CHAPTER I
INTRODUCTION
A. Background
of the problem
In English,
there are four major skills that should be mastered by students, they are;
listening, reading, speaking, and writing. They will have good English
if the students comprehend four skills of it. As one of four major skills, reading is an essential skill for students, it is the most important skill to master in
order to success in learning English. It
can support the development of the knowledge and it is provides the proficiency
to get information. In addition, the learners get a lot of information, ideas
and also give useful knowledge such as understanding the sentences, structure
of the sentences and can find the topic or main idea of the text.
Reading is one of skills that should be
learned by students. It is supported by KTSP (Kurikulum Tingkat Satuan
Pendidikan) curriculum 2006 in standard competence of reading skill second
semester grade VIII junior high school. The standard competence is students
have to understand the meaning simple short essays such as narrative and
recount to interactive in their environment. Standard competence above can be
found in curriculum 2006 in the reading skill.
In facts, based on the writer’s
experience in practice teaching at one of Junior High School in Dharmasraya,
most of the students are read only without know what they read. For instance,
teacher gives a text to students, and then asks them to read it in order to build
their comprehension and show the inference of what they have read. As a result,
they do not do what they supposed to do, most of them failed in understanding
the text. It occurs when the teacher gives some questions based on the text,
their answers diverge to the questions. Sometimes students do not know how to
pronounce a word, the intonation, when they should pauses for breathing, longer
pauses, stressed syllables, linking words and the pace. Then, they also don’t have enough vocabulary
mastery as well as the background knowledge in other words. So, they
don’t understand what they read.
Based on the problems above, the teacher
needs to develop a good strategy in reading subject. According to Shaffer and
Kipp (2010), there are six strategies to help students more understand in
reading the texts such as Summarization, Mental Imagery, Self-Generation of
Questions, Story Grammar, Question-Answering and Activating Prior Knowledge. Therefore,
the writer wants to study about mental imagery. This strategy is one way to
help students comprehend what they have read, encourage them to visualize a part
of the story in their mind and picturing a character, event or setting of the
story. In addition, this strategy is helps the students more understand in
reading the texts and teaching learning reading process would be more fun and
enjoyable in the class.
B. Limitation
of the problem
According to Shaffer and Kipp (2010),
there are six strategies can be apply by the teacher to help students more
understand in reading the texts such as summarization, mental imagery,
self-generation of questions, story grammar, question-answering and activating
prior knowledge. In this paper the writer only focuses on “Teaching reading comprehension
through mental imagery strategy at junior high school”
C. Formulation
of the problem
The writer decided to use formulation
into following question: “How to teach reading comprehension through mental
imagery strategy at Junior High School?”
D. Significance
of the paper
The paper is expected to give contribution
for the English teacher, the reader and the writer. For English teachers can
use this strategy to make teaching process more effective and enjoyable. Then,
for the reader this paper will be good references to improve the knowledge in
reading skill especially through Mental Imagery Strategy. Finally, the writer can
increase knowledge about teaching reading at Junior High School, moreover, when
the writer being a teacher later, this strategy can be used as well.
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