CHAPTER
I
INTRODUCTION
A.
Background of Problems
English is
a language international and has an important role in this globalization era. Many countries in the
world use English as a medium of communication among people in different
countries because there are many languages in this world, like
that Indonesia country. Indonesia government makes wisdom with join English as one
of the compulsory subjects taught in Indonesia education. In Indonesia,
students study English begin from elementary school, junior high school, senior
high school until university.
There are
four skills in English; they are listening, speaking, reading and writing. The
language components are spelling, pronunciation, and vocabulary. Each of these
basic parts is closely integrated and connected each other. All of these skills
must be mastered by people especially students.
In
Permendiknas number 23 tahun 2006, Standar Kompetensi in English learning for
senior high school students is the students should be able to comprehend the
meaning of 12 kinds of monolog text, they are recount, narrative, procedure,
descriptive, report, spoof, review, news item, hortatory exposition, analytical
exposition, discussion and explanation, either formally or informally in daily
life.[1]
It means that the students must understand the meaning, generic structures, and
language features of the text. In fact, the students do not reach the basic
competence of reading based on the curriculum. The students can not comprehend
and understand the texts well. The students have many difficulties in
understanding the conclusion from the text.
In this
case, reading is a special focus. Reading is important skill in teaching
learning. By reading it can be a key to achieve the goal of teaching learning
especially in English language learning. Reading is an activity to get
information. Who is read, he/she can get much knowing and don’t leave
information.
Reading is
not an ordinary activity in which readers just read a text, but it refers to a
greater coverage instead. Certainly, it is how they interpret what writers mean
appropriately since different texts will refer to different purposes and
functions. Reading is an essential skill for
learners of English as a second language. For most of these learners it is one
of important skill to master in order to ensure success is not only in learning
English, but also in learning in any content class where reading in English is
required. With strengthened reading skills, learners will make greater progress
and development in all other areas of learning.
In
addition, many foreign languages and second language students often have
reading for the numbers of goals. The purposes of reading are to search
information, reading to learn, reading for fun, reading to integrate
information, reading to critique text, and reading to write. So, before reading
the text, the students should decide first whether they need to find general
information and read for pleasure. If they do these before reading the text,
they will be an effective and efficient reader.
Riska Juliati
as a teacher at SMA Negeri 8 Padangsidimpuan said the students reading
competence was still low.[2]
The students got difficult to recognize main idea, topic, and the generic
structure of some text types. Also the students still lack of vocabularies
related to the topic of the text that would be read.
The next,
Muhammad Ferdiansyah Putra as student at SMA Negeri 8 Padangsidimpuan said the
students are uninterested in learning reading, because the strategy used
teacher in teaching is monotonous.[3]
These facts could be clearly seen from the students have bad attitudes, example
most of the students kept noisy and shamelessly ignored the teacher explaining
in front. The students indeed needed something different from the teacher. It
could be a new teaching strategy else to support and raise their motivation.
The last,
Nursyaidah as a student also said the teacher in the class only use speech
strategy in teaching and it is a boring strategy.[4]
Besides, the teacher often asks the student to read but the teacher doesn’t
teach a way to read it. In addition, the teacher only reference followed was
the instruction printed in the module without making side activity or
improvisation. Certainly, a good teacher should have creativity and good
competence. That is why the teacher should find a brand new way to get the
students interested and motivated.
Seeing
problem above, the researcher finds that the English teacher still need other
strategy to make students interest to teaching reading. Reading strategy is
very much such as previewing strategy, contextualizing strategy, questioning
strategy, outlining strategy, summarizing strategy, and peer tutoring strategy.
In this case, the researcher wants to be introduce peer tutoring as a strategy.
Peer tutoring is a student is given
task by teacher to help other students have difficulty in study. Greenwood
stated that classwide peer tutoring is an instructional strategy developed to
help teachers individualize instruction, while still providing students with
ample opportunity to become actively engaged during instruction”. Seemingly, he
considers that there is no distinctive thing between classwide peer tutoring
and peer tutoring.[5] Paul
states that peer tutoring is helpful for students in reading, spelling,
mathematic, and writing.[6]
Students have more opportunities to give questions when they are still
confused, without afraid to embarrassed in front of the class. In peer tutoring
someone who can correct or support them related to their answers are true or
not true and someone can help and encourage them to finish assignments. So,
peer tutoring strategy is the strategy can help students in the study reading.
B.
Identification
of Problems
Based on
the background of problems, the researcher identified those students of grade X
SMA Negeri 8 Padangsidimpuan had many difficulties in reading comprehension,
there are:
1. The
strategy used teacher in teaching reading is monotonous.
2. The
teacher in the class only use speech strategy in teaching and it is a boring
strategy.
3. The
teacher often asks the student to read but he doesn’t teach a way to read it.
4. The
teacher only reference followed was the instruction printed in the module
without making side activity or improvisation.
5. Students
reading competence was still low.
6. The
students still lack of vocabularies related to the topic of the text that will
be read.
7. The
students uninterested in teaching reading.
C.
Limitation
of Problems
Based on
the identification of the problems above, the researcher limits the problem on
low of students’ reading comprehension. The research focused on the students’
reading comprehension in narrative text. This research is also focused on
teaching strategy, it is by using peer tutoring strategy to the grade X SMA
Negeri 8 Padangsidimpuan.
D.
Formulation of Problems
The
formulation of the problems of this research are:
1. How
is the students’ reading comprehension in narrative text before using peer
tutoring strategy at grade X SMA Negeri 8 Padangsidimpuan?
2. How
is the students’ reading comprehension in narrativetext after using peer
tutoring strategy at grade X SMA Negeri 8 Padangsidimpuan?
3. Is
there a significant effect of the peer tutoring strategy on students’ reading
comprehension in narrative text at grade X SMA Negeri 8 Padangsidimpuan?
E.
Purposes of Research
Based on the formulation of the problem above,
researcher determines the purpose of the research are:
1. To examine the students’ reading comprehension
in narrative text before using peer tutoring strategy at grade X SMA Negeri 8
Padangsidimpuan.
2. To examine the students’ reading comprehension
in narrative text after using peer tutoring strategy at grade X SMA Negeri 8
Padangsidimpuan.
3. To know whether the peer tutoring strategy can give
a positive influence on students’ reading comprehension in narrative text at
grade X SMA Negeri 8 Padangsidimpuan.
F.
Significances of Research
The researcher is hopefully this research will give
a good influence for:
1. Headmaster, to encourage English Teacher
to teach English best, especially in reading comprehension subject.
2. Teachers, to develop their capability in
teaching reading comprehension.
3. Further researcher, to do the research
the same field comprehensively.
G.
Definition of Operational Variable
1. Peer Tutoring Strategy (variable X)
Peer
tutoring strategy is strategy which smart student help another student to study
in the same class level. It means teaching process said successful if the
student can teach the lesson to another student.
2. Students’ Reading Comprehension in
Narrative Text (variable Y)
Students’
Reading Comprehension in Narrative Text is the students’ ability in
comprehending the text. It means the students can comprehend the typical stages
of the texts. Identification and description are the generic structure of
narrative text.
H.
Outlines of Thesis
The systematic of this research is divided into five chapters. Each
chapter consists of many sub chapters with detail as follow:
In chapter one, it consists of background of the problems, identification
of the problems, limitation of the problem, formulation of the problems, purposes
of the research, significances of the research, definition of the operational
variables, and outline of the thesis.
In chapter two, it consists of the theoretical descriptions, which
the sub chapters consist of the theoretical description of peer tutoring
strategy, lecture strategy and reading comprehension. Then, review related
findings, conceptual of framework and hypothesis.
In chapter three, research methodology which consists of place and
time of the research, research design, population and sample, instruments of
collecting data, procedures of research and techniques of dataanalyzing.
In chapter four, it consists of the result of the research, it
explains about the analysis of data. This chapter consists of description of
data, hypothesis testing, discussion of the research and limitation of
research.
Finally, in chapter five consist of the conclusion and
suggestion. It is about conclusion of
the research result and suggestion for students, teacher, school, and other
researchers that want to do research related to this research. That is the
final of the thesis.
[1] Standar Process Permendiknas
No. 41 tahun 2007. Assessed from http://wildan
rahmatullah.com/2017/01/06/Permendiknas-no-41-tahun-2007-standar-process/.
Retrieved
on November
[2] Riska Juliati Sihombing
as a teacher at SMA Negeri 8 Padangsidimpuan, Private Interview on January
[3] Muhammad Ferdiansyah
Putra as student of SMA Negeri 8 Padangsidimpuan, Private Interview on February
[4] Nursyaidah as a
student of SMA Negeri 8 Padangsidimpuan, Private
Interview on February
[5] C. Greenwood, Class Wide Peer Tutoring. Juniper Gardens
Children’s project: Behavior and Social Issues Journal. Volume 7, No 1.
[6] G.J. Du Paul, Peer Tutoring Procedures in General
Education Classrooms. In A.S. Canter & S. A. Carroll (Eds.), Helping Children at home and school:
Handouts from Your School Psychologist. National Association of School Psychologists,
Bethesda: MD.1998, p. 1.
