CONTOH PROPOSAL SKRIPSI
THE EFFECTIVENESS OF ENGLISH TEXTBOOK IN TEACHING READING FOR ELEMENTARY SCHOOL I PANCOR IN THE SCHOOL YEAR 2005/2006?
CHAPTER I
INTRODUCTION
In
this chapter, the researcher discusses: background of problem, statement of
problem, objective of the study, scope and limitation of the study, significant
of the study, assumption of the study, hypothesis of the study and definition
of key term.
1.1. Background of the Problem
Now
days, English is the most important means of international communication.
People from all over the world speak the language when they meet each other in
every international meeting, conference, commerce or workshop. As the
consequence, all countries in the world have set English as one of the subject
studied at schools.
Indonesia
as one of the developing country, has also set its educational curriculum which
include the teaching of English as a foreign language. It is one of compulsory
subject studied from junior and senior high school up to the university and
starting from 2004/2005 school year, some Elementary School begin to teach
English as an additional subject.
The
teaching of English for Elementary School pupils now days becomes current topic
to talk. It is because of more and more Elementary School teaches English as a
local content in their school and also remember the policy of Republic
Indonesia Education Minister number: 0407/U/1992 about Elementary School that
gives a chance for the teaching of English for elementary school.
In
this policy, it is mentioned that, Elementary School can add subjects according
to the need, environment situation, and according to the characteristic of the
related school, it is not decreasing the prevented curriculum nationally and
not deviating of the national education purposes. The teaching of English in
Elementary School is not an obligation and the teaching will be conducted if it
is needed. But, there are many elementary schools motivate to teach English in
their school. Besides, there is a demand of modern life which insists so that
the basic of English must be taught as early as possible in the level of
elementary school, because in this age, they experience the development of
their cognitive process rapidly which make them easy to internalize the basic
of English knowledge given to them, which finally enable them to develop their
English skill in next higher school.
In
teaching English for elementary school, there are some terms must be paid
attention for the success of the learning process itself. Some of them are the
teaching materials which must be relevant with the pupils’ level, appropriate
teaching method, textbook using, skill full and qualified teacher which will
teach the materials. Teacher must have a good and appropriate teaching
technique in order to gain the teaching target and also pupils can motivate
them selves in applying the teaching and learning technique. Teacher must pay
attention forwards some terms, such as teaching material, student’s level,
teaching aid, classroom management and many other aspects, because the use of
inappropriate teaching can set difficulties for the student and also the
teacher will fail in teaching and finally, will not be able to achieve the
target and the purpose of the arranged teaching.
The
teaching of English at Elementary school level is emphasized on the teaching of
reading and it is considered as the most important language skill taught for
Elementary school pupils. Therefore, it should be taught longer than the other
language skill.
To
get a good result in teaching reading at Elementary school, the teacher should
start from the beginner, it means that starting from their young language
learner. Young age learners learn foreign language, especially pronunciation is
better than adolescence or adult, because young age learners’ organs of speech
are more flexible and they are not obstructed of psychologies hindrances.
Beside
that, a lot of pupils say that English is a very difficult subject, it cause by
English are different in writing and reading. Many pupils feel boring to learn
it, so that cause the pupils difficult to understand. Show from the reality
that, there are so many pupils who studies at Junior High School and Senior
High School do not able to read well a word or a sentence. It is very important
for the teacher to teach the pupils how to read a word or a sentence as well as
possible. Because learning English does not for a while, but will continue to
the high level as Junior High School, Senior High School up to the university.
That is the cause why the writer take this title.
In
this study the writer would like to show the comparison student’s ability in
reading short paragraph which have and doesn’t have a textbook. This research
is aimed to know, to what extent is the effectiveness of English textbook in
reading. The teacher would like to read a paragraph or a passage and the pupils
would like to repeat after the teacher.
This
research is conducted at the fifth year pupils of Elementary School I Pancor in
the school year 2005/2006 which is aimed to know the effectiveness of English
textbook toward student’s reading ability for the fifth year of Elementary
School I Pancor.
1.2. Statement of the Problems
The
problems which are investigated in this study are:
- Is textbook effective in teaching
reading at the fifth year pupils of Elementary School I Pancor in the
school year 2005/2006?
2. To what
extent is the effectiveness of English textbook toward pupils reading ability
at the fifth year student of Elementary School I Pancor in the school year
2005/2006?
1.3. Objective of the Study
This
study is aimed at finding out:
- Textbook is effective in teaching
reading at the fifth year pupils of Elementary School I Pancor in the
school year 2005/2006.
- The effectiveness of English
textbook toward student reading ability at the fifth year pupils of
Elementary School I Pancor in the school year 2005/2006.
1.4. Scope and Limitation of the
Study
This
study is limited to the following scope:
- The subject of this study is all
the fifth year pupils of Elementary School I Pancor in the school year
2005/2006.
- The object of this study is the
textbook itself, whether textbook is effective in teaching reading for the
fifth year pupils of Elementary School I Pancor in the school year
2005/2006.
1.5. Significance of the Study
This
study will have some usages either theoretically or practically.
- Theoretically
a. Provide
the English teachers a scientific study on the effectiveness of English
textbook in teaching reading for Elementary school.
b. Provide
the English pupils an additional reference in searching the teaching of English
for elementary school.
- Practically
a. Help the
learners of English to read correctly and fluently through the textbook.
b. Motivate
the English teacher to apply a practical use of textbook in teaching English.
1.6. Assumption
of the Study
In
this case, the writer states that the assumption of this study as follows:
- It has not found
out yet that the effect of using textbook in teaching reading at the fifth
year pupils of Elementary School I Pancor in the school year 2005/2006.
- Textbook is regarded as the most
appropriate media in teaching reading.
1.7. Hypothesis of the Study
In
this study, the writer formulates the hypothesis of the study as follows: “The
pupils who have a textbook in learning reading have higher ability in reading
than the pupils who do not have a textbook”
1.8. Definition of Key Term
1. Reading
is a kind of activity in translating written symbols into corresponding sound.
2. Textbook
is a medium for pupils as a control or a guide in their teaching activities.
3. Elementary
school pupils are pupils who are studying in the Elementary School for fifth
year at the time of the studying.
CHAPTER
II
REVIEW OF
RELATED LITERATURE
After
formulating the problem of the study, the researcher arrives at one important
process of finding some related information.
This chapter discusses (1)
the nature of English textbook; (2) the nature of reading; (3) the relevant
study and (4) theoretical framework.
2.1. The
Nature of Textbook
Teaching
aids is an important thing for teacher to arouse pupil’s motivation and
attention. And in teaching learning process the people often listen the sign of
the fail of the teacher in one side and the pupils in another, some factors
which influence the teaching learning process such as: the lack of motivation
from the pupil’s motivation and the less attention in the subject matter. These
are caused by their poor understanding of the goal of the materials. However,
it is very important for the English teacher to arouse the pupil’s interest.
One of teacher effort is to give the lesson by mastery of many skills to plan
of learning activities that have variation and interest.
What
the writer takes as the object of this research is the effectiveness of using
textbook toward the reading ability. The writer thinks that textbook is one of
media. Teachers use textbook as a teaching aid and it is needed to conduct the
teaching learning process in the classroom. It is expected that the pupil can
improve their competence and performance.
The
effect of modern technology is one of aspect, which influence the education
system, particularly in using the media. The media is an important instrument
which involves: the audio-visual aid and other complements like: blackboard,
table, book and etc.
Modern
schools have used many kinds of teaching media which is suitable with the
subject and for all subjects like radio and TV. Although many kinds of media
are used, in general the teacher is the first source to give the stimulus for
the pupils to learn. Her or she uses: pictures, flash cards, TV and teaching
machine. (Nasution, 2000: 194).
Textbook
is a book as a media, consist of many kinds of the suitable and relevant topic
or content that the teacher used in teaching learning process which both
teachers and pupils use them. The use of textbooks depends on the teachers in
the school. Textbook meant in this research is the textbook published by
Yudhistira (Private Publishing Company).
On
the other hand, Richards (1998) states that, while the roles of teacher
teaching and learning have been the focus of researchers over the years,
research relating to textbook has been neglected. For example, very little is
known about how teachers use textbook or whether they use textbooks at all.
Although
much planning goes into the production of textbook, the role of textbook is a
rather subjective one depending on the situation as textbook can bring about
positive or negative effects. On a positive note a textbook is a whole
component that can act as a guide to teachers an especially to new
inexperienced teacher.
Good
textbook relieve teachers of having to think of materials for every class
(Harmer in Richards, 1998) and textbook provide learners with an orientation to
the learning programe (Hutchinson and Torres in Richards, 1998).
Hutchinson
and Torres in Richards (1998: 129) point out that the textbook facilitates
teachers in many aspects:
…….The textbook saves time,
give direction to lessons, guides discussion, facilitates giving of homework,
making teaching easier, better organized, more convenient, and learning easier,
faster, better, most of all the textbook provides confidence and security.
Cunningsworth
(1984) on the other hand states that textbooks are good servants but poor
masters and that teachers should use the textbook to suit the needs of the
learners and the lesson rather than to let the textbook decide on the needs of
the learners and the lesson.
“No
teacher should permit the coursbook to set the objectives, let alone allow’
teaching the coursbook’ to be the objective” (Cunningsworth, 1984: 1)
There is also a great
danger that teachers may depend entirely on textbook. Talking for granted the
fact that the textbook has been produced by a team of experts, some teachers
may be under the assumption that everything include in the textbook is a must
and therefore needs to be included in their lesson. Swan in Richards (1998)
states that in such situations teachers tend to sit back and follow the
textbook without participating in the day-to-day decision making process.
Teaching then tends to become so mechanical that lessons are best on the
contents of the textbook only, without the teachers so much as looking in to
the suitability of the activities and the needs of the learners.
2.1.1. Concept
of English Textbook
The
English textbooks are one supplement in learning English. By the help of
English textbook will make the teaching and learning process go smoothly. The
incompleteness of the book means the problems of the pupils in learning
English. By reading textbooks pupils are easier gets pasy to understand the
point of material given by teacher, so, the process of the learning will be
effective and efficient. The teacher is not suppose to writer down the
materials that are going to teach on the blackboard, because it is time
consuming than that if the teacher write it.
The
functions of English textbooks are to supporting of study materials of the
study in learning process. Teachers as an element in education field must
realize that both curriculum and textbook have a close relationship. But
curriculum exists before textbook. Curriculum is an instrument to attain the
aim of education. To implement the curriculum we need textbooks, in other word
textbooks are facilities used at school to support the teaching English
process.
As
a media in teaching learning process, textbooks have many advantage, in the
first place, its have a consistent syllabus and vocabulary will have been
chosen with care. Good textbooks have a range of reading and listening material
and workbooks, for example to back them up. Its have dependable teaching
sequences and, at the very least, they offer teachers something to fall back on
when its run out of ideas of their own (Harmer, 19 :117).
2.1.2. Kind of
English Textbook
Generally,
there are two kinds of textbook that usually use in the schools, its use for
Elementary School, Junior High School, Senior High School up to the University.
The two kinds of its are: (1) the books that is published by epdikbud, and (2)
the books that is published by Private Publishing Company.
All of the books are may
use with provided that is not deviate from the certainty of Depdiknas, that,
the textbooks must in accordance with the level of the pupils, and have
relevance with the curriculum. So in teaching learning process, the teachers as
not as like bring the pupils run away without any purposes.
English
textbook include the reading textbook, grammar, curriculum, teachers’ hand
book, dictionary and other supplements books. Where the reading textbook is the
book consist of many kind of the reading and the story, grammar is a book that
consist of the role of formulating the sentences and arranging the words, along
with the study about kind of words and sentences, curriculum is a book that use
as a standard in teaching learning. Teachers’ handbook is a book as a source
for the teacher in giving information to the student in the classroom,
dictionary is a group of words that have meaning as a guide for the teacher and
the student in teaching learning process.
2.1.3. Textbook
Selection
Selecting
a textbook is an important step. A teacher chooses a book do not depend on his
or her wish, but must pay attention to the curriculum.
In
selecting a textbook, we have to know many aspects that have any interrelated
with the textbook selection. They are:
a. Price
How
expensive is the textbook? Can the pupils afford it? Will they have to buy an
accompanying textbook? Can they afford both? What about the teacher; can he or
she pay for the teacher’s book and tapes?
b. Availability
Is the course available?
Are all its components (pupils’ book, teacher’s book, workbook etc.) in the
shop now? What about the next level (for the next term/semester)? Has it been
published? Is it available? What about tapes, videos, etc.?
c. Methodology
What kind of teaching and
learning does the book promote? Can teachers and pupils build appropriate ESA
sequences from it? Is there a good balance between study and activation?
d. Skills
Does the book cover the
four skills (reading, writing, listening and speaking) adequately? Is there a
decent balance between the skills? Are the opportunities for both study and
activation in the skill work? Is the language of the reading and listening
texts appropriate? Are the speaking and writing tasks likely to engage the
pupils’ interest? Etc.
Textbooks
play a very crucial role in the realm of language teaching and learning and are
considered the next important factor in the second/foreign language classroom
after the teacher. The textbook is a tool in the hands of the teacher, and the
teacher must know not only how to use it, but how useful it can be. The wealth
of published material for English language teaching (ELT) available in the
market makes selecting the right course book a challenging task. Moreover, the
selection of a particular core textbook signals an executive educational
decision in which there is considerable professional, financial and even
political investment.
In
finding another sources and to create the students advance, there are some
characteristic of textbooks which is suitable to used. It in line with this
statement.
Many textbooks and
supplementary school books have suitable visual material. Work with textbook
pictures often provides useful introductory, supplementary or revision practice
with the language of the associated lessons. The same pictures can also be used
quire separately language items. Other sources like; (a) children’s pictures
books, pictures puzzle books and pictures games in the FL or mother tongue; (b)
children’s pages of newspaper or books without words; (c) newspaper, colors
supplements and magazine, particularly the advertisements; (d) mail order
catalogues, advertising brochures, etc. for pictures of object; (e) posters,
brochures, maps, slides, films, etc. from travel companies, hotel chains; (f)
realia: models, toys, toy money, (empty) containers of foreign goods; items
such as postcard, travel and other tickets, timetables, theater programs,
immigration or hotels forms, menus, etc.
Taking
these two points into consideration, and given the fact that language teaching
and learning is contexts- and situation-bound, it is important that for each
specific situation the best possible text is chosen. Therefore, English
language teachers and administrator need to get acquainted with the principles
of textbook evaluation as well as the available evaluation checklist and
scheme.
2.1.4. The
Different Options for Textbook use
When
teachers open a page in their textbook, they have to decide whether they will
use the lesson on that page with their class. Is the language at the right
level? Is the topic/content suitable for the pupils? Are there the right kinds
of activities in the book? Is the sequencing of the lesson logical?
If
the language, content and sequencing of the textbook are appropriate, the
teacher will want to go ahead and use it, if how eve, there is something wrong
with the textbook, the teacher has to decided what to do next. In this case,
there is nothing wrong for the teacher with omitting lesson from textbook.
Teachers do it all the time, developing a kind of ‘pick and choose’ approach to
what’s in front of them. However, if the teacher omits too many pages, the
pupils may begin to wonder why they are using the book in the first place,
especially if they have bought it themselves.
The
second option is to replace the textbook lesson with one of the teacher’s own.
This has obvious advantages; the teacher’s own material probably interests him
or more than the textbook and it may well be more appropriate for the pupils.
If the teacher is dealing with the same language or topic, the pupils can still
use the book to revise that particular language/vocabulary. But the same
comments apply here as for omission, if too much of the textbook is replaced,
both pupils and teacher may wonder if it is worth bothering with it at all.
The
third option is to add to what is in the book. If the lesson is rather boring,
too controlled, or if it gives no chance for pupils to use what they are
learning in a personal kind of way, the teacher may want to add activities and
exercise which extend the pupils’ engagement with the language or topic.
Most
pupils and teachers would recognize the truth behind these criticisms of
textbooks - whether they teach language, mathematics, or geography. They are
sometimes uninteresting and lacking in variety, for example, and all teachers
can remember times when they saw the way a textbook treated a piece of language
or a reading text and thought could do it much better themselves. Added to this
must be the ever present danger that both teacher and pupils will get locked
into the book, using its content as the only material which is taken into the
classroom.
The
last option is for the teacher to adapt what is in the book. If in the reading
text in the textbook is dealt with in a boring or uncreative way, the teacher
can adapt the lesson, using the same basic material but doing it in his or her
own style.
Using
textbooks creatively is one of the premier teaching skills. However good the
material is most experienced teachers do not go though it word for word.
Instead, the teachers use the best bits, add to some exercises and adapt ideas
from others. Sometimes, the teachers replace textbook material with their own ideas
- or from other teachers and books, - and occasionally the teachers may omit
the textbook lesson completely.
2.1.5. Indicator
of English Textbook
In
this case, the writer will discuss about the term of English textbook. There
are three terms include in it, they are adding, adapting and replacing.
2.1.5.1.Adding
(Intermediate)
As
we know that most textbook have word lists, sometimes at the back of the book,
sometimes at the end of a unit or a section. These are usually ignored, except
by some pupils who often writer inaccurate translations of the words.
There
are immediately things that the teachers can do with such an apparently static
collection of words. They fall into three categories, they are:
a. Personal
Engagement
The teacher can ask pupils
many questions about the meaning of the word. It is about the positive and the
negative meaning. They can ask whether any of the words look or sound like
words in their language and whether they mean the same.
b. Word
Study
The teacher can ask a
number of questions about how the words are constructed. Pupils can be asked to
make a list of words which are stress on the first, second or the third
syllables. In this section, the student will study what kid of words that they
study.
c. Word Game
After a discussion about
headlines, the pupils are asked to use words from the list in headlines. The
word list can be used for expansion too. The teacher will give the student a
kind of sentence and asks them to expand it using words from the list and
adding any necessary grammar word too.
There are many other
games-like activities. Their purpose is to get pupils using and playing with
the words in a word list – something often seen as dreary and uninteresting.
2.1.5.2.Adapting
(elementary / pre-intermediate)
In
this example, the teacher decides that though, there is absolutely nothing
wrong with the textbook page in front of him, if the teachers want to do it
differently, perhaps for motivational reasons and the need of the pupils to
find the kind of role-play activity in their lesson.
The
teacher use of role-play, letter writing etc, is neither better nor worse than
the material in the textbook; it simply different because the teacher though it
would be more appropriate for a particular group of pupils and their teacher on
a particular day.
The
example shows how a teacher takes an original text book ideal, adapt it,
putting in his own activities whilst staying faithful to the language and topic
of the writers.
2.1.5.3.Replacing
(Lower Intermediate)
In
teaching learning process, the teacher may replace textbook material with their
own ideas. The teacher’s decision to try and find his own material leads to a
radically different type of lesson.
The
aim of replacing textbook material wants pupils to practice the “would like”
construction in any types of sentences.
This
kind of replacement activity, if used sparingly, is really good for the teacher
and the class, it completely changes the atmosphere and its unusualness makes
it memorable. The pupils practice the language, the textbook wants them to, but
in a completely different context.
2.2. The
Nature of Reading
Reading
is n active cognitive process of interaction with print and monitoring
comprehension of establishing meaning which means the brain does not work in
reading, the pupils get information by comprehending the massage and the
teacher motivate the pupils to read (Lado, 1961: 65). Furthermore, Gloria
(1988: 43) States that the definition of reading comprehension is most likely
to occur when pupils are reading what they want to read, or at least what they
see some good reasons to read.
Lado (1961: 56):
Reading in the foreign
language consists of grasping meaning in the written language. In this case,
reading foreign language is the grasping of full linguistics meaning of what is
to read in subject within the common experience of the culture of which the
language is a central part. He further maintains that linguistics means to
include the denotation conveyed by language to all speakers of it is as opposed
to meaning that are receptive only by those have specific background
information not known by the other speakers in general. In other word, there
are some purposes of reading such as reading for specific items of information,
for general and detail information in a given field, etc. other types of
reading, for example readings for literary appreciation are properly the real
of reading in the native language.
Learning
to read a new language, the pupils must read carefully, some aloud, moreover
some questions are also important of the passages, as in the following
statement by Berry (1956: 44):
There
must be question on the text, this essential. The questions are to help the
pupils understanding every detail on the passage, for example, the passage is
about “hide and seek”. It means that the questions on the passage are able to
facilitate the pupils understanding of the passage; the children are playing
hide and seek in the playground, and the question are (1) who is playing hide
and seek in the playground ? (2) What are the children playing in the
playground? (3) what are they doing in the playground and where are they
playing hide and seek?
Psychologists
and the reading experts have been conducting extensive research in the nature
of reading and the sequential development of language skill. Among discoveries
of the researchers, as stated by Lewis and Sisk in Gerry (1956: 34) are:
(a)
reading is not a single skill but an interrelated process of many skill, (b)
reading is development process, in other words, reading comprehension develops
sequentially as pupils nature, (c) there are developmental pattern from grade
to grade and from year to year, but wide variations in reading ability exist
among pupils in any grade or of any age, and (d) there are no basic reading
comprehension which can be taught or learned once or for all, they are merely simpler
or more difficult levels of reading proficiencies, which can be taught to
pupils who are ready to learn.
2.2.1. Concept
of Reading
Although,
on the world wide level, the format of teaching reading skill may differ
according to local circumstances, the 1994 English GBPP Stresses the
implementation of teaching reading skill in an integrated skill unit. It means
that reading is thought integrated with the other language skill. Such as,
teaching vocabulary, grammar, punctuation and the way construct sentences,
paragraphs and texts.
The
development of reading skills mostly occurs in this stage. To be effective
reader, the pupils should be able to (1) scan; (2) skim; (3) read between the
lines; (4) read intensively; and (5) deduce meaning from the context. Scan
means that the pupils glance rapidly through the text to get specific
information. Skim means that he pupils glance or read the text quickly to get
general information. Read between the lines means that the pupils get the meaning
or obtain the information of the text from line to line.
Read
intensively means that the pupils play their concentration in reading to get
detail information. Deduce meaning from context means that the pupils take a
conclusion or the meaning of the text from the context.
In
the classroom, pupils are often asked to do the reading tasks in groups. By so
doing, they practice their speaking and listening skills’. Some reading tasks
may also be constructed in such a way that pupils can practice their writing
skills. Inn this context, whilst-reading stage really reflects the
implementation of integrated language skills.
Post-reading
activities. In this stage the teacher will then probably organize some kinds of
follow-up task related to the text. Thus, if the pupils have answered question
about a letter, (Harmer, 1991: 189). In this case, the task are related to the
text given and it is intended as a kinds of follow-up activity because it is
done after the pupils have understood well about the content of the reading
text.
The
post-reading task may vary from the simple one, e.g. writing letter.
Of course, the entire task
should be still related to the topic of reading, the same as whilst-reading
stage. In the post-reading stage, pupils can also be encouraged to discourse
the task in pair or group.
2.2.2. Reading
Process
In very
real sense, reading process is a progress report. It means that a major reason
for the lack of forward motion in attempts to develop more effective reading in
striation was a common failure to examine and articulate a clear view of the
reading process it self. Knowledge is non-cumulative in improving reading
instruction largely because either ignore the reading process and focus on the
manipulation of teacher or pupils behaviors of because they related reading as
an unknowable mystery.
Goodman,
in Long, H Michael and Jack C Richards (1988: 11) says that: “(1) Reading is
what reading is and every body knows that; usually this translates to ‘reading
is matching sounds to letters’; (2)’Nobody knows how reading works’”. This view
usually leads to a next premise; therefore, in instruction, what ever ’works’
is its justification.
Both
views are non-productive at best and the worst seriously impede progress.
Furthermore, the effort has been to create a model of the reading process
powerful enough to explain and predicate reading behavior and sound enough to
be a base on which to build and examine the effectiveness of reading
instruction. This model has been developed using the concepts, scientific
methodology, and terminology of psycholinguistics, the interdisciplinary
science that is concerned with how thought and language are interrelated.
2.2.3. Reading
Technique
A
technique is an implementation, that which actually takes place in a classroom;
it is a particular trick, stratagem, or continuance used to accomplish an
immediate objective. Technique must be consistent with a method and therefore
in harmony with an approach as well.
In
teaching if reading, explains that there are techniques used, such as
2.2.3.1.Scanning
Scanning means glancing
rapidly through a text to search for a specific piece of information. So, when
scanning, it a searching process that requires the pupils to find what they
need. If the pupils are looking for data, they are looking for numbers, and so
on.
2.2.3.2.Skimming
Skimming is useful skill to
be applied in reading. This kind of reading is quick reading for the general
ideas of passage. The pupils can be asked to say briefly what a text is about.
For example: which of these topics deal with the text? (A list of given topic).
To answer the question, the pupils can answer by glancing over the surface of a
text.
2.2.4. Reading
for Elementary School
The
objective of the teaching reading at elementary school is to develop pupils’
reading skill, so that the pupils can read text effectively and efficiently. It
is usual to start by teaching every day words which are already familiar to the
pupils. the teacher shows the pupils the word and says it while pointing to the
object.
As we
know that, teaching English in elementary school emphasize on reading, so,
pronunciation rules are become very complicated as a basic to introduce. The
letters or who do not have a one to one relationship between letters and sounds
in their own written language.
In
general, the purpose of reading is classified into (1) getting general
information from the text; (2) getting specific information from the text and
(3) reading for pleasure or for interest (William, 1984). This classification
of the purpose of reading is implemented to the development of different reading
strategies e.g. scanning, skimming, reading between the lines, etc.
To b e
efficient reader, pupils should be presented to various kinds of the text so
that they can be flexible to choose the type of text that they read, (Mc
Donough and Shaw in Gullet, 1981: 78) Therefore matching of reading skill to a
reading purpose skilled readers or pupils scan to locate specific information
in a text and skim to extract general information from it. In this case, the
efficient readers are not passive and do not operate in vacuum but they react
with the text by having expectation and ideas about possible outcomes. The
efficient readers also interrogate materials of all types by looking for cues
in titles, sub-titles, and within the passage are self.
2.3. The Relevant
Study
In this
part, the writer states the relevant studies which are possible in adding the
readers view about the effect of using textbook toward student reading ability
in elementary school. In this case, actually the writer never finds out or listens
about the same research. But the writer find a research close
to this study so that the writer conclude that just the researcher
herself that do this research.
2.4. Theoretical
Frame Work
Based n
the theoretical description and result of the relevant studies, the writer
arrives at theoretical framework of this study.
In
English language teaching in Indonesian, reading is placed in high priority, we
can see it from the curriculums. Senior high school curriculums, junior high
school curriculum, even at elementary school emphasize the English language
teaching on the reading comprehension ability.
Therefore,
reading is the most important language skills for pupils t study hard, by
reading the knowledge of the pupils will gradually increase, beside developing
their ability in other language skills. But reading without comprehension is
means nothing because reading comprehension is an active process to get the
information from the text.
The aim
of pupils in learning English at elementary school is to master reading,
listening, speaking and writing. In teaching learning process these four
language skill should be thought integrative. And each of the skills is applied
trough some steps i.e. pre-reading activity, whilst-reading activity.
By
teaching four language skill in interactively, that is involves reading,
listening, speaking and writing. In this case is limited for the reading skills
itself to involve the pupils in learning activities i.e.; (1) To expands the
pupils knowledge and art; (2) to motivates the student to be a good personality
in their country; (3) to expands the pupils social intercourse. So that in this
case, the ability of the pupils will be increased by using textbook with are
published by Depdikbud (Government) and Yudistira (Private Publishing Company)
CHAPTER
III
RESEARCH
METHODOLOGY
This
chapter discuss (a) research design; (b) population and sample; (c) research
instrument; (d) procedure of data collection; (e) procedure of data analysis.
Research Design
This
chapter is an important part in writing a scientific report. All scientific
writing has a special aim. It should be written systematically and use a
certain method to reach its truth, because its result is mainly determined by
the methodology used.
Suryabrata
(2000: 108) states that: the scientific writing is called reliable depending on
the methodology used. It is in line with Antony as quoted by Richard (1993: 15)
states that: method is an overall plan for the orderly presentation of language
material, no part of which contradicts, and all of which is based upon the
selected approach.
This
study refers to the quantitative research with two variables. It investigates
the effectiveness of using textbook toward student reading ability, so the
researcher wants to know the effect of those two variables.
Arikunto
(1998: 89) states that the types of research can be established from the
variables of the study, and she (1998: 29) also states that if the researcher
wants to know what, how much, how many, how long the conditional of thinks, it
is called a descriptive research. Based on the data got and the phenomena
observed, this study is called descriptive quantitative research.
In
describing the study, the writer formulates the title of the effectiveness of
using English textbook toward student reading ability. This study is aimed at
finding out the effect of using English textbook for the fifth year of
Elementary School I Pancor in the school year 2005/2006.
This
is experimental design study. In this research, there are some steps used by
the experimenter such as: 1) giving the pupils explanation about the texts; 2)
collecting the data; 3) calculating the data; 4) writing the thesis report.
The subject design of the
research is as follows
Group
|
Treatment
|
Post test
|
A
|
X
|
T1
|
B
|
Y
|
T2
|
Where:
A/B :
class experimental
X :
treatment for the first experimental group using English textbook
Y :
treatment for the second experimental group that do not use English textbook
T1/T2 :
test given for each group
Population and Sample
This
part discusses population and sample.
Population of the Study
The
population of the study is the two classes of the fifth year pupils of SDN 1
Pancor in the school year of 2005/2006. population as states by Arikunto (1998:
115) that the whole of the subject research is called population research. It
is in line with Encyclopedia of Educational Evaluation and he (1998: 115)
states that: a population is a set (or collection) of all elements possessing
one or more attribute of interest.
Based on
the last definition about the population, can be taken the conclusion that the
subject of all the study is all of the pupils which have the same
characteristics and will be investigated through this research.
The
population of this study is all of the pupils at fifth year student that is
divided into two groups: VA, VB.
Table
3.1. The members of population of the study
Class
|
Pupils
|
Total
|
VA
|
30
|
60
|
VB
|
30
|
Sample of the Study
To
determine of the study, the writer took what Arikunto (1998: 120) suggested
that sample is a part of representative of population that are examined or
investigated. Furthermore he also states that if the population less than
hundred, the whole numbers of population must be taken. But if the populations
are more than 100, it can be taken between 10-15%, 20-25% or more than it.
Then,
the researcher referred to his theory by taking all of the pupils VA and
VB as the sample of the study because both of each of the
classes consisted of 30 pupils. So the sample are 60 pupils (less than one
hundred pupils) about 30-50% it is belonged to population research.
Table 3.2. The number of sample of the study
Group
|
Treatments
|
Total
|
VA
|
X
|
60
|
VB
|
Y
|
Where:
X : treatment for the first
group
Y : treatment for the
second group
Research Instrument
In
this study, the writer use test to get the scores of the pupils. Arikunto
(1998: 130) states that: test is question which is used to measure the skills,
knowledge, intelligence, achievement aptitude, and another capability of
someone or a group of people. It is in line with what Brown (1994: 253) states
that: a test has a purpose of measuring a test measures a person’s ability or
knowledge.
While
Nurkancana (1986: 25) states that test is a way to conduct the research in task
form, compared with another by using pupils’ mark. In the presents study, the
instrument use is multiple-choice, consist of 45 questions with 5 passages.
Try-Out of Instrument
Before
the test use, the writer will try-out the test. Try-out as conduct to determine
validity and reliability of the test. Each of the tests try-out to the 30
pupils of six year pupils who do not belong to the sample of this study. For this
purpose, the writer choose the try-out subjects for the six year student of SDN
1 Pancor because it has the same characteristic with the subject of this
research. Another reason of the writer to try-out of the test is to determine
the times allotted and the pupils do the test, while the writer will limit
their time for answering the test as long as 90 minutes.
Validity of Instrument
Validity
is measurement that is showing the validity level of the instrument (Arikunto;
1998: 160). In other word, test validity defines as the extent to which
instrument measures, it is supposed to measure and nothing else. There are
various methods can be used to see validity of the test, one of them is
concurrent validity. This type of validity is determined by establishment
relationship or discriminating power. In other word, concurrent validity is the
degree to which the score on a test administered at the same time or to it
other valid criteria available at the same time.
An
instrument or a test can be called valid if it at least consists of the content
and construct validity. “Content validity of test refers to the suitability of
a test result with ability elements to be assessed”. Whereas, construct
validity is “the validity of a test based on the conformity between an
instrument used with concept of theory that underlined it”. Then, the test
employed in this study was valid based on content and construct validity.
Because, the test was taken from the English textbook of Elementary School by
Yudistira relate on English curriculum.
Reliability of Instrument
Test
reliability defines the degree, to which a test consistently measures whatever
it will measure. The more confidence that has scores obtained from the
administration of a test are essentially the same score that will be obtain if
the test a readministrated.
To
estimate the reliability of the test score, the Kuder-Richardson 21 in Arikunto
(1998: 185).
r
r11 =
reliabilitas instrument
k =
total numbers of items
M =
mean score
V =
total variant
Another
part, for this study, the writer will identify the item difficulty by using
this formula, Oller in Nurgiyantoro (1995: 139).
Where:
IF :
item difficulty
FH :
frequency high
FL :
frequency low
N :
both of group numbers
Procedure of Data
Collecting
Data
is one very important thing in research. Because the researcher conducted this
research in two group of pupils to collect the data, so the method of
collection of this study follows these steps:
(1) The researcher will ask the
pupils to read the text.
(2) Each of the text consist of
5 to 10 questions in a passage.
(3) They will ask to answer the
questions from the passage.
Procedure of Data Analysis
After
getting the data completed, based for the researcher to analysis the data. In
analysis the data, there three important thing such as: (1) descriptive of the
data, (2) normality of the data, (3) hypothesis testing.
Descriptive of the Data
Before
conducting the means and the standard deviation of the first experimental and
the second experimental group, the writer will categorize the data by using
descriptive statistic.
The data
will be categorized into: high, average, and low categories. From the purpose,
the writer will use the formula as follows:
Mi +
1 SDi up to Mi + 3 SDi is
high
Mi – 1
SDi up to < Mi +
SDi is average
Mi – 3
SDi up to < Mi –
SDi is low
(Dantes,
1983: 78)
The
statistic includes; the ideal maximum score (SMi); the ideal means score (Mi),
and the ideal standard deviation (SDi). The formula is used in describing Mi
and SDi is Mean (M): ½ x (maximum ideal score + minimum ideal score) and
standard deviation (SD): 1/6 x (maximum ideal
score – minimum ideal score).
Normality
of the Data
Normality of the data will conduct to know whether the data
research has normal distribution. The researcher will use the technique of
chi-square (x2) to analyze the data.
The
normality testing of the data with the chi-square (x2) can be done
by all of the people, because it do not need the especially medium such as
testing with the paper of normal probability (Arikunto: 1998: 313).
Hypothesis Testing
Relating
with hypothesis testing, the alternative hypothesis (Ha) must be change into
null hypothesis (Ho). It is known that Ho is a hypothesis that will be tested
weather accepted or rejected depending on the result of the investigation.
Relating
with hypothesis, the alternative hypothesis has a positive effect of using
textbook toward student reading ability and has no positive effect of using
textbook toward reading ability for the fifth year pupils of SDN 1 Pancor in
the school year 2005-2006 as the null hypothesis.
In
testing hypothesis of this study the t-test is used, as follows:
Where:
t =
computation of correlation
Mx = the
mean score of each group
My = the
number of sample of each group
X1 =
deviation of X1 and X2
X2 =
deviation of Y1 and Y2
Nx =
sample of first experimental group
Ny =
sample of second experimental group
S = the
sigma
Ö =
the root of
The
criterion of examining Ho used in this study is that Ho will rejected if
t-value is same or more than t-table. In the certain degree with the
significant rank is 0,01, while Ho will accept if the t-values less than
t-table in the certain degree with the significant rank 0,01.
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