This research aimed at describing the techniques used by teacher, reading activity used in the classroom, and teacher’ roles on reading class for facing national examination at the third grade of SMP N 1 Jatipurno in 2017/ 2018 academic year. The type of this research is descriptive qualitative research. The subjects of the research are teacher and students of Class IX C and IX D SMP N 1 Jatipurno. The methods of collecting data are observation, interviewing, and document analysis. The results of the research are teacher used the technique of drilling vocab, reading aloud, silent reading, skimming, scanning, and translation. The teacher applied pre-reading, while-reading, and post- reading activity. Teacher’ roles in the classroom are teacher as a learner, teacher as a facilitator, teacher as manager, teacher as assessor, teacher as evaluator, and teacher as motivator. The researcher concluded that English teacher at SMP N 1 Jatipurno applied some techniques and reading activities in teaching English for facing national examination.            

Keywords: classroom technique, reading, teacher’ role, national examinatio

, Drs. Djoko Srijono, M.Hum

Dariskah, Dariskah

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  AN ANALYSIS ON CLASSROOM TECHNIQUE ON READING CLASS FOR FACING NATIONAL EXAMINATION AT THE THIRD GRADE OF SMP N 1 JATIPURNO IN 2017- 2018 ACADEMIC YEAR    Submitted as a Partial Fulfillment of the Requirements  for Getting Bachelor Degree of Education  in English Department  by DARISKAH A320140142  DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION UNIVERSITAS MUHAMMADIYAH SURAKARTA 2018i   ii   iii                 1  AN ANALYSIS ON CLASSROOM TECHNIQUE ON READING CLASS FOR FACING NATIONAL EXAMINATION AT THE THIRD GRADE OF SMP N 1 JATIPURNO IN 2017- 2018 ACADEMIC YEAR Abstrak Penelitian ini bertujuan untuk mendiskripsikan teknik- teknik yang digunakan oleh guru dalam pembelajaran Bahasa Inggris, kegiatan reading di dalam kelas, dan peran guru dalam pembelajaran reading untuk menghadapi ujian nasional kelas 3 di SMP N 1 Jatipurno tahun ajaran 2017- 2018. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek dalam penelitian ini adalah guru Bahasa Inggris dan siswa kelas IX C dan IX D SMP N 1 Jatipurno. Metode pengumpulan data yang digunakan berupa observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru menggunakan teknik drilling vocab, reading aloud, silent reading, skimming, scanning dan translation. Guru menerapkan kegiatan pre-reading, while-reading, and post- reading dalam pengajaran reading. Peran guru di dalam kelas adalah sebagai learner, facilitator, manager, assessor, evaluator, dan sebagai motivator. Kesimpulan dari penelitian ini adalah guru di SMP N 1 Jaipurno menerapkan beberapa teknik dan reading activity dalam pembelajaran Bahasa Inggris untuk menghadapi ujian nasional.  Kata kunci: teknik pengajaran, reading, peran guru, ujian nasional Abstract  This research aimed at describing the techniques used by teacher, reading activity used in the classroom, and teacher’ roles on reading class for facing national examination at the third grade of SMP N 1 Jatipurno in 2017/ 2018 academic year. The type of this research is descriptive qualitative research. The subjects of the research are teacher and students of Class IX C and IX D SMP N 1 Jatipurno. The methods of collecting data are observation, interviewing, and document analysis. The results of the research are teacher used the technique of drilling vocab, reading aloud, silent reading, skimming, scanning, and translation. The teacher applied pre-reading, while-reading, and post- reading activity. Teacher’ roles in the classroom are teacher as a learner, teacher as a facilitator, teacher as manager, teacher as assessor, teacher as evaluator, and teacher as motivator. The researcher concluded that English teacher at SMP N 1 Jatipurno applied some techniques and reading activities in teaching English for facing national examination.             Keywords: classroom technique, reading, teacher’ role, national examination   1. INTRODUCTION There are many difficulties in learning English for ESL students, such as vocabulary, pronunciation, and grammar. So teacher needs techniques to improve the student ability in English class. Not only teacher but also students must have a 2  technique to improve their ability in the class. This research aims at analyzing the classroom technique on English class, especially in reading class.  “Reading comprehension skills are important for the students to become effective readers. Reading comprehension is the ability to understand what we read where words have context and text have meaning. Reading comprehension skills allow us to read proficiently, learn effectively and to conceptualize. These skills are basically based on earlier stages of reading development that include oral reading and reading fluency. Without developing these earlier reading skills, students must continually focus on decoding on words, rather than progressing to meaning and understanding” (Grabe & Stoller, 2002) in Fauziati (2010: 45).  A technique is “implementation which actually takes place in a classroom. It is particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with approach as well” (Anthony, 1993: 96) in Fauziati (2014: 13). Tell me I forget, show me I remember, involved me I understand, (Ancient Chinese Proverb).  National exam is a standard evaluation system of primary and secondary education in Indonesia. The Law of the Republic of Indonesia number 20 of 2003 states that in order to control the quality of education nationwide, so the result of national exam is to make decisions about the graduation of students at school. According to the new policy, graduation of the students will be entirely under the authority of school based on the students’ academic achievement at school. National exam is used as plan some corrective actions and funding scheme to support the improvement of the quality of education at school and district levels, map out the quality of education of instructional program, and consider selection purposes for the next levels of education (Saukah, Ali and  Eko Cahyono, 2015: 243-255). Research on classroom technique on reading class for facing national examination has been limited in this study. The researcher chooses this study because reading is obligatory skill in national exam, there are no writing skill, listening skill, and speaking skill in national exam. 100% English national exam based on reading skill. So this study focuses on English national exam.   2. RESEARCH METHOD The researcher uses qualitative descriptive research to get the data. In this research method, the researcher elaborates type of the research, place and time of the 3  research, object of research, data, data source, and method of collecting data, data validity and technique for analyzing data. The type of the research is descriptive qualitative research. Place of the research in SMP N 1 Jatipurno and object of this research is classroom technique on English class for facing national examination at the third grade of SMP N 1 Jatipurno. The data focus on classroom technique on reading class to face national exam. The sources of the data in this research are observation, interview, and document so, the writer uses document, observation and interview as methods of collecting data.  The purpose of this research is to describe the classroom technique on reading for facing national examination at the third grades of SMP N 1 Jatipurno in 2017- 2018 academic year and to analyze teacher’s role. The writer uses document, observation and interview as methods of collecting data and to make the data valid writer uses triangulation.  3. FINDINGS AND DISCUSSION  The findings describe the research question, as follows: 1). The types of classroom techniques on reading used at SMP N 1 Jatipurno to face national exam, 2). The reading activities in classroom used at SMP N 1 Jatipurno for facing national exam, 3). Teacher’ roles in each types of classroom technique used at SMP 1 Jatipurno for facing national exam.  3.1 The Types of Classroom Techniques on Reading Education, like almost every other area of our life, has involved in leaps and bounds in recent years. Now days, traditional technique, as the teacher explaining the material and the students taking notes may still be useful but it so bored. So, education today must involve more interesting techniques. There are techniques used on reading in the theories of classroom techniques. The researcher finds 5 techniques used by English teacher in classroom for facing national examination, they are: drilling vocab, silent reading, reading aloud, scanning, and skimming.         The teacher uses drilling vocab as a game for increasing students’ interest in learning English. It is warming- up activities. The method of drilling, storing new information in memory may be used for the fixation of any grammar and thematic vocabulary. By drilling vocab, the student is able to learn the new vocabulary every day.   4  Silent reading is used in national exam when the students do the questions of exam. In the result of observation, teacher used silent reading technique to order the students to read the text with time allocated. Teacher teaches the students for facing national exam with silent reading technique. Silent reading is followed by translating technique for better understanding about the text and to find the best answer.  In the observation, teacher uses reading aloud technique to discuss the text. Sometimes teacher reads the text aloud or sometimes student who read the text aloud. Reading one by one sentence or maybe one by one paragraph is applied in the classroom. Reading aloud technique followed translation strategy, so after reading the sentences or paragraph student and teacher try to translate the meaning to get better understanding. The better understanding is to facilitate does the question. Based on the observation in IX C and IX D, the writer found that the teacher uses translation strategies. It is used to make students accustomed to understand the content of the text, in order to be able to answer the questions in final exam. In this technique, sometimes teacher is as translator or sometimes is student. Translation sentences technique follows reading aloud or silent reading activities. So, the students read first and translate to have better understanding of the text. The result of interview, teacher said that scanning and skimming are two main strategies to face national exam. Teacher is train the students to do the questions in exam with scanning and skimming techniques. Teacher believes that scanning and skimming technique is suitable technique to face national exam.  3.2 The Reading Activities in Classroom Reading texts also provide opportunities for students to learn vocabulary, grammar, pronunciation, and even food models for English writing- the way sentences, paragraphs, or texts are constructed. Last but not least, reading texts can introduce interesting topics and stimulate discussion (Harmer, 2005: 68). Reading activities cover pre-reading, while-reading, and post-reading. The writer found that activities in the classroom that applied by teacher on reading class to face national examination. 5  Pre-reading can help the learner to prepare for what they read. From the observation the writer found that the teacher implements discussion, guessing from words, guessing from sentences, and introducing vocabulary.  Implementation in the classroom:  a. Discussion Teacher : “Open your book page 67 for questions 6 to 8 read the text and discuss the text with your friend.” Student : “With 4 friends, mom?” Teacher : “No, two people is enough.” Student : “OK, mom.” Teacher : “Try to understand the text, read carefully and discuss the content. It’s up to you, you can open your dictionary.” Students : “Yes, mom.” In this activity the student discusses the text with closest friend and usually they write the meaning in the book. b. Guessing from word  Teacher : “Let’s see the next text, I want to write many words in the white board and you must guess the topic of the text. Do you understand what i mean?” Students : “Yes, I do, Mom.” Teacher : “Do you find the key words?” Students : “Yes, mom, snow mountain.” Teacher : “So, can you guess the topic or the genre of the text?” Students : “Yes, It is report text.” Teacher : “How do you know that it’s report text?” Students : “Because the text explains the snow mountain in general.” Teacher : “OK good, I agree with you”.   6  c. Guessing from sentences Teacher : “Read the next text for question number 28 to 31. I give 10 minutes. Please explain to me the meaning of the sentences that you know well.” Students : “Yes, mom.” Ten minutes later Teacher : “Time is up. Do you find the key sentences?” Students : “Yesterday, I went home late because I had a meeting with the OSIS.” Teacher : “Do you can guess the genre of the text?” Students : “Recount, Mom. Because use past tenses.” Teacher : “Good, this is recount text. Try to understand contain of the text.” d. Introducing vocabulary Teacher : “Find out the new vocabulary in this recount text. I will be “kamus berjalan” you can ask me what the meaning is.” Student : “Returned artinya apa mom?” Teacher : “Kembali.” Student : “Luckily artinya apa mom?” Teacher : “Luckily means untungnya atau beruntung.” Student : “Iko the treasurer and Karla the general affairs coordinator maksudnya apa mom.” Teacher : “Treasurer itu adalah bendahara, general affairs coordinator adalah bagian umum.” Student : “Chaos artinya apa mom.” Teacher : “Chaos itu keributan atau kekacauan.” Student : “Immediately artinya apa mom?” Teacher : “Immediately artinya dengan segera. OK enough tries to find the meaning in your 7  dictionary.” In this observation, the writer found that while reading the teacher discusses the text with the students by translating all the text. The examples of while reading activities found in the observation are confirm predictions and check whether or not predictions and guesses are confirmed, identify topic sentences, skim a text for specific information, infer the meaning of new words using the context, and so scan a text for specific information. Post- reading activity is the final stage in a reading lesson. English national exam is multiple choice questions, so the post- reading for facing national exam is how to answering multiple choice questions correctly. In this observation, the writer found that teacher focus on how the students can choose best answer for each question. The main purpose of reading for facing national exam is how to help the students gets good score in exam. Implementation of post- reading is doing many exercises in the class.  3.3 Teacher’ Roles Teachers have to help students cope with the informal as well as the formal curriculum. In the class, teacher has significant role in engrossing the students’ attention. By performing various roles, the teacher becomes an ideal guide in shaping their future. Based on Archana & Rani (2017: 1- 4) there are five teachers’ roles: teacher as a learner, teacher as a facilitator, teacher as manager, teacher as assessor, and teacher as evaluator. From the observation, the writer found that teacher’s role as a learner. A teacher has to think from the learners’ perspective and starts teaching. Teacher has past experiences as a student, he/ she must remember that teacher is still learning. They must complete each other. If teacher find the naught students, teacher know what should he/ she does. Because teacher ever in that position. Teacher :“Let’s translate the text together,and find the correct answer for the question. There are fifteen minutes for us to do this question.” All what teacher does as a facilitator is to correct the misinformation or give helpful tips that clarify some vague matters in the text. The teacher can be a central facilitator in discussing question exercises for national exam. From the 8  interview the teacher said that teacher as a facilitator must be a good observer and be a good listener.  Teacher : “Find out the new vocabulary in this text. I will be “kamus berjalan” you can ask me what the meaning is. You can ask me if you find the difficulty in doing the exercises.” The writer found roles of teacher as a manager. It means teacher is someone who knows how to instruct other, or instruct the students. Teacher managed the time, the materials, and the learning objectives in the classroom. In the interview the teacher said that awareness of time is needed to accomplish a planned activity.  Teacher : “Today we want to continue discuss the exercises pages 91, text for questions 24 to 17, read the text and answer the questions in 15 minutes. Remember you have 120 minutes to do 50 questions in national exam. So, train yourself to manage the time.” The writer found rule of teacher as assessor in the classroom. From the interview, teacher said a teacher acts as an assessor when he/ she offer feedback and correction to the students’ work. Teacher grades students of their work  Teacher : “Tryout one pages 55, number 10- 20 for homework. Do it all in your test book. Try to translate the text and find the correct answer. As usual, I will take the score for the next meeting.” The writer found teacher role as evaluator. Evaluation is when teacher has completed a lesson, they ask what worked and why. It is attempted to find the answer to question, for examples: Was the motivation adequate? Did the students learn? Did the technique fit the objective? In the interview, the teacher said that teachers evaluate lessons, textbooks, program and students. They even evaluated each other. Evaluation attempts to find the value in. 9  The writer found that teacher has role as motivator in the classroom. Teacher motivates the students to do the best in the national examination. Motivation is useful to reach the goals. Teacher gives motivation and spirit to the students that can build the confidence and the spirit from the students in learning English.  Teacher :  “Four months more towards the exam so prepare yourself. Practice and practice to answer the exercises of national exam question. Read your book and do the exercises. Believe in yourself that you can do the best and get the good score. Don’t forget, No Rain No Rainbow. Today is your struggle to get the bright future.”  4 CONCLUSION Based on the research findings in SMP N 1 Jatipurno, the writer draws conclusions, as follows: 1) The techniques used by English teacher in classroom for facing national examination are drilling vocab, silent reading, reading aloud, scanning, skimming, and translation. Silent reading, skimming, and scanning technique are useful to face national exam test.  2) Reading activities cover pre-reading, while-reading, and post-reading. The writer found activities in the classroom applied by teacher on reading class in facing national examination. Pre-reading can help the learner prepare for what they read. It can help the learner understand about what they read in reading activities. While reading activities are intended to help the students respond to the text in similar ways to those they would if they were reading it in their first language. Post- reading activity is the final stage in a reading lesson. English national exam is multiple choice questions, so the post- reading for facing national exam is how to answer multiple choice questions correctly. 3) The writer found six teacher’s roles in the classroom, as follows: teacher as a learner, teacher as a facilitator, teacher as manager, teacher as assessor, teacher as evaluator, and teacher as motivator. 10   BIBLIOGRAPHY Arcana. S and K.Usha Rani. (2016). Role of a Teacher in English Language Teaching. International Journal of Education Science and Research, 2249-8052. Fauziati, Endang. 2015. Teaching English as a Foreign Language: Principle and Practice. Surakarta: Era Pustaka Utama. Fauziati, Endang. 2009. Introducing to Methods and Approaches in Second or Foreign Language Teaching. Surakarta: Era Pustaka Utama.  Grabe and Stoller. 2002. Teaching and Researching Reading. New York: Pearson Education.  Harmer, Jeremy. 2005. How to Teach English: An Introduction to the Practice of English Language Teaching. Essex: Longman Saukah, Ali and Eko Cahyono. 2015. National Exam in indonesia and Its Implication to the Teaching and Learning of English. Jurnal Penelitian dan Evaluasi Pendidikan, 1140-4725.    

An Analysis On Classroom Technique On Reading Class For Facing National Examination At The Third Grade Of SMP N 1 Jatipurno In 2017/ 2018 Academic Year

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An Analysis On Classroom Technique On Reading Class For Facing National Examination At The Third Grade Of SMP N 1 Jatipurno In 2017/ 2018 Academic Year

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