The Implementation Of Inquiry-Based Teaching To Teach Reading (A Case Study On Teaching Reading For English For Academic Purposes To Graduate Students Of Sebelas Maret University In Academic Year 2012/2013)
Penulis Utama
:
Desy Khrisdiyanti
NIM / NIP
:
S89110812
×The research aims at investigating: (1) the considerations of the
implementation of IBT to teach reading for EAP, (2) teachers’ comprehension
about IBT to teach reading of EAP, (3) the implementation of IBT to teach
reading for EAP and, (4) the strengths of the implementation of IBT to teach
reading for EAP, (5) the limitations of the implementation of IBT to teach reading
for EAP, and (6) students’ achievement on the implementation of IBT to teach
reading for EAP.
The research is an ethnographic evaluative case study sited at UPT P2B,
UNS from September 2012 until January 2014. The sampling technique used is
purposeful sampling; three classes of UNS graduate students joining EAP training
with the assistance of their respective teachers. The data are collected from class
observations as a participant observer, interviews, and document analysis. In a
multiple case study where the stages of analysis are the within-case and cross-case
analysis, internal validity or credibility, reliability or dependability and external
validity or generalizability can be approached through careful attention to a
research’s conceptualization and the way in which the data were collected,
analyzed, and interpreted, and the way in which the findings are presented.
The research concludes that: (1) government policy and academic need are
the considerations of the implementation of IBT; (2) (a) teachers’ comprehension
about IBT mainly from TOTs held by UPT P2B UNS and other personal
development, such as reading books and browsing the internet, (b) EAP teachers’
comprehension about IBT principles leads to active learning and studentcenteredness;
(3) The implementation of IBT to teach reading is scrutinized from
its design; among others: (a) the objectives, (b) syllabus model, (c) teaching
learning activities, (d) learners role, (e) teacher, and (f) roles of instructional
materials, and its procedure; (4) the strengths of IBT to teach reading of EAP are
(a) IBT provides a means to actively involve students in the learning process, (b)
IBT develops and validates habits of mind, and (c) IBT gives students with
different learning styles the chance to excel and contribute in the classroom; (5)
the limitations of IBT to teach reading of EAP are technical barriers, low
cognitive linguistic competence, and cultural barriers, low self confident as well
as risk taking, anxiety and inhibition; and (6) students’ achievement on the
implementation of IBT to teach reading for EAP is viewed from: (a) students’ pretraining
achievement was taken from the EAP pre-test as the criterion-referenced
test; 60 is the minimum score, (b) students’ while training achievement
contributing 50% of the total outcome was based on the formative or process
assessment, in the forms of speaking and writing tasks, and, the result showed a
quite significant progress; in Class C05 the range was 31-42%, in Class C08 was
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33-44%, and in Class C16 was 38-43%, and (c) students’ post training
achievement resulted from both formative or process assessment and summative
or product assessment. The product assessments were taken from EAP midterm
test, contributing 20%, and EAP post-test, contributing 30% of the total outcome.
In Class C05, 3 out of 35 students fail to meet 60 and after taking another test they
could pass the minimum grade. In Class C08, only a student out of 31 fails the
test, and meets the minimum grade after another test. In Class C16, 4 out of 28
students fail the test, and could make it up after taking another test.
This research is expected to provide practical insights and knowledge for
English teachers, avid readers, and enthusiastic researchers who might be in needs
of descriptive, holistic information about the implementation of IBT to teach
reading for adult learning or any other variables of this research.
×
Penulis Utama
:
Desy Khrisdiyanti
Penulis Tambahan
:
1. 2.
NIM / NIP
:
S89110812
Tahun
:
2014
Judul
:
The Implementation Of Inquiry-Based Teaching To Teach Reading (A Case Study On Teaching Reading For English For Academic Purposes To Graduate Students Of Sebelas Maret University In Academic Year 2012/2013)
Edisi
:
Imprint
:
Surakarta - Pascasarjana - 2014
Program Studi
:
S-2 Pendidikan Bahasa Inggris
Kolasi
:
Sumber
:
UNS-Pascasarjana Prodi. Pendidikan Bahasa Inggris-S.891108128-2014
Kata Kunci
:
Jenis Dokumen
:
Tesis
ISSN
:
ISBN
:
Link DOI / Jurnal
:
-
Status
:
Public
Pembimbing
:
1. Prof. Dr. Sri Samiati Tarjana 2. Dra. Diah Kristina, M.A.,Ph.D
Penguji
:
Catatan Umum
:
Fakultas
:
Sekolah Pascasarjana
×
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:
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