CHAPTER I
INTRODUCTION
A. Background
of the Study
In
English teaching learning,
students should master four language skills.
The language skills are listening, speaking,
reading and writing. As a language
skill, reading has significant role that influence the other language skills and
components. In addition, the success of learning any subject matters depends on
the competence of reading comprehension since it functions as a major tool for
finding and understanding information. Reading also has the value to help
students learn to express their own thought and to make them familiar with the language
pattern and ways of using language efficiently. Thus, mastering reading skill
is very important.
Rebecca
(2005: 8) Reading is fundamentally important for success. It opens the door to
personal freedom or shuts the door to opportunity. Learning to read is a means
to an end. If children have difficulty learning to read early, how can they be
expected to excel in other subjects as well? The best prevention of reading
difficulties, therefore, is early intervention strategies at the
preschool/kindergarten level. Instead of heated debates on which approach is
best suited for early reading success, educators should be discussing the most
efficient method(s) that produces the best results.
In Senior High School, students learn several kinds of
text, such as procedural text, narrative text, descriptive text, report text
etc. Recount text is one of texts which are taught in Senior High school. While
it is mentioned in Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang
Lingkup Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah
Aliyah, the scope is, “Kemampuan memahami dan menciptakan berbagai teks
fungsional pendek dan monolog serta esei berbentuk procedure, descriptive,
recount, narrative, report, news item, analytical exposition, hortatory
exposition, spoof, explanation, discussion, review, public speaking.”
(Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 : 308)
Based on the description above and based on writer’s
observation at the first year students of Senior High School at SMA, She found
that the students still face some difficulties in answering and understanding
the texts especially recount texts.
The students’ problem in reading is the feeling that they
do not know what the text is about. This problem happens in SMA which is
connected with vocabulary mastery. Most of students will surrender in trying
comprehending the text which is interrupted by lacking of vocabulary. So, it
becomes problem for them in understanding the whole passage and then they stop
reading.
From this observation, the problem connects with the
student’s lack of vocabulary. They think that they do not have enough
vocabulary to comprehend the text. In addition, they lack of interest and
unattractive teaching method. Therefore, the students need variation in
learning English. By changing the learning method, the students are expected to
be more interested in reading activity.
One of the techniques is pre-reading activity which it
can engage students in activity before reading. It will stimulate them in
reading. These problems are occurred in SMA. The students are not interested in
reading the text. Therefore it will be very good, if we can find the method
which can increase the students’ interest to learn reading.
According to Grellet (1981: 8) stated that “Reading is an
active skill.” Therefore, applying pre- reading activity will increase
students’ attention in reading. The students have to work with the materials
actively. The conclusion is the teacher is expected to hold an attractive
activity to involve students to be active in the classroom.
Pre-reading activity could be a way to students to
comprehend English text easily. Therefore through pre-reading activities by
brainstorming their mind to related topic, they activate their background
knowledge that it may take advantage for them to comprehend the text better. As
Hudson said that “Prior knowledge may have some effects in students’
understanding because a reader who already has an elaborate schema can more
easily fit incoming textual information into those schemata.” (Hudson 2007: 142)
This assumption is related to how students comprehend the text.
Based on explanation above, the writer hopes that
students feel easy to apply and to practice this technique in understanding
reading text, especially in recount text. Moreover, the influence of
Pre-reading activity also helps students improve their achievement in English
reading skill.
In this research, the writer will conduct the research
using pre-reading activity in teaching recount text in SMA. Hopefully by using
pre- reading activity, students can be helped to comprehend recount text
easily. Therefore, based on the explanation above, the writer will conduct the
research with the title: “The Effectiveness of Pre-Reading Activity in
Students’ Comprehension in Reading Recount Text (Experimental Study at Senior
High School in the First Year Students of SMA).
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