The Techniques Used by the Teacher in Teaching Reading to the Seventh Grade

Students of SMP Negeri 2 Jatisrono

Submitted as Partial Fulfillment of the Requirement

Getting Bachelor Degree of Education

in English Department

By:

Nur Prasetyani

A 320 140 147

DEPARTMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER AND TRAINING EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2017

APPROVAL

The Techniques Used by the Teacher in Teaching Reading to the seventh Grade Students

of SMP Negeri 2 Jatisrono

PUBLICATION ARTCLE

By:

Nur Prasetyani

A,320 140 147

This publication article has approved by:

Consultant

''ilttt{Nur Hidayat. M.Pd

NIK.771

ACCEPTANCE

The Techniques Used by the Teacher in Teaching Reading to the Seventh Grade

Students of SMP Negeri 2 Jatisrono

By:

Nur Prasetyani

A 320 140 147

Accepted and Approved by the Board of ExaminelsSchool ofTeacher Training and Education

Universitas Muhan.unadiyah Surakartaor 2017

Team of Examiners:

1. Nur I{idayat, M.Pd

(First Examiner)

2. Mauly Halwat Hilanat., Ph.D

(Second Exarniner)

3. Dwi harjanti Dra., M.hum., Dr.

(Third Exarniner)

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t.r9:*#*dr{BriE= EE"t,4&{MtS

$.)\-,+rnjr \1:"i/:, r,,t{){Prayitno, M. Hum

TESTIMONY

Herewith, I testify in this article publication, there is no plagiarism of the

previous literary work which has been raised to obtain bachelor degree of University,

nor there are opinions of masterpiece which have been written or published by others,

except those which the writing are referred in the manuscript and mention in literafure

review and above, I will be fully responsible.

Surakarta, AugusI 09 20 1 7

Nur Prasetyani

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1

The Techniques Used by the Teacher in Teaching Reading to the Seventh Grade

Students of SMP Negeri 2 Jatisrono

Abstrak

Tujuan penelitian ini adalah: (1) mendeskripsikan teknik yang digunakan oleh guru dalam mengajar membaca di kelas, (2) mengidentifikasi masalah yang dihadapi guru, (3) menemukan cara guru menyelesaikan masalah, (4) menggambarkan peran siswa dan guru dalam menerapkan teknik ini. Penulis melakukan penelitian terhadap siswa kelas VII SMP Negeri 2 Jatisrono pada tahun ajaran 2015/2016. Penulis berfokus pada kelas tujuh. Sumber data diambil dari observasi, wawancara dan dokumentasi. . Dalam penelitian ini penulis menggunakan tiga teknik pengumpulan data. Ada: Observasi, wawancara dan dokumentasi. Pada tahap ini, penulis harus menyiapkan, mengumpulkan dan menganalisis data dengan penelitian yang telah dirancang sebelumnya. Hasil penelitian menunjukkan bahwa: Guru menggunakan 3 teknik pengajaran membaca di kelas. Teknik tersebut antara lain a. Terjemahan, b. Membaca keras, dan c. pertanyaan dan jawaban. Pertama, penulis melihat guru menggunakan teknik terjemahan di bab "siapa namamu"? Kedua, pada pertemuan berikutnya guru menjelaskan materi tentang "hal-hal di sekitar kita" dalam sesi ini teknik yang digunakan guru adalah membaca dengan keras. Ketiga, pada pertemuan terakhir penulis melihat guru menggunakan teknik tanya jawab pada topik "procedure text". Kata kunci: macam – macam teknik yang digunakan guru

Abstract

The objectives of research are: (1) to describe the technique used by the teacher in teaching reading in the classroom, (2) to identify the problem faced by the teacher, (3) to find the way the teacher solves the problem, (4) to describe the student and teacher roles in implementing the technique. The writer uses case study in this research. The writer wants to do research about techniques in teaching reading. The subjects used by the writer are the students and one the teacher in SMP Negeri 2 Jatisrono in academic year of 2015/2016. The writer focuses in the seventh grade. The sources of the data are taken from the observation, interview and documentation. . In this research the writer uses three technique of collecting data. There are: Observation, interview and documentation. In this stage, the writer must preparation, collection and analysis of data by the study that has been designed previously. The result of the research reveals that: The teacher used 3 techniques of teaching reading in the classroom. There are a. translation, b. reading aloud, and c. question and answer. First, the writer saw the teacher used translation technique in chapter “what is

your name”. Second, in the next meeting the teacher would explain the material about “things around us” in this session the teacher used reading aloud technique. Third, in

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the last meeting the writer saw the teacher used question and answer technique in the topic “procedure text”.

Keywords: kinds of techniques used by the teacher

1. INTRODUCTION

The junior high school students must have communicative competence in

the speaking and writing to reach functional level. The students must have

awareness to improve their English skill in global community and to improve

their comprehension of relation between language and culture. The students in

Junior High School must also accomplish the curriculum with the comprehension

of the information about knowledge and culture.

Relating the communicative language in Junior High School is

important to student learning English. The student must develop their

communicative competence. There are two aspects to accomplish communicative

competence such as communication activities and social interaction activities.

The student must master four skills in learning English. There are:

Speaking, Listening, Reading and Writing. Especially, reading is important to

people to know many things. The people can explore through reading book,

magazine, newspaper, news online etc.

Teaching reading in Senior High school must use techniques to reach

the goal. To find out the students’ problem in learning reading, the writer

conducted observation and interview in the seventh grade of SMP Negeri 2

Jatisrono. The techniques used by the teacher can help the student of SMP Negeri

2 jatisrono to be interested in teaching reading.

Besides, the writer also found some problems of the classroom from

their teacher. Some students were quiet when the teacher asked them to read the

text. The student was not also active when the teacher gave explanation. They

looked not interest to read or answer the question about reading.

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There are some reasons of choosing the techniques used by the teacher

in teaching reading to overcome the problem in reading lesson. The techniques in

teaching reading can help student in reading lesson in the classroom. The student

will get some techniques from the teacher to master reading skill.

Related to the techniques used by the teacher in teaching reading is not

just aspect of my research, but through trick can refer other teacher in teaching

reading. The techniques used by the teacher can be interesting and give

motivation in learning process especially reading lesson becomes more active

and participative in reading.

In this study the writer will focus on techniques used by the teacher in

teaching reading to the seventh grade of Junior High School in SMP Negeri 2

Jatisrono. This study is entitled “The Techniques Used by The Teacher in

Teaching Reading to the seventh Grade Students of SMP Negeri 2 Jatisrono.”

The objectives of the study are: to describe the technique used by the

teacher in teaching reading in the classroom, to identify the problem faced by the

teacher, to find the way the teacher solves the problem, to describe the student

and teacher roles in implementing the technique.

Based on the objective the writer find about the teaching technique and

teaching technique of reading. According to Brown ( 2000:7 ) “teaching is

showing or helping someone to learn doing something, giving instruction,

guiding in the study of something, providing with knowledge causing to know or

understand.” It means the teacher should guide the students in learning process,

but also facilitate the students in material. The teacher teach attitude to them in

order to make the students have good attitude and knowledge.

The teacher must have techniques to teach in the classroom. The

techniques are unlimited. Using techniques in the classroom can make the class

condition more fun and enjoyable. Therefore the teacher needs technique to teach

in the classroom. Anthony, (1963: 17) defines technique as the specific activities

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manifested in the classroom that are consistent with a method and therefore in

harmony with an approach as well.

The other definitions come from Brown (1995: 51), “Technique is any

of wide variety of exercises, activities, or devices used in language classroom for

realizing lesson objectives”. From the statement above that using technique can

successful the material. The student can do exercises with techniques.

As said by Crookes and Chaudron in Brown (1995: 142), there are many

techniques for teaching in the classroom. Some of them are appropriate to be

applied in teaching reading. The techniques are: Dialogue. Dialogue is reciting a

previously known or prepared text, eother in unison or individually. This

techniques can stimulate and entice the students in reading because they are

required to be able to identify the character of the dialogue that they played.

Reading Aloud. Reading aloud is reading directly from a given text. It is one of

the effective activities can help the teacher in teaching reading. Reading aloud

has great advantages not only for the teacher but also for the students. The

teacher can teach students how to read or pronounce the words and the students

can learn and imitate it directly. If the students do a mistake in reading, the

teacher can rectify them. According to Koralex in hhtp://www.rif.org//, reading

aloud gives students background knowledge, which helps them make sense of

what they see, hear, and read. It means that the more students read, the larger

their vocabularies will grow and the more they will know about the world and

their place in it. Question-answer. Question-answer technique is a technique of

teaching reading by giving question and instructing the students to answer the

question. It is a general used on teaching reading of a text. The students are

required to comprehend that they read determine main ideas, and understand

vocabulary terms. Translation. Translation is a technique used to make students

can comprehend sentences or text easily. The students translate a reading passage

from the target language into their native language. When the students face any

difficulty in translation, the students are allowed to use a dictionary. Story-

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telling. Story-telling is reading stories with lots of expression, in order to capture

the attention of the children. The teacher can ask questions about what is going

on in the story as the reading goes along, to make sure that they understand the

meaning of the story. Games. “Games are an activity which is entertaining and

engaging, often challenging and an activity in which the learners play and usually

interact with other”. (Wright, Betteridge, and Buckby, 2006: 1). Games make the

students interest and enjoy learning English especially Reading skill.

2. RESEARCH METHOD

The writer uses case study in this research. The writer uses literature

review to finish this case study. Literature review hoped can be base when the

writer does interview. There are four techniques of collecting data, such as: a)

observation, b) interview, c) documentation, d) triangulation. In this research the

writer uses three technique of collecting data. There are : Observation, interview

and documentation.The writer must collect and store multiple sources of

evidence comprehensively and systematically, in formats that can be referenced

and sorted so that converging lines of inquiry and patterns can be uncovered. The

writer must be careful in observing the object of the case study and identifying

causal factors associated with the observe phenomenon. Additioning of questions

to interviews may be necessary as the study progresses. Case study research is

flexible, but when changes are made, they are documented systematically. The

writer must maintain the relationship between the issue and the evidence. The

writer must enter some data into a database and physically store other data, but

the writer documents, classifies, and cross-references all evidence so that it can

be efficiently recalled for sorting and examination over the course of the study.

3. RESEARCH FINDING AND DISCUSSION

3.1Implementation of Research

3.1.1. Initial Stage

Before conducting the research, the writer prepared and

completed the research proposal, constructing instruments of the

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research, obtaining permission letter to conduct the research to the

Headmaster of SMP Negeri 2 Jatisrono. After obtaining the permission

the letter, the writer does observation in the classroom, then the writer

interview the teacher and the students. The last step is collecting

document. The data was got by observation, interview and

documentation.

3.1.2. Implementation stage

The implementing stage was conducted in one month to

observation. This research was intended to know what the technique

used by the teacher in teaching reading, the result of the research are

analyze observation, interview and documentation. The teacher used

some techniques of teaching reading in the classroom. There are

translation, reading aloud, and question and answer. First, the writer

saw the teacher used translation technique in chapter “what is your

name”. Second, in the next meeting the teacher would explain the

material about “things around us” in this session the teacher used

reading aloud technique. Third, in the last meeting the writer saw the

teacher used question and answer technique such as “procedure text”.

3.2 Research Finding

There are many techniques in teaching reading that are used by the

teacher to teach in the classroom. Using techniques in teaching reading can

give new situation that makes the students not bored. The teacher must know

what kinds of techniques to use in delivering some materials.

The teacher used some techniques of teaching reading in the

classroom. The writer puts kinds of technique used by the teacher in the

classroom. There are translation, reading aloud, and question and answer. The

techniques used by the teacher would change the material. This is step by

step when the teacher applied the techniques of teaching reading in the

classroom.

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There are two problems faced by the teacher in implementing the

technique. The problems are inside and outside of the classroom. The inside

problems are the classroom condition was noisy. There are some activities

done by the students that made noise in the classroom. The teacher called the

student that was disturbing his friend to be quiet. Then, the outside problems

are the teacher got the problem when she explained the material but many

students from the other class were noisy. The students of other class often

walked and made disturbance. The students also asked permission to leave

the class.

This is the way the teacher solve the problem in implementing the

techniques. There are as follow: inside and outside from the classroom. The

inside solutions are the teacher tried to make the class condition more fun in

order to make all the students pay attention to the teacher. The teacher told all

the students to bring dictionary to search unfamiliar word. The teacher

commanded the students to bring dictionary every English lesson. The

outside solution is the teacher closed the door when the student from the

other class was noisy.

3.3 Discussion

From the interview, observation and documentation, it was obtained

techniques used by the teacher in teaching reading, such as preparing syllabus

and lesson plan. Teaching and learning process must use lesson plan to help

the teacher in planning the material which will be given the students. Making

syllabus and lesson plan must contain the techniques in teaching reading. The

material used must be suitable with syllabus and lesson plan in order that the

teaching goals can be reached.

There are two problems faced by the teacher in implementing the

technique. The problems are inside and outside of the classroom. The

classroom condition was noisy. There are some activities done by the

students that made noise in the classroom. The teacher called the student that

8

was disturbing his friend to be quiet. The teacher often walked around the

classroom to check the students.

The teacher got the problem when she explained the material but

many students from the other class were noisy. The students of other class

often walked and made disturbance. The students also asked permission to

leave the class. The teacher gave permission for them.The teacher gave

permission with conditional to them in order to control the class condition.

This is the way the teacher solve the problem in implementing the

techniques. There are as follow: inside the classroom and outside the

classroom. The teacher tried to make the class condition more fun in order to

make all the students pay attention to the teacher. The teacher told all the

students to bring dictionary to search unfamiliar word.

The teacher closed the door when the student from the other class was

noisy. The teacher controlled the student to be quiet in order to make the

students focus on teaching and learning process.

The teacher roles in implementing the technique are teacher as

facilitator, teacher as creator, teacher as motivator, teacher as supervisor,

teacher as counselor, teacher as evaluator. From the teacher roles above, the

students also have important roles in implementing the technique. The

student’s roles are fulfill the expected behavior, fulfill the expected academic

score, and show respect.

4. CONCLUSION

Based on finding result and discussion, the writer presents conclusion as

follow:

4.1 The technique used by the teacher in teaching reading in the classroom is

preparing the syllabus and lesson plan. The teacher used some technique in

teaching reading.

4.2 There are two problem faced by the teacher in implementing the technique.

First problem is inside from the classroom, the students were noisy in the

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classroom. They got some problems when translating the text because of the

limited vocabulary. Second problem is outside from the classroom, students

from the other class often made noise from the outside.

4.3 From the problem above, the teacher has solution. There are two solutions

from the problem. First, the teacher made fun in the classroom when the

students were noisy. Then, the teacher gave command to the student to bring

dictionary every English lesson. Second, the teacher closed the door when

the students were noisy.

4.4 There are some roles by the teacher and students in implementing the

technique. The teacher roles consist of: the teacher as facilitator, creator,

motivator, supervisor, counselor and evaluator. Then the student’s roles

consist of: fulfill the expected behavior, fulfill the expected academic score

and show respect.

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