a. Title: Previewing Technique on Reading Comprehension for the Tenth Grade of
Students SMAN 4 Pamekasan.
b. Research Context
In
education, reading is the important activity in life with one can update his or
her knowledge. The students can not master the language they just learn the
theory without having technique. English is one of language subjects of
Indonesian curriculum that must be learned by students in any grades. Students
who learn English do not only have the theory but they need to the technique of
learning English.
Teaching
learning English as a foreign language, most students can not master English
perfectly. When we hear the word skill, automatically we refers to listening,
reading, writing, and speaking. However, there is another important skill in
learning English language. To support the student’s English skill, they have
problems especially in reading comprehension, they can not read English
language well. They can not find out the overal content from the text that she
or he read. It is probably because English is not their native language but it
is their foreign language. So, they need the strategy to overcome they obstacle
in understanding the text on their reading skill.
Previewing
refers to the activity in which previews are provided prior to reading to equip
readers with background knowledge essential for understanding the subsequent
reading selections.[1]
Previews are introductory materials characterized by such information as
thought-provoking questions, description of characters, setting, and plot up to
the point of climax, directions for reading, and definitions of difficult
vocabulary.
Previewing
is an effective reading strategy as a technique to help students to retain
textbook materials.[2]
In previewing, students learn to establish purposes for reading and to make
accurate predictions, actions which reinforce and enhance the learning process.
Yet, many students do not to bother to preview. Students open their textbooks
and just start reading from page to page an unstructured activity which
severely limits the amount of learning accomplished.
A
well designed textbook, website or other print resource has a variety of
elements or features that are applied consistently to help the reader locate and use the
material. Some texts have more of these features, and clearer cues, than others
do. Previewing a course text can help the students to identify the text
features and use them efficiently. The purposes are learn how to navigate
subject-specific textbooks and resources, and examine the layout and features
of a particular text and how to use it.[3]
Romli
stated that skimming technique is used by the English teacher in teaching
reading comprehension. The English teacher asks the students to use skimming
technique in reading comprehension by looking at some procedures in the
technique. The use of this technique is successful
based on the result of observation checklist and student’s participation in the class during
teaching and learning process. Besides, this strategy also helps students to
comprehend the text easily and needn’t much time. In brief, this technique can
be used by the English teacher in teaching reading comprehension.[4]
Susmiati
state that the student’s difficulties in finding main ideas of the text such as
the students needed so long time to finding it, they were difficult to find the
key words of the text, and they were sometimes mistake in finding it. Their
main ideas were not concern with the content of text. Those difficulties
influenced by limited vocabulary knowledge, less attention in selected the
levels of text, did not use appropriate technique, did not have the prior
knowledge in the subject matter, and students have short term memory.[5]
Fathoni
state that the techniques uses by lecturer in teaching extensive reading
subject are combination technique or mix of fourth skill in English, individual
assignment and pair work ( pair assignment ) to the students. The techniques was suitable for the students,
positive respond from the students about that techniques used by lecturer, and
most of them felt happy and enjoy in the class. There are some activities in
teaching learning process of extensive reading subject, there are : the first
activity was made reaction report as student’s task. The second was submitted
the reaction report as student’s task to the lecturer in every meeting. The
third was the students explained their reaction report in front of the class.
The fourth was questioning and answering. The last was give applause to the presenter.
Those activities made the students pay attention to the lecturer, anthusiastic,
and enjoy in the class. The students felt not bored in learning of extensive
reading subject.[6]
Based
on phenomenon above, the researcher would like to research previewing technique
on reading comprehension for the tenth grade of students SMAN 4 Pamekasan
because the researcher want to know the use of previewing technique on
student’s reading comprehension.
c. Research Problems
Research
problems are definite or clear expression ( statement ) about an area of
concern, condition to be improved upon, difficulty to be eliminated, or a
troubling question that exists in scholarly literature.[7] In theory, or within existing practice that
points to a need for meaningful understanding and deliberate investigation. It
does not state how to do something, offer a vague or broad proposition, or present a value question.
In
this study, the researcher formulates the research problems as below :
1. What is previewing
technique ?
2. How
does the English Teacher use previewing technique on reading comprehension for
the tenth grade of students SMAN 4 Pamekasan ?
3. What
are the student’s respons
in learning reading comprehension by using previewing technique for the tenth
grade of students SMAN 4 Pamekasan ?
d. Research Objectives
Research objective is a statement of content for the study that
declares specific goals that the investigator plans to achieve in a study.[8] It
means that the research objective is declaring the aims based on the research
problems that is made the researcher. The aim of this to answer the research
problems which become s the main problem of this study, they are:
1. To know the definition of previewing technique.
2. To
know how the teacher use previewing technique on reading comprehension for the
tenth grade of students SMAN 4 Pamekasan.
3. To
describe the student’s respons in learning reading comprehension by using
previewing technique for the tenth grade of students SMAN 4 Pamekasan.
e. Significance of the Study
Significance
of the study explain about the benefits or the importance of the study, either
scientific benefit or social benefit.[9]
Scientific benefits are for the improvement of knowledge, while social benefits
to solve social problem.
1.
Theoritical
Significance
a. The result of this study is expected
to give more understanding about previewing technique.
b. It can be used as references for people who want
to conduct research in educational field, especially in teaching reading
comprehension.
2. Practical
Significance
a. To the teacher
The research findings
will give him or her viewpoint in order to use previewing technique as one of
strategy to improve their student’s reading comprehension.
b. To the students
The result finding the
new experience, firstly they will improve their reading comprehension by
learning previewing technique. Secondly, they will able to use this technique
when they face reading test material in their English examination because by
previewing technique they will spend less time.
c. To the researcher
The result of study is
expected to be used full to enrich the insight and knowledge of previewing
technique in readin comprehension. This research can be the reference for the
another researchers to improve student’s reading comprehension by using
previewing technique to make a good change in teaching learning process.
f. Scope and Limitation
According
to oxford learners dictionary, scope is range of the thing that a subject.[10]
From this definition, the researcher has a certain scope that is focuses on the
use of previewing technique on student’s reading comprehension. Limitation is
the action or process of limiting.[11]
The limitation of this study is the tenth grade of student’s at SMAN 4
Pamekasan.
g. Definition of Key Terms
In
avoid the ambiguity and misinterpretation in understanding this study, the
researcher provides the following key terms :
1.
Reading is the
receptive written language skill. It is the skill of a reader or a group of
reader to interpret information transferred by a writer. This skill is also
realized by the ability of the readers to identify the rules of the language
used by the writer to transfer the information she or he puts in the language
she or he is writing.[12]
Reading is a visual process.[13]
Visual is symbolic process of seeing an item or symbol and translating it into
an idea or image. Images are processed into concepts and whole dimensions of tought.
2.
Previewing is an
effective reading strategy as a technique to help students to retain textbook
materials. In previewing, students learn to establish purposes for reading and
to make accurate predictions, actions which reinforce and enhance the learning
process.[14]
It is give you a general idea of what a text about.[15]
So, They can easier to find out the overal content from the text that she or he
read.
h. Review of Related Literature
This
chapter review presents several theories related to this study. Those are
definition of reading, the process of reading, types of reading, definition of
reading comprehension, types of reading comprehension strategy, definition of
previewing strategy, the advantages of previewing strategy, types of previewing
strategy, steps of previewing strategy, and previous study.
1.
Reading
a. Definition of Reading
Reading is an
important activity in life with which one can update his or her knowledge.
Reading skill is an important tool for academic success.[16]
It is an activity which the readers do to enrich their knowledge in reading
skill. They do reading activities to get some information about what they read.
Therefore, they can get what they want. Reading is also very important to
support academic success because it can help students to solve their problem in
knowing or getting some information about the content of the text that the
teachers get them to find some information from the text.
b.
The process of Reading
The
process of reading may be broadly classified into three stages :
1.
The first stage
is “ The Recognition Stage “. At this stage the learner simply recognizes the
graphic counterparts of the phonological items. For instance he recognizes the
spoken words in its written form. Difficulty at this stage depends upon the
difference between the script of the learner’s mother tongue and English and
between the spelling conventions of two languages.
2.
The second stage
is the “ Structuring Stage “. The learner sees the syntactic relationship of
the items and understands the structural meaning of the syntactical units.
3.
The third stage
is the “ Interpretation Stage “. This is the highest level in the process of
reading. The learner comprehends the significance of a word, a phrase, or a
sentence in the overal context of the discards. For instance, he comprehends
the serious and jocular use of words, distinguishes between a statement of fact
and a statement of opinion. It is this stage at which a person really reads for
information or for pleasure.[17]
c. Types of Reading
Reading will be given
as soon as language learners have had sufficient practice in listening and
speaking. After the language learners have good ability of listening and
speaking, reading can be introduced. Reading lesson may be given in a single
class or it may be added as supplementary
work. Whether it is given as a single lesson or supplementary work, the material of reading
must be graded depending on the level of the language learners.
There are different types of
reading :
1.
Intensive reading
Intensive
reading is related to further progress in language learning under the teacher’s
guidance. Intensive reading will provide a basis for explaining difficulties of
structure and for extending knowledge of vocabulary and idioms. It will also
provide material for developing greater control of the language in speech and
writing. The material selected should parallel the type of material the
advanced student would enjoy in the native language: short stories, novels,
plays, and poems, articles on scientific discoveries, artistic achievements,
political development, and aspects of contemporary community life in a country
where the language is spoken. Since this reading matter will be studied in
detail, it will not serve as the ideal vehicle for further practice in direct
teaching. This purpose will be served by the material chosen for extensive
reading.
Intensive
reading material will be the basis for classroom activity. It will not only be
read but will be discuss in detail in the target language, sometimes analyzed
and used as a basis for writing exercises. At this stage, some teachers fall
into the monotonous pattern of setting a section of reading material for
homework preparation every night. Then they begin the lesson each day by asking
the student to translate what they have prepared, sentence by sentence around
the class. This becomes a tedious chore, completed in a purposeless way, and
soon destroys any pleasure in the reading assignments. Teachers must work
continously for variety of presentation in the classroom. Sometimes sections of
intensive reading material may be set for preparation before hand, the students
being supplied with questions to think about before they come to class. The
ability of the students to talk and write in the foreign language about the
material chosen for intensive reading will be very dependent on the teacher’s
choice of texts. The literature chosen for intensive study should be
predominantly contemporary.
Intensive
reading is text reading or passage reading. In this reading the learner read
the text to get knowledge or analysis. The goal of this reading is to read
shorter text. This reading is done to carry out to get specific information.
Learner reads book to acquire knowledge is the kind of intensive reading. There
are few characteristics of intensive reading :
a.
This reading
helps learner to develop active vocabulary.
b.
Teacher play
main role in this reading.
c.
Linguistic items
are developed.
d.
This reading
aims at active use of language.
e.
Intensive
reading is reading aloud.
f.
In intensive
reading speech habit are emphasized and
accent, stress,
intonation and rhythm can be corrected.[18]
2.
Extensive Reading
We have
discussed the importance of extensive reading for the development of our
student’s work recognition and for their improvement as readers overall. But it
is not enough to tell students to “ read a lot “, we need to offer them a
program which includes appropriate materials, guidance, tasks, and facilities
such as permanent or portable libraries of books.[19]
Material for
extensive reading will be selected at a lower level of difficulty than that for
intensive reading. The purpose of extensive reading will be to train the
student to read directly and fluently in the target language for enjoyment,
without the aid of the teacher. Extensive reading can be made the basis for
oral reports, to the rest of the class, or full class discussion. It may be the
source for written compositions in which students deal with specific issues
arising from the material in the book. On occasions, the class may be divided
into groups to read interrelated material. Each group may prepare some part of
the project on some present a group report to the rest of the class. This type
of class project gives a point and purpose to extensive reading by building
reading practice into a matrix of purposeful activity. Thus, the attention of
the reader is directed toward the extraction of information from the text,
rather than towards the reading process itself.
Extensive
reading assignments may direct students to articles of current interest in
foreign language magazines or newspapers. To ensure that students do not become
bogged down in reading which is too complicated, the teacher will be well
advised to discuss the relation of articles to be read, with due regard to the
special interests of the readers. Extensive reading is the reading for
pleasure. The reader wants to know about something. The reader does not care
about specific or important information after reading. Usually people read for
to keep them update.
Few characteristics of extensive reading are :
1.
In helps
learner to develop to active vocabulary.
2.
Extensive
reading is silent reading.
3.
In extensive
reading the subject matter is emphasized.
4.
In extensive
reading the learners play main role because they have to ask for measure.
5.
In extensive
reading the idea can be developed.
6.
The aim of
extensive reading is to enrich learner’s knowledge.
7.
Through
extensive reading the good reading habit can be developed.
3.
Aloud Reading
Reading aloud also play important role in teaching of
English. Teacher should know that the training of reading aloud must be given
at primary level because it is the base of words pronunciation. If it is not
cared, it will be very difficult at secondary level. According to S.
Venkateswaran reading aloud is not useful at the secondary level because of the
following reasons :
1.
It is very
difficult skill. In unseen text or in other text there are many words which
student does not know how to pronounce it.
2.
If student
have not prepared himself for reading, it will be very difficult for him. The
reading will be unnatural.
3.
Reading
basically is reading silently.
4.
According to
venktes, only those text should be read aloud, which have been written to read
aload like poetry, dialogue, and other type of text. The texts which have no
need not to read aload should not be read aloud.
How to make reading aloud interesting :
English teaching is very important task at secondary level.
Because at this stage learner comes in contact of other people and have to talk
and read any subject matter. So it becomes very necessary for him to pronounce
very well in English. In their academic college they have to read and read so
the skill of reading becomes very important for learners. What the teacher can
do for better and effective teaching for
reading as under :
1.
The material
which teacher present before students should be according to previous knowledge
of the students or related their own experience.
2.
The teacher
should emphasize on the stress of learners.
3.
The teacher
should be careful while process of reading is going on. If any mistake is
committed by learners, he should correct it. Correction should be friendly and
productive.
4.
The teacher
should care about all readers. He should also draw his attention toward weak
readers.
5.
While teacher
present model reading, this model reading should be according the level of
readers so that readers could understand it very well and pronounce very well.
Advantages
of aloud reading :
1.
It enables
learner to develop the skill of reading very well by speaking or expressing
ideas.
2.
It enables
learner to develop the skill of pronounce very well.
3.
It makes
reading very enjoyable while teacher uses reinforcement during reading.
4.
Language
learning is a kind of imitation. When teacher says anything or read any text,
the learner also tries to imitate that. So teacher should have innovative ideas
so that it can make this activity very affective.
Disadvantages
of aloud reading :
1.
Over crowed
class is very big problem. The teacher can not provide sufficient opportunities
to all students.
2.
At earlier
stage reading aloud is very necessary. If enough training of reading aloud is
not given at primary level, it will be difficult to read aloud at secondary
stage.
3.
Only bright
and intelligent students learn to read aloud very well because they get chance
frequently while average students hardly get the chanced of reading. So they
become the passive learners.
4.
Reading aloud
takes more time so it is time consuming. All students can not read at a time so
managing classroom becomes impossible.
4.
Silent
Reading
Silent reading is very important skill in teaching of
English. This reading should be employed to increase reading ability among
learners. Silent reading is done to acquire a lot of information. Teacher has
to make them read silently as and when they are able to read without any
difficulties. It is kind of habit in which learner are enabled to read without
any audible whisper.
How to make reading interesting :
Teaching reading is very important skill because this is
the stage where the knowledge of learners starts to flight. The selection of
reading material should be authentic. How the teacher can make his teaching
reading effective:
1.
Teacher
should tell about the topic first to the learners. He should motivate students.
Teacher should not read first but he should allow the students to read the
text.
2.
Teacher
should not allow the student to murmuring while reading.
3.
The subject
matter should be interested and effective and selected for the reading material
developed for it.
4.
Eclectic
approach can be used by teacher for better comprehension and understanding.
Advantages of silent reading :
1.
This reading
can makes students very active and accurate.
2.
Silent
reading concentrates the attention of learners toward subject matter and he
learns naturally.
3.
It saves time
because this activity is done at a time. All students participate together in
this activity at a time.
4.
It is very
useful to develop the skill of reading fast.
5.
This skill
plays main role to increase the knowledge of students.
Disadvantages of silent reading :
1.
This
technique is not useful at earlier stage of language learning.
2.
Through the
skill one can learn the pronounciation.
3.
In this skill
the learner can cheat the teacher if subject matter is not interested.
4.
Only bright
and intelligent students can learn this skill but average students learn it
hardly.[20]
2. Previewing Technique
a. Definition of Previewing
Previewing
refers to the activity in which previews are provided prior to reading to equip
readers with background knowledge essential for understanding the subsequent
reading selections.[21]
Previews are introductory materials characterized by such information as
thought-provoking questions, description of characters, setting, and plot up to
the point of climax, directions for reading, and definitions of difficult
vocabulary.
Previewing
is an effective reading strategy as a technique to help students to retain
textbook materials.[22]
In previewing, students learn to establish purposes for reading and to make
accurate predictions, actions which reinforce and enhance the learning process.
Yet, many students do not to bother to preview. Students open their textbooks
and just start reading from page to page an unstructured activity which
severely limits the amount of learning accomplished.
Previewing is one of the three basic speed reading techniques and allows to extract essential
information from reading material before digging into details.[23]
The previewing strategies mentioned below are particularly suitable for
non-fiction material but can also be applied to fiction books. The techniques are
suitable for all ages.
Previewing is introductory material presented to students immediately before
reading in order to provide them with specific information about the contents
of the selection.[24]
Typically, previews begin with a few statements or rhetorical questions
designed to catch reader’s interest and relate the selection they are about to
read to that with which they are familiar.
Previewing is a strategy that readers use to recall prior
knowledge and set a purpose for reading.[25]
It calls for readers to skim a text before reading, looking for various
features and information that will help as they return to read it in detail
later. Previewing a text helps readers
prepare for what they are about to read and set a purpose for reading.
b. The
Advantages of Previewing
There are the advantages of previewing
:
1. To help you decide whether a book or journal is
useful for your purpose.
2. To get a general sense of the article structure.
3. To help you locate relevant information.
4. To help you to identify the sections of the text
you may need to read and the sections you can omit.[26]
c.
The Steps of Previewing
There are four steps to
follow when previewing a reading passage :
1. Read
the Title. The title often will give you the topic or subject of the reading passage.
As you read the title, begin thinking about the reading passage. What is the
passage about, what kind of information will I learn, and what do I already
know about this subject.
2. Read
the first Paragraph. The first paragraph often will give you the main idea of
the reading selection. As you read the first paragraph, continue thinking about
the material. Does the first paragraph give me any more specific information
about the reading, and what do I know about this subject. If the selection is
very short, such as a single paragraph, you need to read just the first one or
two sentences.
3. Read
the last Paragraph. The last paragraph often sums up what the author has to
say. You get an idea as to what the author feels is most important. If the
selection is very short, you need to read only the last one or two sentences.
4. Look
over the passage. Move your eyes quickly over the passage. As you glance over
the material, note any key words that might give you additional information
about the main idea.[27]
3. Students Respons
The response was said by Darly Beum as a
response or attitude
be adequate behavior. Meanwhile Scheerer said the response was an stimulating organizing process in which prosicmal stimuli were organized. In such a way that representation often occurs phenomenal from the prosicmal stimulus.
be adequate behavior. Meanwhile Scheerer said the response was an stimulating organizing process in which prosicmal stimuli were organized. In such a way that representation often occurs phenomenal from the prosicmal stimulus.
The response to the process is preceded
by someone's attitude, because attitude is a person's tendency or willingness
to behave if he faces a particular stimulus. So talking about a response or not
a response cannot be separated from the discussion of attitude. Response also
means a behavior or attitude that is tangible before detailed understanding, assessment,
influence or rejection, like or not and use of a particular phenomenon.[28]
According to Rosenberg and Hovland, there are three components of
attitudes that is called tripartite model. The first component is cognitive.
This component can be identified by the representation of what does someone
beliefs or thought toward something. Themeasurable dependent variables from
cognitive component are based on perceptual responses and verbal statements of
beliefs.
The second component is affective which is defined as emotional feeling
toward something. Generally, emotional reaction is affected by belief or what
someone believes of something. It can be favorable and unfavorable toward
something. The measurable dependent variables of affective component are
sympathetic nervous responses and verbal statements of affective.
The last component is conative (behavior). It refers to someone
tendency to act in a particular manner that is congruous to his/her attitude.
The measurable dependent variables from conative component are overt action and
verbal statements concerning behavior. [29]
i.
Previous Study
There are many researchers that have
done their research about reading especially in reading comprehension, one of
them is the research created by Romli about The use of Skimming Technique on
Student’s Reading Comprehension at the Eight Grade of SMP Negeri 1 Karang
Penang Sampang.[30] In
this case, he stated that skimming technique is used by the
English teacher in teaching reading comprehension. The English teacher asks the
students to use skimming technique in reading comprehension by looking at some
procedures in the technique. The use of this technique is succesful based on
the result of observation checklist and students’s participation in the class
during teaching and learning process. Besides, this strategy also helps
students to comprehend the text easily and needn’t much time. In brief, this
technique can be used by the English teacher in teaching reading comprehension.
Additionally, Susmiati
conducted a research about The Student’s Difficulties in Finding the Main Ideas
of the Text in Extensive Reading Subject at the Fourth Semester of TBI Stain
Pamekasan.[31]
In her research she state that the student’s difficulties in finding main ideas
of the text such as the students needed so long time to finding it, they were
difficult to find the key words of the text, and they were sometimes mistake in
finding it. Their main ideas were not concern with the content of text. Those
difficulties influenced by limited vocabulary knowledge, less attention in
selected the levels of text, did not use appropriate technique, did not have
the prior knowledge in the subject matter, and students have short term memory.
The other research
related with this study is about The Study of Extensive reading Subject
Activities for the Fourth Semester Students of TBI Stain Pamekasan by Fathoni. [32]
He state that the techniques uses by lecturer in teaching extensive reading
subject are combination technique or mix of fourth skill in English, individual
assignment and pair work ( pair assignment ) to the students. The techniques was suitable for the students,
positive respond from the students about that techniques used by lecturer, and
most of them felt happy and enjoy in the class. There are some activities in
teaching learning process of extensive reading subject, there are : the first
activity was made reaction report as student’s task. The second was submitted
the reaction report as student’s task to the lecturer in every meeting. The
third was the students explained their reaction report in front of the class.
The fourth was questioning and answering. The last was give applause to the
presenter. Those activities made the students pay attention to the lecturer,
anthusiastic, and enjoy in the class. The students felt not bored in learning
of extensive reading subject.
j.
Research Method
This chapter the
researcher presents about the method that the researcher used in the research.
The point was about to discuss approach and kind of research, the attendance of
the researcher, research location, data sources, data collection procedure, and
step of research.
1. Approach and Kinds of Research
The
research approach used by the researcher in qualitative approach since this
research just describes the data without any statistical process. It is
intended to describe how the teacher uses previewing technique in teaching
reading comprehension.
In addition, the kind
of research is descriptive research. Descriptive research is the data that
taken from some words, pictures, and it do not use a statistic.[33]
In this part, the researcher describes the use of previewing technique by using
words, pictures, and others without statistical analysis.
2. Research Attendance
The attendance
of the researcher is necessary in qualitative research because the researcher
is the key instrument of collecting data. Moleong argues that the researcher is
as the research instrument.[34]
In addition, the researcher does not involve in the activity during learning
process. The researcher is a passive observer because she just becomes observer
only to know the activity in the classroom.
The researcher
observes by entering to the classroom as observer only without doing anything
in the classroom. Especially entering to the tenth grade of SMAN 4 Pamekasan.
3. Research Setting
Determining the location becomes the first step which must be done by the
researcher before taking and analyzing the data. In this research, the
researcher takes place at SMAN 4 Pamekasan exactly at tenth grade. Researcher
choose this location for several reasons. First, SMAN 4 is one of senior high
school in Pamekasan where the students like studying English. Second, the
English teacher uses previewing technique on reading comprehension.
4. Data Source
Source of data
is the subject which is the data got.[35]
In this research, the researcher gets the data from the English teacher and
students of the tenth grade of SMAN 4 Pamekasan.
5. Data Collection Procedures
Collecting data refers for identifying and selecting
individuals for a study, obtaining their permission to study them, and
gathering information by asking people questions or observing their behaviors.[36]
1. Observation
Observation
represent a frequently used from of data collection, which the researcher able
to assume different roles in the process.[37]
The researcher uses observation to collect the data.
There
are three kinds observational roles.[38]
Those are :
a) Role
of a Participant Observer
A
participant observer is an observational role adopted by researchers when they
take part in activities in the setting they observe.
b) Role
of Nonparticipant Observer
A
nonparticipant observer is an observer who visits a site and records notes
without becoming involved in the activities of the participant.
c) Changing
Observational Role
A changing observational role is one when
researchers adapt their role to the situation.
In this study,
the researcher uses a role of nonparticipant observer. The researcher just
observes the activity in the class without
involved in the teaching learning process in reading. The researcher just
becomes passive participant while the teacher is teaching in the classroom. The
researcher does not do anything like what the teacher do in the classroom.
2. Interview
Interview
occurs when researcher asks one or more participants general, open-ended
questions and records their answer.[39]
There are two kinds of interview : those are structured interview and
unstructured interview.[40]
a)
Structured Interview
Structured
interview is used as collection data technique if
the researcher has known about the information that they will get surely.
Therefore, in conducting an interview, the researcher provides some questions.
In structured interview, all of respondents are given the same question and the
researcher notes it
In
conducting an interview, the researcher does not only bring instrument as
guidance to interview, but the researcher also can use tape recorder, picture,
brochure, and others than help the interview run well.
b)
Unstructured Interview
Unstructured
interview is a free interview in which the researcher does not use interview
that has been organized systematically to collect the data. The guidance that
is used only the big line of the problem that will be asked.
In this research, the researcher
uses unstructured interview because the researcher does not make or provide a
list of questions. The researcher is free to ask some of questions that related
with the research. The researcher does not do any preparation or making some
questions to research.
3. Documentation
Creswell stated that documents
consist of public and private record that qualitative
researchers obtain about a site or participant in a study and they can include
newspapers, minutes of meeting, personal journals, and letters.[41]
There are
some documentations that the researcher will collect it. Those are :
a)
Lesson plan.
b)
Student’s name
list.
c)
Photos during
learning process when the teacher uses previewing technique in teaching reading
comprehension.
d)
Student’s
interview sheet.
e)
Teacher’s interview
sheet.
f)
Observation
sheet.
6.
Data Analysis
According
to Sugiyono, data analysis is the process of systematically searching and arranging the
interview transcripts, field notes, and documentations that you accumulate to
increase your own understanding of them and to enable you to present what you
have discovered to others.[42]
The function of data analysis can explain the result of investigation and can
analyze the data after finding information and data from result of research
about the use of teaching previewing technique on student’s reading skill at
SMAN 4 Pamekasan. There are some steps that the researcher apply in analyzing
the collected data. As follow :
a.
Collecting data
Researcher
collects the data happened in teaching and learning process based on the
observation, interview, and documentation as long as teaching learning process
in the classroom.
b.
Classifying data
Researcher classifies
the data based on the focus on the study.
c.
Analyzing the
data
Researcher analyzes the
data based on the observation, interview, and documentation.
d.
Drawing a
conclusion
Researcher
makes a conclusion based on the data that researcher gets from observation,
interview, and documentation and the conclusion is the answer of the research problem.
7.
Checking of Data Validity
Validating
findings means that the researcher determines the accuracy or credibility of
the findings through technique such as member checking or triangulation.[43]
In this case, the researcher uses triangulation to verify the data.
Triangulation is a way to get the data by using data resources.[44]
Triangulation is distinguished into four different forms. Those are :
1.
Triangulation of
data combiners data drawn from different sources and different times, in
different places or from different people.
2.
Investigator
triangulation is characterized by the use of different observers or
interviewers, to balance out the subjective influences of individuals.
3.
Triangulation of
the theories means approaching data with multiple perspectives and hypothesis
in mind. Various theoritical points of view could be placed side by side to
assess their utility and power.
4.
Methodological
triangulation “ within-method “ for example, the use of different subscales
within a questionnaire.
In this research,
the researcher uses methodological triangulation because the researcher
compares all of the data got from observation,
interview, and documentation.
8.
Steps of Research
In this
research, researcher uses three steps of research such as pre-research, research,
and data analysis. The steps of research will be explained as follows :
1.
Pre-research
Pre-research
is conducted before researcher comes to the field of research. This step is the
early step before the research done by the researcher to the field. It is done
in order to know and prepare optimally anything what the researcher want to do.
The activities in pre-research are the following :
a.
Determine the
problem or focus.
b.
Making the title
of research.
c.
Determine the
background and focus of research.
d.
Making a thesis
proposal and arranging the researcher licensing.
2.
The process of
research
a.
The process of
research is begun by coming to the location of research to collect the data
needed.
b.
After collecting
the data, the researcher analyzes again the data obtaining to gain validity
data.
3.
The process of
data analyzed
In
this step, the researcher analyzes the data which are gotten from interview and
documentation. Then, the researcher displays or classifies that data based on
focus of the study. Next, the researcher will continous by checking to get
validity all of the data.
k.
BIBLIOGRAPHY
Ahmad Fathoni, The
Study of Extensive Reading Subject Activities for the fourth Semester Students
of TBI STAIN Pamekasan. ( STAIN
Pamekasan : Unpublished Thesis, 2011 ).
Chen, Hsiu-Chieh Sophia; Graves, Michael F, Journal
of Adolescent & Adult Literacy. Hoboken Vol. 41, Iss. 7, (Apr 1998):
570-571. Adopted on Wednesday, 28 March 2018 8.40 a.m.
Dinnur Susmiati, The
Student’s Difficulties in Finding the Main Ideas of the Text in Extensive
Reading Subject at the Fourth Semester of TBI STAIN Pamekasan (STAIN Pamekasan
: Unpublished Thesis,2011).
Jeremy Harmer, The
Practice of English Language Teaching. ( Longman, Third Edition ).
John W. Creswell, Educational Research, (Boston : Pearson Education,2012).
Joseph Bennette, A
Course in Light Speed Reading – A Return to Natural Intuitif Reading. (
Salem : University Press, 2001 ).
Lexy
J. Moleong, Metodology Penelitian
Kualitative ( Bandung : PT. Remaja Rosdakarya, 2017 ).
Maria
Valeri Gold, Reading Horizons –
Previewing : a directed reading - thinking activity ( The Barkeley
Electronic Press, Georgia State University ).
Mindy Pasternak, Well
Read 4 – Skills and Strategies for Reading ( China : Oxford University
Press ).
Moh.Romli,
The Use of Skimming Technique on
Student’s Reading Comprehension at the eight grade of SMP Negeri 1 Karang
Penang Sampang ( STAIN Pamekasan : Unpublished Thesis, 2010 ).
Oxford Learner’s
Pocket Dictionary ( New York : University Press, 2015 ).
Patel, et all, English
Language Teaching - Methods, Tools, and Technique. ( Jaipur : Sunrise
Publisher & Distributors, 2008 ).
Pedoman
Penulisan Karya Ilmiah, ( Pamekasan : STAIN Press, 2011 ).
Sanggam Siahaan, The
English Paragraph (Yogyakarta:Graha Ilmu Press, 2008).
Sugiyono, Metode
Penelitian Kuantitatif Kualitatif dan R & D, ( Bandung : Alfabeta CV,
2012 ).
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, ( Jakarta : Rineka
Cipta, 2013 ).
Think
Literacy - Cross Curricular Approaches
grade 7-12.
https://www.speedreadingtechniques.org/previewing-methods.
Adopted on Wednesday, 28 March 2018 6.37 a.m.
https://courses.lumenlearning.co
m/vccs-enf102-17fa/chapter/text-previewing/. Adopted on Wednesday, 28 March
2018 6.40 a.m.
https://www.lbcc.edu/sites/main/files/file.attachments/previewingrdgpassage.pdf.
Adopted on Sunday, 01 Apr 2018
12.29 p.m.
http://yakinsuccess.blogspot.com/2015/04/respon-siswa-dalam-proses-belajar.html.
adopted on Sunday 10 Sept 2018 20.00 p.m.
[1]
Heng-Tsung Danny Huang, Previewing and
EFL Reading Comprehension ( The University of Texas at Austin, USA ) pg.57
[2] Maria Valeri Gold, Reading Horizons – Previewing : a directed reading - thinking activity
( The Barkeley Electronic Press, Georgia State University ) pg.123.
[3] Think Literacy - Cross Curricular Approaches grade 7-12 pg.8.
[4] Moh.Romli, The Use of Skimming Technique on Student’s Reading Comprehension at the
eight grade of SMP Negeri 1 Karang Penang Sampang ( STAIN Pamekasan :
Unpublished Thesis, 2010 ).
[5] Dinnur Susmiati, The Student’s Difficulties in Finding the Main Ideas of the Text in
Extensive Reading Subject at the Fourth Semester of TBI STAIN Pamekasan ( STAIN
Pamekasan : Unpublished Thesis, 2011 ).
[6] Ahmad Fathoni, The Study of Extensive Reading Subject Activities for the fourth
Semester Students of TBI STAIN Pamekasan. ( StAIN Pamekasan : Unpublished
Thesis, 2011 ).
[8]Ibid,
Page. 627
[9] Pedoman Penulisan Karya Ilmiah, (
Pamekasan : STAIN Press, 2011 ) pg.18.
[10] Oxford Learner’s Pocket Dictionary ( New
York : University Press, 2015 ) pg.393.
[11] Ibid. Pg.256.
[12] Sanggam
Siahaan, The English Paragraph (
Yogyakarta : Graha Ilmu Press, 2008 ) pg.3.
[13] Joseph
Bennette, A Course in Light Speed Reading
– A Return to Natural Intuitif Reading. ( Salem : University Press, 2001 )
pg.23.
[14] Op.cit Maria Valeri Gold, Reading Horizons.
[15] Mindy Pasternak,
Well Read 4 – Skills and Strategies for
Reading ( China : Oxford University Press ) pg.3.
[16] Patel, et
all, English Language Teaching - Methods,
Tools, and Technique. ( Jaipur : Sunrise Publisher & Distributors, 2008
) pg.113.
[17] Ibid,
pg.114-116.
[18] Ibid, pg.
117-119.
[19] Jeremy
Harmer, The Practice of English Language
Teaching. ( Longman, Third Edition ) pg.210.
[20] Op.cit
pg.119-124.
[21] Op.cit.
Heng-Tsung Danny Huang, Previewing and
EFL Reading Comprehension.
[22] Op.cit.
Maria Valeri Gold, Reading Horizons -
Previewing:a directed reading-thinking activity.
[23]
https://www.speedreadingtechniques.org/previewing-methods.
Adopted on Wednesday, 28 March 2018 6.37 a.m.
[24]
Chen, Hsiu-Chieh Sophia; Graves, Michael F, Journal of Adolescent & Adult Literacy. Hoboken Vol. 41, Iss. 7, (Apr 1998):
570-571. Adopted on Wednesday, 28 March 2018 8.40 a.m.
[25] https://courses.lumenlearning.com/vccs-enf102-17fa/chapter/text-previewing/. Adopted on Wednesday, 28 March 2018 6.40
a.m.
[27]
https://www.lbcc.edu/sites/main/files/file-attachments/previewingrdgpassage.pdf.
Sunday, 01 Apr 2018 12.29.
[28] http://yakinsuccess.blogspot.com/2015/04/respon-siswa-dalam-proses-belajar.html. adopted on Sunday 10 Sept 2018 20.00 p.m.
[29] Journal of English
and Education 2014, 2(1), 76-83, Students
Responses Toward the Implementationof the Theme Based Teaching in EYL Class.
[30] Op.cit.
Moh.Romli, The Use of Skimming Technique
on Student’s Reading Comprehension at the eight grade of SMP Negeri 1 Karang
Penang Sampang.
[31] Op.cit.
Dinnur Susmiati, The Student’s
Difficulties in Finding the Main Ideas of the Text in Extensive Reading Subject
at the Fourth Semester of TBI STAIN Pamekasan.
[32] Op.cit.
Ahmad Fathoni, The Study of Extensive
Reading Subject Activities for the fourth Semester Students of TBI STAIN
Pamekasan.
[33] Lexy J.
Moleong, Metodology Penelitian
Kualitative ( Bandung : PT. Remaja Rosdakarya, 2017 ) pg.11.
[34] Ibid
pg.9.
[35] Suharsimi
Arikunto, Prosedur Penelitian Suatu
Pendekatan Praktik, ( Jakarta : Rineka Cipta, 2013 ) pg.172.
[36] John W.
Creswell, Educational Research, (
Boston : Pearson Education, 2012 ) p.9
[37] Ibid,
pg.212.
[38] Ibid,
pg.214-215.
[39] Ibid,
pg.217.
[40] Sugiyono,
Metode Penelitian Kuantitatif Kualitatif
dan R & D, ( Bandung : Alfabeta CV, 2012 ) pg.138 – 142.
[41] John W.
Creswel, Educational Research Fourth
Edition. (Boston : Pearson Education,
2012 ) pg.223.
[42] Op.cit
pg.244
[43] Op.cit
pg.259
[44] Op.cit
Lexy J. Moleong, Metodology Penelitian
Kualitative. pg.330.
