CHAPTER I
INTRODUCTION
A.
Background
of the Study
English
is an important language. It becomes the international communication language.
In Indonesia, English is the first foreign language. Because English is an
important position, it is taught from the fourth grade of elementary school in
some schools as an alternative subject and from the first grade of junior high
school (SMP) up to third grade of senior high school (SMA) as one of the
compulsory subjects. The students of SMP and SMA are hoped to have enough
competence in English because it becomes a subject tested in UAN (Ujian Akhir
Nasional). The result of UAN has been satisfactory. This is supported by the
fact that UAN English score of SMP and SMA are successful. According to Bambang
as quoted from http://www.depdiknas.go.id (2006) explains that average score of
UAN in English is 7.54. It is higher than UAN standard which is 4.5. It means
that the score is satisfactory, but improvement is still needed to achieve the
best result.
In
order to reach the goal above, many experts of education try to reveal the
problems of English learning. To overcome the problems, they try to carry out
different attempts to improve English teaching learning processes. The
curriculum, approach, method, and technique of English teaching are always
revised and improved in order to meet the goals of the teaching learning
process.
Sofiah
(1998: 5) states that the success of the English teaching learning processes at
schools depends on the teachers for they are key figures in the classroom. It is considered that if the
teachers do not have good competence in the teaching learning process, the
students will not achieve the objectives. In addition, Sofiah states that the
source of the problems is not the teacher, but also the institution related to
education. It is assumed that this
institution is also responsible to the results of teaching learning processes
since its output is related to the results of teaching learning processes.
Citrawati
(2002: 8) states that there is another factor that may influence the students'
achievement: students' factor. The students as subjects in the learning process
have different characteristics. Each student differs in intelligence, sex,
socioeconomic background, motivation, attitude, and ??
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