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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Guessing Games improve the students’ speaking skill

CHAPTER I

INTRODUCTION

A.   Background

As a professional teachers in the language teaching, especially the teaching of English a foreign language, teachers mostly spend much of time on appropriate teaching methodologist for greater effectiveness in students acquisitions on English, designing and implementing materials, test, and practice Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the teacher tends to carry out the teaching process in the classroom by applying traditional and monolingual principle ways of teaching with

unsatisfactory. This shows that teachers need enrichments with appropriate ways of teaching atmosphere, that why in teaching English as the second language by applying new and modified fashions in order that the result of the teaching learning process would contribute more input to reach satisfied learning outcome. Whole around the world recently, where the people encourage that English as their target or second language used based on whole interactions and communication holding the dominant role of very aspects of their life. English is most widely used in teaching learning process of broader Educational occasions either formal or informal environment.

It is reasonable that English is programmed as the first foreign or second language in many countries on this earth, furthermore in present global era. That is why experts on language and language teaching range must invent today English teaching and learning environment.

According to the 2006 English Curriculum (KTSP) and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, it is not easy to master all the skills; there must be one important skill that covers the whole skills. Based on the statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently.

In this case, the students must study hard to master it and the teacher should create a good atmosphere in class. However, it is contrary to the real situation in class. Speaking activities do not work in class because many factors prevent students from speaking English with their friends. They are afraid of making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability.

Considering problem, relating to speaking activities in class and helping students to improve their speaking skill is part of the teacher’s job. He or she is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. Therefore, the students will have opportunity to use English among themselves. The teaching –learning process should not only happen between teacher and students but also between students and students.

Speaking is an activity used by someone to communicate with other. It takes place very where and has become part of our daily activities. When someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. He or she also shares information to other trough communication.

In the classroom, the teacher must create the situation that can encourage real communication, many activities??????????????????????????????????????????????????

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Effects of Pre-questioning on the reading comprehension achievement

CHAPTER I

INTRODUCTION

1.1  Background of the Study

            Language is one of the most important things in communication and it is used as a toll of communication among the nations in all over the world. As an international language, English is very important and has many interrelationships with various aspects of life owned by human being. In Indonesia, English considered as the first foreign language and taught formally from elementary school up to the university level.

            In English, there are four skills that should be mastered, they are: listening, speaking, reading, and writing. The reading skill became very important in the education field, students need to be exercised and

trained in order to have a good reading skill.

            Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study ?????

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Could improve the students’ reading comprehension through Collaborative Strategy Reading (CSR)

CHAPTER I

INTRODUCTION

A.       Background

Language is a tool of communication that cannot be separated from human life. It is used in most of our time to communicate to one another in order to fulfill our needs in social interaction. There are many kinds of languages used in the world, one of them is English

Reading is an interaction between the reader, the author and the text. The technique of teaching reading is very important to influence the students in success reading.  A technique can help students in reading, so in teaching English a teacher must use technique or methods where can help the students to comprehends easy what the teacher teach to them.

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

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

This is an interesting strategy and it can improve the student’s reading ability, namely Collaborative Strategic Reading. This strategy to improve the students’ reading comprehension. The researcher apply her research in SMA Muhammadiyah Limbung because from the observation and interview with some teachers and students, the researcher found that some of students are still low in English reading skill.

Relating to the case above the reseracher use Collaborative Strategic Reading (CSR) to improve the students’ reading comprehension at the first year students of SMA Muhammadiyah Limbung. They still cannot use a good pronunciation in reading because they consider that English subject is boring and scare. It is because of students lacking in reading. As value of observation in the classroom the students, have score 50, in the last semester the students score between, 50-65. This score is a poor category. This research want to solve this problem until the students have a good score

Syamsuriadi (2010:1) states that to develop the students’ reading one must find out an effective way of teaching and learning process especially in reading comprehension. The teacher should use a good strategy to improve the students achievement especially reading comprehension, So that the writer is interested in trying one strategy that could be used by teacher to improve their teaching strategy (in teaching English especially) and can help the students to understand the meaning of the words/sentences, it is Collaborative Strategic Reading (CSR) because this strategy is good and new strategy for teaching English.

CSR is reading comprehension practice that combines two instructional elements: (a) modified reciprocal teaching (Palinscar& Brown, 1984) and cooperative learning (Johnson & Johnson,1987) or students pairing..................................................[.....?]

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DAN UNTUK PASSWORDNYA KLIK DI SINI