CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN

ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs NEGERI

SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR

RESEARCH PAPER

Submitted as a Partial Fulfillment the Requirements

for Getting Bachelor Degree of Education

in English Department

by

UMI LAILA SETYANI

A320120239

DEPARTEMENT OF ENGLISH EDUCATION

SCHOOL OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SURAKARTA

2016

ii

PRONOUNCEMENT

I, those autograph sign below,

Name : Umi Laila Setyani

NIM : A320120239

Major : Department of English Education

Title : CLASSROOM TECHNIQUES USED IN READING

ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC

STUDY AT MTs NEGERI SURAKARTA 2 IN 2015/2016

ACADEMIC YEAR

Herewith, I testify that in this research paper there is no plagiarism of the

previous literary work which has been raised to bachelor degrees of university, nor

there are options or masterpiece which have been written or published by others,

except those in which the writing are referred manuscript and mentioned in the

literary review and bibliography.

Hence, later, if it is proven that there are some untrue statements in this testimony, I

will hold fully responsible.

Surakarta, 30 Mei 2016

The researcher

Umi Laila Setyani

A320120239

iii

APPROVAL

CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN

ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs N

SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR

RESEARCH PAPER

by:

UMI LAILA SETYANI

A 320 120 239

Approved to be Examined by Consultant

Consultant I Consultant II

Prof. Dr. Endang Fauziati, M. Hum Aryati Prasetyarini, S.Pd, M.Pd

NIK. 274 NIK. 725

iv

ACCEPTANCE

CLASSROOM TECHNIQUES USED IN READING ACTIVITIES IN

ENGLISH CLASSROOM: A NATURALISTIC STUDY AT MTs N

SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR

by:

UMI LAILA SETYANI

A 320 120 239

Accepted and Approved by Board of Examiner

School of Teacher Training and Education

Universitas Muhammadiyah Surakarta

On Mei 30, 2016

Team of Examiners:

1. Prof. Dr. Endang Fauziati, M. Hum. ( )

(First examiner)

2. Aryati Prasetyarini, S. Pd, M. Pd ( )

(Second examiner)

3. Mauly Halwat Hikmat, Ph. D ( )

(Third examiner)

Surakarta, 30 Mei 2016

Universitas Muhammadiyah Surakarta

School of Teacher Training and Education

Dean,

Prof. Dr. Harun Joko Prayitno, M. Hum.

NIP. 19650428199303001

v

MOTTO

Indeed, Allah will not change the condition of people

until they can change what is in them self.

(Ar-Rab: 11)

If you thank Me, I will surely increase you

(Ibrahim: 7)

Ilmu pengetahuan adalah bagian dari iman

(Von Helmont)

Dengan keimanan kita mengenal keberadaan Tuhan,

dalam keagungan kita akan mengenal sifat-sifat-Nya.

(Blaise Pascal)

The strongest hope have a miracle and Great minds

have purpose and wishes.

(Writer)

vi

DEDICATION

From the deepest heart, the researcher would like to dedicate this research

paper to:

My beloved parents (Bapak Sudjimad and Ibu Sri Narni),

My beloved brothers, brother in-law, and my brother child (Eko

Isnianto, Arif Tri Cahyono, Sugiarto, Arfian Adhi Nugroho),

My beloved sisters and sister in-law (Endah Puji Astutik and Sri Iin

Andriyanti),

My beloved niece (Ghienda Syakira Maheswari),

vii

ACKNOWLEDGMENT

Assalamualaikum Wr. Wb.

Alhamdulillahirobbil ‘alamin. Firstly all praises belong to the Almighty God,

Allah SWT, the Rob of Univers to his blessing, loving, helping, guiding, and

protecting her, because without all of those, she is nothing at all. Second, she would

like to thank to the real revolutionary, Muhammad Rosulullah SAW who had opened

and broken the Jahilliyah (darkness) period to the recent world. The researcher

finally finished her research paper as one of the requirements for achieving bachelor

Degree in Department of English Education at Muhammadiyah University of

Surakarta. Her research paper entitled CLASSROOM TECHNIQUES USED IN

READING ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC

STUDY AT MTs N SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR. In

conducting this research, the researcher got some helps from many people. On this

best occasion, the researcher would like to express her deepest gratitude and

appreciation to the following people:

1. Prof. Dr. Harun Joko Prayitno, M. Hum., as Dean of the School of Teacher

Training and Education Faculty of Universitas Muhammaditah Surakarta,

2. Mauly Halwat Hikmat, Ph. D., as Head of Departement of English Education,

School of Teacher Training and Education Faculty, Universitas

Muhammaditah Surakarta,

3. Prof. Dr. Endang fauziati, M. Hum., as the first consultant who has patiently

guided the researcher in arranging this work, provided time for consultation,

and given the researcher helpful suggestion,

4. Aryati Prasetyarini S. Pd, M. Pd., as the second consultant who has corrected

and criticized her paper from the beginning of writing until the end of it.

5. Siti Fatimah S.Pd., M. Hum., as the academic consultant who has given the

researcher guidance as long as the studied at Universitas Muhammadiyah

Surakarta.

viii

6. All lecturers of Departement of English Education, for being good education,

guide, and mentor.

7. Mrs. Siti Rofi’ah, S. Ag, M. Pd., Mrs. Savri Indiani Soeharno, S. Pd., M. Pd.,

Mrs. Sri Widayati as English Teacher at MTs Negeri Surakarta II, who always

guide her.

8. Drs. Sunarto, M .Pd, The Headmaster at MTs Negeri Surakarta II, “thanks to

give the researcher an opportunity to observe in the school”.

9. All of the teachers at MTs Negeri Surakarta II, thanks for helping.

10. Her best gratitude for her beloved parents (Mr. Sudjimad and Mrs. Sri Narni)

who give loves, caring, prayers, motivates, supports, and everything during her

life.

11. Her beloved brothers and brother in-law (Mr. Eko Isnianto, Arif Tri Cahyono,

and Sugiarto) who give loves, caring, prayers, motivates, and supports for her.

12. Her beloved sister and sister in law (Mrs. Endah Puji Astutik, and Mrs. Sri Iin

Andriyanti) who give loves, caring, prayers, motivates, and supports for her.

13. Her beloved brother child (Arfian Adhi Nugroho) who gives loves, caring,

prayers, motivates, and supports for her.

14. Her beloved niece (Ghienda Syakira Maheswari) who makes her smile and

happy.

15. Her best friends, kakak pertama (Diyah Puspitaningrum), kakak kedua (Puji

Astutik), dedek (Yulinda Indah Ayu Pratiwi), “thank a lot for our solidarity,

spirit, assemble,inspiration, motivation, togetherness, and all of your regard as

my sisters ever”.

16. All of her friends (Ayu, Lina, Yasir, and Karim) “thanks for the friendship,

inspirations, motivation, spirit, our solidarity, and joke”

17. All her friends from Departement of English Education, especially class F,

“thanks for the friendship, inspirations, motivation, spirit, our solidarity, and

joke”

18. Her friends in Wisma Ari boarding house ( dek Zia, dek Tutik, Josi, Hayu,

Fina, Iin, mbak Eni, Dina, Yunda, Tiara, Umi, Ana, Ines, Nela, Mbak Ana,

ix

Widia, and the other) , “thanks for the friendship, inspirations, motivation,

spirit, our solidarity, and joke”

The researcher considers that this research paper is far from being perfect.

Therefore, suggestion and criticism are welcome and acceptance. She hopes that this

research paper would be valuable for readers.

Wassalamu’alaikum wr. wb.

Surakarta, 30 Mei 2016

The Researcher

Umi Laila Setyani

A320120239

x

TABLE OF CONTENT

TITLE ......................................................................................................................... i

PRONOUNCEMENT ................................................................................................ ii

APPROVAL ............................................................................................................... ii

ACCEPTANCE ......................................................................................................... iii

MOTTO ..................................................................................................................... v

DEDICATION ........................................................................................................... vi

ACKNOWLEDGMENT ............................................................................................ vii

TABLE OF CONTENT ............................................................................................. x

ABSTRACT ...........................................................................................................xiii

ABSTRAK ................................................................................................................. xv

CHAPTER I: INTRODUCTION ........................................................................... 1

A. Background of the Study .............................................................. 1

B. Problem Statement ....................................................................... 5

C. Objective of the Study .................................................................. 5

D. Scope of the Study ....................................................................... 6

E. Significance of the study .............................................................. 6

1. Theoretical Benefits ............................................................... 6

2. Practical Benefits ................................................................... 6

F. Research Paper Organization ....................................................... 7

CHAPTER II: REVIEW OF RELATED LITERATURE ................................... 8

A. Previous Study ............................................................................. 8

B. Underlying Theory ....................................................................... 14

1. Approach, Method, and Technique ........................................ 15

xi

a. Notion of Approach, Method, and Technique ................. 15

b. The Differences between Approach, Method, and

Technique ......................................................................... 18

2. Teaching of Reading .............................................................. 19

a. Notion of Reading ............................................................ 19

b. Component of Reading Skill ............................................ 21

c. Classroom Techniques in Teaching Reading ................... 22

3. Teacher’s Roles and Student’s Roles ..................................... 26

a. Teacher’s Roles ................................................................ 26

b. Student’s Roles ................................................................ 29

4. Instructional Material ............................................................. 31

a. Kinds of Instructional Material ........................................ 31

b. Roles of Instructional Material......................................... 33

CHAPTER III: RESEARCH METHOD ............................................................... 34

A. Type of Reasearch ..................................................................... 34

B. Object of the Research .............................................................. 35

C. Subject of the Research ............................................................. 35

D. Data and Data Source ................................................................ 36

E. Method of Collecting Data ........................................................ 37

F. Technique of Analyzing Data ................................................... 38

G. Credibility of the Data ............................................................... 40

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ............................. 42

A. Research Finding ....................................................................... 42

1. Classroom Techniques Used in English Reading Skill ....... 43

2. The Purpose of Using Each Techniques ............................. 52

3. Teacher’s Roles ................................................................... 56

4. Student’s Roles ................................................................... 66

5. Instructional Materials ........................................................ 75

a. Kinds of Instructional Materials ................................... 76

b. The Roles of instructional Materials ............................. 78

B. Discussion ................................................................................ 81

xii

CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION, AND

SUGGESTION ........................................................................... 91

A. Conclusion ............................................................................ 91

B. Pedagogical Implication ........................................................ 93

C. Suggestion ............................................................................ 93

BIBLIOGRAPHY

VIRTUAL REFERENCE

APPENDIX

xiii

ABSTRACT

UMI LAILA SETYANI. A320120245. CLASSROOM TECHNIQUES USED IN

READING ACTIVITIES IN ENGLISH CLASSROOM: A NATURALISTIC

STUDY AT MTS NEGERI SURAKARTA 2 IN 2015/2016 ACADEMIC YEAR.

Research Paper. School of Teacher Training and Education. Universitas

Muhammadiyah Surakarta. 2016.

This study is carried out to describe classroom techniques used in reading

activities in English classroom at MTs Negeri Surakarta 2. The aims of this research

are: (1) to describe the kinds of classroom techniques used in reading activities, (2)

the purpose of using each classroom techniques, (3) the teacher’s roles, (4) the

student’s roles, (5) the instructional materials used by the English teachers at MTs

Negeri Surakarta 2. The type of this research is descriptive qualitative research

especially naturalistic study in analyzing the data. The methods of collecting data in

this research are observation, interview and document. The techniques of analyzing

data are data reduction, data display, and conclusion. Credibility of the data is

triangulation. The finding of the study shows that there are some classroom

techniques used by English teachers at MTs Negeri Surakarta 2 such as: reading

aloud, question and answer technique, silent reading, skimming, and number heads.

The teachers have roles as model, instructor, signs of trouble, source of knowledge,

facilitator, evaluator, and manager. The students have role as monitor and evaluate

their own progress, learners plan their own learning program, tutor for the other

students, learners learn from the teacher, member a group and learn by interacting

with other, and actively in learning. There are some materials used by English

teachers, such as textbook, work book, dictionary, photocopy exercises, and power

point on LCD. The conclusion of this research is that English teacher at MTs Negeri

Surakarta 2 used various classroom techniques which can improve the students’

ability in reading. Various techniques make the student interested in English

teaching-learning process. It does not make the class monotonous. The students

become more active and creative. Based on the result, apparently, classroom

techniques in teaching reading used by the teacher have important role in the

teaching-learning process.

Key words: Classroom techniques in reading activities, teachers’ and students’

roles, instructional material.

xiv

ABSTRAK

UMI LAILA SETYANI. A320120239. TEKNIK KELAS YANG DIGUNAKAN

DALAM AKTIVITAS PEMBELAJARAN READING: NATURALISTIK

STUDI DI MTs NEGERI SURAKARTA 2 PADA TAHUN 2015/2016. Skripsi.

Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muhammadiyah Surakarta.

2016

Penelitian ini terarah untuk mendeskripsikan teknik-teknik pengajaran yang

digunakan dalam aktivitas membaca di kelas bahasa Inggris di MTs Negeri

Surakarta 2. Tujuan dari penelitian ini, antara lain: (1) untuk mendeskripsikan jenis-

jenis teknik pengajaran bahasa Inggris yang digunakan di aktivitas membaca, (2)

tujuan dari setiap penggunaan teknik-teknik pengajaran reading, (3) peran guru, (4)

peran siswa, (5) bahan-bahan pelajaran yang digunakan oleh guru-guru bahasa

Inggris di MTs Negeri Surakarta 2. Jenis penelitian ini adalah penelitian deskriptif

kualitatif terutama penelitian naturalistik dalam menganalisis data. Metode

pengumpulan data di penelitian ini adalah observasi, wawancara, dan dokumentasi.

Teknik analisis data di penelitian ini adalah reduksi data, pengkategorisasian data,

dan kesimpulan. Kredibilitas data dalam penelitian ini adatah triangulasi.

Penemuan dari penelitian ini menunjukkan beberapa teknik pengajaran reading

yang digunakan oleh guru bahasa Inggris di MTs Negeri Surakarta 2, antara lain:

reading aloud, teknik question and answer, silent reading, skimming, dan number

heads. Guru juga memiliki peran sebagai model, pengatur, penyampai kesalahan

siswa, sumber pengetahuan, pemberi fasilitas belaajr, penilai, dan guru sebagai

pengendali. Siswa juga memiliki peran sebagai pengamat dan penilai perkembangan

pemahaman mereka sendiri, siswa sebagai pelajar yang membuat perencanaan

program pembelajaran bagi diri mereka sendiri, siswa sebagai pengajar untuk siswa

yang lain, siswa sebagai pelajar yang belajar dari guru mereka, siswa sebagai

anggota dalam kelompok dan berkomunikasi dengan siswa yang lain, siswa sebagai

pelajar yang belajar secara aktif. Dipembelajaran ini terdapat beberapa materi

pendukung yang digunaka guru bahasa Inggris, seperti: buku pelajaran siswa, buku

catatan, kamus, lembar fotokopi sebagai pelatihan siswa, power point di LCD.

Kesimpulan dari penelitian ini adalah bahwa guru bahasa Inggris di MTs Negeri

Surakarta II menggunakan berbagai macam teknik kelas yang dapat meningkatkan

kemampuan siswa didalam membaca. Berbagai macam teknik yang dapat membuat

siswa tertarik dalam proses belajar-mengajar. Dengan adanya teknik ini tidak

membuat kelas terasa monoton. Siswa lebih aktif dan kreatif. Sesuai dengan hasil,

ternyata, teknik pengajaran reading dikelas yang digunakan oleh guru memiliki

peran penting didalam proses belajar-mengajar.

Kata kunci: teknik mengajar didalam aktivitas pengajaran reading, peran guru dan

peran siswa, materi pendukung.