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Material Background Knowledge Students

The brief explanations of each factor that influences reading comprehension as follows.

2.2.1 Material

In reading comprehension skill, the material is the first factor that can affect the students to read . The materials should be relevant to the reader’s level, reading ability, and experiential background. Therefore, a teacher should select the materials which are suitable with the level of 2006 English curriculum, and the topic should be familiar and interesting to the students William, 1986. Knowing the explanation, the researcher took narrative text about folklore of legend story in Indonesia from the internet as the materials. It was because folklore of legend story in Indonesia is a familiar theme to the students. So they were suitable with the age and the level of the eleventh grade students. Moreover, narrative texts which are used based on 2006 curriculum.

2.2.2 Background Knowledge

The background knowledge is the second factor affecting reading comprehension skill. Gillet and Temple 1990:54 confirm that the amount of background knowledge of students will affect their reading comprehension. It will be easier for the students to make a prediction about the content of the text when they have background knowledge about the text. Therefore, in this research, the researcher took narrative text about folklore of legend in Indonesia from the Internet because it wa s familiar to the students. Furthermore, the students’ prior knowledge is a very important foundation in getting the gist of the paragraph Kustaryo: 1988:15.

2.2.3 Students

The third factor affecting reading comprehension skill is the students. This factor is closely related with the students’ themselves especially dealing with their reading motivation. Yun and Ping 2007: 17 state that motivation of reading affecting the reading comprehension of a learner. The stronger subjects’ motivation, the higher reading proficiency they may have. It means that the students had a big motivation when they understand what their purposes in reading are, so they will be quick learners. It can conclude that students’ motivation and purposes of reading affecting the reading comprehension skill.

2.2.4 Teacher

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