CHAPTER I INTRODUCTION A. Background of Study Reading is process that done and used by readers to get information and given by writer though written words or language. There are many types of text, they are procedure text, recount text, descriptive text, expositive text, report text and narrative text. One of text will be choosing is narrative text. Narrative text is a text telling about a conflict. Among the participant as there is a plot of problems solving in it. To comprehend the text, it’s influenced by many factors, such as mastering vocabulary, sentence pattern, topic sentence, strategy , media etc. Strategy is one of important factors to make a good plan to reach out for the purpose in teaching learning 1
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CHAPTER I
INTRODUCTION
A. Background of Study
Reading is process that done and used by readers to get information and given
by writer though written words or language. There are many types of text, they are
procedure text, recount text, descriptive text, expositive text, report text and narrative
text. One of text will be choosing is narrative text.
Narrative text is a text telling about a conflict. Among the participant as there
is a plot of problems solving in it.
To comprehend the text, it’s influenced by many factors, such as mastering
vocabulary, sentence pattern, topic sentence, strategy , media etc.
Strategy is one of important factors to make a good plan to reach out for the
purpose in teaching learning process, because strategy can influence the result of
learning. That’s why the teacher should use effective strategy in teaching material
especially reading text.
Here, the strategy that will be researched are Tea Party and Send.A.Problem
strategy. By using a difficult strategy in learning, it’s helped can help the students to
improve their ability in reading text, but in fact, there are still many students who
aren’t able to comprehend the text. It can be seen, when they are doing reading, they
get nothing from what they read. They still can’t answer the question correctly, and
they can’t find the topic sentence of the text.
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That’s why the writer want to conduct a study with the title “ The Effect of
Tea Party and Send.A.Problem strategy on the students ability in reading text at
MAL IAIN-SU.”
B. Identification of Study
Based on the background of the study above, the problems can be identified as
follows :
1. The students of MAL IAIN-SU have studied
vocabulary but they still have difficulties in translating the text.
2. The students of MAL IAIN-SU have studied
vocabulary but they still find the real topic sentence of the topic.
3. The students of MAL IAIN-SU have many exercises in
reading but they skill have mistakes in answering the questions.
4. The teachers have used different strategies in teaching
but the students’ interest is still low.
5. The teachers have used different media in teaching but
the students’ interest is still low.
6. The teacher has used different strategies in teaching but
the students still ave difficulties in reading text.
7. The teacher has made many exercises in reading but the
students still have mistakes in reading text.
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C. Limitation of Study
Based on the identification of the study above, the writer limits the study on
two factors, they are teacher’s strategy (Tea Party and Send.A.Problem strategy) and
the teacher’s ability in reading text.
The writer choose the topic as a strategy is one of the factors that influenced
the students ability especially ability to comprehend a reading text.
D. Formulation of Study
Based on the limitation of study, the writer formulate the study by making
some relevant question as follow :
1. How is the students’ ability in reading text that taught
by Tea Party strategy.
2. How is the students’ ability in reading text that taught
by Send.A.Problem strategy.
3. Is there any significant difference of the students’
ability in reading text that taught by Tea Party and Send.A.problem
strategy.
E. Aim of Study
The aims of this study are :
1. To know the students’ ability in reading text that taught
by Tea Party strategy
2. To know the students’ ability in reading text that taught
by Send.A.problem strategy.
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3. To know the difference of the students’ ability in
reading ability that taught by Tea Party and Send.A.Problem strategy.
F. Significant of Study
The result of this study is hoped to be useful for :
1. The principal of MAL IAIN-SU as a consideration in
making a concept of teaching.
2. The teacher of MAL IAIN-SU as a consideration in
preparing a lesson plan before doing a teaching learning process.
3. The other researchers who want to do a same case
deeply.
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CHAPTER II
THEORETICAL REVIEW
A. Theoretical conception
A.1. Definition of Strategy
Strategy ate the specific activities manifested to solve the problem. As what
Brown defines “strategy are those specific “attack” that we make on a given
problem.”1
According to Henry Guntur in his book said that strategy means as accurate
plan about activity to get a particular purpose. Strategy is method devised for making
or doing something.2
Teaching strategy are the means by which the teacher attempts to bring out the
desired learning. Basically, teaching strategy is instructional concerns with the
teacher’s way in organizing and using techniques of teaching objectives. It’s
consisting of formulation the goals to achieved and carrying out the procedures,
evaluating the success of the learning activities and following up their success and
failure. Because teaching strategy includes selecting content and constructional
materials as well as teaching procedures, it determines to a large extent what pupil
actually learn.1 H.Doughlas Brown, Principles of Language Learning and teaching Fourth Edition, (Longman : San Fransisco State University, 2000), p.1132 Henry Guntur Tarigan, Strategi Pengajaran dan Pembelajaran Bahasa, ( Bandung : Angkasa, 1993),p.2
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Whatever strategies are emphasized, learned, and used, it is generally agreed
that they should be taught explicit instruction, careful modeling, and scaffolding.
However, Paris, Lipson, and Wixson suggest that teaching a variety of strategies is
not enough. Rather, learners need not only declarative knowledge (What is a
strategy) but they also need procedural knowledge ( How do I use it ?), and
conditional knowledge ( When and Why do I use it ?). When teachers model strategy
use and then provide appropriate scaffolding while children are practicing strategies,
they are likely to become more effective strategy users.3
A.2. Description of Tea Party Strategy
The Tea Party strategy offers the students an opportunity to actively
participate in discussion and consider parts of a story or contents-area text before they
ever actually read it. While students mimic a Tea party by conversing with one
another, they are also encouraged to “predict what they think will happen in the text
as they make inferences, see causal relationship, compare and contrast, practice
sequencing, and draw on their own prior experiences.” Reluctant readers are enticed
to read more of the text as they gain insight on the material. Actively involving
students in constructing meaning before reading a text is a good way to help engage
student with the text and ensure they consider what they are reading during each stage
of reading.4
3 Paris, Lipson and Wixson in Jana Echevaria, Mary ellen Vogt and Deborah J.Short, Making Content Comprehensible for English language Learnres, (California : A Person Education Company, 2000), p.794 http://teachers.santee.k12.ca.us/carl/Document/Literacy%20Lane/Tea%20Party.doc.13 May2010
To increase the validity of the send-a-problem flashcards, the teams create the
flashcards on day 1. The teacher collects the cards and reviews them overnight and
the teams actually send-a-problem on day 2.
At this point, send-a-problem can go in two different directions. The question
cards can be returned to the originating team and there is an opportunity to discuss
any differences in answer. The originating team can revise the questions before they
are passed on to another team. Or the questions cards can be passed on next team for
team their review and discussion.
Teacher’s note : it is important to set up a pattern for rotating the problems
around the room. For examples, clock-wise, counterclockwise, front to back, back to
front, etc.
A.3.1. The Advantages of Send.A.Problem Strategy are :
1. The students have opportunity to create their own review questions or
to challenge other teams with original problems.
2. The students can solve problems quickly.
3. Appropriate think time improves the quality of students’ responses.
4. Safer and easier to enter discussion with a classmate.
5. The students have opportunity to learn from each other learn from
doing.
A.3.2. The Disadvantages of Send.A.Problem Strategy
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1. The students will make noise and the teacher difficult to control
situation.
2. Use much time.
3. The self interest of the group eventually reduces the problems of
dominance.
A.4 Reading
As a skill, reading is clearly one of the most important ; in fact in many
instances around the world we may argue that reading is the most important foreign
language skill. Particularly in case where students have to read English material for
their own specialist subject but may never have to speak the language ; such cases
are after referred to as “English as a Library language.”9
Reading theorist have regarded reading for some time as an active rather than
a passive process. The reader’s understanding of a text is a conditioned by what
he/she already knows and the availability of that knowledge during the reading
process.10 It also seen that individual readers have different purposes and motivations
for reading, which lead to different ways of processing information in the text, and
variation in what they derived from it. Therefore, different readers likely to interpret
text in varied ways. As Widdowson says :
9 Jo Mcdonoug and Christopher Shaw, Material and Method in ELT, A teacher Guide, (UK : Blackwell Publishing, 2003)p.8910 Carrol and Bransford in Meenakshi Raman, English Language Teaching, (Atlantic Publisher & Distributor, 2003),p.44
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“texts do not have one meaning potential, which is only realized in the
interaction between reader and writer.”11
Reading comprehension is an essential part of reading instruction and has
been examined in many contexts over the years. Typically, teacher have been taught
to employ strategies before, during, and after reading to teach comprehension.12
The importance of reading, Allah SWT reveals in Surah Al-Alaq verse 1-5 in
Holy Qur’an :
13 Meaning : “ Proclaim (or read) in the name of the Lord and Cherisher, who
created, created man, out of a (mare) a lot of congested blood. Proclaim and The Lord
is most beautiful. He who taught ( the use of pen). And teach the people that they
know yet.
A.5 The Reason of Reading
Much of the current thinking on reading tends to focus primarily on the
purpose of the activity; even if reading is done for pleasure it is skill purposeful.
Williams usefully classifies reading into 14:
a. Getting general information from the text.
11 Carrol and Bransford in Meenakshi Raman, English language Teaching, (Atlantic Publisher & Distributors, 2003),p.4412 Adrienne L.herrell and Michael Jordon, 50 Strategies for Improving Vocabulary, Comprehension, and Fluency An active Learning Approach Second Edition,(Columbus, Ohio, 2002),p.113 Q.S. Al-Alaq, 96:1-514 Jo Mcdonough and Christhoper shaw, Op.cit, p.90
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b. Getting specific information from a text, and
c. For pleasure or for interest.
Rivers and Temperley list the following examples of some of the reasons that
L2 students may need or want to read 15:
a. To obtain information for some purpose or because we are curious
about some topic.
b. To obtain instructions on how to perform some tasks for our work or
daily life.
c. To keep in touch with friends by correspondence or to understand
business letters.
d. To know when or where something will take place or what is
available.
e. To know what is appening or has happened (as reported in news paper,
magazines, reports).
f. For enjoyment or excitement.
Reading is an activity with a purpose. A person may read in order to gain
information or verify existing knowledge, or in order to critique a writer’s ideas or
writing style. A person may also read for enjoyment, or to enhance knowledge of the
language being read. The purpose for reading guide the reader’s selection of texts.
The purpose for reading also determines the appropriate approach for reading
comprehension. A person who needs to know whether she can afford to eat at a
15 Jo Mcdonough and Christhoper shaw , loc,cit,p.90
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particular restaurant needs to comprehend the pricing information provided on the
menu, but does not needs to recognize the name of every appetizer listed. A person
reading poetry for enjoyment needs to recognize the words the poet uses and the ways
they are put together, but does not need to identify main idea and supporting details.
However, a person using a scientific article to support an opinion needs to know the
vocabulary that is used, understand the facts and cause-effect sequences that are
presented, and recognize ideas that are presented as hypotheses and givens.
Reading research shows that good readers are :
Read extensively
Integrate information in the text with existing knowledge
Have a flexible reading style, depending on what they are reading
Are motivated
Rely on different skill interacting : perceptual processing,
phonemic processing, recall
Read for a purpose; reading servers a function16
A.6. Types and Methods of Reading
There are several types and method of reading, with differing rates that can be
attained for each, for different kinds of material and purposes :
Subvocalized reading combines sight reading with internal sounding
of the words if spoken. Advocates of speed reading claim it can be a
16 http://www.nclrc.org/essentials/reading/reindex.htm. 3 March 2011