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”
