CHAPTER II LITERARY REVIEW
A. Theoretical Description
It has been mentioned in the previous section that the aim of the study is to improve the reading fluency skills through multimedia running text in the eight grade
of SMPN 1 Jogonalan, Klaten. Thus, in this section, the discussion explains about Engish education in Indonesia, reading especially reading fluency, educational
multimedia such as speech synthesis and adobe premiere, recount text and object description. In addition, reviews on related research studies are highlighted.
1. English Education in Indonesia
a. English Education
English becomes a foreign language while Local language as a first language and Bahasa Indonesia as a second language. English is the major foreign language
taught in Indonesia because it is considered as the most influential language in the world.
Teaching English as a foreign language is mostly held at school under the obligation of ministry of education in Indonesia. Based on School Based Curriculum
Year 2006, English becomes the important subject which is taught to all junior high school students in Indonesia. It develops stude
nts‟ intellectual, social, and emotional competences. It is designed to fulfill the learning needs of the students. In other
words, the school must help students in gaining good English skills.
Unfortunately, English education which has been implemented in Indonesia has not been able to perfectly fulfill this goal. Many students who have attended
English lessons over many years have not been able to use English as a communicative language correctly. It can be concluded that teachers should find the
needs of the students and give what the students should learn. According to Madya 2002, A laymans observation has indicated that secondary school leavers who have
learned this language for 6 years, with almost 900 hours of school teaching, are unable to use this language for communication purposes.
However, there are several weaknesses in providing the knowledge and skills to students. One of them is the curriculum. One of the weaknesses of the curriculum
in Indonesia is too much emphasis on knowledge of genres and not enough practice on using language for meaningful purposes. In addition, many people believe that
more teaching, more testing. According to Renandya in Guest Lecturing at Yogyakarta State University on Monday, October 1, 2012, the nature of language
learning in Indonesia is more likely too explicit, that grammar is taught to students. Whereas for implicit, the language rules are not explained to students. Learning looks
like more thinking than doing. In conclusion, the students have more theories and less practice.
In fact, when the implicit English is applied in the new curriculum 2013 Curriculum, the stakeholders have not been ready yet. It is quite complicated for the
facilitator of teaching learning process. Therefore, Indonesian curriculum still uses
genre based approach as the main approach. Mediating this issue, the teachers as a facilitator need to drive the teaching learning process with more practice.
b. English Syllabus on School Based Curriculum 2006
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