>

IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONTEXTUAL REDEFINITION STRATEGY



IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONTEXTUAL REDEFINITION STRATEGY
(A classroom action research)

CHAPTER I
INTRODUCTION
A.          Background
Learning English as a foreign language covers four skills; they are listening, speaking, reading, and writing. Reading is the process of getting meaning from text. Platt and Platt (1992:306-307) state that reading is perceiving a written text in order to understand its contents. The understanding that results is called reading comprehension. Different types of reading comprehension are often distinguished according to the reader’s purposes in reading and the type of reading used.
In reading comprehension, the message to be imposed in the written form is the most important element that the students must recognize, because the primary purpose of reading is to know the thoughts expressed in the printed material. Therefore, reading with comprehension is only a way for the students to arrive at what they want to know from the reading material. However, the problem is how to make them comprehend.
Reading comprehension is not just reading with a loud voice but reading is established to understand the meaning of word, sentences, and paragraph sense relationship among ideas as it is (Simanjuntak 1988:4). If a student just reads loudly but can’t understand the content of the text, it means that he fails in comprehending ???

Postingan terkait:

Belum ada tanggapan untuk "IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CONTEXTUAL REDEFINITION STRATEGY"