Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF SOFTWARE ASLECTORA INSPIRE OF
ELECTRONIC LEARNING TO IMPROVE
STUDENTS’ READING COMPREHENSION
( Classroom Action Research at the Eleventh Grade Students of Smk
Muhammadiyah 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)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
Tri Tugiyarti
113-12-138
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
“I am nothing but I must be everything.”
DEDICATION
This work is sincerely dedicate for:
My beloved parent, Mr. Bejo, and Mrs. Fatimah, my beloved brother and sister, Mr. Sulis and Mrs. Listiani, and my lovely niece, AzizatunSuciFadhila and AqilaNafisa. My counselor Mrs. SetiaRini, M.Pd who always guides and supports me. Someone who supports me always.
ACKNOWLEDGMENT
Assalamu’alaikumWr.Wb.In the name of Allah SWT, the most gracious and merciful. The king of universe and space. Thank you Allah since the writer could complete this paper as of the requirement to finish the study in the Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
This research would not succeed without support, guidance, and help from individual and institution. Therefore, I would like to express special and deepest thanks to: 1.
Dr. RahmatHariyadi, M. Pd. As the rector of State Institute for Islamic Studies (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 of State Institute Studies (IAIN) Salatiga.
4. SetiaRini, M.Pd, as counselor who has brings up, espoused, and give the writer advices, seggestions and recomendations for this graduating paper from begiining until the end. Thank you for your patience and care.
5. All lecturers in the English Education Department of IAIN Salatiga. Thank you for all guidance, knowledge, and support.
6. All of the staff who have helped the researcher in processing of graduating paper administration.
ABSTRACT
Tugiyarti, Tri. 2016. The Use of Software Lectora Inspire of Electronic Learning to
Improve Students’ Reading Comprehension (A classroom action research of eleventh grade students of SMK Muhammadiyah Salatiga in academic yearA Graduating Paper. Teacher Training and Educational of 2016/2017). Faculty. English Educational Department. Institute of Islamic Studies (IAIN). Counselor: Setia Rini, M.Pd.
Keywords: Lectora Inspire, Reading Comprehension.
This research is aimed to improve the students’ reading comprehension through Lectora Inspire. This research has three questions of the study are 1) How is the process of teaching reading comprehension by using Lectora Inspirefor the eleventh grade students of SMK Muhammadiyah Salatiga?, 2) How far the use of Lectora Inspire can improve reading comprehension of eleventh grade student of SMK Muhammadiyah Salatiga?. 3) Is there any improvement of the students’ reading comprehension by using Lectora Inspire for the eleventh grade student of SMK Muhammadiyah Salatiga?, This research was conducted at SMK Muhammadiyah Salatiga in academic year of 2016/2017 especially in XI TP 2 class. The method of the research used Classroom Action Research (CAR). There were two cycle; each cycle comprised planning, implementing of the action, observing and reflecting. The techniques of collecting the data are observation, test, and documentation. The result show that students reading comprehension improves significantly. The T-calculation result show that T-calculation of cycle I is 4.87, and T-calculation of cycle II is 9.69. The students who attain standardized score in cycle I, in the pre-test no one got the score reach standardized but in the post-test was increase became 56%. In cycle II, the percentage of pre-test is 60%, and post-test is 95%. So, it can be concluded that there is significant improvement of students reading comprehension by applying Lectora Inspire in XI TP 2 class of SMK Muhammadiyah Salatiga in academic year of 2016/2017.
TABLE OF CONTENT i TITLE PAGE ……………………………………………………………… ii DECLARATION …………………………………………………………. ATTENTIVE COUNSELOR NOTE ……………………………………… iii CERTIFICATION PAGE iv
………………………………………………… v MOTTO …………………………………………………………………… vi DEDICATION ……………………………………………………………. ACKNOWLEDGEMENT …………………………………………………. vii ABSTRACT ……………………………………………………………….. ix x TABLE OF CONTENTS …………………………………………………..
LIST OF TABLE …………………………………………………………... xii
CHAPTER I INTRODUCTION A Background of the Research …………………………………………..
1 B
5 Problem of the Research………………………………………………. C
The Objective of the Research ……………………...…………………. 5 D
Significant of the Research ……………………………………………. 6 E
7 Limitation of the Research ……………………………………………. F Definition of Keywords
7 ………………………………………………. G
8 Previous Research Review ……………………………………………
I Graduating Paper organization 10 ……………………………………….
CHAPTER II THEORETICAL FRAMEWORK A Lectora Inspire ……………………..……………………………….
12 B Reading …………….. ………………………………………………
25 CHAPTER III RESEARCH METHODELOGY A The Setting of the Research ………………………………………….
33 B The Subject of the Research …………………………………………. 36
C D The method of the Research…………………………………………..
The Procedure of the Research ……………………………………......
37
38 CHAPTER IV DATA ANALYSIS A Research Finding……………………………………………………….
20 C Reading Comprehension……………………………………………...
43
43
1. Cycle I………………………………………………………… 2.
CAHPTER V CLOSURE A Conclusion …………………………………………………………….. 62
B Suggestion …………………………………………………………….. 63
REFERENCE APPENDICES
52 B Analysis and Discussion………………………………………………. 59
Cycle II…………………………………………………………
LIST OF TABLES AND FIGURES Figure 2.1 Icon Lectora Inspire …………………………….....................................
17 Figure 2.2 Image of Title Wizard...............................................................................
18 Figure 2.3 Image of Name and Location....................................................................
19 Figure 2.4 Image of Size and Setting..........................................................................
19 Figure 2.5 Image of Name and Location.....................................................................
20 Figure 2.6 Image of Menu Publish..............................................................................
20 Table 3.1 T List of Total Students of SMK Muhammadiyah Salatiga in Academic year of 2016/017.........................................................................................
35 Table 3.2 List of Students of TP 2 Class SMK Muhammadiyah Salatiga in Academic year of 2016/017........................................................................
36 Figure 3.1 Cyclical Action Research model based on Kemmis and McTaggart (1988) as quoted by Burn....................................
39 Table 4.1 The result of Pre-test and Post-test cycle I.................................................. 48 Table 4. 2 The result of Pre-test and Post-test cycle II................................................. 55
Table 4.3 Mean and T-Calculation of Students’ Scores.............................................. 59
CHAPTER I INTRODUCTION A. Background of the Study English has four language skills. They are reading, listening, speaking, and writing. Reading is one of the fourth skills in English. Speaking and writing include language production, they are productive
skills. On the other hand, listening and reading involve accepting the message, so they are as receptive skills (Harmer, 1989: 16).
Reading may be the one of important skills in learning English. Reading is understanding the sense of the written texts. Reading consists of two processes, word recognition and comprehension (Elizabeth, 2013: 6). Reader must conceive the reading for purpose, it needs a practical and exact method. When people talk about reading, it automatically related to comprehension. Elizabeth (2013: 14) said that comprehension is a functioning process in the getting of meaning.
Reading is one of the parts of daily activities. People read many kinds material of written, such as read message, newspaper, book, magazine, novels, advertisement and so on. From reading people can get a lot of information, knowledge, solution, entertain, and so on. To get all the purposes is so need reading skill absolutely (Elizabeth, 2013: 6-7). Reading has complicated problem. For example, people have a less motivation to read especially English texts. Teachers regard that reading is not favorite activity for the students. From this problem, the teacher must find strategies to solve this problem.
In order to make students good in reading comprehension, teachers may use not only textbooks but also use multimedia learning. Mayer (2009:3) defines that multimedia as a material presentation with use words and pictures. Words here means that the type of verbal forms and pictures is the material that is provided in a pictorial form, in the two types there are static graph and dynamic graph, such as illustration, graph, picture, map, video, and animation.
The nature of teaching is an effort to create a condition that standing take place of learning. The process of learning must be planned before the learning takes place. To get the optimally result, teaching must take by awareness and in a good organization. In the process of learning language have four factors that help and facilitate the process of teaching and learning, they are a teacher, language teaching, learning methods, and the material (Utari, 1993:5).
To present the material to the students there are two main choices to give message: word and picture. Word includes text and picture include static graphic, for example image and illustration. And the second is dynamic graphic, such as video and animation (Mayer, 2001: 5).
In learning, students use two sensories, they are vision sensory and audio sensory. But the students are difficult to understand the material because students just use audio visual. Masters have opinion closely with both of them, the result of compilation of learning by audio sensory and visual sensory have far differences. Baugh take in Achsin (1986) More or less 90% the result of learning by visual sensory and just 5% the result of
Arsyad, 2011: 9-10)
learning by audio sensory ( There are some factors that influence the students in mastering
English, esppecially in reading comprehension. There are internal and external factors. The internal factors can come from students themselves such as knowledge and motivation. If the students’ knowledge of English is poor, it wil impact toward their achievement. In addition, many students have low motivation in reading. Most of the students are uninterested in reading a lot of the text, whereas they also lack of vocabulary and grammar and these are one of obtacles which have been faced by the English teacher. Based on the interview with the English teacher of the second grades students of SMK Muhammadiyah Salatiga, found that the students difficult to comprehending the text, it is one of the factor that influence the students’ failure in mastery of reading.
While the external factors can comes from the parents and teacher. The parents are seldom to checking their children in studying. They only know their children have studied in school and they think that is enough.
They only hope thet their children are able graduate from the school, but they do not care with the students’ achievement in the school. The other factors come from the teacher. The students do not understand the subject well if they do not find out any variation in teaching of English, especially in teaching reading process. If the teacher only asks the students to read aloud the text, then asked them to translate it in teaching learning process, the students are not interested in reading seriously. The students should be given an interesting reading material, motivation, and changed the method to improving reading comprehend. They should be able to apply an appropriate method in teaching learning to make the students interested in their learning and finally they easily master the reading comprehension.
There are many methods to teach English, the researcher choose one of the method by using interactive learning media. It is applying software multimedia learning namely Lectora Inspire. Lectora Inspire is an authoring tool which can be easily used by any common teachers and lecturers to make contents of interactive learning media. Lectora Inspire it familiar with us who have known and mastering Microsoft Office (Mas’ud, 2012:3).
The important of Lectora Inspire help in learning process because in the nature learning is the process of communication. These processes make true by explaining communication and exchange message from teacher to the students; the messages are knowledge, skill, ability, idea, and experience that showed to the student by Lectora Inspire. Use media based technology in this cases utilization of Lectora Inspire can help the teacher explain the reading material.
By the explanation above, researcher tries to solve those problems by doing classroom action research there. The researcher conducts the research entitled
“The Used of Software Lectora Inspire of Electrinic Learning to Improve Student Reading Comprehension(Classroom Action Research at the Eleventh Grade student of SMK Muhammadiyah Salatiga in Academic Year of 2016/2017
)’’.
B. Problems of the Research
Based on the discussion of the background, so problems raised during this research can formulated as:
1. How is the process of teaching reading comprehension by using
Lectora Inspire for the eleventh grade students of SMK Muhammadiyah Salatiga? 2.
How far the use of Lectora Inspire can improve reading
comprehension for the eleventh grade students of SMK Muhammadiyah Salatiga? 3.
Is there any explanation of the students’ reading comprehension by
using Lectora Inspirefor the eleventh grade students of SMK Muhammadiyah Salatiga? C.
Objective of the Research
The objective of the research is to find out us the following: 1. To detect how is the process of teaching reading comprehension uses
Lectora Inspire for theeleventh grade students of SMK Muhammadiyah Salatiga.
2. To know how far the use of Lectora Inspire can improve reading comprehension for the eleventh grade students of SMK Muhammadiyah Salatiga.
3. To find out the explanation of the students’ reading comprehension by using Lectora Inspire for the eleventh grade students of SMK Muhammadiyah Salatiga.
D. Significant Of the Research
This research conducted in order to give theoretical and practical benefit.
1. Theoretical benefit The result of this research is expected to be counted meaningful information and contribution for the teacher as a technique in teaching reading in relation to the student, they will be able to express their mind into reading to improve their ability by Lectora Inspire.
2. Practical benefit The research can be used by the teacher, student, school, researcher, and another researcher who are interested in analyzing teaching reading comprehension by used Lectora Inspire.
a. For the teacher 1.
The teachers detect the levels of student in reading comprehension.
2. The result can be used as an input to establish the method of teaching feed-back to improve the process of teaching learning English particularly in reading.
3. It can become important information in applying media to improve the grade of teaching reading.
b.
For student 1.
The research will enhance the students’ reading comprehension.
2. The student will be better to comprehension.
E. Limitation of the Research
In this research, the researcher limits her research on teaching reading through Lectora Inspire for the eleventh grades students of SMK Muhammadiyah Salatiga in academic year 2016/2017. Tis research focused on understanding the important information of the text, following the sructure of a passage, recognizing the writer’s purpose, and vocabulary knowledge, and to improve students’ reading comprehension.
F. Definition of the Keywords
The writer wants to explain the terms of the title to eluding the ambiguity in perception of some terms used in this study. The definition is as following:
Lectora Inspire 1. Lectora Inspire is an Electronic learning (elearning) development tool, also known as authoring software, developed by Trivantis
Corporation. Lectora Inspire is used to create online training courses, assessments, and presentations. It is also used for the conversion of Microsoft PowerPoint presentations into elearning content (Mas’ud, 2012:3).
Improve 2. Improve is the process of become or make to the better (Oxford University press, 2003:216). According Salim in the contemporary English
- – Indonesia Dictionary (1997, 939) said that improve means drumming up or repair something that maybe leave well. Reading Comprehension 3.
Comprehension is process of thinking, it is thinking through reading (Dechant, 1982: 312). Reading is exceptionally performance one of considers the number of levels and component that be mastered. Comprehension is an active process in arrange of meaning. Reading comprehension is a cognitive action that is contextual condition. With the purpose of improve aspect of comprehension (Arthur, 2007: 5, 6).
G. Previous Research Review
In this research, the researcher takes three literature reviews from previous research. Firstly research by Fadhila (2015) conducts a research how to develop civic instructional media through Lectora Inspire. The research shows that the civic instructional media products are good quality. This was showed by the result of expert assessment of material terms of learning aspect. There are some different from fadhila’s research with this research, the diffirent are fadhila used Lectora Inspire to develop the civic education, in this research, researcher use Lectora Inpire to improve reading comprehension. Fadhila reseach conduct in Elementary School, but the researcher tries to apply Lectora Inspire in Senior High School.
The next research taken from Faruk (2014). He conducts a research development of interactive learning based on Lectora Inspire. The result of the research is; interactive learning media has been developed the learning and was affective to increase student’s learning outcome. It was officially, practically and recommended. This research is so different between my researches, the different are take on the method, skill, and the place of the research. Faruk apply Lectora in course, the researcher aplly Lectora in Senior High School with English material.
The last research taken from Rahmawati and Isroah (2013). Rahmawati & Isroah work also use Classroom action research, they used test to know the result of her research. The result of this research show that the use of Lectora Inspire X.6 can improve the results of student Learning accountancy all of the class was significant increasing. Improving students result in learning accountancy show in percentage 14.3% it take from the result of post-test in cycle I and post-test in cycle II. The different from the research is also taken from the subject; subject of this research is accountancy while in my research is English. So it will make different result in my research.
The writer chooses the research because it is similar to this research in use of Lectora Inspire. But it has different with the research, the different take of the method that researcher used to teaching reading skill.
H. Graduating Paper Organization
This graduating paper consist of five chapters, those are following: Chapter one is introduction, present the background of the study, problem of study, objective of the study, significant of the study, limitation of the study, definition of the key words, literature review, and outline of this paper.
Chapter two is theoretical frame work. It is explained the definition of Lectora Inspire, definition of reading and reading omprehension.
Chapter three is description of SMK Muhammadiyah Salatiga which consist of the general situation of SMK Muhammadiyah Salatiga, the identity of the school, the vision and mission of SMK Muhammadiyah Salatiga, the situation of educational, the number of students’ of SMK Muhammadiyah Salatiga, research methodology that used in this research and the procedure of this research.
Chapter four is implementation of the studies which consist of file note: the procedure of teaching reading comprehension with Lectora inspire, the implementation of CAR (cycle I, cycle II) and scores of stude nts’ achievement, the comparison of students’ improvement, and the comparison of the mean score in cycle I and cycle II.
Chapter five is closure; consist of conclusion, implication, and suggestion.
Reference Appendixes
CHAPTER II THEORETICAL FRAMEWORK A. Lectora Inspire 1. Definition of Lectora Inspire According to Mas’ud(2012:1-2) Lectora Inspire as Authoring Tool to develop the content of e-learning that developed by Trivantis Corporation. In 1999, Lectora Inspire was founded by Timothy D. Laudermilk in Cincinati, Ohio, Amerika. Lectora Inspire can make online course simple and so quickly. Lectora has 5 achievements in 2011, as Innovation product e-
learning, Authoring Tool, The best tool presentation, and the best technology of e-learning.
In the system of teaching learning, Power Point is familiar media to present the material. But the fact different between power point and Lectora Inspire is Power Point software is produced to make presentation not to became multimedia learning, it different when Lectora Created to become Multimedia Learning. Even though we can exploit power point to became interest learning multimedia.
a.
The effectiveness of Lectora Inspire Lectora Inspire is an Electronic learning (e-learning) development tool, also known as authoring software, developed by
Trivantis Corporation. Lectora Inspire is used to create online training courses, assessments, and presentations. It is also used for the conversion of Microsoft PowerPoint presentations into elearning content (Mas’ud, 2012:3).
Lectora Inspire used to make a website, e-learning interactive content, and presentation. The content that develop by software Lectora Inspire can publish to the other output, such as HTML, single file executable, CD-ROM, although e-learning standard as SCORM and AICC. Lectora Inspire is one of kind application program that used to make presentation or media of learning. One of the facilities that may used to make design of multimedia learning for the beginner is used Title Wizard. Title Wizard that takes in Lectora Inspire has variations template, so the beginner user can used template essaily.
Lectora Inpire enable user to make test and survey using true or fals combination, multiple choise, drag and drop, and esay.
User can input variable or material with Actions Palette to make teaching scenario to adaptive learning. Lectora Inspire has one set of automatic tool, include Title Wizard, spell Chack, and list of references automatic builder.
b.
The Excess of Lectora Inspire Lectora Inspire was created to make e-learning. Lectora can be used online or offline learning with simple and quickly. Lectora
Inspire includes:
1) Flypaper
Flypaper used to make learning more creative and add flash animation, transition, and special effect. Flypaper has multiple fuctions is able to make presentation such as Microsoft Power Point and also make flash animation.
2) Camtasia
Camtasia used to record steps that going to do in monitor. It makes professional tutorial with capture video easily, Flash animation or 3D software design. This software is also can be used to edit the video in video formats.
3) Snagit
Snagit used to capture desktop to make image. Complete with callout, etc. Snagit is software to change paint. Snagit can be used to combine images and can publish as image file.
2. The Objective of Use of Lectora Inspire
The nature of teaching learning system focuses in understanding, doing, interaction and reflection. To make the concept is real, technology information be benefit to develop. Teacher is facilitator and the author in learning system. To make learning more interest, teacher should make new method in give the material to the student, the example teacher use multimedia learning in class room to give explanation of the English material. In addition, teacher can also make an evaluation toward the teaching learning process, for example in the test, to measure how far the students understand the material.
To give countenance in developing learning based on media that is needed in the class or out of the class are: 1)
Teachers can make or explain the material with or without programming.
2) Teachers can do testing toward the material that was explained with some kind of the tests.
3) Teachers can manage and publish the material. 4) Teachers and students can use material the needed material.
3. Advantage Using Lectora Inspire a. Advantage Using Lectora Inspire
According to Mas’ud (2012:2) Lectora Inspire has special quality than other authoring e-learning, as following:
1. Lectora able to make Website, Interactive e-learning content, and produck precentation or profil of the company.
2. Lectora Inspire facilitate the teacher to make material to teaching learning process. And the language programming is esay to undertand by the beginning user or everyone.
3. Lectora Inspire is multifunction, can be used to make website, interactive e-learning content, and presentation product.
4. Lectora Inspire facilitate the user to make multimedia (audio and video) of learning, and facilitate to convection the precentation by Power Point to e-learnig content.
5. Lectora Inspire given templates were complete to the user.
6. Lectora Inspire serve the lybary to help the user in making material or operation of Lectora Inspire.
7. In the end evaluation, Lectora serve 8 questions and score that applicable easily.
8. The developed content by software Lectora Inspire can publish to the output such HTML, CD-ROM, SCORM, and AICC. Although to e-learning standard as SCORM and AICC.
b. Dissadvantage Using Lectora Inspire
While has many advantage of using lectora Inspire, lectora also has disadvantages of Lectora. Lectora able to maximum working still need the support by other software, such as:
1) Agen Help need Flash Player 8.0 or over.
2) Microsoft Internet over Explore 6.0, firefox 1.0 and Safari 1.2, and Google Crome.
3) Lectora Inspire need Microsoft DirectX 9 or new to
Camtasia, Microsoft .NET Framework 3.5 SPI to Flypaper, and Adobe Flash Player version 9.0.115.0 Lectora Inspire often was instalt directly, so make the Perconal Computer slowly working, because the size of the file is around 800 MB.
4. The Procedure of Using Lectora Inspire
To make multimedia learnin, mas’ud (2012:7) explain the procedure of using Lectora Inspire to make multimedia learning, as following: a.
Open the Software Lectora Inspire demo. Click in the icon.
Figure 2.1 Icon Lectora Inspire b.Title Wizard Begin In develop e-learning content, title refers to the topic of the material. Make title multimedia learning with Lectora Inspire be able to do with 3 methods, there are:
1) Title Wizard
Title Wizard used to make design of the ttle automaticly with determine screens style, total of the chapter and page, test, also navigation button. Title Wizard ussualy used by beginner employ.
2) Template
Template similar to Title Wizard, but is marely on the buttons of navigation. Usually this type is use for who is enough proficient in operate Lectora Inspire.
3) Blank Title
Blank Title is a method to make title without having a choice style and assistance wizard. Usuakky used for developers who have actually proficienct in using Lectora Inspire.
Figure2.2 Image of Title Wizard
b. Then came the form names in media project to be made, amd place to keep the project to be made.
Figure2.3 Image of Name and Location
d. Then appeared the form page of size and setting, there are two options, the fixes page size or taller page with scrollbars.
Figure2.4 Image of Size and Setting
e. After determine the size of a display, and then click finish. So would perform the homepage media that will be made.
Figure2.5 Image of Name and Location
f. After finish make the material, so the next step is to publish into a variety of formats desired.
Figure2.6 Image of Menu Publish B. Reading
In learning English, there are four basics of language which have to be mastered by students, the skills are listening, speaking, reading, and writing. One of the important skills is reading skill. Students need good reading skill for acquiring knowledge and learning new information.
1. Definition of Reading
Dallman, Rouch, Char, and Deboer (1982: 23) state that Reading is verbal process related with thinking and all the other skills, listening, speaking and writing. Specifically, reading is a process of reconstructing from the printed pattern on the page, ideas and information intended by the author.
Reading is also a language and communication process, it means that the process of laying down the readers in contact and comunication with ideas. Reading always involves an interaction between the writer and the reader. Rreading also as an interaction by which meaning encoded in visual stimuli by author becomes meaning in the main of the reader (Dechant, 1982: 5)
Harmer (2001: 68) states that reading is useful for other purpose too: any exposure to English (present the students understand it more or less) is a good thing for language pupils. Reading text also provides good models for writing, and the opportunities to study language: vocabulary, grammar, punctuations, and the way to make sentences, paragraph, and text.
From the definition above, it can be concluded that reading is an exertion to understand the content of the texts and the result of interaction between the perception of graphic symbols and the readers’ language skill and knowledge of the words.
2. The Purpose of Reading
Grabe (2009: 8-10) described the aims of reading are at least six main purposes for comprehension reading. The purposes are: a.
Reading for information The combination of scanning and skimming allows to the readers to search information.
b.
Reading for quick understanding Used for variety of other reasons and so may be seen as a high level of purpose. The readers use skimming when they are would not spend more time and to search the text is about.
c.
Reading to learn Reading to learn is implementing in academic and professional setting. Usually the readers are hoping to remember the main ideas and many supporting detail of the ideas and be able to pull down the information as needed.
d.
Reading to integrated information This type of reading requires that the readers synthesize and study not only one source or they learn in multiple texts and combine in one idea.
e.
Reading to critique, evaluate and applying for information
This type often represent upgrading level of claim and site interaction of reading process.
f.
Reading for general comprehension Reading for general comprehension is the most general purpose for reading range from fluent readers, and it is the dereliction judgment for the term reading comprehension.
3. The Techniques of Reading
Wright (1989: 159) mentions some technique of reading, are followings: a. Skimming
Skiming is read text quickly, comprehensive analysis to get the general context of the text, the important thing and refresh brain what was read ever. Dechant (1982: 346) define that skimming is selective reading. In skimming readers choose what they want to read, and the readers understand the text about without read from the beginning until the last of the text.
b. Scanning The purpose of scanning technique is to get the fact and information of the text, for the example when read the phonebook or dictionary to get the specific information. Scanning techniques are read with quickly but so careful. c. Intensive reading Intensive reading used to read short text to get specific information, with leave the items that understood.
d. Extensive Reading This technique is the opposite of the intensive reading, in intensive reading the readers read shot text to extract specific information, but in extensive reading the readers read the text longer than the intensive reading. The readers used this technique usually enjoying to stressing on totality meaning of the text.
4. The Principles of Reading
Harmer (2001: 70) mentions there are some principles of the teaching of reading: a.
Reading is not a passive skill, or reading is an active skill, we have to understand the meaning of the words.
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 supported to respond to content of reading text, not just to the language. It is important to learning reading texts for the way they use language, the number of paragraph they consist and how many times they use relative clause.
d.
Prediction is the major factor in reading. Reading text in our own language, it slender has a good idea of the content before we actually read.
e.
Match the task to the topic. Once decision has been taken about what reading text the students are going to read, we need to choose good reading task, the right kind of the question, engaging and applying puzzles etc.
f.
Good teachers exploit reading texts to the full. They combine the reading text into interesting class sequences, using the topic for discuss and further task, using the language study and later activation.
C. Reading Comprehension 1. Definition of Reading comprehension
Reading comprehension involves abilities to recognize words rapidly and efficiently, develop and use a very large introduction vocabulary, process sentence to build comprehension, use a row of strategic process and underlying cognitive skills, interpretation meaning in relation to background knowledge, and evaluate texts in line with the reader goals, and process texts fluently (Grabe, 2009: 8)
According to Dechant (1982: 311), comprehension includes the correct association of meanings with word symbols, the selection of the true meaning by the content, the organization and retention of meanings, the skill to reason a way through smaller idea and the skill to understand the meaning of the larger idea.
The other definition of reading comprehension is explained by Scallon et al (2010: 276), comprehension is an active, constructive process in which the ultimate understanding of the content is determined by combination of what is stated directly in the text and the readers knowledge related to the topic of the text.
From the explanation above, it can be concluded that reading comprehension is the power to get an idea or the meaning from the text, understanding it according to experiential background, and interpret it with the reader’s needs and direction.
2. Components of Reading Comprehension
According to Davis (take in Heilman, Blair, and Rupley, 1961: 241) divides comprehension skills become five skills, are following: a.
Recalling word meaning (vocabulary knowledge) b. Drawing inferences from the content c. Following the structure of a passage d. Recognizing a writers purpose, attitude, tone and mood e.
Discover the answers to question answered explicitly or in paraphrasing.
3. Levels of Comprehension The readers may have different types or levels of thinking.
Following to Heilman, Blair, and Rupley (1961: 246), there are three levels of comprehension: a. Literal Comprehension
Literal comprehension is an understanding the ideas and information clearly whole in the passage. The abilities are following: 1)
Knowledge of word meaning 2)
Recall of details directly stated and paraphrased in own words.
3) Understanding of grammatical. 4) Considering of main idea explicitly stated. 5) Ability of ordering information presented in passage.
b. Interpretative Comprehension Interpretative comprehension is an understanding of ideas and information not explicitly state in passage, it is the opposite purpose of the literally comprehension. The interpretative comprehension abilities are: 1)
Inferring cause and effect relationships when they are not directly stated 2)
Detecting the author’s purpose, tone and attitude in writing.
3) Drawing conclusion of the story content.
c. Critical Comprehension Critical comprehension includes analyzing, evaluating, and personally reacting to information introducing in the passage. After the information has be found and understood (literal reading) and it is implied meanings have been discovered and interpreted (inferential reading), the readers in ready to evaluate it, make judgments as to it is application, accuracy, validity, and useful (Kennedy, 1981: 232). The skills are: 1)
Personal reacting to information in a passage indicating it is meaning to the readers.
2) Analyzing and evaluating the quality of the written information in terms of some standards.
4. Factors Affecting Students on Reading Comprehension
Teachers have to understand the factors that affect
comprehension, to help the student handle their short comings in comprehending what they read (Dallman, Rouch, Char & DeBoer, 1982: 25). The factors are: a.