CHAPTER I
INTRODUCTION
A.
Background
The expression of human communication through
which knowledge, belief, and behavior can be experienced, explained, and
shared. which
is used to convey people’s idea to the mind of the people. Through language, we
can express our feeling, willingness and ideas. We use language as key to learn
science and technology such as Linguistics, Sociology, Medicines, Economics,
etc. In it is proportion, English as an international language, certainly many
people in the world intend to learn it, including the Indonesian people,
especially students in the junior high school, senior high school, and the
university. Furthermore, we should realize that we are in the technological
era; certainly, we have commitment that the new technology comes from the
western countries that most of them are written in English.
Today,
people live in an information era. There a lot of information, they should
know, and they should find many kinds of information sources that are written
in English. Thus to get information, people should read many kinds of
information. Reading
is a source of getting information. No one can get much information without
reading. Actually, reading is the easiest and the cheapest way to get
information, because it can help to know the simple information to the more
complex one. In addition, the main important thing that the readers should have
the ability to comprehend what they have read. Carrillo (1976:2) states that
reading is a combination of mechanics, understanding, retention, and use. In
this broadest of three views, the reader should be able not only to perform the
mechanics and comprehend the meaning of
the words, but to critically evaluate the ideas expressed and apply them to his
or her situation.
Reading is something that must be done by all
students who are studying language. Reading is considered as one of important
skill, which has to be learn because it can influent the other language skills.
In reading text, students often find some difficult
word that they do not know its meaning. In order to, before we translate the
word, we must know or understand through comprehension so that they can
describe their ideas or can give conclusion from English reading text through
their comprehension.
The
expand times and technology advance bring the positive impact in increasing
educational in teaching and learning process, so that the teaching system
always change into completing, particularly which related to their way of
teaching.
Concerning with language learning and
teaching, Pressley and Block (2002) also suggested
that teachers can learn by using strategy, how the strategies work and become better
able to teach them to their own students by applying the strategies to their
own reading. Applying strategies to the teachers’ own reading not only helps
the teacher become better prepared to provide Reading comprehension strategy
instruction (CSI), but also demonstrates the potential for improvement that
such strategies hold for their students.
Pressley and Block (2002) also pointed out that comprehension instruction
involves a complex and long-term commitment to teach students the necessary
strategies and to provide them with sufficient practice to use the strategies easily
and the habits to use them frequently.
Based on English language teaching and
learning at SMPN 2 Maros especially for reading skill, Students difficult to
understand and low of comprehension, even most of them do not interest in
reading. Thus, because they found many new words, so they also do not know the
elements of the story and do not get what the story means. Besides that, the
English teacher in that school taught only focusing on Curriculums of KTSP and
KBK (kurikulum berbasis kompetensi) without using any learning method or
strategy in teaching to improve students’ comprehension.
Related to the statement above, the
writer interest to do this research by using story mapping as a strategy in
teaching. The method shows us that teaching the plan of a story leads to
improve comprehension. The structure or plan of narrative text is often
referred to as a story grammar or graphic organizer. Graphic organizers are
also sometimes referred to as knowledge maps, concept maps, story maps,
cognitive organizers, advance organizers, or concept diagrams. Williams
(2003) taught narrative structure to students with learning disabilities by
having teachers lead a pre-reading discussion of the story topic followed by
the teacher reading the story aloud, inserting various questions throughout the
story. After reading the story, the teacher led a discussion of the main points
and a reading of a summary of the story. The students then related the story
theme to a standard format to link the story to more generalized people and
situations using one of two generic questions: (a) (main character) should have
(should not have)…and (b) we should (should not)... Finally, the students apply
the story’s lesson to real life experience with two questions: (a) to whom
would this theme apply? And (b) When would it apply?
Story mapping involves three basic
elements are; setting, plot and theme. To facilities comprehension and memory
of story, story mapping as one technique in this research. Story mapping is
used as technique to solve students’ problem in reading. A story maps is a
procedure for constructing visual displays of categories and relationship
(Alexander in Massena 2008). Story mapping makes it easier for the students to
understand a reading text. This technique also promotes cooperation and
appreciation among the students. Actually, story mapping not only used in
reading text, but also in history, in math and in science.
Considering the statement above,
the writer would like to conduct a research under the title: “Using story
mapping strategy to improve the students’ reading comprehension at the third
grade of SMPN2 Maros.
B.
Problem Statement
In
relation to the background mentioned above, the problem of the research can be
formulated in the following question:
1.
How is the effectiveness of using story
mapping to improve the students’ reading comprehension?
2.
How is the students’ reading
comprehension improvement by using story mapping strategy?
C.
Objective of the Study
The objectives of the research are:
1.
To describe the student
ability in reading comprehension by using story mapping.
2.
To find out whether or
not story mapping can improve students’ reading comprehension at the third
grade of SMPN2 Maros.
D.
Significance of the Study
The writer hopes that this research will
advantageous to writer itself, the other researcher will continue this research
to make complete it and the readers as useful information, especially for
English teacher in learning reading comprehension by using story mapping at the
third grade of SMPN2 Maros.
E.
Scope of the Study
This
research is under the discipline of applied linguistics. This is limited to the
use of story mapping. By which the student can improve their reading
comprehension. The effectiveness here means the improvement of the student
ability to understand the story or reading text between cycle I and cycle II.
PENJELASAN DI ATAS
ADALAH GAMBARAN UMUM UNTUK INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK
PEMESANAN
