CHAPTER
I
INTRODUCTION
A.
Background
Learning English
as a foreign language covers four skill; they are listening, speaking, reading,
and writing,. Reading is the process of getting meaning from text. Platt and
Platt (1992:306-307) state that reading is perceiving a written text in order
to understand its contents. The understanding that result is called reading
comprehension. Different types of reading comprehension are often distinguished
according to the reader’s purpose in reading and type of reading used.
In reading
comprehension, the massage to be imposed in the written form is the most
important element that the student must recognize, because the primary purpose
of reading is to know the thoughts expressed in the printed material.
Therefore, reading with comprehension is only a way for the students to arrive
at what they want to know from the reading material. However, the problem is
how to make them comprehend.
Reading
comprehension is not just reading with a loud voice but reading is established
to understand the meaning of the word, sentence, and paragraph sense
relationship among ideas as it is (Simanjuntak1988:4). If a student just reads
loudly but can’t understand the content of the text, it means that he fails in
comprehending passage. When preparing students for a reading activity, we can
help them become aware of relevant prior knowledge, while we judge whether or
not that knowledge is sufficient for comprehension of the text.
Reading for
general comprehension is skill that involves absorbing the content of the text.
As the reader, we are not looking for specific points only, but rather than it,
we need to get an overall understanding of the text.
Problem mostly
occurs to the students when reading book. Sometimes students were facing a book
but do not read at all. They just can mansion symbol word without getting any
idea from the book. The researchers herself experienced when reading a book
without any comprehension tend to feel sleepy.
As the
explanation above, the data from observation indicated that the students of SMK
MUHAMMADIYAH 1 BONTOALA and also face the same problems. Most of them are not
competent to comprehend English text well many students can read the word in
passage perfectly but are unable to get the meaning of the words. They can say
the words, but unable to gain the meaning from the words. They find hard to
comprehend reading materials. So, the students who did not understand what they
read. As a result, they could not answer the whole questions correctly. Based
on the result of the students’ achievement in reading are still underneath, it
is about 5.1 mean score and the target score is 7.0. In this case, the students
have to read critically, and the teacher must select the suitable technique or
strategy to teach it.
The techniques
of teaching reading are very impotent 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 students to comprehends
easy what the teacher teach to them.
An appropriate
method for teaching English for student is very important because appropriate
method determines the result of teaching vocabulary that is improving student’s
reading comprehension. To improve the students’ reading comprehension, the
researcher uses Inquiry method that provides a constructivist modeling in
teaching reading as an implementation to improve the students’ reading
comprehension. The model helps students connect the content they are learning
to the life context in which that content could be used. Therefore, students
may find meaning in the learning process. As they try to attain the learning
goals, they draw upon their previous experience and build upon existing
knowledge.
According to
David L. Haury (1993), Inquiry is any process that has aim of augmenting
knowledge, resolving, doubt, or solving problem. Inquiry is a term used broadly
to refer to everything from pseudo-experiments where the teacher has the
students reify already taught concepts to one in which students have virtually
total control.
Based on the
information above, the writer would conduct a study on “Improving the students’
Reading Comprehension through Inquiry method at the second year students of SMK
Muhammadiyah 1 Bontoala.”
B. Research Question
Based on the
background above, the writer formulates the research question as follow:
How does Inquiry method improve the
students literal Comprehension at the second year students of SMK Muhammadiyah
1 Bontoala?
C. Objective of the
research
In relation to
the problem statements above, the objective of the study research is to find
out:
The use of
Inquiry method in improving the literal Reading Comprehension at the second
year students of SMK Muhammadiyah 1 Bontoala.
D. Significance of the
research
The result of
the study expected to be useful information and method for students and teacher
of English in order to have more students’ comprehension in reading through
Inquiry method and people who concern about reading comprehension.
E. Scope of the study
These research
focused on the students’ improve in learning reading comprehension through
Inquiry method at the second year students of SMK Muhammadiyah 1 Bontoala.
Literal reading
comprehension with the indicator the students’ understanding of the word
meaning and main idea
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