commit to user lesson. Hence, passive learners are assumed to have low reading habit. What
is more, active learners-those who have high good reading habit-are assumed to choose learner-center approach TGT but passive learners-those who have
low reading habit-are assumed to choose teacher-center approach DI. Nonetheless, approach used by teacher can probably elevate students’
reading habit. The appropriate method will motivate students to read more and more. Although it is rather difficult to check students’ reading habit-
improvement, because it deals with reading outside classroom activity extensive reading, teacher can check it by giving them exercises on reading
comprehension in classroom activity. By this way, hopefully students from day to day become good reader and have high reading habit and are finally
aware that reading comprehension can be improved by simultaneous activity, that is reading habit.
B. Identification of the Problem
From the previous descriptions, there are some possible problems which can be identified:
1. What are the causes of insufficient result of reading test in junior high school?
2. What is the appropriate approach to teach reading comprehension? 3. Is the use of CL TGT effective to teach reading comprehension?
4. Is TGT effective for high or low reading habit-student? 5. Do TGT, DI, and reading habits influence each other in teaching reading?
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C. Limitation of the Problem
The above questions show the complexity of the problem which is nearly impossible for the writer to handle. Therefore, the study is focused on
the effectiveness of TGT to teach reading comprehension viewed from students’ reading habit. And the research subjects are seventh grade students
of MTs Negeri 2 Paron in the academic year of 2009 2010.
D. Problem Statements
This study sought to address three key research questions: 1.
Is TGT more effective than DI to teach reading comprehension for the seventh year students of MTsN 2 Paron Ngawi in the academic year of
2009 2010? 2.
Is reading comprehension of the students having high reading habit better than those having low reading habit for the seventh year students
of MTsN 2 Paron Ngawi in the academic year of 2009 2010? 3.
Is there an interaction between teaching methods and reading habit in teaching reading for the seventh year students of MTsN 2 Paron Ngawi
in the academic year of 2009 2010?
E. The Objective of the Study
The objectives of the study are: 1.
To know whether TGT is more effective than DI to teach reading comprehension for the seventh year students of MTsN 2 Paron Ngawi in
the academic year of 2009 2010
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To know whether reading comprehension of the students having high reading habit is better than that those having low reading habit for the
seventh year students of MTsN 2 Paron Ngawi in the academic year of 2009 2010
3. To know whether there is an interaction between teaching methods and
reading habit in teaching reading for the seventh year students of MTsN 2 Paron Ngawi in the academic year of 2009 2010.
F. The Benefit of the Study
