The Effectiveness of Pre Reading Plan Technique in Improving Students’ Reading Comprehension (ckassroom action research)

CHAPTER 1

INTRODUCTION

A.      Background

Reading is one of the important aspects that influence the students’ success in learning English because by reading students can increase their vocabulary and mainly goals of the teaching English in Indonesia to enable the students to use English for communication and to read English and references in English.

For the students who want to develop and extend their knowledge, Reading  Comprehension skill is a fundamental skill in obtaining progress. The students can extend their knowledge by reading books. Through reading, the students can improve their knowledge in many fields and sciences.

Reading is an active process of identifying important ideas, comparing, evaluating, and applying them. ( Mc. Whorter, T. Kathleen : 1999 ) therefore, in reading paragraph, we have  to try to comprehend the main idea of the reading material, without comprehending the paragraph; it will be difficult to understand  what we have read or what the writer means or what reading material.

In teaching and learning English reading process, the comprehension toward the material is the main goals, but the fact show that the majority of the students encounter the problem in comprehending the English texts.

By looking at this fact, the English teachers are expected to always make some effort to help the students to improve their reading comprehension; teachers must give variation in teaching them in reading class. If the students are only taught to read and memorize the grammatical pattern, they will get bored, so variations are really needed to overcome boredom. Byne ( 1998 ; 130 – 132 ) states that students seem to learn better when they are engaged

In teaching reading the teachers find some problems. Edythia (1998) states that it is the fact that the students who study English may be fluent readers in their native language, but they cannot transfer the skills in reading English. When they read an English text, they tend to know or focus to the words rather than on the entire text and they are laid to their dictionary, therefore they read slowly, word by word and have lack of understanding the text.

The writer had done on observation at the Tenth year of SMA Muhammadiyah 9 Makassar, the writer found many problem in teaching learning English especially in Reading. The English teacher at the school said that, in learning a reading text, the students sometimes find some difficulties to comprehend it. They do not understand the content of the material, what the  text is about and they are hard to find out the main idea and details from the text.

Based on the result it observation of the research at SMA Muhammadiyah 9 Makassar especially the Tenth Year ( X ) in anomalous semester of school in academic year 2011-2012, it shows that the mean score of the students reading comprehension is low, it about 60 and the score standard is

One of the effective ways to solve this problem is by applying Pre-Reading Plan, where students are trained to free associate on key vocabulary words, reflect on these associations, discuss their associations as a group, and then reformulate their knowledge based on the discussion. This is based on a study by  Langer (1981) which is concern about an effort to integrate instructional assessment with pre reading instruction.

The Pre-Reading Plan technique begins with the teacher introducing a key word, concept or picture to stimulate a discussion. By having the students say anything that initially comes to mind and having that information recorded on the blackboard, participants are able to see the associations. By asking the students questions, such as, “What made you think of…?” they become aware of their network of associations. The students also have the opportunity to listen to other explanations and interact with other students. This interactive process also provides students with the opportunity to accept, reject or alter their own initial associations and to integrate them into more accurate pictures of the target concept. After that is the reformulation of knowledge, which provides the opportunity for students to verbalize any changes of modifications of their associations that may have occurred during the discussion. The purpose of helping the student to link his/her background knowledge with concepts in the text is to set up appropriate expectations about the language and content of the passage.

By applying this Pre-Reading Plan technique, it is possible to the teacher to make good decisions about how to increase students’ knowledge. The activating knowledge consists of building students’ awareness of what they already know and elaborating and refining what they know through group discussions. This activating???????????

DAPATKAN PROPOSAL ATAU SKRIPSINYA LENGKAPNYA DI SINIATAU KLIK DI SINI

DAN DAPATKAN REFERENSINYA DISINI

 

Guessing Games improve the students’ speaking skill

CHAPTER I

INTRODUCTION

A.   Background

As a professional teachers in the language teaching, especially the teaching of English a foreign language, teachers mostly spend much of time on appropriate teaching methodologist for greater effectiveness in students acquisitions on English, designing and implementing materials, test, and practice Teacher are responsible to educate the students from little or no knowledge to sufficient English speaking environment.

Mostly of the teaching method before the past few decades, found the teacher tends to carry out the teaching process in the classroom by applying traditional and monolingual principle ways of teaching with unsatisfactory. This shows that teachers need enrichments with appropriate ways of

teaching atmosphere, that why in teaching English as the second language by applying new and modified fashions in order that the result of the teaching learning process would contribute more input to reach satisfied learning outcome. Whole around the world recently, where the people encourage that English as their target or second language used based on whole interactions and communication holding the dominant role of very aspects of their life. English is most widely used in teaching learning process of broader Educational occasions either formal or informal environment.

It is reasonable that English is programmed as the first foreign or second language in many countries on this earth, furthermore in present global era. That is why experts on language and language teaching range must invent today English teaching and learning environment.

According to the 2006 English Curriculum (KTSP) and its supplement, the emphasis of the curriculum is that the students are able to communicate in English by mastering the whole skills. However, it is not easy to master all the skills; there must be one important skill that covers the whole skills. Based on the statement above speaking is the most important skill that should be mastered by students in order to communicate in English fluently.

In this case, the students must study hard to master it and the teacher should create a good atmosphere in class. However, it is contrary to the real situation in class. Speaking activities do not work in class because many factors prevent students from speaking English with their friends. They are afraid of making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability.

Considering problem, relating to speaking activities in class and helping students to improve their speaking skill is part of the teacher’s job. He or she is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. Therefore, thestudents will have opportunity to use English among themselves. The teaching –learning process should not only happen between teacher and students but also between students and students.

Speaking is an activity used by someone to communicate with other. It takes place very where and has become part of our daily activities. When someone speaks, he or she interacts and uses the language to express his or her ideas, feeling and thought. He or she also shares information to other trough communication.

In the classroom, the teacher must create the situation that can encourage real communication, many activities
??????????????????????????????????????????????????

DAPATKAN CONTOH PROPOSAL ATAU SKRIPSINYA DI SINI ATAU KLIK DI SINI

REFRENSINYA DI SINI ATAU KLIK DI SINI

DAN UNTUK PASSWORDNYA KLIK DI SINI