Background of the Study

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CHAPTER I INTRODUCTION

To reveal a thorough discussion of the main problems of the study, the writer presents several important points. Systematically, chapter one elaborates the background of the study, problem identification, problem limitation, problem formulation, objectives of the study, benefits of the study, and definition of terms.

A. Background of the Study

Reading can draw imagination to see whatever physically eyes could not see and go wherever the mind wants to be. When someone enjoys reading, his imagination visits places and sees any objects that fascinate him without leaving his place. Reading takes us out of our country and ourselves. It provides experiences through which the individual may expand greater knowledge achievement of anything that exists in the world. Reading has power to refresh our mind and entertain us. Reading is the most rewarding use of the expanded leisure. When people read a novel or a short story, for example, they create their own settings, atmosphere, sound and each detail, so that they are emotionally involved in the story that is being read. Reading helps people to reduce tension and in some ways, reading can bring inspiration to people in overcoming their problems. 2 Solita Sarwono 2002, a psychologist, affirms that reading stimulates imagination and analytical concept. It is believed that the habit of improving imagination is beneficial to sharpen the wits. Let us look at Indonesian history about the vice president of Indonesia in 1978-1983, Adam Malik 2005: 29. It is written there that only few people know that this intelligent man only finished his primary education. However, people should believe that it was his amusement at reading that formed his intelligence. Reading books had extended his knowledge and enabled him to possess critical thinking so that he could struggle and dedicate his thought to the development of the country. Hence, everyone needs to form reading habits in order that he can take the advantages of reading. There is a reasonable explanation why people who are avid readers possibly have good communication skill in social intercourse. Bright and McGregor 1973: 52 say that general knowledge depends on reading. It means that the content of reading can enrich the knowledge of the reader, thus he would be able to participate confidently in all topics of discussion. It helps someone to enter various classes of society easily. Reading also forms the reader’s mind to be more realistic and logical. He would be accustomed to expressing ideas in comprehe nsible and logical sequences so that other people could understand the points of discussion. As a result, an effective communication will always occur. Considering the remarkable advantages, reading should be seen as the fulfillment of the human necessity in life. Unfortunately, Indonesian citizens have poor reading awareness. Prof. Riris K. Toha Sarumpaet, Ph. D. 2005: 53, a lecturer 3 of cultural science faculty of UI, states that Indonesian people do not believe that reading can make them happier and more intelligent. They lacked motivation to read. The students’ poor reading motivation influences their ability in reading English. Based on the results of the questionnaire distributed to the seventh grade students of SMP N 8 Yogyakarta and the interview with one of their English teachers, the students faced some problems in reading English texts. First, there were too many difficult words. Inevitably, they could not find the meaning of what they read. Second, sometimes the students were given unfamiliar topics to read. They did not have an adequate background of knowledge which is needed to comprehend the reading text. The last, the reading activities were monotonous. Therefore, the students were often reluctant to do the tasks. Presumably, those problems in reading affected their reading interest and motivation. Motivation is a key to learning by which the students have impulse or desire to do it. Motivation is seen as the fulfillment needs. The EFL student who is meeting needs in learning to read the language will be positively motivated to learn. However, there is no single or simple way to change all students’ attitudes toward reading. In order to be able to design appropriate reading materials for the seventh grade students of SMP N 8 Yogyakarta, the writer needs to take account of three main problems mentioned before. Therefore, the writer focuses on the creation of reading materials which the learning activities will be enjoyable and effective in improving their motivation and reading skills. 4 Indone sian schools commonly use Basal Reader Approach, which is the common practice involving the use of textbook as the approach in teaching reading. It seems preferable to use this approach because the program has been presented as a safe, well-controlled system for teaching reading Dixon and Nessel, 1983: 10. There are sequence charts which appear to provide systematic instruction that teacher can use when conducting the lesson. However, the writer considers that Basal Reader Approach will be difficult to help the students to enhance their reading motivation since the students are demanded to follow the fixed instruction. The learning activities can be enjoyable and effective in improving the students’ motivation and reading skills when the program is able to accommodate their interest and adjust to the English proficiency level in determining the topics and learning activities. Thus, the writer needs to focus on creating a body of materials that students find interesting. Gebhard 2000: 213 mentions some indicators as a reference to designing reading materials. “People learn better when something they are studying has considerable meaning for them, when it really comes out of their own lives, when it is something that they in some way commit themselves to or invest themselves in.” Therefore, students need a reading program that considers some points. First, the reading topics provided should rely on their reading ability and interest. It can be obtained by conducting a needs survey. Second, the program should provide many activities in which the students can learn in an encouraging class situation, such as giving songs and games. Third, the selected activities should make the students active and enable them to do all the activities based on their own life 5 experiences, for instance, sharing and discussion about the results of observations and interviews. A careful comprehension toward students’ ability and interest is required to conduct enjoyable as well as effective reading activities. In the study the writer introduces the adaptation of Language Experience Approach LEA as the basis for designing a set of supplementary reading materials for the seventh grade students of SMP N 8 Yogyakarta. LEA was first introduced in 1960 by Professor Roach Van Allen www.lyteracyconnections.com. He showed how it creates a most natural bridge between spoken language and written language. “What I can think about, I can talk about. What I can say, I can write. What I can write, I can read. I can read what I can write and what other people can write for me to read.” Based on the concept of LEA, the students use their own vocabulary, language patterns, and personal experiences to create reading text s and make reading a meaningful process. In practice, the teacher gives a certain topic which is interesting for the students and asks them to discuss it with some friends or with the whole class. Each student is given freedom to dictate his personal experience related to the topic, and then the teacher or the student himself writ es it down as the reading text. Meaningful materials are learned more quickly and easily when the students have personal experience. By doing this process, the students can learn reading in a relaxed and encouraging manner and finally it will help the students to develop their reading skill. Besides, the students learn to give self-esteem and appreciation to others. As researcher and theoreticians began suggesting, reading would be easier when the 6 reading text closely matches the learner’s own experiences and oral language patterns Tierry, Readance, and Disher, 1980 as cited by Dixon and Nessel, 1981: ix. LEA is initially intended to teach reading to the students of English as a second language. However, this approach has been adapted by many experts for the necessity of teaching reading to the students of English as a foreign language. Considering the students’ English ability and the function of English as a foreign language, some experts develop learning media based on LEA to help the students learning reading. Language Experience Charts and key word are the adaptation of LEA which are used to help students learn using LEA. Further discussion can be found in Chapter II. The designed materials begin with simple instructions, especially in the session of creating one’s own story, which can be hard for the students to do. For example, the teacher provides an incomplete reading text. Some words are missing and the teacher asks the students to fill in the blank spaces. Another example, the teacher provides an unfinished story. Students may complete the story based on their personal experiences. Those activities can help the students to be familiar with the new techniques. In conclusion, by using the adaptation of LEA, the writer intends to create more interesting reading materials. Therefore, the students will find a new and enjoyable way of learning. Besides, LEA involves all the communication skills. Dictation is preceded by discussion of the topics or stimulus for the story. The students have the opportunity both to listen to what others in the group are saying and 7 to participate verbally in the discussion, thereby practicing oral language in a natural communication setting. The dictation itself serves as the basic material for developing reading ability. Writing their personal stories is a natural extension. The reading program by using the adaptation of LEA is well-designed, allowing maximum adjustment to learning needs and improving self-confidence and self worth.

B. Problem Identification