THE EFFECT OF THINK ALOUD STRATEGY TOWARD STUDENTS
READING SKILL AT THE SECOND GRADE OF SMA NEGERI (PRE EXPERIMENTAL)
1.1.
BACKGROUND
In English
teaching-learning, students should
master four language skills. The
language skills are
listening, speaking, reading
and writing. As a
language skill, reading
has significant role
that influence the
other language skills and
components. In addition,
the success of
learning any subject matters depends
on the competence
of reading comprehension
since it functions as a major
tool for finding and understanding information. Reading also has the value to
help students learn to express their own thought and to make them
familiar with the
language pattern and
ways of using
language efficiently. Thus, mastering reading skill is very important.
Rebecca (2005: 8) Reading is
fundamentally important for success. It opens the door to personal freedom or
shuts the door to opportunity. Learning to read is a means to an end. If
children have difficulty learning to read early, how can they be expected to
excel in other subjects as well? The best prevention of reading difficulties,
therefore, is early intervention strategies at the preschool/kindergarten
level. Instead of heated debates on which approach is best suited for early
reading success, educators should be discussing the most efficient method(s)
that produces the best results.
In teaching
reading teacher should
make the students
more active in accordance
with the purpose
of learning. Teachers
are required to be able to controlled and lead the classroom
activity effectively. To make a good and active classroom condition
come true, teacher
is suggested to
have some techniques
and strategies in teaching
reading, such as
think Aloud. This strategy
can make students
become more active and
make classroom ambience
controlled as appropriate
with the purpose
of learning. Think Aloud
strategy support the students as readers
and thinkers.
But in fact, students still have
problem in focusing the lesson. Because of some
factors, there are
the personal condition
of the student,
technique or method of teacher’s
ways in teaching-learning process, and
the situations of ???????
