informal selection as an option become consideration in selecting reading materials.
2
Because, students tend to read something that is interesting for them.
To overcome the problem, the researcher would like to analyze English Alive
textbook that is used forthe second grade students of Senior High School especially in reading based on school-based curriculum.
B. Focus and Sub Focus of the Research
This research focused on the reading materials in the English Alive textbook. The sub focus of this research were the indicators, text types and features of the
text types generic structure and linguistic features based on the requirements specified in the KTSP for the second grade students of Senior High School.
C. Formulation of the Problem
The problem of this research is formulated as follow: Are reading materials in
English Alivetextbook in conformity with the requirements of school-based
curriculum?
D. Objective of the Research
Based on the formulation of the research above, the objectives of this research are:
1. To find out whether or not reading materials in English Alive textbook in
conformity with the requirements of school based curriculum.
2. To describe clearly the distribution of reading materials in English Alive
textbook based on School-Based Curriculum.
E. Significance of the Research
The results of this research are expected to give some significance not only theoretically but also practically. The detail of both significances above will be
presented below:
2
NCTE, Guidellines for Selection of Material in English Language Arts Program, 1996, p. 2. http:www.ncte.orgpositionsstatemensselectinngelameterial
.
1. Students The students can improve their motivation to read, because the teachers will
have already known about how to choose interesting textbook for teaching- learning process.
2. Teachers The teachers can improve their knowledge in selecting appropriate reading
materials for the students in order the students can gain their motivation to read. 3. Other researchers
This research also hopefully will be useful as a reference for other researchers who are interested in developing similar study.
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CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1. Definition of Reading
Many definitions of reading can be found from a variety of references. According to Penny UR, reading is translating written symbols into corresponding
sounds.
1
We may know it is reading aloud. Furthermore, according to Strang reading is not only seeing words clearly, or just pronouncing printed words
correctly, but also reading requires us to think, feel and use imagination.
2
For example, when we read a novel, we have to feel how the character is, and also
imagine how the setting is in the story. Grelled also stated that reading is an active skill which is proved with eyes
movement to recognize written symbols and sometimes in pronouncing or loudly reading.
3
While reading we are not only pronouncing the text but also getting the meaning of the text itself. Here, according to Cortina and Elder that reading is a
form of thinking.
4
It means that in reading process it is brain that does the reading such as to associate the knowledge and experience with than on text.
Actually reading is not as simple as people remark. When we remember our first reading, we just pronounce the words which are written, we do not need to
comprehend what the words or text mean. As gaining our level in reading, we can’t only pronounce those words which are written but also comprehend and
understand what the text tells about. In reading process, the reader starts to decode words and comprehend all of the words which are joining on the text.
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1
Penny UR, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996, p.138.
2
Ruth Strang, The Improvement of Reading, New York: McGraw Hill Company, 1991, p. 1.
3
Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 8.
4
Joe Cortina and Janet Elder, Opening Doors; Understanding College Reading, New York: McGraw Hill Company, 2005, p. 75.
5
Deanne Spears, Developing Critical Reading Skills, seventh edition, New York: McGraw Hill Company, 2006, p. 2.
