Background of the Study

Reading Comprehension of Procedure Text A Quasi-experimental Study at the Tenth Grade of SMAN 22 Kab. Tangerang in the Academic Year 20162017.

B. Identification of the Problems

Based on the information presented above, the problems that can be identified are as follows: 1. Most of the students in the tenth grade of SMAN 22 Kab. Tangerang get difficulties in catching the meaning of the text. 2. Students in the tenth grade of SMAN 22 Kab. Tangerang difficult to get the general information of the text. 3. Some students in the tenth grade of SMAN 22 Kab. Tangerang have not known well yet about the locating the sequences words in procedure text. 4. The lack vocabulary mastery to understand the text. 5. The media used by the teacher did not make the students interest to the teaching learning process.

C. Limitation of the Problem

Based on the problem identification above, the problem of the study will be focused on the effect of using pictures in teaching reading of procedure text at tenth grade of SMAN 22 Kab. Tangerang.

D. Formulation of the Problem

The formulation of the problem is as follow : “is picture series effective towards students ’ reading comprehension of procedure text at the tenth grade of SMAN 22 Kab. Tangerang?”

E. Objective of the Study

The objective of the study is to obtain the empirical evidence of the effect of picture series on students’ reading comprehension of procedure text at tenth grade of SMAN 22 Kab. Tangerang.

F. Significance of the Study

- For teachers The result of this study is expected to be able to widen the skill of teachers in using the picture series as a media in teaching procedure text in order to improve student’s reading comprehension. - For students Hopefully, the uses of picture series in teaching procedure text in reading can make the students are more enjoyable in doing their tasks associated with the reading material and also, they will feel more interested with the presentation of pictures in learning procedure text and can increase their understanding to this material. - Further researchers The results of this study will be as a reference for further researchers who have interest in doing research related to using picture series in teaching procedure text more intensively.

CHAPTER II THEORETICAL FRAMEWORK

This chapter discusses several essential points. The first is literature review that relates to reading, including the definition of reading, definition of reading comprehension, characteristics of reading, and purposes of reading. The second is the understanding of picture series, including definition of picture, definition of picture series, and functions of picture series. The third is the understanding of procedure text, including definition of procedure text, steps of procedure text, and language features of procedure text. Those are continued by previous related study, conceptual thinking and research hypothesis.

A. Literature Review 1. Definition of Reading

As one of English skills, reading is the ability to draw the meaning from the text or printed materials, such as books, magazines, newspaper, text and so on. Reading is both a sensory and a mental process. It involves use of the eyes and the mind. 1 Its means when people read something on the text, they are not only to know what is in the text originally printed but their brain will process the meaning of what they are reading, so that they will get the idea, concept and thought. In another words, reading is not only to get the information from the text passively but also to process it on mind to understand the meaning. Reading also can be interpreted in many ways depends on people’s background of knowledge and their purposes in doing reading. Most people define reading as an activity to produce sound from what they are reading. Reading is a set of skills that involves making sense and deriving meaning from the printed words. 2 In other words, reading is the ability to decode the printed words and also comprehend what we read. Some experts define reading as an interactive process. Reading is an activity involves interactive process that 1 Pramila Ahuja and G.C Ahuja, How to Increase Your Reading Speed, New Delhi: Sterling Publishers Ltd., 2007, p. 4. 2 David Nunan, Practical English Language Teaching: Young Learners, New York: McGraw-Hill Companies, Inc., 2005, p. 68. connects readers’ background knowledge and their processing strategies to the text they read. 3 From those definitions, it can be concluded reading is getting process the reader always tries to catch what the writer says and means actually. In addition, Grellet added that reading is an active skill. Reading obviously involves some strategies such guessing, predicting, checking, and asking oneself questions. 4 Moreover, Daiek and Anter also stated that reading as an active process. They propose that reading is an active process that depends on both an author’s ability to convey meaning using words and your ability to create meaning from them. 5 By the definition of reading is an active skill above, it can be concluded that when we read a book or a text, we are getting involved in the reading of a text. To get involved into the reading text, we can explain about what we have read to someone else, make some summarize points of the text, or raise some critical questions about the text. So, we are more likely to better understand the meaning within the text. In conclusion, reading is an activity that involves both the eyes and the brain to draw the meaning from the text or printed materials. It requires the process of getting and interpreting the message sent by the authors appropriately through the printed materials.

2. Definition of Reading Comprehension

Reading involves comprehension and they cannot be separated each other. Reading has not happened yet, if the reader has not reached the comprehension of the text. Comprehension is making connections between what the readers read and what the readers already know. Sometimes the connection seems to happen by 3 Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English Language Learner, New York: The Guilford Press, 2010, p. 33. 4 Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 8. 5 Deborah B. Daiek and Nancy M. Anter. Critical Reading for College and Beyond, New York: McGraw Hill, 2004, p. 5.