CHAPTER 1
INTRODUCTION
A. Background
Reading is one of the important aspects that influence
the students’ success in learning English because by reading students can
increase their vocabulary and mainly goals of the teaching English in Indonesia
to enable the students to use English for communication and to read English and
references in English.
For the students who want to develop and extend their
knowledge, Reading Comprehension skill
is a fundamental skill in obtaining progress. The students can extend their
knowledge by reading books. Through reading, the students can improve their
knowledge in many fields and sciences.
Reading is an active process of identifying important ideas,
comparing, evaluating, and applying them. ( Mc. Whorter, T. Kathleen : 1999: 1
) therefore, in reading paragraph, we have to try to comprehend the main idea of the
reading material, without comprehending the paragraph; it will be difficult to
understand what we have read or what the
writer means or what reading material.
In teaching and learning English reading process, the
comprehension toward the material is the main goals, but the fact show that the
majority of the students encounter the problem in comprehending the English
texts.
By looking at this fact, the English teachers are
expected to always make some effort to help the students to improve their
reading comprehension; teachers must give variation in teaching them in reading
class. If the students are only taught to read and memorize the grammatical
pattern, they will get bored, so variations are really needed to overcome
boredom. Byne ( 1998 ; 130 – 132 ) states that students seem to learn better
when they are engaged
In teaching reading the teachers find some problems.
Edythia (1998) states that it is the fact that the students who study English
may be fluent readers in their native language, but they cannot transfer the
skills in reading English. When they read an English text, they tend to know or
focus to the words rather than on the entire text and they are laid to their
dictionary, therefore they read slowly, word by word and have lack of
understanding the text.
The writer had done on observation at the Tenth year of
SMA , the writer found many problem in teaching learning
English especially in Reading.
The English teacher at the school said that, in learning a reading text, the
students sometimes find some difficulties to comprehend it. They do not
understand the content of the material, what the text is about and they are hard to find out
the main idea and details from the text.
Based on the result it observation of the research at SMA especially the Tenth Year ( X ) in anomalous semester
of school in academic year 2011-2012, it shows that the mean score of the
students reading comprehension is low, it about 60 and the score standard is
One of the effective ways to solve this problem is by
applying Pre-Reading Plan, where students are trained to free associate on key
vocabulary words, reflect on these associations, discuss their associations as
a group, and then reformulate their knowledge based on the discussion. This is
based on a study by Langer (1981) which
is concern about an effort to integrate instructional assessment with pre
reading instruction.
The Pre-Reading Plan technique begins with the teacher
introducing a key word, concept or picture to stimulate a discussion. By having
the students say anything that initially comes to mind and having that
information recorded on the blackboard, participants are able to see the
associations. By asking the students questions, such as, “What made you think
of…?” they become aware of their network of associations. The students also
have the opportunity to listen to other explanations and interact with other
students. This interactive process also provides students with the opportunity
to accept, reject or alter their own initial associations and to integrate them
into more accurate pictures of the target concept. After that is the
reformulation of knowledge, which provides the opportunity for students to
verbalize any changes of modifications of their associations that may have
occurred during the discussion. The purpose of helping the student to link
his/her background knowledge with concepts in the text is to set up appropriate
expectations about the language and content of the passage.
By applying this Pre-Reading Plan technique, it is
possible to the teacher to make good decisions about how to increase students’
knowledge. The activating knowledge consists of building students’ awareness of
what they already know and elaborating and refining what they know through
group discussions. This activating prior knowledge about the topic will help
the students to gain the message or the content of the reading text, and the
motivation of the student will also increase, because they have a preceding
information, what the reading text will talk about.
The Pre Reading Plan technique provides a teacher with a
means to prepare students to read a text selection and, at the same time,
analyze their responses so as to tailor subsequent instruction to students
need.
Based on the explanation above, the writer is
interested in finding out the effectiveness of Pre-Reading Plan (PReP) Strategy
In Improving the Students’ Reading Comprehension at The Tenth years students of
SMA
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