I Gede Arga Anggara_0203515026_Analysis of Teacher Teaching Practice

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ANALYSIS OF TEACHER TEACHING PRACTICE AT A JUNIOR HIGH

SCHOOL

An Observation of The Eight Grade Students at SMP N 1 Kandeman

in The Academic Year of 2015 / 2016

A Mini Research Project

Submitted in partial fulfilment of the requirements

for the final assignment of Theories in Language Teaching and Learning

by

I Gede Arga Anggara

0203515026

STATE UNIVERSITY OF SEMARANG

GRADUATE SCHOOL PROGRAM

2015



CHAPTER I

INTRODUCTION

A. Background of the Study

The globalization era impacts the need of mastering English rapidly. People

use this language as the tool of communication which has an important role to

reveal an intention to someone else through the spoken or written form. Spoken

form helps people to communicate with others by speaking, while written form

holds them to communicate others through writing.

Based on the School Based Curriculum 2006, it is assumed that the process of

teaching and learning English in junior high school is expected to develop the

students’ language skills on listening, speaking, reading, and writing. Therefore,

they will get ability to communicate both in oral or written language in any certain

purposes situations. Related to that, Hyland (2002:53) states that a person tends to

be viewed as literate if they have the ability to manipulate a set of discrete, value-

free which include the process of encoding and decoding meanings, manipulating

writing tools, perceiving shape – sound correspondences, then they are acquired

through formal education. Nevertheless, he also proposes in Harmer (2007:325)

that the view of literacy has changed in the last few years so people look literacy

as the complex context in social situation. A person is considered as literate if he

or she can read and write in certain situations for certain purposes. As the result,

the literacy shall be reflected to the people’s understanding of some genre – type

of text in certain situations and certain purposes – when they read and produce

some kind of texts.

Based on the observation, there were still found some problems that could be

identified during the process of teaching and learning reading process. The first

problem is students’ motivation. They are mostly passive in teaching and learning

reading process. Once the teacher gave them opportunity to ask question or to

answer question, they kept on silent. Only few of them participate in class. The

second problem is the interaction. The teacher had given opportunities to the

students for engaging themselves during reading class such as doing group or pair

work and presenting their work to her. Nevertheless, there was a lack of



communication among the students to discuss and to finish the given task. The

third problem is the use of media in teaching learning reading. When presenting

the reading text input material, the teacher sometimes wrote the text in the

whiteboard or presented in power point. However, she did not design these media

well to motivate the students in reading. The last problem is the sequenced

following reading activities. When conducting teaching reading, the sequenced

following reading activities were just presenting reading text material, discussing

the meaning and language features, and then doing working group discussion to

answer the given questions related to the text. She did not link the reading activity

to other skills.

In order to be successful in teaching practice, the teacher needs to consider

some factors which are possible influencing the learning process in class. They

include teaching principles, approaches, techniques and, methods applied to the

teaching and learning English process. The use of these terms mentioned before

are expected to be applied in order to make the students active participating and to

make the effective teaching learning process.

Regarding to these matters, this paper aimed to describe and to analyze the

teacher teaching practice to the eight grade students at SMP 1 Kandeman related

to what teaching reading principles, approaches, techniques and, methods

employed. In addition, the effectiveness of using these terms in class and existed

problems occur during teaching learning reading process are also been observed.

B. Research Questions

This research focuses to find out the answers of the following questions:

1.

What are teaching reading principles, approaches, techniques and, methods

employed in teacher teaching practice to the eight grade students at SMP 1

Kandeman?

2. Are teaching reading principles, approaches, techniques and, methods

employed in teacher teaching practice to the eight grade students at SMP 1

Kandeman effective?

3. What are the problems that may still occur in teacher teaching practice in the

eight grade students at SMP 1 Kandeman?



C. Objectives

Based on the research questions, thee objectives of this observation are:

1. To describe teaching reading principles, approaches, techniques and,

methods employed in teacher teaching practice to the eight grade students

at SMP 1 Kandeman.

2. To analyze the effectiveness of teaching reading principles, approaches,

techniques and, methods employed in teacher teaching practice to the eight

grade students at SMP 1 Kandeman.

3. To describe and evaluate the problems that may still occur in teacher

teaching practice in the eight grade students at SMP 1 Kandeman.

D. Significances of the Study

This study is expected to give some advantages to some parties

1.

For the school principal of SMP N 1 Kandeman, the result is expected to

become the good inputs for evaluation of teacher teaching practice.

2. For the English teacher in SMP N 1 Kandeman, the result will be the

reference how to employ teaching reading principles, approaches,

techniques and, methods in teacher teaching practice to the class properly.

3. For the researcher, the result will give the experience for the researcher on

how to employ teaching reading principles, approaches, techniques and,

methods in teacher teaching practice to the class properly.



CHAPTER II

Literature Review

a. Teaching and Learning English in Junior High Schools

1) Teaching Teenagers

The junior high school students can be classified as teenagers. Harmer

(2007:83) states that the search of identity becomes the important points to give

them challenge. As the result, teenagers are considered having big capacity to

learn, creative, and a passionate commitment of things, interested in. These

characteristics affect the teaching learning process in class hence the teacher

should consider in accommodating the teenagers’ need based on their

characteristics mentioned formerly. In addition, Leegutke (2010) suggests some

ways in accommodating this teenagers’ need namely, (1) teachers should search

appropriate topics, tasks, and texts used in teaching learning process, (2) students

are provided some supporting learning resources material by the teacher during

teaching and learning process, (3) some supporting meetings can be done for the

students in order to test their language abilities beyond the world of the classroom,

and (4) teachers should think of some appropriate actions for the students such as

in decision making and negotiation of classroom procedures.

2) The Teaching of Reading

a. Reading Skills

Reading is classified as a receptive skill however it does not define that reading

is a passive activity. Spratt, Pulverness, and Williams (2005:22) states that some

activities have been involved in the brain for example (1) understanding the text at

the level of letters, words, and sentence, (2) understanding cohesion and

coherence, (3) understanding various kinds of text, relating the text to the

knowledge of the world, making sense of the text and using appropriate sub skill

when conducting reading activities. Furthermore, they also add that the reading

subs skills employed by people are determined through the reason on why they

read. Especially, there are some subs skills of reading that can be used for

different reading. They are: reading for specific information or scanning, reading

for gist or skimming, reading for detail, extensive reading and intensive reading.



In addition, Rosenbalt in Tompkin and Hoskin (1995:198-99), and Mahood

(2006:7) specify reading based on its purposes into two kinds. They are aesthetic

and efferent reading. In aesthetic reading, the readers only focus on the thoughts,

images, and feelings. Hence, the aesthetic reading can be defined as reading for

enjoyment. While in efferent reading, the readers must focus on the public,

common referents of the words and symbols in the text. Later, the efferent

reading can be defined as reading for getting information.

Furthermore, Davies (1995) in Nunan (1999:25) tries to summarize research

conducted by Lunser and Gardener (1979), Harry Augstein and Thomas (1984)

which defines the different types of reading that exist today. They are (1)

receptive reading which can be defined as the rapid, automatic reading that

readers do when they read like narratives, (2) reflective reading which requires the

readers to often pause and to reflect on what they read, (3) skim reading which

requires readers to read rapidly to create in a general way that a text is about, and

(4) scanning which require the readers to search for specific information on the

text.

b.

Principles of Teaching Reading

Brown (2001:7) defines teaching is giving guidance and facilitating learning.

Hence, teaching reading should be conducted through activities such as guiding,

facilitating, enabling and setting the conditions for the learners to read. Harmer

(2007:283) states that in order to get maximum benefit from the reading activities,

teacher should involve the extensive and intensive reading. According to Nations

(2009:49-60), extensive reading requires the learners to be interested in on what

they reading and only focuses on the meaning of the text rather than on learning

language features of text. Nevertheless, the intensive reading requires the learners

focusing on language features on the text. Besides, the learners’ comprehension

skill can also be improved by conducting intensive reading.

Then, Nations (2009:49-60) also suggests that extensive reading fits into the

meaning focused input and fluency development while intensive reading fits into

language focused learning strand of a course. Related to that, Nations (2009:6-8)

proposes some principles for teaching reading. They are mentioned as follow:



1) Meaning- Focused Input

The reading class should establish some practices with a range of reading

purposes such as reading for understanding information, reading for getting new

knowledge, reading for pleasure, reading for academic goals, and reading for

writing. Furthermore, the reading material chosen should be appropriate with the

students’ language proficiency and should be used to develop their language

proficiency as well.

2) Meaning- Focused Output

The reading class should be created linked to other language skills such as

listening, speaking and writing. It is accordance with Brown (2001:298) statement

that reading will be developed finest in association with writing, listening, and

speaking activities such as when conducting teaching reading, teacher will

integrate between four skills, it might include some activities like a pre reading

discussion on the topic to stimulate schemata, listening to a lecture about the topic

on a given reading passage , then a focus on a certain reading strategy such as

scanning, skimming, and writing summary of the given reading passage.

3) Language- focused Learning

The reading class should be able to help the students to develop their skills as

well as knowledge for effective reading. The teaching of reading should be

conducted based on the micro skills of reading and the language features needed

to read including phonemic awareness, phonics, spelling, vocabulary and

grammar. In addition, the reading strategies are provided to the learners including

previewing, predicting, posing questions, connecting to background knowledge,

guessing meaning from context, and so on. Then, training and practice in

integrating a range of strategies like reciprocal teaching or concept-oriented

reading should be provided as well. Therefore, the learners can be familiar with

the structure of the texts used in reports, stories, recount and any text.

4) Fluency Development

This principle includes three main points. They are (1) the teaching process of

reading should help and push the learners to develop their reading fluency, (2) the



learners should enjoy reading and feel motivated to read, and (3) the learners

should read aloud.

The principles of teaching reading above should be considered by teacher to

achieve the effectiveness of teaching reading. The purpose of reading, the

complexity of the texts, and the development of reading skills and strategies are

needed to be reflected by teachers while teaching reading. When teaching reading,

a text becomes a main source for reading activity.

In addition to that, a good reading text criterion is proposed by Spratt,

Pulverness, and Williams (2005:22). First, the text should create the students

interested and motivated during the reading class. Second, the text should not be

difficult too to understand. Third, the text should be able to establish the students

in practicing the relevant reading sub skills.

c. The Roles of Teachers in Teaching and Learning Reading Process

According to Harmer (2007:288), in order to create students read

enthusiastically in class, a teacher should establish interest in the given topic and

tasks. Though, some roles proposed below are needed to be adopted by the teacher

when asking students to read intensively in reading class. They are:

1. The Organizer

As the organizer, teacher should tell students exactly what their reading

purpose also give them clear instruction about the way of achieving this purpose

and the time of conducting the reading activity.

2.

The Observer

When teacher asks students to read in their own, students should be given

space in doing this activity. It means that teacher should restrain from interrupting

that reading activity, even tough the desire of adding more information or

instruction.

3. The Feedback Organizer

When students complete the given task, a feedback session can be conducted

by teacher in order to check whether they had completed successfully or not. It

can be conducted through comparing their answers in pairs or groups. In addition,



when checking the students answer, teacher should ask them to provide the

relevant information including on the text.

4. The Prompter

When students read a text, they should be prompted by teacher to notice

language features within it.

3) The Curriculum of Grade VIII Junior High School

English is one of compulsory subject for the students of Junior High School. In

relation to the regulation of ministry of national education, there are some reading

competencies that the students should achieve. Those competencies are described

by the standard competence and basic competence. The content of standard

competence and basic competence for junior high school specifically for the eight

grade students in first semester are presented in Appendix 1.

Based on school based curriculum presented in Appendix 1, the eight grade

students in junior high school are required to achieve and to perform certain genre

while studying English in class. The genres include descriptive texts and recount

text.

4)

Approaches, Methods, and Techniques Used in Teaching Learning

English Process

a. Definition of Approaches, Methods, Procedures and Techniques

As stated by Harmer (2007:62), approach refers to the theoretical bases of

language teaching that contains on how the things are done in the classroom and

the reason. It is regarded as a set of correlative assumptions dealing with

the

nature of language and the nature of language teaching and learning. Then,

method refers to a practical or procedural realization of an approach. After that,

techniques refer to a way or trick used to reach an objective in teaching learning

process.

b. Communicative Language Teaching (CLT)

According to Brown (2001:42), Communicative Language Teaching is a

currently recognized approach that is a generally accepted norm in the field. Later,

he also considers that CLT is a cover term for numbers of approaches that

developed in the 1970s to be the critical reaction toward the audio lingual method



and their insufficient results. The previous numbers of approaches are criticized

since they do not prepare learners for a productive in using target language in

many different communicative purposes situations in their daily life. Therefore,

the goals of CLT are proposed by Richards and Badgers (2001:153-154), they are

to make communicative competence the goal of language teaching and to develop

procedures for teaching of the four language skills that recognize the

interdependence of language and communication

In addition, Brown (2001: 46) also stated that the development of CLT allied a

number of concepts that have. There are presented as follow:

1. Genre Based Approach / Text Based Instruction

As stated before, the goals of CLT are developing learners’ communicative

competence and procedures for teaching of the four language skills that recognize

the interdependence of language and communication. Hence, genre based

approach or text based instruction are developed as the concept allied to the

development of CLT.

Feez and Joyce (1998:28-33) propose that the implementation of genre based

approach is involved through some stages presented following:

1) Building the Context

In this step, students are introduced to the social context of an authentic model

of text type being studied then they do some exploration related to the features,

the social purposes, and context of situation allied the use of register in this text

type. There are some context building activities that teachers can apply such as

presenting the context via pictures, audio visual material, realia; establishing the

social purpose through some discussions and survey activities; then doing cross

cultural studies and related research activities; the last activity is comparing two

different texts.

2) Modeling and Deconstructing the text

This stage involves students to investigate the structural patterns and language

features of the model and to compare the model with other examples of the text

type. There are some activities which can be applied and drawn on the table

below:



Table 1 Activities at each level of language ( Feez and Joyce, 1998: 30)

Type of Activities Kind of Activities

Text-Level Activities Presentation activities using some device such

as OHT , board, etc.

Sorting, matching, and labelling activities

Activities focusing on cohesive devises such as

sets of related lexical items, conjunction,

modality , reference like semantic maps,

vocabulary networks etc.

Clause- Level Activities Presentation and Practice activities relating to

the grammatical features of the texts.

Expression Level Activities Oral-aural pronunciation, decoding, spelling,

handwriting or typing practice

3) Joint Constructions of the Text

Joint construction of the text steps asks students to begin by giving their

contribution in the construction of whole examples of the text type then teachers

will gradually reduce the contribution to text construction as the students get

closer to being able to face the text type independently. Then, some activities can

be applied in this stage such as question discussion session, skeleton keys, jigsaw

information gap activities, small group construction of the texts, dicto-glos, and

self also pair assessment. This step highlights that there are some negotiation

between teachers and students, not domination by the teachers. Moreover,

teachers should provide the gradual reduce scaffolding to the students during joint

constructing the texts.

4) Independent Constructions of the Text

Independent construction of the text involves students to work independently

with the text. Their performances are used to be the achievement assessment to

the teacher. Some activities can be applied in independent construction of the text

in writing such as the writing tasks which demand the students to draft also

present their whole texts.



5) Linking to Related Texts

Linking to Related texts required students to investigate on how or what they

have learnt during class then they link to the other texts in the same or similar

contexts also imagine future or past cycles material that they get during cycles of

teaching and learning. Teachers can apply some activities related such as

comparing the use of text type across the different field, researching other text

types used in the same field, role playing what happens if the same text type is

used by people in different roles and relationship and so on.

2. Cooperative and Collaborative Learning

Richards and Badgers (2001:192) propose some goals in using CLL. They are

(1) providing opportunities for naturalistic second language acquisition through

using interactive pair and group activities, (2) providing teachers with a

methodology to support them in achieving the goals of teaching applied in a

variety of curriculum settings, (3) facilitating learners to focus on some particular

lexical items, language structures, and communicative functions through using

interactive task, (4) providing learners’ opportunities in developing successful

learning and communication strategies, (5) improving learners’ motivation then

reducing learners’ stress after that creating a positive classrooms atmosphere.

In addition, there are three types of cooperative learning proposed by Johnson

et.al (1994) in Richards and Badgers (2001:196). They are (1) formal cooperative

groups, which are established for specific task and involve students’ working

together to achieve shared learning goals, (2) informal cooperative groups, which

are used to focus on students’ attention or to facilitate learning during direct

teaching, (3) cooperative base groups which used to allow members to give each

other support, help, encouragement, and assistance they need to succeed

academically. The other kinds of cooperative learning tasks are also proposed by

(Coelho (1992b) and Olsen and Kagan (1992) in Richards and Badgers

(2001:196) such as team practice from common input, jigsaw, cooperative

projects, three step interview, roundtable, think pair response, solve pair resolve,

and numbered headed.



Furthermore, Richards and Badgers (2001:199) states that the learners have the

main role as a member of group that should be cooperatively work with other

members. Their other role is as directors of their own learning. Therefore, the

learners are required to be active and participate during CLL applied in class. In

addition, the teachers’ roles have been also proposed. Teachers should become

creative designer activities; they have to make a highly structured and well

organized learning environment in the classroom, to set goals, to establish the

physical arrangement of the classroom, to assign students groups and roles, and to

select material. The facilitator of learning role becomes the important roles for the

teachers too. They should move around the class helping students and groups as

needs.



CHAPTER III

RESEARCH METHOD

A. Research Settings

The research was conducted in SMP N 1 Kandeman. The school is located in

Batang, Central Java. The research study was carried out in class VIII I in the first

semester in the academic year of 2015/2016. It was conducted in Saturday, 14 th

November. The class consisted of 36 students. The English subject was held twice

a week at Friday and Saturday.

The classroom of grade VIII I was quite large. The white board was placed in

front of the class. If the teacher wanted to use LCD, they should move to language

laboratory or borrowing portable LCD. As usual, the students had to sit in pairs

according to the gender. The seats were arranged neatly facing the front in

directing the white board and the teacher’s desk. Sometimes, students felt little bit

uncomfortable regarding the air circulation and the lighting.

B. Research Design

This study is categorized as qualitative. Therefore, qualitative research design

identifies the data in form of sentence. In qualitative research, the researcher

aimed to gather an in depth understanding of the teacher teaching practice to the

eight grade students at SMP 1 Kandeman related to what teaching reading

principles, approaches, techniques and, methods employed.

Then, the effectiveness of using these terms in class and problems occur

during teaching learning reading process. The qualitative method also investigated

the problems, reasons and evaluations regarding to the problems that may occur

during the teacher teaching practice.

C. Research Data Collection

1. Type of the data

This research design used qualitative data. The data were in the form of field

notes, questionnaire result and interview transcripts of teaching and learning

process that showed teacher teaching practice in class. In addition, there were

some photographs taken to support the data.



2. Techniques in Collecting Data

There were some techniques used in data collection. To gain qualitative, three

techniques of collecting data were done. To collect the qualitative data, interview,

observation, and distributing questionnaire were conducted. Furthermore, those

techniques are explained as the following:

1) Interview

An interview with the English teacher was conducted in order to know the

effectiveness of teaching reading principles, approaches, techniques and, methods

employed by them to the class. In addition, the problem occurred during her

teaching.

2) Classroom Observation

The classroom observation was conducted in order to see the real situation of

teaching and learning in the classroom. The teacher and the students’ behaviors

during the class became the main concern to be observed.

3) Distributing Questionnaire

Third technique is distributing questionnaire. The questionnaires were

distributed to get the view of students regarding their teacher teaching practice

and motivation in joining the class,

3. Instruments

The research instruments are explained as the following:

1) Observation Checklists

During the observation process, an observation checklist was needed to record

the observation data. To use this observation checklist, the observers could give a

tick mark (√) on the aspects that are being observed.2)

Interview Guideline

The English teacher was interviewed by using interview guideline. This

interview guideline was useful to guide me in asking important questions related

to the information needed for the study.

3) Questionnaire

The questionnaire questions would present opinions related to teacher teaching

practice and difficulties from the research members especially the students.



4. Data Analysis

In order to analyze the qualitative data, several steps were conducted. They

are mentioned as follow:

1.

Observing the teacher teaching practice in the class.

2. Recording the observation in the form of checklists.

3. Distributing questionnaire after the class.

4. Interviewing the teacher after the class.

5. Identifying and selecting the data which are relevant with research

questions.

6.

Analyzing and evaluating the selected data.

7. Extracting the data to create interpretation



CHAPTER IV

Research Findings and Discussions

1. Descriptions of the Teaching Learning English in The Eight Grade

Students at SMP 1 Kandeman.

In order to obtain the descriptions of teaching learning English in the eight

grade students at SMP N 1 Kandeman, the class observations were conducted.

The English teacher of VIII I and students were observed during teaching learning

English process. The observation was conducted on Saturday, 14th November

2015. The situation of the English teaching and learning process in VIII I was

shown in the following descriptions.

The class was begun with daily routine and pattern like greeting, praying, and

checking attendance list. Then, the teacher gave brainstorming before teaching the

new material. The brainstorming was about the kinds of letter that students had

learnt in Bahasa Subject. Then, students mentioned the kinds of these letters;

formal and informal. After that, teacher explained the goal of teaching today that

is reading personal letter. She said that personal letter was categorized into

informal letter that students mentioned previously. Furthermore, she related the

topic today to the globalization era that impacted people nowadays choosing to

send E-mail or SMS rather than to write the letter and to the previous material that

was recount text. But, she did not try to recall the previous students’ knowledge

about the characteristics of recount text before moving to the today topic material.

She wrote the reading text material that was a sample letter into the white

board. Then, students should rewrite one sentence to another sentence. Some

students that did not see clearly preferred waiting their friends’ book to rewrite.Other looked lazy to rewrite a sample letter given by teacher in the white board.

After the students rewrote, teacher asked them one by one to read aloud sentences

written in the white board. When some students mispronounced and got

difficulties in misspelling, she helped them.

Then, in order to elicit the students in understanding the personal letter, she

asked them to understand the words choice used in the sample letter. Then,

teacher underlined some words. The students were asked to find the meaning of



underlined words using dictionary. Only some of them brought dictionary. Later,

the teacher gave opportunity to them in writing their answer in the white board.

But, only some students stepped forward to write the answer. Next, teacher gave

feedback related to the students answer in the white board.

After all words underlined checked by her, she asked the students to

understand the letter by translating sentence to sentence. Then, she explained the

parts of letter and connected to other subject that was Bahasa subject. Next, she

divided the class into some groups and gave instructions to answer some questions

provided by her in the distributed paper. Some of the students feel confused how

the arrangement of the groups and the instruction. Therefore, the English teacher

tried to explain the arrangement and instruction again. The students started to

work in group in finishing their work. But, the discussion seemed unwell run.

Only some active students tried to finish the given task. The other just waited

other group answer to be cheated or talking out of the given questions. Hence,

teacher monitored one group to other group to make them participating in group

working. When some of students found difficulties in answering the questions,

teacher helped and encouraged those to answer even gave feedback related to

what students had answered before collecting time. The English subject time was

up. The students collect their works to the teacher. The teacher checked all their

works and gave the whole feedback related on what students had answered.

Before closing the class, the teacher checked the students understanding related to

todays material.

2. Analysis of the Teaching Learning English in The Eight Grade Students at

SMP 1 Kandeman.

According to the descriptions presented before, it can be observed that the

teacher had used some principles of teaching reading. In meaning focused input,

the teacher asked the students to read for understanding information given in the

personal letter as their today’s topic. Then, in language focused learning, teacher

had connected their reading material to their background knowledge about the

recount text and the personal letter in Bahasa Subject. She also asked them to

guess meaning of the words from the context. In addition, in the fluency



development, the students had asked only to read aloud. Related to that, it can be

determined that the principles of teaching reading had been used by the teacher

however she did not use these principles fully effective and efficient in her

reading class.

Later, some roles had been conducted by the teacher. As the organizer, she had

told the students what their reading purpose also give them clear instruction about

the way of achieving this purpose and the time of conducting the reading activity.

As the observer, she had given the time for the students to read the text after

rewriting the text presented in the whiteboard. Then, as the observer, she had

checked the students’ answer and asked them to provide the relevant information

including on the text. The last, as the prompter, she had stimulated the students to

notice language features on the given reading text material.

After that, when the teacher taught personal letter as a type of recount text, the

genre based approach were used by her. At the first (BKOF), teacher had done

apperception about personal letter. Then, she presented the material (MOT) and

asked the students to rewrite and read the text. After finishing reading, she asked

the students to comprehend the given text by guessing some difficult words. Later,

she introduced the generic structure of given text. The last activity in class is the

group activity that required them to answer some questions related to the text

orally (JCOT). In doing JCOT, a teacher role in CLLL had been conducted by her

such as moving around the class to help students and groups as needs even giving

feedback. But the students were observed unenthusiastic in doing the group work.

In addition, the last step (ICOT) was not conducted by teacher in this meeting

since the time was spent more by students in rewriting session.

There were also found some problems that could be identified during the

process of teaching and learning reading process. They are explained and

evaluated as follow:

a. The students are mostly passive in teaching and learning reading process.

Based on the observation, the students had the low motivation to join the

teaching learning reading process. When the teacher tried to explain the material

text, they just sat and listen. Even, only some of them gave little attention to their



teacher’s explanations. In addition, they preferred to keep on silent as the teacher

gave opportunity to ask question or to answer question.

Furthermore, the teacher’s interview and students’ questionnaire revealed that

students thought that English subject was difficult to learn and had made them

unenthusiastic to engage in the teaching learning reading and other skills process.

For about 72%, students thought that learning English was difficult and bore.

Moreover, 92% students also thought that they got difficulties in reading.

When interviewing the teacher, she revealed that mostly the VIII I class got

difficulties in vocabulary mastery that became their lack during teaching learning

process. The result of questionnaire showed that 89 % got difficulties in

vocabulary. Thus, 86 % students used supporting facilities such as dictionary to

find the vocabulary.

The junior high school students can be classified as teenagers. The search of

identity becomes the important points to give them challenge. As the result,

teenagers are considered having big capacity to learn, creative, and a passionate

commitment of things, interested in. These characteristics affect the teaching

learning process in class that the teacher should consider in accommodating the

teenagers’ need based on their characteristics.

Therefore, the teacher should set the encouraging conditions for the learners to

read (4th Principle of teaching reading: Fluency Development). It can be

conducted by first by reading for enjoyment activity to increase their motivation

first. They can read any kinds of reading materials that become their favorite

genre and doing the following activities such as summarizing and making review

about what they had read. After that, students can ask to do efferent reading by

introducing some reading strategies (3rd Principle of Teaching Reading: Language

Focused Learning) including scanning and skimming primarily for helping them

in finding the information on the given text. Later, the extensive and intensive

reading can also be applied. Extensive reading will require the students to be

interested in on what they reading and only focuses on the meaning of the text

rather than on learning language features of text. Then, the intensive reading

requires the learners focusing on language features on the text. Furthermore,



giving rewards in the form of giving prize or direct mark can also be conducted to

increase students’ motivation.

b. The Interaction occurred during teaching learning reading process.

The class observation and teacher’s interview reveled that she liked to give

opportunity for the students to be working in pair or group work. She said the use

of collaborative learning was effective to make her students actively in class. In

addition, mostly students liked to work in pair and group to finish the given task.

The questionnaire showed that 89% students prefer discussing to finish the

teacher’s given task. However, it was still found that when conducting

collaborative learning, there was a lack of communication among the students to

discuss and to finish the given task.

Thus, the teacher has the role as the creative designer, she should create

structured and well organized learning environment in the classroom, to set goals,

to establish the physical arrangement of the classroom, to assign students groups

and roles, and to select material. In order to make the learners to be active, some

techniques in CLL can be applied such as jigsaw and numbered headed together.

These techniques should be implemented in class to make the learners being

active and participate during CLL applied in class. They know that they have the

roles to finish the given task together.

c. The use of media in teaching learning reading did not encourage or

motivate the students adequately.

Based on the class observation, the teacher only used white board to present

personal letter material. Then, the students were asked to rewrite every sentence

on the reading text material written in the whiteboard to their book. The rewriting

session took lots of teaching time. In addition, some student felt lazy to rewrite

due to the unclear written and light. The teacher asked them to rewrite every

sentence since she wanted to make the student better understanding on the

elements of constructing personal letter. Based on the teacher’s interview, she

sometimes used power point slide, pictures and other media to help her in

teaching. However, when conducting teaching reading about personal letter, she



did not use those media and only using white board. The media did not design

well to motivate the students in reading.

Hence, one of the important components to support teaching and learning

reading process is the learning media. The students will be more motivated if

some interactive media are employed to teach reading by teacher. In addition to

that, teacher can design the media for teaching reading well.

d. The sequenced following reading activities did not fully completed the

goals of teaching learning reading process

When conducting teaching reading, the sequenced following reading activities

were just presenting reading text material, discussing the meaning and language

features, and then doing working group discussion to answer the given questions

related to the text. It seemed that teaching learning reading process had stopped in

Joint Construction of the Text. The individual practice of reading activities did not

conduct (Independent construction of the text). In addition, she did not link the

reading activity to other skills (3rd Principle of Teaching Reading: Meaning-

Focused Output).

Therefore, the sequenced following reading activities should be designed

completely. Completed Sequenced Genre Based Approach should be conducted

since this approach aims to develop the students’ communicative competence. It

should have joint group construction step that is represented by group discussion

session and independent construction of the text which is presented by individual

performance reading practice. Moreover, teacher should also link the reading

activity to other skills (listening, speaking, and writing) such as after conducting

reading personal letter, teacher can ask the students to try writing simple personal

letter using postcards.



CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This paper aimed to describe and to analyze the teacher teaching practice to

the eight grade students at SMP 1 Kandeman related to what teaching reading

principles, approaches, techniques and, methods employed. In addition, the

effectiveness of using these terms in class and problems occurred during teaching

learning reading process are also been observed. According to some findings

found and analysis, the teacher teaching practice is needed to be increased to

make students achieving more successful learning. There were still found some

problems that could be identified during the process of teaching and learning

reading process. The problems are found in the students’ motivation, the

interaction among students, the use of media in teaching learning reading and the

sequenced following reading activities.

In order to solve these problems found, teacher is suggested to consider how to

implement teaching principles, approaches, techniques, and methods appropriately

to establish the successful learning reading for students. In addition, students are

suggested to be actively participated in doing the teaching learning process that

will help them practice and understand to develop their English reading skills.



REFERENCES

Badan Standar Pendidikan Nasional. 2006. Standar Komptensi dan Kompetensi

Dasar SMP .Jakarta : Depdikbud

Brown, H. D. 2001. Teaching by Principle An Interactive Approach to Language

Pedagogy (2nd Edition). New York : Addison Wesley Longman Inc

. . 2004. Language Assessment : Principles and Classroom

Practice. Essex: Pearson Education Inc

Feez, S. & Joyce H. 1998. Text Based Syllabus Design . Sydney : Macquarie

University Press

Harmer, Jeremy. 2007. The Practice of English Language Teaching (Fourth

Edition). Edinburgh: Longman

Hayland, K. 2002. Teaching and Researching Writing. London : Longman

Legutke, M.K. 2010. “Teaching Teenagers”. In Burns, Ann and Richards, Jack, C

(Eds). The Cambridge Guide to Pedagogy and Practice in Second

Language Teaching. Cambridge : Cambridge University Press

Mahood, Kristine.2006. A Passion: for Print: Promoting Reading and Books to

Teens. Wesport: Grenwood Publishing Group

Nations, I.S.P . 2009. Teaching ESL/EFL Reading and Writing. New York :

Routledge

Nunan, David.1999. Second Language Teaching . New York.: Cambridge

University Press

Richards, Jack .C & Rodgers, Theodore. S. 2001. Approaches and Methods in

Language Teaching (Second Edition). Cambridge : Cambridge

University Press

Spratt,Mary, Alan,Puvreness, and Williams. 2005. TKT Course. Cambridge:

Cambridge University Press

Tompkins, Gail E and Kennet, Hoskisson. 1995. Language Art: Content and

Teaching Strategies (Third Edition).IOA: Prentice-Hall



APPENDI X 1

Vignette

Date: Saturday, 14th November 2014

Time: 09.00 a.m.

Place: VIII I Class

Respondent: I : Researcher ET: English Teacher

S: Student Ss : Students

ET came to her desk and greeted Ss. Then, she checked the students’ present.

ET asked me to introduce my name and sat at the back row. ET started the lesson

by doing apperception “ Hari ini kita belajar mengenai surat, nah di pelajaran

bahasa indonesia ada berapa jenis surat? Ss answered formal and informal letter.

“Sekarang kita akan belajar jenis surat pribadi , itu jenis surat apa anak-anak ? Ss

answered informal letter. She also linked the students’ background knowledge

about the last material about recount text. “ Jadi surat pribadi yang akan kita

pelajari hari ini adalah bentuk dari recount text dimana menceritakan mengenai

apa?” Ss answered the experience. Furthermore, ET related the topic today to the

globalization era that impacted people nowadays choosing to send E-mail or SMS

rather than to write the letter and to the previous material that was recount text.

Then, she wrote the reading text material that was a sample letter into the white

board. Then, Ss should rewrite one sentence to another sentence. Some students

that did not see clearly preferred waiting their friends’ book to rewrite. Other

looked lazy to rewrite a sample letter given by teacher in the white board. After Ss

rewrote, teacher asked them one by one to read aloud sentences written in the

white board. “ Ayo siapa yang mau mencoba membaca kan text tersebut? But no

one wanted to try so that ET pointed one by one to read aloud the text. When

some Ss mispronounced and got difficulties in misspelling, she helped them.

Then, In order to elicit Ss in understanding the personal letter, ET asked them

to understand the words choice used in the sample letter. Then, ET underlined

some words. The students were asked to find the meaning of underlined words

using dictionary. “ Jadi untuk dapat mengerti isi surat ini, carilah arti dari kata-

kata yang saya garis bawahi. Setelah mendapatkan arti kata-kata sulit tersbut

silahkan tuliskan jawabnu di depan. But, only some Ss stepped forward to write



the answer. Other helped their friends in their seat “iku dudu kuwi artine. Nomer

kuwi artine …” Ss said to one of their friends who are stepped fore ward. Then

“Good” ET gave feedback related to the students’ correct answer in the white

board.

After all words underlined checked by her, she asked Ss to understand the letter

by translating sentence to sentence. Then, ET explained the parts of letter and

connected to other subject that was Bahasa subject. “ Jadi text ini terdiri dari kita

lihat dari atas ada penerima surat, tanggal pembuatan surat, pembuka, isi,

penutup dan pengirim . Next, ET divided the class into some groups and gave

instructions to answer some questions provided by her in the distributed paper.

“Sekarang saya bentuk kelompok tugasnya adalah menjawab pertanyaan yang

saya tulis di papan tulis.” Some Ss feel confused how the arrangement of the

groups and the instruction. Therefore, ET tried to explain the arrangement and

instruction again. Ss started to work in group in finishing their work. But, the

discussion seemed unwell run. Only some active Ss tried to finish the given task.

The other just waited other group answer to be cheat or talking out of the given

questions. Hence, ET monitored one group to other group to make them

participating in group working. “ Ayo tugas nya dikerjakan! ET warned the group.

“ Ada kesulitan tidak?” asked ET to other group. The English subject time was

up. The students collect their works to the teacher. The teacher checked all their

works and gave the whole feedback related on what students had answered. “ Nah

ini ada satu grup yang masih menjawab kurang tepat… harusnya apa untuk

jawaban nomer …. ET asked Ss. Ss answered the correct answer. Before closing

the class, the teacher checked the students understanding related to todays

material. “ Jadi sudah paham ya untuk materi surat pribadi hari ini” Ss answered

“iyaa, bu” Ss answered.



APPENDI X 2

I nterview Transcript

Date : 14th November 2015

O: Observer

ET : English Teacher

O = Maaf bu, setelah ini apakah ibu mengajar.

ET = Iya mas tapi saya ada keperluan sebentar.

O = Begini bu bolehkah saya meminta waktu ibu sebentar untuk berbincang

mengenai pembelajaran tadi .

ET = Ya, bagaimana mas.

O = Setelah saya amati di observasi pertama ini, saya ingin bertanya

kendala apa saja yang ibu hadapi ketika mengajar bahasa inggris di kelas

VIII I tersebut?

ET = Kendala utama adalah tingkat pengusaaan vocabulary mas, kemudian

dari motivasi siswa juga untuk berpartisipasi dalam kelas rendah sehingga

beberapa dari mereka terkadang hanya pasif menunggu saya menjelaskan.

O = Lalu saya lihat ibu memakai model pemebelajaran berkelompok ya bu

apakah dirasa sudah cukup efektif mengatasai masalah tersebut?

ET = Efektif mas saya rasa karena itulah saya lebih suka mengarahkan siswa

untuk melaksanakan kegiatan berkelompok karena mereka akan lebih

banyak aktif.

O = Namun, terkadang saya masih menemui beberapa dari mereka tidak

berpartisipasi dalam kelompok ya bu? Apa yang ibu lakukan ?

ET = Saya berkeliling mas satu kelompok ke kelompok lain untuk memantau

juga memberi masukan atau mengarahkan terhadap apa yang harusnya

telah mereka kerjakan di group discussion activity.

O = Mungkin itu saja dulu bu, terimakasih telah diperkenankan masuk kelas.

Permsi bu.

ET = Sama-sama mas.



APPENDI X 3

SK – KD SMP Kelas VI I I , KTSP (Documents of Indonesian Ministry of

Education)

Standar Kompetensi Kompetensi Dasar

Reading (Membaca)

5. Understanding the

meaning of simple

functional text and short

essay in the form of

descriptive tand recount

related to the

surroundings

environment.(Memahami

makna teks tulis

fungsional dan esei

pendek sederhana

berbentuk descriptive dan

recount yang berkaitan

dengan lingkungan

sekitar)

5.1 Reading aloud the functional text and short

essay in the form of descriptive and short

recount with correct intonation and stress

related to the surroundings environment.

(Membaca nyaring bermakna teks tulis

fungsional dan esei berbentuk descriptive

dan recount pendek dan sederhana dengan

ucapan, tekanan dan intonasi yang berterima

yang berkaitan dengan lingkungan sekitar)

5.2. Responding to the meaning in the simple

written functional text accurately, fluently

and appropriately related to the

surroundings environment. (Merespon

makna dalam teks tulis fungsional pendek

sederhana secara akurat, lancar dan

berterima yang berkaitan dengan lingkungan

sekitar)

5.3. Responding the meaning and rhetoric stages

in short simple easy accurately, fluently and

appropriately related to the surroundings

environment in the form of descriptive and

recount . (Merespon makna dan langkah

retorika dalam esei pendek sederhana secara

akurat, lancar dan berterima yang berkaitan

dengan lingkungan sekitar dalam teks

berbentuk descriptive dan recount )



APPENDIX 4

QUESTIONNAI RE RESULTS





APPENDI X 5

Questionnaire

Students’ Questionnaire

Give thick to the items based on your situations ! ( berikan tanda centang sesuai

keadaan pada diri kalian )

Nama/No:

No Items (Item) Choices (Pilihan )

Yes(Ya) No (Tidak)

1. Saya berpikir kegiatan belajar bahasa inggris

adalah suatu hal yang sulit dan

membosankan.

2. Saya mengalami kesulitan saat belajar

bahasa inggris pada skills:

a) Listening

b) Speaking

c)

Reading

d) Writing

3. Saya suka bekerja sama dalam

menyelesaikan tugas.

4. Saya merasa kebingungan saat memahami

kosa kata bahasa inggris yang akan

digunakan di kelas.

5. Saya mengecek kamus untuk mencari kosa

kata kosa kata bahasa inggris tersebut.



APPENDI X 6

I nterview Guideli ne

For The English Teacher

1.

What are the difficulties of the seventh grade students at SMP 1

Kandeman got during the English class?

2.

What approaches do you commonly use in learning English?

3. Are the approaches used effective?

4. What techniques do you commonly use to solve the students’ problem in

learning English?

5. Are the techniques used effective?



APPENDIX 7

Observation Checkli sts

No Observation Items Choices

Yes No

Learning Process

1.

Pre Teaching

a. The teacher greets the students.

b. The teacher responds to the students’ greeting.

c. The teacher asks the students’ condition.

d. The teacher checks the students’

Attendance.

e. The teacher leads prayer.

f. The teacher reviews about the last materials.



g. The teacher asks whether the students have any questions about the last

materials before.

h. The teacher explains the goal of teaching.

i. The teacher gives apperception to the students.

2. While Teaching

1.

The students feel enthusiastic during the learning process.

a.

They give attention to the teacher’s explanation and instruction

b.

They give comment or ask question about the explanation and

instruction.

c.

They give attention to the materials provided, then examine them

seriously

d.

They give comments or ask questions related to the material provided.

2. The students feel enthusiastic while doing the task

a. They try to understands the instructions by using various learning aids

such as dictionary and text book or ask to their friends even the



English Teacher

b. They move to form small group

c. They take note on whatever they think as important points

d. They complete their task by using various learning aids such as

dictionaries and text books.

e. They do some discussion with their friends and English teacher

4. Post – Teaching

a. The teacher does summarize the materials given.

b.

The teacher gives reflection towards

The teaching and learning process done.

c. The teacher gives preview of the next materials.

5. The Students’ Participations

a.

The student participate to ask questions

b.

The students participate to suggest idea



c. The students participate in group work

i.

They take creativity to do the task

ii. They help their friends to understands the instructions

iii. They use group discussion actively

iv. They give motivation each other



APPENDI X 8

PERMI T LETTER





Picture 3. Teacher encouraged other students to present their answer in

front of the class.

Picture 4. Teacher monitored and gave feedback related to the group

work

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