INTRODUCTION

CHAPTER I

INTRODUCTION

A.      Background of the Study

Reading is one of important skills because by reading a text, people can broaden their knowledge, according to Diane Leipzig (2001), reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation. It requires that the readers have to identifythe words in print (a process called word recognition), constructan understanding from the words (a process called comprehension), coordinate identify words and making meaning so that reading is automatic and accurate (an achievement called fluency).

Reading is related to text, so it is very important to introduce reading well to tha students and to make it interesting activities in classroom according to IAIE (International Association Education Achievement) in a research done in 1992 concludedthat the ability of senior high school students in Indonesia is still low. From 30 countries surveyed Indonesia was in grade 29. That is because as we know english is a foreign language for indonesian students, so the students have dificulties to pronounce english well. The right pronuncition is more important aspect in reading comprehension, so that is is one of students problem in Indonesian.

One of the factors is the techniques that are used in the classroom. According to Anthony (1963), a technique is a super ordinate term to refer to various activities that either teachers or learners perform in the classroom, but sometimes their techniques of learning are not suitable for their style and hence they cannot best use mental power. Another factor is because parents who read to their children in early years typically choose narrative story, so most children enter school with limited experience, especially experiences with expository text (J M Page, 2002). Because of it, the teacher always begins reading instruction based on story text and for the result 80 % of the teacher used predominantly

meaning of short and simple text of expository, narrative, descriptive, and news item in the context of daily life to access knowledge.

Beside the factors above we also should be know that the assessment that teachers give the student im a important thing to make the student more comprehend to understand about the text that they read. Based on the reseacher experience many assessment were given in the classroom. And it gives the effect of the students to more understanding about the text and ability to understand and answer all question that related with the text. One of the assessments is Matching task.

Matching task is one of the assessments that can we apply in the classroom. By matching task we can measure the student ability and also their understanding their text. Some time the researcher find out the problem that the students are difficult to answer the question in traditional assessment and it’s related with their ability in reading.

From the students’ problem the researcher applies matching task to make student easier to comprehend and be fluent in rreading text especially expository text. So the researcher applies the matching task and it will be effective in teching reading comprehension. 

B.       Identification of Problem

   The problems of this study are formulated as follows:

1.    The students’ difficulties to answer question in reading text.

2.    Is any significant effect of applying Matching task on the students’ achievement in reading comprehension?

C.      Scope and Limitation

            The scope of the research is the using matching task on the students’ achievement in reading comprehension, but because there are many genre texts, the researcher focuses in expository texts. And the level of the students which will be taught here is more concern on the senior high students of SMA NEGERI 1 Gunung Meriah, the first semester students academic year 2013-2014.

D.      Formulation and the Problem

   The problems that will be discussed in this study are:

1.    What is any significant affect of applying Matching task on the students’ echievement in reading comprehension?

2.    What are the students’ difficulties to aswer questions in reading comprehension text?

E.       Objective of the Study

   The objective of the study will be shown as follow:

1.    To find out is any significant effect of applying Matching task on the students’ achievement in reading comprehension.

2.    To find out what the students’ difficulties to answer questions in reading comprehension text.

F.       Significances of the Study

In learning English especially in speaking skill approach is very important to increase ability in speaking so the research on using or applying natural approach in speaking is hoped to be very useful for:

1.    English teacher, as giving them choice to make test or assessment in teaching reading comprehension especially expository text.

2.    The students, to improve their reading comprehension ability.

3.    Other researcher, as a reference for conducting relevance study on the same topic.

4.     

CHAPTER II

REVIEW OF LITERATURE

A.      Theoritical Framework

1.        Description of Effect

            The term effect can generally means:

1.    Anything brought about by a cause or agent.

2.    The power of ability to bring about result.

3.    Influence or action on something

4.    The impression produced in the mind of the observer or hearer. (Webste’s new world Dictionary of American Language, 1984:416)

According to Hornby (1986:277) the word “effect” means the change produced by action or cause result or outcome, and then it comments to the adjective word “effective”, which stresses the ability to produce an effect of the actual action.

From these definitions, the second definition is seems suitable as the purpose of the researcher because it refer to the process in doing something considering the goals of the research. The term effect is defined as the condition in the which an action has some power to influence its object in an operational and measurable manner.

2.        Description of Reading

Reading perceives a written text in order to understand its contents. Reading is the process of the contructing meaning from written texts. It is complex skill requiring the consideration of interrelated sources of information.

Marksheffel (1986:10) stated the reading has been defined as a means of solving problems, a way of learning, a preception process, a mean of relaxation,  

a tool subject, getting meaning from the printed page, a thinking process and a simulator of ideas.

Stahl and Murray (1998:13) stated that there are a number of ways to define reading , hence the confusion about the goals of reading programs. Proponent of different instructional models tend to view the concept of the reading in different ways. For example, some people tend to view reading purely in terms of decoding, whereas whole language theorists tend to view reading in terms of responding to and appreciating literature. These differing views have led to the acrimonious debates that have typified our field. When we talk about reading, in whatever context, it is imfortant to state exactly what aspect of reading we are talking about. Vocabulary instruction is a necessary part of conprehension instruction because understanding text is significantly influenced by vocabulary development (Baumann & Kame’enui, 1991; Graves, Brunetti, & Slater, 1982; Graves, 1989).

2.1.       Reading Achievement 

Reading is an active process of the interacting with print and monitoring conprehension to establish meaning (Ranking & Scheiner, 1985), According to Brown (2003:312), there are two types of reading classroom performance. They are oral and silent reading. Oral reading can be served as an evaluate check on bottom-up processing skills, double as a pronunciation check and serve to add some extra students’ participation at the beginning and intermediate levels. Moreover silent reading is subcategorized in two parts, intensive and extensive reading.

Extensive reading leads to language acquisition, provided that certain precondition are met. These include adequate exposure to the language, interesting material, and a relaxed, tension-free learning anvironment

structure. Sometimes intensive reading is defined as reading carefully for an exact understanding or text.

Reading is a complex process, which actively involves the reader according to Dowher (1999), there are three interactive phrase of reading comprehension in order to get the achievement. The first is pre-reading stage, which involves the readers activating prior knowledge, the second is active reading stage, which involves the readers setting a purpose for reading, read silently and self monitors and last is post reading stage, which involves the readers recalling the information, responding to read, and extending the knowledge.

Talking about the achievement, there are many definition can be taken from the experts. According to J.T Spence (1990) achievement seems to be basic to motivation in the cognitive area. Achievement motivation is the tendency to strive to execl when one knows that performance will be evaluated in relation to a standard. The standard may be an ideal, the performance of others, or one’s own past performance. Those who are encouraged to be independent responsible and competent in childhood are likely to become more motivated to echieve than others are.

Whereas William Grabe and Fredricka L. Stoller (2002:87) say that to build the achievement in reading, the teacher must understand the imfortance of motivation, interest, and self-esteem. Moreover Guthrie and Wigfield pointed out that. Students with high intrinsic motivation, a leaning a goal orientation and high self-efficacy is relatively active readers and high achieverswhy should this be? It is likely that motivational processes are the foundation for coodinating cognitive goals and strategies in reading comprehension becoming an excellent, active reader involves attunement of motivational processes with cognitive and language processes in reading (2000:408).

According to Dornyei(2001a), motivation directly affects the amount of reading done by students in both elementary and secendary level. Amount of reading in turn, influences reading achievement. Perhaps more importantly, motivation also strongly predicated reading achievement as students became readers that are more fluent.

in reading to search, we typically scan the text for a specific piece of information of specific word. Similarly, reading to skim is common part of many reading task and useful skill in its own right. It involves, in essence, a combination of strategies for guessing where important information might be in text.

2. Reading to learn from the text.

Reading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. It requires to

a.       Remember main ideas as well as number of details that elaborate the main supporting ideas in text.

b.      Link the next to reader’s knowledge base.

3. Reading to integrate information, write and critique texts.

Reading is integrate information requires additional decisions about the relative importance of clomplementary, mutually supporting or conflicting information to accommodate information from multiple sources. In this respect both reading to write and reading tto critique text be task variants of reading to integrate information. Both require abilities to compose, select and critique information from a text.

4. Reading for general comprehension

Reading for general information is the most basic purpose for reading underlying and supporting most other purpose for reading. General reading comprehension is actually more complect that commonly assumed. Reading fof general comprehension, when accomplished by as killed fluent reader, requires very rapid and automatic processing of words, strong skill in forming a general meaning representation of main ideas, and efficient coordination of many process under very limited time constraits.

Rivers and Temperly (1978:187) in Nunan (1991:251) suggest that there are seven main purposes for reading, they are:

1.      To obtain information for some purpose or because we are curious about some topics.

2.      To obtain instruction on how to perform some task for our work or daily life.

3.      To act in a play, play a game, do a puzzle.

4.      To keep in tourch with friends by correspondence or to understand business letters. To know when or where something will take place or what is available.

5.      To know what is happening or has happened ( as reported in newspaper, magazine, reports).

6.      For enjoyment and excitement.

2.3         The Process of Reading

2.3.1         Word Recognition

We say a reader recognizes a word when he sees the word and makes a connection between the sequence of letters in print and a appropriate meaning and pronunciation in his brain. This connection allows him to bring information about the word to his working memory, the place in the brain where comprehension take place. This information can include the word’spronunciation, one or more meaning, and it function in a sentence ( a noun, verb modifier, or article). Developing skill in word recognition is essential to becoming a skilled reader. Becoming a skilled reader means to attain the ability to recognize printed words rapidly and effortlessly so that more of the reader’s attention can be given to arriving at an understanding of their meaning (Adams,1990)

One of the primary goals of the reading instruction is to aquip readers with strong connections between words in print an information about those words stored in their brains. Stronger connections mean the reader is able to bring information about the word to his working memory faster and with less mental effort and to use the additional working memory to comprehend the collective meaning of the words that are being read. Linnea Ehri (1998) identifies five ways in which words are recognized and connections are made: sight, decoding, analogizing, processing spelling patterns, and contextual guessing. These methods

B.       Hypothesis

By using statistic t formulation:

t =  

with the criteria examination H­₀ is accepted if

-ɩ < ɩ < ɩ where ɩ is getting by t

Distribution with d_k = n-2. In the other way, H₀ is rejected.

The hypothesis is formulated as follows:

H_a        :    There is a significant effect of using the Matching Task on the students’ reading comprehension achivement.

H_o        :    There is no a significant effect of using the Matching Tasks on the students’ reading comprehension achievement.

 By : Yhannu Lahagu....... Is The Best

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