Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris

There are two kinds of instruction methods used in the teaching of English reading comprehension, namely Grammar Translation (GT) as a conventional instruction method and Theme-Based Instruction Method (TBI) as a communicative method. Use of local culture-based curriculum content as a source of inst...

Full description

Saved in:

Bibliographic Details
Main Author:	Said, Siti Dahlia
Format:	Thesis
Language:	English
Published:	2017
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/79191/1/SitiDahliaSaidPFP2017.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utm-ep.79191
record_format	uketd_dc
spelling	my-utm-ep.791912018-10-04T03:28:40Z Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris 2017 Said, Siti Dahlia LB Theory and practice of education There are two kinds of instruction methods used in the teaching of English reading comprehension, namely Grammar Translation (GT) as a conventional instruction method and Theme-Based Instruction Method (TBI) as a communicative method. Use of local culture-based curriculum content as a source of instruction content incorporated in these two methods is assumed to be able to facilitate English reading comprehension. This study compared GT with TBI instruction method to determine students’ English reading comprehension achievement. Besides, the study identified the contribution of TBI method towards English reading comprehension achievement and students’ problems in the learning of English reading comprehension. An experimental design using nonequivalent control groups from which quantitative data followed by qualitative data were gathered to explain the phenomena of the study sequentially. Sample of the study comprised two classes of the students from grade nine at State JuniorP High School of Thirteen of Makassar. One class, the control group was taught using GT method and the other class, the treatment group was taught using the TBI method. Instruments to obtain the quantitative data were questions of performance about the groups’ English reading comprehension, and questionnaires concerning contribution of TBI method towards English reading comprehension. Qualitative data were obtained through semi-structured interviews of the control and treatment groups. The quantitative data were analyzed descriptively and inferentially, while the qualitative data were analyzed thematically. Findings showed that the TBI method produced an increase in achievement and better performance of students’ English reading comprehension compared with the conventional instruction method. Results of multiple linear regression found that the theme-based instruction method contributed 91.6% towards the students’ English reading comprehension performance. Furthermore, interview results showed the problems that students have in the learning of English reading comprehension are limited vocabulary, knowledge of structure, and difficulty in pronunciation of the words. Based on the findings, this study has developed a framework for improvement of the teaching method of English reading comprehension which can be used as a guide and reference by teachers, schools, local education authorities and education faculties in universities or teacher training institutions. 2017 Thesis http://eprints.utm.my/id/eprint/79191/ http://eprints.utm.my/id/eprint/79191/1/SitiDahliaSaidPFP2017.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Said, Siti Dahlia Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
description	There are two kinds of instruction methods used in the teaching of English reading comprehension, namely Grammar Translation (GT) as a conventional instruction method and Theme-Based Instruction Method (TBI) as a communicative method. Use of local culture-based curriculum content as a source of instruction content incorporated in these two methods is assumed to be able to facilitate English reading comprehension. This study compared GT with TBI instruction method to determine students’ English reading comprehension achievement. Besides, the study identified the contribution of TBI method towards English reading comprehension achievement and students’ problems in the learning of English reading comprehension. An experimental design using nonequivalent control groups from which quantitative data followed by qualitative data were gathered to explain the phenomena of the study sequentially. Sample of the study comprised two classes of the students from grade nine at State JuniorP High School of Thirteen of Makassar. One class, the control group was taught using GT method and the other class, the treatment group was taught using the TBI method. Instruments to obtain the quantitative data were questions of performance about the groups’ English reading comprehension, and questionnaires concerning contribution of TBI method towards English reading comprehension. Qualitative data were obtained through semi-structured interviews of the control and treatment groups. The quantitative data were analyzed descriptively and inferentially, while the qualitative data were analyzed thematically. Findings showed that the TBI method produced an increase in achievement and better performance of students’ English reading comprehension compared with the conventional instruction method. Results of multiple linear regression found that the theme-based instruction method contributed 91.6% towards the students’ English reading comprehension performance. Furthermore, interview results showed the problems that students have in the learning of English reading comprehension are limited vocabulary, knowledge of structure, and difficulty in pronunciation of the words. Based on the findings, this study has developed a framework for improvement of the teaching method of English reading comprehension which can be used as a guide and reference by teachers, schools, local education authorities and education faculties in universities or teacher training institutions.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Said, Siti Dahlia
author_facet	Said, Siti Dahlia
author_sort	Said, Siti Dahlia
title	Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
title_short	Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
title_full	Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
title_fullStr	Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
title_full_unstemmed	Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris
title_sort	perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca bahasa inggeris
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2017
url	http://eprints.utm.my/id/eprint/79191/1/SitiDahliaSaidPFP2017.pdf
_version_	1747818168506646528

Perbandingan kaedah pengajaran berasaskan tema dengan kaedah konvensional dalam pembelajaran kefahaman membaca Bahasa Inggeris

Similar Items