Abstract
This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.
Highlights
Reading is the most important skill for foreign language learners, because they have little exposure to the target language outside the classroom and most of the information in English comes through reading (Danasasmita, 2007)
There is a significant difference between the pre-test and the post-test. It means that the students of the experimental class that were taught how to use PACA Reading Strategies to analize the materials of teaching methods in Teaching English as a Foreign Language (TEFL) I class and to improve their teaching strategies in TEFL 1 class had an improvement of 7.88
The mean score of the post-test of the experimental class was 83.26 and the mean score of the pot-test of the control class was 78.38. These results present the significant difference in the presentation session and in the teaching practice session, because t value is higher than t table, which is t.05= 0.213 (0.47> 0.213)
Summary
Reading is the most important skill for foreign language learners, because they have little exposure to the target language outside the classroom and most of the information in English comes through reading (Danasasmita, 2007). In such contexts, students get more opportunities to read rather than to listen to English (ibid). Students get more opportunities to read rather than to listen to English (ibid) This is why the main emphasis in most programs of English as a Foreign Language (EFL) is usually on the written skills especially reading.
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