CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English involves the four language skills, namely listening, writing, speaking, and reading. The teachers should develop these four language skills in order that their students could use the skills to communicate or express their thoughts, feeling and opinions in English. Of the four language skills, reading constitutes an important skill to master. According to Harmer (2005: 68) in Fauziati (2010:32) reading text provides opportunities for students to learn vocabulary, grammar, pronunciation and even good models for English writing – the way sentence, paragraphs, or texts are constructed. Last but not the least, reading texts can introduce interesting topics and stimulate discussion.
Generally, teaching reading started with the teacher entered into classroom and asked the students to open the book or teacher bring examples of text and then the students were asked reading the text. In fact, the method is unattractive and make students become bored. Reading still be a big problem for students because growing a desire to reading to students is very difficult. One important thing which the teacher must do is to make students interested in reading activity.
In the teaching of reading, teachers must master a variety of techniques that can be adjusted to classroom conditions. According Fauziati (2010:17) technique encompasses the actual moment-to-moment practices and behaviors that operate in teaching a language according to a particular method. In other words, technique is classroom practices done by teacher when presenting a language program. This is the way the classroom activities are integrated into lessons and used as the basis for teaching and learning.
cooperative learning technique. According to Richards and Rodgers (2004:192) in Fauziati (2009:164) it is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of learners in the classroom.
Another technique that can be used to teach reading is K-W-L-H technique. This technique is often used by teachers to teach descriptive reading. K-W-L-H is a model for active thinking during reading. The four stand for helping students to get information from the descriptive reading text, (a) what students know about the subject. (b) what students want to learn. (c) what students learn as they read, and (d) How students can learn more.
The most common techniques used by teachers in teaching reading is reading aloud and silent reading. In teaching using techniques of reading aloud teacher assigns students to read aloud or teacher read aloud the sentence then the students repeat the sentence has been pronounced loud by teacher as well. Another example is, according to Fauziati (2009:39), students take turns reading sections of passage, play, or dialog out loud. At the end of each student’s turn, the teacher use gestures, pictures, realia,
examples or other means to make the meaning of the section clear. Then, silent reading is reading techniques so that students can understand the content of reading to read it silently.
Wonogiri is the favorite school there. Teaching English focuses on learning language skills. There are listening, reading, speaking, writing and intergrated vocabulary and grammar. This school is a good alternative for children because this school is pilot project school for 2013 curiculum. In SMP Negeri 2 Wonogiri has not been fully used apply 2013 curiculum. So, the techniques used in there not entirely used scientific approach. According to Suharyadi (2013:1348) scientific Approach is paramount to better the quality of teaching and learning. SA is believed to be able to develop students‟ affection, skills, and knowledge. SA is also considered relevant with the idea that learning is a scientific process in the classroom. Thus, how learning
takes place should be scientific-based, meaning that all processes and steps of
learning should reflect fixed procedures starting from observing, questioning,
associating, experimenting, and networking.
The writer is interested in observing the seventh grade of SMP
Negeri 2 Wonogiri because, at this level, many students can’t understand the
Based on the reason above, the writer wants to write the research entitled, “ TECHNIQUES IN TEACHING READING TO THE SEVENTH GRADE OF SMP NEGERI 2 WONOGIRI”.
B. Scope of the study
In this study, the writer limits her study on techniques for teaching reading to the seventh grade of SMP Negeri 2 Wonogiri. The research concerns with techniques in teaching reading and the procedures of teaching reading. The writer takes the data from 7G and 7H of students.
C. Problem Statement
Based on the background of the research, the problems that will be discussed in this study are follows:
1. What are the techniques in teaching reading to the seventh grade of SMP Negeri 2 Wonogiri?
2. What are the procedures of teaching reading to the seventh grade of SMP Negeri 2 Wonogiri?
D. The objectives of Study
Based on the problem statement, the objectives of the study of this research are to identify:
1. The techniques in teaching reading to the seventh grade of SMP Negeri 2 Wonogiri.
E. Significant of the Study
The result of this study can contribute some benefits to students, teacher, and school. Here are the benefits:
1. Theoretical Benefits
a. The research is talking about teaching reading of the junior high school students, so it is expected that research help the readers to know about the reading ability of the junior high school students. b. This research is expected to give a valuable experience which can
be used for doing a better action in the future. 2. Practical Benefits
a. For the English teacher, teacher can develop and clarify ideas about their field of study and research method.
b. The result of this study will help the English teacher and the learners solve their problems in teaching and learning English especially in reading skill.
3. Research Paper Organization
The writer divides this paper into five chapters, as follows:
Chapter I is Introduction. It consists of background of the study, scope of the study, problem statement, the objectives of study, significant of the study and research paper organization.
teaching reading comprehension, classroom activity, reading skills, classroom procedure, the principles of teaching reading.
Chapter III is research method. This chapter presents type of the study, research participants, object of the study, data and data source, data collection techniques, instrument, data analysis techniques.
