The Improving Students’ Reading Comprehension through Keyword Method

CHAPTER 1

INTRODUCTION

A.    Background

Nowadays, science and technology development demands people to increase their knowledge and experience. One way to increase their knowledge and experience is through reading. Reading is the effective way to get information. If someone says the book is the window of the world, we can say that reading is the eye of the world because we can know all the things through reading. Reading is one of the basic skills of English, but it has a very complex process where the reader tries to discover meaning in print page or script. Through reading one can enhance his experiences,develop new concept and increase his thinking or knowledge.

Reading is one of the basic communicative skills of English.  It is an important part of English, this is the way of gaining information from written source. Harmer (1991: 68), states that reading is useful for other

purpose; it provides good models for English writing and also provides opportunities to study language. For the reasons it will be important to make the reading activity as effective as possible.

Indonesian curriculum has put English as the essential subject to learn from elementary until university, where reading is one of English skills that the students must master. Besides that in the last examination test of each school level almost 90% of test items are reading test form where the students are asked to find out the information of text. So the teacher has to?????????????

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Improving the Students Reading Comprehension through Survey, Question, Read, Recite, Review (SQ3R) Method

CHAPTER I

INTRODUCTION

A.  Background

Language is a tool of communication to make human interaction. People communicate and interact with others using language. In some community English has become an international language. Most of the community in the whole world use English to communicate with others who have different languages. Because of that English is very important to be taught and learned by the students. 

Reading skills should be thought earlier to the children in Tessero(: 2003). Reading habits can increase the students’ achievement. Most Indonesian learners are acknowledge that reading a low will support them reaching their goals of studying, but categories low for years. Many efforts have been performed to socialize reading as a burden for most school ages. This phenomena effects them to be creative

readers, that finally will influence their comprehension towards their achievement is categories low.

The purpose of reading in many languages is to inform ourselves about something we are interested, or to challenge certain our methods. In other words, to extend our experience of the world in which we live.  A person may read to get information. He may also read for enjoyment, or to enhance knowledge of the language being read (Janz: 2004). Although every student knows how to read, many have never learned good reading skills. (Royse, 2001: 127).??????????????

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The Use of Scaffolded Reading Experience (SRE) Strategy to Improve the Students’ Reading Skill in Narrative Materials

CHAPTER  I

INTRODUCTION

A.   Background

In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. The four skills mentioned are diveded into receptive and productive skills. Speaking and writing are productive skills, while listening and reading are receptive skills. Beside the four language skills above, reading is of great importance to student show mother tongue is not English, because they almost do not have oppurtunity to hear or to speak that language. Comprehending English is a difficult thing for students if they are do not have basic knowledge, especially in comprehending reading text.

Reading, which belongs to receptive skill, can be defined as a process whereby one looks at and understands what has been written (Williams, 1999: 2). It means that, when someone reads, he looks at something written and tries to get the meaning to understand it. Reading can also be described as a mental or

cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (Davies, 1973: 1). It means that reading activity connects the reader and the writer although they are in different time and place. 

In teaching reading, teacher should introduce other materials as an alternative to give various situations to student in classroom process. These materials can be a media; it can be create a comfortable atsmosphere interest and to stimulate the students’ motivation during the classroom process. In the other hand, most high motivation is needed to learn reading.They should have an effective.

According to the researcher's observationfrom diagnostic test the students' reading skill of the second years SMP PGRI 2 Takalar was still low with mean score 55. They still had difficulties in understanding the text. The texts which were taught in the second yearsof Junior High School were descriptive, news item, and narrative. Based on the observation in the classroom and the interview with the teacher and the students, the researcher found that they had difficulties in narrative text. They had difficulties in understanding the characteristics of the text including the social function, generic structure, and language feature. The generic structure includes finding detail information and determining the parts of the text. While, the language feature includes vocabulary, finding references, and understanding the tenses. 

From the problems above the researcher will apply one of teaching strategy. This is an interesting strategy and it can increase the student’s reading ability namely Scaffolded Reading Experience (SRE) Strategy to improve the students’ narrative read skill. This strategy is designed to create the students’ with target score is 75

 A Scaffolded Reading Experience not a preset or largely preset plan for dealing with a text. Instead, an SRE is a flexible plan that you tailor to a specific situation. It has two parts. The first part, the planning phase, takes into consideration the particular group of students doing the reading, the text they are reading, and their purpose or purposes for reading it. The second phase, the implementation phase, provides a set of prereading, during-reading, and postreading options for those particular readers, the selection being read, and the purposes of the reading.

Relating to the case above , the writer conducting an action research entitle: ”The Use of Scaffolded Reading Experience (SRE) Strategy to Improve the Students’ Reading Skill in Narrative Materials”

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DAN DAPATKAN REFERENSINYA DISINI ATAU KLIK DI SINI

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The Improving The Students’ Reading Comprehension By Using Authentic Materials

                                                     CHAPTER  I

                                                  INTRODUCTION                                     

A.   Background

In learning English, there are four skills. They are listening, speaking, reading, and writing. The four skills mentioned are diveded into receptive and productive skills. Speaking and writing are productive skills, while listening and reading are receptive skills. Beside the four language skills above, reading is of great importance to students show mother tongue is not English, because they almost do not have opportunity to hear or to speak that language. Comprehending English is a difficult thing for students if they do not have basic knowledge , especially in comprehending reading text.

In teaching reading, teacher should introduce other materials as an alternative to give various situations to studentsin classroom process. These materials can be a media; it can be to stimulate the

students’ motivation during the classroom process. In the other hand, most high motivation is needed to learn reading.

 Related to the statements above, the researcher did observation that was done at the first year students of SMK Muhammadiyah 2 Bontoala, the researcher faces many problems in teaching learning English. The crucial problems are the students’ problems in reading is the students’ comprehension. The problems are; first,the students are bored to read a text because it is not interesting. Second, the students have limited vocabulary so they are difficult to understand the reading text. Thirdly, the students do not know the structure of sentence, it makes the students to work hard to translate the word in sentence of the text

 Based on the result interview to the English teacher at the first year studentsof SMK Muhammadiyah 2 Bontoala Makassar, he stated that the mean score of the students’ achievement in reading English is very low. It is about 5.7 but the standard of curriculum 6.5 and the target score is 7.5.

 From the problems above the researcher will apply one of teaching strategy. This is an interesting strategy and it can increase the student’s reading ability, namely authentic material. This strategy is designed to create the students’ reading comprehension.

Authentic material are interesting material taken from magazine, newspaper, brochure and other teacher  resources that are not specially prepared for pedagogical purpose. The material can be challenging and interesting for the students where it is inline nowdays,many students are keen authentic materials. Therefore, the English teachers can use it in teaching process.

According to Smith & Johnson (1994:157) authentic material is any kind of material that taken from the real world not especially created for the purpose of language teaching. This might include language based on reality such as magazine, advertisement, newspaper or graphics and visual sources such as maps, pictures, symbols and charts.

Relating to the case above, the writer conducted a research under  the title : ” Improving the students’ reading??????????????????????????????????????????????????????????????????????????

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DAN DAPATKAN REFERENSINYA DI SINI