THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS AT SMP NEGERI 1 PRAMBON-SIDOARJO
THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
By:
MIA ARIFAH HUSNUDIN
07360217
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2012
THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
By:
MIA ARIFAH HUSNUDIN
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2012
THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
MIA ARIFAH HUSNUDIN
07360217
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
JULY 2012
MOTTO AND DEDICATION
“ In every difficulty, there is an easiness” (Q.S. 94:5)
“Allah SWT would not change the one’s condition unless they
change themselves”
(Q.S. 13: 11)
“ Science without religion is blind,
Religion without science is lame”
(Albert Einstein)
DEDICATION:
I dedicated this thesis to:
My beloved father and mother,
My beloved sister and brother,
And my Friends
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim,
Alhamdulillah, all praises be to Allah, the most Gracious and Merciful, who
has given guidance and blessing in finishing this thesis. Sholawat and Salam are also
delivered to the Prophet Muhammad SAW.
The writer believes that without his blessing, she cannot do anything because
she is nobody. Frankly, this thesis would not finish without other people’s help. In
this occasion, she thanks to:
1. Her first advisor, Dra. Erly Wahyuni, M. Si and her second advisor, Dian
Inayati, M. Ed, for their suggestions, corrections, encouragements, kindness
and patient that guided me in finishing this thesis.
2. Her beloved parents, Agus Husnudin, S. Pd and It Mamiyah who always pray,
care, support and give the affection during writing this thesis. She can’t
express with words anymore because it is not enough to reply their dedication
to her.
3. Her lovely sister, Uni Barroroh Husnudin and her lovely brother, Moh. Barid
Isom Husnudin who give the motivation in writing this thesis.
4. Her Uncle, “De Parman” and his family who give love, care, and support.
Thanks for everything that you gave to me.
5. The Headmaster of SMP Negeri 1 Prambon-Sidoarjo, Drs. H. Achmad Sururi,
M. Pd and the English Teacher, Agung Wijanarko, S. Pd, who had gave the
opportunity to conduct the research.
6. Her beloved, Angga Septiyawan, S. Hut and his family who always give love,
care and support in finishing this thesis.
7. The Second Grade students of SMP Negeri 1 Prambon-Sidoarjo, especially
class D and class H.
8. Her friends in “140 community and Amalia House 86A”, Ike, Vera, Dewi,
Ayu, Phi2 and Mia Hasnia. Thanks a lot for the friendship and togetherness.
9. Her friends in English Department “07” Dewi, Vivi, Vina, Melyn, Nisa, Eka,
Estri, Intan, Miss Hore, and the other who didn’t mention one by one.
Finally, the writer realizes that this thesis is far from being perfect. Therefore,
advices and critics are important to make this thesis be better.
Malang, July 2012
Mia Arifah Husnudin
TABLE OF CONTENTS
APPROVAL .......................................................................................
i
LEGALIZATION ..............................................................................
ii
MOTTO AND DEDICATION .........................................................
iii
ABSTRACT .......................................................................................
iv
ACKNOWLEDGEMENTS...............................................................
v
TABLE OF CONTENT ....................................................................
vii
CHAPTER I: INTRODUCTION
1.1 Background of the Study ......................................................
1
1.2 Statement of the Problem ......................................................
4
1.3 Purpose of the Study .............................................................
4
1.4 Significance of the Study ......................................................
4
1.5 Scope and Limitation .............................................................
5
1.6 Definition of Key Terms ........................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Reading Comprehension ......................................................
7
2.2 Component of Reading Skills ...............................................
8
2.3 Levels of Reading Comprehension .......................................
10
2.4 Curriculum .............................................................................
11
2.4.1 School Based Curriculum (KTSP) ...............................
12
2.4.2 Standard of Competency and Basic Competency of
Reading Skill ..................................................................
vii
12
2.5 Difficulties in Reading Comprehension ..................................
14
2.6 Factors Affecting Reading Difficulties ..................................
15
2.7 Recount Texts ..........................................................................
16
2.8 Previous Studies on Reading Comprehension Faced by Junior
High Students ........................................................................
19
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ...................................................................
21
3.2 Subject of the Study ............................................................
21
3.3 Research Instrument .............................................................
22
3.3.1 Test ..............................................................................
22
3.3.2 Questionnaire ..............................................................
23
3.4 Data Collection ....................................................................
23
3.5 Data Analysis ........................................................................
24
CHAPTER IV: FINDING AND DISCUSSION
4.1 Research Finding .................................................................
28
4.1.1 The Difficulties Faced by the Second Grade of Junior
High Students in Comprehending Recount Text .......
28
4.1.2 The Factors Causing the Difficulties Faced by the Second
Grade of Junior High Students in Comprehending Recount
Text .............................................................................
4.2 Discussion .............................................................................
viii
32
34
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................
36
5.2 Suggestions ............................................................................
37
5.2.1 Suggestion for the Teachers .........................................
37
5.2.2 Suggestion for the Students .........................................
37
REFERENCES
APPENDIXES
ix
REFERENCES
Anonymous. 1996. Comprehension Skills. Greenwood: R.I.C. Publications.
. 2011. Perangkat Pembelajaran SMP Negeri 1 Prambon. Sidoarjo.
Arikunto, Suharsimi. 2006. Prosedur Penelitian. Jakarta: PT Rineka Cipta.
Ary, Donald et.al. 2002. Introduction to Research in Education 6ed. New York:
Wadsworth Thomson Learning.
Brassell, Danny and Rasinski Timothy. 2008. Comprehension That Works: Taking
Students Beyond Ordinary Understanding to Deep Comprehension.
Huntington Beach: Shell Education.
Gillet, J. W and Temple, Charles. 1990. Understanding Reading Problems:
Assessment and Instruction 3rd ed. Virginia: HarperCollins Publishers.
Gunning, Thomas G. 1992. Creating Reading Instruction For All Children.
Boston: Allyn and Bacon.
Lipson, Marjorie Y and Wixson, Karen K. 1991. Assessment and Instruction of
Reading Disability: An Interactive Approach. 1991. New York:
HarperCollins Publishers.
Mason, J. M. and Au, Kathryn H. 1990. Reading Instruction for Today 2nd ed.
Hawaii: HarperCollins Publishers.
McMillan, James H and Schumacher, Sally. 1993 Research in Education A
Conceptual Introduction. New York: HarperCollins Publishers.
Mercer, Cecil D and Mercer Ann R. 1989. Teaching Students with Learning
Problems. New York: MacMillan Publishing Company.
Mutmainah. 2010. The Ability of the Students in Comprehending Recount Text at
SMP Negeri 3 Batu. Unpublished Thesis. Malang: FTTE University of
Muhammadiyah Malang.
Nazir, Moh. 2010. Metode Penelitian. Bogor: Ghalia Indonesia.
Pardiyono. 2006. 12 Writing Clues for Better Writing Competence. Yogyakarta:
Andi Yogyakarta.
Sari, Agustina Permata. 2009. Students’ Difficulties in Comprehending Reading
Text at the Eight Year of MTs Muhammadiyah 1 Malang. Unpublished
Thesis. Malang: FTTE University of Muhammadiyah Malang.
Sudarwati, Th. M. And Grace Eudia. 2007. Look Ahead An English Course 1.
Jakarta: Erlangga.
Surapranata, Sumarna. 2004. Analisis, Validitas, Reliabilitas dan Interpretasi
Hasil Tes. Bandung: PT Remaja Rosdakarya.
Tim Redaksi Fokusmedia. 2005. Standar Nasional Pendidikan (SNP) Peraturan
Pemerintah Nomor 19 Tahun 2005. Bandung: Fokusmedia.
Tjais, Juliza A. R. 2004. Reading Speed and Reading Comprehension of EFL
Students. Unpublished Thesis. Malang: FTTE University of
Muhammadiyah Malang.
Vacca, Jo Anne L, Vacca, Richard T and Gove, Marry K. 1991. Reading and
Learning to Read 2ed. New York: HarperCollinsPublishers.
Wardiman, Artono, Jahur Masduki, B, and Djusma M. Sukirman. 2008. English
in Focus for Grade VIII Junior High School (SMP/MTs). Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional.
Wathoni, Abid Nur. 2010. Problems Faced by the Students in Learning Reading
at MTs As Syafi’iyah Pogalan Trenggalek. Unpublished Thesis. Malang:
FTTE University of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the statement of the problem,
the purpose of the study, the significance of the study, the scope and limitation, and
the definition of key term.
1.1 Background of the Study
As an international language, English plays an important role in every aspect of
the world’s society. It means that people should try to be able to speak English to
make relationship with other countries in the world. Therefore, English is to be taught
as a foreign language in Indonesia. It is stated on the English School-Based
Curriculum (Kurikulum Tingkat Satuan Pendidikan, 2011) of Junior High School.
Basically, there are four language skills that students should master, they are
speaking, listening, writing, and reading. In learning a language, reading has an
important role in education. According to Anderson, et.al (1985, in Lipson and
Wixson, 1991:13), “Reading is the process of constructing meaning through the
dynamic interaction among the reader, the text, and the context of the reading
situation”. Reading can also enrich knowledge and increase vocabulary. Realizing the
importance of reading, students are expected to be able to not only read but also
understand the meaning. Carnine and Silbert (1979, in Mercer and Mercer, 1989:334)
argue that reading experiences strongly influence a student’s self-image and feeling
1
of competency. It means students who read often their knowledge will increase and
solve the problem.
Reading is an important skill in learning a language that should be mastered by
students because it is a basic communication. In the School-Based Curriculum
(Kurikulum Tingkat Satuan Pendidikan, 2011), students in Junior High are expected
to reach functional level, meaning to communicate in English both oral and written
language to solve the daily problems. They are expected to increase their knowledge
by reading texts. In this case, the students must be able to comprehend types of texts
which are taught in Junior High School.
Reading is not a new subject for students of junior high school. However, several
junior high students still face difficulties in learning English, especially reading
subject. This statement is supported by Sari (2009) in her research on difficulties
faced by the eighth year students of Junior High in comprehending reading texts. The
most common difficulty was in comprehending the whole selection. The second most
difficulty was in comprehending words or vocabulary, followed by difficulties in
comprehending paragraphs and sentences, respectively. A similar study is found in
Wathoni (2010) which shows that students had lack of vocabulary, lack of
background on knowledge about the text, and lack of grammar.
Based on the Standard of Competencies and Basic Competencies of, types of
texts that should be taught at the second grade of Junior High are descriptive, recount,
and narrative. Recount is a text which retells a series of events, usually in the order
they occur. According to Pardiyono (2006:163), “Recount means an event that
2
contains chronological or occurred activities in the past. It is focus on retelling the
occurred experience in the past. Therefore, the social function is to retell activities for
the purpose of informing or entertaining”. In other words, students can use their story
or experience to help understanding recount texts.
In this study, the focus is on the students’ difficulties in comprehending recount
texts because of their low ability in comprehending recount texts. This is based on the
result of previous research conducted by Mutmainah (2010) in her research on the
ability of Junior High students in comprehending recount texts. She found that the
ability in comprehending recount text was fair, seen from the students’ test result
which was only 61.7. This shows that several of the second grades of Junior High
students still had difficulties to understand recount texts. Therefore, it is essential to
observe and analyze the student’s difficulties in comprehending recount texts and the
factors causing difficulties faced by the students.
Based on the statement above, it is interesting to conduct a research entitled the
difficulties faced by the second grade students and the factors that cause them in
comprehending recount text at SMP Negeri 1 Prambon-Sidoarjo.
3
1.2 Statement of the Problems
Based on the background of the study above, the problems are formulated as
follows:
1. What are the difficulties faced by the second grade of junior high students in
comprehending recount texts?
2. What are the factors causing the difficulties faced by the second grade of junior
high students in comprehending recount texts?
1.3 Purpose of the Study
Related to the problems of the study above, the purposes of the study are:
1. To know the difficulties faced by the second grade of junior high students in
comprehending recount texts.
2. To know the factors causing the difficulties faced by the second grade of junior
high students in comprehending recount texts.
1.4 Significance of the Study
The result of the study is expected to be useful for English teachers of Junior
High Schools, particularly of SMP Negeri 1 Prambon-Sidoarjo in teaching reading
especially, recount texts. They may know their students’ difficulties and the causes of
the difficulties in comprehending recount texts. Besides, they can help their students
improve the students’ reading comprehension.
4
It is also expected that the result will be useful for the Junior High School
students in learning types of texts and recount texts, in particular. They will know
their weaknesses and the causes of the difficulties in comprehending recount texts.
So, they would not get difficulties when they learn types of the texts, especially
recount texts.
1.5 Scope and Limitation
The scope of this study is on the students’ difficulties in comprehending recount
texts at SMP Negeri 1 Prambon-Sidoarjo. The choice of recount texts is because of
the low ability of students in comprehending recount texts. Therefore, it is essential to
observe and analyze the student’s difficulties in comprehending recount texts and the
factors causing difficulties faced by the students. This research only takes the second
grade students of SMP Negeri 1 Prambon-Sidoarjo in academic 2011-2012 as the
subject of the study because recount text is taught from this level.
1.6
Definition of Key Term
To avoid misunderstanding in terms and content in this study, the writer defines
several of the key terms which are used in this study:
1. Difficulty is a condition that students unable to solve the problem in
understanding recount texts.
2. Comprehending is the students’ ability in finding out of detail meaning from
recount texts.
5
3. Recount text is a text that retells activities occured in the past.
6
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
By:
MIA ARIFAH HUSNUDIN
07360217
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2012
THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
By:
MIA ARIFAH HUSNUDIN
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
JULY 2012
THE DIFFICULTIES FACED BY THE SECOND GRADE OF JUNIOR
HIGH STUDENTS IN COMPREHENDING RECOUNT TEXTS
AT SMP NEGERI 1 PRAMBON-SIDOARJO
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
MIA ARIFAH HUSNUDIN
07360217
UNIVERSITY OF MUHAMMADIYAH MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
JULY 2012
MOTTO AND DEDICATION
“ In every difficulty, there is an easiness” (Q.S. 94:5)
“Allah SWT would not change the one’s condition unless they
change themselves”
(Q.S. 13: 11)
“ Science without religion is blind,
Religion without science is lame”
(Albert Einstein)
DEDICATION:
I dedicated this thesis to:
My beloved father and mother,
My beloved sister and brother,
And my Friends
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim,
Alhamdulillah, all praises be to Allah, the most Gracious and Merciful, who
has given guidance and blessing in finishing this thesis. Sholawat and Salam are also
delivered to the Prophet Muhammad SAW.
The writer believes that without his blessing, she cannot do anything because
she is nobody. Frankly, this thesis would not finish without other people’s help. In
this occasion, she thanks to:
1. Her first advisor, Dra. Erly Wahyuni, M. Si and her second advisor, Dian
Inayati, M. Ed, for their suggestions, corrections, encouragements, kindness
and patient that guided me in finishing this thesis.
2. Her beloved parents, Agus Husnudin, S. Pd and It Mamiyah who always pray,
care, support and give the affection during writing this thesis. She can’t
express with words anymore because it is not enough to reply their dedication
to her.
3. Her lovely sister, Uni Barroroh Husnudin and her lovely brother, Moh. Barid
Isom Husnudin who give the motivation in writing this thesis.
4. Her Uncle, “De Parman” and his family who give love, care, and support.
Thanks for everything that you gave to me.
5. The Headmaster of SMP Negeri 1 Prambon-Sidoarjo, Drs. H. Achmad Sururi,
M. Pd and the English Teacher, Agung Wijanarko, S. Pd, who had gave the
opportunity to conduct the research.
6. Her beloved, Angga Septiyawan, S. Hut and his family who always give love,
care and support in finishing this thesis.
7. The Second Grade students of SMP Negeri 1 Prambon-Sidoarjo, especially
class D and class H.
8. Her friends in “140 community and Amalia House 86A”, Ike, Vera, Dewi,
Ayu, Phi2 and Mia Hasnia. Thanks a lot for the friendship and togetherness.
9. Her friends in English Department “07” Dewi, Vivi, Vina, Melyn, Nisa, Eka,
Estri, Intan, Miss Hore, and the other who didn’t mention one by one.
Finally, the writer realizes that this thesis is far from being perfect. Therefore,
advices and critics are important to make this thesis be better.
Malang, July 2012
Mia Arifah Husnudin
TABLE OF CONTENTS
APPROVAL .......................................................................................
i
LEGALIZATION ..............................................................................
ii
MOTTO AND DEDICATION .........................................................
iii
ABSTRACT .......................................................................................
iv
ACKNOWLEDGEMENTS...............................................................
v
TABLE OF CONTENT ....................................................................
vii
CHAPTER I: INTRODUCTION
1.1 Background of the Study ......................................................
1
1.2 Statement of the Problem ......................................................
4
1.3 Purpose of the Study .............................................................
4
1.4 Significance of the Study ......................................................
4
1.5 Scope and Limitation .............................................................
5
1.6 Definition of Key Terms ........................................................
5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Reading Comprehension ......................................................
7
2.2 Component of Reading Skills ...............................................
8
2.3 Levels of Reading Comprehension .......................................
10
2.4 Curriculum .............................................................................
11
2.4.1 School Based Curriculum (KTSP) ...............................
12
2.4.2 Standard of Competency and Basic Competency of
Reading Skill ..................................................................
vii
12
2.5 Difficulties in Reading Comprehension ..................................
14
2.6 Factors Affecting Reading Difficulties ..................................
15
2.7 Recount Texts ..........................................................................
16
2.8 Previous Studies on Reading Comprehension Faced by Junior
High Students ........................................................................
19
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design ...................................................................
21
3.2 Subject of the Study ............................................................
21
3.3 Research Instrument .............................................................
22
3.3.1 Test ..............................................................................
22
3.3.2 Questionnaire ..............................................................
23
3.4 Data Collection ....................................................................
23
3.5 Data Analysis ........................................................................
24
CHAPTER IV: FINDING AND DISCUSSION
4.1 Research Finding .................................................................
28
4.1.1 The Difficulties Faced by the Second Grade of Junior
High Students in Comprehending Recount Text .......
28
4.1.2 The Factors Causing the Difficulties Faced by the Second
Grade of Junior High Students in Comprehending Recount
Text .............................................................................
4.2 Discussion .............................................................................
viii
32
34
CHAPTER V: CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................
36
5.2 Suggestions ............................................................................
37
5.2.1 Suggestion for the Teachers .........................................
37
5.2.2 Suggestion for the Students .........................................
37
REFERENCES
APPENDIXES
ix
REFERENCES
Anonymous. 1996. Comprehension Skills. Greenwood: R.I.C. Publications.
. 2011. Perangkat Pembelajaran SMP Negeri 1 Prambon. Sidoarjo.
Arikunto, Suharsimi. 2006. Prosedur Penelitian. Jakarta: PT Rineka Cipta.
Ary, Donald et.al. 2002. Introduction to Research in Education 6ed. New York:
Wadsworth Thomson Learning.
Brassell, Danny and Rasinski Timothy. 2008. Comprehension That Works: Taking
Students Beyond Ordinary Understanding to Deep Comprehension.
Huntington Beach: Shell Education.
Gillet, J. W and Temple, Charles. 1990. Understanding Reading Problems:
Assessment and Instruction 3rd ed. Virginia: HarperCollins Publishers.
Gunning, Thomas G. 1992. Creating Reading Instruction For All Children.
Boston: Allyn and Bacon.
Lipson, Marjorie Y and Wixson, Karen K. 1991. Assessment and Instruction of
Reading Disability: An Interactive Approach. 1991. New York:
HarperCollins Publishers.
Mason, J. M. and Au, Kathryn H. 1990. Reading Instruction for Today 2nd ed.
Hawaii: HarperCollins Publishers.
McMillan, James H and Schumacher, Sally. 1993 Research in Education A
Conceptual Introduction. New York: HarperCollins Publishers.
Mercer, Cecil D and Mercer Ann R. 1989. Teaching Students with Learning
Problems. New York: MacMillan Publishing Company.
Mutmainah. 2010. The Ability of the Students in Comprehending Recount Text at
SMP Negeri 3 Batu. Unpublished Thesis. Malang: FTTE University of
Muhammadiyah Malang.
Nazir, Moh. 2010. Metode Penelitian. Bogor: Ghalia Indonesia.
Pardiyono. 2006. 12 Writing Clues for Better Writing Competence. Yogyakarta:
Andi Yogyakarta.
Sari, Agustina Permata. 2009. Students’ Difficulties in Comprehending Reading
Text at the Eight Year of MTs Muhammadiyah 1 Malang. Unpublished
Thesis. Malang: FTTE University of Muhammadiyah Malang.
Sudarwati, Th. M. And Grace Eudia. 2007. Look Ahead An English Course 1.
Jakarta: Erlangga.
Surapranata, Sumarna. 2004. Analisis, Validitas, Reliabilitas dan Interpretasi
Hasil Tes. Bandung: PT Remaja Rosdakarya.
Tim Redaksi Fokusmedia. 2005. Standar Nasional Pendidikan (SNP) Peraturan
Pemerintah Nomor 19 Tahun 2005. Bandung: Fokusmedia.
Tjais, Juliza A. R. 2004. Reading Speed and Reading Comprehension of EFL
Students. Unpublished Thesis. Malang: FTTE University of
Muhammadiyah Malang.
Vacca, Jo Anne L, Vacca, Richard T and Gove, Marry K. 1991. Reading and
Learning to Read 2ed. New York: HarperCollinsPublishers.
Wardiman, Artono, Jahur Masduki, B, and Djusma M. Sukirman. 2008. English
in Focus for Grade VIII Junior High School (SMP/MTs). Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional.
Wathoni, Abid Nur. 2010. Problems Faced by the Students in Learning Reading
at MTs As Syafi’iyah Pogalan Trenggalek. Unpublished Thesis. Malang:
FTTE University of Muhammadiyah Malang.
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the statement of the problem,
the purpose of the study, the significance of the study, the scope and limitation, and
the definition of key term.
1.1 Background of the Study
As an international language, English plays an important role in every aspect of
the world’s society. It means that people should try to be able to speak English to
make relationship with other countries in the world. Therefore, English is to be taught
as a foreign language in Indonesia. It is stated on the English School-Based
Curriculum (Kurikulum Tingkat Satuan Pendidikan, 2011) of Junior High School.
Basically, there are four language skills that students should master, they are
speaking, listening, writing, and reading. In learning a language, reading has an
important role in education. According to Anderson, et.al (1985, in Lipson and
Wixson, 1991:13), “Reading is the process of constructing meaning through the
dynamic interaction among the reader, the text, and the context of the reading
situation”. Reading can also enrich knowledge and increase vocabulary. Realizing the
importance of reading, students are expected to be able to not only read but also
understand the meaning. Carnine and Silbert (1979, in Mercer and Mercer, 1989:334)
argue that reading experiences strongly influence a student’s self-image and feeling
1
of competency. It means students who read often their knowledge will increase and
solve the problem.
Reading is an important skill in learning a language that should be mastered by
students because it is a basic communication. In the School-Based Curriculum
(Kurikulum Tingkat Satuan Pendidikan, 2011), students in Junior High are expected
to reach functional level, meaning to communicate in English both oral and written
language to solve the daily problems. They are expected to increase their knowledge
by reading texts. In this case, the students must be able to comprehend types of texts
which are taught in Junior High School.
Reading is not a new subject for students of junior high school. However, several
junior high students still face difficulties in learning English, especially reading
subject. This statement is supported by Sari (2009) in her research on difficulties
faced by the eighth year students of Junior High in comprehending reading texts. The
most common difficulty was in comprehending the whole selection. The second most
difficulty was in comprehending words or vocabulary, followed by difficulties in
comprehending paragraphs and sentences, respectively. A similar study is found in
Wathoni (2010) which shows that students had lack of vocabulary, lack of
background on knowledge about the text, and lack of grammar.
Based on the Standard of Competencies and Basic Competencies of, types of
texts that should be taught at the second grade of Junior High are descriptive, recount,
and narrative. Recount is a text which retells a series of events, usually in the order
they occur. According to Pardiyono (2006:163), “Recount means an event that
2
contains chronological or occurred activities in the past. It is focus on retelling the
occurred experience in the past. Therefore, the social function is to retell activities for
the purpose of informing or entertaining”. In other words, students can use their story
or experience to help understanding recount texts.
In this study, the focus is on the students’ difficulties in comprehending recount
texts because of their low ability in comprehending recount texts. This is based on the
result of previous research conducted by Mutmainah (2010) in her research on the
ability of Junior High students in comprehending recount texts. She found that the
ability in comprehending recount text was fair, seen from the students’ test result
which was only 61.7. This shows that several of the second grades of Junior High
students still had difficulties to understand recount texts. Therefore, it is essential to
observe and analyze the student’s difficulties in comprehending recount texts and the
factors causing difficulties faced by the students.
Based on the statement above, it is interesting to conduct a research entitled the
difficulties faced by the second grade students and the factors that cause them in
comprehending recount text at SMP Negeri 1 Prambon-Sidoarjo.
3
1.2 Statement of the Problems
Based on the background of the study above, the problems are formulated as
follows:
1. What are the difficulties faced by the second grade of junior high students in
comprehending recount texts?
2. What are the factors causing the difficulties faced by the second grade of junior
high students in comprehending recount texts?
1.3 Purpose of the Study
Related to the problems of the study above, the purposes of the study are:
1. To know the difficulties faced by the second grade of junior high students in
comprehending recount texts.
2. To know the factors causing the difficulties faced by the second grade of junior
high students in comprehending recount texts.
1.4 Significance of the Study
The result of the study is expected to be useful for English teachers of Junior
High Schools, particularly of SMP Negeri 1 Prambon-Sidoarjo in teaching reading
especially, recount texts. They may know their students’ difficulties and the causes of
the difficulties in comprehending recount texts. Besides, they can help their students
improve the students’ reading comprehension.
4
It is also expected that the result will be useful for the Junior High School
students in learning types of texts and recount texts, in particular. They will know
their weaknesses and the causes of the difficulties in comprehending recount texts.
So, they would not get difficulties when they learn types of the texts, especially
recount texts.
1.5 Scope and Limitation
The scope of this study is on the students’ difficulties in comprehending recount
texts at SMP Negeri 1 Prambon-Sidoarjo. The choice of recount texts is because of
the low ability of students in comprehending recount texts. Therefore, it is essential to
observe and analyze the student’s difficulties in comprehending recount texts and the
factors causing difficulties faced by the students. This research only takes the second
grade students of SMP Negeri 1 Prambon-Sidoarjo in academic 2011-2012 as the
subject of the study because recount text is taught from this level.
1.6
Definition of Key Term
To avoid misunderstanding in terms and content in this study, the writer defines
several of the key terms which are used in this study:
1. Difficulty is a condition that students unable to solve the problem in
understanding recount texts.
2. Comprehending is the students’ ability in finding out of detail meaning from
recount texts.
5
3. Recount text is a text that retells activities occured in the past.
6