CHAPTER
I
INTRODUCTION
A.
Background
English is an international tool of
communication. It is used to communicate with each other by people from
different countries all over the world. English plays an important role because
it is a tool of communication in all aspects in most of the part of the world,
whether in social in interaction, science technology, politics, economics,
cultural, and education. It is intended to enable the students to communicate
and express their ideas in English and have a good command in reading
comprehend text book and information written in English for the shake of national development in the field of
education.
In learning English there are four skills that
should be mastered by the students, they are listening, speaking, reading, and
writing. These skills always become the target of the final learning
objectives. In other words, the four language skills are the result of a long
process of learning; they are the application of the knowledge of language that
the learners get during process.
Reading is one important aspect in learning
English. Reading itself is complex and complicated process because it involves
the internal and external factors of students. The internal factors are
everything from the students which can be
taught; as a result of an interaction in reading process external factors are all the factors from
outside of the students (Nunan, in Ilvirah, 2010:2).
Mc Worther, in Ilvirah (2010:2) says
that reading is an active process of identifying important ideas, comparing,
evaluating and applying them; therefore in reading paragraph we have to try to
comprehend. Without comprehending the paragraph, it will be
very difficult to understand what we have read or what the writer means in
reading material. In
relation to the condition of the teaching of English reading comprehension faced
by secondary school students. The students, who come to English classes, should
be given sufficient opportunities to use their knowledge of language.
Based on the explanation above, the writer is
interested to observe the RAFT (Role Audience, Format, Topic) strategy in
learning and teaching, because it offers students a creative outlet for
demonstrating understanding (Santa, 1988:10) it is flexible post reading
strategy that helps students to analyze and reflect upon their reading through
personal writing. Based on suggestion provided by the teacher or generated by
the class, student choose a role, an audience a format, and a topic on which to
write in response to their reading, concerning with the explanation above, the
writer is interested in conducting a research improving reading comprehension
through RAFT strategy.
The use of Role, Audience, Format, Topic (RAFT)
in improving the English reading comprehension at the second year students of
SMA Muhammadiyah Wilayah Ratulangi Makassar 2010-2011
academic year.
B.
Problem Statement
Based on the background above, the writer formulated research questions:
1.
How is the students’
reading improvement of literal comprehension through Role, Audience, Format,
Topic (RAFT) strategy at the second year students of SMA Muhammadiyah Wilayah Ratulangi Makassar?
2.
How is the students’
reading improvement of interpretative comprehension through Role, Audience,
Format, Topic (RAFT) strategy at the second year
students of SMA Muhammadiyah Wilayah
Ratulangi Makassar?
C.
Objective of the Research
Based on the problem statement,
the objective of the research is to find out:
1.
The students’ reading
improvement of literal comprehension through Role, Audience, Format, Topic
(RAFT) strategy at the second year students of SMA Muhammadiyah Wilayah Ratulangi Makassar.
2. The students’ reading
improvement of interpretative comprehension through Role, Audience, Format,
Topic (RAFT) strategy at the second year students of SMA Muhammadiyah Wilayah Ratulangi Makassar.
D.
Significance of the Research
1.
This research aims to know students’ ability in
reading comprehension by using the RAFT strategy in learning reading.
2.
The teaching
comprehension by using RAFT strategy in effective in improving the students
reading comprehension ability or not.
3.
The attitude of the second year at SMA Muhammadiyah Wilayah Ratulangi Makassar toward
the use of RAFT strategy in teaching reading comprehension.
E.
Scope of the Research
The scope of the research is restricted to find
out the students ability to comprehend the reading during the teaching and
learning of Role, Audience, Format, Topic (RAFT), it is applied at the second year students of SMA Muhammadiyah Wilayah Ratulangi Makassar to answer
question from reading.
The research is restricted to improve the students’
Reading comprehension through Role, Audience, Format, Topic (RAFT) strategy
which focuses on Literal comprehension (the main ideas and supporting idea) and
intrepretative comprehension (Taking Notes conclusion and Cause-Effect Relationship) of the text at the XI class of SMA Muhammadiyah Wilayah
Ratulangi Makassar.
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