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CHAPTER I INTRODUCTION
1.1 Background of the Problem
One of the most important daily tasks, especially when learning, is reading. The procedure provides the readers with a wealth of information from the text they read. Since it aids students in gathering information, this process is crucial to the learning process. Reading brings enjoyment and information, (Kaya 2015). In order to understand what you are reading, you must first recognize the sign. Only then can you deduce its meaning.
According to Nurdiana and Rizki (2017), reading is a multi-step cognitive process that begins with symbol decoding and ends with organizing or creating meaning.
Reading is a language ability that is crucial to the learning process.
This ability has an impact on a variety of aspects of human existence, particularly the learning process. Syaputra (2014), claims that reading contributes to human growth. Reading can have an impact on someone style of thinking, basic human imagination, emotional and moral development, and verbal intelligence.
Reading is an essential skill that plays a crucial role in language learning. It is not only a tool for gaining knowledge but also a means of acquiring language proficiency. Through reading, students can develop their comprehension skills, which is an essential component of language learning.
Therefore, reading comprehension has become a significant concern in the field of education.
However, a lot of students still have trouble understanding texts, especially recount texts. Recount texts are a genre that recounts experiences or occurrences from the past. Students must comprehend the chronology of events, the text's aim, and the linguistic features used in recount texts.
Reading proficiency is a component of language skills in the teaching and learning of English in Indonesian educational institutions. Students should be able to master this ability.
Language learners find reading difficult since they have to take their content into account when reading. They must also turn the letters on the page into sounds and words, link those words to their correct meanings, and connect those meanings in order to comprehend sentences, paragraphs, and the book as a whole. Reading comprehension is a remarkable cognitive accomplishment that is difficult to teach (Cartwright 2015).
One of the junior high schools is called SMP Islam De Green Camp, and it is situated in Tanjungpinang. The students receive formal education in English as well as instruction in reading skills. The new Merdeka curriculum is used at this school. One of the main subjects that students must be taught in this curriculum is English. Two times every week, the students should study English according to the Merdeka Curriculum. The four types of English skills that are taught to students during the learning process are reading, writing, speaking, and listening.
Students in the eighth grade are expected to acquire reading abilities according to the Merdeka curriculum that is implemented in that school.
Making students proficient readers of English text is the goal of reading instruction. The text is sentence structure must be understood and mastered by the students, as well as its explicit and implicit meaning. Reading helps you comprehend not only the text is overall meaning but also any implicational meaning that may have been included. It significantly enhances other skills. If the students can read and interpret texts well, it suggests other skills will work together.
The fundamental reading skill required by this school curriculum is the ability for students to understand the social function, text structure, and linguistic characteristics of texts in their contexts. When reading a material aloud in front of the class, the teacher asked the students to pay attention.
Students were then instructed to read the text and have a group discussion about it. Understanding the text, social function, general structure, and linguistic aspects was taught to the students. The tale about the text that was previously read was to be rewritten by the students at the conclusion of the lesson.
One type of text that they need to master is recount text. If students are unable to master the elements of reading that are expected by the curriculum it self, this is what it entails. The process of teaching and learning would not function smoothly and effectively.
Students' levels of reading comprehension vary, and this includes their ability to comprehend recount texts. Some pupils may comprehend concepts clearly, but others may not. The teacher has taught and explained literature to the class using effective teaching methods. Additionally, the teacher covered how to understand the text. However, it is still challenging for kids to comprehend the reading material, particularly in recount texts. It occurred as a result of certain students' lack of a dictionary and vocabulary.
The researcher main goal in this study is to examine how well students comprehend recount texts. Texts that recount events or experiences from the past are written to inform or amuse readers. Some reading comprehension issues prevent some readers from accomplishing the goal of reading. Based on observations made during the second year of SMP Islam De Green Camp Tanjungpinang, the researcher discovered the symptoms listed below, including: other students find it difficult to understand recount texts, others become bored while reading them, and other students lose interest in learning English because they believe it is tough.
The aforementioned signs indicate that the students have difficulties learning English, particularly when it comes to reading comprehension of recount texts. Some students fall short of the required standard. The researcher is motivated to look into the issue of "Students' reading comprehension in recount text" at the eighth grade SMP Islam De Green Camp Tanjungpinang is.
1.2. Identification of The Problem
a. It was challenging to understand the students when they read recount texts.
b. The students needed high effort in Recount text.
c. The students felt bored when reading Recount text.
d. The students lacked interest in learning English english because they suggest that learned English was difficult.
1.3. Limitation of the Problem
In this research, there were many problems to be considered. In order to make this research more understandable, it focused on students' reading comprehension, particularly with regard to recount text, at the eighth grade SMP Islam De Green Camp Tanjungpinang.
1.4.Formulation of the Research
The problem of the research is as follows "How is students’ reading comprehension in recount text at the eighth grade of SMP Islam De Green Camp Tanjungpinang?"
1.5. Objective of the Research
In this research, the research objective is to know how students' reading comprehension in recount text at the eighth grade of SMP Islam De Green Camp Tanjungpinang is.
1.6. Significance of the Research
This research is expected to provide the following benefits:
1.6.1 Theoritically
This study supports past studies on recount text reading comprehension.
1.6.2 Practically
1. Students
With the use of their reading comprehension skills and the development of their text comprehension abilities, students can understand reading texts, particularly recount texts. When reading the material face-to-face, students will also pay closer attention.
2. Teacher
The findings of this study are anticipated to be useful to English teachers as well as the input for assessments of students' understanding, particularly while reading recount texts.
3. Reader
Reader of this study can refer to the reference materials and media to increase their knowledge, use this study as a guide for conducting or new research.
1.7 Definition of key terms
Several significant keywords are utilized in this study:
1. Analysis
Analysis is the process of thoroughly evaluating or examining something in order to learn more about it. Analyzing a recount text entails discovering precise information about the students. The eighth grade at SMP Islam De Green Camp Tanjungpinang is studying or testing readers' comprehension of recount texts.
2. Reading comprehension
The capacity to comprehend what has been written is known as reading comprehension. Reading comprehension in this research refers to the outcome of reading, which is the text's meaning.
3. Recount text :
Texts that recount prior events or experiences are known as recount texts. Recount texts discuss past occurrences and are typically written as a list of prior incidents. Junior high school second-year students are taught Recount text.
