Exploring
Pre-reading Techniques in EFL Classroom :
a Case Study
at SMPN 1 GEMPOL
Dwi Ayu Asri Bahari
IAIN Syekh Nurjati
Cirebon
Introduction
This research will
investigates
pre-reading techniques in the learning process for helping learners to get
better comprehension. This research focuses on exploring Pre-reading techniques
in EFL classroom a case study at SMPN 1 Gempol. According to schema theory
(Rumelhart and ortony, 1977) in Palita, comprehending a text
is an interpretive process involving the reader’s background knowledge and the
text itself. Schema is prior knowledge which is organized and stored in the
reader’s mind. Thus to help students activate appropriate schemata, pre-reading
techniques are considered useful. It is clear that pre-reading technique is
crucial because enable to activate prior knowledge and it is first step to
comprehending a text. Pre-reading is a technique that a reader uses before he
began to read the material to improve his comprehension and recall.
Grabe in Rahman (1998:2) states that pre-reading activities very useful in
the reading class because they have been referee to as instruments teachers can
use in the class to active student’s background knowledge, it can be conduct
that pre-reading is very effective because it helps a reader to give basic
information about the organization and the content of the materials. Thus, researcher hope that pre-reading techniques will improve reading
comprehension and helping learners to get better comprehension.
Pre-reading is
important and there are several previous research that the similar research
areas about pre-reading. First, “Using pre-reading activities to increase
learners’ motivation in reading comprehension” by Yeeding (2007). Second,
“Effects of Pre-Reading
Strategies on
EFL/ESL Reading Comprehension” by Mihara (2011) and third, “The effect of
pre-reading activities on reading comprehension ability” by Palita (2011).
This section reviews some previous research in similar area. Yeeding
(2007), investigated the effects of pre-reading activities on learners’
motivation and reading comprehension ability. Results showed that the
activities subjects were highly motivated, enthusiastic to read. After the
experiment, they scored significantly higher. However, Mihara (2011) claimed, “vocabulary pre-teaching is less effective
for Japanese students”. Then, Palita (2011) compare the learners’
comprehension ability before and after the implementation of two types of
pre-reading activities, guessing reading content from pictures and asking
pre-reading questions. Because of this research is about pre-reading, from
three researcher above the most competent research is Mihara’s thesis because
her thesis has relevance with this research.
Mihara’s thesis has
relevance with this research that is reading using vocabulary pre-teaching and
the other pre-reading activities that help the learners get better
comprehension. Unfortunately, Mihara’s thesis only examines the effect of two
pre-reading strategies (vocabulary
pre-teaching and comprehension question presentation) at Japanese University.
Whereas, in this research focused on exploring pre-reading techniques. Then,
this research will investigate reading process in EFL classroom, will explore
pre-reading techniques in EFL classroom at SMPN 1 Gempol, and will find the
strength and weakness of pre-reading techniques.
Overall
purpose
Reading in second
language (L2/EFL) classrooms always creates a challenging atmosphere,
especially for the beginners and pre-intermediate levels. According to Grabe
& Stoler (2002) Research shows that reading comprehension is a complex
process and students usually have difficulties in constructing meaning from
writing text. Thus, techniques in reading are important in helping learners to
get better comprehension. There are some reading techniques such as survey
reading, skimming, scanning, and pre-reading. But, this research focuses on
pre-reading techniques. This research aims to investigate reading process in EFL classroom, To explored pre-reading techniques in EFL
classroom, for helping learners to get better comprehension, and To
investigated the strengths and weakness of pre-reading techniques.
Relevant
Background Literature
Pre-reading is
important and many research about it which explain in introduction section.
Thus in this section will show relevant background literature. Relevant
background literature is Mihara’s thesis has relevance with this research that
is reading using vocabulary pre-teaching and the other pre-reading activities
that helping the learners to get better comprehension. Unfortunately, Mihara’s
thesis only examines the effect of two pre-reading strategies (vocabulary pre-teaching and comprehension
question presentation) at Japanese University. Whereas, in this research
focused on exploring pre-reading technique. Then this research will investigate reading process in EFL classroom,
will explore pre-reading techniques in EFL classroom at SMPN 1 Gempol, and will
find the strength and weakness of pre-reading techniques.
Research Question
Based on the research
background that have described. Therefore the questions the problems are as
follow:
1.
How are
pre-reading techniques explored in EFL classroom?
2.
What are the strengths and weakness of pre-reading
techniques?
3.
What is the role of the pre-reading techniques in
helping learners to get better comprehension?
Research Methodology
Several methods will
be used to answer the three questions, but overall this research will be the
qualitative research. Researcher using
three data collection techniques; observation, questionners, and interview.
Observation conducted directly in order to get
the valid data. Besides writing the field notes, researcher also record by
using camera sonny handy cam and tape recorder all the event teaching reading
in the classrooms. First step, The teacher explain the basic principles of
pre-reading techniques to the students. During a brainstorming session,
students will given reading text entitled “The Lion and the Mouse” and the
teacher try to activate their prior knowledge through question before reading.
For example, “what do you already know about it?”, “what is the topic?”, “what
is the title?”, etc. Second step, the teacher ask the students to make KWL
chart. In the KWL chart the students write whatever they know (K), what they
want to learn (W), and they still need to learn (L) about story “The Lion and the Mouse”. The
other methods is the teacher teaching vocabulary before reading in order to
helping learners to get better comprehension.
In the present
research, the researcher will use Likert Scale Questionnaire since this
method is simple, flexible and reliable (Dornyei, 2003: 36). Then, Dornyei
(2003) also explained that Likert Scale consists of a series of statements all
of which are related to a particular target with the respondents are asked to
indicate the extent to which they agree or disagree with this items by marking
one of the responses ranging from ‘strongly agree’ to ‘strongly disagree’. Then
after the scale has been administered, each response option is assigned with a
number for scoring purposes; it is usually 1 until 5 for strongly agree and
strongly disagree. The questionnaire was developed based on research questions.
The interview was carried out before and after the classroom observation. Kvale
(1996: 35), and Cohen and Manion (1994) define interview as an interaction
between two-person with the interviewer for the specific purpose of obtaining. So, Researcher hope that using three data
collection techniques; observation, questionners, and interview able to answer
research questions.
References
Cohen, L., &
Manion, L. (1994). Research Methods in Education. (4th Edition). New York:
Routledge.
Crawford, A., Saul,
E.W., Mathews, S. & Makinstner, J. (2005). Teaching and Learning Strategies
for the Thinking Classroom. New York: The International Debate Educatiion
Association.
Dornyei. Z. (2003). Questioner
in Second Language Research: Construction, Administration and Processing.
New Jersey: Lawrence Erlbaum Associates.
Grabe, S. and Staller
F. L. (2002). Teaching and Researching Reading. England: Longman.
Mihara, K. (2011).
Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. TESL CANADA
JOURNAL/REVUE TESL DU CANADA
Rumelhart, D.E., &
Ortony, A. (1977). The representation of knowledge in memory. In R.C.
Yeeding, S.
(2007). Using pre-reading activities to increase learners’ motivation in
reading comprehension: A case of 2nd year vocational students enrolled in the
Electrical and Electronic Certificate Program at Industrial Technology College,
King Mongkut. Pranakorn.
Short
story http://www.kidsworldfun.com/shortstories_lionandmouse.php