CHAPTER I
INTRODUCTION
A. Background
In
learning English, there are four skills we must study. They are listening, speaking,
reading, and writing. The four skills mentioned are diveded into receptive and
productive skills. Speaking and writing are productive skills, while listening
and reading are receptive skills. Beside the four language skills above,
reading is of great importance to student show mother tongue is not English,
because they almost do not have oppurtunity to hear or to speak that language.
Comprehending English is a difficult thing for students if they are do not have
basic knowledge, especially in comprehending reading text.
Reading,
which belongs to receptive skill, can be defined as a process whereby one looks
at and understands what has been written (Williams, 1999: 2). It means that, when someone
reads, he looks at something written and tries to get the meaning to understand
it. Reading can also be described as a mental or cognitive process which
involves a reader in trying to follow and respond to a message from a writer,
who is in distant space and time (Davies, 1973: 1). It means that reading
activity connects the reader and the writer although they are in different time
and place.
In
teaching reading, teacher should introduce other materials as an alternative to
give various situations to student in classroom process. These materials can be
a media; it can be create a comfortable atsmosphere interest and to stimulate
the students’ motivation during the classroom process. In the other hand, most
high motivation is needed to learn reading.They should have an effective.
According
to the researcher's observation
from diagnostic test the students' reading skill of the second years SMP PGRI 2 Takalar was still low with mean score 55. They still had
difficulties in understanding the text. The texts which were taught in the second years of Junior High School were descriptive, news
item, and narrative. Based on the observation in the classroom and the
interview with the teacher and the students, the researcher found that they had
difficulties in narrative text. They had difficulties in understanding the
characteristics of the text including the social function, generic structure,
and language feature. The generic structure includes finding detail information
and determining the parts of the text. While, the language feature includes
vocabulary, finding references, and understanding the tenses.
From the problems above the
researcher will apply one of teaching strategy. This is an interesting strategy
and it can increase the student’s reading ability namely
Scaffolded Reading
Experience (SRE) Strategy to improve the students’ narrative read skill.
This strategy is designed to create the students’ with target score is 75
A
Scaffolded Reading Experience not a preset or largely preset plan for dealing
with a text. Instead, an SRE is a flexible plan that you tailor to a specific
situation. It has two parts. The first part, the planning phase, takes into
consideration the particular group of students doing the reading, the text they
are reading, and their purpose or purposes for reading it. The second phase,
the implementation phase, provides a set of prereading, during-reading, and
postreading options for those particular readers, the selection being read, and
the purposes of the reading.
Relating to the case
above , the writer conducting an action
research entitle: ”The Use of Scaffolded Reading Experience (SRE)
Strategy to Improve the Students’ Reading Skill in Narrative Materials”