Improving the Students’ Reading Comprehension of Narrative Text through Question Answer Relationship (QAR) Strategy

Improving the Students’ Reading Comprehension of Narrative Text through Question Answer Relationship (QAR) Strategy

CHAPTER I

INTRODUCTION

A.  Background

Language is a tool of communication. It is used to express ideas, feeling, suggestion, creation, or emotion that will be much easier to express it in our mother tongue. Trouble comes when we are asked to express ourselves in a foreign language. English as an international language has four mayor skills that widely used and spoken all over the world. They are listening, speaking,  reading, and writing. In teaching English, the students are encouraged to use English for communication and to read the books and references written in English.

Reading is one of the main skills in English that plays important role. Reading can be defined as an active cognitive  process of  interacting with the print and monitoring comprehension to establish meaning and through reading we can get much knowledge, study new words, comprehend ideas, study the word are used, how to implement the grammatical rules, and gain the information.

Most of students have many problems in reading book or passage. One of them is to find main idea of the text they read. They can read the words well but they cannot get the main idea. That is why sometimes they feel sleepy in class because they get no any comprehension about the text they read. At the end, they cannot answer the questions based on the text perfectly. This problem occurs because the teacher only asks the students to read the text and answer all the questions without giving any explanation that help the students in comprehending the text well.

It can be seen from Hafsah (2005:35) who stated that the students find some difficulties to comprehend such as they don`t understand the content of the material, what the text about, and they hard to find main idea of every paragraph. And also from the researcher`s experience after taught many students, found that those??????.”

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IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY AT THE SMA.

INCREASING THE STUDENTS’ READING COMPREHENSION THROUGH LISTEN-READ-DISCUSS (LRD) STRATEGY AT THE SMA.

CHAPTER 1

INTRODUCTION

A.    Background

Nowadays, science and technology development demands people to increase their knowledge and experience. One way to increase their knowledge and experience is by reading. Reading is one-step to study effectively. Through this step, it can develop our memory, comprehension, and more knowledge for example when the people study textbook, article, short story, and even a novel. Reading can increase our science and give us knowledge information. Reading is an activity with a purpose.

Someone may read for many reasons, for instance to gain information and exiting knowledge, or in order to critique a writer’s ideas or writing style. Reading is one of the basic communicative skill,  but it has very complex process. It can be said that, reading is a process in which reader finds information given by the writer in the written form. In this case, reading can be said as an interactive process, checks, and ask questions about what the text is about. Leonard (1961) states that reading involves nothing more than correlating sound image, that is ”spelling” while Robert Karim (1980) defines that reading is as a thinking process ?????

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Using English Short Stories To Improve Students’ Reading Comprehension Achievement

Using English Short Stories To Improve Students’ Reading Comprehension Achievement

CHAPTER I

INTRODUCTION

A.    Background

We know  that  the English  language as  means of  international  communication   and it becomes  more  important  nowadays. Therefore the government of Indonesia places this language. In the curriculum not only the secondary schools, senior high school but also at in universities or institutes. English as a foreign language involve four skills in language learning, they are: reading, listening, speaking, and writing. Beside the  four language  skills above , reading is importance to students  whose mother tongue  is not  English because they almost  do not opportunity  to hear or to speak  that language so in This  research, the  researcher  will  concern  with  reading skill

Pourkalhor & Kohan (2013: 1) Reading is not just a single skill but a combination of many skills and processes in which the readers interact with printed words and texts for content and pleasure. Through reading, one can teach writing, speaking, vocabulary items, grammar, spelling and other language aspects. There are some essential goals of reading such as enabling students to understand the world, growing their interests, and finding solutions to their own problems. The use of literature as a technique  for  teaching  both  basic  language  skills  (i.e.  reading,  writing,  listening  and speaking)  and  language  areas  (i.e.  vocabulary,  grammar  and  pronunciation)  is  very  popular within the field of foreign language learning and teaching nowadays.

Reading is one of the main skills in English that plays important role. Reading can be defined as an active cognitive  process of  interacting with the print and monitoring comprehension to establish meaning and through reading we can get much knowledge, study new words, comprehend ideas, study the word are used, how to implement the grammatical rules, and gain the information.

Practically, it is not easy for students to read materials in foreign language than in their native language. They have to face new vocabularies and structures that are different with  that they have in their own language. They sometimes also have to face long, difficult, boring, and uninteresting passages both in the textbooks and in the test papers. Those things can make the students frustrated and lose their motivation to learn English. The reason for reading will finally simply become learning to read instead of reading to learn.

The role of a teacher is important to help students in determining how much and what subject they should read. The teacher is a person who should create the????

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THE CORRELATION BETWEEN VOCABULARY MASTERY AND THE FLUENCY IN SPEAKING ENGLISH.

THE CORRELATION BETWEEN VOCABULARY MASTERY AND THE FLUENCY IN SPEAKING ENGLISH.

CHAPTER I

INTRODUCTION

A.  Background

English is one of the most important languages in the world because it is of international communication. Therefore, the government of Indonesia has placed this English language in the curriculum not only at the secondary school, senior high school, but also at university or institute.

Being able to speak in English one needs to have enough vocabulary to express own idea. Therefore, speaking is one way of giving and finding information through oral communication. Speaker of English agrees that vocabulary is needed so much and not less important than grammar.

Many students are still doubtful to expose their ideas in English because they have a limited vocabulary in their mind. Vocabulary is one of the important elements in building up English using this element, someone can ?????

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Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

Improving the Students’ Reading Comprehension through Semantic Webbing Strategy.

CHAPTER I

INTRODUCTION

A.    Background

In learning English, there are four skills we must study. They are listening, speaking, reading, and writing. Reading' is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. It is the mastery of basic cognitive processes to the point where they are automatic so that attention is freed for the analysis of meaning. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use morpheme, semantics, syntax and context clues to identify the meaning of unknown words.

 Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). Other types of reading are not speech based writing systems, such as music notationor pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations. Reading is complex process. Teaching reading material to the students can be obtained from many sources. Those that magazines, articles and tourist brochures

Students must assimilate the information read into their own schemata to facilitate long-term memory. Isolated and unconnected pieces of information easily fade from memory, but post reading activities provide the glue to make a cohesive picture of what is read. Semantic Webbing organizes information and relationships in a visual display (Freedman. G. and Reynolds. E. 1980: 677).  It assists in reading comprehension and concept attainment and in the setting of purpose for reading through prediction  and  used as a tool for prediction in a story, with continued reading to verify or disprove points raised.  It can follow a story to chart character or plot analysis.  It assists in clarifying opinions and ?????

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