Submitted to the Board Examiners as a Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF READING RACE GAME TO IMPROVE THE STUDENTS ’S READING SKILL AT EIGHTH GRADE OF MTs RAUDLATUDDIN SALAMKANCI BANDONGAN MAGELANG
IN THE ACADEMIC YEAR OF 2016/2017 A GRADUATING PAPER Submitted to the Board Examiners as a Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan (S.Pd) of English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga BY: EKA OKTAVIANI 113-12-101 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2016
MOTTO
“bissmillah try to be useful for other”
“Success needs a struggle”
( EkaOktaviani )
DEDICATION
This graduating paper is sincerely dedicated for:
1. My beloved parents, my mother (Suratmi) and my father (Amin) who always pray, guide, motivate me to become useful person. They are my hero, thanks for all generosity, finance, and encouragement, and also thanks for your love, trust, and everlasting praying. Allah bless you mom and dad.
2. My beloved future husband (Rudiantoro), my btother( MiftahulIlmi) who always pray, motivate and support me.Thanks for your kindness, support, and prayer and everything that you gave for me.
3. My big Family RaudlatuddinSalamaknciMagelang who always pray and support me.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim ,In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this study as one of requirement to finish study in English and Education Department of States Institute for Islamic Studies.
This graduating paper would not have been completed without support, guidance and guidance from individual and institution. Therefore, the writer would like to express special thanks to:
1. Dr. RahmatHariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga, thanks for the time I spend for studying in IAIN Salatiga.
2. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thank for all her suggestions, recommendations and supports for this graduating paper from the beginning until the end.
3. Maslihatul Umami, S.Pd.I, M.A. as counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for his patience and care.
4. All lecturers in English Department Faculty of IAINSalatiga. Thanks for all guidance, knowledge, support, and etc.
5. My beloved mother (Suratmi), father (Amin), and all his family. Thanks for love, support, and praying.
6. My beloved future husband (Rudiantoro), brother ( MiftahulIlmi), sister (Puput Tri Arsita) Thanks for love, support, and praying.
7. My big family of MI RaudlatuddinSalamkanciMagelang thanks very much for your support and praying.
8. All of my friends TBI ‘12.
9. My new Family KKN Pengarengan 1 ( PakCariksekeluarga, Miftah, Didin, Syaifudin, Rochanah, Masruroh, Auliadina, and Alfi ) thank for your support.
10. All of staffs who help the writer in processing of thesis administration.
11. Everybody who has helped me in finishing this thesis. Thanks for all supports, advice, suggestion and other helps that they all give. I hopes that this study will be useful for everyone.
Salatiga, 8
th
September 2016 The writer EkaOktaviani 113-12-101
ABSTRACT
Eka Oktaviani.2016.The Use of Reading Race Ga
me to Improve Students’ Reading
Skill at Eighth Grade of MTs Raudlatuddin Salamkanci Bandongan Magelang in the
Academic Year of 2016/2017. A Graduating Paper.Teacher Training and Education
Faculty. English Education Department.State Institute of Islamic Studies (IAIN).Counselor:Mashlihatul Umami, S. Pd.I, M.A.
Keyword:Reading Skill, Reading Race Game
This Research is aimed to improve the students‘ reading skill through Reading Race Gam. This research has three objectives of the study are 1) how is the implementation of Reading Race Game to improve students‘ reading skill? 2) how far is the i mprovement of the students‘ reading skill of the eighth grade students of MTs Raudlatuddin Salamkanci Bandongan Magelang?. This research was conducted at MTs Raudlatuddin salamkanci Bandongan Magelang in the academic year of 2016/2017 especially in VIII A class. The method of this research used Classroom Action Research (CAR). There were two cycles: each cycles comprised planning, implementing of the action, observing and reflecting. The techniques of collecting data are observation, test and documentation. From the result, the researcher found several finding of it. The result shows an improvement of students‘ reading skill by using Reading Race Game method. It can be seen from the mean score of pre-test and post-test. in cycle I 70.17 > 63.35. In cycle II: 85.35 >74.05. It means that the use of Reading Race Game is able to i mprove student‘s reading skill.
TABLE OF CONTENTS TITL E PAGE …………………………………………………….. ……. i DECLARATION ………………………………………………… ……. ii ATTENTIVE COUNSELOR………………………………………….. iii
CERTIFICATION PAGE……………………………………………... iv
MOTTO………………...……….……………………………………… v DEDICA TION……….…………….…………………………………… vi ACKN OWLEDGEMENT……………………………………………... vii
ABSTRACT……………………………………………………………... ix
TABLE OF CONTENTS………………………………………… ……. x LIST OF TA BLE……………………………………………………….. xi
CHAPTER I INTRODUCTION A. Backgroun
d of Study………………………………………………… 1
B. Statements of the Study..……………………………………………… 5 C. Objectives of Study….……………………………………………….. 5
D. Limitation of the Study……………………………………………….. 6
E. Benefits of th e Study………………...………………………………… 6 F. Clarification of the Study……………………………………………… 7
G. Graduating Paper Outline……………………………………………… 12
CHAPTER II THEORITICAL REVIEW A. Previous Research …………………………………………………….. 10 B. Reading…............................................…..……………………………. .12
1. Nature of Reading ……….…..………………….……………. ……….. 12
2. Purpose of Reading ………….…..………………………………. …… 14 3.
Technique of Reading………………………..…………………. ……... 16
4. Principles of Readin g…………………………………………………... 19
5. Types of Reading……………………………………………………… 20
C. R eading Skill…………………………………………………………… 22
1. Teaching English in Junior High school……………………………… 24
2. Teaching Reading for Eighth grade Students……...…..……………… 25
D. Reading Race Game……...……………………………………………. 28
1. Definition of Readin g Race Game…… ………….…..………………. 28 29 2. Purpose of Reading Race Game…….…………...……………….
3.
30 Instructions of Reading Race Game …….……….…..…………..
CHAPTER III METHOD OF RESEACRH A. Setting and Time of the Research ……………………..……………… 32 B. Subject of the Research..…………………………………………… … 33 C. Method of th
e Research…………………………………………….. … 36
D. Procedure of the Research…………………………………………. …. 37 E. Technique of Colle cting Data…………..………………………….. …. 40
CHAPTER IV DATA ANALYSIS A. Implementation of Research……………………………………………. 43 B. Improvement and Di
scussion…………………………………………… 57
CHAPTER V CLOSURE A. Conclus
ion………………………………………………………………. 61
B. Sugges tion………………………………………………………………. 62 REFERENCES…………………………………………………………….. 64 APPENDICES
LIST OF TABLES AND FIGURES
Table 3.1: S ubject for eleventh grade students …………………. ………. 35 Table 4.1: Result of pre-test and post-
47 test cycle I…..………….......... Table 4.2: R
50 esult of the Observation sheet cycle I…..…………..…... Table 4.3: Result of pre-test and post-
54 test cycle II……….…….. ……
Table 4.4 R56 esult of the Observation sheet cycle II…………………….
Table 4.5 Mean and T-58 Calculation of student score…………………
LIST OF FIGURES
Figure 2.1: Standard and Basic Competencies for grade Eight…………. 26
Figure 3.2: Procedure Classroom Action Research .……………………….39
LIST OF APPENDICES
1. Detail of the MTs RaudlatuddinSalamakanci
2. Vision and Mission of MTs RaudlatuddinSalamkanci
3. Subjects in eighth grade of MTs RaudlotuddinSalamkanci
4. Teachers of MTs Raudlotuddin SalamkanciBandongan
5. Students of MTs Raudlotuddin Salamkanci Bandongan 6.
Student‘s Activities of MTs Raudlotuddin Salamkanci Bandongan
7. Facilities in MTs Raudlotuddin Salamakanci Bandongan
8. Teaching media in MTs RaudlotuddinSalamkanciBandongan
9. Lesson Plan for Cycle I
10. Lesson Plan for Cycle II
11. Pre Test and Post Test cycle I 12.
Student‘s score Pre Test and Post Test cycle I
13. Observation Sheet cycle I
14. Pre Test and Post Test Cycle II 15.
Student‘s score Pre Test and Post Test cycle I
16. Observation sheet cycle II
17. Picture
18. SuratIjinPembimbingSkripsi
19. SuratIjinPenelitian
20. LembarKonsultasiSkripsi
21. Daftar SKK
CHAPTER I INTRODUCTION A. Background of the Study In Indonesia, English as a foreign language so many Indonesian people
feel difficult to learn it. Indonesia Introduces English since in elementary school even since in kindergarten as a local content to give English to children as early as possible in order to prepare them in covering the globalization era. English became compulsory subject in Junior high school, Senior high school and University. In junior high school, the students who graduate from school are expected to communicate in English both in oral and written form.
In English there are four skills which are identified as paramount importance; listening, speaking, reading and writing (Brown, 2001). Among these four skills, reading is difficult to master since it needs many competencies including the mastery of content, vocabulary, language and grammar. Teaching English is not easy, English teacher should not only master the language, but they should also be able to make their students learn.
Reading is one of the language skill in English, should be mastered by students because reading is an essential factor that influences an activity in Communication. The ability to read opens up new knowledge and opportunities. It enables students to gain information, to get some pleasure, and do many things that are part of modern life, such as, reading newspapers, magazines, maps and so on, so that people usually said that reading is the window of the world.
The importance of reading is also stated in the School-based Curriculum of Junior High School (Depdiknas, 2006). The target of the English teaching and learning is to enable students to gain the functional literacy which is the ability to communicate both in simple oral and written English to deal with the daily life contexts, such as reading and understanding newspapers or manuals. In other words, students are expected to be able to comprehend English texts in order to learn new knowledge, ideas and concepts.
One of the difficulties faces by student in Junior high school is to mastery reading Skill. According Wallace (2003:4) states that one of the difficulties which young learners, especially EFL learners, may have is the incapability to understand texts. Klingner (2007:4), also stated that the students tend to have learning disabilities on their reading comprehension. The students demonstrate many problems associated with low comprehension, including poor decoding, fluency and comprehension.
The writer made an interview in pre observation data to the English teacher. From the result on the interview, it revealed that the eighth grade of junior high school students had a problem in reading.The writer asked to the teacher about the students‘ reading skill, the teacher said that the students weak in
- – reading skill. The writer do the pre observation and interview done in pre
The writer analyzes that the problem caused from the students, teacher and the environment. From the student side first, almost all of the student have the bad habit that is the students like read the text silently. They don‘t like to read louder. Second, most the students prefer read the text alone. They never discuss with other friends and sharing the difficulties that faces by them from the text. Third, the students have a low motivation to read the text. They just read the text in the classroom and wait the teacher give command to read. The last the students had poor vocabulary so that they have difficulties to find the main idea in the text.
The causes came from the teacher, based on the observation of the writer, the researcher found that the teacher‘s ways of the teaching influence of the students‘ reading. Speaking too fast, unclear explanation and monotonous are also still using traditional methods in teaching reading. It cause the student have a low motivation to learn reading. In the classroom the teacher just asked the students to read Book student worksheet (LKS) and teacher asked the students to do exercise following the text. The education of the teacher also became the caused the students low to mastery reading skill and also make the students difficult to understand what the teacher explained.
The last causes is from the environment and the material around of the students and the teacher. MTs Raudlotuddin Salamkanci Bandogan Magelang is located in the small village in Magelang. Almost of the material was manual or traditional so that the students not interesting to learn. The environment is not support around of the school many people have low motivation in the education.
Based on the problems above, the researcher tries to implement Reading
Race game to improve motivation and reading ability of the students at grade
eight. Reading Race Game is one the kind of game that appropriate used by teacher in Teaching and learning .Reading Race is a fast
- – paced game that gives students practice reading the word on word bricks out loud. By using Reading Race Game the students can be more interested and enjoy in the Learning English especially the students more interested and enjoy practice to read of the text. By employing the game the researcher hopes that the students of eighth grade can improve their reading skill.
Based on the explanation above made inspiration for the researcher to
Reading Race game can improve Reading skill of the students. So the researcher
make a classroom action research with the tittle ― THE USE OF READING
RACE GAME TO IMPROVE STUDENTS READING SKILL AT EIGHTH GRADE OF MTs RAUDLATUDDIN SALAMKANCI BANDONGAN MAGELANG IN THE ACADEMIC YEARS OF 2015/2016
‖ B.
Statement of the Problems
Based on the above primary observation‘s the researcher, this research aimed giving answer on the following problems:
1. How is the implementation Reading Race Game to improve the students‘ reading Skill for the eighth grade student of MTs Raudlatuddin Salamkanci
Bandongan Magelang in academic year 2015/2016?
2. How far is the improvement Reading Race Game in improving reading skill for the eighth students of MTs Raudlatuddin Salamkanci Bandongan Magelang in academic year 2015/2016? C.
Objectives of the Study
Dealing with the problems statement, the objectives of this classroom action research are as follow:
1. To describe the implementation of Reading Race Game in improving reading skill to the eighth grade students of MTs Raudlotuddin Salamkanci
2. To find out how far improvement the student‘s reading skill after using
Reading Race Game of the eighth grade students of MTs Raudltuddin Salamkanci Bandongan Magelang in academic year of 2015/2016.
D. Limitation of the Study
In order to avoid any misinterpretation of the problems, the researcher would like to limit the scope of the study. In this research, the writer only focused on the use of reading race game to improve reading skill especially in reading aloud of the grade eight student of MTs Raudlatuddin Salamkanci Bandongan Magelang in academic year 2015/2016 E.
Benefit of Research
The result of this research is expected to be able to give benefits such as, follow:
1. For the students : it is hoped that this research can improve their reading skill
2. For the teacher: it is hoped that this study will provide much information for the improvement of the quality in teaching and learning process.
3. For the school: It is hoped that this new technique of teaching reading will enrich teaching method in this school.
4. For the researcher: It is hoped that this research of course will improve the researcher‘s writing.
F. Clarification of Key Term
1. Reading According to Aebersold and Field (1997: 15) say that reading is what
happens when people look at a text and assign meaning to the written symbols in that text, further, the text and the reader are the two physical entities necessary for the reading process to begin.
While, Davies (1995:1) says that reading is a private activity. It is a mental or cognitive process, which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time. Due to this privacy, the process of reading and responding to a writer is not directly observable.
2. Reading Race Game Reading race game is one the kind of game that appropriate used by teacher in Teaching and Learning. Reading Race is a fast
- – paced game that gives students practice reading the word on word bricks out loud.
3. Reading Skill According to Perfetti ( 2001 ) said that Definitional component of reading skill is an individual standing on some reading assessment. From the assessment result, the researcher will indicate and categorize the students into some categories. It will guide the researcher to decide what the researcher
The skill of reading is used by the reader to anticipate text information, selecting key information, organize and mentally summarize information, monitor comprehension, repair comprehension breakdowns, and match comprehension output to the reader goals. Every reader has their own way of reading to do that which is appropriate with them. The teacher should give some skills to the students to make them comprehend text easily. Using the skills, the students may increase the pleasure and effectiveness of reading activity.
G. Graduating Paper Outline
This research divided into five chapters. In order to make easy to understand this paper, the researchers convey the kind of the graduating paper in the following:
Chapter I: Chapter I is introduction. It consists of background of study which mentions the researchers‘ reasons why the researchers choose the topic as a research topic, then problem statement that explain the problem of the study that is observed by the researchers, next is limitation of the study which mentions the specific problem that the researchers explain. Besides that it includes objective of the study that consist of the aim of the study, significances of the study that describe the advantages of the study, and then the clarification of key term. Last is graduating paper outline.
Chapter II is literary review. It will consist of related literature review. In this chapter, the researchers will divide into two parts, namely: previous research and theoritical framework. Chapter III is research methodology. This chapter will deal with the object of research, research types, data sources, the method of collecting data and the method of analyzing data.
Chapter IV is data analysis. It will consist of analysis on students‘ reading skill of MTs Raudlatuddin Salamkanci Bandongan Magelang in the English learning activities will be used in their teaching process.
Chapter V is conclusion. It will be the last chapter of the research. It will end of the research and the research will state the conclusion of the research in summary.
CHAPTER II REVIEW OF RELATED LITERATURE LITERATURE REVIEW A. Previous Researches There are some researches were conducted related to this research about Reading Skill. The first Research was done by Anis Fihayati years 2015 from English Education Department Faculty of Language and Art Yogyakarta State University.
with the title of ― Improving the Teaching and Learning process of Reading by Using Silent Card shuffle strategy for seventh grade students of SMP N 15 Yogyakarta in Academic Year of 2014 / 2015
‖. She uses class action research method. The research aim at improving the teaching and learning process of reading by using silent card shuffle strategy for the seventh grade students at SMP N 15 Yogyakarta in academic year of 2014/2015 the result of the research showed that the use of the SCSS in combination with applying various media and activities could improve the teaching of reading.
The second research was done by Indi Nikmatul Inayah (2015) from English Department of Educational Faculty Institute for Islamic Studies (STAIN) as previous research which has tittle is
“The Use of Reciprocal
Teaching Technique to Improve Students‘ Reading Skill in Tenth Years result of her research showed that Reciprocal Teaching Technique can help the students of SMK N 1 Ngablak in improving reading skill. It means that the use of Reciprocal Teaching is able to improve the students‘ reading skill.
The third research created by Dhanastri Herningtiyas from English Education Department Faculty of Language and Art Yogyakarta State University. The title is
―The Effect of the word Card on the Reading Comprehension achievement of grade X students of SMA N 1 Prambanan in the academic year of 2013/2014‖ The objective of this research is to find out whether there is a significant difference between the reading comprehension achievements of grade X students of SMA N 1 Prambanan in the academic year of 2013/2014 who are taught using the word card strategy and that of those who are taught without using the strategy. The findings of the research show that that the value of significance is 0.400 which is above the level of significance (0.05). It means that there is no significant. Finally, the word card strategy can be applied as an alternative of vocabulary learning in combination with controlled-vocabulary exercises in the classrooms and with careful attention of the repetition system in memorization process.
The last research written by Ika Kusriani from English Eductaion Department Faculty of Language and Art Yogyakarta State Universiy the title is ―Using Jigsaw Technique to Improve Reading Comprehension Skill of the Eight Grade Students of SMP N 3 Mlati Yogyakarta in the academic year of Grade VIIIB of SMP N3 MLATI through jigsaw technique. The result of the research show that show that using jigsaw technique can improve the students‘ reading comprehension and the students‘ reading involvement in the reading class.
B. Reading
There are four skills in English Language Teaching. There are consists of Listening, speaking, reading, and writing. That are four basic languages of English to mastery in English.one of them there is reading skill. Reading is one of the important things to mastery in English. Students need good reading ability to get more knowledge and more new information. To increase of reading skill they have to practice continually and extensively.
1. Nature of Reading
Reading is an active process. Identifying reading is often connected with the process of reading itself. 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 has 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:
According Connie Weaver (2009 ) says that Reading is a process very much determined by what the reader‘s brain and emotions and beliefs bring to the reading: the knowledge/information (or misinformation, absence of information), strategies for processing text, moods, fears and joys
—all of it.
In his introduction to Alderson (2000) on assessing reading, Lyle
14 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.
Reading is also a comprehending process. This process is assumed to be the fundamental goal of reading. People read to understand what the writer intended to say through writing, while all cognitive processes involved in reading is related to comprehension. Besides Grabe, Alderson (2000, 3-18) defines 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 interpretation of 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.
According to Bernhardt et.al. (2003:6), reading is consists of two processes: word recognition and comprehension. Word recognition is process to perceive how written symbol correspond to one‘s spoken language. Comprehension is process of making sense of word, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.
According to Williams (1996: 51), there are three main phases needed to be followed in reading activity, namely:
a. Pre – reading: aimed to introduce and arouse learners‘ interest in the topic.
Giving reason to read and some questions that related to learners‘ background knowledge ideas and opinion would motivate learners‘ eagerness to read the whole text.
b. Whilst reading: aimed to help students understanding the purpose and texts‘ structure and to clarify texts‘ content. Some activities like answering comprehension question, completing diagram or maps, making list and taking notes are whilst reading type work.
c. Post
- – reading: aimed to consolidate what has been read with learners‘ own, interest, or ideas.
- – 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.
d. Reading to evaluate, critique, and use information It often also represents an increased level of demand and a more complex interaction of reading processes.
e. 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 reading comprehension.
Based on the explanation above the writer conclude that reading for general comprehension is related with the purpose of reading aloud, the purpose of reading for general comprehension is to reading among fluent of the reader.
3. Techniques of Reading
Many people have different ways and technique in reading Different reader may have their own ways and techniques in accordance with their favor and purpose. According Francoise Grellet (1998: 40) proposed many ways of reading as follows: a.
Skimming: quickly running one‘s eyes across a whole text ( an essay, article, or chapter) to get the gist of it. The reader goes through the text extremely quickly. The purpose of skimming is simply to see what a text is about. The reader skims in order to satisfy a very general curiosity about a text.
b. Scanning: reading quickly going to a text to find a particular piece of information. Scanning occurs when a reader goes through a text very quickly in order to find a particular point of information (Williams, 1996:
100). The purpose of scanning is to extract certain specific information without reading the whole text (Brown, 1994: 293) c.
Extensive Reading: reading longer text usually for someone‘s pleasure. This is a fluency activity, mainly involving global understanding.
d. Intensive Reading Read short text to extract specific information. This is more on accuracy activity involving reading for detail. In this course, each text is read carefully and thoroughly for maximum comprehension.
According Express Learning tell To become an active reader there are several ways : 1) Skimming Ahead and Jumping Back
Skimming ahead enables you to see what‘s coming up in your reading. Skimming through the text before the hand will prepare you for what you are about to read.
It‘s a lot like checking out the hills and curves in the course before a cross- country race. If you know what‘s ahead, you know how to pace yourself, so you‘re prepared to handle what‘s to come. When you have finished what you reading, jump back. Review the summaries, headings, and highlighted information in the text. 2) Marking Up the Text Marking up the text creates a direct physical link between you and the words you‘re reading. It forces you to pay closer attention to the words you read and takes you to a higher level of comprehension. 3) Circling Unfamiliar Words
One of the most important habits to develop is that of circling and looking up unfamiliar words and phrases. If possible, don‘t sit down to read without a dictionary by your side. It is not uncommon for the meaning of an entire sentence to hinge on the meaning of a single word or phrase, and if you don‘t know what that word or phrase means, you won‘t understand the sentence. Besides, this habit enables you to quickly and steadily expand your vocabular y, so you‘ll be a more confident reader and speaker
4) Making Marginal Notes Recording your questions and reactions in the margins turns you from a passive receiver of information into an active participant in a dialogue. (If you‘re reading a library book, write your reactions in a notebook.) You will get much more out of the ideas and information you read about if you create a ―conversation‖ with the writer.
5) Making Observations If you know very little about those strategies, you can make useful observations about what you read to better understand and choice of words; the structure of the sentences and paragraphs; any repetition of words or ideas; important details about people, places, and things; and so on.
Based on the explanation, there are many technique of reading.one of them there is intensive reading. The writer conclude that appropriate use as a technique in reading aloud for the students, intensive reading is more on accuracy activity involving reading for detail, so using intensive reading in reading aloud can extract specific information.
4. Principles of Reading
There are several principles behind the teaching of reading according to Harmer (2001: 70) include: 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, actively, not 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 the language. It is important to study reading texts for the way they use language, the number of paragraph they contain and how many d. Prediction is a major factor in reading. When we read texts in our own language, we frequently have a good idea of the context 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 teacher exploit reading text to the full. They integrate the reading text into interesting class sequences, using the topic for discuss and further tasks, using the language for study and later activation.
5. Types of Reading
According to Patel and Jain (2008: 117-123) the types of reading:
a. Intensive Reading Intensive reading is related to further in language learning under the teacher‘s guidance. Intensive reading will provide a basic for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. Intensive reading material will be the basis for classroom activity. It will not only be read but will be discussed in detail in the target language, sometimes analyzed and used as a basis for writing exercises. Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorted text. This reading is done to carry out to get specific information.
b. Extensive Reading Extensive reading is used to obtain a general understanding of a subject and includes reading longer texts for pleasure. The reader wants to know about something. The reader doesn‘t care about specific or important information after reading. Usually people read for to keep them update.
c. Aloud Reading Aloud reading is basic form of classroom organization and disciplines. In reading aloud, the students are confronted with written sentences which haven‘t spoken before. The aim of reading aloud is the achievement or better speaking ability and the pronunciation of the students.
According to Elizabeth (2004: 286 - 288) aloud reading means reading a book by producing sounds audible to other. Reading aloud by the teacher can help the students in the improvement of their listening ability. Reading aloud is useful at specific moment alone. Reading aloud prevents the students from learning to understand the meaning of a sentence even when he may not know one word in the sentence.
d. Silent Reading
Silent reading is a very important skill in teaching of English. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information. Silent reading must be based on student‘s selected text. Silent reading enables the students to read completely silently without making sounds and moving his lips. It helps him read with speed, ease and fluency. It aids comprehension and expands the student‘s vocabulary.
From the explanation above, there are many types of reading with each definition. One of them there is reading aloud. Reading aloud is one of the basic competences in teaching reading. In Reading aloud, the students are confronted with written sentences which haven‘t spoken before. The aim of reading aloud is the achievement or better speaking ability and the pronunciation of the students.
C. Reading Skill
Definitional component of reading skill which is stated by Perfetti (2001) is an individual standing on some reading assessment. From the assessment result, the researcher will indicate and categorize the students into some categories. It will guide the researcher to decide what the researcher should do to them.
The skill of reading is used by the reader to anticipate text information, selecting key information, organize and mentally summarize information, monitor output to the reader goals. Every reader has their own way of reading to do that which is appropriate with them. The teacher should give some skills to the students to make them comprehend text easily. Using the skills, the students may increase the pleasure and effectiveness of reading activity.