Find the Stranger Game” to Improve the Students’ Vocabulary Mastery and Reading Comprehension (A Classroom Action Research of the First Grade Students of SMK N 3 Salatiga in the Academic Year of 2016/2017) - Test Repository
THE USE OF “FIND THE STRANGER GAME” TO
IMPROVE THE STUDENTS’ VOCABULARY
MASTERY AND READING COMPREHENSION
( A Classroom Action Research of the Tenth Grade Students
of SMK N 3 Salatiga in the Academic Year of 2016/2017)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Department of Teacher Training and Education Faculty State
Institute for Islamic Studies (IAIN) Salatiga
BY :
MUTASLIMAH
113 12 077
ENGLISH EDUCATION DEPARTMENT OF TEACHER
TRAINING AND EDUCATION FACULTY STATE
INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2016
“THE GREATEST GLORY IN LIVING LIES NOT IN NEVER FALLING, BUT IN RISING EVERY TIE FALL
MOTTO
”
- NELSON MANDELA-
DEDICATION
This graduating paper is dedicated to:
1. My beloved parents ( Suminto and Sriyanti ) thank you very much for everything. May Allah always loves you and gives you happines in every where you are. I love you so much.
2. My beloved husband ( Enggar Sri Wibowo) and My lovely son (Gibran Alvaro). Thank you so much for your love and support. I love you.
ACKNOWLEDMENT
All praises to Allah, I deliver thankfulnes to Allah Almighty for the Blessing and Mercy Who has led me finish my graduating paper, peace and blessing to the Allah’s Messenger, Muhammad SAW. However, this graduating paper would not be finished without supports, advices, help and encouragements from some people and the institution. I would like to say thank you to :
1. Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga, thank you for the time I spend for studying in IAIN Salatiga.
2. Suwardi, M.Pd as the Dean of Teacher Training and Education Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D, as the Head of English Education Department
4. Setia Rini, M.Pd as my graduating paper counselor, thank you to have sacrificed her vacant time to guide, give suggestions, corrected, and encouraged me in completing my graduating paper.
5. All of my lecturers in IAIN Salatiga, thank you for teaching me and give a lot of their worth knowledge to me along of my study in this Institute.
6. All official staffs of IAIN Salatiga
7. My closest friends (Bilal, Agil, Arpan, Juni). Thank you for being my best friends.
TABLES OF CONTENTS
TITLE .................................................................................................... i
DECLARATION ................................................................................. ii
ATTENTIVE COUNSELOR NOTES ............................................... iii
BOARD OF EXAMINERS ................................................................ iv
MOTTO ................................................................................................ v
DEDICATION ....................................................................... vi
ACKNOWLEDGMENT ..................................................................... vii
TABLES OF CONTENTS ................................................................... ix
LIST OF TABLES AND FIGURES ................................................... xiii
ABSTRACT .......................................................................................... xiv
CHAPTER I: INTRODUCTION ...................................................... 1
A. Background of the Research ...................................................... 1 B. Statement of the problem ........................................................... 4 C. Objective of the study ................................................................ 5 D. Limitation of the Study ............................................................... 5 E. Benefit of the research ................................................................ 5 F. Definition Key of Terms ............................................................ 6 G. Previous Research ...................................................................... 8 H. Research Outline ....................................................................... 10CHAPTER II : THEORITICAL FRAMEWORK ............................ 11
A. Vocabulary mastery .................................................................... 11 1. Definition of Vocabulary Mastery ................................... 112. Kinds of Vocabulary ........................................................ 12 3.
The Importance of Vocabulary ........................................ 14 4. Teaching Vocabulary ....................................................... 14
B. Reading ....................................................................................... 15 1.
Definition of Reading ....................................................... 15 2. Reading process ............................................................... 18 3. Purpose of reading............................................................ 19 4. Developing interest in Reading ........................................ 20 5. Principles of Teaching Reading ....................................... 21
C. Reading Comprehension ............................................................. 22 1.
Definition of Reading Comprehension ............................ 22 2. Basic of Reading Comprehension .................................... 23 3. Level of Comprehension .................................................. 25
D. Descriptive Text .......................................................................... 27
1. Definition of Descriptive Text .............................................. 27
2. The Purpose and Kinds of Descriptive Text .......................... 27
3. Generic structure of Descriptive Text ................................... 28
4. Langauge Features of Descriptive Text ................................. 28
5. Example of Descriptive text .................................................. 29
E. Find the Stranger Game .............................................................. 29
1. Definition of Game ................................................................ 29
2. Value of Game ....................................................................... 30
3. Definition of Find The Stranger Game .................................. 31
4. Procedure the Find the stranger game .................................... 31
5. Example Find the Stranger word card .................................... 32
CHAPTER III: RESEARCH METHODOLOGY ............................ 34 A. Research Setting ......................................................................... 34
1. General Discussion of SMK N3 Salatiga ............................... 34
2. Situation of SMK N3 Salatiga................................................ 35
B. Description of the Research Schedule ........................................ 37
C. Subject of the Research ............................................................... 38
D. Method of the Research .............................................................. 40
E. Research Procedure ..................................................................... 42
F. Technique Collecting Data ......................................................... 44
G. Technique of Analyzing Data ..................................................... 47
CHAPTER IV: FINDINGS AND DISCUSSION ................................. 51 A. Research Finding ........................................................................ 51 B. Analysis and discussions ............................................................ 68 CAHPTER V : CONCLUSION AND SUGGESTION ......................... 70 A. Conclusion .................................................................................. 70 B. Suggestion .................................................................................. 71
REFERENCES ......................................................................................... 73
APPENDIXES ........................................................................................... 77
LIST TABLES AND FIGURES
Figure 1: Five basics reading comprehension processes.............................. 25 Table 3.1: Time setting of the Research....................................................... 37
Table 3.2 List of students’ X- TSM 2 .......................................................... 39Figure 2: Kemmis and Taggart .................................................................... 44 Table 3.3:
Student’s Observation sheet for students .................................... 45 Table 4.1: The result of pre-test and post-test cycle I .................................. 55 Table 4.2: The result of pre test and post test cycle II ................................. 63 Table 4.3:
The Mean of Students’ Scores .................................................... 68
ABSTRACT
Mutaslimah. 2016. The Use of “Find the Stranger Game” to Improve the Students’ Vocabulary Mastery and Reading Comprehension (A Classroom Action Research of the First Grade Students of SMK N
3 Salatiga in the Academic Year of 2016/2017).Graduating Paper. English Education Department Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Consultant: Setia Rini M.Pd.
Key Words: Find the stranger Game, Improve, Reading Comprehension, The purpose of language teaching in Senior High school is to achieve functional level. In the functional level, they can develop the competence in communicating orally and written to resolve daily problems. The real problems faced by the students in the school in learning and teaching English are reading comprehension. Game is one of the solutions to overcome the problems. Application of the Find the Stranger Game in teaching learning English hopefully can help the students to improve their reading comprehension.
This research is mainly aimed to develop the students’ vocabulary mastery and reading comprehension through Find the Stranger Game. The research answers two problem of research (1) How is the implementation of find the stranger game to improve the students’ reading comprehension for the tenth grade students of SMK N 3 Salatiga in the Academic Year
2016/2017? (2) How is the result of find the stranger game in improving the students’ reading comprehension for the tenth grade students in SMK N 3 Salatiga in the academic year of 2016/2017?
Thirty four students of tenth grade students of SMK N 3 Salatiga 2016 were instructed through Find the Stranger game to improve their vocabulary and reading comprehension. The methodology of this research used Classroom Action Research (CAR). It was conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. From the result, the researcher found several finding on it. The result of mean score of each cycle that post-test is 71.47 higher than pre-test 55.59 in the cycle I, and post-test is 82.94 higher than pre test 64.70 in the cycle II. Furthermore, the result of t-test calculation is higher than t-table. T-test in cycle I is 7.8 and cycle II is 9.3 while t-table with N = 34 is 2.03. It means that the used of Find the Stranger game is able to improve the students’ reading comprehension.
CHAPTER I INTRODUCTION In this chapter, the writer presents the introduction. It explains the
background of the research, statement of the statement, objective of the research, significance of the research, definition of the key terms, review of related research, and organization of the graduating paper A.
Background of the Research In Indonesia English is taught and learned as Foreign Language. In
Indonesia the aim teaching English as adopted by government is to develop communicative competence of the learners. It is taught in the schools from primary school to high school. In addition English is one of subject which is tested at the end both Junior and senior High School Programs.
According to Scriverner (1994: 20), there are four skills in English language teaching; listening skill, speaking skill, vocabulary mastery and reading comprehension and writing skill According to Huyen and Nga (2003:2), in learning a foreign language, vocabulary mastery plays an important role; it is one element that links the four skills of speaking, listening, reading and writing.
According to Fauziati (2005: 155), vocabulary is central to language and
of critical importance to typical language learner. Without sufficient vocabulary mastery, one cannot communicate effectively or express his ideas also a barrier that precludes learners from learning a foreign language. Therefore comprehend in vocabulary mastery is requisite to be good in reading, listening, speaking and writing skills. Vocabulary mastery is one element that contributes to text difficulty levels or ease of reading.
Reading in a second or foreign language (SL/FL) has been a significant component of language learning over the past forty years (Zoghi, Mustapha, Rizan & Maasum, 2010) in Chen and Chen (2015: 156). According to Dechant (1982: 5), reading is a language communication process of putting a reader in contact and communication with ideas. Reading always involves an interaction between the writer and reader. The communication process initiated the thoughts of the writer and expressed through symbol on the page.
According to Tan and Nicholson (1997: 135), reading is a multicomponent skill whereby the reader has to use a number of different cognitive processes involving word recognition, access of word meanings, parsing of sentences, semantic analysis of sentences, and interpretation of the overall text
According to Gibson (1996) cited in Dechant (1982: 5), reading is receiving communication; it is making discriminative response to graphic symbols, it is decoding graphic sybol to speech and getting meaning from printed page. According to Perfetti (2001:12800), vocabulary mastery and reading comprehension is an individual’s standing on some reading assessment. According to Chen and Chen (2015: 156), reading is a complex, interactive cognitive process where the reader is an active participant, constructing meaning from clues in the reading text.
In non-native English speaking countries, the high school English curriculum often adopts a reading skill oriented textbook that focuses on vocabulary mastery, sentence structure, and grammar. According to Chen and Chen (2015: 157), most learners have reading problems because they lack the specific strategies necessary for efficient reading. According to Schiff and Calif (2004) cited in Chen and Chen (2015: 157), explain that EFL students have reading problems because of a lack of knowledge and awareness of how to apply reading strategies. When foreign language read, they face some problem such as a laborious, unpleasant, and unsuccessful process. It makes the readers will often be unwilling to read in the target language Chen and Chen (2015: 157).
Actually the same problems occur in SMK N3 Salatiga. Based on
th
the observation that conducted on May, 18 2016 at 09.00 a.m. The writer found some problems in English learning process . The students’ interest in reading English text is still low. The students assume that reading is very difficult and they have minimum vocabulary mastery therefore they have difficulties to understand a text. Furthermore the teacher speaks too fast in English. It is make students do not understand and the teaching learning process ineffective.
There are many way to boost the student s’ vocabulary mastery and reading comprehension. According to Krashen and Terrel (1983: 53), language is best taught when it is being used to transmit message not when it is explicitly taught for conscious learning. It is means that the successful of language learning is depends on the situation in the learning process itself. One of the ways to create learning process more enjoyable is by applying game.
According to Hadfield (1990: v) in Tuan (2012: 259), game is activity with rules, a goal and an element of fun. Game is an organized activity that usually has the following properties: a particular task or objective, a set of rules, competition between players b spoken o written language (Richard, Platt, and Platt, 1992, p. 153) in Tuan (2012:259). In this research writer use Find the Stranger Game. Find the Stranger Game is a game in which the players should determine the foreign word is in a group of words or determine the word which is not the groups of it (Walidi, 2006: 14).
From the statement above, the writer wants to conduct a research entitled THE USE OF FIND THE STRANGER GAME TO IMPROVE THE STUDENTS
VOCABULARY MASTERY AND READING ’
COMPREHENSION (A Classroom Action Research for the Tenth Grade Students of SMK N 3 Salatiga in Academic Year of 2016/2017) B.
Research Question
Based on the background of the research, the writer will formulate the research question as follows:
1. How is the implementation of Find the Stranger Game to improve the students’ vocabulary mastery and reading comprehension for the tenth grade students of SMK N 3 Salatiga in the Academic Year of 2016/2017?
2. How is the result of Find the Stranger Game in improving the students’ vocabulary mastery and reading comprehension for the tenth grade students in SMK N 3 Salatiga in the academic year of 2016/2017?
C. Objective of the research
Based on the statement of the problem above, the objectives of the research are as follows:
1. To describe the implementation of Find the Stranger Game in improving the students’ vocabulary mastery and reading comprehension of the tenth grade students of SMK N 3 Salatiga in the
Academic Year of 2016/2017.
2. To find out the result of the students’ vocabulary mastery and reading comprehension after using Find the Stranger Game for the tenth grade students of SMK N 3 Salatiga in the Academic Year of 2016/2017.
D. Limitation of the Research
In order to avoid any misinterpretation of the problem, the writer would like to limit the scope of the research. The writer wants to know whether the use of Find The Stanger Game can improve the students ’ vocabulary mastery and reading comprehension. The material is limited at the Tenth Grade students of SMK N 3 Salatiga in the academic year of 2016/1017.
E. Benefit of the Research
Hopefully the result of this research gives additional information about the use of Find the Stranger Game in classroom activities and provide about the effectiveness of the game to improve students’ vocabulary mastery and reading comprehension. The writer also hopes this research will useful for the school, students, and English teacher particularly in SMK N 3 Salatiga.
1. For English Teacher This research can be used as an input in applying for English teacher especially in teaching reading. They can use this method to make teaching process more enjoyable and attractive, especially in teaching reading.
2. For the writer The result of this research will improve writer knowledge and experience about teaching reading. Moreover writer knows deeply about Find the Stranger Game F.
Definition of Key Terms
To avoid misunderstanding of the concept in this research, the writer gives some definitions as follows:
1. Find the Stranger Game Find the stranger is a game in which the players should determine the foreign word is in a group of words or determine the word which is not the groups of it (Walidi, 2006: 14).
2. Improve Improve is to become better than before or to make something or somebody better than before (Hornby, 2010:755). In other dictionary, improving is to bring to a more desirable or excellent condition; to ameliorate; to better; to make, as land or real estate, more profitable by cultivation or construction; to make more useful; as to improve a road by resurfacing.
3. Students Student is a person who is researching in school, especially an older child (Hornby, 2010:1484). Student is an individual with different experiences both in and out the classroom (Harmer, 2001:37).
4. Vocabulary mastery Vocabulary mastery is total number of words which (with rules for combining them) make up a language (Hornby, 1974: 959). Vocabulary mastery refers to words we use to communicate in oral and print language (Handson and Padua : 2011).
5. Reading According to Gibson (1966) cited in Dechant (1982: 5) says that reading is receiving communication, it is making discriminative responses to graphic symbol, it is decoding graphic symbol to speech and it is getting meaning from printed page.
Reading is an active process. Identifying reading is often connected with the process of reading itself. The process is the interaction between a reader and a text which is normally silent, internal and private (Alderson, 2000: 3).
6. Reading comprehension According to Thorndike (1917) in Dechant (1982: 311) he says reading comprehension includes correct meanings, the ability to reason one’s way through smaller idea, segments, and the ability to grasp the meaning of a larger unitary idea.
7. SMK N 3 Salatiga SMK N 3 Salatiga is one of state Vocational High School in Jl.
,
Jafar Shodiq, Kalibening, Tingkir Salatiga. The teachers and students are Muslim. It has good building and good facilities to support teaching learning process.
G. Previous Research
The writer takes Inayah (2015), she conduct a research about the use of Reciprocal Teaching Technique to Improve Students’ Vocabulary mastery and reading comprehension.The methodology of the study used Classroom Action Research. The result of her research showed that Reciprocal Teaching Technique can help the students of SMK N 1 Ngablak in improving vocabulary mastery and reading comprehension.
The differences this research with this research is the game or technique that use is difference; the subject of the research, the result of the research is different.
The second research Herningtiyas (2014), she conducts a research about The Effect of the Word Card Strategy on the Vocabulary mastery and reading comprehension. The methodology of the research used classroom action research. The result of the research show that that the value of significance is 0.400 which is above the level of significance (0.05).
The differences this research with mine is the game or technique that used is different, the subject of the research, the result of the research is different.
The third research from Marsini (2014), she conduct a research about improving students’ vocabulary mastery and reading comprehension using
Index Match Technique. The methodology of the research used classroom action research. The result of the research showed that after the researcher conducted the actions, the researcher found that Index Card Match Technique improved students’ vocabulary mastery and reading comprehension of narrative text at XI IPA 1 of MAN 1 Kendari.
The differences this research with mine is the game or technique that used is different, the subject of the research, the result of the research is different.
H. Research Outline
This research divided into five chapters. In order to make easy to understand this paper, the writer convey the kind of the graduating paper in the following:
Chapter I presents the introduction. It explains the background of the research, statement of the problems research, objectives of the research, benefit of the research, definition of key terms, limitation of the research, previous research.
Chapters II describes the theoretical framework including Vocabulary mastery including definition of Vocabulary mastery, kinds of vocabulary mastery, importance of vocabulary mastery, teaching vocabulary mastery, definition of reading, reading process, the purposes of reading, developing interest in reading, principle of teaching reading, reading skill and descriptive text that include definition of descriptive text, generic structure of descriptive text and language feature of descriptive text.
Chapter III is methodology of the research. It discusses method of research, setting of research, procedure of research, technique of collecting data, and technique of analysis data.
Chapter IV is data analysis. It consist of field note of cycle I, cycle II, the discussion of cycle I, cycle II. Chapter V is closure. It comprise of conclusion and suggestion. For the attachment, these are appendices and refferences.
CH APTER II THEORETICAL FRAMEWORK
In this chapter the writer tries to give clear information of underlying theories which is definition Vocabulary mastery including definition of Vocabulary mastery, kinds of vocabulary mastery, importance of vocabulary mastery, teaching vocabulary mastery, of reading, reading process, the purposes of reading, developing interest in reading, principle of teaching reading, vocabulary mastery and reading comprehension and descriptive text that include definition of descriptive text, generic structure of descriptive text and language feature of descriptive text.
A. Vocabulary mastery 1. Definition of Vocabulary mastery
According to Neuman and Dwyer (2009: 385) in Alqahtani (2015: 24), vocabulary is words we must know to communicate effectively, words in speaking (expressive vocabulary) and words in listening (receptive vocabulary). According to Hornby (1974: 959) vocabulary mastery is total number of words which (with rules for combining them) make up a language.
According to Scriverner (1994: 73), vocabulary is a powerful carrier of meaning, beginner often manage to communicate in English by using accumulative effect of individual words.Vocabulary mastery is all the words that a person knows or use (Oxford, 2010 : 1662). Mastery is a great knowledge about or understanding of a particular thing (Oxford, 2010 : 914).
From the definitions above, the researcher concludes that vocabulary mastery is a group of word that arranged in alphabetical order and has meanings that used by person in daily communication. Vocabulary mastery mastery can be defined as great skill or knowledge about meaningful words that used in daily communication.
2. Kinds of Vocabulary
Scrivener (1994:74) divide vocabulary into two kinds, there are productive (active) vocabulary mastery and receptive (passive) vocabulary mastery.
a. Productive vocabulary mastery is the sets of words that are used in spoken communication. Good pronunciation might be encouraged getting the sounds and the stress right.
b. Receptive vocabulary mastery is the use of words that we recognize and understand, but tend not to use ourselves.
According to Harmer (1991) in Alqahtani (2015: 25), divided vocabulary ino two types: a. Active vocabulary: words that students expected to use
b. Passive vocabulary: words that students recognize when they meet There are two types of vocabulary, word recognition vocabulary mastery and word meaning. (Chall, 1983; as cited in Blachowicz, Fisher,
& Watts-Taffe, 2005). a. Word recognition Word recognition is the readers’ ability to pronounce or figure out the word by using word attack strategies.
b. Word meaning Word meaning refers to words students know or can define.
Through we recognize the importance of both word recognition and word meaning, the emphasis of this book will be on word meaning. According to Harmer (2002: 3-10) says that there are six kinds of vocabulary mastery, they are : a. Word classes
Word classes or parts of speech, They are devided in to eight classes, such as: noun, pronoun, verb, adjective, adverb, preposition and determiner.
b. Word families It discusses about affixation of a word, such as: prefixes (pre-, de-) and suffixes (-er, -ful).
c. Word formation
d. Multi-word units 1) Phrasal verbs: look, for, look after, wipe off, and throw on and so on.
2) Idioms: famous last word, jack me around.
e. Collocations
Two words are collocates if they occur together with more than chance frequency. Example: this week, once more, once again, as well.
f. Word meaning It discusses about synonym, antonym and homonym 3.
The Importances of Vocabulary
The statements from some experts about the importances of vocabulary can be seen below: According to John Dewey (1910) cited in Efendi (2013:78), vocabulary mastery is critically important because a word is an instrument for thinking about the meanings which is expresses.
In addition, Harmon et al. (2009) in Efendi (2013:78) proposed that learning vocabulary mastery is an important instructional aim for teachersin all content areas in middle grades schools.
From the statements above, it can be concluded that vocabulary mastery is very important in English learning because it becomes basic part that are needed in listening, reading, speaking, and writing.
4. Teaching vocabulary
Teacher must know learners’ strategy. Knowing learners’ strategy, teachers can help students to acquire vocabulary mastery. Mehta (2009) proposed three steps in vocabulary mastery learning:
a. Listening Carefully
Careful listening to the words may be a good option in teaching vocabulary mastery items in a heterogenic classroom. "Let the students hear the word in isolation and in a sentence. If the sounds of the word have been mastered, the students will hear it correctly with two or three repetitions." (Robert Lado: 121) Slow pronunciation without distortion will help. Breaking the word into parts and building up to the whole word will also be helpful.
b. Pronouncing the Word Pronouncing the word enables the students to remember it longer and identify it more readily when they hear or see it.
c. Methods of Grasping the Meaning The teacher should try to get the meaning to the class without using translation. This is not preferable on the ground that translation may or may not provide the meaning of the word accurately and precisely. It is advocated as it enables the class to go without grasping the meaning of a word that they have learned to pronounce rather than to depend upon the translation.
B. Reading 1. Definition of Reading
Reading is an active process. Identifying reading is often connected with the process of reading itself. The process is the interaction between a reader and a text which is normally silent, internal and private (Alderson, 2000: 3). People have their own purposes why they read. It is also more than recognizing words within a sentence; it includes whole ability of thinking process to evaluate the information.
The following are some definitions of reading proposed by some experts.
Reading is one of the language skills which needed to be taught in language classroom. Reading is a process of matching information in a text to internally activated information to interpret what we understand from a text depends what we know previously (Widowson 1979; Carrel and Eisterhold 1983 cited in (Grabe: 1986). Reading is a process of interpreting or understanding the text in term of question that the reader formulates about the text (Smith 1982) in Grabe (1986:28). Reading is selective process that involves partial use of available minimal language cues selected from perceptual input on the basic of readers expectation (Goodman, 1967:108) in Grabe (1986: 26).
In his introduction to Alderson (2000) on assessing reading, Lyle Bachman notes: "Reading through which we can access worlds of ideas and feelings, as well as the knowledge of ages and visions of the future, is at once the most extensively researched and the most enigmatic of the so-called language skills. Alderson (2000) says:
Reading as interactive model as well. The interaction in reading process happens during reading. There are two kinds of interactions which are interaction between the reader and the text and interaction between the reader and the writer. The interaction between the reader and the texts happens when the reader constructs a personal interpretationof the text through recognizing the written symbols. While when the reader tries to get the writer’s intention, the interaction between the reader and the writer is happened. Then, here the reader brings a wide range of background knowledge and number of skills used in comprehending and interpreting a text. (Alderson, 2000: 3) There are many experts who present various definition of reading. According to Dechant (1982: 3) definitions of reading are divided into two major types:
a. Reading as Interpretation of Experience With the first type of reading definition, in which reading is equated with the interpretation of experience generally, we might speak of reading pictures, reading faces, or reading the weather.
Reading is performed whenever one experiences sensory stimulation. On the other hand, the meaning of reading based on this type is the reading readiness program in which experience with concrete object is emphasized, visual and auditory discrimination are stressed and students are required to interpret pictures and conversation. Spencer (1946) as quoted by Dechant, 1982: 4. According to Dechant (1982: 4) reading as interpretation of experience have three implications as followed: a) For both the teacher and studuents who is learning to read.
Teacher must become expert in the abilities of the students in reading. They must understand their students and must be able to identify the personal differences in the students which may lead to achievement differences between students.
b) The teacher needs become expert I reading symptoms of reading c) Another implication is that the teacher must develop expertness in reading causes of reading disability. b. Reading as Interpretation of Graphic Symbols In Dechant (1982: 4-5) there are presented the definition of reading by many experts. Some of them are DeBoer and Dallmann (1960: 19) consider that reading involves the comprehension and interpretation of ideas symbolized by the written or printed page.
According to Bond and Thinker (1967: 22) cited in Dechant (1982: 5) point out that reading involves the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past experience.
2. Reading Process
There are many experts promote the reading processes to find the best way to boost the students vocabulary mastery and reading comprehension. According to Grabe (1986) says:
The reading process must be viewed in at least two ways. First, there is the more linguistically constrained issue is whether different language and their different learning strategies or various universal processes interact differently for optimal processing in different languages. The second issue is whether different culture imposes particular constraint on the development of reading process that affects foreign students reading proficiency in the EFL class. (Grabe, 1986: 29)
According to Fauziati (2010: 40) there are three main phases needed to be followed in reading activity, namely: a. Pre
- – reading : used to prepare students for reading. Activities may serve as preparation to give students the background knowledge
b. Whilst reading : students check their comprehension as they read, to determines the appropriate type and level comprehension.
c. Post
- – reading : post reading activities function as a losing mark for reading class.
3. Purpose of reading
There are six main purpose of reading comprehensive according Grabe ( 2009: 8
- – 10 ). The purpose includes :
a. Reading for information The combination of scanning (identifying a specific graphic form) and skimming (building a simple quick understanding of the text) allows a reader to search information.
b. Reading for quick understanding (skimming) Reading for quick understanding used for variety of other reasons and so may be seen as a superordinate purpose. The readers used skimming when they want to determine what a text is about and whether or not they want to spend more time reading it.
c. Reading to learn Reading to learn is often carried out in academic and professional settings. Reading to learn places more processing demands on the reader because the reader is expected to remember the main ideas and many supporting ideas and be able to recall this information as needed.
e. Reading to evaluate, critique, and use information It often also represents an increased level of demand and a more complex interaction of reading processes.
f. Reading for general comprehension Reading for general comprehension is the most common purpose for reading among fluent readers, and it is the default assumption for the term vocabulary mastery and reading comprehension
4. Developing interest in Reading
Scott (1973) in Dechant (1982: 77), notes that overriding cause of reading failure is lack of attention, withdrawal from the learning task and nonuse of cognitive and perceptual power.
According to Dechant (1982: 77), pupils whose problem is essentially motivational may be helped by awareness of their progress.
The material should also interesting and on the pupils’ instructional level. The teacher may promote interest i reading in the following ways:
a. Develop chart to be placed on the reading table containing pupil made jokes, riddles, statement, an stories b. Provide a wide selection of easy reading materials
c. Guide pupils to books which they can read independently
d. Help each child to find materials of appropriate content and difficulty e. Use book exhibits, book firs, books advertisement, periodicals and bulletins to stimulate interest in reading f. Give children an opportunity to share their reading experiences through book report, panels, or a round table discussion g. Develop a book club or hobby club
h. Introduce the children to the reading topic by illustrating the content with TV, films, and recording i. Provide class time for library reading j. Stay in the background k. Suggest the sport page, magazines, or even the comics for pupils l. Have pupil keep record of the book they have read m. Help pupils to look upon themselves as reader 5.
Principles of Teaching Reading
According to Harmer (2001:70), there are some principles behind the teaching of reading: a. Reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean.
b. Students need to be engaged with what they are reading. As with everything else in lessons, students who are not engaged with the reading text, not actively interested in what they are doing, are less likely to benefit. c. Students should be encouraged to respond to the content of a reading text, not just to the language. It is important to research reading texts for the way they use language, the number of paragraphs they contain and how many times they use relative clauses.
d. Prediction is a major factor in reading. When we read texts in our own language, we frequently have a good idea of the content before we actually read.
e. Match the task to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks, the right kind of questions, engaging and useful puzzle, etc.
f. Good teachers exploit reading texts to the full. They integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for research and later activation.
C. Reading Comprehension 1. Definition of reading comprehension
According to Thorndike (1917) in Dechant (1982: 311), reading comprehension includes correct meanings, the ability to reason one’s way through smaller idea, segments, and the ability to grasp the meaning of a larger unitary idea.
According to Dechant (1982: 312) comprehension is a thinking process; it is thinking through reading.
It is depending on the learner’s basic knowledge such as their background experience (vocabulary mastery, knowledge, concepts and ideas) and their language skill (knowledge of morphology, syntax and grammar). The readers use their thinking and verbal reasoning skill to read for main ideas, for details, for organization, for evaluation and appreciation.
Klingner, Vaughn and Broadman (2007: 8) say that reading comprehension is a process of interaction between readers and what they bring to the text, such as their prior or background knowledge and strategy use. This process also includes the variables related to the text, for example the readers’ interest of the texts and their understanding of the genres of the texts. It means that what the readers learn and how they respond and comprehend the text is individualistic. The process of constructing meaning depends on the individual competencies, such as experience and how to interpret the text.
From the statement above the writer concludes that reading comprehension is the process of communication among reader and writer through a text in order to grasp idea and information accurately.
2. Basic of reading comprehension
According to Klingner, Vaughn and Broadman (2007: 9-11), reading comprehension consist of five basic comprehension processes.
These processes work together simultaneously and complement one another, there are: a. Micro Process
Micro process it happen within individual sentences. It is the ability to remember details idea of a text that carries meaning.
b. integrative processes It is the process of understanding and inferring the relationships among clauses to make connection across sentences.
c. Macro processes Macro process is the ability to organize ideas in a coherent way.
These processes can be done through selecting the most important information to remember and delete relatively less important details.
d. Elaborative processes These processes connect the information provided inthe text to the prior or background knowledge.