CHAPTER 1
INTRODUCTION
A. Background
In this information era, science and technology development demands people to
improve their knowledge and experience. One way to improve their knowledge and
experience was through
reading. Reading is the
effective way to get information. If someone said the book was
the window of the world, we can say that reading is the eye of the world
because we can know all the things through reading. Reading is one of the basic
skills of English, but it has a very complex process where the reader tries to
discover meaning in print page or script. Through reading one can enhance his
experiences, develop new concept and improve his thinking or knowledge.
Reading is the
third of the four basic language skills, they are: listening, speaking, reading and writing that must be mastered
in language learning and language skill that palys an important role in
teaching. Reading comprehension is
knowledge understood after reading. It is an active thinking procces with that not
only depend on skill but also on students’ experience and prior knowledge
which involved understanding
of vocabulary to know the meaning of
reading, to
relationship among words
and to concept
organizing ideas, to recognize the student’s
purpose in making judgment, and to do evaluation.
It is taught in integration with the other
language skills. As one of the language skill, reading received more emphasis than the
other, it is given the first
priority. Based on the observation diagnostics text which had
been done in SMP Negeri 25 Cenrana Kabupaten Maros , especially for class VIII
B still poor in comprehending a reading text. They felt
difficult to understand the reading text and they did
not have a sufficient reading skill to understand the entire text given, as
value of observation in the classroom the students’
have scores 5.05, this score was
as a poor category. In this research the aim was
to solve this problem until the students had
good score, while the standard curriculum is 65.
Furthermore, comprehension is a
really important either in
reading and other skills. The ability of someone to comprehend closely related to background knowledge. Coady (1981: 3)
states that the interest and background
knowledge would enable the students to comprehend at reasonable rate and keep
him involved in the spite of synthetic difficulty.
In SMP Negeri
25 Cenrana, based on observation, those problems were
caused by the lack of reading comprehension strategies. As Thompson (1993:2)
states, problem in comprehension
could be a result of the lack of instruction time assessing reading at
the word and sentences levels rather teaching
referential or inferential comprehension.
From that case, the teacher should have
interesting method or strategy in reading class. There are
many strategies can be used to improve reading comprehension. Here, the
researcher would use Context
Clues Strategy
to develope the students’ reading comprehension of the text read. The researcher hopes this strategy will
be an interesting and attractive strategy in learning especially in reading
class. Context Clues Strategy can
help the students master in reading comprehension which is bit of information
from the text, by combining prior
knowledge, allow the students to
decide the meaning of unknown word in the story, or article that they read. It is also useful to guide the students
to figure out the meaning of a word
from the context. Beside that the context clues would be helpful to motivate the students to
improve reading comprehension when it was applied because it
presented very simple instruction that can be
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