching
Reading Comprehension is my own work, that has not been submitted before any
degree or examination in any other university, and that all source I have used or
quoted have been indicated and acknowledge as complete references.
Jambi, 1st July 2021
Amelia Afriani
NIM. A1B217022
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MOTTO
ؤمنين ا نتم ال عل ون ان كنتم م نوا و ل ت حز ل ت هنوا و و
“Do not lose hope, nor be sad, you will surely be superior if you are [true]
believers.)
(QS. Ali Imran, 139)
“The hardest walk is walking alone, but it’s also the walk that makes you the
strongest!”
(Meliaaa)
“Yes, look down on me like that. It’s my hobby to prove you are wrong.”
(Min Yoongi)
“Maybe I made a mistake yesterday, but yesterday me is still me. I am who I am
today, with all my faults. Tomorrow I might be a tiny bit wiser, and that’s me
too.”
(Kim Namjoon)
This thesis is dedicated to my family who always believe in me, supporting, and
encouraging me to be the best version of myself.
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ABSTRACT
Afriani, A. 2021, Teachers Difficulties in Teaching Reading Comprehension
during Online Classroom. Thesis. English Education Study Program. Faculty of
Teacher Training and Education of Jambi University in Academic Year 2020/2021.
The first supervisor is Tubagus Zam Zam Al Arif, S.Pd., M. Pd. The second
supervisor is Duti Volya, S. Pd., M. Pd.
Key Words: Teacher's difficulties, Reading Comprehension, Online Classroom.
This research aimed to find out the difficulties that Junior High School English
teachers face in teaching reading comprehension during the online classroom. The
site of this research was at Sekolah Menengah Pertama Negeri 5 Kota Jambi. The
subjects of this research were three English teachers that teach 8th grades students
in SMP N 5 Kota Jambi. This research uses a descriptive qualitative research
design. The data of this research were obtained through individual interviews with
six questions in total. For implementing an online classroom, English teachers that
participate in this research use several applications included, including WhatsApp,
Google Classroom, and YouTube. The finding showed that through teaching and
learning activities during the online classroom, teachers faced difficulties because
of the learner's readiness and the transition from face-to-face to online teaching that
teachers experienced. The teachers faced the difficulties because cannot measure
the students reading comprehension caused the gadget and internet access that the
students did not have, and the teacher did not comfortable in teaching online
because the transition from face-to-face classroom to online. Therefore, this
research discusses the difficulties experienced by English teachers, thus it is hoped
that readers especially English teachers who experienced similar difficulties can use
this research to increase their variety of learning activities and overcome the
difficulties they are faced.
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ACKNOWLEDGEMENT
First and foremost, praises and thank to Allah SWT, the Almighty, for
showers of blessings during the writing of my skripsi until I can complete the
research successfully and thanks to Allah SWT who keeps me healthy, so I can
finish this research.
I would like to express my deep and sincere gratitude my research supervisor,
Mr. Tubagus Zam Zam Al Arif, S.Pd., M. Pd and Mrs. Duti Volya, S. Pd., M. Pd
for continuous support of my S. Pd study and research, for their patience,
motivation, and immense knowledge. Their guidance helped me in all the time of
the research and writing this skripsi.
I would like to thank to my academic counselor, Mrs. Dra. Armiati, M. Hum
for the academic guidance that she has suggested for me. She always supported me
when I faced many challenges during my study. I could not have imagined having
a better academic counselor for my study to getting the bachelor degree of Sarjana
Pendidikan. Then, my sincere thanks to English teachers of Junior High School 5
Kota Jambi who were willing to be the participants for this research without their
willingness, this research did not go smoothly.
I owe more thanks to my parents for their support, love, and prayers. Beside
my parents, I would like to thank to my brothers for supporting me during writing
this skripsi. Then, I want to say thank you for my cousins, my best friends, my
enemy, and also the best two people that I could not imagine how my life is without
them; Meltia Ramadani, S.Pd and Vera Novianti. They are the person that makes
who I am today. Without my family support, it is impossible for me to finish my
college seamlessly.
Life at university does not always go smoothly, but I am grateful that I met
friends who made everything go well. I was lucky to have a classmate who was
supportive and always helped each other whenever we faced difficulties in doing
assignments. Then, my deep and sincere thanks to my best friends for their support
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for me especially for Barbarnero Numerouno’s. Thereafter, I would like to say
thank you for the rare few individuals in my life who have listened without
judgement, spoken without prejudice, helped me without entitlement, understood
without pretension and love me without conditions.
I as the researcher realize there are many weaknesses that exist in the
preparation of this final assignment. Therefore, I am looking forward for the
suggestion and criticism in order to produce better work. I hope this thesis provides
contributions that can be useful for many parties.
Jambi, July 1st, 2021
Writer,
Amelia Afriani
NIM. A1B217022
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TABLE OF CONTENTS
Page
COVER ........................................................................................................... i
APPROVAL ................................................................................................... ii
LETTER OF RATIFICATION .................................................................... iii
DECLARATION OF ORIGINALITY ........................................................ iv
MOTTO .......................................................................................................... v
ABSTRACT .................................................................................................... vi
ACKNOWLEDMENTS ................................................................................ vii
TABLE OF CONTENTS ............................................................................... ix
LIST OF APPENDICES ............................................................................... xi
CHAPTER I : INTRODUCTION
1.1 Background of The Research............................................................ 1
1.2 Research Question(s) ........................................................................ 2
1.3 Objectives of The Research .............................................................. 2
1.4 Limitation of The Research .............................................................. 3
1.5 Significance of The Research ........................................................... 3
1.6 Definition of Key Terms ................................................................... 4
CHAPTER II : REVIEW OF RELATED LITERATURE
I. Literature Review ................................................................................ 6
2.1 Teaching ........................................................................................... 6
2.1.1 Teaching Approach .................................................................. 7
2.2 Reading Comprehension ................................................................... 9
2.2.1 Strategies in Teaching Reading Comprehension ...................... 9
2.3 Online Teaching................................................................................ 15
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2.4 Difficulty Over Teaching Online Language Classroom ................... 17
II. Previous Research .............................................................................. 25
CHAPTER III : RESEARCH METHODOLOGY
3.1 Research Design and Approach of Study ......................................... 28
3.2 The Participant .................................................................................. 28
3.3 The Technique of Data Collection .................................................... 29
3.3.1 The Interview ................................................................................. 29
3.4 The Technique of Data Analysis ...................................................... 30
3.5 Trust worthiness................................................................................ 31
CHAPTER IV: FINDING AND DISCUSSION
4.1 The English Teachers Strategies and Media in Teaching Reading
Comprehension ....................................................................................... 32
4.2 The purposes of Teaching Reading Comprehension to the students 35
4.3 Teacher's Difficulty in Teaching Reading Comprehension in Online
Classroom ............................................................................................... 39
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion ........................................................................................ 45
5.2 Suggestion ........................................................................................ 46
REFERENCES ............................................................................................... 47
CURRICULUM VITAE ................................................................................ 61
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LIST OF APPENDICES
Appendix Page
1. Interview protocol ................................................................................ 54
2. The Result of Interview ........................................................................ 55
3. Surat Izin Penelitian ............................................................................. 59
4. Surat Keterangan Selesai Penellitian ................................................... 60
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CHAPTER I
INTRODUCTION
This chapter discussed the background of the research, research questions,
objectives of the research, limitation of the research, significance of the research,
and definitions of key terms.
1.1 Research Background
At Junior High Schools, English is taught as a compulsory subject covering
four language skills: speaking, listening, writing, and reading. Badan Standar
Nasional Pendidikan (BSNP) established students to learn reading because reading
is necessary to get information. The standard set of English lessons' main objectives
at the Junior High School level is the comprehension of various short functional
types of text. With good reading comprehension proficiency, students are expected
to get the knowledge from the passage that they read. Therefore, teaching reading
comprehension is essential for preparing students with necessary reading skills in
order to be able to gain information and knowledge.
Teaching reading comprehension at Junior High School, English teachers are
expected to prepare the students with a good reading skills foundation. The teacher
also has to prepare the students with the ability to read for comprehension to enable
them to answer the question based on the texts they read. However, teaching reading
comprehension is not easy because the students are expected to elicit the main idea,
understand what they read, get explicit and implicit information, and gain details
from a simple text after reading. English teachers must use appropriate teaching
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strategies to achieve all the learning objectives, and it became English teachers'
challenges in teaching reading comprehension for Junior High School students.
However, in 2020 the challenges that English teachers must face are not only
to preparing appropriate strategies for the classroom but also having to face the
challenges of having to teach online. Because in March 2020, Indonesian face
Coronavirus Disease 2019 or Covid-19 that spread very quickly and it affected all
aspects of life include the education system. The Ministry of Education and Culture
(Kemendikbud) directed face-to-face learning to online classrooms to prevent this
virus's spread. As a result, the education system in 2020 using Pembelajaran Jarak
Jauh (PJJ), or distance learning method, it is a term used for learning methods that
use technology and the internet to facilitate the learning process without meeting
face-to-face, and it involves students and teachers.
Due to the explanation above, the researcher conducts the research with the
title "Teacher Difficulties in Teaching Reading Comprehension during Online
Classroom" to find out what difficulties faced by English teachers and the way
they solve the problems.
1.2 Research Question(s)
Based on the research background, the research question of this research was
as follow:
1. What difficulties faced by English teachers in teaching reading
comprehension during the online classroom?
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1.3 Objectives of the Research
Based on the research question above, this research's primary objective is to
find out the difficulties that Junior High School English teachers face in teaching
reading comprehension during the online classroom. Furthermore, the researcher
wants to describe the teacher's way to overcome the difficulties they face while
teaching reading during the online classroom.
1.4 Limitation of the Research
In this research, the researcher focus on teachers' difficulties in teaching
reading comprehension during an online classroom for second-grade students of
Junior High School 5 Kota Jambi. This research also focuses on the strategy and
method that English teachers use to teach reading comprehension during teaching
online.
1.5 Significance of the research
The research is essential to be conducted in purpose to find out the teacher's
difficulties and the strategies in teaching reading comprehension during an online
classroom. This study's results are expected to provide information for researchers
herself and the community in education who are facing the same problems that must
be faced during online teaching. Moreover, the researcher expected that this
research could be useful for:
1. For the teachers:
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The result of this research is expected to be useful for Junior High School
English language teachers when the teachers might be facing the same
problems in teaching reading during online teaching. The researcher hopes
that the results obtained can help other teachers in facing the same
difficulties.
2. For the researcher:
For the other researcher that might have the same topic about teaching
reading comprehension difficulties that teachers face during the online
classroom, this research could give them appropriate information for their
research.
1.6 Definition of Key Terms
To avoid misunderstanding, the researcher gives definition of some key terms
used in the research:
1. Reading comprehension was defined as the term for the ability to
understand and applying information contained in a written material. According
to Olson and Diller (1982), reading comprehension is a term used to identify the
skills to understand and use the information contained in a passage. While Kennedy
(1981) argued that reading could be defined as the ability of an individual to
recognize a visual form (text) as the part of the experience, understand, and
interprets its meaning.
2. According to Abernathy J.D (2019) online classroom that also referred to
as online learning or distance learning is the acquisition of knowledge that takes
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place through electronic technologies and media that conducted internet as well.
Then, Abernathy J.D (2020) stated that Online classroom, also reffered as online
learning or distance learning is the acquisition of knowledge that takes place
through electronic technologies and media on in such as web and application that
conducted on the internet.
3. According to Merriam-webster dictionary, difficulty is the quality or state
of being hard to do, deal with, or to understand, in the other hand it is the quality or
state of being difficult.
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CHAPTER II
REVIEW OF RELATED LITERATURE
I. Literature Review
2.1 Teaching
Teaching refers to the multiple tasks carried out by the teacher for leading-
learners to the expected learnings. It means that every teacher must set the targets
for students and set the direction for deciding what is to be done to make students
achieve the targets. The targets that the teacher already sets up is known as the
learning target. Since the teacher is the one that must set up everything for the
teaching process, it makes the teacher has an essential role in the teaching activity.
Teaching is also described as a process to influence students through their
perceptual and cognitive processes. Dharmaraj (2015) defined teaching as a process
that involves active participation between the teacher and the students. It is an
interactive process, primarily involving classroom talk between teachers and pupils,
and occurs certain definable activities. It proved that interaction also takes the
critical key in teaching and learning activities because teaching is a process that
involves the active participation of teachers and students. There must be an
interaction between the teachers and students while they are on a course. If there is
no interaction and participation, it means that the activity does not fulfil teaching
components.
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Besides the participation between teachers and students, Almala (2005)
explained three components of teaching. The first one is that the teacher plays a
vital and essential role in planning, organizing, leading, and controlling the teaching
process to provide full learning facilities. Second, students are dependent upon the
teachers for the learning strategies and the content chosen by the teacher. The last
one is curriculum; it is a medium of interaction between the students and teachers.
2.1.1 Teaching Approach
To make a successful teaching process, before the teacher makes the teaching
activity plan, they have to know what approach they will use when teaching the
students. The teaching approach was described by Grasha (1996) as those enduring
personal qualities and behaviour that appear in how teachers teach their students
and conduct their classes. The term suggests a few defined steps that need to be
followed in completing a task. It implies given conditions within the steps that are
applied systematically that lead to the achievement of objective tasks. There are
several such instructional methods have been identified and propagated for
classroom teaching. When the teacher has this knowledge of the method and can
utilize it appropriately, it will increase their teaching process effectiveness. Elliot
(1996) stated that the teaching approach comprises a range of behaviours that a
teacher comfortably and consistently used over time, content, and situation.
The teaching approach is classified as follows:
1. Teacher-Centred approach. Huba & Freed (2000) described the teacher-
centred approach as the teachers' role to be the one who gives information
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and makes the students passively receive the information and also
emphasis is on the acquisition of knowledge. In this approach, the teacher
always gives instructional interactions to the learner. Students are the
recipients in this process; the teacher will lead them through the process in
the pre-decided route that has been designed by the teacher. Tabulawa
(2006) stated that this approach had been viewed as consistent with the
'traditional or transmission approach' to instruction, where students cannot
express themselves and direct their learning style. This approach usually
uses lecturing, team teaching, and demonstration by the teacher.
2. Learner-Centred Approach. According to Cannon and Newble (2002), in
a learner-centred approach, the focus is on the learner's responsibilities in
the learning context. Falchikov & Boud (1989) stated that with the
learner's responsibility, they have some control for the assessment process,
such as peer and self-assessment. Furthermore, O'Neil & McMahon (2005)
argued that this approach is also indicated as allowing learners to make
choices and control what they want to study and how they want to study.
Moreover, Kember (1997) explained that the learner-centred approach
emphasizes student learning outcomes rather than defining content; thus,
teachers do have a responsibility to teach the learner, and it becomes a
process of helping learners towards desirable outcomes. Subsequently, this
approach usually uses self-instructional methods, practical work, library
study, assignments, and projects that students have to do.
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With those teaching approaches, the teacher must consider the method they
will use when planning their students' teaching strategies. The teaching strategies
need to be planned based on the conditions and goals students have to achieve.
Teachers have identified the instructional strategies to suit different content types
and achieve different types of objectives.
2.2 Reading Comprehension
Cahyono (2011) stated that the meaning of reading is transferring information
between the writer and the reader. McNeil (1992) also explained that
comprehension is making sense out of the text. Meanwhile, from an interaction
perspective, reading comprehension is acquiring information from context and
combining disparate elements into a new understanding. Therefore, reading
comprehension understands a written text that means extracting the required
information. In simple words, reading comprehension means understanding what
has been read. It is an active thinking process that depends not only on
comprehension skills but also on student's experiences and prior knowledge.
Comprehension involves understanding the vocabulary, knowing the concepts, able
to organize ideas, recognizing the author's purpose of making the text, making
judgments, and evaluating.
2.2.1 Strategies in teaching reading comprehension
There are some strategies in teaching reading comprehension according to
Vacca & Vacca (1999):
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1) Scaffolding
Gasong (2007) explained that scaffolding is a lesson in which students are
given some assistance during the early stages of learning and then reduce the aid
and provide students opportunities. This strategy allows teachers to help learners
find out the meaning and overcome the difficulties they faced in text-related
learning situations. From the definition, scaffolding supports students from the
teachers that enable the development of learning ability so that there is a higher
level of mastery of material shown by completion.
2) Think-aloud
Think aloud is a strategy that helps students with learning activities. The
aim is to recall more important information from the texts given by the teacher.
With this strategy, teachers and students work together to construct the text's
understandings as they interact with it. According to Davey (1983), there are five
basic steps when using think-aloud. The first step is to select the passage to read
aloud containing points of difficulty, ambiguities, contradictions, or unknown
words. The second step is while orally read the text, and students must follow
silently and listen to how to trouble the point through. The third step is the students
have to work with their partners to practice think-aloud by reading short, carefully
preparing the passage, and sharing their thoughts with the teacher guide. The next
step is the students have to practice independently using a checklist to verify all the
information they got while doing think-aloud. The last step is to transfer and
integrate the practice with other lessons or situations.
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Five points can be made during think-aloud there are; (1) develop
hypotheses by making predictions, (2) describe information from the text, (3) link
new information with prior knowledge by sharing analogies, (4) monitor
comprehension by verifying information that has been discussed, (5) regulate
comprehension by demonstrating the strategies.
3) Reciprocal Teaching
Reciprocal teaching is a strategy that allowed students and teachers to
share the role of the teacher by making both lead the discussion about a given
passage. It involves four strategies that guide the discussion: predicting, question
generating, summarizing, and clarifying. This strategy works particularly well with
textbooks and non-fiction passages because it is a great way to teach students how
to determine essential ideas from a passage while discussing vocabulary,
developing ideas and questions, and summarizing information.
According to Palinscar & Brown (1984), reciprocal teaching is a guide to
reading comprehension strategy that encourages students to develop the skills with
effective readers and learners to automatically (summarize, question, clarify,
predict, and respond to what they are reading). Reciprocal teaching, in some ways,
is a compilation of four comprehension strategies;
1. Prediction. The teacher could ask students to predict what they think the
passage may be about. It makes them think about what will happen by
asking a question as a detective might do.
2. Question. The teacher reminds the students to generate questions as they
listen and read the passage. Remind them about three levels of questions:
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1. Right-there question (the answer is in the text), 2. Between-the-lines-
questions (inference needed), 3. Critical thought question (require their
opinion).
3. Clarify. The teacher reminds the students to ask what words and phrases
are unclear for them while read and listen to the passage. The
clarifications may take the form like, "how do we pronounce that?"
"What does the word mean?" "we think the author is saying ……." "I am
guessing 'pie-in-the-sky' means …."
4. Summerize. This point includes two parts; first, students summarize
verbally, within pairs, or share their assigned to small group or record
their summary and read it aloud to another small group. Second, students
could make a mind map about the information that they got from the
passage.
4) SQ3R
SQ3R is a systematic reading strategy that helps to organize the reading
process into manageable units. The SQ3R strategy involves; (1) reading the
headings in the chapter quickly to get its essential information, (2) turning the
heading in to question, (3) reading to find the answer to the question, (4) recall the
critical part (the answer to the question) by retelling it or write it in memory as an
essential point. And for the steps, it consists of five steps;
a) Surveying. Before reading the whole passage, the readers survey the
passage to get the general ideas of the text. Readers must find important
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ideas quickly by reading the heading or the title to get a glimpse of the
passage. The other way to survey the passage is to read the sub chapter,
pay attention to tables, diagrams or maps, and readers can skim to the
paragraph to get the information. Similarly, Burns et al. (1984) stated that
surveying the passage can be done by looking at the chapter titles and the
main headings, reading the introduction and summary or the conclusion,
and inspecting any visual aids as maps, graphs, or illustration. This
activity provides a framework for organizing the facts the readers later
derive from the reading.
b) Questioning. This second step of SQ3R is because the readers create
some questions based on what they have surveyed. The aim of such of
question is to facilitate readers in adjusting their reading purposes. By
having a question in their mind, the reader can monitor the
comprehension process to see if they get their aims. The question also
makes the reader aware of what they read. Nurhadi (1987) argued that
questioning aims to set the reader's mind of their reading, so they not only
follow the writer's idea but also actively build their interpretation of the
passage.
c) Reading. This step required the student to read the text carefully to find
the answer to the question key they have made. In this step, Soedarso
(2002) stated that the students are supposed to concentrate on the text's
main ideas and their supporting details. This activity can be done in the
following way; (1) reading the text silently, (2) answer the question that
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they made before, (3) find out the main idea and its supporting details,
(4) making a note of the main points that they get in the passage, (5)
discuss in pairs or groups about what has been found during reading.
d) Reciting. The next step is reciting; after reading the passage, the students
must answer the question that has been formulated earlier without
looking back to the passage. The students have to answer not only by
using the information they got but also by using their knowledge.
e) Reviewing. This is the last step of the SQ3R strategy. The students do it
by reading the important part of the text. Soedarso (2002) stated that
reviewing could be done by scanning the main points of the whole text
to find out that the answer and the student's information are accurate.
5) Question-Answer Relationship (QARs)
According to Pearson & Johnson (1978), Question-Answer
Relationships is a strategy that makes the teachers help the student become aware
of the likely source of information to respond to the question that given by the
teacher in the aim to guide student's comprehension based on the information that
needs to answer the question. In this strategy, the students have two broad
information sources to answer the question; information in the text and information
inside their head.
The procedure of this strategy can be taught directly to the students.
QARs is a reading strategy through understanding and analysis of the question. In
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other words, this strategy guides the students to understand the question to get
information in reading itself.
2.3 Online Teaching
With the rapid development of technology and the internet, integrating
technology into curriculum and learning activities become a popular teaching and
learning approach in this era. Internet is a worldwide collection of computer
networks that serve as a channel network for communication and global information
exchange. Also, the internet is a combination and connection of millions of
individual networks that allows changing and sharing information for people
worldwide. Technology and computers facilitated distance learning, which has been
widely used since the 1990s. Online learning is usually used by higher education in
online schools, not traditional schools. Sangra, Vlachopoilos, & Cabrera (2012)
stated that online teaching is part of the new dynamics that characterize the
education system in the early 21st century.
Yacci (2000) defined online teaching as the practical subset of education that
deals with instruction in which distance and time are the criteria attributes, like the
students and the teacher are separated by distance and time. According to Levine &
Sun (2014), distance learning presents opportunities for the learners because this
learning style provides the study's flexibility at a time, place, and pace convenient
to the individual students. Kowalczyk (2014) stated that teachers must guide the
learners since the key to a successful online learning experience that learners will
get is neither the content nor the technology but the pedagogy. Learners must not
16
only feel comfortable with technology, but they need to be educated regarding
pedagogical methods. In other words, the teacher still plays a vital role in both
distance learning and traditional classrooms.
Sangra, Vlachopoulos, & Cabrera (2012) stated that there are always be the
evolution of online teaching, as a result of new technologies and the contribution of
a computer scientist to education together with the concept of education as a
lifelong process, it became a significant challenge for them: how to integrate this
technology into their teaching process. However, in an online learning system, there
are two approaches that teachers can use for teaching the students; synchronous and
asynchronous learning. Synchronous learning is instruction, and collaboration
between students and the teacher is in real-time via the internet. It uses a web or
application with recordings available for students unable to attend, such as live chat,
audio, video conferencing, data and application sharing, shared whiteboard, virtual
'hand-raising,' and joint viewing the multimedia presentation and online slide
shows. Otherwise, asynchronous learning methods use the time-delayed
capabilities of the internet; it means that time can be separated between the teacher
and students. The interaction between them can be via e-mail, threaded discussion,
newsgroups and bulletin boards, and file attachments. So, the differences between
those two approaches are in the schedule. If asynchronous is still needs the teacher
to facilitate but is not conducted in real-time, the teacher and learners can engage
in course-related activities at their convenience rather than during precisely
coordinated classroom sessions.
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2.4 Difficulty of Teaching Online Language Classroom
Considering that teaching face-to-face and online teaching is exceptionally
different, it is possible to face difficulties throughout online teaching. Bassopo-
Moyo (2006), Conaway, Eston, Schmit (2005), Ko & Rossen (2010), and Limperos
et al. (2015) stated that some studies have identified and examined critical issues
that were affecting the quality of online education such as communication,
technology, time management, pedagogy, and assessment. Due to the increasing
number of problems faced by the teacher since online teaching, Luyt (2013),
Morris, Xu, & Finnegan (2005), Tyler-Smith (2006) conducting such an
investigation and provides the results become critical in order to inform instructors
about the major of issues and strategies that affect the quality of teaching online
classroom. The result of the investigation was divided into three-part. First, issues
related to the learners, second, issues related to the content, and the last are related
to instructors.
a) Issues Related to Learners
Issues related to the learners may be summarised into:
1. Learner's Expectations. Li & Irby (2008) agree that learners' expectations
can be challenging and can also interrupt the online teaching course.
Learners may be expected to get fast feedback on their online assignments
or being curious about their grades and forced the teacher to give them
instant feedback. Because of that, some of them may not take the
assignment seriously. Li & Irby (2008) suggested that teachers minimize
18
these inappropriate expectations by clearly giving course rules and policies
at the beginning of the course.
2. Learners readiness. Hung, Chou, Chen & Own (2010) stated that learners'
readiness to attend online courses is one of the major issues discussed in
the literature. Not all learners can successfully participate in online courses
because identifying and adapting new learning styles and skills to
participate in online classrooms can be challenging. Mostly, they need to
be self-motivated and self-directed to learn. Teachers must be ready to help
learners who have a lack the required learning skills. To help learners,
teachers must know what aspect of readiness that distracting the learners.
Students' readiness is affected by their self-directed learning, motivation
for learning, computer self-efficacy, online communication self-efficacy,
and learner control.
3. Learners identity. According to McInnery & Roberts (2004), learners may
feel isolated and disconnected in online courses that can affect their
learning process. From a social constructionist perspective, the way
learners interact socially creates their identities. They explained that
teachers must help learners develop a shared sense of belonging, purpose,
and norms. Learners identity affected their learning process, and it can
distract them from the process of the online teaching process by their
teacher.
4. Learners participation. Romiszowski & Mason (2004) discussed that
learners' nature of participation and engagement in online settings is
19
another major online teaching issue. Some research considered
participation through interaction with peers and teachers by writing, and
others suggested that learners who observed in the interaction and spent
time reading more than writing was still engaged in learning. That is a
crucial part of online teaching. The teacher must consider the learners'
participation and think of a way to engage them with the course. Teachers
are forced to be creative to solved the problem. That is related to the
content that teachers use, the more creative the content, the more responses
that the teacher gets from the learners.
b) Issues related to content
Issues related to the content may be summarized into:
1. Content development and instructors. Evrim, Correia, & Thompson (2011)
reveals that when the teacher is teaching with predefined content, it will make
them face the issue of lack of empowerment as a result of their role in
creating, shaping, and integrating their own experiences into the content of
the course has been downplayed. They stated that teachers who teach online
classrooms are encouraged to design the content and adopt an autonomous
and active role by constantly criticizing their online teaching assumptions.
One of the teachers' responsibilities is to prepare and make plan materials for
the online classroom. However, Li & Irby (2008) stated that making new
materials or adjusting the materials from face-to-face classes to an online
classroom can be challenging. That is because face to face's content can not
20
be simply copied to an online setting. Many things must be considered when
adjusting face to face's content into an online setting.
2. Content and multimedia. Almala (2005) states that content may be developed
based on integrating multimedia to enhance the learning experience using
constructivist theory principles. The examples of multimedia that teachers can
include are learning materials such as games, videos, audio, and simulations.
The teacher must consider what types of multimedia are appropriate for their
learning materials, and it should help them with the learning process because
using multimedia in the wrong way can be detrimental to the learning process.
Almala (2005) divided multimedia that teachers use into three instructional
design approaches to enhance learning: less-is-more, more-is-more, and
focused-more-is-more. The less-is-more approach focuses on reducing or
eliminate extraneous material to avoid any distraction in the learning process.
The more-is-more approach focuses on adding features such as graphics to
increase motivation with the understanding that adding too much information
could be distracting. Moreover, the last focused-more-is-more approach
provides enough time for students to learn course material while using added
features such as graphics and challenging learning situations. According to
Miller (2014), adding multimedia to the content can engage students without
instructors.
3. Content and instructional strategies. There are a lot of instructional strategies
that the teacher can use while teaching face to face. However, Chametzky
(2014) and Luyt (2013) argued that focusing on andragogy principles, content
21
in the online classroom should be learner-centered. Collaboration with peers
in an online course is another strategy to enhance learning and engagement.
Niess & Gillow-Wiles (2013) stated that the best practices recommended for
developing content in an online course are a combination of collaborative
activities, reflective activities, clear assessment criteria, and integration of
technology. Applying redesign strategies is another way for teachers to
transition their face-to-face courses into online courses appropriately and
successfully integrate technology into the online course. According to
principles of andragogy, course redesign strategies support the use of
interactive learning in an online classroom with the use of multimedia tools.
Twigg (2003) declares that the critical components of redesigning strategies
of online classroom strategies are automated feedback, small discussion
groups, and a supportive learning community to assist students.
4. Considerations for content development. According to Allen, Kiser, & Owens
(2013), the course's goals should be laid out clearly for the learners, and the
content should be presented in meaningful sections throughout the course.
The explanation of assignment instruction is necessary to improve students'
understanding and allow students to complete online collaborative learning
activities. The class's content must be aligned with students' learning
outcomes, objectives, and assignments. The teacher must find a way to make
students engaged in the online environment that the teacher made.
c) Issues related to instructors.
Issues related to instructors may be summarised into:
22
1. Changes in a faculty role. Berge & Collin (1996); Coppola, Hitlz & Rotter
(2011) agreed that one of the significant challenges related to the instructors
is the changing role of the instructor. There are four different roles identified
for an online teacher: pedagogical, social, managerial, and technical
responsibilities. Pedagogical roles refer to teaching methods; Social roles are
how teachers establish social interaction with the students; managerial roles
include administrative and organizational tasks, and technical responsibilities
are technical support that instructors provide. Robertson (2000) stated that
online teaching's educational purposes are mainly fulfilled by performing
pedagogical tasks. For the teacher who is usually teaching face-to-face
classrooms, they use an instructor-centered approach. It is not easy to change
the approach to be more student-centered while teaching an online classroom
because students decide how they wish to learn, and it forced the teacher to
produce a new role as a facilitator. Juan et al. (2011) conclude that the online
instructor's role changes from knowledge transmission agent to a specialist to
guide students' learning processes. In this case, the teacher's role is to
facilitate students learning rather than to teach students.
2. Transitioning from face-to-face to online. Teachers' difficulties during online
classrooms are to effectively transfer what is taught in the face-to-face
classroom to online settings. Anderson, Imdieke, and Standerford (2011)
stated that the main challenges are to disconnect between the way teachers
were taught to teach and how they must be delivered in an effective online
classroom. Additionally, the online delivery method is different from face-to-
23
face education because when it turns into an online setting, a teacher must
facilitate the interaction between the students and their skills, students and
peers, and students and technology. In this case, a teacher is supported by the
technology and curriculum that they use. As a result, the teacher might
struggle with the roles changing, delivery of the materials, and engagement
of their students due to lack of visual and face-to-face contact with them, and
then the teacher might be feeling less control over how to adjust their classes.
3. Instructors lack interest in an online course. Osika, Johnson, & Buteu (2009)
stated that many instructors who used to teach in a traditional classroom are
not interested in teaching online because they are already teaching with that
format for years not feel comfortable switching to an online setting. This
discomfort feeling is related to the fear of something, or it may be because of
the inability to connect with students in an online teaching setting. This
feeling might make a passive online classroom because students feel the
teacher does not deliver the material correctly and distance between them.
They argued that teachers who feel discomfort think online courses do not
hold the same value as traditional courses. Besides, the teacher who is
comfortable teaching with traditional form enjoys the interaction between
them, and students rarely feel that with online education. In other words, this
feeling is a form of the lack of training for instructors and administrators to
teach online.
4. Instructors’ preparation programs and the online medium. According to
Baran, Correia, & Thompson (2011), when the teachers do not know how to
24
prepare teaching activities for online courses because there is no clarity from
the instructors' preparation programs for the transition from face-to-face
setting to online teaching. Moreover, Coppola, et al (2011) explained that
another challenge is that the teachers are bringing their traditional teaching
styles to online settings, and it does not appear to be working.
5. Teaching styles. Crawley (2009) stated that an effective teaching style holds
significant challenges for online teaching. The way a teacher teaches the
online classroom makes all the difference in students learning outcomes, so
they must have the ability to communicate, form community, and deliver the
appropriate lesson effectively. Moreover, to improve teaching effectiveness,
Juan, et al (2011) suggested that the online teachers should try to use various
e-learning methods and strategies, such as dynamic presentations, laboratory
tutorials, simulations, conceptual discussions, interaction and collaboration
with students to support the activity, exploration, and knowledge
development of the students.
25
II. Previous Research
The previous research related to this study is the research done by Utomo,
S. et al. (2019) by the title "The Challenges and Difficulties in Teaching
Listening: an Exploratory Research in a Junior High School in Kudus." This
research describes teaching English, especially listening, and identifying the
difficulties in teaching that the English teachers experienced in a Junior High
School in Kudus. This research used an exploratory research design with the subject
five English teachers chosen by purposive sampling technique. Then, the researcher
used questionnaires, interviews, and documentation as the instruments of research.
Afterward, this research results in time management become the teacher's major
challenge in organizing the classroom for teaching listening.
The similarity with the research above, the researcher's objectives for the
research is to describe the difficulties teachers face while teaching the skill, and the
technique sampling is the same. The research above shows that the researcher has
different skills to focus, the instruments (except the questionnaire), and the situation
is different. This research has been held in the traditional classroom, not an online
classroom.
Other previous research related to this study is the research done by
Setyawan, C. (2020) with the title "Challenges on Teaching Online English
Subject in SMK Negeri 1 Nawangan." This research described the challenges
teachers faced during online teaching, and the purpose of this research is to identify
and describe the challenges teachers face in teaching online English Subjects in
SMK 1 Negeri Nawangan. This research applied a qualitative method with the
26
instrument of data collection are an online questionnaire and interview. The
researcher had 2 English teachers as the subject of the research and using purposive
technique sampling. Afterward, the research shows the results as the problems that
English teachers faced while teaching English with online ways are students are
often slow to respond to the process of learning activities carried out online, it is
the significant problems. Besides, teachers also cannot directly measure student's
ability to learn English.
The similarity with the research above, this research also using the same
research design, technique sampling, and data collection. The research's main
objective is similar, and it is describing teacher's difficulties in teaching English
during teaching classroom. However, the differences are the focus of the research.
This research focuses on the difficulties that teachers faced during teaching reading
comprehension in online class; meanwhile, the research above focuses not only on
one skill.
The last previous research related to this study is "An Analysis on The
English Teachers Strategies in Teaching Reading Comprehension at The
Second Grade Students of Junior High School 1 of Wonomulyo." By Sarjan, N.
(2017). This research found out the strategies of Engish teachers in teaching reading
comprehension and how to implement the strategies. The method of this research
was qualitative research. The subject was an English teacher in Junior High School
1 of Wonomulyo.
Furthermore, the instrument of this research was observation and interview.
Afterward, the research results found two strategies that the teacher used,
27
Scaffolding and QARs (Question-Answer Relationship). With those strategies, the
teacher knew how far their students understood the teacher's text. Moreover, the
teachers can know how far understanding the students doing the task after reading
the text, and the students can be guided to focus more on the text and understand
what the content is about.
The similarity between the research above and this research is the methods;
all methods are the same. Furthermore, the research above's differences are the
objectives; the research above focused on the teaching strategies; meanwhile, this
research is focused on the teaching difficulties. And then, the conditions of the
research are different. This research is for an online classroom; meanwhile, the
research above is for a conventional classroom.
28
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design and Approach of Study
In this research, the researcher will use a descriptive qualitative research
design. Cresswell (2012) stated that qualitative is used to investigate a problem to
understand a particular phenomenon. Besides, Christensen and Johnshon (2008)
state that qualitative research focuses on understanding the insider's perspective of
people and their culture, which requires direct personal and often participatory
contact. The researcher will use a qualitative method to get rich information and a
deeper understanding of the participant's perspectives.
This research uses descriptive qualitative design because it focuses on a
specific phenomenon in the school environment. The case of this research is the
activities in teaching and learning English. This research also does not need to give
a treatment to the object of this research.
3.2 The Participants of the Research
The researcher determined the participants for this study using a Purposive
Sampling Technique. Winarni (2018) stated that this technique focuses on the
specific objectives of the research that will be conducted; the researcher has the
characteristic that the participant must have. Bernard (2002) explained that this
research makes the researcher decide what needs to be known and sets out to find
people who can and are willing to provide the information from their knowledge or
29
experience. Therefore, this research uses this technique because this study will
focus on the difficulties teachers face when teaching reading comprehension, and
the participant is teachers who teach English in 8th grade because, in this level, the
teacher teaches reading comprehension actively rather than 7th grade or 9th grade.
Moreover, this research will be held at Sekolah Menengah Pertama (SMP) 5 Kota
Jambi. In this school, three English teachers are teaching 8th grade.
3.3 The Technique of Data Collection
Krippendorf (2011) stated that data is the information of indication that has
to be written in the whole of the writing process. Data in this research is in the
written text, such as notes and interview transcripts. The data will be collected from
the interview section. The researcher will prepare the interview session's questions
related to the topic; after that researcher will conduct a structured interview. Then,
the researcher will organize the information and refitting the data. Next, the
researcher read carefully and analyses the data that had been transcribed.
3.3.1 The Interview
According to Miller P. G & Strang, J & Miller M.P (2010), an interview is an
information-gathering technique in which the defining feature is the presence of an
interaction between the interviewer and the interviewee. In this research, the
researcher will use a structured interview. The purpose of this interview is to find
problems more openly; the interviewee is asked for their opinion about the
difficulties that they face during teaching reading in an online classroom.
30
The following were the stages the researcher will interview with the
participants:
1. The researcher prepared the interview protocol for the interview section
with the participants.
2. The researcher planned and arranged an appointment for the individual
interview with three English teachers that will be the participants of this research.
3. The researcher asked consent from the participants that the interview would
be recorded.
4. On the day of the interview, the researcher showed the interview protocol
to the participants and proceeded with the interview for 15 minutes.
5. The researcher recorded the interview using a smartphone.
3.4 The Technique of Data Analysis
According to Miles and Huberman (1984), the process of data analysis
involves three activities; data reduction, display data, and conclusion drawing or
verification. Since the researcher will use structured interview, this data analysis
will be started with data reduction. Reducing data means summarizing, choosing
the main things, focusing on the essential things, looking for themes and patterns.
This technique can be assisted with the help of electronic devices, such as voice or
video recorders. After reducing the data, the researcher will be displaying the data.
In qualitative research, displaying data can use brief descriptions, charts,
relationships between categories, and flowcharts. However, researchers will display
data in the form of brief descriptions. Furthermore, the last step is conclusion
31
drawing or verification; the conclusions drawn from this study should answer the
research questions.
3.5 Trustworthiness
Jhonson and Cristensen (2008) stated that trustworthiness refers to the quality
of credible, trustworthy, and defensible research. There will be several procedures
that the researchers will follow to verify the accuracy of the data. First, the
researcher will be recorded the interview to collect the data. Second, the data will
be transcribed. Then, to get feedback and credibility of the data, the transcription
will be given back to the participants. After that, the data will be revised based on
the feedbacks before being analyzed. Lastly, the researcher's paper will be given to
the supervisor to get some evaluation.
32
CHAPTER IV
FINDING AND DISCUSSION
In this chapter, the researcher would like to analyze the data gathered from
the research. The data was obtained from an interview section with three English
teachers in Junior High School 5 Kota Jambi. The researcher described the
interview result to find the difficulties that teachers faced during teaching reading
comprehension in online classrooms.
This research aims to find out the difficulties teachers faced during teaching
reading comprehension in an online classroom, and this research was undertaken as
qualitative research. Moreover, the following present themes found in the analysis
of the interview transcript with three English teachers. The results of this interview
will be explained as follow:
4.1 The English Teachers Strategies and Media in Teaching Reading
Comprehension
Muslaini (2017) stated that successful teachers who teach reading realize that
reading can be taught using various strategies. Teachers can modify the strategies
in teaching reading comprehension depend on the student's needs. For this research,
the researcher found that every teacher has their strategies in teaching reading
comprehension. P1 used Reciprocal teaching, and the rest of the participants used
the QARs strategy in teaching reading comprehension. For example, P1 expressed:
“Strategi mengajar yang saya berikan adalah materi berupa catatan,
maksudnya menyuruh anak mencatat sehingga anak-anak juga ikut membaca
33
selagi mencatat. Kalau lagi mengajar daring kan susah memantau anak-anak
apakah paham dengan materi yang dikasih, nah kalau memberi tugas catatan
nanti saya bisa tahu apakah mereka bisa paham atau tidak dengan
materinya.” (P1).
"Teaching strategy that I gave was learning materials such as notes. It means
asking the students to take notes, so they also read the text while taking the
notes. When teaching online is hard to see the students if they were
understood the given materials. If I give them the assignment to take a note,
I will know if they can understand the materials or not." (P1).
According to P1, she prefers to focus on giving the students materials and
asking them to take the notes based on their understanding. With an online situation,
P1 stated that it is challenging to make sure the student's comprehension towards
the given text, but with this task, she believes it will make the students read the
given text and make their understanding by taking the notes from the information
they got from the text.
Based on the explanation above, the strategy that P1 used is similar to
Reciprocal Teaching because, as stated by Palinscar & Brown (1984), this strategy
guide reading comprehension that encourages students to develop the skills that
effective readers and learners do automatically (summaries, question, clarify,
predict and respond to what they are reading). In this case, P1 uses this strategy in
online classroom, so she just asked the students to send her the result of their
summaries so she can see the students understand the text.
As the utterance below, P1 uses WhatsApp Group and gives the task from
Google Classroom to control and give the students the task. She used the source
from YouTube as a Video explanation about something or materials that she wants
the students to understand. The video that she used is such as a text video without
sound or oral explanation.
“Medianya saya melalui WA (Whatsapp) dan GCL (Google Classroom).
Sumbernya biasanya saya dari Youtube. Iya dari Youtube, saya cari video
orang menerangkan dengan tulisan saja.” (P1).
"For the media, I use WA (Whatsapp) and GCL (Google Classroom). For the
source, usually I use YouTube. Yes, from Youtube, I search for videos that
explained just in text." (P1).
Unlike the P1 strategy, P2 and P3 have the same strategy in teaching reading
comprehension in online classrooms. The similarity of their strategy that they use
presented by one of the following statements as follow:
“Pertama memberikan teks dan mengintruksikan untuk membaca dan
memahami teks tersebut ee kemudian mencari arti kata-kata sulit, sebagai
34
cara juga untuk menambah kosakata bagi mereka. Lalu memberikan tugas
seperti mereka harus menjawab pertanyaan yang disiapkan sesuai dengan
teksnya.” (P2).
"First, I gave a text and instruction to read and understand the text, after that
find the meaning of the difficult words, as the way to enrich their vocabulary.
And then, I gave an assignment like they must answer the question already
provided due to the text." (P2).
“Memberikan teks, teks itu ee dari buku pembelajaran ee difoto. Setelah itu
instruksikan kepada siswa untuk ee membaca teksnya di rumah dan supaya
membuka kamus atau google translate di hp. Setelah itu kerjakan soal
berdasarkan teks yang telah ee diberikan.” (P3).
"I gave a text, and the text is from a learning book. I take a picture of the text
in the book. After that, I instructed the students to read the text in their house
and open the dictionary or Google Translate on their phones. And then do the
questions based on the text that has been given." (P3).
Based on the statements above, P2 and P3 use Question answer relationship
(QARs) strategy in teaching reading comprehension to the students in an online
classroom. This strategy allows the teacher to give the accessible material or text to
the students to accept the text and focus on answering the questions based on the
text. The teachers used the QARs strategy to see if the students understand the text
they read. If the students could answer the questions, it means they understood the
text given by the teacher, but if they could not answer the questions, the students
did not understand the text. According to Pearson & Johnson (1978), the type of
question asked is must guide the student's comprehension based on the information
they got from the text to answer the question.
As the statements below, P2 and P3 explain what media they use to teach
reading comprehension in online classrooms. P2 uses WhatsApp and teaching video
or video text from YouTube. She also uses reading material from the book, took the
picture, and sent it to WhatsApp Group Classroom. The media that P2 uses is
similar to P3. She uses 8th-grade learning books. She uses the same method with
P2. They took a picture of the text in the book and sent it to the Classroom Group
via WhatsApp group.
“Dari melalui Whatsapp dan video pembelajaran atau ee teks video dari
Youtube. Ee dari ini juga bahan bacaan, buku terus difoto dan dikirimkan ke WA
(Whatsapp).” (P2).
"From WhatsApp and learning videos or text videos from youtube. From
reading material, took the picture from the book and sent it to WA (WhatsApp)."
(P2).
35
Different from P1 and P2, P3 answered the question about teaching media
very briefly.
“Buku pembelajaran kelas 8.” (P3).
"8th-grade learning books." (P3)
4.2 The Purposes of Teaching Reading Comprehension to the Students
Reading is an activity with a purpose, and it makes the teachers set the
teaching goals to determine the appropriate approach and strategy for teaching
reading comprehension in the online classroom. According to Angela (2016)
provide the specific purposes helps the teachers to avoid presenting students with
the insurmountable task of remembering everything they read and allows them to
know whether they are reading to determine main ideas, locate details, understand
vocabulary terms, or meet some other well-defined goals that already sat by the
teachers. Make the purpose of teaching reading comprehension helps the teachers
to set manageable tasks for their students.
For this research, every teacher revealed different purposes of teaching
reading comprehension to the students. The first purpose is to enrich the student's
vocabulary, the second purpose is to make the students understand the passage, and
the last purpose is to teach the students about the kind of passage.
The first was mentioned by the first participant, P1:
“Tujuan saya adalah agar anak paham dan tahu tentang vocabnya… Paham
dan tahu maksud dan arti dari materi yang telah saya berikan.” (P1).
"My goal is the students understand and know about the vocabulary…
understand and know the meaning from the material that I gave." (P1).
36
P1 stated that she wants the students to understand and know the meaning of
the vocabulary from the passage that she gave. In other words, she wants to enrich
her student's vocabulary through teaching this reading comprehension.
The second purpose was mentioned by the second and third participant:
“… Tujuan utama dari reading comprehension ini adalah ee siswa bisa
paham isi dari teks tersebut sehingga diharapkan siswa mampu untuk
menjawab dengan baik pertanyaan-pertanyaan dari teks tersebut.” (P2).
"… "The main objective of teaching reading comprehension is that the
students can understand the contents of the passage so that it is hoped that the
students will be able to answer well the questions from the text." (P2).
P2 stated that the primary purpose of teaching reading comprehension to the
students is to make them understand the contents of the passage, so they will get
the information from the passage to answer the questions given by the teachers.
P3 has conveyed the same statement as P2. She stated that students might
know the purpose of reading comprehension from the book they have. Moreover,
P3 want the students to answer the question related to the passage they choose in
the book to see the students understand the passage or not:
“Jika pembelajaran reading comprehension, ee kita beri teks di dalam buku
ee kemungkinan siswa mengetahui tujuannya karena ee siswa punya bukunya
masing-masing. Setelah itu mengerjakan latihan kan ee latihan itu sesuai
37
dengan apa yang kita kasih teksnya. Jadi tujuannya supaya siswa paham
dengan teks yang diberikan di grup itu.” (P3).
"If learning reading comprehension, ee we give the text in the book, it is
possible that the students will know their purpose because they have their
books. After that, do the exercises, right? The exercises are following the text
we gave. So, the goal is for students to understand the text given in the group.
"
The last purpose revealed by P2 that also want the students to know what kind
of passage that they read:
“… Sementara tujuan lain dari pembelajaran reading ini kan untuk
menentukan tujuan dari teks tersebut juga, bagian-bagian teksnya, dan ciri-
ciri teks tersebut.” (P2).
"Meanwhile, the other purpose of this learning activity is to determine the
purpose of the text as well, the parts, and characteristics of the text. " (P2).
In the following statement, the participants stated that the strategies they used
in teaching reading comprehension in the online classroom had not yet achieved the
expected goals:
“Saya rasa selama daring ini belum tercapai semuanya, hanya ada beberapa
anak yang mencapai tujuan pembelajaran yang saya buat. Karena ada anak
yang memang mencatat dan mengumpulkan ke saya karena setiap
memberikan materi, saya suruh kumpulkan melalui GCL.” (P1).
"I think since this online classroom, the goals have not been achieved. Only
a few children have achieved the learning goals that I made. Because there
38
were children who did take the summary and collect it to me because every
time I gave the material, I asked them to collect it through the GCL." (P1).
According to P1, she considered that the learning strategy that she used to
teach reading comprehension online had not achieved her teaching goals, which she
previously said that the learning objective was to enrich the student's vocabulary.
She said that only a few of the students achieved this goal because the rest of her
students did not submit their assignments and made her unable to assess whether
the students understood the text given or not.
P3 gave the same statements as P1:
“Belum. Karena kalau online kan, gimana ya… tidak semua siswa mengikuti,
hanya sebagian. Kalau tatap muka kan kita langsung mengajar itukan dia
hadir, mengerti atau apakan ee dia bisa bertanya dan kita kan bisa
menjelaskan langsung.” (P3).
"Not yet. Because online, how ya… not every student follow, just a half. If
face to face, we can teach directly, they attend the class, understand or what
ee they can ask and we can explain directly." (P3).
P3 stated that in teaching online classrooms, the goals had not been achieved.
That is because not every student follows the class, just half of them. Furthermore,
it made her hard to achieve the goals. Not like face-to-face method, it will make her
easy to teach the students because she knows all of the students attend the class.
Different from P1 and P3, P2 have another statement:
39
“Ya untuk sekitar tujuh puluh persen lah. Ya karena kan kalau daring itu
banyak kendala. Mulai dari sinyal kadang, anak ee masalah kuota, ee ada
juga yang eee berbagi android dengan saudaranya. Ya jadi gagalnya tiga
puluh persen karena masalah teknisnya lah ya.” (P2).
"Yes, for about seventy percent. Yes, because online, there are many
obstacles. Starting from the signal, sometimes, they have a quota problem.
Some share their Android with their siblings. Yes, it was thirty percent failure
because of technical problems." (P2).
According to P2, about seventy percent she achieved the teaching purpose
that she made. That thirty percent is because of technical problems, the students
have difficulty with signal, quota problem, and have to share their gadget with their
siblings.
4.3 Teacher's Difficulties in Teaching Reading Comprehension in Online
Classroom
According to Pardo (2004), teaching reading comprehension is essential for
preparing students with basic reading skills in order to be able to gain information
and knowledge from reading activity. Maybe teachers already used to teach with
the conventional method, they can teach comfortably. However, due to
circumstances forcing them to use online methods, the teachers may be
uncomfortable and still adapt to this new method. Thus, the possibility of
40
encountering difficulties while teaching reading comprehensions in online
classrooms is enormous.
Based on the interview, the researcher found out the difficulty teachers faced
during teaching reading comprehension in online classroom. As stated by P1 below:
“Secara daring kesulitannya pasti ada, tidak semua anak yang mengerjakan
tugas mencatat dan juga tidak semua anak mempunyai kuota untuk melihat
materi yang sudah saya kirimkan.” (P1).
"There must be difficulties online, not all children do the summary tasks, and
not all children have a quota (internet access) to see the material I have sent."
(P1).
From the statements, P1 admits that she faced the difficulty because not all
the students have internet access and makes them unable to see the material that she
sent and did not do the summary tasks. Based on the reason, it included the
difficulty in the 'learners’ readiness' category. According to Hung, Chou, Chen &
Own (2010), learners' readiness to attend online learning is an important issue
discussed in the literature. Having devices such as cell phones and internet access
(quota internet) is one example of learners' readiness whom their parents should
support. However, economic factors are also an obstacle for students' parents to
support their children in the online learning method.
Besides P1, P2 also experienced the same difficulty, as in the following
statement:
41
“… Ya karena kan kalau daring itu banyak kendala. Mulai dari sinyal
kadang, anak ee masalah kuota, ee ada juga yang eee berbagi android
dengan saudaranya. Ya jadi gagalnya tiga puluh persen karena masalah
teknisnya lah ya.” (P2).
"… Ya because online, there are many obstacles. Starting from the signal,
sometimes, they have a quota problem. Some share their Android with their
siblings. Yes, it was thirty percent failure because of technical problems."
(P2).
“ya seperti masalah teknis yang tadi ee saya sebutkan ya. Ee kalau
mengajarnya sendiri sulit karena ada juga siswa yang tidak memahami isi
teks walaupun kadang kita sudah berusaha untuk memotivasi atau memberi
instruksi melihat kamus. Ee kadang anak mau ee instan kan, dak mau susah
kalau mencari.” (P2).
“ya like technical problems that I mention. Ee teaching itself is difficult
because there were students that did not understand the passage, even I tried
to give motivation or give instruction to see dictionary. Ee sometimes the
students want the instant way, they do not want to find.” (P2)
Having difficulty with learner's readiness, P2 revealed that she also had
difficulty in teaching. That is because there are students that not understand the
passage, even she already tried to give motivation or to instruct to see the dictionary.
According to Anderson, Imdieke, and Standerford (2011), the main challenge in
42
teaching online is to disconnect between the way teachers were taught to teach and
how they must be delivered in an effective online classroom. In the statement above,
P2 relies on giving motivation to the students, like when teaching face-to-face. In
an online classroom, teachers should find an interesting way to teach the students
and make engagement from it, so the teacher might not feel less control over how
to teach in an online classroom. This difficulty is a part of transitioning from face-
to-face to online classroom, this issue is related to the instructors.
Unlike P1 and P2, P3 answers that the difficulties she faced are a combination
of all the participants' difficulties in this research experience. Based on the P3
statement, she faced difficulty with the learner's readiness and difficulty because of
the transition from face-to-face to an online classroom. This statement validated in
the interview:
“Ee, sulit kalau bagi saya. Karena kadang kalau online itu ada siswa yang
tidak punya hp, tidak ada kuota, terus mungkin sinyal. Jadi ee kalau bagi saya
mungkin kurang tercapai. Masalah teknis. Kalau siswanya sebagian siswa
bisa, sebagiannya enggak karena dari dasar belum belajar, baru ketemu
pelajaran Bahasa Inggris di SMP kan. Jadi sulit untuk dia pahami gitu kan,
apalagi online ini. Tapi dengan kita sering terus terus terus mungkin bisa lah
sedikit-sedikit. Itulah tadi tuh lebih enak tatap muka dari pada online.” (P3).
"Ee, it is difficult for me. Because sometimes in online method, there are
students who do not have smartphones, internet access, and signals. So yeah,
for me, it might not be achieved. Technical problem. Some students can learn,
some do not because they have not yet learned from the basics, and they just
43
met English lessons in SMP, right? So, it is hard for them to understand,
especially since this is an online classroom. However, if we keep on going,
maybe it can be a little bit. That is why better face-to-face than the online
classroom." (P3).
Furthermore, after explaining the participants' difficulties, the researcher
asked how they dealt with those difficulties. Three of them explained the same
thing. They solved those difficulties by giving motivation to the students and
continuing to ask them to do assignments according to the instructions given. As
the statement below:
“Ya terus dengan memotivasi siswa lah setiap kali pertemuan daring itu, atau
kadang juga saya ee japri (percakapan pribadi via Whatsapp) mengingatkan
tugasnya, ini tugas yang belum, mungkin seperti itulah.” (P2).
"Ya with continue to motivate the students every time in the online meeting,
or sometimes I ee private chat reminding them of their assignments, the
unfinished task, maybe something like that." (P2).
Similar with P2, P3 also explain the same thing like the statements bellow:
“Ya memberi motivasi kepada siswa, untuk tetap semangat belajar jangan
malas belajar walaupun kita belajarnya online. Jadi rajin-rajinlah selalu
mengingatkan tugasnya belum kumpul gitu, dan ee lain sebagainya lah. Tapi
paling penting itu motivasi belajar siswa lah, beri semangat.” (P3).
44
"ya giving motivation to the students, to keep spirit for study even study
online. So, be diligent to always remind them about the assignment that has
not yet been gathered, and so on. However, the most important thing is
student's motivation, encourage them." (P3).
According to the statements, P2 and P3 tried to continuously motivate the
students to study through the online classroom and constantly remind them to
collect the assignment to assess their abilities. In both ways, P2 and P3 overcome
the difficulties that were previously described.
Meanwhile, P1 also asked the assignment to the parents of the students. This
is because the students did not respond it and P1 must text the parents to make sure
the students do the assignment. This statement validated in the interview with P1:
“Saya selalu menagih tugas catatannya setiap pertemuan di kelas yang saya
ajar, dan juga saya akan menghubungi orang tua anak yang tidak
mengumpulkan catatan dan tugas lainnya.” (P1).
"I always asked the summary assignment for each class meeting I teach, and
I will also contact the parents who do not collect the summary assignment and
other assignments." (P1).
45
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
Based on the finding and discussion of the research in chapter IV, then the
researcher proposed the following conclusion:
The strategies that the 8th grade teacher used in teaching reading
comprehension in an online classroom in SMPN 5 Kota Jambi were two strategies;
(1) Reciprocal Teaching and (2) QARs (Question-Answer Relationship) strategy.
They use WhatsApp Group chat and Google Classroom as their media in teaching
online. For source of the material, they use video on YouTube and the book course.
The teachers faced two difficulties in teaching reading comprehension to their
students; (1) learner's readiness. The teachers admit that it is difficult to achieve the
learning goals they have made when teaching reading comprehension due to
student's readiness. Not a few students are constrained by devices and internet
access so that they cannot participate in online learning that the teachers have
prepared. (2) teacher's difficulty because of the transition from face-to-face to an
online classroom. It is happening because the teachers find it difficult to teach
online because they are just familiar with conventional methods. They have not
found an exciting teaching strategy to attract students' attention when teaching
reading comprehension. It causes students to be less interested in learning and doing
the assignments given by the teachers, so it also impacts learning goals that are not
achieved.
46
5.2 Suggestion
Based on the conclusion above, the researcher would offer some suggestion it is
hopefully helpful for:
1. For the teacher
This research can improve the quality of the English teacher in teaching
reading comprehension through an online classroom if the teacher could find an
exciting strategy in teaching reading comprehension. Teachers can use interesting
passages on the internet, an appropriate story on YouTube, or make fun condition
of icebreaking like a quiz on some website to attract the students.
2. For next researcher
In this research, the researcher only uses an interview as the instrument of the
research. Hopefully, in the following research, the researcher can use additional
instruments such as observation to provide detailed information. In this research,
the researcher focuses on the difficulty faced by the teachers in teaching reading
comprehension in an online classroom. The subsequent research can focus on
overcoming the difficulty.
3. For the readers
The researcher hopes that the reader can criticize this research because the
researcher realizes that this research is still far from being perfect and help the
researcher to make better research in the future.
47
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APPENDIX I
A. Interview Protocol
This interview will be conducted in person by following health protocols to
prevent the spread of the COVID-19 virus. This interview was conducted face-to-
face because the teachers' school was still open by applying the shift system.
Question for the interview:
1. Strategi mengajar apa yang ibu gunakan untuk mengajar reading
comprehension selama mengajar secara daring?
2. Media dan sumber apa yang ibu gunakan untuk mengajar reading
comprehension kepada siswa?
3. Selama mengajar secara online ini, apa tujuan utama ibu dalam
mengajar reading comprehension kepada siswa? Apakah untuk
mencapai siswa ibu paham dengan text yang ibu berikan atau siswa
tahu kosakatanya saja, atau ada tujuan pembelajaran yang lain?
4. Dengan strategi mengajar yang ibu gunakan, apakah tujuan
pembelajaran untuk mengajar reading comprehension itu sudah dirasa
tercapai?
5. Apakah selama mengajar reading comprehension secara daring, Ibu
menghadapi kesulitan? Kenapa itu menjadi kesulitan?
6. Bagaimana cara ibu menghadapi kesulitan yang ibu sebutkan?
55
APPENDIX II
The Result of Interview
Interviewee : P1 (Female)
Place : Computer Lab, SMP N 5 Kota Jambi
Date : Tuesday, March 23th 2021
Interviewee : P2 (Female)
Place : 8b Classroom, SMP N 5 Kota Jambi
Date : March 24th, 2021
Interviewee : P3 (Female)
Place : Tata Usaha Room, SMP N 5 Kota Jambi
Date : March 29th, 2021
Transcript:
1. Strategi mengajar apa yang Ibu gunakan untuk mengajar reading
comprehension selama mengajar daring?
Jawaban (answers):
P1: “Strategi mengajar yang saya berikan adalah materi berupa catatan,
maksudnya menyuruh anak mencatat sehingga anak-anak juga ikut membaca
selagi mencatat. Kalau lagi mengajar daring kan susah memantau anak-anak
apakah paham dengan materi yang dikasih, nah kalau memberi tugas catatan
nanti saya bisa tahu apakah mereka bisa paham atau tidak dengan materinya.”
P2: “Pertama memberikan teks dan mengintruksikan untuk membaca dan
memahami teks tersebut ee kemudian mencari arti kata-kata sulit, sebagai cara
juga untuk menambah kosakata bagi mereka. Lalu memberikan tugas seperti
mereka harus menjawab pertanyaan yang disiapkan sesuai dengan teksnya.”
P3: “Memberikan teks, teks itu ee dari buku pembelajaran ee difoto. Setelah
itu instruksikan kepada siswa untuk ee membaca teksnya di rumah dan supaya
membuka kamus atau google translate di hp. Setelah itu kerjakan soal
brdasarkan teks yang telah ee diberikan.”
2. Media dan sumber apa yang Ibu gunakan untuk mengajar reading
comprehension kepada siswa?
56
Jawaban (answers):
P1: “Medianya saya melalui WA (Whatsapp) dan GCL (Google Classroom).
Sumbernya biasanya saya dari Youtube. Iya dari Youtube, saya cari video
orang menerangkan dengan tulisan saja.”
P2: “Dari melalui Whatsapp dan video pembelajaran atau ee teks video dari
Youtube. Ee dari ini juga bahan bacaan, buku terus difoto dan dikirimkan ke
WA (Whatsapp).”
P3: “Buku pembelajaran kelas 8.”
3. Selama mengajar secara online ini, apa tujuan utama ibu dalam mengajar
reading comprehension kepada siswa? Apakah untuk mencapai siswa ibu
paham dengan teks yang ibu berikan atau siswa tahu kosakatanya saja, atau ada
tujuan pembelajaran yang lain?
Jawaban (answers):
P1: “Tujuan saya adalah agar anak paham dan tahu tentang vocabnya… Paham
dan tahu maksud dan arti dari materi yang telah saya berikan.”
P2: “Tujuan utama dari reading comprehension ini adalah ee siswa bisa paham
isi dari teks tersebut sehingga diharapkan siswa mampu untuk menjawab
dengan baik pertanyaan-pertanyaan dari teks tersebut. Ee sebagian besar siswa
paham. Sementara tujuan lain dari pembelajaran reading ini kan untuk
menentukan tujuan dari teks tersebut juga, bagian-bagian teksnya, dan ciri-ciri
teks tersebut.”
P3: “Jika pembelajaran reading comprehensian, ee kita beri teks di dalam buku
ee kemungkinan siswa mengetahui tujuannya karena ee siswa punya bukunya
masing-masing. Setelah itu mengerjakan latihan kan ee latihan itu sesuai
dengan apa yang kita kasih teksnya. Jadi tujuannya supaya siswa paham
dengan teks yang diberikan di grup itu.”
4. Dengan strategi mengajar yang ibu gunakan, apakah tujuan pembelajaran
untuk mengajar reading comprehension itu sudah dirasa tercapai?
Jawaban (answers):
P1: “saya rasa selama daring ini belum tercapai semuanya, hanya ada beberapa
anak yang mencapai tujuan pembelajaran yang saya buat. Karena ada anak
yang memang mencatat dan mengumpulkan ke saya karena setiap memberikan
materi, saya suruh kumpulkan melalui GCL. Jadi saya rasa anak ikut membaca
dan memahami ketika mencatat. Untuk penilaiannya juga untuk reading saya
cuma melalui catatan ya, karena sewaktu online susah untuk menilai anak dan
juga nggak fokus ke reading aja, ke skill yang lain juga.”
57
P2: “ya untuk sekitar tujuh puluh persen lah. Ya karena kan kalau daring itu
banyak kendala. Mulai dari sinyal kadang, anak ee masalah kuota, ee ada juga
yang eee berbagi android dengan saudaranya. Ya jadi gagalnya tiga puluh
persen karena masalah teknisnya lah ya…”
P3: “Belum. Karena kalau online kan, gimana ya… tidak semua siswa
mengikuti, hanya sebagian. Kalau tatap muka kan kita langsung mengajar
itukan dia hadir, mengerti atau apakan ee dia bisa bertanya dan kita kan bisa
menjelaskan langsung.”
5. Apakah selama mengajar reading comprehension secara daring, Ibu
menghadapi kesulitan? Kenapa itu menjadi kesulitan?
Jawaban (answers):
P1: “Secara daring kesulitannya pasti ada, tidak semua anak yang mengerjakan
tugas mencatat dan juga tidak semua anak mempunyai kuota untuk melihat
materi yang sudah saya kirimkan.”
P2: “ya seperti masalah teknis yang tadi ee saya sebutkan ya. Ee kalau
mengajarnya sendiri sulit karena ada juga siswa yang tidak memahami isi teks
walaupun kadang kita sudah berusaha untuk memotivasi atau memberi instruksi
melihat kamus. Ee kadang anak mau ee instan kan, dak mau susah kalau
mencari.”
P3: “ee, sulit kalau bagi saya. Karena kadang kalau online itu ada siswa yang
tidak punya hp, tidak ada kuota, terus mungkin sinyal. Jadi ee kalau bagi saya
mungkin kurang tercapai. Masalah teknis. Kalau siswanya sebagian siswa bisa,
sebagiannya enggak karena dari dasar belum belajar, baru ketemu pelajaran
Bahasa Inggris di SMP kan. Jadi sulit untuk dia pahami gitu kan, apalagi online
ini. Tapi dengan kita sering terus terus terus mungkin bisa lah sedikit-sedikit.
Itulah tadi tuh lebih enak tatap muka dari pada online.”
6. Bagaimana strategi ibu menghadapi kesulitan yang ibu sebutkan?
Jawaban (answers):
P1: “Saya selalu menagih tugas catatannya setiap pertemuan di kelas yang saya
ajar, dan juga saya akan menghubungi orang tua anak yang tidak
mengumpulkan catatan dan tugas lainnya.”
P2: “ya terus dengan memotivasi siswa lah setiap kali pertemuan daring itu,
atau kadang juga saya ee japri (percakapan pribadi via Whatsapp)
mengingatkan tugasnya, ini tugas yang belum, mungkin seperti itulah. Ee kalau
untuk siswa yang tidak mengerti, saya ee kan tadi saya instruksikan mereka
untuk membuka kamuss… bagaimana kata-kata yang sulit bagi mereka kan
kadang tidak sama. Mungkin di anak yang satu dari teks yang tidak tahu
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mungkin sekitar berapa vocab, dengan anak lain kan beda. Kadang ada yang
tahu semua gitu kan, hanya tidak tahu satu dua kata. Ada yang tidak paham
sama sekali katanya. Jadi, apabila mereka sudah berusaha mencari saya terbuka
untuk menerima pertanyaan dari mereka melalui japri juga.”
P3: “ya memberi motivasi kepada siswa, untuk tetap semangat belajar jangan
malas belajar walaupun kita belajarnya online. Jadi rajin-rajinlah selalu
mengingatkan tugasnya belum kumpul gitu, dan ee lain sebagainya lah. Tapi
paling penting itu motivasi belajar siswa lah, beri semangat.”
7. Apakah menurut ibu, strategi yang ibu gunakan cukup membantu ibu dalam
menghadapi kesulitan tersebut?
Jawaban (answers):
P1: “Iya sedikit membantu. Jadi anak mau tidak mau melihat materi yang saya
kasih, mulai menulis catatan dan memahaminya.”
P2: “Ya. Adalah sedikit membantu walaupun ada kendala-kendala teknis yang
saya sebutkan tadi.”
P3: “Ya… walaupun tidak sepenuhnya lah. Ee memberikan motivasi memberi
semngat itu kan ya, ee saya rasa adalah untuk anak itu belajar tapi mungkin
tidak seratus persen ya, ada sebagian.”
8. Apa harapan ibu mengenai mengajar reading secara daring?
Jawaban (answers):
P1: “Harapan saya, anak-anak paham yang mereka catat dan baca. Maksudnya
paham arti dari kosakata atau vocab yang ada di materi yang telah saya berikan.
Karena di kelas 8, masih penting untuk membangun kosakata anak-anak.”
P2: “Ya harapannya semua siswa itu bisa menerima pembelajaran melalui
daring ini sama halnya dengan mereka tatap muka.”
P3: “ya… ee… harapannya semoga siswa bisa menerima pembelajarannya
secara daring seperti kayak pas sekolah tatap muka. Karena lebih enak
kayaknya offline ya… haha…”
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CURRICULUM VITAE
Amelia Afriani, born in Jambi, April 2nd, 2000. The author
is the youngest of four children of Alizar and Alm.
Armaini. People often called the author as Amel, she is
currently active as a student in English Language and
Literature at Jambi University. The author completed
primary education at SD Negeri 177 Jambi City, then the author continued to study
junior high school at SMP Negeri 14 Jambi City. And continued senior high school
at SMA Negeri 8 Jambi City. The author has an experience as a content writer for
blog and bookstagram for reviewing the books that author read because the author
loves books. The author also has an experience in teaching English as a private tutor
for a few years. She also active in two organization in Jambi University, which are
Independent Community of English (ICE) as the CO of PDSM division / devisi
Pengembangan Sumber Daya Mahasiswa, and a part of Cinema Unja as a
filmmaker. The author has a passion for content writing and script writer.