Skripsi

Teachers\' techniques in the teaching of reading comprehension to the tenth garde students of SMAN 8 Malang / Uyun Khilla Khildah

Abstrak
Key words teachers techniques reading comprehension three phase technique In this globalization era students should have the ability to compete at international level. This requires English skills. One of the important English skills the students need to master is reading. The role of teacher is very important in helping the students to master the skill. They need to use appropriate techniques in the teaching of reading and divide the reading lesson into three stages pre-reading whilst-reading and post-reading stage to achieve the goals of the teaching and learning. This study was aimed to know the techniques used by the English teachers of SMAN 8 Malang in the teaching of reading comprehension to the tenth grade students. The research problems in this study were 1.What techniques are used by the English teachers of SMAN 8 Malang in the teaching of reading comprehension in the pre-reading stage 2.What techniques are used by the English teachers of SMAN 8 Malang in the teaching of reading comprehension in the whilst-reading stage 3.What techniques are used by the English teachers of SMAN 8 Malang in the teaching of reading comprehension in the post-reading stage This study was a descriptive qualitative study. The instruments used in this study were an observation sheet an interview guide field notes and a recorder. The subjects of this study were three English teachers of the tenth graders of SMAN 8 Malang and three classes which were taught by the teachers. The observation was done on 10 13 and 16 November 2010. In this study the first observed teacher was called Teacher A the second observed teacher was called Teacher B and the third observed teacher was called Teacher C. The findings of this study showed that the three English teachers had conducted the teaching of reading in the three reading stages. The teachers used various techniques in each stage. In the pre-reading stage Teacher A introduced the text by stating the title of the text Teacher B activated the students background knowledge and provided a purpose of reading and Teacher C reviewed previous lesson and introduced the text by stating the title of the text. In the whilst-reading stage the three teachers used silent reading. While in the post-reading stage Teacher A used questioning and a cloze exercise Teacher B used questioning and three exercises finding sequence words in the text producing four questions and writing how seeds grow and Teacher C conducted group discussion and used story mapping as the techniques. The conclusions of this study were that the three English teachers had conducted the teaching of reading comprehension in the three reading stages. In the pre-reading stage the various interesting activities used by Teacher B were quite effective in activating and enriching the students background knowledge. She provided the purpose of reading also. So the students had an idea on what to find in the text and read with purpose. While Teacher A and Teacher C they need to improve their techniques which can facilitate the students better before they are reading a text because what they did was only telling the students the text title. In the whilst-reading stage the technique used by the teachers was an effective technique. In the post-reading stage the three teachers used various interesting techniques which were effective to explore the students knowledge of the text. Based on the results of the study it is suggested that teachers should carry out more activities in the pre-reading stage which can facilitate the students before reading the text such as brainstorming and giving leading questions. The teacher should also use another technique while the students are reading the text such as inducing imagery because it might help the students to comprehend the text if they imagine how the characters and events happened in the text. Another suggestion for the teacher is that they should give a certain amount of time for the students in reading the text in order that they could understand the text well.

Informasi Detail

DDC

Rs 428.4 KHI t

Prodi

Universitas Negeri Malang. Program Studi Bahasa dan Sastra Inggris, 2011.

Deskripsi Fisik

xiii, 89 lembar : il., tab. ; 30 cm.

Bahasa

No Reg

01677/KI/11

Edisi

Skripsi (Sarjana)--Universitas Negeri Malang, 2011

Subjek

1. BAHASA INGGRIS - MEMBACA PEMAHAMAN - PENGAJARAN

Pembimbing

1. NUR HAYATI

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