THE IMPLEMENTATION OF CAROUSEL BRAINSTORMING IN TEACHING

READING COMPREHENSION: A CASE STUDY OF THE FIRST GRADE

STUDENTS OF MAN 3 KOTA CIREBON

A THESIS

Submitted to The English Education Department Tarbiyah Faculty of Syekh Nurjati

The State Institute for Islamic Studies in Partial Fulfillment of Requirements for
the Islamic Scholar in English Education or S.Pd.I

By:

EMI LATIFAH

Reg. Number: 58430490

ENGLISH EDUCATION DEPARTMENT OF TARBIYAH FACULTY OF SYEKH

NURJATI THE STATE INSTITUTE FOR ISLAMIC STUDIES

CIREBON

2012
 ABSTRACT

EMI LATIFAH: THE IMPLEMENTATION OF CAROUSEL

Reg. No. 58430490 BRAINSTORMING IN TEACHING READING
COMPREHENSION: A CASE STUDY OF THE FIRST
GRADE STUDENTS OF MAN 3 KOTA CIREBON

In learning to read, the foreign language learners naturally have a big

challenge for comprehending written text. They do not use any strategies to help them
understand the text as they are unable to connect their background knowledge with
the text. They read it just because the teacher ordered so and they also consider
reading only as sounding out words. This difficulty can be erased by giving them
activity that is able to engage them before reading.
Reading is a complex activity including both perception and thought. It is also
consisting two related processes: word recognition and comprehension. Readers
naturally use background knowledge, vocabulary, grammatical knowledge,
experience with text and other strategies to help them understand written text.
Carousel brainstorming is a strategy that requires students to access background
knowledge by thinking about subtopics within a broader topic. The purpose of this
activity is to activate students' prior knowledge of a topic or topics through movement
and conversation.
This research was conducted through qualitative methodology. This approach
is used in order to gain deeper insight to the implementation of Carousel
Brainstorming as pre-reading activity in teaching reading comprehension. The aims
of this research is to know the implementation of Carousel Brainstorming in teaching
reading comprehension, to identify the contribution of the technique to students‟
reading comprehension, and also to find out the advantages and disadvantages of
using the technique. All the finding data are compared with the literature of Carousel
Brainstorming and teaching reading comprehension.
The finding of this research shows that the technique was implemented
appropriately as the students were so excited with this activity. This finding is also
strength by the students‟ expression towards the activity. The students feel burnt up
and engaged to the text and they are able to connect their background knowledge with
the text although some of the brainstorming answers develop to other points.
As result of this research, Carousel Brainstorming is an easy technique that
used to activate background knowledge of the students before reading the text. It
gives contributions for students in activating and connecting their background
knowledge with the text. The advantages of using this technique are that students can
actively think and connecting their background knowledge with the text. The
disadvantages of using this technique include some results of Carousel Brainstorming
that may develop to other point.

i
 PREFACE

The very first thing I want to say is Alhamdulillahirabbil‟alamin. All the

gratefulness I send to The Creator of life and The Almighty, Allah Subhanahu wa

Ta‟ala, for all his blessings and mercies that I can keep steady finishing my thesis.

Shalawat and Salam are always blessed upon The Messenger, Prophet Muhammad

Shallallahu „alaihi wassalam, his family and his companions till the end of the time.

With all of my heart, I proudly present, my thesis entitled “The

Implementation of Carousel Brainstorming in Teaching Reading Comprehension: A

Case Study of the First Grade Students of MAN 3 Kota Cirebon” to the English

Education Department of Tarbiyah Faculty in partial fulfillment the requirements for

the Islamic Scholar in English Education (S.Pd.I).

Through my rise and fall in finishing this thesis, there are many people I owed

for helping, motivation, and encouragement so that I always put a positive thinking in

my mind. In this occasion, I would like to express my thankfulness to the ones:

1. Prof. Dr. H. Maksum, MA, the Rector of IAIN Syekh Nurjati Cirebon.

2. Dr. Saefudin Zuhri, M.Ag., as the Dean of Tarbiyah Faculty.

3. Dr. Hj. Huriyah Saleh, M.Pd., the Chairwoman of English Education

Department and the first Supervisor. Thank you for her interest in my

subject matter, her suggestion and motivation.

4. Mustopa, M. Ag., the second supervisor. Thank you for the support and

the very useful feedback that I have got during my writing.

5. All lecturers who had helped me and prayed for me in finishing my study

at IAIN Syekh Nurjati Cirebon.

ix
 6. My lovely family, to my mother, Nurhayatun, the strongest woman in the

world. My father, Mas‟ud, the man with the hidden love and unseen care.

My brothers Faiz Awaludin, Beni Sulistyo, Dinar Ahmad and Rafli

Apriliadi. They all deserve nothing but my greatest thankfulness for all

their support, pray, and smiles.

7. A bunch of freak persons that has been a part of my life, PBI-A people:

Hakim, Aro, Dery, Dian, Dikdik, Imay, Iim, Irma, Lukman, Nely, Putri,

Vera, Rizqon, Sasa, Nia, Sarah, Ana, Suuci, Mega, and Masfufah. Thank

you for everything, for sharing thoughts and lesson that I have never got in

the classroom, but from you. You guys, rock!!!

Finally, I‟m extremely thankful to all the participants of this research; the first

grade students of MAN 3 Kota Cirebon who had helped and provided me rich and

valuable data.

Cirebon, August 2012

The writer,

TABLE OF CONTENT

ABSTRACT ............................................................................................... i

x
ACKNOWLEDGEMENT ...................................................................... ii
RATIFICATION ................................................................................... iii
OFFICIAL NOTE .................................................................................. iv
LETTER OF AUTHENTICITY ............................................................ v
AUTOBIOGRAPHY ............................................................................. vi
DEDICATION ....................................................................................... viii
PREFACE .............................................................................................. ix
TABLE OF CONTENT ........................................................................... xi
LIST OF APPENDICES ........................................................................ xiii

CHAPTER I INTRODUCTION

A. Background of the Problem ............................................................. 1

B. Identification of the Problem ........................................................... 4
1. The Field of Research ................................................................. 4
2. The Kinds of Problem ................................................................. 5
3. The Main Problem of Research ................................................... 5
C. The Limitation of the Problem ........................................................ 5
D. Research Questions…… .................................................................. 6
E. Research Aims…………….. ........................................................... 6
F. The Use of the Research .................................................................. 7
G. The Definition of Key Terms ........................................................... 7

CHAPTER II THEORETICAL FOUNDATION

A. Carousel Brainstorming ................................................................... 9

1. Definition of Carousel Brainstorming.......................................... 9
2. The Steps of Carousel Brainstorming ........................................ 10
3. The Importance of Brainstorming.............................................. 12
4. The Advantages and Disadvantages of Brainstorming ............... 13
B. Reading Comprehension................................................................ 14
1. The Nature of Reading Comprehension..................................... 14
2. Types of Reading ...................................................................... 15
3. The Principles of Teaching Reading .......................................... 17
4. The Step in Reading Lesson ...................................................... 18
5. Selecting a Reading Text........................................................... 19
6. Assessing Reading .................................................................... 21
C. The Previous Research. ................................................................. 21
CHAPTER III RESEARCH METHODOLOGY

A. Research Objective ........................................................................ 23

B. Setting and Participants ................................................................. 23
1. Setting ...................................................................................... 23

xi
 2. Participants ............................................................................... 24
C. Research Method ........................................................................... 24
D. Research Design ............................................................................ 25
E. Data Sources ................................................................................. 25
F. Data Collection Technique ........................................................... 26
1. Observation............................................................................... 26
2. Questionnaire ............................................................................ 27
3. Interview................................................................................... 27
4. Document Analysis ................................................................... 28
G. Data Analysis Technique ............................................................... 28

CHAPTER IV FINDINGS AND DISCUSSION

A. Data Presentation .......................................................................... 30

1. The Condition of MAN 3 Kota Cirebon .................................... 30
2. The Students of MAN 3 Kota Cirebon ...................................... 31
3. Teaching and Learning Process in English Lesson .................... 31
B. Data Analysis ................................................................................ 32
1. The Implementation of Carousel Brainstorming ........................ 32
2. The Contribution of Carousel Brainstorming to
The Students Reading Comprehension ...................................... 43
a. Reading Activity .................................................................. 44
b. Post Reading Activity ........................................................... 45
3. The Advantages and the Disadvantages of
Carousel Brainstorming ............................................................ 49
a. The Advantages of Using Carousel Brainstorming................ 50
b. The Disadvantages of Using Carousel Brainstorming ........... 51

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................... 54
B. Suggestion ................................................................................... 55

BIBLIOGRAPHY ................................................................................... 56

APPENDICES ......................................................................................... 59
LIST OF APPENDICES

xii
Appendix 1: News Item ............................................................................ 59

Appendix 2: Comprehension Questions .................................................... 60

Appendix 3: Research Questionnaire for Students ..................................... 61
Appendix 4: The Students‟ View towards Reading Lesson ........................ 62
Appendix 5: Interview Questions for Students .......................................... 68
Appendix 6: Lesson Plan .......................................................................... 69
Appendix 7: Carousel Brainstorming Activity ........................................... 74

Appendix 8: Carousel Brainstorming Charts ............................................. 75

Appendix 9: Syllabus ................................................................................ 76

xiii
 CHAPTER I

INTRODUCTION

A. Background of the Problem

Written text is around us in every occasion. It is seen, being thought in

our brain and soon creates sense of meaning. When we walk on the boulevard,

staring at the title of new movie releasing, in a very short time we would

understand the title of the movie, the actors who played in it, and to what kind of

movie may it belongs. The process of making sense of the written text in that

illustration sounds simple, but actually creating meaning from written text is a

complex process that includes all the aspects in understanding text: background

knowledge, perception, word recognition and comprehension.

Reading, derives from word “read” that based on Oxford Advanced

Learner’s Dictionary means to look and understand the meaning of written or

printed words or symbol is a complex process of recognizing and comprehending

words that involves both perception and though. Reading can really make a sense

when reader had already have background knowledge, vocabulary, grammatical

knowledge and experience about what he/she reads (Pang, et al.: 6).

Readers will use their background knowledge to engage their previous

understanding to the text they are going to read. It allows connection between

written ideas to what students already know. According to Hadfield, readers use

a variety of sub-skills to help them read proficiently. They use their background

1
 2

knowledge of a topic to help them predict the kind of information a text might

contain. When people read, they also make prediction about what will come next.

When unknown word comes, they guess its meaning from the context. They use

their knowledge of how different texts are constructed to help them understand:

knowing that a story will contain a series of event, or that a newspaper editorial

will have arguments for, arguments against and a conclusion (2008: 91. The

theory of reading is also applied in foreign language learners in which reading

has been a big part of teaching learning process as it is in Indonesian schools.

Technically, based on the syllabus in school based curriculum, the first

graders of senior high school have got this reading lesson in the form of types of

reading called genre of text. In this level, the students are expected to be able to

know and understand some types of texts. They are including narrative,

descriptive, recount and news item in the context of daily life.

This study investigated the implementation of Carousel Brainstorming in

teaching reading comprehension in the area of activating background knowledge.

Since background knowledge holds prominent role in reading comprehension,

the topic was chosen because it has been assumed that Carousel Brainstorming is

an important and effective pedagogical tool, when it is integrated into classroom

experiences, to make students are better able to understand new material.

Creating a strong visual picture, Carousel Brainstorming supports students by

enabling them to accurately see connections and relationships between facts,

information, and terms (McKnight, 2010: 1).

 3

Carousel Brainstorming is a graphic organizer that allows students to

generate a lot of ideas and note their thoughts visually. Pang said that having

background knowledge generally aids comprehension. There are many aspects to

background knowledge, including knowledge of the world, cultural knowledge,

subject-matter knowledge and linguistic knowledge. A reader’s knowledge of the

world depends on lived experience. This is different in different countries,

regions, and cultures. Reading tasks and reading instruction should be sensitive

to the types of background knowledge that are needed for the reader to

comprehend the text (2003: 13).

The connection between background knowledge and reading

comprehension relies on top-down processing in which readers draw on their

own intelligence and experience to understand a text (Brown 2000: 298-299).

Besides that, according to Tovani (2000: 64), good readers rely on background

knowledge to help them make sense of text. Ignoring existing background

knowledge will put readers at a great disadvantage. It is vital that the students

make connections when they read because calling on existing knowledge and

experiences is crucial if readers are to assimilate new information.

In MAN 3 Kota Cirebon case, the researcher finds that students have a

disability in understanding text because they are unable to connect they

background knowledge and their background experience with the text. They read

just because the teacher ordered so. Some of them mostly surrender when they

face a text where the words seem so strange to them. They finally take a shortcut,
 4

cheating to other classmates when a task, for example comprehension questions

are given. Consequently, a big desperation among them occurred and there is no

motivation to learn English better.

This phenomenon was found when the researcher doing her teaching

practice (PPL II) in the school on October 15 to November 24, 2011. From this

experience, the researcher is interested to know the implementation of Carousel

Brainstorming in teaching reading because in this strategy, students are engaged

to the text and are demanded to be active in generating the ideas of their

background knowledge about the topic of the text.

B. Identification of the Problem

The following are identification of problems toward the implementation

of Carousel Brainstorming in teaching reading comprehension. The identification

of the problem is involved in order to give a clear explanation about what will be

investigated in this research, those are:

1. The Field of Research

The field of the research centers on reading comprehension. Readers

naturally use background knowledge, vocabulary, grammatical knowledge,

experience with text and other strategies to help them understand written text.

Since background knowledge holds prominent role in constructing meaning, it

has been assumed that Carousel Brainstorming can be useful technique in

 5

accessing the students’ background knowledge to help them understand the

reading text.

2. The Kinds of Problem

There are several problems that appear in teaching English as a foreign

language, especially in teaching reading comprehension. The researcher lists

some problems that usually appear in teaching reading comprehension, they

are unknown words, the students’ difficulties in comprehending written text,

lack of strategy used in teaching-learning process, lack of motivation, and

unclear purpose of reading.

3. The Main Problem of Research

The main problem of the research is that the students have difficulties

in reading comprehension because they are unable to connect their

background knowledge with the text. This research investigated Carousel

Brainstorming because in this strategy, students are demanded to active in

generating a lot of ideas related to the topic of the text.

C. Limitation of the Problem

In the discussion and analysis of the thesis, the problem is limited on the

aspects of the implementation of Carousel Brainstorming in teaching reading

comprehension, the contribution of Carousel Brainstorming in the students’

 6

reading comprehension, and the advantages and disadvantages in implementing

this technique in the students’ reading comprehension.

D. Research Questions

The research will explore the implementation of Carousel Brainstorming

in teaching reading comprehension at the first grade students of MAN 3 Kota

Cirebon. The inquiry is guided by the following general questions:

1. How Carousel Brainstorming is implemented at the first grade students of

MAN 3 Kota Cirebon?

2. How does it contribute to the reading comprehension of the first grade

students of MAN 3 Kota Cirebon?

3. What are the advantages and disadvantages of implementing the technique at

the first grade students of MAN 3 Kota Cirebon?

E. Research Aims

Regarding the research questions above, the aims of the research are:

1. To know the implementation of Carousel Brainstorming in teaching reading at

the first grade students of MAN 3 Kota Cirebon.

2. To identify the contribution of Carousel Brainstorming in reading

comprehension of the first grade students of MAN 3 Kota Cirebon.

3. To find out the advantages and disadvantages of implementing the technique

at the first grade students of MAN 3 Kota Cirebon.

 7

F. The Use of the Research

This research is intended to contribute both in theoritic and practical.

Theoretically, the thesis is expected to increase the understanding of teaching

learning strategy. Practically, the thesis is addressed to academic world about the

importance of teaching learning strategies especially on how to teach reading in

appropriate way, so that the students will be more interest in their reading

activity. Besides that, the result of this research will be able to contribute to the

students of MAN 3 Kota Cirebon in order to make them more aware about the

importance of using their background knowledge in their reading activity.

G. The Definition of Key Terms

The following definitions are provided for clarity of meaning throughout

the thesis.

1. Carousel Brainstorming

Carousel Brainstorming strategy was first published in Brooklyn on

April 22, 1997 at Manhattan University by its academician, Mr. Sylvor

Carousel. This strategy involves everyone in generating a lot of ideas related

to a topic. It provides an opportunity to make sure that everyone is aware of

all the ideas that are generated because it relies on group. Carousel

brainstorming is a strategy that requires students to access background

knowledge or review what they have learned by thinking about subtopics

 8

within a broader topic. The purpose of this activity is to activate students'

prior knowledge of a topic or topics through movement and conversation.

2. Background knowledge

Background knowledge or prior knowledge or existing knowledge or

schemata is all information a reader has in her head. It is more than memory.

It is a storehouse of knowledge that provides the reader with an assortment of

information. Background knowledge is a repository of memories, experiences

and facts.

3. Brainstorming

Brainstorming means thinking quickly about anything related to a

topic. It is a useful technique to activate background knowledge by discussing

the topic of the reading text before the students read the text.

4. Reading Comprehension

Reading is a complex activity including both perception and thought, it

is also consisting two related processes: word recognition and comprehension.

Reading comprehension is the process of constructing meaning by

coordinating a number of complex processes that include word reading, word

and world knowledge, and fluency.

 BIBLIOGRAPHY

Brown, H. Douglas. Principles of Language Learning and Teaching: Fourth Edition.

San Francisco: Longman. 2000.

. Teaching by Principles: An Interactive Approach to Language Pedagogy:

Second Edition. USA: Longman. 2000.

Darlington, Yvonne & Dorothy Scott. Qualitative Research in Practice Stories from
the Field. Australia: Allen & Unwin. 2002.

Driscoll, Liz. Reading Extra, A Resourches book of Multi-level Skills Activities.

Cambridge: Cambridge University Press, 2004.

Hadfield, Jill. Introduction to Teaching English. Oxford: Oxford University Press,

2007.

Harmer, Jeremy. How to Teach English. England: Addison Wesley Longman

Limited, 2005.

. The Practice of English Language Teaching: Fourth Edition. Cambridge:

Ashford Color Press, 2007.

http://allsideeffects.net/ (accessed on July 19, 2012 at 02.31 p.m.)

Huegli, Vicki-Ann. Strategies for Reading: QLWG Essential Life Skill Unit 12.
Published by Quebec Literacy Working group: 2008.

Klingner. Janette K., et al. Teaching Reading Comprehension to Students with

Learning Difficulties. New York: The Guilford Press. 2007.

56
 57

Kothari, C.R. Reseach Methodology Method anf Techniques: Second Revised Edition.
New Delhi: New Age International Publishers, 2004.

Kusmaryati. Sri Endang. Unpublished Journal. Carousel Brainstorming in the

Teaching Reading Comprehension of English Narrative Text. (Journal of
English Education Department FKIP UMK Kudus). 2009.

L. Berg, Bruce. Qualitative Research Method for the Social Sciences. USA: Pearson
International, 2007.

Marisa, Iis. The Influence of Application of Brainstorminging Technique in Pre-

reading Activity towards the Students’ Achievement in Reading
Comprehension at the Tenth Year Students of MA Miftahuttalibin, Timbang-
Cigandamekar-Kuningan. IAIN Syekh Nurjati Cirebon. Unpublished thesis.
2008.

Nation, I. S. P. Teaching ESL/EFL Reading and Writing. New York: Routledge.

2009.

Oxford Advanced Learner’s Dictionary: New Edition. Oxford University Press, 2005.

R. Jack, Fraenkel. How to Design and Evaluate Research in Education: Eight

Edition. New York: McGraw Hill, 2011.

S, Mikuleky, Beatrice. Reading Power. USA: Addison-Whesley Publishing

Company, 1986.

S. McKnight, Katherine. The Teacher’s Big Book of Graphic Organizers. USA:

Jossey Bass, 2010.

Stahl, Steven A., et al. Defining the Role of Prior Knowledge and Vocabulary in
Reading Comprehension: The Retiring of Number 41. Journal of Reading
Behavior. Volume XXIII, No. 4. 1991.
 58

Sugiyono. Metode Penelitian Pendidikan. Bandung: Alfabeta. 2012

Tovani, Cris. I read It but I Don’t Get It. Maine: Steenhouse Publishers Portland.
2000.

Ur, Penny. A Course in Language Teaching Practice and Theory. Cambridge:

Cambridge University Press. 1991.

Warshak, Amber D. The Effects of Activating Prior Knowledge before Reading on

Students with and without Learning Disabilities. Unpublished thesis.

Wichita State University. 2006.