CHAPTER I
INTRODUCTION
A. Background
English consists of four
language skills; they are
listening, speaking, reading, and writing. Learning a foreign language in
Indonesia is expected to help the students to master these skills. In relation
to these skills, the researcher emphasized her attention to the reading skill.
The students of English Department are very important
to study reading, because there are many advantages from studying reading. By
reading, the students will be able to increase their knowledge on culture. If
the students read every rule in written English from our country, the students
will get more knowledge about the other country with its culture. In English
Department, the students study English do not only master of grammar or
vocabulary but also master the culture of the target language. If the students
do not know about the culture, the students will get difficulties to understand
to communicate with a native speaker. Although, the students may learn about
English words through the dictionary, the students still need to learn the
English culture, so the communication can be understood and avoid
misunderstanding.
Through reading,
people can improve their own knowledge which ensures the continuing personal
growth and adapts the change in the word. Harvey (1998: 2) argues that the
purpose or reading in language is to inform ourselves about something we are
interested in, or challenge our knowledge on certain matters. In other words,
to extend experience of the world in which we live.
Reading has
always received the greatest emphasis in teaching English. There are some
reasons for this. Firstly, reading takes an important role in learning process.
Reading skill is an instrument that can facilitate students to enrich their
knowledge. Secondly, reading is important not only because it can give a lot of
information but also pleasure and joy. In senior high school level, students
face some problems in reading. Most of the students found difficulties in
comprehending text, especially narrative text. Based on the researcher's
observation, the major problem faced by them is how to comprehend the elements
of the story. To overcome the problems, a story mapping strategy is proposed to
be applied in teaching reading. The technique is chosen because it is simple
and considered suitable for students in the senior high school level. To
comprehend the elements of the story the students are assigned to make a story
map based on the story given.
The researcher
wants to discuss one of the many problems connected with English
learning. English learning problems can take place both at home and at school.
The teacher and the students are different, and therefore, the teacher might
find different motivations for learning as well. At school, the problems may
appear when the class consists of a big number of students. The noisy class
does not only disturb the students who really want to study, but also influence
the students’ concentration to the subject given in class. The condition like
this can make the students feel bored and do not like to study. At home, the
problems may appear when the student recalls the subjects from school and they
still do not understand the lesson and none of the people at home can help
them. If this condition continues the students will feel very bored and not
interested in studying English. In this case the teacher’s role is very
important, that is to encourage them to study harder and better.
In addition, students’ problems are not only from the
classroom environment but also from the students themselves. The reality the
teacher often sees is that, in fact, many students master the theory better
than practice. For example, in speaking, the student may have the knowledge of
how to speak, but in practice the student find difficulties. The student lack
self confidence. To build their confidence, students need more practice so that
teachers are suggested to create and use interesting method. One of such the
methods is story mapping. Generally, story mapping is liked by the students
because they like stories. It is also an appropriate method for the students at
their age.
Classroom Action
Research (CAR) is used in this study. The research is conducted in two cycles,
each cycle covers planning an action, implementing the action, observing the
action, and reflecting on the observation. The subjects were the students of
class XI exact 4 of SMA NEGERI 18 Makassar which consisted of 28 students.
There were two kinds of data gained: the students' scores and field notes. The
data on the students' score were obtained from the reading comprehension test.
The score were used to evaluate the students' comprehension in reading
narrative text. The field notes were made after each meeting during the CAR and
were used to find out the students' attitudes and the condition of the
classroom when story mapping is implemented.
The research observation to the students
of the eleventh
year students in class XI
A 4 SMA Negeri 18 Makassar, the research found the skill of students of reading
comprehension still low. We can
see the mean score of the students in reading 51,15. According to their teacher, it is happened because students have poor
motivation in learning English. Although, the teacher has technique of learning
process in the classroom, but it is could not make the students interest for
this reason. Therefore, the teacher wants to
solve this problem until the students gain an expected score and achieve the
score until 80 as a target to meet the criteria of the students’ success and
achievement in reading “improving the
students’ reading comprehension through story mapping strategy”.
B. Problem
Statements
By the reading the description above, the writer formulates the problem
statement as follows:
1.
How
does the use of story mapping strategy improve the students’ reading
comprehension in terms of finding the main ideas at the eleventh year students
in class XI A 4 of SMA Negeri 18 Makassar?
2.
How
does the use of story mapping strategy improve the students’ reading
comprehension in terms of finding the contents at the eleventh year students in
class XI A 4 of SMA Negeri 18 Makassar?
C. Objective
of the Research
The objective of research are:
1.
How
the of story mapping strategy improve the students’ reading comprehension in
terms of finding the main ideas at the eleventh year students in class XI A 4 of
SMA Negeri 18 Makassar.
2.
Improve the students’ reading comprehension in
terms of finding the contents at the eleventh year students in class XI A 4 of
SMA Negeri 18 Makassar.
D. Significance of the Study
The result of
the research is expected to be useful information and a reference for the
English teacher of SMA NEGERI 18 Makassar. And also it will be expected to give
a new insight in improving English reading comprehension by using story
mapping.
E. The Scope of
the Study
The scope of the
study is the writer will focus to improve the students’ ability to find
the main ideas and comprehending the contents of reading text at the eleventh year students in
class XI A 4 of SMA NEGERI 18 Makassar. The story mapping is visual
representation of the logical sequence of a narrative text. The
including of
elements story mapping is
characters, setting, major
events, problem, theme.
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