THE QUESTION STRATEGY
USED BY THE TEACHER IN TEACHING READING COMPREHENSION
CHAPTER
I
INTRODUCTION
A.
Background
of the problem
In
the current era,english becomes the most important tool to communicate. The
reason is english is usedby more than half population in the world. It
makes English as the international language. Everyonein the world useit to
communicate to gain and share information.Learning English is not easy. There
are four skills and three components of the english language . Reading, Writting,
Speaking and Liatening are skills while pronountiation, vocabulary, and grammar
are components.
Reading
is an activity which is aimed at making sense of the printed word. The purpose
of teaching reading is to have the students comprehend the text. The best of
reading is comprehention. the overall goal is not to remember most ofthe
specific details, but to have good grasp of the main idea and supporting ideas
and to relate those main ideas to background knowlede asappropriate . in the
conclution, the aim of reading is to understand the throught and idea of
written material which is know as reading comprehention.
There
are some difficulties faced by students when they try to comprehend a text .
one of them is to find a way to get the main ideas of the text and to make
relation of their background knowledge with the text. In fact its not easy fo
student understand what they are read without any help to understand and
comprehend it.Nowadays, there ae many approaches found by experts have found to
improve students comprehention in reading text. There are two familiar
approaches are usually used by english teacher in reading class they bottom up
and top down approach . process accounts
of reading take the reader rather than the text as point of departure . indeed
these approaches may help students to understand the text as when they use bottom-up is used to focus on word
and sentence level and top-down is used to focuse on studentsbackground
knowledge.
Furhermore,
top-down is an approach that helps the readers to understand the text by using
intelligence orexperience. Top-down conceptually drives processing in which the
reader draws on on their intelligence or experience to understnd a text. The
teacher activities students background knowledge . on the other hand, one way
to use top-down approach is by using question . giving question to students can
increase their comprehentsion and make them easy to find ideas in the text. In
the reading process, students ralk about support goal-focused instruction,
describe and monitor comprehension, expressown idea and learns from the idea
and experiences of others. It is often generated by question . Trought giving
question, teacher can check how well students comprehend the text they read.
They can clarify meaning and promote deeper understanding of the text by
answering the question after they have read the text .
On
the other hand, based on observation and the interview with the teacher and
some students, the researcher found that. Teacger was difficult to make
students interested in reading and it impacted students understanding although
inthis case the teacher has used questioning strategy to help them
comprehending the text. Some student difficult to find main idea, topics, or
purpose of the text because they wew lack of vocabulary, finally,they were not
interested in reading comprehension. Based on the problem above, this research
is directed to analyze the questioning strategy used by english teacher.
B.
Identification
of the problem
Based on the background of the problem above, there
were problems found by there reseacher :
1. Reacher
was difficult to malke students interested in reading, and it impacted students
understanding although the teacher has used questioning strategy, though the
question, students can understand what they read.
2. Some
students were difficult to comprehend the text because they were lack of
vocabulary. As the result they were not interested in reading comprehend.
C.
Limitation
of the problem
based on the problem above, the researcher limited
the scope of the roblem to be researcher, that is the question strategy used by
the teacher in teaching reading comprehension
D.
Formulation
of the roblem
the researcher formulated in this research in the
form of question :
1. How often does the teacher use question strategy during pre reading at
junior and senior high school.
2. How
often does the teacher use question strategy during while-reading activities at
the junior and senior high school
3. How
ofthen does the teacher use queston
trategy during post-reading activities at junior and senior high school.
E.
Purose
of the research
This
research is conducted based on the following puroses :
1. How
often does the teacher use
question strategy during pre reading at junior and senior high school.
2. How
often does the teacher use question strategy during while-reading activities at
the junior and senior high school
3. How
ofthen does the teacher use queston
trategy during post-reading activities at junior and senior high school.
F. Significance
research
The research hopes that the result of this research
will be given advantages to.
1.
for college, it can be used as the reference
for the next researcher.
2.
For
the teacher, it can make the teacher improve her question strategy in reading
comprehention .
3.
For
students, it can help the student easier to comprehend the passage after their
teacher anhance her questioninh strategy in teaching reading comprehension.
4.
For
reasercher, it can give more knowledge and experience through the research.
G. Defenition
of key term
1.
Question
strategy means the strategy that is used by the teacher in teaching reading
comprehension in each stages of reading activity.
2.
Reading
comprehension meand the activity to readerto get the meaning of the text.
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