Pages

Friday 31 May 2013

“Motivating Students to Read English Texts by Applying Pre-Reading Activities”.


CHAPTER I
INTRODUCTION
            This chapter deals with background, problem statement, objective of the research, significance of the research, and the scope of the research.
A.    Background
Reading is an important skill for English language learners in today’s world; it supports the development of overall proficiency and provides access to crucial infor­mation at work and in school. With English being the dominant language of the Internet, international business, and academia (including science), beginning and advanced students alike face pressures to develop their second language (L2) reading abilities.
The acquisition of reading skills, however, is never easy, and students need consistent practice to become fluent readers. Successful readers have to solve many puzzles, such as learning to recognize unfamiliar letters, words, syntax, and discourse patterns. These challenges can be overcome more eas­ily if students are highly motivated to read. But what can researchers do to motivate students to read in English? Some researchers on this subject points to successful methods and techniques, such as choosing reading topics that appeal to students, assigning material and tasks at the right level, organiz­ing collaborative work, and offering positive feedback and other incen­tives for students’ efforts. However, in their efforts to motivate students to read, researchers often do not realize that different instructional methods actu­ally promote different types of student motivation.
The students seemed uninterested in reading an English text. It was found when the researcher conducted teaching practice (PPL) in SMP Negeri 1 Makassar. The students were bored when the researcher gave them a text to read. It seemed because they were lack of vocabulary and they had no idea about the content of the text. Besides that, the researcher also found that most of the students did not know the purpose of reading that text; they just followed the researcher instruction. We can say that it is impressed that the students are under pressure to read.
In motivating the students to read, the researcher had better apply reading activities which is categorized as pre-reading, while reading, and post-reading activities, Ur (1996) in Pratiwi (2010).
When students read in an L2, the experience can easily become over­whelming when students lack vocabu­lary, grammar, and content knowledge. These frustrating reading experiences can result in decreased motivation to read in the L2-a truly unfortunate consequence considering the impor­tance of reading for most of our stu­dents. Nurturing students’ motivation to read, therefore, should be an essen­tial part of L2 reading instruction (in Komiyama, 2009).
When students’ prior knowledge of or experience with a topic is well-developed, they understand and remember more of what they read (Anthony and Raphael, 1989) in McCombs and Barton, 2008. As we know that when the students are motivated to read, it will be easier for them to understand what they read. It means that if the students study in under pressure condition or they are forced to do something, it will be difficult for the students to reach the point of the learning material. In this case the researcher should motivate the students before coming to reading section.
Based on the explanation above, the researcher conducted the research under title “Motivating Students to Read English Texts by Applying Pre-Reading Activities”.
B.     Problem Statement
Referring to the issues on the background above, the researcher formulated the problem statements as follow:
1.      Does the use of pre-reading activities motivate students to read English texts?
2.      What kind of pre-reading activities highly motivates the students to read English texts?
C.    The objective of the Research
With reference to the problem statement above, the objective of the research was to find out:
1.      Whether or not the use of pre-reading activities motivates the students to read English text.
2.      The kind of pre-reading activities which highly motivate the students to read English texts.
D.    The Significance of the Research
This research aimed to give an alternative way for English researcher in teaching reading not only in motivating their students to read English text but also in improving students’ reading comprehension. It was also helpful for students to enjoy their subject because they were not forced by the researcher. For the next researcher, this thesis provided some reading theories that might become useful references.
E.     The scope of the Research
The researcher focused on second grade students of SMP Negeri 1 Makassar. The scope of this study was motivating students to read English texts by applying reading activities, focused on pre-reading activities namely Visual Aids, Brainstorming and Pre-Questioning.


CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter deals with previous related findings, some pertinent ideas, theoretical framework, resume and hypothesis.
A.    Previous Related Findings
Visual aids, brainstorming and pre-questioning are pre-reading activities which used in order to motivate students to read English text. Below are some of the studies that have proved this idea in relation to pre-reading activities.
1.      Sumarno (2010) conducted a research about the Motivation of the Student in Reading Spoof Text. The result of the research indicated that the students had high motivation to read spoof text.
2.      Haryati (2004) conducted a research on Motivating Students of Smu Negeri 1 Pare-Pare to Read Using Mystery Short Stories. She found that reading mystery short stories increase the students’ motivation in reading English texts.
3.      Kristia (2002) conducted a research on Motivating the Second Year of Sltp Negeri 26 to Read through the Use of Folktales. She found that the students were interested in reading Eglish story (folktales) and increase the students’ motivation in learning.
Based on previous related findings above, the researcher comes to a conclusion that the students more interest to learn about reading materials and do the exercises when the teacher use some methods to improve their reading achievement. In this case, the teachers are expected to give many exercises and use some method or material on the reading class. In teaching or learning reading by using new materials, the teacher should motivate the students, so that that the students more interesting in reading class and in this research, the researcher  used pre-reading activity to motivate the students to read English text.
B.     Some Pertinent Ideas
1.      Reading
a.      Definition of reading
There have been many linguists who have given their definitions about reading. Among the linguists are Marksheffel (1966), Good (1973), Kustaryo (1988:2), and Nuttal (1982) in Jumanah (2007), as respectively given below:
Reading is a highly complex, purposeful, thinking process engaged in by the entire organism while acquiring knowledge, evolving new ideas, solving problems, or relaxing and recuperating through the interpretation of printed symbols (Marksheffel, 1966:12) in Jumanah (2007).
            Reading is often described as getting though from the printed page (Good, 1973:414) in Jumanah (2007).
            Reading is the instantaneous recognition of various writing symbol and the comprehension of information and ideas communicated (Kustary, 1988:2) in Jumanah (2007).
            Reading is to recall, to understand, to interpret, and to analyze the printed page (Nuttal, 1982:2) in Jumanah (2007).
            According to Jumanah (2007), reading is basically a dialogue between the reader and the writer via written texts. Just as a dialogue will never occur without any reciprocal understanding between the participants, reading will never occur without recognition and understanding of the written texts. An individual is said to understand a text when she/he can recognize the words and the sentences and know their meanings.
            From the explanation above, the researcher concludes that reading is the act of getting information from the printed texts.
b.      Reading Comprehension
Thinker in Harfina (2004) stated that reading comprehension is not just reading with loud voices but also to established and understand the meaning of words, sentences, and paragraphs, sense the relationship among the ideas. As it is, if students just read loudly, but cannot understand the content of the passage, it means he/she fails in comprehending the passage.
            Wassman ET. al. in Harfina (2004) stated that reading comprehension is not only reading the words written on page but also to understand the meaning of the words by assimilating new concept, recognizing and connecting ideas from previous passage.
2.      Pre-reading Activities
a.      Pre-reading activities theory
Pre-reading activities get students ready to read a text. Taking time to prepare students before they read can have a considerable effect on their understanding of what they read and their enjoyment of the reading activity.
Pre-reading activities motivate readers to read the text and when they are motivated – prepared for the reading activity – they complete the activity better and with less effort and are eager to participate in the activity since they have gained confidence. Lewin (1984) recommended that language researchers – like other course researchers – should encourage learners to evaluate what they read. Pre-reading activities may help the researcher to facilitate this. If the readers do not have sufficient background knowledge then the researcher should provide them with at least some background knowledge. Activating readers’ prior knowledge of a topic before they begin to read may help students’ comprehension. Ur also argues that tasks make the activity more interesting since the readers have a purpose in reading and also the reading researcher may see how well the text is understood with the help of tasks given before and/or after reading.
Pre-reading activities are an excellent way for students to draw on their current knowledge and develop it to read a given text. Connections between details and the overall structure of a particular schema are explored in class before students do any reading. The technique can be as simple as brainstorming on the blackboard. The researcher writes a keyword on the blackboard and then elicits associated words from the students. If all goes as planned, lines are drawn on the blackboard between words and a network of connections becomes apparent to the students as they participate in the brainstorming activity. While doing this, the researcher has a chance to gage the students’ level of schematic knowledge about the topic. After the blackboard is full of networked information, the researcher can draw the students’ attention to the student-generated associations that are most relevant to the reading that will follow. This simple activity need not be limited to words. Photos and drawings can be used too.
Pre-reading phase wherein the instructor has the opportunity to use pictures, slides, movies, games and other such devices to activate and build upon the students’ schema. In this phase, students might also be asked to write about their knowledge of the subject and, after writing, discuss their knowledge with other students.
b.        The Purpose of Pre-reading Activities
Pre-reading activities serve several purposes, they are:
First, they motivate student interest and build background knowledge on the topic of the text the students are to read. Students may have little or no knowledge of the text topic, or they may have misconceptions about the topic that can be clarified during the pre-reading phase. In this way, students are better prepared to read an assigned or self-selected text (Hawkes & Schell, 1987; herber, 1978) in Peregoy (2008).
Second, during the pre-reading phase, students clarify their purpose for reading a particular text. If you have assigned the reading, you’ll want to explain to your students why you have selected the material, what you expect them to gain from it, and what they are to do with the information later. In theme cycles, your students have selected their own purpose and already have in mind why they are seeking certain information.
The third purpose of pre-reading strategies is to help students gain a general idea of the text’s organization and content by perusing the headings, subheadings, table of contents, and so forth.
A reader’s experience with, perceptions about, and prior knowledge of a topic act as a framework through which he or she filters new information and tries to make sense of what is read. Prior knowledge also acts as a structure to which the reader can attach new information (Barton, 1997) in Peregoy (2008). When students’ prior knowledge of or experience with a topic is well-developed, they understand and remember more of what they read (Anthony and Raphael, 1989) in Peregoy (2008). Moreover, when they are presented with strategies such as analogies that compare new information to be read with something familiar, comprehension and retention also improve (Hayes and Tierney, 1982; Alexander and Murphy, 1998).
Researchers can use many pre-reading strategies to help students to access prior knowledge. Among these are K-W-L [Know, Want to know, Learning strategy] (Ogle, 1986, 1989); Directed Reading/Thinking Activity (D-R-T-A) (Moore, Readence, and Rickelman, 1982); and the Pre-Reading Plan or PreP (Langer, 1981). Each of these strategies requires students to answer two essential questions:
1. What do I already know about this topic?
2. What new information do I need to learn about this topic?
The first question provides a structure to which the student can attach new information. The second question prompts readers to make predictions about what they will read and to set purposes for reading, two met cognitive skills that effective readers use.
During the pre-reading phase, students can be encouraged to do a number of things. And the aims of the pre-reading phase are three-fold: (a) arousing the students’ interest in the topic or type of text; (b) motivating students to read the text by providing a purpose for reading; (c) activating students’ existing background knowledge in relation to the topic and getting familiar with some language in the text. (Ya-Juan, 2008)
One of the reading strategies practiced in this phase is the skill of anticipation— forming predictions about what is to be read. Usually predictions are made on the basis of various clues provided by the text. What can the researcher do to get the students to predict the contents of the text? A range of activity types are possible at this stage and researchers can select or combine from a repertoire, for example:
·         Examining the accompanying visual information (e.g. diagrams, maps, photographs);
·         Predicting from the title or the topic ;
·         Stating what they already know about the topic ;
·         Agreeing or disagreeing with a set of proposals about the topic ;
·         Answering a set of questions or a quiz;
·         Listing items of information they already know about the topic ;
·         Writing down their own questions that they want the text to answer.
 Pre-reading also has practical implications for lesson design and planning. A reading lesson typically has three parts: pre, while and post activities. The logic behind activating prior knowledge is to build upon what students already know about a topic as a lead-in to the main reading task. The more researchers activate students’ prior knowledge, the easier it will be for the students to retain new information from the main reading task.
3.      Motivation
Self-Determination Theory (SDT) proposed by Deci, Ryan, and their colleagues (e.g., Deci and Ryan 1985; Ryan and Deci 2000) in Komiyama con­siders what types of motivation may initiate and sustain interest in learning. Two basic forms of motivation are extrinsic and intrinsic motivation. Extrinsic motivation is typically driven by factors outside of the learner; extrin­sically motivated students read to receive good grades, please the researcher, and outperform their classmates, but not because they find reading interesting or enjoyable. Intrinsic motivation, on the other hand, is free from the influence of external factors such as reward or punishment. Intrinsically motivated stu­dents read because they find it interesting or enjoyable; therefore, motivation comes from inside and is self-determined.
Researchers can enhance the development of intrinsic motivation and more self-determined forms of extrinsic motivation by supporting students’ needs for competence, autonomy, and related­ness.
a.      Competence.
Competence refers to stu­dents’ feelings that they are capable of completing L2 reading activities (i.e., “I can do it!”). Competence can be affect­ed by the levels of difficulty of texts and tasks, as well as by researcher feedback. To increase and maintain students’ feelings of competence, reading activities must be optimally challenging not too easy, nor too hard. Also, researcher feedback should help students build confidence in their abilities rather than attribute their success to luck.
b.      Autonomy.
The need for autonomy is satisfied when students feel that they are in control of their own behaviors (i.e., “I decided to do this!”). Autono­my can be influenced by factors such as making choices, receiving rewards, and, again, feedback. When students receive rewards for their reading activities (e.g., extra points), and if the rewards make students feel as if they are under exter­nal control, students may lose their intrinsic motivation to read. Even researchers’ positive comments which usually boost motivation can nega­tively impact students’ intrinsic moti­vation if they are perceived by students as controlling. So, where as a comment like “You used great strategies” may increase intrinsic motivation, a slightly different comment, “You used great strategies, just as I expected,” could, in fact, deteriorate intrinsic motivation.
c.       Relatedness.
The third CAR compo­nent, relatedness, refers to students’ feelings of being connected with their classmates and researchers (i.e., “I am not alone!”). Students thrive in educational environments in which they feel safe, supported, and cared for. Relatedness is particularly important for students to develop more self-determined forms of extrinsic motivation because these types of motivation often involve students’ acceptance of communal values. For instance, compared to students who feel isolated, those who feel related to their classroom community find it easier to accept the importance placed on shar­ing reading materials with classmates. (in Komiyama, 2009).



C.    Theoretical Framework
The main components above were briefly described as follows:
1.      Pre-reading activities was given to make students’ considerable to enjoy reading activities.
2.      Treatment: Pre-reading activities was given as treatment in order to motivate students to read English text and comprehend the text. Pre-reading activities that were given namely brainstorming, visual aids, and pre-questioning.
3.      Through Pre-reading activities Students could be motivated to read English texts.
D.    Resume
Reading is the act of getting information from the printed texts. In studying reading, the students need motivation which can be gotten from outside of the students or from inside of the students themselves. Extrinsic motivation (motivation got from outside) can be like a method, strategy, or activity. The researcher tried to use pre – reading activities. Pre-reading activities get students ready to read a text. Taking time to prepare students before they read can have a considerable effect on their understanding of what they read and their enjoyment of the reading activity.
E.     Hypothesis

1.      Null hypothesis (H0): Pre-reading activities doesn’t motivate students to read English texts.
2.      Alternative hypothesis (H1): Pre-reading activities motivate students to read English texts.


















CHAPTER III
RESEARCH METHOD

This chapter deals with research method and design, variables of the research, population and sample, instrument of the research, procedure of collecting data, and technique of data analysis.
A.    Research Method and Design
In this research, the researcher employed a pre-experimental method with one group pre-test and post-test design. This design involved one group, which were pre- questionnaire (O1), then exposed to treatment (X), and post- questionnaire (O2).
The formula was presented as follows:
O1                    X                     O2
Where:
O1   : pre-questionnaire
X    : treatment
O2   : post- questionnaire
                                                                                    (Gay, 1981:225)         

B.     Variable of the Research
There are two variables in this research, namely: dependent variable and independent variable. Reading comprehension as the dependent variable and pre-reading activities as the independent variable.
C.    Population and Sample
a.       Population
The population of the research was the second grade students of SMP Negeri 1 Makassar academic year 2010-2011 which consisted of 3 classes with total 120 students.
b.      Sample
The sample was selected by using random sampling technique. The sample was one class with 40 students.
D.    Instrument of the Research
In this research, the researcher used questionnaire. It was used to determine how far the learners perceived or motivated in reading English text. It consisted of (1) pre-questionnaire which used to know the learners’ achievement in reading English text and (2) post-questionnaire to know whether they are motivated to read English text or not. Both pre-questionnaire and post-questionnaire contained 20 items. Every item had its own options to be chosen by the learners.

E.     Procedure of Data Collection
The procedures of collecting data were chronologically performed as follow:
1.      Pre-Questionnaire
The pre-questionnaire was given a week before conducting the treatment. The researcher employed the following steps:
a.       The researcher explained about the questionnaire.
b.      The researcher gave the questionnaire to the 40 learners as the sample.
c.       The researcher collected the result of the learners work.
2.      Treatment
In giving treatment the researcher carried out five meetings. In each meeting the researcher applied different kinds of pre-reading activities namely brainstorming, visual aids and pre-questioning, in order to know the most motivating pre-reading activities. Each pre-reading activities applied for an English text.
1)      Brainstorming: In these sessions, teachers asked students to examine together the title of the selection they were about to read.  The teacher listed on the board all the information that comes to mind as students read the title. These pieces of information were then used to further recall, and in the process considerable knowledge was activated.
2)      Pre-questions: Whenever teachers or student decided on questions to be answered by reading, they were activating prior knowledge.  These questions tended to focus attention and provide for purposeful reading.  Teachers could accomplish this by preparing questions in advance of reading. This could help in guiding students as they completed their reading assignment.  The teacher could also help students developed their own questions which could help them establish purpose and focus attention.
3)      Visual Aids: Pictures and other visual material could activate a students' prior knowledge.  If a student had some schema for fossils, a simple picture might serve to retrieve appropriate knowledge.  Thus a teacher might share this photograph of a fossil before students read a science textbook chapter on fossils.  The picture served to activate the students' schemata on fossils.
3.      Post-Questionnaire
The post-questionnaire conducted in the fourth meeting after all the process of meeting had been finished. The techniques were the same as what the researcher did in the pre-questionnaire. But, the statements in the questionnaire were related to the functions of pre-reading activities.
F.     Techniques of Analysis Data
1.      The data were collected from questionnaire that used Likert Scale (Gay, 2006: 130), then the scores were analyzed based on determinate in the following table:

Table 1. Questionnaire Score of Likert Scale
Positive Statement
Score
Negative Statement
Strongly Agree
Agree
Undecided
Disagree
Strongly Disagree
5
4
3
2
1
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree

2.      Classifying learner’s self confidence in reading English into following table:
Table 2. Classification of learners’ self-confidence in reading English text before and after given the method
No
Range
Classification of Self-Confidence
1.
2.
3.
4.
5.
85-100
69-84
53-68
37-52
20-36
Very High
High
Average
Low
Very Low

3.      After calculating all the result of learners’ work based on Likert Scale above, it could be continued by calculating the mean score of the learners’ score by using the  following formula:  
                                               
Where:                   χ          =          Mean Score
                              ∑x        =         Total of raw of number score 
                              N         =          The Number of learners
(Gay, 2006: 320)
4.      Finding out the standard deviation of learners pre-test and post-test           
Where:                       SD       =          Standard deviation
                                    x        =         Total row score
                                    N         =          Number of learners
5.      To find out whether the differences between pre-test and post-test value of the test using the following formula:
            t = 


Where:       
                   t        =     Test of significance
                      =    The different between the score of the pre-test and the score of post test for each student
                           =    The mean score from the different score of pre-test and post-test
                   =    The Square of
                    N      =     the Number of Students                         
                                                                                                            (Gay 2006)









CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the writer would like to present the description of the data obtained. The reseracher analyzed the data consisting of the result of pre-experimental research with one group pre/post questionnaire study.
A.    Findings
1.      Students’ motivation
Based on the data analysis, it was found that students are motivated to read english text by applying pre-reading activities. It was proved by in the classification of their motivation before and after given the treatment that can be seen in the following table:
Table 3. The Students’ Classification of Their Motivation in Reading  Comprehension
No
Classification
Score
Pre-Questionnaire
Post-Questionnaire



Frequency
Percentage
(%)
Frequency
Percentage
(%)
1
Very high
85-100
0
0
8
20
2
High
69-84
0
0
30
75
3
Average
53-68
16
40
2
5
4
Low
37-52
23
57.50
0
0
5
Very Low
20-36
1
2.50
0
0
Total
40
100
40
100

The data of the pre and post-questionnaire shows a significant difference of the students’ motivation after the treatment was given. In pre-questionnaire, the table indicates that no learners who have very high and high motivation, 16 (40%) are in average of motivations, 23 (57.50) out of learners have low motivations, and 1 (2.50%) is very low motivation. It means that most of the learners have low motivation in reading English text.
While post-questionnaire indicates that 8 (20%) out of 40 learners’ have very high motivations, 30 (75%) out of them are in high motivations, 2 (5%) are in average of motivation, no learners have low motivation and no one has very low motivation in reading English text by applying pre-reading activities.
The students motivation to read English text can also be seen in  the result of the mean score in pre- and post-questionnaire  that presented in the following table.
Table 4. The Mean Score and Standard Deviation of Pre-Questionnaire and post-Questionnaire
No
Questionnaire
Mean Score
Standard Deviation
1.
Pre-Questionnaire
50.3
5.9
2.
Post-Questionnaire
79.2
6.7

The calculation above shows that the mean score of the students motivation in reading English text is 50.3 (categorized as low motivation) from the ideal score 100 and the standard deviation is 5.9. In contary for the post-questionnaire, the mean score is 79.2 (categorized as high motivation) from the ideal score 100 and the standard deviation is 6.7. So, the result of the mean score indicates that the use of pre-reading activities motivates the students to read English text.
In order to know whether or not the mean score is different from the two variables (pre-questionnaire and post-questionnaire) at the level of significance 0.05 with degrees of freedom (df) = n-1, where n = number of students (40), t-test for n on independent sample was applied. The following table shows the result of the calculation.
Table 5. The t-test of students’motivation in reading English text
Variable
t-test value
t-table value
x-x
18.10
2.02

Table 5 above shows that t-test value is higher than t-table value, (18.1 >2.021) it can be concluded, that there is significant between the result of the students’ pre-questionnaire and post-questionnaire. It also indicates that null hypothesis (HO) was rejected and alternative hypothesis (HI) was accepted data.
2.        The kind of pre-reading activities that motivates students to read English text.
Based on the data analysis, it was found that the most motivating pre-reading activities is the use of visual aids. Students are motivated to read english text by applying pre-reading activities especially for the use of visual aids as one of pre-reading activities. It was proved by percentage of scoring classification of learners' pre and post-questionnaire for each item. The classification of their motivation before and after given the treatment that can be seen in the following table:
Table 6. Percentage of Scoring Classification of Learners' Pre-Questionnaire
Level
Kinds of Pre-Reading Activities
Brainstorming
Pre-Questioning
Visual Aids
Very High
0
0
0
High
27.5
25
15
Average
45
35
32.5
Low
20
35
35
Very Low
7.5
5
17.5
Total
100
100
100

Table 6 above shows that before students were given the treatment, most of them like brainstorming as one of pre-reading activities. Pre-questionnaire indicates that 45 % out of 40 learners’ have average motivations in reading with brainstorming,  35 % out of them are in average with pre-questioning,and  32.5 % are motivated with Visual aids.
Data of post-questionnaire can be seen in the following table to compare the percentage of classification of pre-reading activities.





 Table 7. Percentage of Scoring Classification of Learners' Post-Questionnaire
Level
Kinds of Pre-Reading Activities
Brainstorming
Pre-Questioning
Visual Aids
Very High
15
22.5
30
High
45
35
55
Average
35
35
12.5
Low
5
7.5
2.5
Very Low
0
0
0
Total
100
100
100

Table 7 above shows that after students were given the treatment, most of them like visual aids as one of pre-reading activities. Post-questionnaire indicates that 45 %  out of 40 learners’ have high motivations in reading with brainstorming,  35 % out of them are in high with pre-questioning,and  55 % are motivated with Visual aids.
B.       Discussion
1.      Students’ Motivation
Relating to the data collected through pre and post-questionnaire. It is shown that the student of SMP Negeri 1 Makassar can be motivated in reading English text by applying pre-reading activities as treatments. It is supported by the frequency and rate percentage of the result of the students’ pre and post-questionnaire, as explained in the previous session that most of the students were in average of motivation. After given treatment, most of the students were in high motivation and some of them were in very high motivation.
When the students’ prior knowledge of or experience with a topic is well developed, they understand and remember more of what they read (Anthony and Raphael, 1989) in McCombs and Barton, 2008. As we know that when the students are motivated to read, it will be easier for them to understand what they read. It means that if the students study in under pressure condition or they are forced to do something, it will be difficult for the students to reach the point of the learning material. In this case the researcher should motivate the students before coming to reading section.
The pre-questionnaire was used to find out the students’ motivation towards without any treatments. The students gave response based on their situation/ attitude for reading English text in class from their teacher, while the post-questionnaire was used to find out the students’ motivation towards the use of pre-reading activities as treatment in teaching of the English reading material.
Pre-questionnaire shows most of the students were doubt to say that they enjoy reading English text and some of them did not like at all. After given treatment, post-questionnaire shows that most of the students were motivated to read English text and they enjoyed reading it.
Most of the students motivated in pre-reading activities, and they felt that pre-reading activities could develop their reading comprehension and improve their knowledge. They also stated that they usually tried to find the new words that they did not know before.

2.      The kind of pre-reading activities that motivates students to read English text
As we know that there are three kinds of pre-readiing activities namely: brainstorming, visual aids, and pre-questioning. Those were applied in the treatment, and the most favourite kind of pre-reading activities is visual aids. In this case, it can be known that not all the kinds of pre-reading activities are interesting for the students.
From the data collected above, it can be concluded that most of the students were motivated to read English text and it is effective to use visual aids even though it was not higher different significantly. The data collected above also supported the findings of some previous researchers that the students needed interesting materials to read when they were learn English.
There are some kinds of pre-reading activities which were applied in treatment.
a. Brainstorming
Brainstorming: In these sessions, teachers ask students to examine together the title of the selection they are about to read.  The teacher lists on the board all the information that comes to mind as students read the title. These pieces of information are then used to further recall, and in the process considerable knowledge will be activated. When the treatment was conducted, the students seemed unlike to be examined about their knowledge. They thought that activity was like a test.


b.Pre-Question
Pre-questions: Whenever teachers or students decided on questions to be answered by reading, they are activating prior knowledge.  These questions tend to focus attention and provide for purposeful reading.  Teachers can accomplish this by preparing questions in advance of reading. This will help in guiding students as they complete their reading assignment.  The teacher can also help students develop their own questions which will help them establish purpose and focus attention. As the previous kind of pre-reading activity, students also though that activity was like a test because this activity provided a question firstly before the students read a particular text.
c.       Visual Aids
Visual Aids: Pictures and other visual material can activate a students' prior knowledge.  For example, if a student has some schema for fossils, a simple picture may serve to retrieve appropriate knowledge.  Thus a teacher may share this photograph of a fossil before students read a science textbook chapter on fossils.  The picture serves to activate the students' schemata on fossils. Most of the students were interested in reading text after looking the picture. They could guess the contents of the text by analyzing the


CHAPTER V
CONCLUSION AND SUGGESTION
            This chapter consists of two parts. The first part deals with the conclusions of the findings, and the second one deals with suggestion.
A.      Conclusion
Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes:
1.      Based on the finding and the discussion in chapter IV previously, the researcher concludes that the use of pre-reading activities motivates the students to read English text. It is proved by the mean score of the students’ post questionnaire is higher than the mean score of the students’ pre questionnaire and the t-test value is greater than t-table.
2.      The most motivating pre-reading activities is the use of visual aids. It provides some pictures that can help students in making some perceptions about the contents. It is shown in students post-questionairee, where most of the students feel easy to understand what they are going to read.




B.       Suggestion
Based on the conclusion above, the researcher would like to put forward some suggestion as follows:

1.        Due to the successfulness of motivating students to read English texts, it is suggested that applying pre-reading activities should be continuously implemented to the students of SMP 1 Makassar in particular and other English students in general.
2.        The most motivating pre-reading activities is the use of visual aids. It can motivate students to read English texts so it had better applied in teaching reading. The other pre-reading activities are expected to choose based on students want and student needs.







BIBLIOGRAPHY
Barton and McCombs. 1998. Motivating Secondary School Students To Read Their Textbooks. Retrieved on July 15, 2010 available at http://bul.sagepub.com.
Colville, Lee. Motivating Students to Read. Retrieved on August 17, 2010 available at http://www.findingdulcinea.com/news/education/2009/august/Motivating-Students-to-Read.html.
Gay,L.R. 1981. Educational Research. Columbus: Charles E. Merril Publishing Co.
Harfina. 2004. Improving Reading Comprehension of the Students through Three-Phase Teaching and Learning Model. Unpublished thesis. UNM.
Haryati, Anita. 2004. Motivating the Students of SMU Negeri 1 Pare-Pare to Read Using Mystery Short Stories. A Classroom Action Research. Unpublished thesis. UNM.
Jumanah. 2007. Improving the Reading Ability of the First Year Students of SMPN 3 Bajeng Using Brainstorming Technique. Unpublished thesis. UNM.
Kadir, Nurwahidah. 2008. Improving Reading Comprehension through Reading Short Story. A Thesis S1. FBS UNM. Makassar
Komiyama, Reiko. 2009. CAR: A Means for motivating students to read. English Teaching Forum, number 03. United States.
Kristia. 2002. Motivating the Second Year Students of SLTPN 26 Makassar to Read through the Use of Folk Task (a Classroom Action Researh). Unpublished thesis. UNM.
Nirmayani. 2008. Improving Students’ Reading Comprehension through Question-Answer Relationship Strategy. A Thesis S1. FBS UNM. Makassar
O’Brien, Kristie. 2007. The Effects of Pre-Reading Strategies on the Comprehension of Culturally Unfamiliar Texts For Adolescent English Language Learners. Hamline University.
Ollah, Ambo. 2007. Improving the Reading Comprehension of the First Year Students of SMP Negeri 1 Mandai through Group Work. A Thesis S1. FBS UNM. Makassar.
Peregoy, F. and Boyle, F. 2008. Reading, Writing, and Learning, in ESL. Pearson Education, Inc. United States of America.
Pratiwi, Ridhayanti. 2010. The Effects of Activating Students’ Content Schemata to Students Reading Comprehension in SMA YP PGRI 2 Makassar. Unpublished thesis. UNM.
Sumarno. 2010. The Motivation of the Student in Reading Spoof Text. Unpublished Thesis. UNM.
Ya-juan, Cao. 2008. Designing Activities to Develop Students’ Reading Ability. US-China Forein Language Volume 6, No. 5.


















0 comments:

Post a Comment