The Problems of Teaching-and-Learning Reading II at Program S-1

English Education Stkip-Pgri Banjarmasin

M. Eka Prasetia, Angga Taufan Dayu, Husnul Madihah, Sultani

Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari, Banjarmasin, South Kalimantan Province. Indonesia

Keywords: Problems of Teaching and Learning, Reading

Abstract: The research titled is A Descriptive Study: The Problems of Teaching-and-Learning Reading II at Program

S-1 English Education STKIP-PGRI Banjarmasin. The goal of this research to find out the problems in

teaching-and-learning Reading II. The subject of this research was the student of program S-1 that majoring

English Education(English Department) in semester 2 and the lecturer who teach Reading II. In this

research, the researcher used descriptive qualitative as the research design. The technic used to collect data

in this research are observation, documentation, and interview. The data collected based on field data. From

the data, the researcher made description and analysis to answer the research questions. The researcher did

three steps to analyse the data; they are reduction the data, display the data, and verification/ drawing

conclusion. To prove the trustworthiness the data, the researcher used the triangulation. The triangulation

that is used is triangulation method.The result of this research shows that, first there are problems by

students. Their limited vocabulary, the vary of sentence structure, less motivation and interest of the

students. Second there are problems by the lecturer. They teach reading II too monotone, less in giving the

students motivation, lack of using media, and didn’t give their students enough vocabulary in reading text.

Related to solve these problems, the researcher have some suggestion in teaching methods, first try to make

the students more active by involving all of them in reading the texts, second give some strategies to do the

exercises in texts, third, the lecturer also give motivation to the students to make them be more active, fourth

give enough vocabulary that is related with the texts.

1 INTRODUCTION

Allow much time to think. When lecturer walks into

his class, he has to face the class alone. What he

does, depends mainly on what has got before he

enters the class. Right or wrong, everything depends

on him. He is the master of the class and he is the

resourceful person for his students.

The lecturer must rely on what he has in his

mind, books and other sources available around him.

Moreover he must make up his mind and decide

which to use and which to set aside. It’s undeniable

fact that lecturer has to face a lot of things when he

teaches, such as question about the meaning of the

words. Because of this the teacher must have a good

reading ability.

In Indonesia, English is one of the foreign

languages. This is one of the reasons why English is

become one of the school or University curriculum.

Reading then must be central and main activities in

the teaching-and-learning process, because both

lecturer and the students rely mainly on written

material to teach and learn. It comprises 1) the

activities and the process of learning to read, and 2)

the activities and the process of reading to learn

from the material. There are two steps in studying

English as foreign language through Reading II as

the subject of a college;

1.1 Learning to Read English as

Foreign Language

This must be the first step in learning a foreign

language. With respect to English the necessity

becomes imperative.

The written form does not provide clues of how

to read it. It requires the learning English

pronunciation. It does not require how to transform

the written symbols into speech but also learning

how to put stress and intonation. The learners must

learn how to read following to the relation of the

words that constitutes partial meaning and in the

300

Prasetia, M., Dayu, A., Madihah, H. and Sultani, .

The Problems of Teaching-and-Learning Reading II at Program S-1 English Education Stkip-Pgri Banjarmasin.

DOI: 10.5220/0009020300002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 300-302

ISBN: 978-989-758-470-1

manner the reading leads to the understanding of the

message contained in the texts.

1.2 Reading to Learn

A reading passage, how simple it might be, must

contain some “message”. In the case of learning

foreign language, the learning to read and the

reading to learn go side by side. At a time, the

learning to read takes more time while at other time

the reading to learn takes more time and interest.

At STKIP, students majoring in teaching English

must get adequate awareness that they are trained to

become English Teachers. As English Teachers they

must be good example in reading English passages

for the class. He must be the model for his students.

Based on the early observation the students of

STKIP-PGRI Banjarmasin who take reading II

cannot reach the expected goal of learning

achievement. Because of lack vocabulary

knowledge, they didn’t have enough understanding

about the text even the lecturer already explain the

meaning of it, it can be prove from the trouble that

they have when they ask to answered reading

comprehension question. Consequently both the

lecturers and the students have a problem in

teaching-and-learning process for reading II.

This research focus on the students of second

semester who took Reading II and the lecture who

teach Reading II as a subject of the college at

STKIP-PGRI Banjarmasin. This research problem

formulation is What are the problem encountered by

both the lecturer and the students in the teaching-

and-learning Reading II.

2 RESEARCH METHOD

Research conducted is descriptive qualitative

research, which aims to explore or build a proportion

or explain the meaning behind reality. The

researcher is based on reality or events that take

place in the field. Furthermore, researchers will

explore further why this phenomenon occurs. This

qualitative descriptive model emphasizes a holistic,

pragmatic, strategic, and self-reflective description.

Qualitative research is described according to

several experts. According to Creswell (2009) "A

qualitative study is a process of understanding a

social or human problem, based on a complex

holistic picture, formed with words, reporting

detailed views of informants, and conducted in

antural settings."

In this study researchers used qualitative

methods that were descriptive in nature whose

purpose was to describe, describe or describe objects

that were systematically, factually and accurately

examined about the facts, traits and phenomena

investigated In the data collection methods used

researcher, as prevalent in the qualitative study were

interviews, observation and documentation. Data in

qualitative research is more in the form of opinions,

then interviews become very important devices. The

interview method is a conversation process in the

form of question and answer in person.

Researchers in this study to determine the

validity of the data using Triangulation techniques.

Qualitative data analysis is inductive, which is an

analysis based on the data obtained then developed a

particular relationship pattern formulated..

3 RESEARCH RESULT

Data from the results of research in this study were

obtained through in-depth interviews conducted by

the Researchers where all the informants conducted

in-depth interviews are both the lecturers who teach

Reading II and the students who took reading II

subject.

From the results of interviews obtained results

that in teaching-and-learning reading II there wasn’t

any reading basic course outline, no reference books

were recommended, and low interaction between the

lecturer and the student.

Besides that the researchers also did an

observation while the teaching-and-learning process

happened, from the observation the researchers

found that there wasn’t any variation in teaching-

and-learning process in reading II and the lecturer

governed the class. So the students got bore.

The researchers also did the documentation

observation through the present list, Semester

Learning Plan, the answer sheet from reading II test

and the score from Study card results (KHS). As a

results the researchers found out that some of them

didn’t come to the class for reading II subject,

mostly the students got lower score in Reading II

Subject and they also didn’t have any information

what will they study when entering the class in

reading II, because the lecturer didn’t make the

semester learning plan (RPS). That’s why there are

problem in teaching-and-learning process for

reading II.

The Problems of Teaching-and-Learning Reading II at Program S-1 English Education Stkip-Pgri Banjarmasin

301

4 ANALYSIS PROPER

Based on the results of interviews, observations, and

documentation conducted by researchers during the

research time range to know the problem

encountered by both the lecturers and the students in

the teaching-and-learning Reading II.

There are several way that can be used to fix the

problem that exist in teaching-and-learning process

in reading II.

First, the lecturer should make the proper reading

basic course outline every teaching activities

because reading basic course outline is important to

make the teaching and learning process becomes

smooth, by finding or picking some reading material

that available and uses it for the class. Second, the

lecturers should have at least two reference book

that can be used by the students so the student’s like

to read more and reading habit can be founded in the

students.

Third, in order to make low interaction into high

interaction the lecturers should make the class

active. Fourth, the lecturer should have variation in

their teaching so the student didn’t get bored when

they study reading II subject.

Fifth, in the first meeting of a college the lecturer

should introduce the semester learning plan, so the

students know what will they learn in every meeting,

on the contrary the students should pay attention to

what will they learn next, so they can study it first.

5 CONCLUSIONS

Based on the results of the research and discussion,

it was concluded that:

1. The observation indicates that the reading task is

solely in the form of class assignment directly.

The task is more of teacher oriented in every

sense, so it makes the student get bored.

2. High interaction make the students to be active in

reading II class, but if low interaction make the

student to be passive.

3. Reference book is important, so the student will

know what should they learn next.

4. Teaching variation is needed in teaching reading

II, so the students won’t get bored.

5. The students should improve their vocabulary by

using dictionary and read many different text. if

they found a difficult word in a text. They can

look for it in the dictionary. By doing that they

will understand what the text about. So they will

not have a problem in answering all the reading

comprehension question..

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