school policy. Some students still get 50 or 55 for the score; meanwhile the criterion of minimum completeness KKM is 60.
Second category related about the difficulties faced by students in reading comprehension. The teacher said that the students in Gita
Kirtti Senior High School still cannot understand the reading text. They cannot answer some questions related about comprehension of
reading texts, some students did not understand to convey the meaning of word by word. Students have no enough background
knowledge about the text, so that it will difficult for students to understand the content of the texts. Next, the class was also noisy and
some students did not keep attention when teacher given the teaching material. That is the difficulty and weakness that the students have in
reading. Third category was about the strategies implemented by the
teacher in teaching reading. At the previous strategies, the teacher gave the reading text to the students and asked them to read the text
loudly. Next she asked students to translate some unfamiliar vocabularies into Bahasa Indonesia and finally the teacher asked
students to answer the questions following the text. This strategy still cannot help students to improve their reading comprehension. It is
proved by the low score that some students still have, 50-55, and under the criterion of KKM, that is 60. The teacher suggested the
writer to implement technique that can build background knowledge and make students interest in reading text
b. Data from Interview of the Students
Besides having an interview with the teacher, the writer also had an interview with the students. The writer chose 2 of 20 students by
random to be interviewed. Here the writer asked to the students several questions about English teaching learning process at Gita
Kirtti Senior High School. The writer asked students about their difficulties in learning English, especially in reading. One of them
said that she could identify the characters, understand the material, find the specific information, and answer some questions according
the texts. Meanwhile, one of them felt that reading is quite difficult to master. She said that she had little interest to read and she had
difficult to identify what the content of the text about. She also did not have enough knowledge in general view of the reading texts, students
said that the text is not interesting enough to be read. Because of those reasons, she had difficulties in answering some questions. Besides
that, the teacher’s teaching techniques did not make students comprehend the reading text. Consequently, their reading
comprehension is low.
2. Data from the Observation
Based on the observation conducted by the writer on April 2013, it was known that in general, during the teaching learning process in the
classroom, 80 of the reading activities were done by the teacher. Hence, there was less opportunity for students to be active in the classroom. After
teacher gave reading text, the teacher read the text aloud and asked students to follow her. Some students followed her but some students did
not. Then, the teacher gave instruction for students to translate the text into Bahasa Indonesia. Next, the students were asked to answer questions
related to the texts and find some information. While the teacher explained the lesson in front of the classroom, the
students paid attention, however some of them were busy with their mobile phones and chair mate. Texting, chatting, and any other activities
sometimes they did while the teacher explained the lesson.Therefore, when the teacher finished explaining and asked the students the purpose,
