THE USE OF DIARY TO IMPROVE THE STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

THE USE OF DIARY TO IMPROVE THE STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT

CHAPTER I

INTRODUCTION

A.    Background of The Study

Nowadays  in  Indonesia,  all  of  the  students  at  schools  from  primary  school  to university  learn  English  as  a  foreign  language.  The  purpose  of  learning  English  is  that students  can  communicate  in  English  both  oral  form  and  written  one.  Especially  in  senior high  school  level,  the  students  learn  all  English  language  skills  like  speaking  and  writing. Writing is one of the four language

skills. As stated by Finocchiaro and Brumfit (1983:149), “Writing should reinforce and help extends the listening, speaking, and reading skills”. Writing as one of the four language skills is part of syllabus in English teaching. It can be seen  from  the  curriculum  2004,  standard  competency  of  senior  high  school (Depdiknas:2003) starting the aim of English teaching is “Siswa mampu mengembangkan kemampuan  dalam  bahasa  Inggris  dalam  bentuk  lisan  dan  tulisan.  Kemampuan berkomunikasi  meliputi  mendengarkan  (Listening),  berbicara  (Speaking),  membaca (Reading), dan menulis (Writing).”

From  the  statement  above,  the  researcher  concludes  that  writing  can  support  the others  language  skills.  It  means  that  writing  is  a  complex  domain  to  learn  and  to  teach because it requires many skills. Before doing and making a good writing, the students need to

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THE USE OF GRAPHIC ORGANIZER STRATEGY IN IMPROVING THE STUDENTS READING COMPREHENSION QUANTITATIVE

THE USE OF GRAPHIC ORGANIZER STRATEGY IN IMPROVING THE STUDENTS READING COMPREHENSION QUANTITATIVE

1.                  INTRODUCTION

1.1.        Background of Problem

In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. The four skills mentioned are divided 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 opportunity to hear or to speak that language. Comprehending English is a difficult thing for students if they

are does not have basic knowledge, especially in comprehending reading text.

Alyousef (2006, p. 8) defines that reading as a comprehension is a complex process in which the reader uses his mental content to obtain the meaning from written material. It means that, the reader must be able to recognize the meaning of printed words. We can interpret that reading comprehension is the capability to comprehend or to acquire the idea of one passage. It means that, when someone reads, he looks at something written and tries to get the meaning to understand it.

In Junior High School, the students have to learn different text types such as narrative, descriptive, recount, procedure, etc. One of text that students should be able to learn is narrative text which given in Junior High School for at eighth grade. In reading Narrative text, 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’

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IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (L-R-D) STRATEGY

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (L-R-D) STRATEGY

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 by reading. Reading is one-step to study effectively. Through this step, it can develop our memory, comprehension, and more knowledge for example when the people study textbook, article, short story, and even a novel. Reading can increase our science and give us knowledge information. Reading is an activity with a purpose. Someone may read for many reasons, for instance to gain information and exiting knowledge, or in order to critique a writer’s ideas or writing style

.

Reading is one of the basic communicative skill,  but it has very complex process. It can be said that, reading is a process in which reader finds information given by the writer in the written form. In this case, reading can be said as an interactive process, checks, and ask questions about what the text is about. Leonard (1961) states that reading involves nothing more than correlating sound image, that is ”spelling” while Robert Karim (1980) defines that reading is as a thinking process instructing the ideas of the authors.Reading comprehension is not just reading with a loud voice but reading is established to understand the meaning of word, sentences, and paragraph sense relationship among ideas as it is. If a student just

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KUMPULAN JUDUL TERBARU

KUMPULAN JUDUL TERBARU

1.      THE USE OF THE STAR DIAGRAM TO IMPROVE THE STUDENTS VOCABULARY MASTERY

2.      THE USE OF "DIRECTED WRITING ACTIVITY" STRATEGY TO ENHANCE THE STUDENTS' SKILL IN WRITING RECOUNT TEXTS

3.      IMPROVING THE STUDENTS’ VOCABULARY THROUGH FRONTLOADING STRATEGY

4.      USING THE PQRST STRATEGY TO IMPROVE THE PIRST QUARTER STUDENTS' READING COMPREHENSION

5.      THE USE OF SEMANTIC FEATURE ANALYSIS TO INCREASING THE STUDENTS’ VOCABULARY MASTERY

6.      IMPROVING STUDENTS READING COMPREHENSION OF EXPOSITORY TEXTS THROUGH THE QUESTION-ANSWER RELATIONSHIP (QAR) STRATEGY

7.      THE INCREASING THE STUDENTS VOCABULARY BY USING THE PYRAMID GAME

8.      USING CROSSWORD PUZZLES IN TEACHING VOCABULARY

9.      IMPROVING THE SECOND YEAR STUDENTS’ WRITING SKILL BY USING INQUIRY-BASED LEARNING STRATEGY

10.  IMPROVING THE READING COMPREHENSION ABILITY HROUGH WEBBING STRATEGY

11.  THE USE OF DIRECTED READING THINKING ACTIVITY (DRTA) TO IMPROVING THE STUDENTS READING COMPREHENSION

12.  IMPROVING THE SPEAKING ABILITY OF THE STUDENTS THROUGH ENGLISH SPEAKING SIMULATION STRATEGY

13.  THE USING OF SYNECTIC COMPARISONS TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY

14.  IMPROVING READING COMPREHENSION THROUGH AUTONOMOUS LEARNING STRATEGY

15.  INTERACTIVE EXPERIENCES STRATEGY TO IMPROVE THE SKILL OF WRITING RECOUNT TEXTS

16.  THE ICREASING THE STUDENTS VOCABULARY THROUGH WORD SORTS

17.  THE USING OF MAGIC SQUARES IN IMPROVING THE STUDENTS VOCABULARY

18.  PREDICTION GUIDE STRATEGY TO IMPROVE THE STUDENTS’ READING SKILL

19.  THE IMPROVING THE STUDENTS’ READING COMPREHENSION BY USING CLOZE STRATEGY

20.  ERRQ (ESTIMATE, READ, RESPOND, AND QUESTION) STRATEGY IN IMPROVING THESTUDENTS’ READING SKILL

21.  SEMANTIC MAPPING IN TEACHING READING SKILL

22.  THE USING OF SKETCH TO  STRETCH STRATEGY TO INCREASING THE STUDENTS READING COMPREHENSION

23.  IMPROVING THE STUDENTS’ READING COMPREHENSION TROUGH PARTNER READING STRATEGY

24.  IMPROVING THE STUDENTS RECOUNT TEXT WRITING SKILL THROUGH COOPERATIVE LEARNING METHOD

25.  SKRIPSI MUH AMIN AMAL THE USE OF SCAFFOLDED READING EXPERIENCE (SRE) STRATEGY TO IMPROVE THE STUDENTS' READING SKILL IN NARRATIVE MATERIALS

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