Students’ Perception on Pre-reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma University

Abstract

In a reading classroom, the teacher needs to prepare the students since the beginning of a reading process. The teacher can create pre-reading activities before the students start to read. The pre-reading activities are essential to activate students' background knowledge and to develop students' motivation. They will create an effective reading classroom. The students' perception on the teachers' instruction shows whether the teaching techniques meet the students' need or not. Because of this reason, the researcher wants to find out the varieties of prereading activities used by the teacher and the students' perception on the implementation of pre-reading activities.This research was conducted in Basic Reading II class of the English Language Education Study Program of Sanata Dharma University. In this research, there were two problem formulations: 1) What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2) How is the students' perception on pre-reading activities used by the teacher?This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of prereading activities that are used by Basic Reading II teacher. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about students' perceptions on pre-reading activities used by the teacher.The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. Among those five, there was one activity implemented differently. There were two different implementations of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class. The students got many advantages from the implementation of pre-reading activities to help them in understanding reading materials.

The Effectiveness of Pre-Reading Activities on Gifted Students: A Case on Low Achievement Students

“…This activity accommodates students to learn how to construct a 'good' question which lead to comprehension. Ekaningrum and Prabandari (2015) said that teaching students to generate their own questions about material to be read is one of the major instructional goals of prereading preparation. The students were very enthusiastic and almost all of them raised their hand to read the questions that they were curious about.…”