9
CHAPTER II REVIEW OF RELATED LITERATURE A. The Natur Naturee of Readin Reading g 1. Defin Definit itio ion n of of Rea Readi ding ng
Nuttal (1982:18) states that reading is the transfer of meaning from mind to mind. It means that reader should know the meaning of the text in read readin ing. g. her heree are man! man! defi defini niti tion on of read readin ing. g. "ll the the #ur# #ur#os oses es or definitions attri$uted to reading %annot $e list in this stud!. he writer tries to write write some some of them. them. "%%ord "%%ording ing to Ned &. &arksh &arksheff effel el (1981 (1981:1' :1')) read readin ing g has has $een $een defin defined ed as a mean meanss of sol solin ing g #ro$ #ro$lem lems s a wa! of learni learning ng a #er%e# #er%e#tio tion n #ro%es #ro%ess s a means means of relaxat relaxation ion a tool tool su$*e%t su$*e%t gett gettin ing g mean meanin ing g from from the the #rin #rinte ted d #age #age a thin thinki king ng #ro% #ro%es ess s and and a stimulator of ideas. +hile another ex#ert ex#ert ,e!ler ,e!ler (2''-:) (2''-:) said reading is the #ro%ess of o$taining and %onstru%ting meaning from a word or %luster of words. /arris (198':2) de%lares that reading is the meaningful inter#retation of written or #rinted er$al s!m$ols. In the other hand Nunan (2''0:1) states that reading is a set of skills that inoles making sense and deriing meaning from the #rinted word. ,o reading ia a skill to %arr! out the meaning of the #rinted words. 2. Defini Definitio tion n of Readi Reading ng om#r om#rehe ehensi nsion on Reading %om#rehension is defined as the leel of understanding of a #assage or text. 3rown (2''1:291) states that reading %om#rehension is
1'
#rimarl! a matter of deelo#ing a##ro#riate and effi%ient %om#rehension strategies. "%%ording
to
4ustar!o
(1988:12)
%om#rehension
inoles
understanding o%a$ular! seeing the relationshi# among the words and %on%e#t organi5ing the ideas and re%ogni5ing the author6s #ur#ose making *udgment and ealuation. om#rehension means reading in de#th in order that the students %an answer the 7uestions a$out the reading material %orre%tl!. Daies as 7uated Nurul (2'12:12) de%lares that ex#lains that reading %om#rehension is a #ro%ess of using s!ntati% semanti% and rhetori%al information found in the #rinted texts to $e re%onstru%ted in the readers mind. It means knowledge of word he or she #ro%esses %ognitie skills and man! other things of his own will influen%e his a$ilit! in %om#rehension the text gien. Reading %om#rehension instru%tion ought to hel# %hildren a%7uire the a$ilit! to understand the materials. n the other hand reading %om#rehension %an $e defined as the ne%essar! information from materials $! inoling their memor! ex#erien%e and senten%es. In reading %om#rehension the reader does not de%ode onl! of the s!m$ols of the language $ut he is also re7uired to hae the a$ilit! to understand the material. It su##orts with the statement from &i%ule%k! and effies (2''-: 1') in the reading #ro%ess !ou make %onne%tion $etween what !ou are reading and what !ou alread! know. ,o reading
11
%om#rehension is the #ro%ess of understanding reading text $! inoling the reader6s memor! (old ex#erien%e). 3ase on some definition a$oe it %an $e %on%luded that reading %om#rehension is an a%tie #ro%ess at thing king to get ne%essar! information $! inoling reader6s knowledge ex#erien%e and #redi%tion. ;rellet (1999) found there are two reasons of reading: a. Reading for #leasure "nother #ur#ose of reading is *ust to get fun and en*o!ment. Nowada!s reading for interest $e%omes more im#ortant as most new la$or saing dei%es at home and industr! %reate more leisure time. "s matter of fa%t it is one reason wh! #eo#le read the $ook arti%le stor! news#a#er and soon. $. Reading for Information Reading not *ust looking at word reading is re%eiing and sorting out information from word $! reading the students will know a$out man! things. he! %an get a lot information the! read man! sour%es it %an hel# them to intensif! their knowledge in arious field. In fa%t man! #eo#le read to o$tain information to satisf!ing their %uriousl! to %ommuni%ate effe%tiel! with the so%iet! De#end on the sere a$out said that all of us as human life that %reated of his must $e read and alwa!s read if we want to know the meaning of something text to get mu%h information or $ook that
12
%ontains of knowledge $e%ause of it %an make in%rease knowledge or %om#rehension. +e %an read eer!thing in the world not onl! $! written or text $ut also from sign there are man! knowledge that we %an get from them su%h as from our nature our so%iet! lie enironment et%. 3rown (2''':'<) diided &i%ro and ma%ro skills for Reading om#rehension the! are : &i%ro skills : 1.
Dis%riminate
among
the
distin%tie gra#hemes and orthogra#hi% #atters of =nglish. 2. Retain %hunks of language of different lengths in short>term memor!. .
?ro%ess writing at an effi%ient rate of s#eed to suit the #ur#ose.
-.
Re%ogni5e a %ore of words and
inter#ret word order #atterns their signifi%an%e. 0. Re%ogni5e grammati%al word %lasses (noun er$s et%) s!stems (e.g. tense agreement #luralisation) #atterns rules and elli#ti%al forms. <.
Re%ogni5e
that
a
#arti%ular
meaning ma! $e ex#ressed in different grammati%al forms. . Re%ogni5e %ohesie dei%es in written dis%ourse and their role in signalling the relationshi# $etween and among %lauses. 8.
Re%ogni5e the rhetori%al forms of written dis%ourse and their signifi%an%e for inter#retation.
1
9.
Re%ogni5e the %ommuni%atie
fun%tions of written texts a%%ording to form and #ur#ose. 1'. Infer %ontext that is not ex#li%it $! using $a%kground knowledge. 11.
@rom
eents
ideas
et%
des%ri$es infer links and %onne%tion $etween eents dedu%e %auses and effe%ts and dete%t su%h relations as main idea su##orting idea new information gien information generali5ation and exem#lifi%ation. 12. Distinguish $etween literal and im#lied meanings. 1. Dete%t %ulturall! s#e%ifi% referen%es and inter#ret them in a %ontext of the a##ro#riate %ultural s%hemata. 1-. Deelo# and use a $atter! of reading strategies su%h as #reiewing as #re>reading a%tiit! dete%t dis%ourse markers guessing the meaning of words from %ontext and a%tiating s%hemata for the inter#retation of texts. &a%ro skills : 1. Re%ogni5e the rhetori%al form of written dis%ourse and their signifi%an%e for inter#retation. 2. Re%ogni5e the %ommuni%atie fun%tions of written texts a%%ording to form and #ur#ose. . Infer %ontext that is not ex#li%it $! using $a%kground knowledge. -. @rom des%ri$ed eents ideas et%. infer links and %onne%tions $etween eents dedu%e %auses and effe%ts and dete%t su%h relations as main idea new information gien information generali5ation exem#lifi%ation. .
om#onent of Reading om#rehension 4ing and ,tanle! in 3ermawi as 7uated Aanita (2'': 2) states that there are fie %om#onents that hel# the students to read %arefull! : a. @inding a%tual information
1-
@a%tual information re7uires readers to s%an s#e%ifi% details. @a%tual information 7uestion $egin with +>/ 7uestion words. $. &ain idea Reading is %on%erned with the meaning to grater extent than is with form. "n effi%ient reader understands not onl! that the idea $ut also the relatie signifi%ant as ex#ress $! the outdoors. In other words. ,ome of the ideas are su#er ordinate while other is su$ordinate. %. Referen%e Re%ogni5ing referen%e words and $eing a$le to identif! the words or #hrase whi%h the! refer to will hel# the reader understand the #assage. d. Inferen%e Bnderstanding is the most im#ortant as#e%t in reading. +riters how eer do not write out eer!thing the! ex#e%ted the reader to understand to do. ,o it is often not ne%essar! and sometimes not desira$les from the writer6s #oint of iew. +riter use language effi%ientl! and re%ogni5e what %an $e inferred from their senten%es. In order words an effi%ient reader is a$le to understand those im#li%ations. e. Restatement he last few 7uestions of reading %om#rehension are to ask the reader to re%ogni5e whi%h of the four #ossi$ilities $est restated the meaning of a gien senten%es. -. "ims of Reading om#rehension " #erson ma! read for en*o!ment or to im#roe hisCher knowledge. "%%ording to Daies ( 1990 : 1>1-) as 7outed Nurul (2'12:2') reading #ur#oses are : a. @or #leasure: to follow a narratie and en*o! the sound6 and rh!thm or rh!me of a literar! text
10
$. @or a general im#ression: to gain a idea of the writer6s iew#oint gain an oerall im#ression of the tone6 of a text and to de%ide whether or not to read the text. %. @or organi5ing reading and stud!: to identif! the im#ortant %ontent a text to answer a s#e%ifi% 7uestion(s) and to de%ide whi%h se%tion of a text to start stud!ing. d. @or learning %ontent or #ro%edures: to gain an understanding of new %on%e#ts learn %ertain fa%ts from text and to follow instru%tionE e. @or language learning: it is for translating6 the text literall! or meta#hori%all! and then to learn new o%a$ular! to identif! useful6 stru%tures or %ollo%ations to use the text as a model for writing and to #ra%ti%e #ronun%iation.
0. Reading "ssessment "%%ording to ohen (199-:220) the items should $e assessed in reading %om#rehension a$ilit! are: a. he re%ognition of words and #hrase of similar and o##osing meaning. $. he identif!ing or lo%ating of information. %. he dis%riminating of elements or features within %ontextE the anal!sis of elements within a stru%ture and of the relationshi# among them>
d. e. f. g.
e.g. %ausal se7uential %hronologi%al hierar%hi%al he inter#reting of %om#lex ideas a%tion eents and relationshi#s Inferring> the deriing of %on%lusions and #redi%ting the %ontinuation ,!nthesis =aluation. he assessment in the reading %lass en%om#ass a ariet! of
measures from the most informal alternatie deelo#mental learning $ased student %entered t!#es to the most formal tea%her %ontrolled
1<
traditional and standardi5ed methods man! #eo#le tend to e7uate test with assessment $ut assessments are not alwa!s tests. <. ea%hing Reading at unior /igh ,%hool 3efore dis%ussing a$out tea%hing reading for unior /igh ,%hool let us %onsider some as#e%ts related to %hildren it is reall! 7uite different $etween tea%hing %hildren and adult. he %hildren tend to %hange their mood eer! minute %hildren world is their dail! game eent of interest to other new knowledge that ma! %ome a%ross and 7uestion that the! are reall! want to ask their life emotional %on%e#ts is not well !et the! like #la!ing. he! are not self>motiated and do not hae immediate need to learn =nglish. In dail! a%tiities the! %ommuni%ate all their needs ex#erien%e and re%eie new knowledge in their mother tongue so that a tea%her must $e %reatie to attra%t the student6s interest in learning or stud!ing. he tea%her need to know su##orting aids $ased on students interest where the learning #ro%ess will o%%ur es#e%iall! in tea%hing reading. +hen the %hildren learn to s#eak their mother tongue it su%%esses in a er! short time without an! formal tea%hing $ut the! %ome to their s%hool and get some diffi%ulties a##ear the! need mu%h time to learn it. &oreoer in Indonesia the students usuall! $egin elementar! s%hool at the age of seen. ,ome of the students hae graduated from kindergarten $efore. In addition the students in unior /igh ,%hool are $elonging to $eginners. ea%hing $eginner is %onsidered $! man! to $e the most
1
%hallenging leel of language instru%tion. he tea%her must %onsider the a##ro#riate strateg! and materials in tea%hing them. "%%ording to 3rown (2''1: 1'1>111) there are ten fa%tors that should $e %onsidered in tea%hing $eginners namel!: a. ,tudents %ognitie learning #ro%esses $. he role of the tea%her %. ea%her talk d. "uthenti%it! of language e. @luentl! and a%%ura%! f. ,tudents %reatiit! g. e%hni7ues h. Fistening and s#eaking goals i.
Reading and writing goals
*.
;rammar "t unior /igh ,%hool the students learn eer!thing related to the
a%tiit! that the #eo#le done in dail! life. In learning language the tea%her $uilds the student6s a$ilit! in listening s#eaking reading and writing. he materials of =nglish text$ook for Islami% *unior high s%hool had $een sold in man! $ookstores su%h as Fet6s alk =nglish on sk! et%. ea%hing reading in the %lassroom to !oung learner should $e $ased on the indiidual %hild6s deelo#ment natie language litera%! skill and oral language skill in =nglish. ne im#ortant thing is the tea%her should alert the students that reading %an $e used as a form of entertainment in
18
%hildren home $ed time stories are reall! good for them $e%ause it will tea%h them that reading gie en*o!ment and entertainment. he tea%her should en%ourage them to read een if the! are reading in the %hild natie language the result or reward will %arr! oer into %hild6s =nglish language deelo#ment. @or exam#le if the students know that he %an get #leasure from reading stories in their own language the! ma! $e a$le to make %on%lusion that reading in general %an gie #leasure. ne thing in en%ouraging the students to read is $! reading the funn! stories or ane%dotesE it %an $e folktales or other texts in sim#le form. he tea%her alerts the students to get imagination and guides them when the! are reading $! reiewing o%a$ularies or answering 7uestion as exam#le. ,te# $! ste# the students will $e%ome inde#endent readers. he tea%her should introdu%e them the reading te%hni7ue $efore the reading a%tiit! is done su%h as to find the %ontext %lues (#i%tures $a%kground illustration) to alert them with #rint %onersation (mark s!m$ol #un%tuation interrogatie mark %olor or semi %olon) and also a$out gra#hi% organi5er (semanti% ma##ing diagram) whi%h hel#s the students organi5e the information that the! hae read or will read. B. Cone!t of T"o #ta$ T"o #tra$ %T#T#& Tehni'ue wo ,ta! wo ,tra! te%hni7ue is one of %oo#eratie learning
a##roa%hes that students are inoled in #lanning $oth the to#i%s for stud! as well as how to #ro%eed with their inestigation ("rends 1989 :-'9).wo ,ta! wo ,tra! (,,) is one of the %oo#eratiel! work that stimulates student $e%omes a%tie %reatie %riti% and res#onsi$le. "%%ording 4agan
19
1992 wo ,ta! wo ,tra! is this %oo#eratie te%hni7ue is useful for reiewing or sharing %lass #ro*e%ts or assignments. In other hand 4agan in Fie (2''2: <2) defines that ,, is working in grou#s in order to manage and assist ea%h other in #ro$lem soling share the knowledge and information that the! hae held from the dis%ussion to another grou# and en%ourage ea%h other to gain the $est a%hieement $! sta!ing to share and dis%uss and stra!ing to ex#lain information. 3ased on the statements a$oe a$out definition of wo ,ta! wo ,tra! te%hni7ue %an $e %on%lude that wo ,ta! wo ,tra! is working in grou#s in order to manage and assist ea%h other in #ro$lem soling share the knowledge and information that the! hae held from the dis%ussion to another grou# and en%ourage ea%h other to gain the $est a%hieement $! sta!ing to share and dis%uss and stra!ing to ex#lain information.on%e#t wo ,ta! wo ,tra! also hel#s #eo#le to think more effe%tiel! as a grou# without losing their indiidualit!. ,, su##osed effe%tie $! Fie for lessons where #arallel grou#s of students work on the same la$orator! #la%e inestigation #ro$lem set or other a%tiit!. he use of this strateg! ena$les learners to %he%k their #ro%edures answers results and %on%lusions with others. ohen adding some a%%ounts I6e added tools to m! tea%hing that hel# me %hallenge students more. It makes m! %lassroom more en*o!a$le for me and m! students. ,tudents learn more remem$er more $uild relationshi#s and learn grou# skills that the! %an use outside of the %lassroom (ohen 2''-: <').
2'
4agan in ohen (2''-) states that the strength of ,, is $uilding in sta!ing and a##l!ing in stra!ing. 3uilding is when the! sta! to find the information language and knowledge and then assimilating is when the! share the information language and knowledge. 1. hara%teristi%s of wo ,ta! wo ,tra! te%hni7ue "%%ording to "rend 2''- (in Risnawati 2''0) stated that %oo#eratie learning methods hae the following %hara%teristi%s. a. ,tudents learn in %oo#eratie grou#s to %om#lete the learning material $. he grou# was formed of students of high %ali$er medium and low. %. +hen #ossi$le grou# mem$ers are from ra%ial ethni% %ultural and gender dierse (heterogen) d. he award is more oriented to the grou# of indiiduals 2. "##li%ation ?ro%edures of wo ,ta! wo ,tra! (,,) @irstl! a tea%her diides students into some grou#s whi%h %onsist of four mem$ers for a grou#. hen the tea%her asks them work in grou# to dis%uss and share the information a$out the fixed to#i%. "fterward the tea%her asks two students to sta! and two students to stra!. In this #art two mem$ers of ea%h %oo#eratie grou# isit another grou# to find information. he next grou# mem$ers who stra! re*oin to his or her own grou# to share what he or she learns from the isited grou#. he stra!ed and the isited grou# %an %om#are answers to the #ro$lem set. he! %an dis%uss differen%es at %ommon information then re#ort it (4agan in Fie 2''2:<2). he other #ro%edure of wo ,ta! wo ,tra! ( "nita Fie 2''2:<'><1) are as follows. a. ,tudents work together in grou#s of four as usual.
21
$. n%e %om#leted two students from ea%h grou# will leae the grou# and ea%h isit to the other grou#. %. wo students who lie in the grou# in %harge of the work and share their information to their guests. d. ;uest ex%used himself and returned to their own grou#s and re#ort their findings from other grou#s. e. &at%hing grou#s and dis%uss the results of their work . he "dantages and Disadantages of Bsing wo ,ta! wo ,tra! (,,) here man! adantages of using authenti% material in tea%hing reading. "%%ording to ("nita Fie 2''-) using authenti% material in the %lassroom een it is not done authenti% situation is signifi%ant for man! reasons su%h as: a. he "dantages 1) ,tudents %an ex%hange ideas and $uild so%ial skills su%h as asking #ro$ing 7uestions. 2) It offers students the o##ortunit! to learn $! tea%hing. ) ?la%ing the re#ort>out res#onsi$ilit! on the students reinfor%es the alua$le %on%e#tion that knowledge resides within the learning %ommunit! not *ust with the Gauthorit!>figureG instru%tor. -) o reinfor%es a sense of $elonging among the grou# mem$ers If eer!one is inoled in the same a%tiit! then we are all in it together6. ,u%h ex#erien%e gies us #oints of %ommon referen%e to talk a$out and %an $e used as reason to $ond with ea%h other. It is mu%h easier for student to share an emotion su%h as ha##iness or amusement in a whole %lass setting. 0) o students more a%tie and enthusiasti% in learning #ro%ess.
22
<) o make an inention %lass st!le in man! edu%ational setting where students and tea%hers feel se%ure when the whole %lass is working in lo%kste# and under the dire%t authorit! of the tea%her. $. he Disadantages 1) "%tie students dominate in dis%ussing and some of the #assie students de#end on his Cher friends in the grou#E 2) &an! students are disin%lined to #arti%i#ate in front of the whole %lass sin%e to do $ring with it the risk of #u$li% failure. ) It ma! not en%ourage students to take res#onsi$ilit! for their own learning. +hole %lass tea%hing faors the transmission of knowledge from tea%her to the students rather than haing students dis%oer things or resear%h thing for them. -) It is not the $est wa! to organi5e %ommuni%atie language tea%hing or s#e%iall! task $ased se7uen%es %ommuni%ation $etween indiiduals is more diffi%ult in grou# of twent! or thirt! than it is in grou#s of four or fie in the smaller grou#s. It is easier to share material s#eak 7uietl! and less formall! and make good e!e %onta%t all of these %ontri$ute to su%%essful task resolution. C.
Proedure( of T"o #ta$ T"o #tra$ %T#T#& Tehni'ue in Teahing Reading "%%ording to Fie (2''2:<-) ,, %oo#eratie learning model %onsists of
seeral stages as follows: 1. ?re#aration In the #re#aration #hase the things that tea%hers do is %reate a s!lla$us and assessment instru%tional design the task of #re#aring students and diide students into grou#s with ea%h mem$er of the -
2
students and ea%h mem$er must $e a heterogeneous grou# of students $ased on a%ademi% a%hieement and interest. 2. ea%her #resentations Deliered at this stage the tea%her learning indi%ators identif! and ex#lain the material in a%%ordan%e with lesson #lans that hae $een made. . ;rou# a%tiities In this learning a%tiit! using the a%tiit! sheet that %ontains the tasks that must $e learned $! ea%h student in one grou#. "fter re%eiing an a%tiit! sheet that %ontains issues related to the %on%e#t of matter and its %lassifi%ation the students learn it in small grou#s (- students) are dis%ussing the #ro$lem together mem$ers of the grou#. =a%h grou# is finishing his or sole a gien #ro$lem in their own wa!. hen two of the four mem$ers of ea%h grou# left the grou# and a isit to another grou# while two mem$ers liing in the grou# in %harge of the work and delier their information to the guests. "fter o$taining information from two mem$ers who lie guest ex%used himself and returned to their res#e%tie grou#s and re#ort its findings and %orre%t and dis%uss the results of their work. -. @ormali5ation "fter stud!ing in grou#s and sole #ro$lems that are gien one of the grou#s #resented the results
of grou# dis%ussion
to $e
%ommuni%ated or dis%ussed with other grou#s. hen the tea%her dire%ts the students to dis%uss and formal sha#e. 0. =aluation and "wards ;rou# he ealuation #hase is to determine how mu%h students skills in understanding the material has $een o$tained using the model
2-
of %oo#eratie learning model ,,. =a%h student was gien a 7ui5 that %ontains 7uestions of learning out%omes with ,, model whi%h in turn followed $! the awards to the grou# who re%eied the highest aerage s%ore. a$le 2.1: ?ro%edures of wo ,ta! wo ,tra! (,,) e%hni7ue in ea%hing Reading ,te#s 1. ?re#aration
?ro%edures ea%her #re#aring tools and media. Diided the student into some the grou#.
2.ea%her #resentations
ea%her ex#lains a$out the to#i% lesson.
.;rou# a%tiit!
"fter re%eiing an a%tiit! sheet that %ontains issues related to the %on%e#t of matter and its %lassifi%ation. he student work a##ro#riate the #ro%edures of ,, te%hni7ue.
-. @ormali5ation
he students #resented the results of grou# dis%ussion.
0. =aluation and "wards grou#s
=a%h student was gien a 7ui5 that %ontains 7uestions of learning out%omes with ,, model whi%h in turn followed $! the awards to the grou# who re%eied the highest aerage s%ore.
D. Releant ,tudies
20
his resear%h is su##orted $! others resear%her whi%h deal with this resear%h. @irstl! done $ut there are some #reious resear%hes that had #ro$ed the %ontri$ution of wo ,ta! wo ,tra! (,,) in learning #ro%ess to hold the fixed aims and goals of tea%hing and learning. Fewaherilla (2'11) HIm#roing ,tudent6s Reading om#eten%e hrough wo ,ta! wo ,tra! e%hni7ueG this resear%h fo%us on identif!ing to#i% finding main idea re%ogni5ing details know t!#e of the text %ommuni%atie #ur#ose of the text generi% stru%ture and the language feature of the text. /e finds that there is signifi%ant im#roement in the student6s reading %om#eten%e. "nd ,ta! wo ,tra! e%hni7ue $e%omes an a##ro#riate wa! to oer%ome the #ro$lems o%%urring in #assie %lass. Nafsitah (2''9) examined that the result of resear%h showed on dis%ussion a%tiit! the use of %oo#eratie learning t!#e ,, led #ro%ess of thinking intera%tion multi dire%tl! $etween resear%h su$*e%ts when the! had %om#leted grou# a%tiit! #a#er and when the! did a *o$ as guests and house mans. hen ,tudents who had high a$ilit! gae knowledge to the dis%ussion math. ,tudents that were in middle a$ilit! sta!ed $alan%e $oth in giing and a%%e#ting knowledge from the dis%ussion mate. ,tudent that had low a$ilit! had a%%e#ted knowledge from the dis%ussion mate. ,tudent that had middle a$ilit! grade two was more a%tie to intera%t with the dis%ussion mate in dis%ussion a%tiit! than student that had middle a$ilit! grade one.
Nurul &uflihah (2'12) %on%luded that tea%hing reading $! using wo ,ta! wo ,tra! (,,) te%hni7ue towards students reading %om#rehension $etter than
2<
%onentional te%hni7ue. It %an $e shown from the mean s%ore of ex#erimental grou# was <<.9 and 02.12 for %ontrol grou#. It means that the mean s%ore of ex#erimental grou# was $igger than the mean s%ore of %ontrol grou#. he differen%e of means s%ore $oth of grou# was %aused $! the treatment gien. Resear%her6s #osition will $e 7uite different among the #reious resear%hers $e%ause some reasons firstl! most of the resea%hers $efore used the 7ualitatie resea%h and the resea%her will using the 7uantitatie. ,e%ondl! the sam#le and #o#ulation of these resear%h are *unior high s%hool students. E. Cone!tua) Fra*e"or+
In tea%hing and learning #ro%ess tea%her should $e a$le to tea%h a##ro#riate te%hni7ue. It is in order to #reent the student get $oring and understands the text what the! hae learned. ne of te%hni7ue that %an hel# the students toreading understand the text is $! ea%hing using wo ,ta! wo ,tra! te%hni7ue in ,tudents6 #ro$lem ,#eaking readingFow a%tiit!. he following diagram show on the use of wo ,ta! wo ,tra! motiation and interest (,,)Fow te%hni7ue in reading %om#rehension. %om#rehending ?re est@ramework the text @igure 1: on%e#tual ea%her domination
wo ,ta! wo ,tra! (,,) e%hni7ue ?ro%edures: ,mall grou# (- students) Dis%ussing the #ro$lem together wo of the four mem$ers of ea%h grou# left the grou# and isit to another grou# wo mem$ers liing %harge of the work delier their information wo mem$ers return and dis%uss the result of their work.
?ost est
om#ared
@inding
2
@. /!#othesis 1.
here
is
a
signifi%ant effe%t of wo ,ta! wo ,tra! (,,) te%hni7ue towards students6 reading %om#rehension. 2.
here
is
a
#ositie res#onse from the students on the use of wo ,ta! wo ,tra! (,,) te%hni7ue on reading %om#rehension.
