minutes per meeting. Such amount of learning time is insufficient for students to practice reading. In addition, to acquire successful reading comprehension,
students need the presence of many component capabilities since comprehension relies on decoding skill, knowledge in several skill, and cognitive processing
capability.
3
There are a lot of ways to solve such problem. Yet, the writer believes that an effective way to solve the problem is by using blended learning. Blended learning
is the combination of face-to-face traditional instructions and e-learning which part of e-learning opportunities is created online. Blended learning itself is the
result of rapid growing of technology and the emergence of internet in educational area. It is a proof that growing realization of technology can also play important
role in the daily classroom routine and as the key component to be quality reading instruction.
4
Moreover, in the area of receptive skill especially reading, the role play of web based environment is in providing exposure. Reading on screen,
learners can access meaning on demand by clicking on hyperlink to find out the maning of a word.
5
Likewise, by using e-learning, students can access learning materials easily from anywhere and everywhere. It allows teaching and learning activities to be
conducted not only inside the classroom, but also outside classroom as Charismiadji argues that blended learning is a powerful solution for an enhanced
second-language learning experience.
6
Realizing the effectiveness of blended learning, the writer is going to investigate the extent of blended learning on
students’ reading comprehension of exposition text of 11
th
grade at SMA N 4 Kota Tangerang Selatan.
3
Diane August, et al, Assessing Reading Comprehension in Bilingual, The Elementary School Journal, Vol. 107, No. 2, 2006, p. 222
4
Pamela J. Farris et al, Teaching Reading a Balanced Approach For Today’s Classrooms,
New York: McGraw-Hill Companies, 2004, p.29
5
Pate Sharma and Barney Barrett, Blended Learnin Using Technologyin and beyond The Language Classroom, Oxford: Macmillan, 2007, p.11
6
Nurindra Charismiadji, What We Do Know About Blended Learning?, Center for Studies on Language and Culture-Atma Jaya Catholic University, p. 147
B. Identification of Problem
Based on the background of study, there are several problems which can be identified as follow.
1. Teachers only implementing traditional teaching learning activity without any part of using internet to develop their media.
2. Students miss use in using internet not for academic purpose. 3. Time limit for teaching reading in school.
C. Limitation of the Problem
As previously stated, there are several problems causing students’ low reading comprehension of narrative text. From the problems, the writer will focus on the
effectiveness of blended learning model on students’ reading comprehension of exposition text of eleventh grade in SMA N 4 Kota Tangerang Selatan.
D. The formulation of Problem
The formulation of this problem is “Is blended learning model effective for developing
students’ reading comprehension of exposition text?”
E. The Objective of Study
This study is aimed to prove and to find empirical evidence whether the implementation of blended learning model is effective or not on students reading
comprehension of expositon. The writer also wants to analyze the cause and effect between independent variable which is blended learning model, and dependent
variable which is reading comprehension of exposition text.
F. Significance of Study
The writer expects that the significance of this study can provide useful information for:
1. The writer himself, the significance of study will improve the writer ’s
knowledge in creating students learning e-learning media as the combination of face-to-face learning activity.
2. English Teachers of 11
th
grade of Senior High School, the result of this study can help them as an alternative model in teaching learning activity that they
can choose. 3. Students in 11
th
grades of Senior High School who learn English in reading exposition text, this study attempts to help them increase their achievement in
reading comprehension of exposition text. 4. Further researchers who want to conduct similar research. The result of this
study may hopefully can help them as a previous study for their research.
7
CHAPTER II THEORETICAL FRAMEWORK
This chapter the writer would like to describe some kinds of theories related to the study. Those theories focus on general conception of reading,
reading comprehension, perpose of reading, kinds of reading, elements affecting reading comprehension, understanding exposition text, generic structure of
exposition text, grammatical features of exposistion text, general conception of blended learning, the strengths of blended learning, the weaknesses of blended
learning, designing blended learning program, previous study, framework of thinking and theoretical hypothesis.
A. Reading
1. General Concept of Reading
Many experts have definitions about reading. According to Allington and Strange, Reading is an active cognitive process that does indeed require using
graphics letter and phonic sounds information; but for fluent readers particularly, the language based cues
—semantic meaning and syntactic grammar seem to be far more important than graphic and phonic cues.
1
Similar with Allington and Strange, Nuttall state the view of reading offered is essentially
concerned with meaning from mind to mind: the transfer of massage from writer to reader.
2
It can be seen that reading is an activity. Meanwhie, Harmer states that reading is an exercise dominated by the eyes
and the brain. The eyes receive masseges and the brain then has to work out the significance of these masseges.
3
Similar with harmer, Gough and Tunmer in Oalkhil et al
book’s, states in simple view of reading in two main components: word decoding and language comprehension. Word reading or decoding refers
to the ability to read singgle word in context, Language comprehesion refers to
1
Richard Allington and Michael Strange, Learning Through Reading in The Content Area, Toronto: D.C. Heath and Company, 1980, p.16
2
Christine Nutall, Teaching Reading Skills in a Foreign Language, New Edition, Oxford: Heinemann, 1996, p. 3
3
Jeremy Harmer, The Practice of English Language Teaching, New Edition, New York: Longman, 1991, p.190
our ability to understand words, sentences and text.
4
It can be seen that reading is exercise which is involve two main components, those are word reading the
ability to read through eyes as a tool and language comprehesion the abiity to understand through brain as a tool.
From those expert above, It can be concluded that reading is an activity in getting meaning or message from the writer to the reader. In doing reading
activity our eyes and brain are work systematically to receive the massages then understanding it. Furthermore, reading consists of two main components those are
word decoding and language comprehension.
2. Reading Comprehension
Talking about reading it cannot be separeted from reading comprehension. When reading something people need the ability to comprehending the message
which the writer states in text. However, comprehending what people read is more than just recognizing and understanding the word. True comprehension means
making sense of what you read and connecting ideas in the text to what you already know. It also means remembering what you have read. In other word,
comprehending means thinking while you read.
5
Furthermore, Farris states that reading comprehension is the process of understanding the message that the author is trying to convey. Very simply, it is
making meaning from the written text at hand.
6
Understanding a written text means extracting the required information from it as efficiently as possible.
7
It can be seen that reading comprehesion is a ability in understanding the message of the
text that the writer want to convey. It is not only understanding the meaning but also synthesize it with reader perior knowladge.
4
Jane Oakhil et al, Understanding Teaching Reading Comprehension A Handbook, New York: Routladge,2015 p.2
5
Beatrice S. Mikulecky and Linda Jeffries, Advanced Reading Power: Extensive Reading, Vocabulary Building, Comprehension Skills, Reading Faster, New York: Longman, 2007, p.74
6
Pamella J. Farris, Teaching Reading a Balanced Approach For Today’s Classrooms, New
York: McGraw-Hill Companies, 2004 p. 321
7
Francoise Grellet, Developing Reading Skills A practical guide to reading comprehension exercise, Cambridge: Cambridge University Press, 1981 p. 3
