THE NINTH GRADE STUDENTS’ PROBLEMS IN COMPREHENDING READING TEXT AT SMPN II PRIGEN
THE NINTH GRADE STUDENTS’ PROBLEMS IN COMPREHENDING
READING TEXT AT SMPN II PRIGEN
THESIS
BY
RIO RIZKIILLAHI
08360014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO AND DEDICATION
MOTTO:
“The Difference Between a Successful Person and Others
Is Not a Lack of Strength, Not Lack of Knowledge, But
Rather a Lack in Will “
[Vince Lombardi]
First They Ignore You. Then They Laugh at You.
Then They Fight You. Then You Win,
[Mahatma Gandhi]
DEDICATIONS:
I dedicate this thesis to:
My beloved parents
Akhmad Rifai S.Pd and Dra.Endah Yuliati
My beloved young brother
Talita and Azam
My beloved Novia Galuh Arianti
My best friend Qoirul Mansur D and Amar Mahruf
ACKNOWLEDGEMENT
First of all, Alhamdulillah all praise to Allah the Almighty because of all Glory,
Beneficent and Merciful. By Allah, the writer can finish his thesis. Peace and Blessing
always to our prophet Muhammad SAW.
There were many persons who were involved in the processing of completing this
thesis. Therefore, he would like to express his deepest gratitude to the following persons:
1. Riza Elfana, M.A as his first advisor, and Rina Wahyu S, S.Pd.,M.Pd as his second
advisor, for their suggestions, invaluable guidance and advice during the consultation
period, and their comments and corrections during the completion of this thesis.
2. The gratitude also goes to headmaster and English teacher of SMP NEGERI 2 Prigen
that has given him the opportunity to do this thesis.
3. His beloved Father and Mother, Akhmad Rifa‟I S,Pd and Dra Endah Yuliati, his family
young sister and brother (Lita and Azam ), his beloved Novia who always give him
endless prayer, love and care, advices, material and spiritual support, also motivation to
reach the success.
4. His best friends Qoirul Mansur Darojad and Amar Mahruf , thanks for their togetherness,
and laugh.
5. His friends at English Department 08, especially A class, thanks for happiness and laugh.
Finally, to all of his friends in the hometown, in the campus and many people who
know him thank you very much for your kindness and attention. Good luck and thank you.
May Allah bless them all.
Malang, October 2012
The Writer
TABLE OF CONTENT
APPROVAL..…………………………………………………………………….. i
LEGALIZATION………...……………………………………………………… ii
MOTTO AND DEDICATION...………………………………………………... iii
ACKNOWLEDGMEN.………………………………………………......……… iv
ABSTRACT…………..………………………………………………….............. v
TABLE OF CONTENT….……………………………………….............……... vi
CHAPTER I: INTRODUCTION
1.1 Background of Study………………………………………………................. 1
1.2 Statement of the Problem…………………………………………................... 3
1.3 Purpose of the Study……………………………………………….................. 4
1.4 Significance of Study…………………………………………………............. 4
1.5 Scope and Limitation………………………………………………………….. 4
1.6 Definition of Key Terms. ………………………………………….................. 5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Reading.……………………………………………………………...………... 7
2.2 Reading Comprehension……………………………………….….................... 8
2.2.1Kinds of Reading Comprehension……………………….................... 11
2.3 Problems In Reading Comprehension………………………………...……….. 12
2.3.1The Difficulties in Comprehending Word or Vocabulary..................... 13
2.3.1.1 Context Clues………………………………….................... 14
2.3.1.2Structure Clues…………………….…………….................. 14
2.3.1.3Dictionary Use………………………………….....………... 14
2.3.2 The Difficulties in Comprehending Sentence…………....................... 15
2.3.3The Difficulties in Comprehending Paragraph…………..................... 15
2.3.4The Difficulties in Comprehending Whole selection ……………....... 15
2.3.5Dyslexia……………...……………….……………….............................. 16
2.3.6Problems in Vision………………………………..................................... 16
2.4Some Factors that Influence Students‟ Reading Comprehension
Achievement………………………………………………………………………... 17
2.4.1 The Internal Factor.................................................................................
17
2.4.1.1 Motivation…………………………………....................... …...18
2.4.1.2Interest………….................................................................. …...18
2.4.2The External factor…………..…………………………....................…... 19
2.4.2.1Reading Material…………………………....…........................ 19
2.4.2.2Teacher of Reading……………………………......................... 19
2.5Some Solution for Reading Problems……...………………………........................ 23
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design…………………………………………………………………….25
3.2 The Subject of the Study……………………………………………....................... 26
3.3 Instruments..…………………………………………………………...................... 26
3.3.1 Questionnaire……………………………………………………………..27
3.3.2 Observation……………………………………………………………… 27
3.3.3Interview………………………………………………………………….. 28
3.4 Data Collection……………………………………………………………….......... 29
3.5 Data Analysis………………………………………………………………………. 30
CHAPTER IV: FINDING AND DISCUSSION
4.1 Finding………………………………………......…………………………………. 31
4.1.1 Problems Faced Ninth Grade Students in Comprehending
Reading Text ……………………………………………................................. 31
4.1.2 The Solution that used by the Students to solve
Problems…………………………………………………………………….. 34
4.2 Discussion………………………………………………………............................. 35
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion…………………………………………………………………………. 38
5.2 Suggestion………………………………………………………………………….. 39
5.2.1 Suggestion to The Teacher………………………………………………. 39
5.2.2 Suggestion to Students………….………………………………….......... 39
5.2.3 Suggestion to Further Researcher………………………………….......... 39
Bibliography
Appendix
BIBLIOGRAPHY
Airasian, Peter. 2003. Educational Research Competencies for Analysis ans
Application. New Jersey : Pearson Education
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta.
A.R. Tjais, Juliza. 2004. reading speed and reading comprehension of EFL students.
Malang. UMM press
Ary, Donald. 2002. An introduction to research in education. United State of
America: Cambridge University
Brown, H Douglas. 2001. Teaching by Principles. San Francisco: Addison Wesley
Longman, Inc.
Cahyono, B, Y. 2010. Second Language Acquisition and English Language Teaching
Malang: State University of Malang Press
Carver, Ronald. P. 2000. The Cause of High and Low Reading Achievement.
University of Missouri-Kansas City. Lawrence Erlbaum Associates, Malwah
New Jersey
Dale, E and J.S. Chall. 2007 “ The Concept of readibility”, quoted in William H.
Dubay, Smart Language; Readers, Readibility, and the Grading of Text,
Costa Mesa: Impact Information.
Eades, Keith. The New Solution Selling: The Revolutionary Sales Process That is
Changing the Way People Sell, McGraw-Hill, 2003. Accessed from
Wikipedia, the Free Encyclopedia.http://en.wikipedia.org/wiki/
Solution_selling , on October 20, 2012.
Farida Rahim. 2008. Pengajaran Membaca di Sekolah Dasar. Jakarta : Bumi Aksara,
Harmer, Jerremy. 2003. The Practice of English Language Teaching. New York:
Longman, Inc.
Kahayanto. E. 2005. A Comparative Study on Students’ Achievement in Reading I of
the Education Study Program of Palangkaraya University who Entered
Through PSB and SPMB in Academic Year 2003/2004. Unpublished Thesis.
Palangka Raya: The Faculty of Teacher Training and Education University of
Palangka Raya.
Lenz, Keith. 2003. “ Instruction_Reading Comprehension _ Special Connections “.
(On Line). (www. Google.com/ Instruction_Reading Comprehension _
Special Connections keith lenz.htm.) Accessed on September 23,2012.
McNamara, Danielle.s. 2007. Reading Comprehension Strategies: Theories,
Interventions, and Technologies. University of Memphis. Lawrence Erlbaum
Associates, Inc
McWhorter, Katleen.T .2005. Efficient and Flexible Reading, 7/E. Niagara county
community college. Longman
Novita, K. Senja. 2011. Improving the students ability in reading by using tales for
the second grade of smp nasional malang. Malang. Kanjuruhan University
Pang, Elizabeth S. Et.al. 2003. Teaching reading, international academy of education.
Available at http://www.curtin.edu.au/curtin/dept/smec/iae
Patel, Dr. M.R. and Jain, Pravin M. 2008. Types of Reading. (On Line).
(////http.www.enghlishindo.com/types-of
reading%20patel%20and%20jain.html). Published on Friday, June 3, 2011.
Accessed on September 23, 2012.
Rao, D.Bhaskara. 2004. Educational Practice. Discovery publishing house.
Stoller, Frederica L. and Grabe William. 2002. Teaching English as a second or
foreign Language. Belmont: Heinle and Heinle, a devision of Thomson
learning, Inc.
Torgensen, Dr. Joseph K. 2006. Factors that influence Reading Comprehension:
Developmental and Instructional Considerations. Florida State University and
Florida Center for Reading Research.
Westwood, Peter. 2008. What teachers need to know about reading and writing
difficulties. ACER Press, an imprint of Australian Council for Educational
Research Ltd
Zohreh. Ziyaeeimehr. 2012. Facilitating Reading Comprehension Among
Engineering Students: Acquiring Successful Strategies. Department of
English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran.
http://www.childrensvision.com/WVDC.htm.
http://www.specialconnections.ku.edu/?q=instruction/reading_comprehension
CHAPTER I
INTRODUCTION
This chapter of this research presents background of the study, statement of
theproblem, purpose of the study, significance of the study, scope and limitation,
anddefinition of key terms. Each section is presented as follows.
1.1 Background of the Study
According to Brown (2001:217), for almost six decades now, research and
practice in English language teaching has identified the “ four skills “, that are
listening, speaking, reading, and writing as of important paramount. The reading skill
becomes very important in the educational field, students must be exercised and
trained very well in order to get a good reading skill.
Reading is the most valuable thing in our life. We can study all kinds of
information needed in daily life trough printed media. It means that reading skill is
very vital thing that we should have. If compared with the others communication
media, it has special advantage. From printed media, the readers can earn information
more independent, information from the past or newest information. However, the
question that never been answered until now is, how the way or attempts that we
should do to make our world to be reading world. Actually there are lots of people
called “Aliterat”- people who can read well, but they still not have time to read. They
more like to do something else than reading. Especially in students‟ field, we can find
that the interest on reading was less.Now, most of educational textbook are written in
1
English. Thus, Indonesian students are encourage to have ability in reading in order to
get information and understand about what the books tell about.
Reading is also something crucial and indispensable for the students because
the success of their study depends on the greater part of their ability to read.“ The
cornerstone of academic achievement and the foundation for success across the
curriculum is learning to read and write proficiently ( Wilson&Trainin, 2007, p. 257).
If their reading skill is poor they are very likely to fail in their study or at least they
will have difficulty in making progress. On the other hand, if they have a good ability
in reading, they will have a better chance to succeed in their study.
In learning reading, there are so many problems found. Many factors can
influence reading understanding. It is line with Torgensen (2006), that a readers
understanding of text is influenced by a broad range of factors, the factors include (a)
the legibilty of the print and illustrations, (b) the interest and motivation of the
readers, (c) he reading level of the text in relation to the reading ability of the reader.
In reading, students are expected to have a competence to understand and
comprehend English text. The problems are not just in translating word by word but
also in comprehending the content of the text. Most of students have difficulties in
comprehending reading text, especially in vocabulary, structure on texts, and the
students interested. Sometimes the students rare to read the textbook, they more
interested with other books like magazine, comic, and novel. The difficulty in reading
2
text makes the students failed in English test. In fact, most part of the test on final
examination using reading texts.
A previous research on Reading Speed and Reading Comprehension of EFL
students, conducted by Tjais(2004) found out that reading comprehension test showed
average of EFL student‟s comprehension was regarded poor. On the previous study
above it did not explain further about what problems commonly faced by students.
That‟s why the researcher is interested in this case, therefore, this research is
necessary to be done to enrich and develop the research about the problems of
comprehending English text faced by students.
After doing the preliminary research, the researcher found that in SMPN II
Prigen, especially in ninth grade, they got low score in reading materials. It is
supported with the data of school grades from their English teacher. The result of data
also shows that they have low motivation in reading.
Based on the reason and the previous study, this research is conducted
to investigate what the problem faced in comprehending reading text by ninth year of
SMPN II Prigenstudents.This study is also wants to know the solution to solve the
problems in comprehending reading text usually faced by students at ninth years of
SMPN II Prigen.
1.2 Statements of the Problem
1. What are the problems in comprehending reading text usually faced by
students at ninth years of SMPN II Prigen ?
3
2. What are the students‟solution to the problems in comprehending reading
text usually faced by students at ninth years of SMPN II Prigen ?
1.3 Purpose of the study
Regarding to statement of problem above this research aims to :
1. To find the problems in comprehending reading text usually faced
by students at ninth years of SMPN II Prigen.
2. To find the students‟solutions to the problems in comprehending
reading text usually faced by students at ninth years of SMPN II
Prigen.
1.4 Significance of the study
The significance of the study would be as follows:
1. The writer hopes that the result of this study can give some information
and knowledge about problems in comprehending text, especially for
students who do not know the problems in their self.
2. The writer hopes that this study can be useful for the teacher and students
especiallyin SMPN II Prigento solve the problem in comprehending text.
1.5 Scope and Limitation
This study is conducted to describe the problems and solution in
comprehending reading text faced by students at ninth years of SMPN II
Prigen.For the limitations, the writer only limits the study on students at ninth
years of SMPN II Prigen.
4
1.6 Definitions of The Key Terms
To get definite understanding of the concepts of the study, the following
definitions are given, they are :
a. Reading Problem
A problem of answering test in comprehending reading text by
students.(Pety, 2010: 7). In this study it means a difficulty faced by students
when they have to comprehend the meaning of reading text.
b. Comprehension
“The process of simultaneously extracting and constructing meaning
through interaction and involvement with written language. It consists of three
elements: the reader, the text, and the activity or purpose for readingpurpose
reading” (Rand Reading Study Group in Torgensen :2006). In this study it
refers to the activity in reading that was done by students in SMPN II Prigen.
c. Reading text
Process of decoding a written text. When used in literary studies as a
count noun („a reading‟), it can also refer to the interpretive outcome of
decoding. A text may yield alternative readings and may be designed to do so.
(Taylor & Francis, 2006 : 27).
d. Solution
“It's a mutually shared answer to a recognized problem, and the
answer provides measurable improvement” (Keith M. Eades:2003). In
5
thisstudy it means the solution to the problem of comprehending reading text
faced by students.
6
READING TEXT AT SMPN II PRIGEN
THESIS
BY
RIO RIZKIILLAHI
08360014
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2012
MOTTO AND DEDICATION
MOTTO:
“The Difference Between a Successful Person and Others
Is Not a Lack of Strength, Not Lack of Knowledge, But
Rather a Lack in Will “
[Vince Lombardi]
First They Ignore You. Then They Laugh at You.
Then They Fight You. Then You Win,
[Mahatma Gandhi]
DEDICATIONS:
I dedicate this thesis to:
My beloved parents
Akhmad Rifai S.Pd and Dra.Endah Yuliati
My beloved young brother
Talita and Azam
My beloved Novia Galuh Arianti
My best friend Qoirul Mansur D and Amar Mahruf
ACKNOWLEDGEMENT
First of all, Alhamdulillah all praise to Allah the Almighty because of all Glory,
Beneficent and Merciful. By Allah, the writer can finish his thesis. Peace and Blessing
always to our prophet Muhammad SAW.
There were many persons who were involved in the processing of completing this
thesis. Therefore, he would like to express his deepest gratitude to the following persons:
1. Riza Elfana, M.A as his first advisor, and Rina Wahyu S, S.Pd.,M.Pd as his second
advisor, for their suggestions, invaluable guidance and advice during the consultation
period, and their comments and corrections during the completion of this thesis.
2. The gratitude also goes to headmaster and English teacher of SMP NEGERI 2 Prigen
that has given him the opportunity to do this thesis.
3. His beloved Father and Mother, Akhmad Rifa‟I S,Pd and Dra Endah Yuliati, his family
young sister and brother (Lita and Azam ), his beloved Novia who always give him
endless prayer, love and care, advices, material and spiritual support, also motivation to
reach the success.
4. His best friends Qoirul Mansur Darojad and Amar Mahruf , thanks for their togetherness,
and laugh.
5. His friends at English Department 08, especially A class, thanks for happiness and laugh.
Finally, to all of his friends in the hometown, in the campus and many people who
know him thank you very much for your kindness and attention. Good luck and thank you.
May Allah bless them all.
Malang, October 2012
The Writer
TABLE OF CONTENT
APPROVAL..…………………………………………………………………….. i
LEGALIZATION………...……………………………………………………… ii
MOTTO AND DEDICATION...………………………………………………... iii
ACKNOWLEDGMEN.………………………………………………......……… iv
ABSTRACT…………..………………………………………………….............. v
TABLE OF CONTENT….……………………………………….............……... vi
CHAPTER I: INTRODUCTION
1.1 Background of Study………………………………………………................. 1
1.2 Statement of the Problem…………………………………………................... 3
1.3 Purpose of the Study……………………………………………….................. 4
1.4 Significance of Study…………………………………………………............. 4
1.5 Scope and Limitation………………………………………………………….. 4
1.6 Definition of Key Terms. ………………………………………….................. 5
CHAPTER II: REVIEW OF RELATED LITERATURE
2.1 Reading.……………………………………………………………...………... 7
2.2 Reading Comprehension……………………………………….….................... 8
2.2.1Kinds of Reading Comprehension……………………….................... 11
2.3 Problems In Reading Comprehension………………………………...……….. 12
2.3.1The Difficulties in Comprehending Word or Vocabulary..................... 13
2.3.1.1 Context Clues………………………………….................... 14
2.3.1.2Structure Clues…………………….…………….................. 14
2.3.1.3Dictionary Use………………………………….....………... 14
2.3.2 The Difficulties in Comprehending Sentence…………....................... 15
2.3.3The Difficulties in Comprehending Paragraph…………..................... 15
2.3.4The Difficulties in Comprehending Whole selection ……………....... 15
2.3.5Dyslexia……………...……………….……………….............................. 16
2.3.6Problems in Vision………………………………..................................... 16
2.4Some Factors that Influence Students‟ Reading Comprehension
Achievement………………………………………………………………………... 17
2.4.1 The Internal Factor.................................................................................
17
2.4.1.1 Motivation…………………………………....................... …...18
2.4.1.2Interest………….................................................................. …...18
2.4.2The External factor…………..…………………………....................…... 19
2.4.2.1Reading Material…………………………....…........................ 19
2.4.2.2Teacher of Reading……………………………......................... 19
2.5Some Solution for Reading Problems……...………………………........................ 23
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design…………………………………………………………………….25
3.2 The Subject of the Study……………………………………………....................... 26
3.3 Instruments..…………………………………………………………...................... 26
3.3.1 Questionnaire……………………………………………………………..27
3.3.2 Observation……………………………………………………………… 27
3.3.3Interview………………………………………………………………….. 28
3.4 Data Collection……………………………………………………………….......... 29
3.5 Data Analysis………………………………………………………………………. 30
CHAPTER IV: FINDING AND DISCUSSION
4.1 Finding………………………………………......…………………………………. 31
4.1.1 Problems Faced Ninth Grade Students in Comprehending
Reading Text ……………………………………………................................. 31
4.1.2 The Solution that used by the Students to solve
Problems…………………………………………………………………….. 34
4.2 Discussion………………………………………………………............................. 35
CHAPTER V: CONCLUSION AND SUGGESTION
5.1 Conclusion…………………………………………………………………………. 38
5.2 Suggestion………………………………………………………………………….. 39
5.2.1 Suggestion to The Teacher………………………………………………. 39
5.2.2 Suggestion to Students………….………………………………….......... 39
5.2.3 Suggestion to Further Researcher………………………………….......... 39
Bibliography
Appendix
BIBLIOGRAPHY
Airasian, Peter. 2003. Educational Research Competencies for Analysis ans
Application. New Jersey : Pearson Education
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:
Rineka Cipta.
A.R. Tjais, Juliza. 2004. reading speed and reading comprehension of EFL students.
Malang. UMM press
Ary, Donald. 2002. An introduction to research in education. United State of
America: Cambridge University
Brown, H Douglas. 2001. Teaching by Principles. San Francisco: Addison Wesley
Longman, Inc.
Cahyono, B, Y. 2010. Second Language Acquisition and English Language Teaching
Malang: State University of Malang Press
Carver, Ronald. P. 2000. The Cause of High and Low Reading Achievement.
University of Missouri-Kansas City. Lawrence Erlbaum Associates, Malwah
New Jersey
Dale, E and J.S. Chall. 2007 “ The Concept of readibility”, quoted in William H.
Dubay, Smart Language; Readers, Readibility, and the Grading of Text,
Costa Mesa: Impact Information.
Eades, Keith. The New Solution Selling: The Revolutionary Sales Process That is
Changing the Way People Sell, McGraw-Hill, 2003. Accessed from
Wikipedia, the Free Encyclopedia.http://en.wikipedia.org/wiki/
Solution_selling , on October 20, 2012.
Farida Rahim. 2008. Pengajaran Membaca di Sekolah Dasar. Jakarta : Bumi Aksara,
Harmer, Jerremy. 2003. The Practice of English Language Teaching. New York:
Longman, Inc.
Kahayanto. E. 2005. A Comparative Study on Students’ Achievement in Reading I of
the Education Study Program of Palangkaraya University who Entered
Through PSB and SPMB in Academic Year 2003/2004. Unpublished Thesis.
Palangka Raya: The Faculty of Teacher Training and Education University of
Palangka Raya.
Lenz, Keith. 2003. “ Instruction_Reading Comprehension _ Special Connections “.
(On Line). (www. Google.com/ Instruction_Reading Comprehension _
Special Connections keith lenz.htm.) Accessed on September 23,2012.
McNamara, Danielle.s. 2007. Reading Comprehension Strategies: Theories,
Interventions, and Technologies. University of Memphis. Lawrence Erlbaum
Associates, Inc
McWhorter, Katleen.T .2005. Efficient and Flexible Reading, 7/E. Niagara county
community college. Longman
Novita, K. Senja. 2011. Improving the students ability in reading by using tales for
the second grade of smp nasional malang. Malang. Kanjuruhan University
Pang, Elizabeth S. Et.al. 2003. Teaching reading, international academy of education.
Available at http://www.curtin.edu.au/curtin/dept/smec/iae
Patel, Dr. M.R. and Jain, Pravin M. 2008. Types of Reading. (On Line).
(////http.www.enghlishindo.com/types-of
reading%20patel%20and%20jain.html). Published on Friday, June 3, 2011.
Accessed on September 23, 2012.
Rao, D.Bhaskara. 2004. Educational Practice. Discovery publishing house.
Stoller, Frederica L. and Grabe William. 2002. Teaching English as a second or
foreign Language. Belmont: Heinle and Heinle, a devision of Thomson
learning, Inc.
Torgensen, Dr. Joseph K. 2006. Factors that influence Reading Comprehension:
Developmental and Instructional Considerations. Florida State University and
Florida Center for Reading Research.
Westwood, Peter. 2008. What teachers need to know about reading and writing
difficulties. ACER Press, an imprint of Australian Council for Educational
Research Ltd
Zohreh. Ziyaeeimehr. 2012. Facilitating Reading Comprehension Among
Engineering Students: Acquiring Successful Strategies. Department of
English, Mahshahr Branch, Islamic Azad University, Mahshahr, Iran.
http://www.childrensvision.com/WVDC.htm.
http://www.specialconnections.ku.edu/?q=instruction/reading_comprehension
CHAPTER I
INTRODUCTION
This chapter of this research presents background of the study, statement of
theproblem, purpose of the study, significance of the study, scope and limitation,
anddefinition of key terms. Each section is presented as follows.
1.1 Background of the Study
According to Brown (2001:217), for almost six decades now, research and
practice in English language teaching has identified the “ four skills “, that are
listening, speaking, reading, and writing as of important paramount. The reading skill
becomes very important in the educational field, students must be exercised and
trained very well in order to get a good reading skill.
Reading is the most valuable thing in our life. We can study all kinds of
information needed in daily life trough printed media. It means that reading skill is
very vital thing that we should have. If compared with the others communication
media, it has special advantage. From printed media, the readers can earn information
more independent, information from the past or newest information. However, the
question that never been answered until now is, how the way or attempts that we
should do to make our world to be reading world. Actually there are lots of people
called “Aliterat”- people who can read well, but they still not have time to read. They
more like to do something else than reading. Especially in students‟ field, we can find
that the interest on reading was less.Now, most of educational textbook are written in
1
English. Thus, Indonesian students are encourage to have ability in reading in order to
get information and understand about what the books tell about.
Reading is also something crucial and indispensable for the students because
the success of their study depends on the greater part of their ability to read.“ The
cornerstone of academic achievement and the foundation for success across the
curriculum is learning to read and write proficiently ( Wilson&Trainin, 2007, p. 257).
If their reading skill is poor they are very likely to fail in their study or at least they
will have difficulty in making progress. On the other hand, if they have a good ability
in reading, they will have a better chance to succeed in their study.
In learning reading, there are so many problems found. Many factors can
influence reading understanding. It is line with Torgensen (2006), that a readers
understanding of text is influenced by a broad range of factors, the factors include (a)
the legibilty of the print and illustrations, (b) the interest and motivation of the
readers, (c) he reading level of the text in relation to the reading ability of the reader.
In reading, students are expected to have a competence to understand and
comprehend English text. The problems are not just in translating word by word but
also in comprehending the content of the text. Most of students have difficulties in
comprehending reading text, especially in vocabulary, structure on texts, and the
students interested. Sometimes the students rare to read the textbook, they more
interested with other books like magazine, comic, and novel. The difficulty in reading
2
text makes the students failed in English test. In fact, most part of the test on final
examination using reading texts.
A previous research on Reading Speed and Reading Comprehension of EFL
students, conducted by Tjais(2004) found out that reading comprehension test showed
average of EFL student‟s comprehension was regarded poor. On the previous study
above it did not explain further about what problems commonly faced by students.
That‟s why the researcher is interested in this case, therefore, this research is
necessary to be done to enrich and develop the research about the problems of
comprehending English text faced by students.
After doing the preliminary research, the researcher found that in SMPN II
Prigen, especially in ninth grade, they got low score in reading materials. It is
supported with the data of school grades from their English teacher. The result of data
also shows that they have low motivation in reading.
Based on the reason and the previous study, this research is conducted
to investigate what the problem faced in comprehending reading text by ninth year of
SMPN II Prigenstudents.This study is also wants to know the solution to solve the
problems in comprehending reading text usually faced by students at ninth years of
SMPN II Prigen.
1.2 Statements of the Problem
1. What are the problems in comprehending reading text usually faced by
students at ninth years of SMPN II Prigen ?
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2. What are the students‟solution to the problems in comprehending reading
text usually faced by students at ninth years of SMPN II Prigen ?
1.3 Purpose of the study
Regarding to statement of problem above this research aims to :
1. To find the problems in comprehending reading text usually faced
by students at ninth years of SMPN II Prigen.
2. To find the students‟solutions to the problems in comprehending
reading text usually faced by students at ninth years of SMPN II
Prigen.
1.4 Significance of the study
The significance of the study would be as follows:
1. The writer hopes that the result of this study can give some information
and knowledge about problems in comprehending text, especially for
students who do not know the problems in their self.
2. The writer hopes that this study can be useful for the teacher and students
especiallyin SMPN II Prigento solve the problem in comprehending text.
1.5 Scope and Limitation
This study is conducted to describe the problems and solution in
comprehending reading text faced by students at ninth years of SMPN II
Prigen.For the limitations, the writer only limits the study on students at ninth
years of SMPN II Prigen.
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1.6 Definitions of The Key Terms
To get definite understanding of the concepts of the study, the following
definitions are given, they are :
a. Reading Problem
A problem of answering test in comprehending reading text by
students.(Pety, 2010: 7). In this study it means a difficulty faced by students
when they have to comprehend the meaning of reading text.
b. Comprehension
“The process of simultaneously extracting and constructing meaning
through interaction and involvement with written language. It consists of three
elements: the reader, the text, and the activity or purpose for readingpurpose
reading” (Rand Reading Study Group in Torgensen :2006). In this study it
refers to the activity in reading that was done by students in SMPN II Prigen.
c. Reading text
Process of decoding a written text. When used in literary studies as a
count noun („a reading‟), it can also refer to the interpretive outcome of
decoding. A text may yield alternative readings and may be designed to do so.
(Taylor & Francis, 2006 : 27).
d. Solution
“It's a mutually shared answer to a recognized problem, and the
answer provides measurable improvement” (Keith M. Eades:2003). In
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thisstudy it means the solution to the problem of comprehending reading text
faced by students.
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