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
|
|
x₂-x₁
|
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