THE TEACHERS’ STRATEGIES ON TEACHING READING COMPREHENSION OF RECOUNT TEXT AT GRADE X OF SMA NEGERI 1 SIMPANG EMPAT.
THE TEACHERS’ STRATEGIES ON TEACHING
READING COMPREHENSION OF RECOUNT TEXT AT
GRADE X OF SMA NEGERI 1 SIMPANG EMPAT
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By :
DESSYANA NASUTION
Registration Number: 2123321016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Dessyana Nasution. NIM 2123321016. The Teachers’ Strategies on Teaching
Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang
Empat. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan (UNIMED). 2017.
The aims of this study is to know the Teachers’ Strategies on Teaching
Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang
Empat. It was conducted by using qualitative research method. The subjects of
this study are two English teachers at SMA Negeri 1 Simpang Empat. The two
teachers taught at Grade X. They chosen as the subject which were observed and
interviewed. The writer used two instruments, they were observation and
interview. This study found that the teachers at SMA Negeri 1 Simpang Empat
used appropriate strategy in teaching reading comprehension of recount text and
using the media to make the students be motivated and interested in learning. The
teachers guided and managed the students in comprehending the material. The
teachers' reason in using strategies is because the students get difficulties in
comprehending the material if the teachers were used the traditional teaching
strategies. The implementation of the strategy adapted by the teachers with the
material, the indicator, the purpose of learning on the syllabus and curriculumn.
All of the students were active and motivated in teaching and learning process.
They were also brave to share the idea, asked the teacher when they found the
problem on learning the material and answer the question that given by the
teacher.
Key words: teaching strategy, reading comprehension, recount text.
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express the deepest gratitude to
Allah SWT, the Almighty and the Most Beneficial for the Blessing, Grace,
Guidance, and Mercy that have been given to the writer to complete this thesis
entitled “The Teachers’ Strategies on Teaching Reading Comprehension of
Recount Text at Grade X of SMA Negeri 1 Simpang Empat”. This Thesis has
been written in partial fulfillment of the requirements for the degree of Sarjana
Pendidikan (S.Pd) at the English and Literature Department, Faculty of Language
and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis cannot be accomplished
without guidance, suggestion, and comment from them, for which the writer
would like to express his sincere appreciation which directed to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department Dr. Meisuri, M.A., the Secretary of English and Literature
Department.
Study Program as well as her Reviewer.
Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education
Dra. Masitowarni Siregar, M.Ed., her Thesis First Consultant and also
her Academic Consultant and Rafika Dewi Nasution, S.Pd., M.Hum.,
her Thesis Second Consultant.
Drs. Johan Sinulingga, M.Pd., the Reviewer, the writer is also very
grateful to all lecturers who have taught, guided, and advised his
throughout the academic years.
.
ii
Eis Sri Wahyuningsih, M.Pd and Mr. Pantes as the Administration
Staffs of English and Literature Department who always helped the writer
during his academic year.
Dra. Tatik Mariani the Headmaster of SMA Negeri 1 Simpang Empat
who has gave the permission to conduct the research in the school. And
also for students in X for their intention and participation during the
research.
Sri Rahayu Hasibuan S.Pd., and Irmayanti, S.Pd., the English teachers
who gives permission to conduct the research in the class as well as his
evaluator of the media.
Dahlan Nasution and Zeninin her beloved and super power parents who
gave her love, prayer, moral and financial support in completing her
education and also her brothers and sisters.
Her lovely best friends Rizki Ramadhansyah. P, Sinta Sasmita, Supra
Cipto, S.Pd., Novita Sari Lubis, Yuli Astuti, S.Pd., Riska Handini,
Desi and Siti Handayani.
Finally, the writer hopes this thesis would be useful for those who are read
and interested in the field of this study.
Medan,
Februari 2017
The Writer
DESSYANA NASUTION
NIM. 2123321016
iii
TABLE OF CONTENTS
Pages
ABSTRACT.............................................................................................................i
ACKNOWLEDGEMENT.....................................................................................ii
TABLE OF CONTENTS ....... .............................................................................iv
LIST OF TABLES................................................................................................vi
LIST OF APPENDICES.....................................................................................vii
CHAPTER I. INTRODUCTION .........................................................................1
A.
B.
C.
D.
E.
The Background of the Study ......................................................................1
The Problem of the Study.............................................................................4
The Objective of the Study……………………………………………….. 4
The Scope of the Study ................................................................................4
The Significance of the Study .....................................................................5
CHAPTER II. REVIEW OF LITERATURE ................................................... 6
A.
Theoretical Framework ..............................................................................6
1. Reading ...............................................................................................6
a. The Defenition of Reading ...............................................................6
b. Reading Comprehension ..................................................................7
c. Reading Comprehension Process .....................................................8
d. The Strategies of Reading Comprehension ....................................11
e. Students’ Difficulties in Reading Comprehension .........................14
f. Genre of the Text ............................................................................16
2. Recount Text .....................................................................................18
a. The Defenition of Recount Text ..................................................18
b. Types of Recount Text .................................................................18
c. The Purpose of Recount Text.......................................................19
d. The Generic Structure and Language Features of
Recount Text ................................................................................20
3.
Teaching Strategies ........................................................................22
a. The Defenition of Teaching Strategies ........................................22
b. Teaching Reading.........................................................................28
c. The Implementation of Teaching Strategies in the
classroom .....................................................................................29
B. The Relevant Research .............................................................................31
C. Conceptual Framework .............................................................................32
iv
iv
CHAPTER III. RESEARCH METHOD ..........................................................34
A. Research Design ........................................................................................34
B. Research Subject .......................................................................................34
C. Data Collection ..........................................................................................34
1. Observation ..........................................................................................35
2. Interview...............................................................................................35
D. Method of Data Analysis ...........................................................................36
CHAPTER IV : RESULT AND DISCUSSION ............................................... 38
A. Result ......................................................................................................... 38
1. The First Teacher: Ms. S.R ................................................................. 38
1) Classroom Interaction ..................................................................... 41
2) Students’ Activities ......................................................................... 42
3) Assessment ...................................................................................... 43
2. The Second Teachers: Ms. I. Nst ........................................................ 43
1) Classroom Interaction ..................................................................... 46
2) Students’ Activities ......................................................................... 46
3) Assessment ...................................................................................... 47
B. Discussion .................................................................................................... 47
CHAPTER V : CONCLUSION AND SUGGESTION .................................... 50
A. Conclusion .................................................................................................. 50
B. Suggestion .................................................................................................. 51
REFERENCES .................................................................................................... 52
APPENDICES ..................................................................................................... 54
v
LIST OF TABLE
Page
Table 4.1.Teaching Strategy and Media used by teachers………………………….38
vi
LIST OF APPENDICES
Pages
Appendix A. List of Interview………………………………………………………..54
Appendix B. List of Observation……………………………………………………..56
Appendix C. Lesson Plan……………………………………………………………..58
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is the process of getting meaning of the content and the writer's
idea about the topic. Reading comprehension is the ability to understand the idea
and information in the reading texts. According to Lems (2010: 3), Reading
comprehension is the ability to construct meaning from a given written text.
Reading comprehension is not a static competency; it varies according to the
purposes for reading and the text that is involved. When the prerequisite skills are
in place. Reading becomes an evolving interaction between the text and the
background knowledge of the reader. This is accomplished through use of
strategies. both cognitive and metacognitive. The essence of reading is
comprehension. Reading comprehension is process of readers combining
information from a text and their own prior knowledge to build meaning. Without
comprehending the text, the readers do not understand the text well and are not
able to get the meaning from the text.
In Educational unit Educated Curriculum (KTSP) and written in the
standard competence in the syllabus of the First year of Senior high school,
students are expected to be able to comprehend the meaning of formal and
informally text in the forms of Narrative, Procedure, Descriptive, and Recount in
daily life context. Therefore, an ability to comprehend the text is one should be
mastered by the students in the first year of senior high school.
1
2
There are two types of text genre based on the KTSP curriculumn which
are taught in the first semester of the tenth grade students. Those are descriptive
and recount. Priyana, et al (2008: 69) says that the purpose of recount text is to
document a series of events and evaluate their significance in some ways. Thus,
recount text is a text which is taught in the tenth grade students where its content
to inform the reader about something or sequence of events which happened in the
past time.
In teaching reading, a strategy is very important. Harmer (1998: 107)
mentions that strategy is an action that the teacher takes to attain one or more of
the teaching learning's goals. The strategy can also be defined as a general
direction set for the teaching process and its various components to achieve a
desired state in the future. The teacher should use many strategies in teaching
reading such as applying various teaching methods, media and games in order to
stimulate their interests. Brown (2004: 103) said the fundamental of teaching
strategies is to make it easier to implement a variety of teaching methods and
techniques.
In effective reading, teachers lead each student in the classroom to become
proficient and successful readers. Effective teachers do not use only one specific
methods and techniques. but implement many strategies and skills to
accommodate the needs and learning styles for each individual student in the
classroom. Slavin (2000:4) notes that effective instruction is not a simple matter
of one person with more knowledge transmitting knowledge to another. Rather,
effective instruction demands the use of many strategies. Therefore, successful
3
reading teachers realize that reading can be taught by using a variety of strategies.
It must be modified by the teachers depending on the students' needs. Allington
(2002: 740) notes that effective teachers manage to produce better achievement
regardless of which curriculum materials, pedagogical approach or reading
program they use meanwhile. Walls (2002: 184) defined effective teachers as:
Appearing to have better developed schemata for classroom teaching with strong
links between subject matter and ways to teach it: to be more effective lesson
planners and implementers, and yet be more flexible and reflective in meeting
student's needs and facilitating student social and academic growth.
Based on the writer's interview with the English teachers at SMA Negeri 1
Simpang Empat on preliminary observation. It was found that most of the student
not reached the passing score when the teacher gave the test of reading recount
text. There were some difficulties which were faced by students on recount text.
The first, students were difficult to identify the information in generic structure of
recount text like orientation, events, and re-orientation. The generic structures
inform the readers about information when the event happened, where the event
happened, who was involved in the event, what was the series of events that
happened, how and why did the events happen, and how was the ending of the
event. The second difficulty was students did not really understand about
language features on recount text, for example using of past verb form as well as
the first and the third person pronoun on recount text. The third difficulty was
students lack of vocabulary. On recount text, sometimes students did not know the
meaning of past form and specific words which appear in the text. The last,
4
students had difficulty in inferring significant information in the text, especially to
infer the implicit meaning and conclusion of the text. Based on the problem that
was found, the writer is interested in the study of the teachers’ strategies on
teaching reading comprehension of recount text at grade X of SMA Negeri 1
Simpang Empat.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows ; What are the strategies used by the teachers on teaching
reading comprehension of recount text at grade X SMA Negeri 1 Simpang
Empat?
C. The Objective of the Study
In line with this problem, the objective of the study is to find out what is
the strategies that used by the teacher on teaching reading recount text.
D. The Scope of the Study
Based on the identification of problems above, the writer only identifies
the teacher’s strategies on teaching reading comprehension of recount text at
grade X of SMA Negeri 1 Simpang Empat.
5
E. The Significance of Study
The findings of study hopefully will be one of the theoretically and
practically contribution. Theoretically, the findings will give some valuable inputs
to the development of teaching reading from practice in the classroom developed
by the teacher themselves and can be utilized as references of the next researchers
who are interested in the same topic. Practically, this study is hopefully to be
useful to enlarge and enrich English teachers’ qualification to have valuable
insight to improve their ability to teach English in providing the students with
reading skill especially on recount text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
After conducting the research, it is conclude that the teachers at SMA
Negeri 1 Simpang Empat used appropriate strategy in teaching reading
comprehension of recount text and using the media to make the students be
motivated and interested in learning. The teachers guided and managed the
students in comprehending the material. Ms. S.R used heading into questions
strategy and Miss. I. Nst used semantic mapping strategy. The teachers' reason in
using strategies is because the students get difficulties in comprehending the
material if the teachers were used the traditional teaching strategies. The
implementation of the strategy adapted by the teachers with the material, the
indicator, the purpose of learning on the syllabus and curriculumn.
There are some weakness of the English teachers in teaching reading
comprehension of recount text. First, the teacher did not use English as the
medium in teaching learning process. Second, Ms. S.R did not used the teaching
media and she did not implemented the step heading into question strategy
perfectly. Third, Miss. I. Nst spent long time in managing the classroom by using
semantic mapping strategy, it is influenced the teaching learning process and the
purpose of learning.
50
51
B. Suggestions
Based on the conclusion above, some suggestions can be recommended as
follows:
1. The teachers should have a good knowledge about teaching strategies
and the interactive teaching media.
2. The English teachers should be improve their ability on mixed the
teaching strategy and teaching media to increase students’ reading
comprehension especially on reading recount text so that the students
can comprehend what they had read.
3. The English teachers should use English as medium of teaching.
4. Other researchers to conduct further study related to this research.
REFERENCES
Alderson, J.C. 2000. Assessing Reading. Cambridge: Cambridge University Press.
Allington, R, 2002. The schools we have, The schools we need. The reading
teacher. London: Longman.
Best, J.W. & Kahn, J .2006 Research in Education: New Delhi: Prentice Hall of
India Pvt. Ltd.
Brassel, D & Rasinski, T. 2008. Comprehension That Work: Taking
students beyond
ordinary understanding to deep comprehension.
Huntington Beach: Shell education.
Brown, D. 2004, Teaching by Principles. California: Prentice Hall.
Burns, C.P., Roe, D.P., & Ross, B.E. 1984. Teaching Reading in Today’s
Elementary School . Boston: Houghton Mifflin Company.
Cramer, Ward. 1998. Speed Reading for Better Grades. USA: J. Weston Walch
Publishing.
Grabe, William & Stoller, Fredricka L. 2002. Teaching and Researching Reading:
Applied Linguistic in Action. Great Britain: Taylor & Francis.
Grellet, F (1981). Developing Reading Skills. Cambridge: Cambridge University
Press.
Hampton, Sally & Resnick, Lauren B. 2008. Reading and Writing with
Understanding. Washington: Jupiterimages Corporation.
Harmer, J. 1998. The Practice of English Language Teaching, London :
Longman.
Klinger, Sharon & Vaughn, Sharon. 2007. Teaching Reading Comprehension to
Students with Learning Difficulties. New York: The Guildford Press.
Knapp, P. and Watkins, M. (2005). Genre, text, grammar: Technologies for
Teaching and Assessing writing. Sydney: University of New South Wales
Press, Ltd.
Lems, K, et al. 2010, Teaching Reading to English Language Learners, New
York: A Division of Guilford Publication, Inc.
52
53
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press.
------------. 2003. Practical English Language Teaching. England: Mc Grawhill
Publishing.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta:
Penerbit Andi.
Priyana, Joko et. 2008. Scaffolding English for Junior High School Students
Grade VIII. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
Sari, Suci Kumala. 2013. The Effectiveness of Using Semantic Mapping Strategy
in Teaching Reading
Comprehension
of
Narrative
Text.
http://lib.unnes.ac.id/17089/1/2201409008.pdf. Accessed on Sunday,
December 29, 2014
Schumm, Jeanne Shay. 2006. Reading Assessment and instruction for all learners.
New York: The Guildford Press.
Slavin, R.E. 2000. Cooperative Learning;Teori, Riset dan Praktik. Bandung:
Nusa Media.
Walls, R. et al. 2002. Reading and Learning Difficulties; Approaches to Teaching
and Assesment. Victoria: The Australian Council for Educational
Research.
Wong, Bernice Y.L. 2004. Learning about Learning Disabilities. 3rd ed.
California: Elsevier Academic Press.
READING COMPREHENSION OF RECOUNT TEXT AT
GRADE X OF SMA NEGERI 1 SIMPANG EMPAT
A THESIS
Submitted to Partial Fulfillment of the Requirement for the Degree of
Sarjana Pendidikan
By :
DESSYANA NASUTION
Registration Number: 2123321016
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2017
ABSTRACT
Dessyana Nasution. NIM 2123321016. The Teachers’ Strategies on Teaching
Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang
Empat. A Thesis. English Department. Faculty of Language and Arts. State
University of Medan (UNIMED). 2017.
The aims of this study is to know the Teachers’ Strategies on Teaching
Reading Comprehension of Recount Text at Grade X of SMA Negeri 1 Simpang
Empat. It was conducted by using qualitative research method. The subjects of
this study are two English teachers at SMA Negeri 1 Simpang Empat. The two
teachers taught at Grade X. They chosen as the subject which were observed and
interviewed. The writer used two instruments, they were observation and
interview. This study found that the teachers at SMA Negeri 1 Simpang Empat
used appropriate strategy in teaching reading comprehension of recount text and
using the media to make the students be motivated and interested in learning. The
teachers guided and managed the students in comprehending the material. The
teachers' reason in using strategies is because the students get difficulties in
comprehending the material if the teachers were used the traditional teaching
strategies. The implementation of the strategy adapted by the teachers with the
material, the indicator, the purpose of learning on the syllabus and curriculumn.
All of the students were active and motivated in teaching and learning process.
They were also brave to share the idea, asked the teacher when they found the
problem on learning the material and answer the question that given by the
teacher.
Key words: teaching strategy, reading comprehension, recount text.
i
ACKNOWLEDGEMENT
First and foremost, the writer would like to express the deepest gratitude to
Allah SWT, the Almighty and the Most Beneficial for the Blessing, Grace,
Guidance, and Mercy that have been given to the writer to complete this thesis
entitled “The Teachers’ Strategies on Teaching Reading Comprehension of
Recount Text at Grade X of SMA Negeri 1 Simpang Empat”. This Thesis has
been written in partial fulfillment of the requirements for the degree of Sarjana
Pendidikan (S.Pd) at the English and Literature Department, Faculty of Language
and Arts, State University of Medan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis cannot be accomplished
without guidance, suggestion, and comment from them, for which the writer
would like to express his sincere appreciation which directed to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department Dr. Meisuri, M.A., the Secretary of English and Literature
Department.
Study Program as well as her Reviewer.
Nora Ronita Dewi, S.S., S.Pd., M.Hum., the Head of English Education
Dra. Masitowarni Siregar, M.Ed., her Thesis First Consultant and also
her Academic Consultant and Rafika Dewi Nasution, S.Pd., M.Hum.,
her Thesis Second Consultant.
Drs. Johan Sinulingga, M.Pd., the Reviewer, the writer is also very
grateful to all lecturers who have taught, guided, and advised his
throughout the academic years.
.
ii
Eis Sri Wahyuningsih, M.Pd and Mr. Pantes as the Administration
Staffs of English and Literature Department who always helped the writer
during his academic year.
Dra. Tatik Mariani the Headmaster of SMA Negeri 1 Simpang Empat
who has gave the permission to conduct the research in the school. And
also for students in X for their intention and participation during the
research.
Sri Rahayu Hasibuan S.Pd., and Irmayanti, S.Pd., the English teachers
who gives permission to conduct the research in the class as well as his
evaluator of the media.
Dahlan Nasution and Zeninin her beloved and super power parents who
gave her love, prayer, moral and financial support in completing her
education and also her brothers and sisters.
Her lovely best friends Rizki Ramadhansyah. P, Sinta Sasmita, Supra
Cipto, S.Pd., Novita Sari Lubis, Yuli Astuti, S.Pd., Riska Handini,
Desi and Siti Handayani.
Finally, the writer hopes this thesis would be useful for those who are read
and interested in the field of this study.
Medan,
Februari 2017
The Writer
DESSYANA NASUTION
NIM. 2123321016
iii
TABLE OF CONTENTS
Pages
ABSTRACT.............................................................................................................i
ACKNOWLEDGEMENT.....................................................................................ii
TABLE OF CONTENTS ....... .............................................................................iv
LIST OF TABLES................................................................................................vi
LIST OF APPENDICES.....................................................................................vii
CHAPTER I. INTRODUCTION .........................................................................1
A.
B.
C.
D.
E.
The Background of the Study ......................................................................1
The Problem of the Study.............................................................................4
The Objective of the Study……………………………………………….. 4
The Scope of the Study ................................................................................4
The Significance of the Study .....................................................................5
CHAPTER II. REVIEW OF LITERATURE ................................................... 6
A.
Theoretical Framework ..............................................................................6
1. Reading ...............................................................................................6
a. The Defenition of Reading ...............................................................6
b. Reading Comprehension ..................................................................7
c. Reading Comprehension Process .....................................................8
d. The Strategies of Reading Comprehension ....................................11
e. Students’ Difficulties in Reading Comprehension .........................14
f. Genre of the Text ............................................................................16
2. Recount Text .....................................................................................18
a. The Defenition of Recount Text ..................................................18
b. Types of Recount Text .................................................................18
c. The Purpose of Recount Text.......................................................19
d. The Generic Structure and Language Features of
Recount Text ................................................................................20
3.
Teaching Strategies ........................................................................22
a. The Defenition of Teaching Strategies ........................................22
b. Teaching Reading.........................................................................28
c. The Implementation of Teaching Strategies in the
classroom .....................................................................................29
B. The Relevant Research .............................................................................31
C. Conceptual Framework .............................................................................32
iv
iv
CHAPTER III. RESEARCH METHOD ..........................................................34
A. Research Design ........................................................................................34
B. Research Subject .......................................................................................34
C. Data Collection ..........................................................................................34
1. Observation ..........................................................................................35
2. Interview...............................................................................................35
D. Method of Data Analysis ...........................................................................36
CHAPTER IV : RESULT AND DISCUSSION ............................................... 38
A. Result ......................................................................................................... 38
1. The First Teacher: Ms. S.R ................................................................. 38
1) Classroom Interaction ..................................................................... 41
2) Students’ Activities ......................................................................... 42
3) Assessment ...................................................................................... 43
2. The Second Teachers: Ms. I. Nst ........................................................ 43
1) Classroom Interaction ..................................................................... 46
2) Students’ Activities ......................................................................... 46
3) Assessment ...................................................................................... 47
B. Discussion .................................................................................................... 47
CHAPTER V : CONCLUSION AND SUGGESTION .................................... 50
A. Conclusion .................................................................................................. 50
B. Suggestion .................................................................................................. 51
REFERENCES .................................................................................................... 52
APPENDICES ..................................................................................................... 54
v
LIST OF TABLE
Page
Table 4.1.Teaching Strategy and Media used by teachers………………………….38
vi
LIST OF APPENDICES
Pages
Appendix A. List of Interview………………………………………………………..54
Appendix B. List of Observation……………………………………………………..56
Appendix C. Lesson Plan……………………………………………………………..58
vii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading is the process of getting meaning of the content and the writer's
idea about the topic. Reading comprehension is the ability to understand the idea
and information in the reading texts. According to Lems (2010: 3), Reading
comprehension is the ability to construct meaning from a given written text.
Reading comprehension is not a static competency; it varies according to the
purposes for reading and the text that is involved. When the prerequisite skills are
in place. Reading becomes an evolving interaction between the text and the
background knowledge of the reader. This is accomplished through use of
strategies. both cognitive and metacognitive. The essence of reading is
comprehension. Reading comprehension is process of readers combining
information from a text and their own prior knowledge to build meaning. Without
comprehending the text, the readers do not understand the text well and are not
able to get the meaning from the text.
In Educational unit Educated Curriculum (KTSP) and written in the
standard competence in the syllabus of the First year of Senior high school,
students are expected to be able to comprehend the meaning of formal and
informally text in the forms of Narrative, Procedure, Descriptive, and Recount in
daily life context. Therefore, an ability to comprehend the text is one should be
mastered by the students in the first year of senior high school.
1
2
There are two types of text genre based on the KTSP curriculumn which
are taught in the first semester of the tenth grade students. Those are descriptive
and recount. Priyana, et al (2008: 69) says that the purpose of recount text is to
document a series of events and evaluate their significance in some ways. Thus,
recount text is a text which is taught in the tenth grade students where its content
to inform the reader about something or sequence of events which happened in the
past time.
In teaching reading, a strategy is very important. Harmer (1998: 107)
mentions that strategy is an action that the teacher takes to attain one or more of
the teaching learning's goals. The strategy can also be defined as a general
direction set for the teaching process and its various components to achieve a
desired state in the future. The teacher should use many strategies in teaching
reading such as applying various teaching methods, media and games in order to
stimulate their interests. Brown (2004: 103) said the fundamental of teaching
strategies is to make it easier to implement a variety of teaching methods and
techniques.
In effective reading, teachers lead each student in the classroom to become
proficient and successful readers. Effective teachers do not use only one specific
methods and techniques. but implement many strategies and skills to
accommodate the needs and learning styles for each individual student in the
classroom. Slavin (2000:4) notes that effective instruction is not a simple matter
of one person with more knowledge transmitting knowledge to another. Rather,
effective instruction demands the use of many strategies. Therefore, successful
3
reading teachers realize that reading can be taught by using a variety of strategies.
It must be modified by the teachers depending on the students' needs. Allington
(2002: 740) notes that effective teachers manage to produce better achievement
regardless of which curriculum materials, pedagogical approach or reading
program they use meanwhile. Walls (2002: 184) defined effective teachers as:
Appearing to have better developed schemata for classroom teaching with strong
links between subject matter and ways to teach it: to be more effective lesson
planners and implementers, and yet be more flexible and reflective in meeting
student's needs and facilitating student social and academic growth.
Based on the writer's interview with the English teachers at SMA Negeri 1
Simpang Empat on preliminary observation. It was found that most of the student
not reached the passing score when the teacher gave the test of reading recount
text. There were some difficulties which were faced by students on recount text.
The first, students were difficult to identify the information in generic structure of
recount text like orientation, events, and re-orientation. The generic structures
inform the readers about information when the event happened, where the event
happened, who was involved in the event, what was the series of events that
happened, how and why did the events happen, and how was the ending of the
event. The second difficulty was students did not really understand about
language features on recount text, for example using of past verb form as well as
the first and the third person pronoun on recount text. The third difficulty was
students lack of vocabulary. On recount text, sometimes students did not know the
meaning of past form and specific words which appear in the text. The last,
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students had difficulty in inferring significant information in the text, especially to
infer the implicit meaning and conclusion of the text. Based on the problem that
was found, the writer is interested in the study of the teachers’ strategies on
teaching reading comprehension of recount text at grade X of SMA Negeri 1
Simpang Empat.
B. The Problem of the Study
Based on the background of the study, the problem of this study is
formulated as follows ; What are the strategies used by the teachers on teaching
reading comprehension of recount text at grade X SMA Negeri 1 Simpang
Empat?
C. The Objective of the Study
In line with this problem, the objective of the study is to find out what is
the strategies that used by the teacher on teaching reading recount text.
D. The Scope of the Study
Based on the identification of problems above, the writer only identifies
the teacher’s strategies on teaching reading comprehension of recount text at
grade X of SMA Negeri 1 Simpang Empat.
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E. The Significance of Study
The findings of study hopefully will be one of the theoretically and
practically contribution. Theoretically, the findings will give some valuable inputs
to the development of teaching reading from practice in the classroom developed
by the teacher themselves and can be utilized as references of the next researchers
who are interested in the same topic. Practically, this study is hopefully to be
useful to enlarge and enrich English teachers’ qualification to have valuable
insight to improve their ability to teach English in providing the students with
reading skill especially on recount text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusion
After conducting the research, it is conclude that the teachers at SMA
Negeri 1 Simpang Empat used appropriate strategy in teaching reading
comprehension of recount text and using the media to make the students be
motivated and interested in learning. The teachers guided and managed the
students in comprehending the material. Ms. S.R used heading into questions
strategy and Miss. I. Nst used semantic mapping strategy. The teachers' reason in
using strategies is because the students get difficulties in comprehending the
material if the teachers were used the traditional teaching strategies. The
implementation of the strategy adapted by the teachers with the material, the
indicator, the purpose of learning on the syllabus and curriculumn.
There are some weakness of the English teachers in teaching reading
comprehension of recount text. First, the teacher did not use English as the
medium in teaching learning process. Second, Ms. S.R did not used the teaching
media and she did not implemented the step heading into question strategy
perfectly. Third, Miss. I. Nst spent long time in managing the classroom by using
semantic mapping strategy, it is influenced the teaching learning process and the
purpose of learning.
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B. Suggestions
Based on the conclusion above, some suggestions can be recommended as
follows:
1. The teachers should have a good knowledge about teaching strategies
and the interactive teaching media.
2. The English teachers should be improve their ability on mixed the
teaching strategy and teaching media to increase students’ reading
comprehension especially on reading recount text so that the students
can comprehend what they had read.
3. The English teachers should use English as medium of teaching.
4. Other researchers to conduct further study related to this research.
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