CHAPTER 1
INTRODUCTION
A.
Background
In this information era,
science and technology development demands people to improve their knowledge
and experience. One way to improve their knowledge and experience was
through reading. Reading is the effective way to
get information. If someone said the book was the
window of the world, we can say that reading is the eye of the world because we
can know all the things through reading. Reading is one of the basic skills of
English, but it has a very complex process where the reader tries to discover
meaning in print page or script. Through reading one can enhance his
experiences, develop new concept and improve his thinking or knowledge.
Reading is the third of the four basic language skills, they are:
listening, speaking, reading and writing that must be mastered in language
learning and language skill that palys an important role in teaching. Reading
comprehension is
knowledge understood after reading. It
is an active thinking procces with that not only depend on skill
but also on students’ experience and prior knowledge which involved
understanding of vocabulary to know the meaning of reading, to relationship among words and to concept organizing ideas, to recognize the student’s purpose in making judgment, and to do evaluation. It is taught in integration with the other
language skills. As one of the language skill,
reading received more emphasis than
the other, it is given the
first priority. Based
on the observation diagnostics
text which had
been done in SMP Negeri 25 Cenrana Kabupaten Maros , especially for class VIII
B still poor in comprehending
a reading text. They felt
difficult to understand the reading text and they did not have a sufficient reading skill to
understand the entire text given,
as
value of observation in the classroom the students’ have scores 5.05, this score was
as a poor category. In this research the aim was to solve this problem until the
students had
good score, while the standard curriculum is 65.
Furthermore, comprehension is a really important either in reading and other
skills. The ability of someone to comprehend closely
related to background
knowledge. Coady (1981: 3)
states that the
interest and background knowledge would enable the students to comprehend at
reasonable rate and keep him involved in the spite of synthetic difficulty.
In SMP Negeri 25 Cenrana, based on observation,
those problems were
caused by the lack of reading comprehension strategies. As Thompson (1993:2) states,
problem in comprehension could be a result of the lack of instruction time assessing reading at the
word and sentences levels rather teaching
referential or inferential comprehension.
From
that case, the teacher should have interesting method or strategy in reading
class. There are
many strategies can be used to improve reading comprehension. Here, the
researcher would use Context Clues Strategy to develope the students’ reading comprehension of the text read. The researcher hopes this
strategy will be an interesting and attractive strategy in learning especially
in reading class. Context Clues
Strategy can help the students master in
reading comprehension which is bit of information from the text, by combining prior knowledge,
allow the students to decide the meaning of unknown word in the story, or article that they read. It is also useful to
guide the students to figure out the meaning of a word from
the context. Beside that the context clues would be helpful to motivate the students to
improve reading comprehension when it was
applied because it presented
very simple instruction that can be easy??????????????????????
INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU
KLIK PEMESANAN
