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CHAPTER I INTRODUCTION
In this chapter the researcher discusses introduction, background of the study, reasons for choosing the topic, the statements of the problems, the objectives of the
study, the significances of the study and the limitation of the study.
1.1 Background of the Study
Education is an effort in preparing human resources who have expertise and skills match the demands of nation-building. The quality of nation purpose is
affected by education. According to Williams 2002: 11, education is concerned with educating the whole person to enable him or her to meet the demands of a
world of continuous and unpredictable change. The education issue that must be faced is how the teachers effort as educators of young generation to support the
government program in the education implementation by opening the diverse thinking insights of all students, so they could study the various concepts and
applied it in real life. Personality focuses on the relatively consistent ways of behaving that characterized our personality and the traits that differentiate one
person from another. Marlene 2006:1 stated that someone has made an investment in the learner
parents, managers, the organization, society, perhaps the learner himself. And investors want a return on their investment. Learners’ goals may determine how
they use the language being learned, how native-like their pronunciation will be, how lexically elaborate and grammatically accurate their utterances will be, and
2 how much energy they will expand to understand messages in the target language.
Learners’ goals can vary from whole integrative the desire to assimilate and become a full member of English-reading world to primarily instrumental oriented
toward specific goals such as academic or professional success. This can be achieved if the learning process is able to realize the goals of
national education. Williams 2002: 13 added that learning as the receipt of transmitted knowledge and learning as the construction of new knowledge. This is
a challenge that must be faced by the teacher. The teacher should have a breadth, critical, creative and innovative in the learning process. Several factors related to
students’ first and second languages shape their second language learning. These factors include the linguistic distance between
the two languages, students’ level of proficiency in the native language and their knowledge of the second language,
the dialect of the native language written by the students whether it is standard or nonstandard
, the relative status of the students’ language in the community, and societal attitudes toward the students’ native language.
English is still assumed as the difficult subject by some students in Indonesia. Being afraid of miss pronouncing words, difficult to understand the meaning of
each word, confuse of choosing the appropriate words into a sentence, identification text etc. these are the problems faced by students while learning
English. Richards 2001: 15 described that an approach or method refers to a theoretically consistent set of teaching procedures that define best practice in
language teaching, particular approaches and methods, if followed precisely, will lead to more effective levels of language learning than alternative ways of teaching
3 and the quality of language teaching will improve if teachers use the best available
approaches and methods. Approaches and methods can be studied not as perceptions for how to teach but
as a source of well-used practices which teacher can adapt or implement based on their own needs. A decade ago teacher-oriented article and presentations focused
on grammatical description, reflecting the concern with product and procedures for drilling. Currently, reflect promoting real communication in the classroom and
helping students understand spoken and written input and participate in conversation. Krashen 1987:10 added that language acquisition is a subconscious
process; language acquires are not usually aware of the fact that they are acquiring language but are only aware of the fact that they are using the language for
communication. The result of language acquisition acquired competence is also sub conscious. The second way to develop competence in a second language is by
language learning. In this study, the writer focuses on students reading skill in analytical exposition text.
Chambers 2006:124 stated that most obviously, teacher pedagogy is both inappropriate and counterproductive to teach texts in a manner that suggests they
may be known ‘correctly’ or ‘incorrectly’, once and for all. Our personality, our self image, our knowledge of the world and our ability to reason and express our
thoughts are all reflected in our read and identify performance in an English language text. In reading skills are an important part of the curriculum in language
teaching, and this makes them an important object of assessment as well. Assessing reading is challenging, however, because there are so many factors that
4 influence our impression of how well someone can read a language, and because
we expect test scores to be accurate, just and appropriate for our purpose. Other problem, which is faced the students in reading is identification of some
text. Indonesian students may have difficulty in identification of elements and the case happened in the text, as it is different while identification of Indonesian
language, which relatively easier to identify a text by looking at as the written text. It means that learning English is not only understanding the meaning but also how
to identify and read it. According to Calhoun 1999:31, using an integrated
language arts approach to teaching and learning is not simply ideological, but is an instructional tool that saves time and builds learning skills that will last a lifetime
for students. We need all modes of language and communication listening, speaking, reading, writing, and all the connections among them at work to help
students come into literacy rapidly and infinitely. In fact, many students have no self-confidence and do by themselves that are
somewhat characteristic of the introversion personality when they have to read in
front of their classmates, particularly in individual task. Teacher, in extend should
encourage the students and convince them that reading English is as interesting as
reading Indonesian language. Various reading activities that can be implemented as
mentioned by Gerot 1995: 6 they are concerned not only with the structures but also with how those structures construct meaning and reading classroom activities
with students in developing basic interactive skills necessary for life.
These activities make students more active in the learning process and at the same time make their learning more meaningful and enjoyable. Walqui 2000: 5
5 mentioned that many discussion about learning a second language focus on
teaching methodologies, little emphasis is given to the contextual factors individual, social, and societal
that affect students’ learning. These contextual factors can be considered from the perspective of the language, the learner, and the
learning process. These perspectives as they relate to learning any second language, with a particular focus on how they affect adolescent learners of English
as a second language. According to Pollards 2008:25, students need to learn various aspects of
language: grammar, vocabulary, pronunciation and functions. In order to learn this language, teachers need to present the new language to students and create
situations where the language can be practiced. Revision and further practice are also essential in subsequent lessons. The amount of revision carried out in later
lessons will depend on the students’ level and on their mastery of the language point. The learning process in the classroom right now still focuses on teachers as
the primary source teacher centered, where this strategies becomes the ultimate choice. It is idealistic to create effective learning process and efficient learning
strategies which are required in accordance with the material characteristics and the students circumstances. This condition will be more troublesome students when
he was confronted with the question of the different context but its substance is the same. To empower potential creativity of students learning process that is centered
on the teacher should be shifted to be student centered. In this way, I would like to use commucative language teaching as the method
of learning process. This method allows students practice by using all of the
6 language they know in situations that resemble real setting. In these activities
student have to work together to develop a plan, resolve a problem or complete a task. In this case the writer will use lecturing and discussions as learning strategies.
English subject is one of subjects contribute the competencies achievement that should be owned by every student. The fact, English subjects is to prepare the
students to get to know, understand, identify, and practice. Because of English subjects importance, the teacher need for variety and creativity of learning strategy
namely by applying the lecturing and discussion strategies.
1.2 Reasons for Choosing the Topic
