CHAPTER I

INTRODUCTION

A. Background of the Problem

Reading is one of ways to master English language. Reading is a fluent

process of readers combining information from a text and their own

background knowledge to build meaning. The goal of reading is for

comprehension. Nunan (2003:68). By reading, can get much information and

increase our knowledge. The information is not only about foreign language

but also about social, science, politic, business, and so on. “For many, reading

has many benefits that continue to enhance their lives. Their lives are bettered

in some the following ways: mentally, spiritually and sociality. In addition, if

we develop a habit reading will become more confident and self assured in

abilities to comprehend and understand all types of information.

(http://EzineArticles.com/1077342 accessed on Friday, December 30, 2011)

Especially for students, reading is the most important skill in learning

second language. Nunan (2003:69) said that reading is an essential skill for

learners of English as a second language. For most of these learners, it is the

most important skill to master in order to ensure success not only in learning

English, but also in learning any content class where reading is required. With

Strengthened reading skills, learners will make greater progress and

development in all other areas of skills.

Although there are more benefit if we have good reading ability, many

students do not like and boring when reading English. Many factor that make
students boring when reading English. There is real potential boredom. It is

because the topic is dull, irrelevant, or too difficult. Besides that, there seems

no point to the lesson. When we reading there is not communication, so that

no interest. Based on the statement above we can conclude that reading can

be a lesson that very boring to students. However, we know that reading

ability have important role to students. To master reading, students need to

have reading desire and must be tried to read something intensive and

continually. The teachers should develop students’ reading ability well by

using appropriate model in teaching reading process.

Good teaching is the most powerful means of promoting the

development of proficient readers. Good comprehension instruction includes

demonstration, explanation, and guidance in how to read. Mostly reading do

not make for better reading: reading more without guidance does not

necessarily improve comprehension. Instruction in comprehension can help

students understand what they read, remember what they read, and

communicate with others about what they read. The main purpose of teaching

English is because English has some influences to the development of science

and technology.

In this study, the researcher would like to study the reading

comprehension in Senior High School level. Reading receives a special focus

in our education system. Since the junior high school level, English

curriculum tends to focus on teaching reading among others. Reading is the

main course that students have to acquire with the reason of they have to read
with the purpose of getting and comprehending the information. It means that

reading is a process of combining information from the text and the reader’s

own background knowledge in building meaning with the goal is

comprehension. Yet, the fact shows that in most practical situation, the

students’ ability to read in a foreign language is still being a problem.

Moreover, Educational Level-Oriented Curriculum, (Kurikulum

Tingkat Satuan Pendidikan) 2006 for high school students states that one of

the main objectives of teaching English is to encourage the students to be able

to comprehend texts in form of recount, narrative, procedure, descriptive,

report, explanation in daily life context and also included in reading

comprehension test. In line with that, reading comprehension has been

included in National Examination (Ujian Nasional). At least, there are 6

reading comprehension texts that have been tested within it and the total

number of question is 40 items. This fact shows that reading has a great

position in passing National Examination.

Based on researcher preliminary observation on the students at XI

grade of Senior High School 01 Batang Kapas on 25 September 2014, most of

them get badly score in daily examination. We still find most of the students

still have low achievement in reading. They still find many problems in

reading. They felt difficult to find the main idea and specific information what

text tells the reader. They cannot get that the author tells through written

symbol. Therefore, the students are difficult to answer questions based on the

text, like in examination, national final test. They do not understand what the
meaning in the text. They are not careful to answer question so, they get low

score in final test. See table follow:

Table 1.1 Students Reading Score of Daily Test of Academic

2014/2015

No Class Total students Mean Score

1 XI MIA1 28 73.21

2 XI MIA2 31 52.58

3 XI MIA3 33 46.21

4 XI MIA4 32 61.56

5 XI MIA5 31 58.38

6 XI IIS1 34 54.55

7 XI IIS2 34 35.73

8 XI IIS3 33 27.96

9 XI IIS4 33 36.51

(Source: the teacher bookmark at Senior High School 01 Batang Kapas)

The table shows that students at XI grade of Senior High School 01

Batang Kapas get low mark in English score and it should be improve.

Therefore, the score will be higher than before. Based on the data above,

many students get low score in reading skill. They are not understand with

text and cannot translate text during the test.

Generally, students are difficult for comprehend in reading, so that

makes them uninterested to read. It cause that the students are not mastering

vocabulary. The students do not know much about the meaning of word in
text. Besides that, it is also cause by low motivation to read. The strategy that

the teacher uses also is one another factor.

As a result, reading is important skill that should be mastered by

students, because through reading can share information, ideas, or opinion to

other freely. In teaching reading, teacher should have suitable and good

strategy to students’ reading comprehension. One of the strategies is PORPE

(Predict, Organize, Rehearse, Practice and Evaluate). This strategy make

students more active than before and communicative on students’ reading

comprehension.

Finally the researcher decided to apply PORPE strategy to solve the

students’ problem in reading Narrative text. PORPE is a study strategy which

operationalizes the cognitive and metacognitive processes that effective

readers engage in to understand material. By using PORPE strategy, students

are expected to be an effective readers who clarify the purpose of reading,

identify the important aspect of message, focus attention on the major

content, monitor ongoing activities, engage in self-questioning to determine

whether goals are being achieved, and take corrective action in

understanding.

PORPE is an independent study strategy which operationalizes the

cognitive and metacognitive processes that effective readers engage in to

understand and subsequently learn content area material. Baker and Brown

(1984) have described effective readers as those who (a) clarify the purposes

of reading (understanding both the explicit and implicit task demands), (b)
 identify the important aspects of a message, (c) focus attention on the major

content rather than the trivia, (d) monitor ongoing activities to determine

whether comprehension is occurring, (e) engage in self-questioning to

determine whether goals are being achieved, and (f) take corrective action

when failures in understanding are determined.

Based on explanation above researcher interest to research that title:

“The Effect Of Predict, Organize, Rehearse, Practice and Evaluate

(PORPE) Strategy TowardS Students’ Reading Comprehension at Class

XI Senior High School 01 Batang Kapas.”

B. Identification of the Problem

Based on the background of the problem above, it could be identified

that there were several student’s problems in comprehending narrative text

which stirred the class become unconditional and effective class. First,

reading is not easy for the student’s because in reading text there are many

unfamiliar structures, which different from their mother tongue so that still

find difficulties to understand the text.

Second problem, students are uninterested to read. The students do not

know much about the meaning of word in text. It is also cause by low

motivation from teacher. Many teachers that just ask their students to answer

the question without explanation previously.

The last problem is the teacher’s self reflection. The use of media and

the choosing of material were ineffective and inappropriate for the successful
 and less successful learners. Moreover, the classroom activities made the

students get bored easily. Those problems influenced to the students’

achievement in narrative text and the classrooms are no effective.

C. Limitation of the Problem

Based on the identification above the researcher need a strategy to help

student in learning English especially in reading subject. The researcher

focuses on the effect of PORPE to toward Students’ Reading Comprehension.

The effect of PORPE as an alternative teaching reading that can give

significant effect on students’ reading skill at XI Grade of Senior High School

01 Batang Kapas.

D. Formulation of the Problem

Based on the limitation of the problem above, the writer formulates the

problem as follows;

1. Does PORPE strategy give significance effect on students’ reading

comprehension?

2. What are students’ responses on the implementation of PORPE strategy?

E. Purpose of the Research

The purposes of this research are in the following:

1. Identify whether PORPE strategy give the effect on students’

reading comprehension.

2. Identify the student’s responses after implementing PORPE

strategy.

F. Significance of the Research

The researcher hopes that PORPE strategy will be useful especially for

the writer, the students, and the English teachers.

1. This research is expected to give contribution to both theoretical and

practical values. Theoretically, the result of this research is expected to give

the worthy information to the English teachers, it can be use in teaching

reading subject, so give information about using PORPE strategy. In

addition, uses this strategy when teaching and learning process.

2. . For the students, this strategy can be able to improve their reading ability

and can apply it in learn reading.

3. Moreover, for the researchers expects this strategy will be useful for him in

teaching when he will be teacher and apply in the classroom. Then, this

research is expected to be useful for other researcher as the information in

doing the future research

G. Definition of the Key Terms

Some key terms are defining forth the research to avoid

misunderstanding of the key terms, which are as follow:

1. Effect is change that something cause in something or someone else

(Oxford Advance Learner’s Dictionary (2000)

2. PORPE is a study strategy which operationalizes the cognitive and

metacognitive processes that effective readers engage in to understand

material. By using PORPE strategy, students are expected to be an

effective readers who clarify the purpose of reading, identify the important

aspect of message, focus attention on the major content, monitor ongoing

activities, engage in self-questioning to determine whether goals are being

achieved, and take corrective action in understanding.

3. Reading comprehension is also says that reading is an active process that

involves cognitive interaction between printed materials and monitoring

comprehension to establish meaning.

4. Narrative text is a kind of text, which presents information that has

purpose to tell about a story like legend and to entertain the readers.