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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misi gan numpang nanya lo tentang recount text ada gk yang analysis competence nya...???
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