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mastery. It became worse when the text that the teacher gave was long. The students did not accustomed to guess the meaning of the difficult words they
found than to check them out in the dictionary so, they had difficulties in answering the questions related to the text and did not comprehend the text well.
The second factor was related to the students’ interest in joining some activities during the teaching and learning of reading in the classroom. This
problem was caused by the process of teaching and learning of reading what tented to be monotonous. The teacher only focused on testing students’ ability to
translate and answer the questions. It made many of the students laid their head on the table during the teaching and learning process of reading. Such as condition
indicated that they were not interested in joining the teaching and learning process.
The next factor was the students’ motivation. They often complained when they get a long English text. They did not consider it as a challenge but a burden.
They often asked to discuss the text classically rather than to read and comprehend it by themselves. They asked the teacher to discuss just after they got
it. The last external factor was the teaching strategy that was used by the teacher.
It tended to be monotonous. It was not interesting enough for students. During reading class she often asked the student to read the text then answer the
questions. Such a kind a situation made the students got bored of participating in the class. The further effect of this situation was that students did not improve
their reading comprehension ability.
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C. Delimitation of the Problems
In reference to the identification of the problems, it was impossible for the researcher to do the research on all factors influencing the teaching and learning
process of reading. Therefore, the researcher delimitated the problems by focusing on the teaching technique of reading as the combination of the top-down
processing and the bottom-up proce ssing to improve student’s reading
comprehension ability because the teaching strategy of reading was the most prominent problem in SMP Muhammadiyah 8 Yogyakarta that should be solved
soon. Therefore, it needs some effective strategies to overcome the problems.
Recognizing text organization was supposed to the suitable and effective strategy that could be used to attract the students’ interest. It could arouse the students to
be able to comprehend the English text. The setting of the research took SMP Muhammadiyah 8 Yogyakarta SMP
Muhammadiyah 8 Yogyakarta at grade nine in the academic year of 20142015. Beside comprehension ability, the teaching and learning process of reading in
SMP Muhammadiyah 8 Yogyakarta did not use the interactive processing. With reg
ard to those reasons, the researcher decided to focus on improving students’ reading comprehension through recognizing text organization for grade nine
students’ reading comprehension ability at SMP Muhammadiyah 8 Yogyakarta in academic year 20142015.
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D. Formulation of the Problems
In reference to the delimitation of the problem, the problems are formulated as follows:
a. How is recognizing text organization implemented to improve grade nine
students’ reading comprehension ability at SMP Muhammadiyah 8 Yogyakarta in the academic year of 20142015?
b. How could recognizing text organization improve students’ reading
comprehension ability?
E. Objective of the Research
With regard to the research questions above, the objective of the research are presented as follows:
a. To describe how recognizing text organization is implemented to improve
grade nine students’ reading comprehension ability at SMP Muhammadiyah 8
Yogyakarta in the academic year of 20142015. b.
To document how recognizing text organization could improve grade nine students’ reading comprehension ability at SMP Muhammadiyah 8 Yogyakarta in
the academic year of 20142015.
