CHAPTER
1
INTRODUCTION
This chapter consist of background, identification of
the problem, limitation of the problem, formulation of the problem, purpose of
the problem, and significance research.
A.
Background of The Problem
Nowadays,
English is one of important language in the world. The materials
provided at the school also had to use English.
Including the given book consists of a variety
of reading with English language. But in
this case many students who have difficulty to understand what they have read before
from the book. It start from start from
Elementary school’s students have been received and learned about this
language. It has been stated at “Keputusan Kakanwil Depdikbud Propinsi Jatim”
No. 1702/104/M/94/SK 30 Maret 1994) that:
“Bahasa Inggris adalah bahasa asing yang di
anggap penting diajarkan untuk tujuan penyerapan dan pengembangan ilmu
pengetahuan, teknologi dan seni budaya, serta pengembangan hubungan antar
bangsa.” (1994: 69).
It means
that English is important foreigner language that has to be teached by teachers
to their students. To improve their knowledge, technology and art and the
relationship between one person to the others.
According to
“Permendiknas no 22 tahun 2006 tentang Standart Isi untuk Satuan Pendidikan
Dasar dan Menengah” as stated below:
“Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan
tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran,
perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya.
Kemampuan berkomunikasi dalam pegertian
yang utuh adalah kemampuan berwacana,
yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang
direalisasikan dalam empat ketrampilan berbahasa, yaitu mendengarkan, berbicara,
membaca dan menulis. Keempat ketrampilan inilah yang digunakan untuk menaggapi
atau menciptakan wacana dalm kehidupan bermasyarakat. Oleh karena itu, mata pelajaran
Bahasa Inggris di arahkan untuk menggembangkan ketrampilan-ketrampilan tersebut
agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada
tingkat literasi
tertentu”. (Permendiknas 2006:123)
There are four ability in English. There
are listening, speaking, reading, writing. Reading is highly effective in
developing students’ vocabulary knowledge and the comprehension of older
student reader (Fisher, Frey, & Lapp, 2008). One of the most well known
definitions of reading is provided by Anderson et.al (1985) “Reading is the
process of constructing meaning from writen text. It is a complex skill
requiring the combination of a number of interrelated sources of information”.
Even
English has been given to the student from Elementary school in the fact many students don’t know well
about English. The students still find difficult thing in learning process
about English. Actually
in their reading comprehension. That’s why many students in the high school
have difficult and find some problems in reading. The problem frequently found
is about their reading comprehension. They are also confuse about the text,
because they don’t know about the meaning.
According
to Lasky (1993) comprehension is an interest driven process where the purpose
for reading can change over time. So, reading comprehension is finding
determinant meanings (author’s intent and implicit meaning of the text) and
toward the notion that reading comprehension (a) requires recognition that text
has indeterminate meanings and (b)
empowers readers to create the meaning.
For reading
comprehension the students need some strategies that can make they understand
what they have read. From O’Malley, Chamot, and Kupper (1998) strategies that
involve planning for learning, thinking about the learning process as it is
taking place, monitoring of one’s production or comprehension, and evaluating
learning after an activity is completed. There are numerous
different classification systems for reading comprehension strategies. Several
researchers who insvetigate reading comprehension strategies whether from a
developmental, expert novice, or intervention prespective need high quality
measures of strategic knowledge and strategy use. However , have recently
called into question whether self-report measures of strategy use in reading
can be valid with any group of participants (Baker & Cerro, 2000; Hadwin,
Winne, Stockley, Nesbit & Woszcyana, 2001). Alexander and Judy (1988)
define strategies as goal-directed procedures that are planfully or
inventionally evoked that aid in the regulation, execution, or evaluation of
the task. Paris, Cross, and Lipson (1984) further distinguish between
declarative strategy knowledge (knowledge about what strategy are), procedural
strategy knowledge (knowledge about how to use a strategy), and conditional
strategy knowledge (knowledge about when to use a strategy). According to
(Hacker,1998) in reading comprehension, proficient readers have been found to
engage in a wide range of cognitive and metacognitive strategies.
B.
Identification of The Problem
Reading is one of important thing in
learning English as a foreign language, it means that to learn English ability
(listening,speaking, writing, and reading) students must mastery in their
reading comprehension. But it can be denied that the
students’ problem in reading
comprehension is very serious. The students often do not understand the
contents of the reading that
they have read. Most
of them were afraid to ask the points that they did not understand to the
teacher. This situation made the students passive in their learning process.
The students enthusiasm was much related to the strategies used by the teacher
in transferring the lesson. The students
would become not interested in learning if the strategies used was monotonous. Knowing this problem, the
teacher give the strategies to comprehend
their reading. That is why some strategies such as, Cognitive strategies (COG), Metacognitive strategies (MET), and Social strategies (SOC) are required to help
students to comprehend their reading.
C.
Limitation of The Problem
This research is focus in good research quality in this
research. And the limitation problems here there are follow: The reading comprehension strategy there are Cognitive strategies (COG), and Metacognitive strategies (MET).
D.
Formulation of The Problem
The problem of this research can be formulated as follows :
1. What kinds of the reading
comprehension strategies used by the ninth
grade students of SMPN 1 Ngadiluwih?
2. What is the dominant reading
comprehension strategies used by the students?
E.
Purpose of The Research
Based on the formulation
above, the purpose of this research is :
1. To know and describe the
reading comprehension strategies applied by the ninth grade students of SMPN 1 Ngadiluwih.
2. To know the dominant reading comprehension strategies
used by the students.
F.
Significant of The
Research
It is expected that the result of the study will give some
benefits for the teacher, the researcher,
and the other researches :
è The Teacher
It can improve the teacher knowledge about many
stategy in teaching reading and the teacher can applied the strategy in
teaching process.
è The students
The students will try to comprehend their reading.
It will help them to learn English ability easily.
è The Researcher
The result will be
useful to improve the knowledge about reading comprehension strategy.
G.
Definition
Of Key Term
1. Definition
of reading
Anderson
et.al (1985) “Reading is the process of constructing meaning from writen text.
It is a complex skill requiring the combination of a number of interrelated
sources of information.
2. Definition
of reading comprehension
Reading
comprehension is finding determinant meanings (author’s intent and implicit
meaning of the text) and toward the notion that reading comprehension (a)
requires recognition that text has indeterminate meanings and (b) empowers readers to create
the meaning. (Bodgan, Deanne, and Straw, Stanely; 1990)
3.
Definition of reading comprehension stategy
Reading comprehension strategies are
steps taken by the language learners to comprehend the reading.
(Stoffer,
1995; Nation, 2001; and Gu, 2003)
CHAPTER
II
REVIEW OF RELATED LITERATURE
A.
Theoretical
Framework
1.
The
definition of reading
Reading
is highly effective in developing students’ vocabulary knowledge and the
comprehension of older student reader (Fisher, Frey, & Lapp, 2008). One of
the most well known definitions of reading is provided by Anderson et.al (1985)
“Reading is the process of constructing meaning from writen text. It is a
complex skill requiring the combination of a number of interrelated sources of information”.
2. The definition of reading comprehension
Reading comprehension is finding determinant
meanings (author’s intent and implicit meaning of the text) and toward the
notion that reading comprehension (a) requires recognition that text has indeterminate meanings and (b) empowers readers to create
the meaning.(Bodgan, Deanne, and Straw, Stanely; 1990)
3.
The Definition of reading comprehension
strategy
Reading
comprehension strategies are steps taken by the language learners to comprehend
the reading. (Stoffer, 1995; Nation, 2001; and
Gu, 2003)
From O’Malley, Chamot, and Kupper
(1998) strategies that involve planning for learning, thinking about the
learning process as it is taking place, monitoring of one’s production or
comprehension, and evaluating learning after an activity is completed. There
are numerous different classification systems for reading comprehension strategies.
Paris, Cross, and Lipson (1984) further distinguish between declarative
strategy knowledge (knowledge about what strategy are), procedural strategy
knowledge (knowledge about how to use a strategy), and conditional strategy
knowledge (knowledge about when to use a strategy). According to (Hacker,1998)
in reading comprehension, proficient readers have been found to engage in a
wide range of cognitive and metacognitive strategies. There are some strategies
to comprehend the reading :
a.
Social strategies (SOC) : the strategies help the students to
acquire the language through communication with others, such as cooperation and
question for clarification.
b.
Cognitive strategies (COG) : the
strategies enable the students to understand and produce language and
compensation strategies help the students to use the language despite their
lack of necessary knowledge of the language.
c.
Metacognitive strategies (MET) :
Students used the strategies to organize the teaching process such as
arranging, planning and evaluating the teaching process.
B. Review Of The Related Research
Based
on the related research Self-report of reading comprehension strategies:
What are we measuring ?. The writer Jennifer
G. Cromley – Roger Azevedo found that proficient readers engage in a wide range
of cognitive and metacognitive strategies, and both development and classroom
intervention reserachers are in need of high – quality measures of strategy
use.
C.
Rationale
Reading is one of the important thing in
learning english as second language. Ang also reading is highly effective in
developing students’ vocabulary knowledge and the comprehension of older
student reader without vocabulary students can not learn English skill (
listening, speaking, writing, and reading) easily. In the fact, students have
difficulty to comprehend a passage. They have to find the meaning of each word
one by one, but it can not solve their problem. The teacher should choose the
best way or strategies so that student are able to comprehend their reading.
CHAPTER III
RESEARCH
METHOD
In this chapter the
researcher discuses all things about the research methodology related to the content
of this research, they are identification of the research variable, technique
and research approach, place and time of the research, population and sample,
research instrument and technique of collecting the data, technique of of
analyzing the data.
A.
Identification
of the research variable
In every research, it is important to know
the variable that is going to be observed. According to Arikunto (2010 : 161)
states :
“ Variabel adalah objek penelitian, atau
apa yang menjadi titik perhatian suatu penelitian.” Based on the statement
above, variable is something that is observed by researcher.
According to Sugiono ( 2012 : 39 ) stated
that variabel bebas atau variabel independen adalah variabel yang mempengaruhi
atau yang menjadi sebab perubahannya atau timbulnya variabel dependen atau
terikat. It seems that independent variable can influence dependent variable.
Another one, Sugiono (2008:39) stated that
variabel terikat merupakan variabel yang dipengaruhi atau yang menjadi akibat
karena adanya variabel bebas. Based on the statement above, dependent variable
is variable that can be resulted by independent variable. There is only one
variable in this research, that is the reding comprehension strategies as
independent variable.
B.
Technique
and research approach
1. Technique
of the research
In this
study, researcher use descriptive
research. According to Arikunto
(2010 : 3) explains, “ Penelitian deskriptif adalah penelitian yang
dimaksudkan untuk menyelidiki keadaan, kondisi atau hal-hal lain yang sudah
disebutkan, yang hasilnya dipaparkan dalam bentuk laporan penelitian.” It means
that descriptive research is a research to observe the existing condition.
2. Research
approach
In this
study, the researcher use quantitative approach. Sugiono explains that ”Data
kuantitatif adalah data yang berbentuk angka, atau data kualitatif yang
diangkakan.” It means that quantitative data is data which is scoring.
C.
Place
and time of the research
1. Place of
the research
This research will take place
in SMPN I Ngadiluwih.
2. Time of
the research
The
arrangement of time schedule is very important in holding the research since it
will determine how long the research will be held. In this research the writer
will hold the research on July 2013.
D.
Population
and sample
1. Population
Connecting
with the population of the research, it is better if writer know the meaning of
population first. According to Sugiyono (2010:80) state, “ Populasi adalah
wilayah generalisasi yang terdiri atas obyek atau subyek yang mempunyai
kualitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk
dipelajari dan kemudian ditarik kesimpulannya.” Based on the statement above
the writer know that population is the object of the research. The writer
choose the ninth grade students of SMPN I Ngadiluwih.
2. Sample
Sugiyono
(2010:81) states that sample is a part of the amount and the characteristic of
the population. The sample of the research are 40 students of the ninth grade
of SMPN I Ngadiluwih. Here, the writer use simple random sampling. In this technique
researcher give the same chance to every subject to be a sample.
E.
Research
instrument and technique of collecting the data
1. The
development of instrument
The
instrument used to get the data is questionnaire. According to Arikunto
(2010:194) “ Kuesioner adalah sejumlah pertanyaan tertulis yang digunakan untuk
memperoleh informasi dari responden dalam arti laporan tentang pribadi, atau
hal-hal yang ia ketahui.” In this research, the writer use closed questionnaire
to get the data.
Scoring technique of the
instrument is the respondent just choose the number 1 up to 5. The meaning of
every single number are:
1 = if the respondent not use
the strategy at all
2 = if the respondent use the
strategy 25%
3 = if the respondent use the
strategy 50%
4 = if the respondent use the
strategy 75%
5 = if the respondent use the
strategy 100%
2. Technique
of collecting the data
In this
research, the technique of the data collection that the writer use is closed
questionnaire. The writer collects the data by giving questions which is
provided with the answes so that respondent can choose the answer directly.
F.
Technique
of of analyzing the data
To analyze the data from the
questionnaire instrument, the writer pay
attention to the check list of every column which has different score. Next,
multiply the frequency in every column with the score, then added up. Finally,
it is obtained the score for each item of the question. To know the final rank
of the score of the items, the amount must be divided with the amount of the
respondent who answer the questionnaire.
CHAPTER IV
CLOSING
Suggestion
and Hopes
This
proposal we made to observe the students’ reading comprehension strategies, if
there any mistake or lack, we hope some suggestion to make this proposal better.
We hope that the research will be done well.
QUESTIONNAIRE
|
No
|
Questions
|
Level of agreement
|
||||
|
5
|
4
|
3
|
2
|
1
|
||
|
1.
|
You
are deciding in advance to attend in general to learning task and ignore to
irrelevant distactors
|
|
|
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|
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|
2.
|
You
are deciding in advance to attend to spesific aspects of language input or
situational details
|
|
|
|
|
|
|
3.
|
You
can understand with the condition that help one learn and arranging for the
presence of those condition
|
|
|
|
|
|
|
4.
|
You
are correcting one’s speech of accurancy in pronounciation, grammar or
vocabulary
|
|
|
|
|
|
|
5.
|
You
are checking the outcomes of one’s own language learning against an internal
measure of completeness and accurancy
|
|
|
|
|
|
|
6.
|
You
are imitating a language model, including overt practice and silent rehearsal
|
|
|
|
|
|
|
7.
|
You
are using target language reference materials
|
|
|
|
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|
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8.
|
You
are using first language as a base for understanding and/or producting the
second language
|
|
|
|
|
|
|
9.
|
You
are reclassfying the materials to be learned based on common attributes
|
|
|
|
|
|
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10.
|
You
are making note making the important points or sumary of information
presented orally or in writing
|
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11.
|
You
consciously applying rules to produce or understand the second language
|
|
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|
|
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12.
|
You
are constructing a meaningful sentence or recombination in a new way
|
|
|
|
|
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13.
|
You
are relating new information to visual concepts in memory, easily retrievable
visualizations, or phrases
|
|
|
|
|
|
|
14.
|
You
are identifying a familiar word in the first language
|
|
|
|
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15.
|
You
are generating easily recalled images of some relationship between the new
word and the familiar word
|
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16.
|
You
are placing a word or phrase in a meaningful language sequence
|
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17.
|
You
are relating new information to other concept in memory
|
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18.
|
You
are using conceptual knowledge to facilitate a new language learning task
|
|
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19.
|
You
are working with one or more peers to obtain feedback, pool information or a
model language activity
|
|
|
|
|
|
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20.
|
You
are asking the teacher or other native speakers for repetion, paraphrasing,
explanation and/or examples
|
|
|
|
|
|
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