INCREASING STUDENT’S READING SKILL USING SQ3R (SURVEY QUESTION READ RECITE REVIEW) METHOD AT THE SECOND YEAR STUDENTS OF MTS N NGABLAK, MAGELANG 20122013 (A Classroom Action Research of the Second Grade Students of MTs N Ngablak in the Academic Year of 20

  

INCREASING STUDENT’S READING SKILL USING SQ3R

(SURVEY QUESTION READ RECITE REVIEW) METHOD AT

THE SECOND YEAR STUDENTS OF MTS N NGABLAK,

MAGELANG 2012/2013

  

(A Classroom Action Research of the Second Grade Students of

MTs N Ngablak in the Academic Year of 2012/2013)

GRADUATING PAPER

  

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Department of Teacher Training and Education

Faculty

  

State Intitute for Islamic Studies (IAIN) Salatiga

By:

  

SOLECHAH

11307071

ENGLISH EDUCATION DEPARTMENT OF TEACHER

TRAINING AND EDUCATION FACULTYSTATE INTITUTE

  

FOR ISLAMIC STUDIES (IAIN) SALATIGA

2015

  

DECLARATION

ميحرلا نمحرلا الله مسب

  

“In The Name of Allah the Most Gracious and the Most Merciful”

  Hereby the writer declares that this graduating paper is made by the writer herself, and it does not contain materials which has been written and published by other people and other people‟s ideas except the information from the references.

  The writer is capable to be responsible for her graduating paper if in the future, it can be proved of containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.

  Thus, the declaration is made by the writer and she hopes that this declaration can be understood well.

  th

  Salatiga, February 25 , 2015 The Writer, Solechah 11307071

MINISTRY OF RELIGIOUS AFFAIRS STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. Tentara Pelajar 02 Tlp (0298) 323433 Fax 323433 Salatiga 50731 th

  Salatiga, February 25 , 2015

  Mashlihatul Umami, M. A

  The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga ATTENTIVE COUNSELOR NOTE Case :

  Solechah’s Graduating Paper

  Dear Dean of Teacher Training and Education Faculty Assalamu’alaikum, Wr.Wb.

  After reading and correcting Solechah‟s graduating paper entitled “Increasing

  

Students’ Reading Skill Using SQ3R (Survey Question Read Recite Review)

Method At the Second Year Students of MTs N Ngablak, Magelang

2012/2013 (A Classroom Action Research of the Second Grade Students of

MTs N Ngablak in the Academic Year of 2012/2013)

  .” I would like to propose that this paper can be accepted by the Teacher Training and Education Faculty. I hope this graduating paper can be examined as soon as possible.

  Wassalamu’alaikum, Wr.Wb.

  Counselor

  Mashlihatul Umami, M. A

  NIP. 19800513 200312 2 003

GRADUATING PAPER

  

INCREASING STUDENT’S READING SKILL USING SQ3R (SURVEY

QUESTION READ RECITE REVIEW) METHOD AT THE SECOND

YEAR STUDENTS OF MTS N NGABLAK, MAGELANG 2012/2013

(A Classroom Action Research of the Second Grade Students of MTs N

  

Ngablak in the Academic Year of 2012/2013)

WRITTEN BY:

SOLECHAH

  

11307071

  Has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  th

  (IAIN) Salatiga on April 15 , 2015 and hereby considered to completely fulfill the requirement for the degree of Sarjana Pendidikan Islam (S.Pd.I) in English and Education.

  Boards of examiners, Head : Rr. Dewi Wahyu Mustikasari, M.Pd.

  Secretary : Mashlihatul Umami, M.A

  st 1 Examiner : Setia Rini, M. Pd. nd 2 Examiner : Ari Setiawan, S.Pd.,M.M. th

  Salatiga, 15 April 2015 Dean of Teacher Training and Education Faculty Suwardi, S.Pd,.M.Pd.

  NIP. 19670121 199903 1 002

  MOTTO

The worlds are full of jewelries; but the most

beautiful jewelries are sholihah women.

  

(HR. Muslim)

  

DEDICATION

This research paper is wholly dedicated to:

The Greatest Ones Allah SWT

  

My beloved father and mother

My beloved son and daughter

My beloved brother and sister

All of my relatives and friends

  

ACKNOWLEDGEMENT

Assalamu’alaikum wr.wb.

  Alhamdulillahirobbil‟alamin, praised be to Allah SWT, the owner of this universe, the most merciful who gives a million blessings, miracles and uncountables gifts to the writer, so she can accomplish her research paper entitled “Increasing Student‟s Reading Skill Using SQ3R (Survey Question Read Recite Review) Method At The Second Year Students Of MTs N Ngablak, Magelang 2012/2013 (A Classroom Action Research of the Second Grade Students of MTs N Ngablak in the Academic Year of 2012/2013

  )” as the requirement for getting

  bachelor degree of education in English Department of Educational Faculty State Institute of Islamic Studies.

  Peace is upon Muhammad, the last Massager of Allah SWT, who will be hero for all his followers in the life after. The writer reliazes that this research paper would never been possible without other people‟s help, so that the writer would like to thank to the people who have supported her personally and professionally over the years and during the making of this research paper, they are:

  1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of IAIN Salatiga.

  2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty of IAIN Salatiga.

  3. Noor Malihah, P.Hd., as the Head of English Education Department of IAIN Salatiga.

  4. Mashlihatul Umami, M. A, as the Counselor who has given a valuable guidance and suggestion during the completion of this research paper. She prays that Allah will repay all his kindnesses, 5. All of the lecturers of English Department thank for precious knowledge given to her.

  6. Her dearest father H. S Suyat and mother Sri Siyem. Who gives unconditional love to the writer. She thanks for all sacrificing, praying, motivation, inspiration, and everything given to the writer.

  7. My child Lailiya Isna F and Wildan Arsyad Abida, you give spirit for Mom.

  8. Her beloved friends Fitri Ariyani, Fitri Fauziah (Jemz), Ulfa, Mr. Hendi Susanto. Thank for giving her support. Thank for laugh and the days we have shared together, for love and special moment that we have,

  9. Drs. H. Ahmad Zaeni RB, M.Pd., as Head master of MTs N Ngablak.

  10. Mr. Pamardi, M.Pd., as English Teacher in MTs N Ngablak, thanks for your help and support in teaching learning process,

  11. The students in VII A , thanks for your participant in the classroom.

  12. All person, who can not be mentioned one by one, thank for everything.

  Deep down on the writer‟s heart, she realized that this research paper is so far from being perfect. The writer invites comments and suggestion from the readers for the betterment of this research paper. Hopefully, this research paper will be useful for those who are interested in investigating the conjunction.

  Wassalamu’alaikum wr.wb.

  Salatiga, Solechah

  11307071

  ABSTRACT Solechah. 2013.

  “INCREASING STUDENTS’ READING SKILL USING

  SQ3R (SURVEY QUESTION READ RECITE REVIEW) METHOD AT THE SECOND YEAR STUDENTS OF MTs N NGABLAK, MAGELANG 2012/2013 (A Classroom Action Research of the Second Grade Students of MTs N Ngablak in the Academic Year of 2012/2013)

  ”. A Graduaring Paper. Educational Faculty. English Department. State Institute of Islamic Studies (STAIN). Consultant: Mashlihatul Umami, S. Pd. I, M. A .

  

Keywords: SQ3R (Survey Question Read Recite Review) method and reading

skill.

  This research is aimed to improve the students‟ reading skill through SQ3R (Survey Question Read Recite Review) method. This research analyze how is the procedures of the SQ3R (Survey Question Read recite Review) method improving the students‟ reading skill, whether the use of SQ3R (Survey Question Read Recite Review) method can improve the students‟ reading skill or not, and how far is the implement ation of the students‟ reading skill of students of the second grade of MTs N NGABLAK 2012 through SQ3R (Survey Question read Recite Review) method. Thirty four students of the second grade of MTs N NGABLAK 2012/2013 were taught by using SQ3R (Survey Question Read Recite Review) method to improve their reading skill. The methodology of this research used Classroom Action Research (CAR). There were three cycles to give the students more opportunities to improve their understanding about how to reconstruct and comprehend the passage well and effectively in reads. The results show that the students‟ reading skill improves significantly. The T-calculation results shows that the T-calculation of cycle I is 2,80, cycle II is 3, 80, and cycle III is 4, 33.

  TABLE OF CONTENT

  TITLE ................................................................................................................ i DECLARATION ............................................................................................... ii ATTENTIVE COUNSELOR NOTES ............................................................... iii STATEMENT OF CERTIFICATION ............................................................... iv MOTTO ............................................................................................................. v DEDICATION

  ………………………………………………………………… vi ABSTRACT

  …………………………………………………………………... vii ACKNOWLEDGMENT .................................................................................... viii TABLE OF CONTENT ..................................................................................... xii

  CHAPTER I INTRODUCTION A. Background of the Study ........

  …………..…………………. 1 B. Problem of the Research .........

  …………………………….. 5 C. Objective of the Study ............ …………………………….. 6 D. Benefit of the Study........... ………………………………… 6

  E. Definition of the Key Terms ……………………………… 7 F. Review of Preview Research ..........

  ……………………….. 8

  G. Organization of Graduating Paper ......................................... 9

  CHAPTER II LITERATURE REVIEW A. Reading Skill ...............

  ………………………………......... 11 1. Definition of Reading Skill ……………….................... 11 2. Reading Aspect to Improve Reading Skill …………..... 13 3. Acquisition and Use of Reading Skill ....... ..............….. 16 4. Reading s a Language Skill ............................................ 17 5. Types of Reading Skill ........... ………………………… 18 6. Strategies to Read ........................................................... 19 7. Extensive Reading and Intensive Reading .................... 21 8. Indicators of Student‟s Reading Skill ........................... 22

  B. SQ3R (Survey Question Read Recite Review) ...................... 24

  1. Definition of SQ3R (Survey Question Read Recite Review) ........................................................................................... 24 2. Development of SQ3R (Survey Question Read Recite

  Review) ………………………….................................. 26 3.

  Step in the SQ3R (Survey question Read Recite Review) …………………............................................................. 27

  CHAPTER III RESEARCH METHODOLOGY A. General Description of MTs N Ngablak ...

  ……………...... 30 1. The History of School MTs N Ngablak ……………… 30 2. The Profile of MTs N Ngablak ……………………….. 30

  B. Situation of Educational Facilities and Tools …………....... 31

  C. Profile of The Teacher ........................................................... 32

  D. Description of Students in Mts N Ngablak ............................ 35

  E. Organization Chart ................................................................. 36

  F. Students Activity .................................................................... 37

  G. Research Method ................................................................... 37

  1. Method of the Research ................................................. 37

  2. Steps of the Reseacrh ....................................................... 39

  3. Method of Collecting Data ............................................... 41

  4. Technique of Data Analysis ............................................ 41

  CHAPTER IV THE IMPLEMENTATION OF RESEARCH A. Cycle I ........................................

  ………………………….. 43 B. Cycle II ........................................................

  ………………. 49 C. Cycle III ................................................... …………………. 55

  D. Discussion ............................................................................. 66

  CHAPTER V CLOSURE

  A. Conclusion …………………………………………………. 64

  B. Suggestion …………………………………………… ……. 65

  References Appendixes

  

LIST OF TABLES Table 3. 1 Educational Facilities and Tools in MTs N Ngablak

  31 Table 3.2 List Of Teachers in MTs N Ngablak

  32 Table 3. 3 The Name of Sample

  22 Table 4.1 The result of pre test and post test cycle I

  46 Table 4.2 The result of pre test and post test cycle II

  53 Table 4.3 The result of pre test and post test cycle III

  58 Table. 4.4

  The Mean of Students’ Scores

  61 Chart. 4.1 The Mean and T-

  calculation of Students’ Score

  62 CHAPTER I

INTRODUCTION A.

   Background of Problem

  Reading is a physical and mental activity. By reading, the information and knowledge useful for life can be obtained. That is the main motivation to encourage the growth of interest in reading. If the interest in reading has grown and evolved, then the habit of reading will develop too (Iskandar, 2008: 17). It should be applied to all learners, especially in language learning to develop their ability in other language competence. For example the university students of English department that should develop their academic knowledge and language skills, both written and spoken; one of the efforts by reading articles or academic books in English.

  Reading is a language process. People interact with one another through speech and writing, through listening and reading. Listening is the other half of talking, and reading is the other half of writing (Detchant, 1982: 39). According to Dalmann, the interrelationship between reading and the other language arts is so close and significant that learning to read is greatly affected by other facets of the language arts (1960: 14).

  Language is one of the subjects taught at school. People learn many Languages to communicate with people from other countries. It is a vital area of study for a better understanding of us. Learning language especially English is a window outside the world. It has an important role in all aspects of human life such as in science, technology, education and economics. From this reason, the government of Indonesia decides that English is the first foreign language to put in the school curriculum. English as a subject matter in school covers the four basic language skill namely speaking, listening, reading and writing.

  Reading, one of the language skills, is a complex language skill. It is such kind of activity to comprehend the writer's ideas or the way the writer communicates with the readers by way of the written or printed words. Reading is important for everybody in order to cope with new knowledge in the changing world of technological age. The existence of the importance of reading will hopefully continue to increase in the years to come. Nevertheless, there are still some people who never have much initial interest or lasting interest in book and readings, so they cannot access reading activities and reading programs.

  Because mastering reading is important, English teacher should prepare her or his students to be competent in reading. To do this in teaching reading, teachers have to be able to make interesting materials for the students in the process of teaching and they have to know how to apply it. The teacher should reach the students attention and make them creative and active. To reach a good achievement in reading comprehension, the students need more time to practice it. A good achievement in reading helps the students achieve the ability of other aspects of English language such as good speaking, enriching students‟ vocabulary and ideas. A good reading will improve the student‟s ability in gathering ideas to communicate. However, sometimes the language learners have difficulties in reading comprehension. So, they have the same problems in learning English especially in reading comprehension. The problems may arise from the learners, teacher and the facilities.

  The problems faced by the students in reading skill are caused by the language, the facilities, the reading strategies, and the students motivate.

  Learners problem is usually in mastering vocabularies. English and Indonesian language are different. There is no guarantee that the students who have good understanding of Indonesian text will have good understanding of English text. The other reason is students can not increase their knowledge in reading skill if they have limited facilities. It is also the problem usually faced by the student, the facilities do not support them to increase their skill in reading achievement. The last is the mastery reading strategies. It is an important aspect which influences the skill of the students in comprehending the reading text . The strategies that should be mastered are, (1) previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection, (2) predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension, (3) skimming and scanning, (4) guessing from context using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up, (5) paraphrasing: stopping the end of a section to check comprehension by restating the information and ideas in the text.

  Mastering the skills is quite difficult. As a matter of fact the student‟s ability in applying the skills helps them understand the English reading text easier. Student often get various problems in mastering the skills, just like in the second year students of MTs N Ngablak, in which sometimes the students get difficulty in understanding the text. However, the teacher does not know that the skill is the source of the student‟s problems. To know the student‟s problems, in reading skill, the writer uses test as her instrument. So, the student‟s difficulties becomes the reason of the writer‟s interests.

  The result of the teaching and learning process in the second year of MTs N Ngablak is still not as good as it is expected. It can be seen from their grade. It happens because they face several problems when learning reading.

  The students usually face unfamiliar words, grammar, lacks of vocabulary (they often open the dictionary), they are unable to translate meaning in phrase instead of word by word, students have poor concentration on English subject and most of them have lack of prior knowledge so they hardly understand the topic of the subject.

  All the problems mentioned above happens because the students think that English subject is difficult, hard to study and some of them are still unfamiliar with the language. The problems can be solved with SQ3R (Survey Question Read Recite Review) method. Students learn more effectively when they already know something about a content area and when conceps in that area mean something to them and to their particular background or culture, therefore, teacher needs to activate students prior knowledge by asking them several questions related to the topic, and they are to teach to cultivate their vocabulary by making word web. Furthermore,teaching for comprehension, is done by reading together and discussing how they understand what is written. Repeated reading is effective also to improve reading competence. And the last, verify reding strategies and evaluate progress are considering the role of motivation and select appropriate materials.

  Based on the background above, the writer wants to know the student‟s ability in reading achievement and the problems faced by the second year students in reading skill for the best result of the teaching. Reading test is used to be a base together with the knowledge about the technique, theory, and evaluation of the teaching. The result of research can be used as an input in teaching learning process especially in teaching reading. Therefore, the writer is interested in conducting a research entitled “ Increasing Students‟ Reading Skill Using SQ3R (Survey Question Read Recite Review) Method At the Second Year Students of MTs N Ngablak, Magelang 2012/2013.

B. Problem of Research

  Based on the above phenomenon, this research is aimed at giving answers on the following problems:

1. How is the implementation of “SQ3R (Survey Question Read Recite

  Review)” to improve students‟ reading skill? 2.

   Does “SQ3R (Survey Question Read Recite Review) ” improve the

  students‟ reading skill? 3.

   How far is the improvement of SQ3R (Survey Question Read Recite

  Review) method in improving student reading skill? C.

   Objectives of the Research

  1. To describe the implementation of SQ3R(Survey Question Read Recite Review) to the second year student of MTs N Ngablak.

  2. To see whether SQ3R (Survey Question Read Recite Review) can improve students reading skill or not..

  3. To find out how far the improvement of student reading skill after using SQ3R(Survey Question Read Recite Review) method.

D. Benefits of the Research

  The significant of the reseacher are: 1. To the teacher

  The possitive result of this research will support the teacher to motivate the students in reading, which is useful for their future like.

2. To the students

  The students will be fully aware that reading achievement ability is very important to improve their knowledge.

E. Definition of Key Terms 1. Reading

  Reading is one of the four language skills which have the main roles in learning language. There are many definitions of reading that are stated by experts Reinking and Scheiner in define reading is an active cognitive process of interesting with print and monitoring comprehension to establish meaning.

  Reading is the culminating act of the communicative process, initiated by the thoughts of the writer and expressed through the signs or symbols on the printed page ( Detchant, 1982:36) . English is an international language that usually is used by people around the world as union language. Intensity is state or quality being intense strength and depth ( Hornby, 1942: 444).

2. The SQ3R (Survey Question Read Recite Review) method

  SQ3R (Survey Question Read Recite Review) is the teaching technique which is used to help students to become an active reader. SQ3R actually is an abbreviation that stand for S:Survey, Q: Question, R: Read, R: Recite, R: Review. It is proposed by Francis P. Robinson.

F. Review of Preview Research

  The writer takes review of related literature from other thesis as principle or comparative in this research.

  The first one has been done by Susiani (1230400) entitled

  “THE USE OF MIND-MAPPING TO IMPROVE ENGLISH ACHIEVEMENT ON READING OF THE SECOND YEAR STUDENTS OF MTS AL-ITTIHAD PABELAN IN THE ACADEMIC YEAR OF 2008/200.” In this thesis, he analyzed the teaching learning process at class, the students, motivation, and interest after using mind mapping method, and the result of the students achievement after using that method.

  The second is done by Westi Arlini (11306020) entitled “THE USE OF PUZZLE TO VOCABULARY MASTERY AT THE SECOND YEAR STUDENT OF MTsN 2 BANJARNEGARA IN THE ACADEMIC YEAR 2009/2010.” He analyzed teaching learning process using puzzle to vocabulary mastery.

  The third, previous research is done by Ahmad Muntaha Al Hasan, a student of State Institute of Islamic Studies in the academic year 2009, entitle “The Use of Internet to Reading Mastery of the second year of SLTP Alternatif Qoryah Toyyibah Kalibening Salatiga in the academic year of 2008/ 2009”. In this thesis, he analyzed the improvement of students‟ reading mastery using internet.

G. Organization of Graduating Paper

  In this section, the writer would like to discuss some terms in chapter I into chapter V as follows: Chapter I : Introduction consists of background of the problem, limitation of the problem, problem of the research, objective of the research, benefit of the research, definition of the key terms, review of preview reseacher, hypothesis, and thesis organization

  Chapter II: Therotrical Framework consists of the definition of SQ3R, development of SQ3R method, step in the SQ3R method, definition of reading, the important aspects to improve reading skill, acquisition and use of reading skill, reading as language skill, strategies to read, extensive reading and intensive reading.

  Chapter III Data of Research consists of the general description of MTs N Ngablak, the situation of educational facilities and tools, the profile of the teacher, the profile of the student. Chapter IV: Research Methodology consists of method of research, data analysis, arithmatical calculation, result of the research. Chapter V: Closure consists of conclusion and suggestion. The last part is bibliography and appendix.

CHAPTER II LITERATURE REVIEW A. Reading Skill 1. Definition of Reading The definition of reading according to some specially to some

  specialist as follows: reading is defined as a language process of bringing and getting from printed or writing material (Marry, 1994:19).

  Reading is defined as a language process requiring the understanding of written languange (Arthur, 1981:50) Reading is no a simple mechanical skill, nor is it a narrow scholastic tool. Property cultivated, it is essentially a throughful process.

  It should be developed as a complex organization of patterns of higher mental processes (Artur, 1949:3).

  Reading is an act of communication in which information is transferred from a transmitter to a receiver (Smith, 1971:12).

  Reading is a verbal process interrelated with thinking and with all other communication abilities listening, speaking, and writing.

  Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author (Hittleman, 1978:5).

  Reading is a complex process, so intricate that in spite of many scholarly efforts it has defied total analysis. However, recognition of some of the known specific skills that the efficient reader needs of reading. For example, it is of value to break down general comprehension into specific skills that constitude it. It is necessary to inquire how well the child is able to grasp the general meaning of a passage, how well learner can follow directions, how well learner can interpret maps, graphs, and tables; how well learner can organize what learner reads and classify ideas, how well learner can visualize what learner reads, and how well learner can locateinformation.

  A single reading skill, although a very important one, well ilustrates the complexcity of reading. Any teacher when under stakes to cultivates, for example, childern‟s critical discrimination in reading finds that learner is dealing with a whole cluster of abilities that often need special attention. Among these are classifying idea, distinguishing between fact and fancy, establishing cause and effect relationship, making generalizations, interpreting idiomatic and figurative language, making inferences, recognizing emotional reactions and motives, judging relevancy, and drawing general conclusions.

  Recognizing that reading is a complex of many specific abilities should not, however, keep the teacher from an answernes of a holistic nature of reading. While specific attention may often need to be directed to specific skills, as a rule, the procedure to be emphasized is not practice on isolated skills but acquisition of the skills concurrently in the totality of the reading act as far as the learner can profit from it.

1. The Important Aspects to Improve Reading Skill

  To reach the reading comprehension, there are elements that are important to growth in reading comprehension physical as health, mental health, and intelligence, maturity background of experience, role of the learner, and role of the teacher (Dallman, 1982: 27).

  a.

  Physical Health The physical health is essential in the learning process nervous tension and even can reduce enjoyment and interest in reading.

  To provide the health of healthful physical environment, it must be takeover of rest and exercise, the function part of body it‟s foundation necessary, sight receive of an images of an object. The learner who has low sight they will get difficulties in reading the low sight they will get the target in the reading. Teacher‟s focus to the students that has problem with eye and focus on how is the way to read well.

  b.

  Hearing Learner who suffers from hearing is at a district disadvantage of losing the oral expl anation from the teacher‟s oral explanation. The sharp of auditory is necessary in the process of learning to read.

  Hearing loss may be no more common among poor readers than among good readers. Generally, the method of learning, in the early phase depends on the oral explanation by teacher. So that, the learner who has low hearing will reduce than those hearing.

  c.

  Speech

  Normal speech development is an advantage in early reading instruction. The learner with a speech obstacle the teacher of reading has to identify the difficulties and realize that students with a speech obstacle may not be able to produce correctly the sound products.

  Informal speech development, it‟s the answer to reduce that obtacles.

  Learner who has speech obstacle will get difficulties and will be distressed when reading loud voice and he may get stress usually when the learner will read will load voice even do not when to read.

  d.

  Mental health Safe feeling is the basic development in the growth in reading self confidence is basic to perform better in any actifity. An feeling of successful performance and a strong desire to achieve this may cannot, learn up to capacity, in reading or in anything else. May case used by anxietes, frustation and the sense of failure. To create students be accepted and respected effort is help it.

  To get successful in the process of learning to read, teachers must know the learner capabilities, teachers need to set reading program to improve the capacity of reading of the learner to comprehend better what they read, to read more advanced materials.

  e.

  Intelligence Intelligences and reading ability have the close relation. The cultural background and environment are likely to effect between reading and intelligence test. The correlation between intelligences test it‟s closely related to the ability to read.

  The students‟ intelligence may be unclear in early stage of learning, to read than later. There are many students who are slow to find the target of reading. Teachers must support them to reach their aims in reading.

  f.

  Maturity Age should be taken into consideration in the planning reading of program for the students. It is a matter of dispute, that physical maturity is necessary and usually a characteristic that does not influence the learning process in reading.

  g.

  Background of experience Acquiring meaning is related to previous experience of the students. The experience related to other words and ideals in the sentence.

  h.

  Attitude the students It is conncted with students‟ interest in reading and motivation in reading. The factor of good motivation is a principal importance and should be the teachet‟s duty to provide or help the students reach their goal.

  Activities will show new experience in the capabilities of reading interest and reading comprehension. i.

  Attitude of The Teacher Teacher is the most important role in reading program. Such reading material, reading curriculum, the teachers successful in reading must be considered to achieve the effective ways of teaching reading and his teaching accordingly.

2. Acquisition and Use of Reading Skill

  The omission thus far of much attention to the specific skills involved in the act of reading itself has been intentional. We believe that because so much of formal reading instruction has stressed the mechanical skills of word recognition and comprehension, a heavy emphasis on the background factors in reading growth in necessary. Nevertheles, no consideration of the development of reading competence would be complete without careful attention to the matter of specific reading skills.

  Some childern acquire the necessary skills without formal instruction. Given the various condition described earlier in this chapter and environment that is in every respect conduvtive to reading growth., they learn from the beginning to get meaning from the printed page and almost unconsciously develope the habits of word recognition and comprehension of sentences and lorger units. For such childern drills can be more harmful than helpful.

  Most childern, however, can be materially aided by specific instruction in reading skills. They can make more rapid improvement if they can be shown how to recognize letters; how to discover familiar structural elements in the longer unfamiliar words; how to use contexc clues; how to note details ; how to find the main idea of a longer passage; how to compare, evaluate, and visualize the author‟s intended message; how to lacate and utilize needed information; how to follow printed directions; how to adapt rates of reading both to the nature of the material read and to the purpose of the reader. These skills can be learned through guided practice. In no case must there be neglect of either the factor of interest or the factor of skill in reading. Fortunately the two can go hand in hand since skill development is effected favorably by motivation. The child who recognizes the need for acquiring skill is more likely to attain his goal than the one who lacks purpose for learning it (Dallman, 1982:38).

  3. Reading as a Language Skill

  English are consist of four basic skills. One of the are reading skill. Reading is a skill which must be developed by means of extensive and continual practice. Students lear to read and to read better by reading.

  Reading is useful for other purposes too: any exposure to English (provide students understand it more or less) is a good thing for language students. At the very least, some of the language sticks in their minds as part of the process of language acquisition, and if the reading text is especially interesting and engaginng, acquisition is likely to be even more succes

  4. Types of Reading Skill

  Reading skill can be devided into four types namely: a.

  Perspective. In keeping with the set of categories specified for listening comprehension, similiar specifications are offered here, except with some differing technology to capture the uniquenes of reading. Perspective reading tasks involve attending to the components of larger streches of discourse: letters, words, punctuation, and other graphemic symbols. Bottom-up processing is implied.

  b.

  Selective. This category is largery an artifact of assesment formats.

  In order to as certain one‟s reading recognition of lexical, grammatical, ordiscourse of language within a very short strech of language, certain typical tasks are used: picture-cued tasks, matching, true/false, multiple choice, essay, etc. Stimuli include sentences, brief paragraphs, and simple charts ang graphs. Brief responses are intended as well. A combination of bottom-up and top-down processing many be used.

  c.

  Interactive. Included among interactive reading types are streches of language of several paragraps to one page or more in which the reader must, in a psycholinguistic science, interact with the text. That is, reading a process of negotiating meaning; the reader brings to the text a set of schemata for understanding it, an in-take is the product of that interaction. Typical genres that lend themselves to interactive read (Brown, 2003:189-190).

5. Strategies to Read

  The students need to read effective by get ease so that they can reach the goal of reading well. Learner must decide reading goal, because will help learners to reach the aims of far instance skimming or scanning (Djiwandono, 2002:76).

  There are three activities in reading, before reading, while reading and after reading. In the first step or before reading, learner should arrange the question about the main idea and the answer in the while reading. Activities after reading is use to know, what that questions are answered well. This way is suitable to the learner who is studying to big knowledge.

  Effective‟s ways to read vastly to get the new information in the target vastly in reading, skimming and scanning is solution. Skimming is the act to take essance from the object. Skimming in reading is look for the essence in the texts such as main idea and the essence from the text with.

  Skimming and scanning is really a measure of the child‟s ability to preview. It is not a skill that is normally taught so early in the school career, since it is one of the many study skills. Furthermore, skimming and scanning is a speed reading skill which must be preceded by previewing, finding main ideas and details at least before most students (of any age and level) are ready to handle it. They are more useful in most nonfictional reading, aspecially in the intermediate grades and above. Also the material for this subtest (on whaling) is written in small type, long sentences, and at a high reading level, at least sixth or even seventh grade level. But this test is for intermediate (elementary) students. Although the students are directed not to read it carefully most students will read some of it, since most of them do not know how to read with speed, nor do they know how to skim and scan. In fact, they do not need to know this skills until they have mastered other of the study skills. This subtest is totally inappropriate for all of these reasons. If you use this test, I would urge you to ignore this subtest. Most students below the top 5 or 10% will do poorly (Howard,1980:73).

6. Extensive Reading and Intensive Reading

  Students need to be involved both extensive and intensive reading to get maximum on their reading.

1. Extensive reading program

  Extensive reading program for development of learner word recognitions such appropriate materials, guidance, task and facilities.

  a.

  Extensive reading material Extensive reading material should be in the fundamental condition because students should read the reading material which they can mastery. There are struggle to understand every word; they can hardly be reading for pleasure. For the case teacher should be provides books which improve their reading.

  b.

  Setting up a library

  Library with suitable book is necessary; library will not have been wasted if the students take part in extensive reading program.

  c.

  The role of teacher Teacher roles are crucial because most of learner will not do a lot of extensive reading by themselves. May the teacher need to promote reading, persuade students of its benefit.

  d.

  Extensive reading task To rich the goal of reading the students should be report task on their reading in a number ways so that teacher should be prompt students to keep in reading.

  e.

  Intensive reading and the role of teacher The teacher needs to tell exactly what the reading purpose is giving the learner instruction how to achieve it.

  Teacher observes learner progress in reading, Give learner the task. Teacher may lead a feedback session to check that they have complete the task successfully and always ask to say where in the text founded in learner‟s answer (Harmer, 1998:110-113).