chapter iv research finding and discussioneprints.ums.ac.id/44114/11/chapter iv.pdf · 2016. 6....
TRANSCRIPT
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter consists of research finding and discussion. The research
finding presents the result of the observation and the answers of questions are stated
in problem statement.
The research findings are taken from observation, interview, and document.
The main point in this chapter is to describe the classroom techniques used in reading
activities in English class: a naturalistic study at MTs N Surakarta II in 2015/2016
academic year.
A. Research Finding
In this chapter the researcher found that the result of the data based on the
problem statement. The data are taken from the observation of teaching and
learning process in the classroom and interview with the teachers. The researcher
did observation (from October 5, 2016 until March 10, 2016), and interview with
English teachers, namely Dra. Sri Widayati as teacher in 7E, Dra.Hj. Savri Indiani
Soeharno as a teacher in 8C, M.Pd., Siti Rofiah, S.Ag., M.Pd as a teacher in 9B
and the students of class VII E are 40 students which consist of 20 male and 20
female, students in VIII C are 40 students, which consist of 20 male and 20
female, and students in X B are 40 students, which consist of 15 male and 25
female. The observation was conducted on January 28th
, and on February 2th
, 4th,
5th, 11
th, 12
th, 17
th, and 18
th.
In this chapter, the researcher describes some important points, namely: 1)
Classroom techniques used in English Reading skill, 2) The purpose of using each
classroom technique, 3) teacher’s roles, 4) student’s roles, 5) the kinds and roles
of Instructional material.
Based on the observation that the researcher did (From February 02, 2016
until February 17, 2016) and the interview with English teacher (Miss Siti Rofiah,
S.Ag., M.Pd.) the students of class 9B, at February 2, 2016, and February 17,
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2016, the researcher found some techniques often applied by English teacher of
MTs Negeri Surakarta 2 namely skimming and number heads technique.
Based on the observation that the researcher did (From February 17, 2016
until February 18, 2016) and interview with English teacher (Miss Savri Indiani
Soeharno, S.Pd., M.Pd.) and the students of class 8C, at February 17, 2016, and
February 18, 2016, the researcher found some techniques often applied by English
teacher of MTs Negeri Surakarta 2 namely question and answer technique and
silent reading.
While in the observation that the researcher did (From February 04, 2016
until February 11, 2016) and interview with English teacher (Miss Sri Widayati)
and the students of class 7E, at February 04, 2016 and February 11, 2016, the
researcher found some techniques often applied by English teacher at MTs Negeri
Surakarta 2 namely reading aloud and question and answer technique.
From the problem statements, the researcher carried out classroom
techniques used in reading activities of English class. There are some aspects
found in the field note. Those aspects are classroom techniques, reading skill,
teacher’s roles, student’s roles, and instructional material.
1. Classroom Techniques Used in Teaching Reading
Based on the observation in the classroom of the seventh grade, eighth
grade, and ninth grade at MTs N Surakarta II in 2015/2016 academic year,
the research describes the classroom techniques in teaching reading. In the
first observation, the researcher found that the teacher used intensive reading.
In the second observation, the researcher found that the teacher used reading
aloud. The third and fourth observation the researcher found that the teacher
used skimming and silent reading, and the fifth and sixth observation, the
researcher found that the teacher used question and answer technique. So the
research can conclude that the teacher used five techniques in teaching
reading, namely: reading aloud, question and answer technique, silent
reading, skimming, and number heads technique.
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a. Reading aloud
Based on the observation of teaching and learning activity did
(Thursday, February 04, 2016, English lesson, at 13.10 – 14.30 WIB) the
researcher found that the English teacher (Dra. Sri Widayati) usually used
reading aloud as her technique.
Students took reading sections of passage, play, or dialog out loud.
The teacher used gestures, pictures, regalia, or other, and the students found
the meaning of the section based on the teacher said. The students listened for
what the teacher said, and the students followed to read aloud focusing on
how they heard in teacher’s saying the words or sentences, teacher and
learner might profit from sharing knowledge of particular topics.
Reading aloud was simplified what the teacher read orally to the
students. A kind of print sources was read by the teacher such as caution,
announcement, letter, etc. While the teacher read the text, the students
listened actively based in the material, and comprehend what they heard.
Reading aloud was applied in order that the students can be able to
pronounce words, phrases and sentences correctly.
The teacher read out aloud some words to the students from handbook
or power point. In this section, the teacher asked the students to read the text
loudly in sentence or paragraph. While the students read loudly, the teacher
also corrected the student pronunciation, and intonation. The aim of reading
aloud is to help the students to develop new vocabulary. Reading aloud by
the teacher make the students free to listen, imagine, and enjoy the process
of learning, and after that they can practice it clearly, so they can pronounce
correctly and get new vocabulary.
Example:
T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,
start now”
S : “Mr. And Mrs. Rob Anderson, Request the honour”
T : “HONOR”
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S : “Request the honor of Miss Amalia Rozaq’s kompany”
T : “COMPANY”
S : “Rozaq’s company at the marriage of Michaele Sarah and Saiful
Tugimin.”
T : “ok...very good, give applause for Fikri
(Taken by the observation on February 4, 2016)
(Taken from observation on February 04, 2016)
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b. Question and answer technique
Based on the observation in teaching and learning activity did
(Thursday, February 11, 2016, English lesson, at 13.10 – 14.30 WIB and
Thursday, February 17, 2016), the researcher found that the English teachers
who used the technique were Dra. Sri Widayati and Dra.Hj. Savri Indiani
Soeharno, M.Pd, the result in the observation was taken from class seventh
E (VII E) and eight C (VIII C).
This exercise was conducted only in the target language. Students had
good respond in question and answer technique which they should read the
text in full sentences, so they practiced in new words and grammatical
structure. Question and answer technique means that the teacher gave some
questions or tasks for the students to be answered.
Question and answer technique was a form of active learning that had
a place within reading classroom activity. Questions were asked by the
teacher in order that the students were more fully participating in lesson and
guiding them to get more understanding of the material. Question was asked
to the students to offer a chance to clarify material and they gave feedback
for the teacher.
Answering question was an important step focusing on the main part
of reading to know the messages of the text. Here, the question was as
question for verification of the text which the information was understood
by the students. It was a kind of technique which was applied by the teacher
to develop student’s reading skill. In this technique, the teacher gave a text
and task to the students about the text and asked them for answering the
questions in groups or individual. The purpose of this activity is to know the
student’s capability to answer the question. The students can share their
ideas or opinions to know how their ways to solve the problem.
Example:
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The teacher shows the slide, in the slide there is a passage about
announcement. It is information of holiday camp on next month at
Ngadilawu for three days
T= please, looking for the information in the slide! When will the
activity be held?
S= The activity will be held for next month.
T= How many days the activity will be held?
S= The activity will be held for three days.
(Taken by the observation on February 11, 2016)
S : “ Do not swim in this area when it is dangerous”
T : “it is right.., ok Novi pleas answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
T : “really? Ok, no swimming itu tempatnya dimana?,pilihannya kan
beaches, rivers, ponds, bath rooms, jadi yang pasti itu
jawabanya?”
S : “bath room”
(Taken by the observation on February 17, 2016)
(Taken by the observation on February 17, 2016)
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c. Silent Reading
Based on the observation, the researcher found that some results in
teaching and learning activity did (Thursday, February 18, 2016, at 13.10 –
14.30 WIB and Thursday, February 02, 2016) the researcher found that
English teachers who used the technique was Dra. Hj. Savri Indiani
Soeharno, M.Pd., the result of the observation was taken from class seventh
C (VIII C).
This technique was reading without pronouncing words out loud
called silent reading. The technique was reinforcing the readers to find out
the meaning of the words. The technique leads the readers to get the better
comprehension. Silent reading doesn’t pay attention to pronounce of every
single word when they read. So, the learners can be able to concentrate on
reading that they have to understand the material.
Silent reading is also useful for student to improve reading
comprehension, and build vocabulary. In this activity, the students got some
kinds of text in their learning, the kinds of the text are caution and notion,
after that the teacher asked the student to read the text to find the best
answer. They answered in multiple choice questions. Then, the teacher
asked the students about their result after they read the text. The aim of the
technique is to develop student’s reading activity and to improve their
understanding of the text which they concentrated on their reading.
Example:
T = Well, I will give you a few minutes to read the text then you just
write the option, for example: a, b, c, or d.
S = Bu, boleh buka kamus?
T = Yes, of course. But I just give you 10 minutes to do it.
(Taken by the observation on February 18, 2016)
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(Taken by the observation on February 18, 2016)
d. Skimming technique
Based on the observation, the researcher found some results in
teaching and learning activity did (Wednesday, February 17, 2016, English
lesson, at 13.10 – 14.30 WIB. The researcher found that English teacher who
used the technique was Siti Rofiah, S.Ag. M.Pd, the result on the observation
was taken from in class nine B (IX B).
Making a quick survey over the text in order to get main ideas will
provide basic knowledge, such as preview of the content in the reading text. It
will provide the students with basic knowledge necessary for comprehension.
In skimming technique, the students focused in reading of long text. So, to
skim the text, they only read main ideas within to get an overall content in the
text.
In the learning activities, the teacher used skimming technique in the
teaching and learning process. She gave a text for each student, after that they
read the text to find main idea and answer based on the questions. They read a
passage to find the answer. The teacher explained firstly to the students how
to find the answers quickly in long text. She said that they should know the
clues in questions, and they read for a while, after that they read the
introduction in the first paragraph, beside that they read any headings or sub-
headings or if they find kinds of charts, they can notice the pictures, chart, or
graphs, they noticed for any italicized or boldface word or phrase, and they
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read summary based on the context of the questions. The aim of the technique
is helping the students to answer all of questions quickly.
For example:
T : “number 9, the royal heritage hotel”
T : “and then, number 10.., jangan kaget lihat text yang panjang,
kamu bisa melihat sekilas dengan teknik skimming serta purpose
dari text tersebut”
S : “ok mom”
T : “number 11, 12, and 13, ok the question is the purpose of the
program not in purpose of the text.., attention be carefully”
S : “yes mom.”
(Taken by the observation on February 17, 2016)
e. Numbered Heads technique
Based on the observation, the researcher found some results in
teaching and learning activity on (Tuesday, February 02, 2016, at 13.10 –
14.30 WIB. The researcher found that English teacher who used the technique
was Siti Rofiah, S.Ag., M.Pd, and the result of the observation was taken
from class nine B (IX B).
Numbered heads technique is a technique that permits the students to
have social interaction in the classroom. Each student in the group knows the
answer addressed by the teacher. Higher achievers share their answers with
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those lower achievements, so they will understand the higher achiever’s
explanation.
The technique had four steps in teaching and learning process, such
as: firstly the teacher divided 4 students in each group, after that the teacher
gave a text and it is short functional texts, they should discuss it in their each
group. The teacher gave 20 minutes to find the best answer. After they
finished discussing the text, the teacher gave a question for the groups. The
teacher chooses one of the numbers, for example the teacher called a number
(from one to four) and only students with that number can raise their hands if
they know the best answer.
For example:
T : “ok, topik hari ini tentang short funstional text, ibuk akan
memberikan beberapa jenis short functional text, kemudian
kalian diskusikan isi dan jenis teks tersebut, satu kelompok
terdiri dari empat siswa. Kalian diskusikan selama 20 menit,
nanti ibuk akan memberikan pertanyaan kepada nomor yang
akan ibuk panggil. Contoh dalam satu kelompok terdiri dari
empat siswa, nah semisal nomor dua yang ibuk panggil, yang
harus jawab juga siswa yang memiliki nomor dua disetiap
kelompok, siapa yang tercepat mengangkat tangannya berarti
dia yang berhak menjawab, understand?”
S : “yes mom...”
T : “any questions?”
S : “No....”
T : “ok, start now to answer it”
(20 minutes later, the students have finished answering it)
T : “what kinds of the text?, it will be answered by the students in
number four”
S : “mom...”(he raised his hand)
T : “ya...Fikri, what is the best answer?”
S : “it is short massages”
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T : “very good...., ok next question, what is the purpose of the
text?’ it will be answered by the students in number two”
S : “mom...” (she raised her hand)
T : “yes...Lina”
S : “the purpose of the text is informing someone to make a call”
(Taken by the observation on February 2, 2016)
(Taken by the observation on February 2, 2016)
Table 4.1 Classroom Techniques in Reading skill
No. Classroom
techniques
Miss wid Miss savri Miss rofik
1. Reading aloud V
2. Question and answer V V
3. Silent reading V
4. Skimming V
5. Number Heads V
2. The Purpose of Using Each Classroom Techniques
Based on the interview on February 2th
, 4th
, 5th, 11
th, 12
th, 17
th, and 18
th,
the researcher found some results in interviewing with Dra. Sri Widayati,
Dra. Hj. Savri Indiani SoeharnoM.Pd., and Siti Rofiah, S.Ag., M.Pd. The
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purpose of using the techniques in reading activities is the students are
interested and enthusiastic in learning of reading materials.
a. The Purposes Using Reading Aloud Techniques
Based on the interview with the teacher, the process of English
teaching and learning activity on Thursday, February 7, 2016, English
lesson, in class 7E has done. The researcher found that the English
teacher (Dra. Sri Widayati) explained the purpose of using the reading
aloud technique.
While in the observation, the purposes using the technique were the
students responded to the text read by the teacher, and the technique
helped them more understanding about how to pronounce each word
which they found it, beside that they can develop their new vocabulary in
systematic awareness. The technique developed their reading habits, so
reading aloud made them understand the material clearly.
The technique makes the teacher possibly to give more interesting
material that they learn independently. It can develop their character to
be more conscientious, confident, and responsible for their result. After
they read the text, they can minimize mistakes in spelling words.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa
Inggris yang menekankan reading skill, terutama teknik
reading aloud biasanya siswa akan merasa lebih tertarik
untuk memakai teks mbak, kemudian siswa dapat merespon
dari teks yang saya baca, dan membantu merekam dan
emahami ide pokok dari teks maupun gambar, selain itu
mereka juga dapat mengetahui bagaimana cara pengucapan
setiap kata, frasa, maupun kalimat yang benar.
(Taken by the interview on February 12, 2016)
b. The Purposes Using the Question and Answer Technique
Based on the interview with the teacher about the process of teaching
and learning (Thursday, February 7, 2016, English lesson, in class 7E and
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8C) the researcher found that the English teachers (Dra. Sri Widayati and
Dra.Hj. Savri Indiani Soeharno, M.Pd.) explained the purpose using the
question and answer technique.
While in the interview, the researcher found that the purposes using
of question and answer technique was the students can identify the main
point of the text; they knew the meaning of unfamiliar words by asking
the teacher based on the text. The teacher can be easily and quickly
evaluate their capability if students had really mastered the course.
After finishing the task, the students will be able to compare the
question and their answer. From the technique, the teacher can build their
understanding in the material. It makes the students more careful when
they answered it. For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Tteacher : Sedangkan teknik question and aswer siswa dapat
bekerjasama dalam sebuah kelompok untuk mengetahui
makna kalimat, ide pokok, tujuan, struktur kalimat, dan
perbedaan antara satu teks dengan teks yang lainnya,
sehingga dapat menganalisis teks dengan baik dan
meningkatkan komunikasi yang baik pula, selain itu dapat
membentuk pembelajaran yang lebih efektif, dan biasanya
saya meminta mereka untuk menyampaikan hasil diskusi
masing-masing dalam proses Tanya jawab.
(Taken by the interview on February 12, 2016)
c. The Purposes Using Silent Reading Technique
Based on the interview with the teacher about the process of teaching
and learning (Thursday, February 7, 2016, English lesson, class 8C) the
researcher found that English teachers (Dra. Hj. Savri Indiani Soeharno,
M.Pd.) explained the purpose of using the silent reading technique.
Based on the interview, the researcher found that the purpose of
using silent reading is to develop students’ understanding, because it
helps them concentrate on what they read, rather than pronouncing the
individual words. When the students read silently, they focused to find
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the main idea of the text. The teacher encouraged her students to read
silently, she helped them to develop their reading capability using the
technique, the students need for reading fast. This called reading
efficiency, which helped them to read any text with maximum attention
to get meaning in the text.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : dalam penggunaan teknik silent reading siswa dapat
mengembangkan kemampuan mereka secara optimal
dalam memahami isi teks sesuai dengan apa yang
mereka baca, disamping itu dengan penggunaan teknik
ini membantu mereka membaca dengan cepat,
sehingga waktu yang digunakan lebih efisien.
(Taken by the interview on February 12, 2016)
d. The Purposes Using the Reading Skimming Technique
Based on the interview with the teacher about the process of teaching
and learning (Thursday, February 7, 2016, English lesson, class 9B) the
researcher found that English teacher (Siti Rofiah, S.Ag., M.Pd.)
explained the purpose of using the reading skimming technique.
While in the interview, the researcher found that the purpose of
using skimming technique was the students involved in getting the main
idea of text quickly. The teacher used the technique to get simple
information and to identify the subject matter of the text. It was a reading
habit for more conductive in reading activity.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu
Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa
Inggris yang menekankan reading skill, terutama teknik
skimming, siswa dapat membaca bagian penting yang
diperlukan tanpa membaca secara keseluruhan dan
lebih cepat serta tepat untuk menemukan ide pokok
dari sebuah teks mbak. Sehingga bias menggunakan
waktu yang lebih efisien.
(Taken by the interview on February 12, 2016)
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e. The Purposes Using the Number Heads Technique
Based on the interview with the teacher about the process of teaching
and learning on Thursday, February 7, 2016, English lesson, class 9 B.
The researcher found that the English teacher (Siti Rofiah, S.Ag., M.Pd.)
explained the purpose of using the number head technique.
Based on the interview, the researcher found that the purpose of using
number head technique is it helps the students to interest in reading
lesson. They can discuss it with friends and they have an opportunity to
explain their opinion about the text. Students will learn best by doing
something.
For example:
Researcher : Tujuan dari penggunaan teknik tersebut apa ya bu?
Teacher : Untuk tujuan penggunaan teknik pengajaran bahasa
Inggris yang menekankan reading skill, terutama dalam
menggunakan teknik number heads yaitu membantu siswa
lebih tertarik dalam pembelajaran reading, terutama
pembahasan mengenai short functional text maupun essay
text. Dengan teknik ini siswa lebih mudah memahami teks
dengan berdiskusi antar siswa dalam satu kelompok, dan
mereka lebih percaya diri untuk menyampaikan pendapat
mereka mengenai teks yang dibahas”
(Taken by the interview on February 12, 2016)
B. Teacher’s Roles
Fauziati (2014: 163) states that the teachers’ role as facilitator is giving
feedback. They may analyze the errors and mistakes in student’s works. The
teachers are supposed to give positive reinforcement so that the students
develop their language skills.
Based on the observation, the researcher found that the teacher (Miss
Siti Rofiah, S.Ag.,M.Pd.) played two roles in her English teaching-learning
especially when she used skimming and number heads technique. In
skimming technique the teacher served as instructor and motivator. When she
used number heads technique, she played two roles, namely as an instructor
and source of knowledge.
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Based on the observation, the researcher found that the teacher (Miss
Savri Indiani Soeharno, S.Pd., M.Pd.) played two roles in her English
teaching-learning especially when she used question and answer technique. In
this technique the teacher served as instructor and evaluator. For next
techniques, she used silent reading technique. She played two roles in her
teaching reading as a manager and source of knowledge.
While in the observation, the researcher found that the teacher (Miss.
Sri Widayati) played two roles in her English teaching learning especially
when she used reading aloud technique. In this technique, the teacher served
as a model and evaluator. Then, for her next technique, she used question and
answer technique. She played as an instructor and evaluator.
a. Teacher’s Roles Using the Reading Aloud Technique
The teacher was responsible to teach her students in teaching and
learning process, and she found the purposes in teaching reading to the
students by using the technique. Based on the observation, the researcher
found that the teacher (Dra. Sri Widayati) had two roles in her teaching,
especially when she used the reading aloud techniques. In this technique
the teacher played the roles as modeling, and signs of trouble.
1) Role Modeling
Students spend a great deal of time with their teacher and the
teacher becomes a role model to them. This can be a positive effect for
student’s progress in English learning. The teacher not only teaches
the students, but also to loves and cares for them. Teachers typically
highly respect the students and therefore they became a role modeling
to them.
In this finding, teacher act as a model and demonstrate what she
read. In here, she read an example of the text. Teacher as a model was
who gave inspiration to the students and encouraged the students to
try for greatness. Teachers as model was the teachers who advize and
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guide the students. The researcher found that the teacher as a model
from what she said and guided them.
For example:
(The teacher read the text loudly)
T : “Mr. And Mrs. Rob Anderson, Request the honor of Miss Amalia
Rozaq’s company at the marriage of Michaele Sarah and Saiful
Tugimin, At Al Muttaqin Mosque, Rengging Jepara On Friday,
January seventh, two thousand and seventh, At four pm, And
afterward at Jepara Indah Hotel.”
T : “ok...Fikri please read the text from Mr. till Saiful Tugimin...,
start now”
(Taken from the observation on February 4, 2016)
In this technique the teacher gave an example for the students
how to spell the sentences, after that they repeated for what she said to
them clearly and loudly. So the students listened and practiced based
on the teacher’s explanation. She read some words and explained the
systematic of sentences. It helped them to understand the English
materials.
2) Teacher as Evaluator
Another role played by the teacher was evaluator. Teachers
taught to look for signs of trouble in the students. The teacher acted as
an evaluator means who observed for their understanding about the
material what they learn.
When the teacher requested for them to read about the text, they
must do it, and after they read it, they found some unfamiliar words in
the text, specifically in meaning and spelling of word, she will give
explanation for the students and she make an easy way how to find the
solution of the problem in English material especially in reading skill.
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It builds their capability to learn of English, and they will more
interest of it.
For example:
T : “ok...Fikri please read the text from Mr. Till Saiful
Tugimin..., start now”
S : “Mr. And Mrs. Rob Anderson, Request the honor”
T : “HONOUR”
S : “Request the honor of Miss Amalia Rozaq’s kompany”
T : “COMPANY”
(Taken from the observation on February 4, 2016)
In this technique the teacher gave command about the right
spelling of word read by the student, so they could understand the
right manner to pronounce the word, it resulted good habits to practice
the technique.
b. Teacher’s Roles in Question and Answer Technique
Based on the observation, the researcher found two roles applied by
the teacher in their teaching and learning process by using question and
answer technique, namely teacher as instructor, and evaluator.
1) Teacher as instructor
Teacher as instructor was a teacher who gave order or direction
to the students to read and answer a text. To achieve the purpose of
the lesson, the students paid attention in the teaching and learning
process by the instructor. An affective instructor was focused with the
material in teaching and learning process. Teacher as an instructor
gave direction to the students and the student did what the teacher
said. The teacher read the text and the students listened to teacher.
After she guided the students to read the text, they practiced it
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together, and they answered all of the questions which were given by
the teacher.
Example:
T= attention the slide please! What is the meaning of “when will the
activity be held?”
S= kapan aktifitas itu dilaksanakan?
T= please, looking for the information in the slide! When will the
activity be held?
S= the activity will be held for next month.
(Miss wid , taken from the observation on February 8, 2016)
T : “it is right.., ok Novi pleas answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
(Miss Savri, Taken from the observation on February 17, 2016)
2) Teacher as Evaluator
Teacher as evaluator must be conscious in many factors to
determine the evaluation of student’s task. The teacher gave a topic to
the students; she selected the material based on their capability in
reading lesson. They explained the content of the material and
discussed it together, she gave an example about announcement, and
she acted as evaluator in the teaching and learning process. It means
that after the students completed their task to answer the question, the
teacher gave correction in their answer. She knew the result from the
evaluation.
For example:
T = good, how about holiday camp and the chief of scout?
S = holiday camp is lomba perkemahan, and the chief of scout is
ketua pramuka
T = really?
S = ya bu...
T = your answer is correct but not exact, so the best answer for the
meaning of holiday camp is perkemahan hari libur, very good.
(Miss Wid , Taken from the observation on February 8, 2016)
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T : “it is right.., ok Novi please answer it”
S : “the caution may be found at the dangerous areas in the
following places, EXCEPT... ponds”
T : “really? Ok, no swimming itu tempatnya dimana?,pilihannya kan
beaches, rivers, ponds, bath rooms, jadi yang pasti itu
jawabanya?”
S : “bat room”
T : “you are right”
(Miss Savri, Taken from the observation on February 17, 2016)
c. Teacher’s Roles in Silent Reading Technique
Based on the observation, the researcher found two roles that the
teacher used in silent reading technique when teaching and learning
process, namely teacher as classroom manager, and source of knowledge.
1) Teacher as Manager
Teacher as manager means that the teacher must be able to
manage the classroom activity. The teacher’s role to manage the
classroom activity was that the teachers controlled student’s behavior
to maximize their learning.
The teacher had a role as a leader to manage the classroom
lesson. She controlled the situation and condition in the learning,
especially when she explained the material, and they discussed with
the other in the class. From the role, she gave direction to their
learning.
For example:
Based on the observation, the researcher found that the teacher
managed the classroom activity to maximize the student’s learning.
She made a good control in the learning and she walked one side to
another for seeing their capability and understanding the materials.
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(Taken from the observation on February 18, 2016)
2) Source of Knowledge
The most common role a teacher played in the classroom was
delivering knowledge to the students. Teacher as source of knowledge
means that the teacher had some knowledge in her basic learning,
especially in English. She masters the subject, and if her students
haven’t understood yet the materials, she explained it clearly for them.
It helped the students knew the English lesson clearly. Teachers gave
materials for the students based curriculum used in the school.
For example:
T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution.
Dalam notice biasanya menggunakan kata kerja bentuk
pertama. Missal: come in.
You may come in! what does it means?
T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu dengan
menggunakan “No + V-ing”. For example:
No, smoking!
No, swimming!
T= Ciri-ciri yang ketiga yaitu biasanya menggunkan kata-kata
seperti berikut: Nobody, No allowed, etc.
T = so, just remember our material and please remember some tips
to know that is notice or caution.
(Taken from the observation on February 18, 2016)
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(Taken from the observation on February 18, 2016)
d. The Teacher’s Roles in Skimming Technique
Based on the observation, the researcher found two roles that the
teacher used in skimming technique in teaching and learning process,
namely teacher as instructor and motivator.
1) Teacher as Instructor
The role as instructor was the important thing in achieving the
objective of teaching-learning process. The teacher acted as instructor
which means that the teacher gave an instructed to the students to find
the answer of the text using skimming technique. She guided the
students how to find the main point in the material and the students
understood it. The students gave their opinion on the discussion team
and answering the question given by the teacher.
For example:
T : “and then, number 10.., jangan kaget lihat text yang panjang,
kamu bisa lihat sekilas dengan teknik skimming serta purpose dari
text tersebut”
S : “ok mom”
(Adapted from the observation on February 5, 2016)
T : “ok, number three..., don’t forget to look for the key word. It is
the point in communicative purpose, biasanya tujuan dari sebuah
text. are you finish?”
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S : “not yet...”
(Taken from the observation on February 5, 2016)
2) Teacher as Facilitator
Teacher as facilitator means that the teacher helps the students to
achive the goal of lesson using media in learning process. The teacher
guided the students from the beginning of the lesson until closing. The
teacher improved their own ability of learning with appropriate
materials in reading section. The teacher guided the students to be
more active, creative, and develop their skill. She made an interesting
lesson using a video of English, pictures, laptop, and speaker based on
the material.
For example:
T : “ok, one of you may help me to turn on of the LCD”
S : “ok mom...”
(Taken from the observation on February 5, 2016)
Researcher : Fasilitas apa saja yang ibu gunakan untuk memotivasi
siwa agar antusias dalam mengikuti pelajaran?
Teacher : Biasanya saya menggunakan LCD mbak, disana saya
kadang menampilkan materi yang akan saya sampaikan,
video, gambar, text maupun contoh percakapan singkat.
Kadang juga saya memutar lagu untuk teknik yang
menggunakan sebuah lagu. Dan fasilitas yang lain
terdapat lab bahasa dalam mendukung kemampuan siswa
terutama di listening skill.
(Taken from the interview on February 2, 2016)
e. The Teacher’s Roles in Number Heads Technique
The teacher chose suitable text, selected a task to develop the
student’s reading skills, and the teacher gave explanation before they
read the text. Based on the observation, the researcher found two roles
applied by the teacher in their teaching and learning process by using
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number heads technique, namely teacher as instructor, and source of
knowledge.
1) As an Instructor
The teacher as an instruction means the teacher had a
responsibility to give direction for the students in their learning
process. They learned the material about reading section. They read
the text intensively to understand the text and they improved their
capability in reading skill. So, the teacher gave the assignment to
develop their reading skill, and they were confident to explain their
opinion.
For example:
(The teacher guide the students about the reading comprehension
lesson which they don’t understand it with walking in one side to
another)
T : “ok, are you finished?”
S : “not yet mom...”
T : “you can see in your book (success of national examination)
about notice page 35”
(Taken from the observation on February 2, 2016)
2) Source of Knowledge
The most common role a teacher plays in the classroom is
delivering knowledge to the students. She master the subject, and if
her students could not understand yet of the materials, she explained it
clearly for them. The teachers gave material and an exercise to the
students; they found some problems in reading the text, especially
when they found unfamiliar word. The teacher helped the students to
know the meaning for each word in the text.
For example:
S : “how about “in danger”?”
T : “in danger means terancam punah”
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(The teacher wrote about infamous vocabulary in white
board, such as “endanger: terancam punah, enormous: very
big, superb: very good or interesting, funeral: burying, time
table: schedule).
(Taken from the observation on February 2, 2016)
Table 4.2teacher’s roles in classroom techniques used in teaching reading skill
No. Teacher’s roles Reading
Aloud
Question
and
Answer
Silent
Reading
Skimming Number
Heads
Technique
1. Role modeling V
2. Signs of trouble
3. Teacher as manager V
4. Teacher as instructor V V V V
5. Teacher as evaluator V
6. Teacher as source of
knowledge
V V
7. Teacher as facilitator V
C. Student’s Roles
Student’s role is important supporting in teaching and learning process.
The students have responsibility in learning process in the class, both
individual and group. The students also have an obligation in their
development of learning. According to Johnson and Paulson (1979) in
Richard (2001) student’s roles in an individualized approach to language
learning are planning their own learning program, engaging monitoring and
evaluating their own progress, learners tutoring other learners, engaging
actively in learning, having and interaction with peers and teacher, presenting
and discussing.
Based on the observation in reading aloud activities used by the teacher,
the researcher found that the students played two roles in their learning
activities such as: in reading aloud technique, the students as monitor and
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evaluator their own progress and students as participant. While in question
and answer technique, the students played two roles as monitor and evaluator
their own progress, and tutor for the other students. In silent reading
technique, the students had roles as learner learn from the teacher, and
member a group and interacting with others. In skimming technique, the
students played two roles as member a group and interacting with other and
showing respect. Innumber heads technique, the students played two roles as
active in learning and students learn from the teacher and other sources.
a. Student’s Roles in Reading Aloud Technique
Student’s role is one of factors that support in teaching and learning
process. In the classroom, the students were participating in learning.
Students expressed what they know in the material. Based on the
observation in the 7E class, the researcher found two student’s roles, as
follows:
1) Learners Monitor and Evaluator Their Own Progress
The students learned English material in the school, they
monitored for their own self, especially their ability in understanding
of English material. Based on the observation, they had an
opportunity to show their capability and they presented their result to
speak up in the class. They spoke loudly and clearly, to evaluate their
own progress in knowing the point of view, meaning of unfamiliar
words, containing of sentences, and pronouncing of the word. There
were some progresses in English lesson.
For example:
T : “ok...I will ask you again for what is invitation letter?”
S : “in English or Indonesia mom?”
T : “kalau bisa in English, tapi belum bisa in Indonesia juga
tidak apa-apa”
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S : “invitation letter is a simple written to invite or request the
presence of an individual or groups”
T : “very good”
(Taken from the observation on February 4, 2016)
2) Students as Participant
Student as participant means that the students followed the
appropriate command instruction from the teacher.
For example of this activity:
Teacher = Good, thrash is similar to rubbish. Silakan ditulis
kata-kata yang belum kalian ketahui dan catat di buku
catatan. Jangan malu jika kalian menulis banyak,
Karena itulah kemampuan kalian Usahakan belajar
lebih giat lagi.
Teacher = Abimas, please repeat again?
Abimas = We are prohibited to throw the thrash anywhere. We
must throw the trash into the trash bin.
(Taken from the observation on February 4, 2016)
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b. Student’s Roles in Question and Answer Technique
Based on the observation, the researcher found that the student’s
roles in this technique were students as monitor and evaluator for their
own progress and as tutor for the other students.
1) Students as Monitor and Evaluator for Their Own Progress
Students monitoring their own progress in teaching and learning
process, they controlled their learning in the class; they knew their
progress in understanding in the materials. It helped them to be more
interested in the lesson, because they paid attention in their studying
of English. They evaluated their progress through their result in
teaching and learning activity. The students were monitoring their
own learning. It was a step to know their capability in learning of
English material explained by the teachers. They answered all of the
questions correctly, after that, they received high score and if they
could not answer it, they would get low score. When they got low
score they should more study hard to understand in the materials and
they would answer all of the questions easily.
For example:
T : “ok, tempatnya dmana?”
S : “di kolam renang”
T : “apaiya, masak dikolam renang dilarang berenang, coba
diperhatikan lebih detail!”
S : “oh...ya...,, di pantai”
(Miss Savri, Taken from the observation on February 17, 2016)
2) Students as Tutor for the Other Student
Student as tutor for the other students mean that the student
guides their friend if they don’t understand of the material. Students
became a tutor for the other students. They should understand the
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material which they learned. The process gave an opportunity for the
students until they understand the material, most of us said that the
student was smart, so the smarter student helped their friend to
achieve the goal of lesson by discussed to find the correct answer.
For example of this activity:
T : “ya, biasanya ada penambahan beberapa kata yang diperjelas
atau juga bias berupa gambar, for the question, the following are
the notices, except?,
S : “bu, except itu apa?”
T : “anybody know what the meaning of except?”
S : “kecuali mom”
T : “very good, kecuali....”
(Miss Savri, taken from the observation on February 17, 2016)
c. Student’s Roles in Silent Reading Technique
Based on the observation, the researcher found that the student’s
roles in this technique are students as learner learn from other sources,
and member of group.
1) Learners Learn from the Teacher
Source of knowledge is not only from course book but also from
their teacher, media, and their friends in the class. They opened their
mind to receive anything which concerned their learning in school.
They should be active to learn English material, especially in their
reading skill. During teaching and learning process, the students paid
attention when the teacher explained the material. The teacher
explained “caution and notion”, and the students always focused to
listen and write in teacher’s explanation. They received more
knowledge. This activity, they got some information, and sometimes
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they asked her when they didn’t understand it. Then she explained it
clearly.
For example:
T = Perhatikan, ada beberapa ciri-ciri sebuah notice atau caution.
Dalam notice biasanya menggunakan kata kerja bentuk
pertama. Missal: come in.
You may come in! what does it means?
T= Ciri-ciri sebuah notice dan caution selanjutnya yaitu dengan
menggunakan “No + V-ing”. For example:
No, smoking!
No, swimming!
(Miss Savri, taken from the observation on February 17, 2016)
2) Learners are Member a Group and Learn by Interacting with
Others
Based on the observation, the students are member a group to
discuss and learn with the others which means that the students were
active in all activities when teaching-learning process. The students
followed the group to interact and discuss in learning process. They not
only interacted with the teacher but also with their friends. From it they
received correct answers all of the questions. They made a good team
work to finish their duty which given by the teacher. After that, they
presented their result in front of the class. For example:
(Taken from the observation on February 17, 2016)
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d. Student’s Roles in Skimming Technique
Based on the observation, the researcher found that two student’s
roles in this technique are students as member a group and interaction
with other, and showing respect.
1) Learners are Member a Group and Learn by Interacting with
Others.
Students as member a group mean the students who are active in
their group when teaching-learning process. The students followed the
appropriate command instruction in learning process. The teacher
acted as group organizer who gave direction to the students. The
students acted what the teacher’s said to them, especially to discuss in
team work. Discussion team consisted of some students. They were
four students or more to solve the problem made by the teacher. They
had a good team work to discuss the task and they interacted with
other. It was a good habit for them to make a good relationship,
sharing, and finding answer together.
For example:
(Taken from the observation on February 5, 2016)
2) Showing Respect
The students showing respect in the lesson mean that the
students contributed in teaching and learning process to achieve the
goal of English lesson. It was interesting learning for the students,
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they focused to learn the English material in reading skill, showed
respect in teacher’s explanation, such as raising a hand to permit
answering the questions that given by the teacher. Being attentive,
listening, discussing, and focusing are talking about demonstrate a
respect for the lesson.
For Example:
(Taken From the Observation on February 5, 2016)
e. Student’s Roles in Number Heads Technique
Based on the observation, the researcher found that the student’s
roles in this technique were students as engage actively in learning and
the students learn from the teacher and other source.
1) Student be Active in Learning
Student is active in teaching and learning process which means
that the students followed all activities in the classroom. They focused
on the teacher’s explanation, and wrote the material in their notebook,
because it was important for them to remain it. The teacher made team
work in learning process, they were active to discuss with other and
present their opinion. The students thought to answer all of the
questions. They had some assignment in the class. The important
thing is that they are active in learning. The teacher gave a text for
them, and then they read the text, understanding of material,
answering question, and explaining the conclusion in the text.
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For example:
S : “mom...., I want to try answer it, that “to forgive someone to
use the bicycle”
T : “next...,, you....the answer is?”
S : “A mom...”
T : “is it correct?”
S : “yes mom....”
T : “ok, good...Thanks full....you can sit down...,,,”
(Taken from the observation on February 2, 2016)
2) Learners Learn from the Teacher and Other Sources.
Based on the observation, the students learned from their
teacher’s knowledge and the other sources of knowledge. It implies
that the students learned English material were not only from their
course book but also they received the knowledge from the other
sources, such as: their environment, teacher’s knowledge, movie, or
the other media which used by the teacher, it was acquisition media to
support their studying, from it they had a sources of information to
answer the assignment. They understood the materials to finish the
assignment which given by their teacher. After that they collected
their result.
For example:
T : “any unfamiliar words?”
S : “foot page bu...”
T : “foo page, it means jalan setapak”
T : “you can look for the communicative purpose of the book,
kemudian jenis teksnya apa, dan tujuan teksnya...”
(Taken from the observation on February 2, 2016)
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T : “ok, are you finished?”
S : “not yet mom...”
T : “you can see in your book (success of national examination) about
notice page 35”
(Taken from the observation on February 2, 2016)
Table 4.3 student’s roles in classroom techniques used for teaching reading
No. Student’s roles Reading
Aloud
Question
and
Answer
Silent
Reading
Skimming Number
Heads
Technique
1. Show respect V
2. Monitor and evaluator V V
3. Students as participant V
4. Tutor for other students V
5. Learn from the teacher
& other sources
V V
6. Member a group V V
7. Actively in learning V
E. Instructional Material
Learning is the process that needs any kind sources to support in
studying. Instructional material is the source of learning. The students used it
as facilitation in studying so there are more effective and efficient. The
function of Instructional material is defined as all materials support the
language teaching and learning process in order to reach the goal of the
teaching and learning itself.
The imported of instructional material is to develop student’s knowledge,
abilities, and skills; beside that it is as monitor their assimilation of
information, to contribute their overall development, to sustain student’s
interest, to give explanation to the students in class, and to share their
experiences necessary for new learning. The material is easily updated and
adjusted to match the resources of the school.
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Based on the observation, the researcher found that the instructional
materials used by the teachers in teaching and learning process in classes 7E,
8C, and 9B at MTs N Surakarta II in 2015/2016 academic year. Here the
researcher showed the finding by focusing on the kinds and the roles of
instructional materials.
a. Kinds of Instructional Material
Based on the observation, the researcher found three kinds of
instructional material that used in teaching and learning process. There are
visual materials such as textbook, picture in course book, and slide in power
point.
1) Textbook
The textbook is a source of material used by the teacher in every
teaching and learning process. Based on the observation, the teacher and
the students used the book from Platinum Publisher 2013 entitled
“Passport to the world 1, A Fun and Easy English Book for Grade VII of
Junior High Schools” scientific approach, 2013 curriculum book, and
“Passport to the world 2, A Fun and Easy English Book for Grade VIII of
Junior High Schools” scientific approach, 2013 curriculum book, and
dictionary. From the reason, English Teacher chooses those books
because curriculum in the school used scientific approach, so those books
are relevant with the curriculum and syllabus.
English material topic for first grade in second semester are
greeting card, invitation latter, announcement, caution, and short notice,
English material topic of second grade semester are caution and notion,
and English material for third grade are the communicative purpose of
descriptive, report, recount, narrative, procedure, and short functional
text.
For example:
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(Taken from the observation on February 2, 2016)
2) Picture in the Course Book
The English teaching and learning process in 7E, 8C, and 9B at
MTs N Surakarta II in 2015/2016 academic year not only used textbook
but also picture in the course book to develop student’s knowledge. The
teachers used a picture for stimulating the students’ knowledge and
increasing the student’s enthusiasm in teaching and learning process. The
picture was taken from students’ course book, such as the picture used by
teacher in the learning process as instructional material in greeting card,
invitation latter, announcement, caution, and short notice, etc.
3) Slide in the Power Point
This era most of teachers used laptop, LCD or the other electronic
instrument in their meeting in the class. They used it for showing the
material in various method such as showing video, film, picture, or slide
materials in power point. Based on the observation, the teachers used
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slide power point to deliver greeting card, invitation latter,
announcement, caution, short notice, descriptive, report, recount,
narrative, and procedure texts. It is useful and effective in the learning
process.
For example:
(Taken from the observation on February 2, 2016)
b. The Role of Instructional Material
Based on the observation, the researcher found some roles and kinds
of instructional material that used at MTs N Surakarta II for 7E, 8C, and 9B.
The researcher found the role of instructional material in teaching of English
Reading skill in the school, such as: 1) as a source of activities for learner
practice and communicative interaction, 2) source of stimulation and ideas
for classroom language activities, 3) as a reference source for learners on
grammar, vocabulary, pronunciation, etc.
1) As a Source of Activities for Learner Practice and Communicative
Interaction.
In teaching and learning process demands all students centered in
the learning. It means that the students must be active and develop their
knowledge by themselves. Teacher usually asked the students to do
exploration before explaining the material. In exploration the student
usually observed the material on their hand book or teacher showed some
videos in those activities. The students tried to study independently
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without helping from their teacher. It made them to find what the
objective of the material. The students also can study at home with their
English material book. It helps them to keep remembering the material
when they studied in the class. It is not only about grammar but also
picture. It could be source for students practice and communicative.
2) As a Source of Stimulation and Ideas for Classroom Language
Activities
Teachers need instructional material in teaching learning process as
a source of stimulation and ideas for classroom activities. In this role, the
instructional material is as a source of students exercise. It aims to
increase student’s ability to apply after studying. In their hand book,
every unit had exercise for students to know how far they mastered the
material. It is important to develop student’s skill and understand the
material. It was a media for students to solve the exercise and the teacher
made it as activity in the class and at home.
The teacher often gave the students to do exercise on their English
Book. The teacher gave the assignment after explaining the material to
know student understanding. Based on the observation, the teacher gave
assignment to do exercise from their English book or the other sources
like showing questions in power point slide.
For example:
Choose a, b, c, or d as the best answers!
Dear Kartika :
• Our sincere Congratulation your success as The Best Washington
City Journalist 2015.
• This will support you to write more articles.
The manager and staff are in Moonlight Publisher.
1. The Text is written in order to ......
A. Congratulate Kartika on her success
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B. Inform people about the best journalist
C. Tell people to congratulate Kartika
D. Invite people to come to the Moonlight Publisher.
(Taken from the observation on February 2, 2016)
(Taken from the observation on February 2, 2016)
3) As a Reference Source for Learners on Grammar, Vocabulary and
Pronunciation and So On.
In teaching and learning process, the students have the reference
about knowledge of English. It is possible to all students to find the new
knowledge of grammar, vocabulary, pronunciation, and so on. By using
the English book and worksheet, they could search and learn material
well. They could find the explanation of English knowledge in their
books. By using English material books, the students easily got new
knowledge of grammar, vocabulary, genre of text, pronunciation and so
on.
For example:
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(Taken from handbook “Passport to the World” page 153, unit 8)
B. Discussion
Based on the research finding, the researcher discusses the finding of the
classroom techniques that used in reading activities at MTs N Surakarta II in
2015/2016 academic year. There are some components that the researcher
discusses such as classroom techniques used in reading skill, the purpose for
each classroom techniques used in reading skill, the teacher’s roles for each
classroom techniques used in reading skill, the student’s roles for each
classroom techniques used in reading skill, and the instructional materials in
classroom techniques used in reading skill.
While in the research finding, the researcher discusses the result finding
according to the previous finding and theory. First, the researcher found that
this research completes the finding before, because the study focuses on the
process of teaching and learning of reading skill in Junior High School. Second
the researcher compares this finding to the theory, such as: theory of classroom
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techniques in teaching reading skill, teacher’s roles, student’s roles, and
instructional material. The researcher applied these techniques because those
are suitable with the research finding from the writer’s observation of teaching
reading.
The researcher found a similar study but still have differences. In this
finding, the researcher focuses on the teaching reading technique by the
teachers at MTs N Surakarta II in 2015/2016 academic year. In the finding, the
researcher found some techniques which used by the teachers to teach English
reading, such as: reading aloud, question and answer technique, silent reading,
skimming technique, and number heads, and the purposes from each classroom
techniques. Besides that, the teachers have roles in the teaching and learning
process, such as: Teacher as role modeling is who gives inspiratory to the
students, the teacher as signs of trouble means who taught to look for signs of
trouble in the students, the teacher as manager means that the teacher manages
all of activities in the classroom, teacher as instructor means who gives
direction to the students, teacher as evaluator means who makes correction of
student’s answer, the teacher as facilitator means the teacher gives facility in
learning process with creating an interesting lesson, teacher as teaching
knowledge means the teacher plays in the classroom to teach knowledge for the
students, the researcher also founds some student’s roles in the learning, such
as: showing respect, learners as monitor and evaluator for their own progress,
learners plan their own learning, students as tutor for the other students,
students as learner learn from the teacher and other sources, learner are
member a group and interacting with other, and students as actively in learning.
First previous finding, the researcher compares with previous finding. In
this case, the researcher agrees with the previous finding written by Rahayu. In
her finding, she found several techniques to promote student’s participation
such as reading aloud by the students and reading aloud by the teacher. Beside
that the teacher has roles as a facilitator who facilitates the teaching-learning
process, as an organizer who organizes the condition of the classroom, as a
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counselor who helps the students to solve the difficulties, and a guiding who
handles teaching-learning process, while in the classroom activities, the
students have roles as a communicator means who communicate with other
students in discussion, and as a planner means who is responsible to their
achievement.
In the current finding in line with the Rahayu’s result, there are teacher’s
roles, and student’s roles. In Rahayu’s work found reading aloud, it same with
the researcher’s finding, but the researcher found classroom techniques in
reading skill more than reading aloud, such as question and answer technique,
silent reading, skimming, and number heads. While in teacher’s roles which
found in Rahayu’s work are teacher as facilitator, counselor, organizer, and
guiding. For the results in the researcher’s finding of teacher’s roles have
similar but still have differences, such as teacher as modeling, signs of trouble,
manager, instructor, evaluator, source of knowledge, and motivator. The
student’s roles in teaching and learning process which found by the researcher
are not only as a communicator and planner but also showing respect, learners
as monitor and evaluator for their own progress, students as tutor for the other
students, students as learner learn from the teacher and students learn from the
other sources, and students as actively in learning.
Second previous finding is written by Utami, the technique used by the
teacher is ICARE. It is an instructional model abbreviated from introduction,
connection, application, reflection, and evaluation. This result of the Utami’s
finding have not similar with the researcher’s finding. In Utami’s result found
ICARE as technique in teaching reading than in the researcher’s result found
some techniques in teaching reading such as reading aloud, question-answer
technique, silent reading, skimming, and intensive reading. That are really
different finding with previous study, and the Utami’s results did not find
teacher’s roles and student’s roles, she only found the problems faced by the
teacher and the strategies to overcome the problems.
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Third previous finding of Ahsan’s work found that the techniques in
teaching reading were reading aloud and KWLH technique, that were similar
with the researcher’s finding. In the researcher’s findings are not only reading
aloud but also silent reading, question and answer technique, skimming, and
number heads. In Ahsan’s work also found the procedures of teaching such as
pre-reading, while-reading, and post-reading, in researcher’s result has not
found of it but she found the purposes for each classroom techniques, teacher’s
roles, student’s roles, and instructional material in teaching reading.
In fourth previous finding of Revellia’s study there are four techniques
implemented by the teacher namely reading aloud, oral repetition, answering
question and dialog conversation. The objective in reading aloud is students be
able to respond the text which read out by the teacher. The objective in oral
repetition is an effective way to solve problems faced by the students in
learning pronunciation. The objective in answering question means students
understand to identify main point of the text, and the objective in dialog
conversation is students’ character more confident. The teacher’s roles in the
techniques are the teacher as model, instructor, evaluator, and motivator. The
student’s roles in the techniques are the students as participant, monitor,
evaluate their own progress, tutor for the other students, monitor to the
development for their own abilities.
The fifth previous finding is Prakusumasari’s works, it founded story
mapping technique as his technique in teaching reading of narrative text. In her
research, she used descriptive qualitative. There are some results in the
research finding such as the story mapping technique which gives positive
impact in teaching reading of narrative text, story mapping technique helps the
students to compare the content of narrative text easily, story mapping
technique helps them remembering the important content of reading narrative
text, the students can be able to analyze the generic structure of the text, and
they are more interested in teaching and learning activities.
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Based on the finding above, the researcher wants to make a similar study
but still have differences. In this study, the researcher focuses on the classroom
techniques used by the teacher in the teaching reading at MTs Negeri Surakarta
II. The researcher concluded that some techniques used by the teacher in the
teaching of reading in the school are suitable with the theory of reading aloud,
question and answer technique, silent reading, skimming, and number heads.
Second, the researcher concludes some techniques that used by the
English teacher at MTs N Surakarta 2 are suitable with the theory of reading
aloud, question and answer technique, silent reading, skimming technique, and
number heads. Classroom technique is “implementation which actually takes
place in a classroom. It is a particular trick, strategy, or contrivance which used
to accomplish an immediate objective, Selinger (1972) states that skimming
technique is one of classroom techniques in teaching reading. Skimming
involves getting information with giving direction eyes to quickly across
sentence and it used to get simple information. The aims using the technique
are the students get the main idea of text quickly by skimming in long text,
and it is a reading habit for more conductive in reading of text.
(Celce murcia, 2004: 6) states that there are some kinds of classroom
techniques in reading skill, one of those is question and answer technique, it is
a form of active learning that has a place within any classroom activity.
Questions asked by the teacher in order to students more fully participation in
lesson and guide them to understand of course material. Question asked by
students means a chance to clarify material and they give feedback for the
teacher. The aims using the technique are the students can be able to identify
main point of text, knowing the meaning of unfamiliar words and builds their
confidence to answer all of the questions.
According to Wallace (1996: 54-56), there are two techniques for
teaching reading as follow: reading aloud states that Students take turns
reading sections of passage, play, or dialog out loud. The teacher uses gestures,
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pictures, regalia, examples, or other means to make the meaning of the section.
The aims using the technique are helping the students understanding about how
to pronounce for each word and developing reading habits.
Silent reading is reading without pronouncing words out loud. It is
reinforcing the readers to find out the meaning of the words. It doesn’t have to
pay attention in pronunciation of every single word when they read. The aim
using the technique is the students concentrate in reading activities.
Based on the statement the researcher concludes that the teacher used
some techniques in teaching English reading skill are correspond with Selinger
(1972), Olsen and Kagan (1997: 17), Celce murcia(2004: 6), and Wallace
(1996: 54-56).
Based on research finding, there are seventh teacher’s roles that found in
the learning process in 7E, 8C, and 9B at MTs N Surakarta 11 in 2015/2016
academic year. Teacher’s role as modeling means the teacher is not only to
teach the children, but also to love and care for them. Teachers are typically
highly respected for students in the community and therefore become a
modeling role. Teacher as a sign of trouble means Teachers are taught to look
for signs of trouble in the students. Teachers are required student’s problem.
Teacher as manager means the teacher manage the classroom procedure and
request the students to follow every classroom procedure in the teaching and
learning process. Teacher as instructor means the teacher who gives direction
to the students in the teaching and learning process. Teacher as evaluator
means the teacher must be conscious in many factors to determine the
evaluation of student’s task. Teacher as source of knowledge means the teacher
explains clearly about the material in the learning process based on his
knowledge.
Meanwhile based on Richard and Lockhart (1994:105) states that
teacher’s roles in teaching and learning process, such as:
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1) Planner. The teacher plans learning activities as fundamental to success
in English lesson.
2) Manager. The teacher organizes the teaching and learning process.
3) Inquiry controller. A central task for the teacher is to maintain the
quality of language use in the classroom.
4) Group Organize. The teacher controls learning process in students work
cooperatively on group task.
5) Facilitator. The teacher facilitates students’ needed in learning process.
6) Motivator. The teacher motivates student’s confidence and interest in
learning.
7) Empowerer. The teacher tries to take as little control or direction over
the lesson as possible and lets the students make decision about what
they want to learn it in team member.
8) Team member. The teacher and all the students in the class constitute a
team and should interact like member of team.
9) As an instructor, they are people who give order or direction to the
students.
Based on Dykstra (1978:4) states that teacher’s roles in teaching and
learning process, such as: teacher as teaching knowledge, creating
classroom environment, role modeling, mentoring, signs of trouble
The researcher found the teacher’s roles at MTs N Surakarta II are as
role modeling, signs of trouble, manager, instructor, evaluator, facilitator,
teaching knowledge, and motivator. Based on the statement, the researcher
concludes that learning objective of teaching English reading skill is in line
with the theory from Richard and Lockhart, and Dykstra.
Based on the research finding, there are ten students’ roles in 7E, 8C,
and 9B at MTs N Surakarta II in 2015/2016 academic year. Those roles are
1) the students as showing respect means the students can contribute in
learning activities. 2) The students as monitor and evaluator for their own
self means Students monitor their own progress in teaching and learning
process, and then they evaluate their progress through their result. 3) the
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students as learners plan their own learning program means students plan
their own learning, it is their responsibility for what do in their classroom.4)
the students as tutor for the other students means they guide their friend if
they do not understand yet about the material. 5) students as learner learns
from the teacher, the other students, and the other sources means the
students can learn from their teacher’s knowledge, text book, movie, or the
other media which used by the teacher. 6) The students as member a group
means they make a good Tim work to discuss the question and they interact
with other. 7) The students as actively in learning means the students answer
all of the questions which given by the teacher, it is the important think that
they should active in learning.
According to Johnson and Paulson (1979) in Richard (2001) learner’s
roles in language learning as follows:
1) Learners plan their own learning program and this ultimately assumes
responsibility for what do in the classroom.
2) Learners monitor and evaluate their own progress.
3) Learners are member a group and interact with others.
4) Learners tutor other learners
5) Learners learn from the teacher, from other students, and from other
sources.
Based on the discussion above, the researcher concludes that the
learner’s roles in teaching and learning of English Reading skill are in line
with theory from Johnson and Paulson (1979) in Richard (2001).
Based on research finding, instructional material generally is the
source of learning. Instructional material is all of materials support the
language teaching and learning process order to reach the goal of the
teaching learning itself.
The researcher found some instructional materials during teaching and
learning process at 7E, 8C, and 9B at MTs N Surakarta II in 2015/2016
academic year. The teachers used text book, picture, and slide. They used
the material of English teaching based on the syllabus, and printed material
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which taken from some books, such as Platinum Publisher 2013 entitled
“Passport to the world 1, A Fun and Easy English Book for Grade VII of
Junior High Schools” scientific approach, 2013 curriculum book, and
“Passport to the world 2, A Fun and Easy English Book for Grade VIII of
Junior High Schools” scientific approach, 2013 curriculum book.
The kinds of Instructional Materials (Richards, 1990: 1):
a) Printed materials such as (books, workbooks, worksheets or readers.
b) Non-printed materials such as (audio materials, videos or computer-based
materials).
c) Materials that comprise both printed and non-printed sources such as
(self-access or self-study, materials on internet).
d) Additional materials not designed for instructional use such as
(magazines, newspapers, TV materials).
Cunningsworth (1995: 7) states that course books are best seen as a
resource in achieving aims and objectives that have already been set in
terms of learner needs. Course books or materials have multiple roles in
English Language Teaching and can serve as:
a) A resource for presentation material (spoken and written).
b) A source of activities for learner practice and communicative interaction.
c) A reference source for learners on grammar, vocabulary, pronunciation.
d) A source of stimulation and ideas for classroom language activities.
e) A syllabus (where they reflect learning objectives which have already
been determined).
f) A resource for self-directed learning or self-access work.
g) A support for less experienced teachers who have yet to gain in
confidence.
Based on the research finding, the researcher found that some roles of
the instructional material, such as: 1) As a source of activities for learner
practice and communicative interaction, 2) As a source of stimulation and
ideas for classroom language activities, 3) As a reference source for learners
on Grammar, vocabulary and pronunciation, etc. Based on these statements,
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the researcher concludes that the role of instructional material is
corresponding with theory from Cunningsworth (1995: 7).
No. Aspects Theory
1. Classroom techniques in
teaching reading
Selinger, Olsen and Kagan, Celce
Murcia, and Wallace.
2. Teacher’s roles Richard and Lockhart, and Dykstra
3. Student’s roles Johnson and Paulson in Richard
4. Instructional material Cunningsworth