Learning Reading Comprehension of Recount Text ”. A Quasi-Experimental Study at
the Eight Grade of the First Semester in SMP Dharma Karya UT.
B. Identification of The Problem
Based on the background study above, the problems which are identified as follows:
1. The teacher not yet applied an appropriate technique of teaching in teaching
reading such as the monotony of teaching strategies which caused the students were bored when teaching learning process.
2. Teacher’s rule is teacher-dominated classroom structures
3. The students had low motivation to read
4. Students are still have difficulties in interpreting some important aspects in
reading such as, finding main idea, deciding general structures of the text, knowing the purpose of the text or specific language features of the text.
C. Limitation of The Problem
Based on the identification of the problems above, the problems will be limited on the technique that the teacher uses in teaching reading. In this case, the
writer uses technique from Cooperative Learning method that’s Two Stay Two Stray.
D. Formulation of the Problem
Based on background of the study, the writer limits the study on the teaching of English that concerns with reading of recount text. To make the study easy to
understand, the writer formulates the problem as follow: “Is the use of two stay two stray techniques effective in teaching reading on first semester of the eight grades
SMP Dharma Karya UT ?”
E. The Objective of the Study
In line of the problem above, this study is expected to find empirical evidence whether or not the use of two stay two stray technique is effective in reading. It is
also expected to find whether there is a significant difference of the achievement in reading comprehension between students who are taught by using two stay two stray
techniques and the traditional method that currently is used by the teacher Grammar Translation Method.
F. The Signification of the study
The result of the study is intended to have several significances. First, for the English teachers in SMP Dharma Karya UT in order to offer them a good way to
teach their students and help them in increasing their reading comprehension through cooperative learning, Two Stay Two Stray. Second, this study is also expected to
bring good effect for students’ reading comprehension and also to achieve students’ reading achievement. Third, for the further research, it will provide them basic
information about teaching reading by using two stay two stray techniques. Fourth, the writer whishes that this study will help him to enrich his knowledge.
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CHAPTER II THEORITICAL FRAMEWORK
This chapter explains about the definition of reading comprehension, purpose of reading, kinds of reading, recount text, Two Stay Two Stray TSTS Technique,
Grammar Translation Method, framework of thinking, previous studies, and hypothesis.
A. Reading
1. Definition of Reading Comprehension
Reading is the basic foundation on which the academic skills of individual are built. Before the writer discusses further about the definition of reading, it is also
essential to know that reading is a complex skill. To master reading, the reader must have ability to recognize, analyze, and correlate the black marks in the paper into
meaningful context. According to Broughton, et al, reading must be recognized that reading is a complex skill. First of these is the ability to recognize stylized shapes
which are figures on a ground, curve, and line and dots in patterned relationships. Second of the skills involved in the complex is the ability to correlate the black marks
on the paper – the pattern shapes – with language. A third skill which is involved in
the total skill of reading is essentially an intellectual skill; this is the ability to correlate the black marks on the paper by way of the formal elements of language.
1
The definition of reading is varieties. According to Jeremy Harmer, “Reading
is an exercise dominated by the eyes and the brain. The eyes receive massages and the brain then has to work out the significances of these massages.
”
2
Meanwhile, Nunan states “Reading is an interactive process between what a
reader already knows about a given topic or subject and what the writer writes. ”
3
1
G. Broughton, Chirstopher Brumfit, Roger Flavell, Peter Hill, Anita Pincass, Teaching English as a Foreign Language Second Edition New York: Routledge, 2003, p. 89-90
2
Jeremy Harmer, The Practice of English Language Teaching New Edition, New York: Longman Publishing, 1994, p. 190
3
David Nunan, Designing Task for the Communicative Classroom, New York: Cambridge University Press, 1999, p.33
Similarly, Deborah and Nancy states that “reading is an active process that depends
on both an a uthor’s ability to convey meaning using word and the reader ability to
create meaning from them. ”
4
Another statement comes from I.S.P. Nation who claims that “An essential
part of reading skills is the skill of being able to recognize the written forms and to connect them to their spoken forms and their meanings.”
5
A good reader will understand what they read and they can explain what they read in their spoken form
because they absolutely know what the meaning inside the text. Based on some opinions given above, the writer underlines that reading is the
process of transfer idea or information from the writer to the reader using the written language or the text. It means that the purpose of reading must be comprehension for
the information in the text. Therefore, comprehension can not be separated by reading.
In fact, there will be differentiations between one reader with other readers in catching the meaning of the text that they have writer. They will give interpretation
based on their mind because comprehension has strong connection with readers’
background knowledge. Comprehension is a part of reading. It may also be said that comprehension is
the core point in reading. It means that the successful reading is the reader who can comprehend for what they have read. According to Francoise Grelle
t that “Reading comprehension is an understanding a written text means extracting the required
information from it as effectively as possible.”
6
Another definition given by Flynn and Stainthorp which is quoted from Hoover and Gough explains that reading is
product of decoding and comprehension. That means that reading result from an ability to decode the print and to comprehend the language that is thus unlocked. For
4
Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, New York: The McGraw Hill Company, 2004, p. 5
5
I.S.P. Nation, Teaching ESLEFL Reading and Writing, New York: Routledge 2009 p.9
6
Francoise Grellet, Developing Reading Skill, Cambridge: Cambridge University Press 2010, p.3
