CHAPTER I INTRODUCTION INTRODUCTION
A. Theoretical Review 1. Reading
4. Assessment of Reading Comprehension
and may include passage from the textbook, handouts of internet materials, primary documents, charts.
1) Pre-reading. It includes preparing the learner for reading by forming or activating relevant schema.
2) While-reading. It involves undertaking the task as set.
3) Post-reading. It can be varied, encompassing any follow up or exploitation of what has been read. (Johnson: 2013, p.149)
It means that in teaching reading, the teacher should have or plan the stages of teaching reading which can make easier in teaching reading process, the stages that can be used in teaching reading are pre-reading, while-reading, and post-reading. Therefore, it can be informal that teaching reading is not passive activity. Students must enjoy during reading process. As we know the advantages of reading is to give the students‟ knowledge that they never know before. In teaching reading, students and teacher can be a partner to make the teaching process more effective.
students performance. Based on this, it can be mentioned that assessment used to determine the quality of students works.
Then, Klinger, Vaughn, & Boardman (2007, p.8) states that assessing comprehension is hard to teach, because it might have challenges in determining how many students really comprehend the text. Reading comprehension assessment has different purposes including to compare students' comprehension levels with those of in a sample group, to find out if students have met reestablished criteria for their grade level, and to inform teachers how effective the reading comprehension technique they use.
Westwood (2008, p.33) states that the main functions of assessment are below:
a) To enable a teacher in evaluating the effectiveness of teaching technique and making any necessary modification to technique of deliving and leaming activities.
b) To identify students who still have dificulies in mastering the course content and need additional help.
c) To provide students with information if they arrest to be transferred to another school or to a special education.
d) To be accountable to parents by providing them with evidence of their student's leaming.
e) To match with govemment education authorities by providing hard evidence of achievement levels.
In giving the suitable assessment to mesure students‟ reading comprehension, the researcher needs to consider the types of reading. In this
research, the researcher measures student‟s reading comprehension by giving narrative texts and comprehension questions test. Brown (2003, p.206) states the features of comprehension questions test as follow:
a. Main idea (topic) b. Supporting idea
c. Detail (scanning for a specifically stated detail) d. Inferences
e. Vocabulary in context
f. Expression/idioms/phrases in context g. Grammatical features
h. Excluding facts not written (unstated details)
In line with that, based on the curriculum 2013 for Senior High School the indicators of reading comprehension are as follow:
a. Main idea
b. Specific information of the text c. Reference
d. Inerence
e. Understanding vocabulary
Then, King and Stanley (2002, p.8 as cited in Rizka Mufariza: 2019) state that components of the paragraph in reading, as follow:
a. Finding main idea
Main idea is called as topic sentence which tells what the rest paragraph is in some paragraphs, the main idea is not explicitly stated in
any one of sentence. Instead, it is left to the reader to infer, or reason out.
In other words, the main idea is the most important idea that author develops throughout the paragraph.
b. Finding factual information/details
Factual information requires redears to scan specific details Supporting sentence or specific information develops the topic sentence which appears with WH Questions by giving definitions, examples, setting, character, time, facts, an incidents, comparison, analogy, cause and effect, quotation, purpose, etc. In which the answer can be found in the text.
c. Finding the meaning of vocabulary in the text
It means that vocabulary is fundamental for everyone who wants to speak or produce utterances for reading. The reader develops guessing to the word which is unfamiliar with them, by relating the close meaning or unfamiliar words to the text and the topic of the text that is read. The words have the same meaning as another word.
d. Identifying references
One of the purpose of reading is for a reference which is any expression used an utterance to refer to something or someone (or a clearly delimited collection of things or people). Identifying references to which they refer will help readers understand the reading passage.
Reference words are usual short and be frequently pronoun, such as it, he, she, this, those, and so on.
e. Making inference
An inference is an educational guess or prediction about something unknown based on available facts and information. It is the logical connection that the reader draw between his observes or unknown and what he does not know. The importance of reading is to understand what the writer wrote; it is expected that reader can infer the writer wrote. In other words, a good reader is able to draw inference logically and make accurate prediction based on the text that they have read.
In this research, the researcher used five reading comprehension components as King and Stanley stated above as the indicators of reading comprehension. They are finding main idea, finding factual information/details, finding the meaning of vocabulary in context, identifying references, and making inferences.