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Putri Anggraeni, et al / Journal of English
Language Teaching 6 (1) (2017)
75
ELT FORUM
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Journal of English Language Teaching
http://journal.unnes.ac.id/sju/index.php/elt
English Teachers’ Methods in Teaching Reading Comprehension of Procedure
Text
Akidatul Yusmalinda, Puji Astuti
English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia
Article Info
________________
Article History:
Received in
12 May
2020
Approved in
12 July
2020
Published in
30 July
22020
________________
Keywords
:
English Teacher
;
Teachers’ Methods;
Teaching Reading;
Reading
Comprehension;
Procedure
____________________
Abstract
___________________________________________________________________
This study focuses on English teachers’ methods in teaching reading comprehension
of procedure text. The main purpose of this study is to describe the methods used by
English teachers and
reveal the strengths and weaknesses of those methods used for
teaching reading comprehension of procedure texts. The research was a qualitative
case study. The participants of this research were two English teachers at one of
junior high schools in Semaran
g in the academic year of 2019/2020. In collecting
data, several data collection instruments were used, including: interview,
observation guideline and document analysis checklist. The findings showed that
English teachers planned the teaching materials a
nd strategies in advance. They also
used various methods in teaching reading of procedure text. Both teachers almost
used the same methods which were audio
-
visual method, scaffolding, grammar
-
translation method, and project
-
based learning. The difference w
as in the step of the
strategy implementation. In addition, the findings showed that the most appropriate
method in teaching reading comprehension was grammar
-
translation method since
it helped students comprehend the procedure text. There were several stu
dents who
still had a hard time following the lessons. Teachers are supposed to make sure that
all students have understood the whole text or not and they should observe the
students’ situation and needs so that the teaching and learning is contextual.
© 201
9
Universitas Negeri Semarang
Correspondent Address:
p
-
ISSN
2252
-
6706
|
e
-
ISSN
2721
-
4532
B3 Building FBS Unnes
Sekaran, Gunungpati, Semarang, 50229
E
-
mail:
yusmalinday@gmail.com
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INTRODUCTION
It is a fact that English has been chosen as an international language because of widespread use
among all countries in the world. Therefore, it is obviously significant for all people to learn English
in every level by considering the importance of daily
life in all skills. Therefore, people have to
master all the required skills in English such as listening, reading, speaking, and writing. These four
skills cannot be separated, they are linked to each other and related to receptive skills and productive
s
kills. While listening and reading are receptive skills, writing and speaking are productive skills
(Harmer, 2001).
Due to the fact that reading is a receptive skill, it means reading is one of the ways to get the
knowledge in English, because when we rea
d a text we can obviously get the knowledge what
exactly the text tells to us, in addition, we can get a lot of vocabularies that will help us in speaking
and writing. Hence, reading skills is very important especially for students to collect as many as
po
ssible the vocabulary from the text they have read. By reading, students can use their time in a
good way to get information, knowledge, as well as enrich their vocabulary, and improve their
ability in English.
According to Dean (2013), reading is more tha
n seeing words clearly, more than pronouncing
printed words correctly and more than recognizing the meaning of isolated words. Reading requires
you to think and feel. Reading is not just looking and pronouncing words in the text but
comprehending all the c
omponents of a text. In short, the goal of all reading is the comprehension of
meaning that is conveyed in the written text.
Students in junior high school are supposed to learn several genres of text. According to
Indonesia Curriculum Education 2013, ther
e are several texts that must be studied such as
descriptive text, narrative text, procedure text, and so on. Each of them has different generic
structure, aim, and also language features. Hence, it would make students difficult either to identify
or diffe
rentiate the text. Since we know that they must understand the whole text; what the writer
tries to inform and tell the readers. Moreover, students must get the knowledge and information of
the text, they have to be able to think critically, so whenever th
ey are asked to answer some
questions based on the text they have read, they can answer it correctly.
In addition, as we know, nowadays the National Examination (UN) is not a key to determine
whether the students pass or fail in Junior High School. Yet, th
e function of the UN has changed, it
becomes the standard of education quality of Indonesia. Besides, for students, the result of their
National Examination will be a consideration of entering the next level of education which is senior
high school and the
next after is university. If they do not succeed in answering the whole question
means they might have difficulty in the future for students who want to apply for school in their out
zone since their final marks will be a consideration for its school. Acc
ording to the POS, all the
questions of UN are from the material from seventh to ninth of Junior High School which means the
students need to brush up on their memory of all materials. Due to the importance of English and
National Examination, students wer
e worried about having a bad score in National Examination.
Therefore, students had to work hard to pass the National Examination.
Nevertheless, those things are not easy because one text contains of a lot of vocabulary,
grammatical structure and also its
story which has differences with other texts. The students need an
extraordinary effort to comprehend all the text, so they can master the whole text and answer the
questions related to the text. That understanding text is called by reading comprehension.
Hence, the teacher should help the students with all their difficulties. The teacher must
consider what the best way to teach reading. In teaching reading, a teacher may use many different
methods. According to Brown (2002) method is a generalized set of s
pecifications in the classroom
for achieving linguistic objectives. Methods main concern is to teachers and learners’ role and
behavior. Besides, the concern of method is to linguistic and subject matter objectives, sequencing
and materials. This is the ke
y of success of the reader. A teacher needs to select which one that must
be implemented in teaching certain text so that students can easily get the knowledge of that text.
Preparing students for what they are going to read can make comprehension much eas
ier.
Teacher as a mediator in teaching at school is supposed to help students getting the best
education in their life. If the students faced a difficulty in studying, it is teacher’s obligation to help
them. Based on the reason that I have been mentioned,
students need teachers’ help in mastering all
skills of English, especially in reading comprehension. However, teaching reading is not as easy as
we think, because it is not only asking the students to read the whole words in the text but
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encouraging them
to understand the text even conduct a critical thinking. Hence, Teacher should
consider what method or strategy that could make a reading text easier.
On the other hand, most of the previous researchers conducted their studies in order to find
out what t
he difficulty that were facing the students and teachers in reading (Masadeh, 2015) and
what teachers’ perception on reading method (Ness, 2016). As well as some of them found that
reading strategies will help students in improving their reading comprehens
ion. In addition, in
teaching reading teachers have used an interactive method and strategy in order to make the reading
text easier for students, whereas other teachers still used a traditional method and questions in
textbook as a media for teaching read
ing comprehension.
There were many previous studies that discussed about teachers strategies and methods in
teaching reading comprehension such as done by Soleimani and Hajghani (2013), Ferdila (2014),
Souhila (2014), Almasri and Alshumaimeri (2016), and M
uslaini (2017). Soleimani and Hajghani
(2013) found that reading strategy instruction can lead to the use of an extended range of reading
strategies by the learners. Besides, the reading strategies are able to enhance students’ reading
performance. Ferdila
(2014) found that teachers should find an appropriate technique to encourage
students’ interest instructions in various levels of Indonesian school dominantly adjust to intensive
reading. Thus, this study was to investigate the benefits of using extensive
reading in teaching
reading and as well as students’ attitudes toward it. The result showed that Hence, extensive reading
can be used as one of the method or strategy to teach reading. It can be a resource or an option for
the teacher when they want to te
ach a certain genre. Souhila (2014) found that students had some
difficulties in approaching reading strategies task. It confirmed that reading is a challenging and
complex skill because students showed that they have a great awareness about reading, but
u
nfortunately they have lacked some of reading strategies. The result showed that there was a strong
relationship between the students' knowledge (whether linguistic and background) and their success
in applying strategies of reading about the text (whethe
r general or specific).Almasri and
Alshumaimeri (2016) found that the performance of the students in the control and the experimental
group improved significantly in reading comprehension scores. However, the strongly significant
differences occurring in t
he experimental group’s post
-
test comprehension performance when
compared to the pre
-
test indicate that using Web
-
Quest can improve students’ reading
comprehension performance. The authors suggest that the teacher’s experience of the Web
-
Quest
tool, and th
e challenges to its integration in the blended learning classroom, should be investigated
further. Muslaini (2017) conducted a study with the objective were to find out how reading
comprehension was taught at an Islamic boarding school in Pidie Jaya, the s
trategies that were used
by the teachers for teaching reading comprehension, and the responses of the students towards the
teaching
-
learning of reading comprehension. Based on the observations, both of the teachers used
various strategies to teach reading
comprehension. They were both very creative in handling their
classes and they made the students actively involved in the teaching
-
learning for English reading
comprehension.
From those studies that have been conducted, it was just a few studies
examining about how
the teachers teach reading comprehension in class. This is a gap in the literature. The previous
researchers have not investigated yet what the strategies that are used by teachers in teaching reading
comprehension. For instance, how th
e teachers find the appropriate method for teaching reading,
how they conduct their lesson plan, whether they teach reading based on curriculum or not.
The notes above show that teachers play an important role in teaching their students in order
to make th
em comprehend and master the reading skill. A good and appropriate method is really
needed for students in comprehending the reading text, Medina (2012). As a teacher, they have to
choose and select which best method that is good to be implemented in class
and also the teaching
method must be modified depending on the students’ needs.
Based on these gaps, the study focused on conducting a research which aimed to find out
what the strategies that are used by teachers in teaching reading comprehension. One
main reason
for conducting this research because there were just few studies discuss about that topic since we
know that reading method is essential for teaching reading and also by conducting this topic we can
know whether the teachers’ strategies are app
ropriate or not for the students in learning reading
comprehension especially in procedure text.
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METHODS
This section describes the research approach used, respondents involved in the study, if any, which
should be kept confidential, instruments, procedures of collecting the data, and ways of analyzing
the data. The blueprint of the instrument may be provided
if necessary. Commonly used statistical
formula should not be putin this section.
In the present study, it used qualitative approach as the research design. According to
Creswell (2003), a qualitative approach is one in which the inquirer often makes know
ledge claims
based primarily on constructivist perspectives or advocacy/participatory perspectives or both. It also
uses strategies of inquiry such as narratives, phenomenologies, ethnographies, grounded theory
studies, or case studies. The researcher coll
ects open
-
ended emerging data with the primary intent of
developing themes from the data. In this present study, we used qualitative case study research since
this study focused in answering “what” questions. This research used that method because it was
a
lso appropriate to the objectives of the research which focused on teachers’ strategies in teaching
reading comprehension. The results of the research emphasized in the form of words and it was
presented in narrative.
The results of the research emphasize
d in the form of words and it was presented in narrative.
The data taken from the interview answered the questions from the interviewer while the
observation examined the correlation between the interviewee’ answer and his/her action in class.
In addition,
the use of document analysis help the data more accurate and valid. The data was also
recorded in a form of audio which later on would be examined and re
-
examined to minimize the
mistakes in analyzing the data.
Respondents
The research participants of this study were two English teachers at one of junior high schools in
Semarang in the academic year 2019/2020.
Data collection methods procedures
An instrument is a tool for measuring, observing, or documenting data. It inclu
des interview,
questionnaire, observation, and test (Saleh, 2012). To generate findings in a systematic way, it is
needed to have some instruments in the research. The instruments that used to collect the data from
the research participants were interview,
observation and document analysis.
Data collection procedures
This research used in
-
field analysis Gibson and O’connor Model (2017) to analyze the data. Data
analysis in qualitative research, conducted at the time of data collection took place, and after
completion of data collection in a certain period. The process of analyzing data consists of five steps,
there are organizing the data, finding and organizing ideas and concepts, identify patterns and
connections within and between categories, and interpr
etation.
Therefore, in this study, we used methodological triangulation was applied in this study
because there were three data techniques used which were interview, observation and document
analysis. Interview and observation correlated to each other, whi
ch meant the two data supported
each other in drawing the data to the conclusion. The document analysis made the study more
accurate. We used the triangulation technique in order to get the most valid data as possible. Using
triangulating data, it attempt
to provide ‘a confluence of evidence that breeds credibility’ (Eisner,
1991). By examining information collected through different methods, the researchers could
corroborate findings across data sets and thus reduced the impact of potential biases that can
exist in
a single study.
FINDINGS AND DISCUSSION
The main purpose of this research is giving the readers detail information about strategies used by
English teachers in teaching reading comprehension especially in procedure text. Moreover, the
strength
s and weaknesses of each strategies will be explained as well.
After doing the research, I found that there are three strategies mostly used by English
teachers in teaching procedure text. Those strategies are scaffolding and audio visual method,
grammar
translation method and project based learning.
Besides, the findings are divided into two
parts
.
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Three methods used by English teachers’ in teaching reading comprehension of procedure text
Scaffolding and Audio Visual Method
In attaining the goal of comprehension, Mrs. Gea and Mrs. Nia had done a scaffolding
method
in
advance. They had similar thought in gaining students’ attention but they did it in a different way.
Mrs. Gea created attracted
-
materials such as colorful photos
and videos related to procedure text
which often about food in order to be showed and seen by students on LCD screen. This
method
aimed to gain the students’ attention and build a concept of the material that are going to be taught
in class.
On the other
hand, Mrs. Nia also did scaffolding in different way. She began the class by
giving a text or asking the students to open the book and read a certain text about procedure text.
The teacher would read the text first, sentence by sentence then the students
would repeat. The
objective of such activity was to make the students reading aloud the text so that they are
accustomed to the vocabulary and the text. After read the text, she also played a video in order to
make the students more understand about what t
he procedure text is since it will be difficult to
comprehend the text by only reading it.
Grammar
-
Translation Method
Mrs. Gea and Mrs. Nia did the grammar
-
translation method after asking the students to read the
text. She said that grammar
-
translation me
thod is a must since the students learnt foreign language
which absolutely was difficult to be mastered. At class, she asked what point they did not
understand, and difficult words of the text. The teacher opened a question and answer section and
discussio
n within the method which aimed to ask the students about the difficult words in such text.
If they did not know the meaning, teacher explained the certain word by giving a movement such
gestures to represent the meaning of the word. The students were enth
usiastic in mentioning the
words and got the idea of the content of the text. It help the students mastering the content of the
text (see appendix
1).
Mrs. Gea and Mrs. Nia used grammar translation method in order to help students
converting the words from
English into Bahasa so that they can easily comprehend the content of
procedure text. In translating the words teachers used some gestures to represent the meaning of the
text to stimulate the students’ mind in guessing the word. That such
method
was real
ly effective for
students in comprehending the text. So that they can easily answer the questions related to the text.
Project
-
Based Learning
According to teachers’ interview, they both said that procedure text often related to how to make
something. So,
they wanted the students not only able to read and understand the text but also
practice and implement the content of text in real life. So, both teachers used project based learning
as final assignment to be done in the last meeting. Mrs. Gea divided the
ir students into some groups
and each group were asked to choose one of the recipes to be demonstrate in front of class. She
recorded the performance as a reflection of the learning process.
Moreover, Mrs. Nia also did the same method as Mrs. Gea. She gro
uped the students in
order to train their skill in performing the recipe in front of the class. Most of them demonstrated the
menu or food the next meeting, and then Mrs. Nia assessed their performance.
The strength and weaknesses of three methods used in
teaching procedure text
Scaffolding and audio
-
visual method
From the data of interview and observation that I got, this method had some strengths and also
weaknesses. First, when Mrs. Gea used scaffolding by showing pictures and videos all students were
en
thusiastic in watching the video, the pictures could attract students’ attention. So, they were really
enjoy the learning process through media such as power
-
point and video. On the other hand, when
teacher asked the students some questions related to the
video, not all students were active in
answering those questions. Some of them understood the content of the text, but others just focused
on images which showed up on screen. Besides, the position of the screen was not on the center of
class, so the stude
nts who were sitting at the back corner of class could not see the power point
clearly. It also had impact on their reading comprehension. When they read the text on the screen,
they might miss some words, so their understanding of the content were less th
an others.
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Besides, when Mrs. Nia used scaffolding by giving all the students printed text, they all
seemed seriously read the text since the reason Mrs. Nia gave the strategy was because she wanted
the students got used to in reading procedure text. Read
ing the text made the students understood in
pronouncing new vocabularies that came up in text, yet they might not pay attention to the content
of the text. So when she asked some questions related to the text, students must read again the text
in order to
build the comprehension of the text.
Grammar
-
translation method
This method is really helpful
since first language of the students is Bahasa, they needed a certain
strategy to make them understand the whole text. Mrs. Gea and Mrs. Nia used grammar translation
method in order to help students converting the words from English into Bahasa so that th
ey can
easily comprehend the content of procedure text. From observation, I saw that students can
understand the whole text easily since they succeed in finding the meaning of difficult words that
came up in the text. Besides, in translating the words teac
hers used some gestures to represent the
meaning of the text to stimulate the students’ mind in guessing the word. That such strategy was
really effective for students in comprehending the text. So that they can easily answer the questions
related to the t
ext.
In addition, from the interview, I have asked both teachers about the weakness of using
grammar
-
translation method in teaching procedure text. The result showed that grammar
-
translation
method is the only one method which has not any weaknesses from t
eachers’ point of view. This
strategy was appropriate in teaching reading comprehension about procedure text.
Project
-
based learning
The third method that used by English teacher in teaching reading procedure text was project
-
based
learning. This
method was very effective in training students skill in speaking since they were
supposed to perform in front of class. Nevertheless, the aim of using such strategy was to assess
students unders
t
anding of procedure text. This method was effective because i
t would stimulate
students’ ability in speaking so that all students have the same opportunity to demonstrate the recipe
of certain food.
Yet, the speaking skill can be achieved if the students master the whole text. If the students
have mastered the whol
e text, they can perform properly.
This method was effective in stimulating
students in order to understand the text, so that they can train their speaking skill in front of class.
Yet, this method used so much time because one group may perform more than
15 minutes and the
effect was not all students can perform properly.
Discussion
In teaching and learning process teachers had designed such the lesson plan so that they know what
should do in class. They set such activities and decided what methods which a
re suitable and
appropriate to be implemented. They had written step by step in teaching procedure text, start from
the beginning of class by preparing students to pray, motivating, giving a material and assessing the
students’ comprehension and skill. In
class, they had done such activities they planned in advance,
but sometimes they did improvisation due to the class and students’ situation.
Nevertheless, each teacher had difference in beginning the materials in class. Mrs. Gea
showed the video and pictu
res to introduce the materials, so that students could guess and grab the
idea of the materials. Besides, Mrs. Nia began the class by giving a text or asking the students to
open the book and read a certain text about procedure text. The teacher would read
the text first,
sentence by sentence then the students would repeat. The objective of such activity was to make the
students reading aloud the text so that they were accustomed to the vocabulary and the text.
Afterward, what she had done in continuing the
teaching and learning process almost the same as
with Mrs. Gea. Both teachers discussed the materials such as asking the unfamiliar words in text
which made students difficult in comprehending the text then teachers translated those words
together with th
e students. Teachers used to call the process as grammar
-
translation method.
Krashen (1987) the aim of language learning in this method is described as to help students
attain the ability of reading the literature of the source language by studying its st
ructures and
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lexicon, with a special weight on grammar rules, vocabulary memorization and written translations
into and out of the target language, with a strong focus on the form and meaning. Students learn
new vocabulary and grammatical rules through the
ir own native language. It is also widely used in
explanation about new concept. Meaning of the target language items is made clear via translation
into students’ native language. As my observation, students are involved in translating the reading
text fro
m their book into Bahasa after reading aloud by lines or sentences. As I have seen in the
experience, individual students do the translation orally, yet the teacher can also ask students to
write down their translation in their notebooks, as well.
Teacher
s also did not forget to explain the materials more detail and deeper as they explained
what the text was and video told about, the function, generic structure and also the common words
which often appear in procedure text. While explaining, teachers also
often gave several oral
questions, and students answered it orally. At the end of the discussion, teachers gave written
question to the students so that the teacher would know how the process of understanding the
material especially in procedure text in ea
ch students. Yet, Mrs. Nia added some task from the
questions of national examination. She wanted her students familiar with each kind of questions,
because sometimes the question about procedure text can be unfamiliar for students due to the use of
words.
For example, the question would be about the function of the text, yet the writer used the
synonym of the word “objective” like goal or aim. By giving the different type of questions, students
are supposed to train in understanding what the question wants
to ask.
After giving a lot of explanation and task related to procedure text, teacher wanted the
students to use their comprehension in real life. This will be happened by asking the students to
perform. Teachers divided the students into some group and
ask them to find a recipe or any kind of
procedure text that related to their life, and after that they asked them to perform in front of class.
Teachers will assess their performance and also knowledge by measuring their pronunciation,
intonation, teamwor
k and their performance whether they gave the explanation of their project by
reading the text or they have mastered the text so they can do it without reading any text. This
process is called project based learning.
According to Jalinus, Nabawi and Mardi
n (2017) in project
-
based learning, students are the
center of learning who are learning actively to improve their competences. Teachers act more as a
guide since it is student
-
centered. Project based learning focuses on a real
-
world problem in this case,
the students’ work related to their life such as an easy recipe that can be made in their real life. The
significant improvement that occurred in ability doing project work could be seen from skilled
student in preparing the materials, the materials and i
ngredients in accordance with procedure,
managing of work, managing of time, cooperation with team work more solid and show better work
attitude. The most important thing is the ability of comprehending the text.
Teacher chose and prepared such strategies
and methods because they thought those were
appropriate in teaching reading comprehension in particularly procedure text. The use of scaffolding
aimed to build a concept of procedure text, stimulate students’ mind, and also attract students’
attention. Wh
en students had focus on the teacher and materials, teachers gave warming
-
up material
by discussing about what the video was, what the text was and guessing the content. It can motivate
the students to learn new materials. While learning new materials stud
ents surely got some obstacle
in learning. Thus the teacher helped them by asking difficult words, translating so that students felt
helped and easy to understand the materials. Discussing in question and answer session was a way
to know whether the studen
ts have understood the material or not, if the students can answer the
whole questions and know the whole text or what the content of the text, teacher can move forward
to the next step. The goal of the use project based learning as final project in proced
ure text was to
make each individual student not only able to read aloud and translate the words from English into
Bahasa, but also understand and comprehend the content of the text. The result was they could
implement their understanding into skill by per
forming a certain text in front of class. They thought
that by demonstrating a certain procedure text into performance means they were able to
understanding and comprehension the text, especially when they performed without text. It
concluded that they com
prehend the text well. By doing so, teacher could assess students’
comprehension and also skill through performance, besides giving a certain text with some questions
to be answered in order to know the students’ comprehension in reading procedure text. Gi
ving a
text and some questions relate to text can be a training for students to achieve reading
comprehension as the more they read, the more they know and feel familiar about the words which
often appear in procedure text.
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Nevertheless, Mrs. Gea and Mrs.
Nia did not mention the name of each strategy either in
class or in lesson plan they conducted. They both only gave materials, instruction as they set in
advanced. They just simply wrote discovery learning as approach and learning method without
writing de
tail each strategy that will be used in class. They should have written all methods and
activities in lesson plan in order to measure whether what they have done in class as same as with
the lesson plan or not. In addition, mentioning the strategy in class
is also important since the
students will know what they are going to do in that learning process. It can be done by changing the
name of strategy with any easy term which make students understand the aim of learning activities
in class.
Observing the stu
dents’ respond, actually not all students were active in learning process even
teachers had set and prepared such materials and methods using medium, some students seemed not
focus so that when teacher asked, they could not answered it. It also happened wh
en teacher gave an
exercise and asked them to write the answer, they were wrong in finding the correct answer. From
five questions, most of students could not answer one question that was about implicit question, for
example the question was about “how lon
g does it take to cook rice?”, most students answered the
written
-
minutes, but actually the answer was implicit. On the other hand, when it came to question
and answer section orally, they seemed enthusiastic and scrambling in answering the meaning of
word
s.
From the result of study showed that project based learning has been implemented in teaching
procedure text, yet it just focused on how the implementation of such strategy at class and the
process of students’ activity. Students were encouraged to colla
borate in teamwork duty, stimulated
to master their portion of duty in group. It can be concluded that project based learning has been
used to teach procedure text.
The result of this observation related to the study conducted by Tan (2016) he said that
gr
ammar translation method and task based language teaching were two effective teaching methods
in reading and they did improve Chinese college students’ reading comprehension over a certain
period of time.
Based on two previous studies, those two methods we
re appropriate in teaching. That is the
reason why I choose to examine the methods used by English teacher in teaching reading
comprehension in particular procedure text because there are some methods and strategies which
proven effective in teaching readi
ng.
Krashen (1982) the second way to develop competence in a second language is by language
learning. The term "learning" henceforth to refer to conscious knowledge of a second language,
knowing the rules, being aware of them, and being able to talk about
them. In non
-
technical terms,
learning is "knowing about" a language, known to most people as "grammar", or "rules". Some
synonyms include formal knowledge of a language, or explicit learning. Those points mean that
reading comprehension is one of the inpu
t in acquiring English especially for Indonesian students as
the second language.
Those point of Krashen meant that reading comprehension help students in acquiring English
as their second language. By knowing new vocabulary that came up in text as many as
possible
make them collect those word in memory so the library of words will increase day by day. In the
end, they could master English well.
In line with the result of the study I did at one of junior high schools in Semarang, teachers
had prepared and c
hose the best methods in teaching reading about procedure text. Hence, they did
some activities in class using three best method that they thought can build students’ reading
comprehension. What I saw in my observation, teachers did not only pay attention
on how students
could understand the text well, but also how the students can use and apply the procedure text in
real life which can be achieved if the students have really comprehend the content of the text. If
students have understood what the text is g
oing to tell, they can implement that meaning and aim of
the text, they can show or perform it in front of their friend and others.
Thus all activities that had been done in class were connected one to another. The most
important thing is students must ac
hieve the reading comprehension of procedure text if they want
to train other skills such as speaking and writing. The result of my observation showed that the
teachers had drilled the students to read and understand the text using three methods I had
ment
ioned. So, they get accustomed to reading procedure text and understanding the context of the
text. At the end, they all have mastered the reading comprehension of procedure text, it also can be
seen from their performance in class.
Akidatul Yusmalinda
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CONCLUSION
The strategies used by English teachers can be concluded as, Mrs. Gea conducted the lesson plan in
advance, then did audio visual method by showing video and pictures, and scaffolding by showing
the text related to the video. After that she did grammar tra
nslation method, then giving question
and answer session by discussion and also as individual work. The last she implemented the project
based learning to know the students’ comprehension into performance. On the other hand, Mrs. Nia
conducted lesson plan
in advance, then reading aloud the text, did scaffolding after that, showed
video used audio visual method, then grammar translation method, thus giving question and answer
session and the last she implemented the project based learning to know the student
s’
comprehension into performance.
In short, those English teachers had used various strategies in teaching reading
comprehension. They did not only use one method to teach all students. The three strategies that
most used by English teachers were scaffold
ing and audio visual method, grammar
-
translation
method and project based learning.
Moreover, the most appropriate method in teaching reading comprehension according to
English teachers was grammar
-
translation method as it really helped students understan
ding the text
easily. Second, project based learning, it stimulated the students to work in group and trained their
speaking skill which obtained from the result of reading and comprehending the procedure text. The
last but not least, scaffolding and audio
-
visual method since it really worked on attracting the
students to focus on the materials and introduced them what kind of text they were going to learn.
The use of different methods is good in order to make students understand the materials due
to the fa
ct that students have difference ability, needs and background knowledge. By using
miscellaneous strategies may help teacher in teaching process, because we never know which
method that appropriate to such students. The result may be different from one stu
dents and others.
From that point a view means teachers had made and conducted the materials and strategies
as good as possible yet the point of success and effectiveness of the use of a certain strategies can be
achieved not only from the teachers’ side b
ut also from the students’ side, since each students has
difference background knowledge, needs, ability, the situation of students in class at that day can be
influenced as well. So, that is difficult to know whether a particular method is effective or no
t. It has
to be done in a long time to prove it.
Moreover, for further researcher could ask and interview students’ whether what teachers did
in class related to teaching reading comprehension in procedure text has made them understand the
materials and te
xt or not. Besides, post interview after doing an observation class is good to be done.
This method can be used as reflection in teaching and learning process. So, for the next researcher
can do this method to make the research more valid.
ACKNOWLEDGMENT
I would like to give my deepest gratitude to my advisor
Puji Astuti
, S.Pd., M.Pd.
, Ph.D.
for her
patience in giving me guidance and meaningful suggestions during the consultations for this final
project. Moreover, the twenty six participant
s who belong to those abstracts. In addition, they were
willing to become the participants of this final project.
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