INDRA WINTO SIPAYUNG
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ENGLISH LANGUAGE EDUCATION PROGRAM TEACHERS TRAINING AND EDUCATION FACULTY SARJANAWIYATA TAMANSISWA UNIVERSITY YOGYAKARTA
IMPROVING READING SKILS AMONG THE TWELVE GRADE OF SENIOR HIGH SCHOOL A. INTTRODUCTION
Reading, which belongs to receptive skill, can be defined as a process whereby one looks at and understands what has been written (Williams, 1999: 2). It means that, when someone reads, he looks at something written and tries to get the meaning to understand it. Reading can also be described as a mental or cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (Davies, 1995: 1). It means that reading activity connects the reader and the writer although they are in different time and place; for example reading an ancient book, reading personal letter, etc.
As a general rule, the reason for teaching-learning reading to the students is because it belongs to the basic language skills in English, just as important as speaking, listening, and writing. Besides, reading is closely related with other subjects. Most of the materials given by the teacher (in English or other subjects) are presented in written form, for example in handbook, handout, et cetera. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text, that is called reading skill. Because of that, reading is very important to be taught to the students. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use recognizing topics, main ideas, predicting, supporting details, skimming and context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory). After all, the fact is that the students’ difficulties in reading were caused by some factors that might come from the students and the teacher. Most of the students admitted that they often felt bored when they had to read a text, especially a long and uninteresting topic text. In the class, some students were sometimes seemed to lean over their head on the table and talk each other. They just paid attention to the teacher when they did exercises but if the time given to do it was too long, they began to be noisy again. When they read a long text, they were not so interested because they often did not understand the meaning of the words used in the text. It was difficult for them to understand the content of the text. However, they were reluctant to bring the dictionary. They just waited until the teacher explained it for them or asked them about the difficult words. Besides, there were some problems that came from the teacher.
This paper tries how to improving the reding skills with some strategies among the twelve grade of senior high school. The writer is interested in writing this topis because many problem we can found when the students wants to easy to learn about reading. The writer hope that with this technique or strategis they (teacher and students) can improving their rading skills and ability to understand the text, especially among twelve grade of senior high school. B. THEORITICAL REVIEW
Reading is a psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening. (Kenneth Goodman...