TEACHERS’ PERCEPTIONS OF THE EFFECTS OF TRADITIONAL AND TECHNOLOGY-BASED INSTRUCTION ON READING COMPREHENSION IN JUNIOR HIGH SCHOOLS

NINGSIH, MUKAROMATUN (2017) TEACHERS’ PERCEPTIONS OF THE EFFECTS OF TRADITIONAL AND TECHNOLOGY-BASED INSTRUCTION ON READING COMPREHENSION IN JUNIOR HIGH SCHOOLS. Bachelor thesis, UNIVERSITAS MUHAMMADIYAH PURWOKERTO.

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Abstract

The goal of this research was to know teachers’ perceptions of the effects of traditional and technology-based instruction on reading comprehension. This research was descriptive survey. The subjects of this research were 23 English teachers in Junior High Schools of Purwokerto. There were two techniques in collecting data, namely Questionnaire and interview. The questionnaire consisted of 16 items in which 8 items belonged to traditional instruction and others belonged to technology-based instruction. The result was showed by percentages. Based on the result, teachers’ perceptions of the effects of traditional and technology-based instruction on reading comprehension belonged to very good category. In fact, in traditional instruction, almost 73.91% English teachers perceived that the use of textbook provided by government can increase students’ vocabulary in reading class. Besides that, in technology-based instruction, 65.22% English teachers perceived that the use of technology especially computer and LCD projector aids in reading class can increase students’ interest to understand a text. They also perceived that the use of computer especially Microsoft PowerPoint by adding pictures and certain animation can make students easy to find out the meaning of difficult words.Then, they perceived that using reading text from website which is contextual can make students easy to conclude reading text.

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