CHAPTER I INTRODUCTION

This chapter is intended to give a brief description of what is being discussed this study, which cover (1) Background of the study, (2) problem of the study, (3)purpose of the study, (4) significance of the study, (5) limitation of the study, and (6) definition of key terms.

1.1

background of the Study english has been used by the people all over the world as an international

language. All countries are trying hard to educate their societies and their students in order that they can master English Well. English is now taught as the second language in schools in nearly all country in the word: East, West, North, and South. Indonesia is one of the developing countries that tries to be familiar with english and uses it as the second language. The government gives english program from elementary school until senior high school to support english mastery. To support the programs, the govemment must provide the techniques or methods in teaching english. The element of studying english are Listening, reading, Writing and speaking. Some students are perhaps familiar in speaking, writing and Listening. But there are some students who found difficulties in reading. They found difficulties in knowing and finding the massage of the article they read. To develop the quality of something we need variety or many kinds of media. The educational media that are suitable with the materials being taught can motivate the students to learn more. Here, the writer tries to use a media in teaching english reading
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for the students in elementary School. The writer uses pictures as the media to make the students easy to understand in learning english reading. The success of teaching learning process is not only determined by how the teachers teach but also, more important and principal, is determined by how the students learn. Hue benner supports the devenition above: hue benner said: The Use of audio visual materials and method in crease the effectiveness of learning by helping the pupils to assimilate ideas in more meaning full and interesting manner. (Hue Banner. 1996:3). Pictures can be used as tool of presenting the material, because picture is very important to increase the effectiveness in teaching and learning process. Picture is something drawn or painted (www.msn.co.id/results.aspx). Reading using pictures can be also used to promote a friendly environment in the classroom and to ensure greater students participation. It help to communicated, that is to understand, to speak, to write and to read english. The writer is interested in taking teaching reading using pictures as the topic of problem. Order to teach using pictures in a good way, we need good method to present it. In this case, the writer tries to use picture as the teaching reading. By these teaching, students will feel more comfortable and get good impression to facilitate them to continue their study. The study is held at SDN 005 Lenggadai Hilir-Rokan Hilir which is chosen since it was the former writer school. The management of the school and activities is good there.

1.2

Statement of the Problem

The research problem Is formulated as follows: 1. How is the defference of reading achievement the students who are tought by

using pictures as a media and withoud using pictures at SDN 005 Lenggadai HilirRokan Hilir? 2. process? For the teacher : the difficulty to transferred the content or the massages conveyed in reading text For the students : the difficulty in comprehend the massages or content in reading text Whwt are the problems faced by teacher and the students in teaching reading

1.3

purpose of the study

based on the above problems, the purpose of the study can be stated as follows: 1. to know the difference of students achievement between taught by using

pictures as a media without using pictures at SDN 005 Lenggadai Hilir Rokan Hilir 2. to know the difficulties faced by the teacher and the students in learning

english reading. 1.4 significance of the study the result of this study is expected to give contribution and ideas to the educational institution especially to SDN 005 Lenggadai Hilir-Rokan Hilir. The pinding of the study can be used as the picture for understanding the influence of students learning style on the reading, their need and preference.

Based on the result, the teacher can determine the most appropiate teaching technique that match the students in studying english. In other words, the result of the study will be useful to help the teacher to develop the teaching-learning process by by applying the right and appropriate treatmant to the students so that the students will be more motivated in learning english.

1.5

scope and limitation of the study there are various interesting techniques in teaching reading but due to the

limited time, energy and the available facilities, the writer limits the study only teaching reading using pictures at the four years class of SDN 005 Lenggadai Hilir-Rokan Hilir..

1.6 1.

definition of key term teaching : is an activity that tries to help some one the learn how to do

something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (kasbulah, 2003:9) 2. reading: is the product of decoding and comprehension (www.rrf.org.uk): act

of one who reads (Oxford Advanced Learners Dictionary of Current English:1987) 3. picture : is something drawn or painted (www.msn.co.id/results.aspx);

painting, drawing, sketch of something (Oxford Advanced Learners Dictionary of Current English:1987) 4. achievement : something done successfully, with effort and skill (Oxford

Advanced Learners Dictionary of Current English:1987)

CHAPTER II REVIEW OF RELATED LITERATURE

In this chapter the writer presents the result of reviewing the sources of information which are related to the topic of the study In order to obtain related literature in this work, she has read some books and other printed materials supporting the theory applied in this work.

2.1

the Definition of Reading as a medium of communication and a tool of learning, reading serves an

indispensable function in society. A person must read well if we wants to broaden his experience, develop new concepts, solve challenging problems, and aquire clear headed and up to date way of thinking. All of which are needed to insure continuing personal growth and going adjustment to our changing world. Skillful reading is a complex actifity that does not come easily or incidentally. It is obvious that reading involves sensing, perceiving, achieving meaning, and reacting in a variety of ways ( Tinker in Mc Cullough, 1995:8). Mc Cullough (1995:9) stated that reading involves the indentification and recognition of printed of written symbols which serve as stimuli for the recall of meanings built up through past experience, and further the construction of new meanings through the readers manipulation of relevant concepts already in his possession. The resulting meaning are organized into thought processes according to the purpose that are operated by the reader. For many years, there basic definitions of reading have driven literacy programs in the united state (foertsch,1998). According to the deffinitions, Learning to
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read means learning to pronounce words. According to the second definition, leaning to read means learning to identfy words and get their meaning. According to the third definition. Learning to read means leaning to bring meaning to a text in order to get meaning from it. Although these definitions reflect long standing views of reading, current literacy research supports a more comprehensive definition of reading. This new definition includes all of the above defenitions and places learning skill: in the context of authentic reading and writing activities

(www.nerel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm) Estabilishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word identification skills. Most educators would agree that the major purpose of reading should be the construction of meaning comprehending and actively responding to what is read. Two of the most widely cited and agreed upon definition of reading arethe following. Reading is the process of constructing meaning from written texts. It is a comple skill requiring the coordination ( anderson et al, 1985) reading is the process of constructing meaning through the dynamic interaction among : (1)the teachers exiting knowledg: (2) the information suggested by the text being read: and (3) the context of the reading situation (wixson,peters, weber, and rorber, 1987, citing the new definition of reading for Michigan ). www.eduplace.com/rdg/res/tesch/def.html. Older, mechanistic definitions of reading as the translation of printed symbols into oral language equivalents are incomplete, given the progess made in understanding the nature of the reading process. There is widespread agreement that without the activation of relevant prior knowledge by a cognitively active reader and the melding of that prior knowledge with the text information, there can be no reading of the text.

Even definitions of reading that emphasize meaning indicate that reading is activated by print. The reader must be able to translate the written words into meaningful language while simply being able to recognize or say the printed words of text. Without construciting the meaning of that text is not reading, constructing meaning from written text is impossible without being able to identify the words. The terms word identification, word recognition, and decoding are frequently used interchangcable. Recognition and identification as the process of determining the pronunciation and some degree of meaning of an unknown words. (haris and hodges,1995:282-283) If a printed word is not in readers meaning vocabulary, word-identification skills may allow acces to the words pronunciation, But not its meaning. Being able to arrive at the pronunciation of a printed word constitutes word identification in the most minimal sense, however, if the reader is unable to attach maning to the word, then he or she has not read the word, sense reading must and in reading construction.

2.2

reading Comprehension Reading comprehension is the product of decoding and spoken language

comprehension

(www.belancedreading.com/simple.html). Comprehension is not

possible if the words are not decoted or understood. Reading comprehension requires the kind of intellectual reasoning that is possible only after decoding skills have become automated, thus freing cognitive resources for understanding (laberge and Samuel, 1994). Automated decoding skills enable better comprehension with increasing and proficiency.

Websters collegiate dictionary offers the definition of comprehension is capacity of the mind to pereeive and understand. Reading comprehension, then, would be the capacity to pereeive and understand the meaning communicated by the texts. Comprehension requires the reader to be an active constructor of meaning. Reading research has demonstrated that readers do not simply pereeive the meaning that is IN a text. In fact, expert readers co-construct meaning WITH a text. The research base shows that reading is a transaction in which the reader brings purpose and life experience. To bear to converse with the text this meeting of the reader and the text result in the meaning that is comprehensional always attends to what is coded or or written in the text. But it also depends upon the readers background experience, purpose, feeling, and needs of the moment thats why we can read the same book or story twice and it will have very different meaning for us. We, as readers are an equal and active partner with the text in the meaning making process of comprehension (www.teacher.scolastic.com/reading/bestpractices/comprehensionunderstand.html). 2.3 the method in Teaching Reading there are basically two defferent common methods of teaching reading. One usually refers to whole language approach (look say), the other usually refers to phonetic approach. 2.3.1 the look-say method the look say-method method also known as the whole word, sight method, or configurationally reading is a spatial-holistic method to learn a language. It is the same method used to acquire literacy in languages such as Chinese, based on ideograms. Its application to learning a primarily phonetic language life english has been questionable and has been associated with artificially incuding dyslexia.
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Students when learning english using this method memorize the appearance of words, or learn to recognize words by looking at the first and last letter from rigidly vocabularies in progressive texts. Often this method is taught by slides or cards with a picture next to a word teaching children to associate the whole word with its meaning. The method was invented by Rev. Thomas H. Gallaudet. The director of the American Asylum at Hartford in the 1830s. it was designed for the education of the deaf and Dumb by juxtaposing a word, with a picture, in 1830. Gallaudet provided a description of this method to the American Annals of Education which inclueded teaching children to recognize a total of 50 sight words written on cards and by 1837 the method was adopted by the Buston Primary School Committee (www.childrentreading-tips-.com-home)

2.3.2

The Phonetic Method A phonetic reading program teaches sounds to be associated with letters and

combinations of letters. Students memorize these associations. They learn to sound out and then blend sound combinations to produce words. This method requires direct teaching of sounding out methods, and memorization of pronunciation rules The most perfect phonies reading program is orton phonograph. Originally developed to teach brain damaged adults to read. Orton phonography, originally developed to teach brain-damaged adults to read. Orton described 73 phonograms or letter combinations, and 23 rules for spelling and pronunciation.

2.4

Purpose of Reading The purpose of reading is to comprehend, and most agree that comprehension

is not possible if the words are not decoded or understood. Recognition and decoding
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comprehension, are two components of the learning to read process (Paris & Paris, 2003) If student can read words accurately and fluently, the necessary condition for reading comprehension has been satisfied. Without instruction, however, accurete and effortless word recognition may not be sufficient for good reading comprehension. Clearly there are other factors that can influence understanding. Background of knowledge, engagement, vocabulary knowledge, application of met cognitive strategies, general language skill, and personality can influence reading comprehension even if words are effortlessly identified. Thus, it might be said that word recognition and decoding are necessary but not sufficient to ensure reading comprehension.

2.5

Media For Teaching Reading A fundamental component of the systematic approach to teaching and learning

is the selection of instructional media. The basic rule fot media selection is vernon (1990:240) said: A medium instruction must be selected on the leases of its potential for implementing a stated objective. From the statement above, we can deduce that in selecting, media according to vernons statement. Is the strategy intended to select a media on the basis of its potential for implementing a stated objective in teaching learning process. 2.6 Kinds of Media for Teaching Reading There are various kinds of media for teaching reading. They can be classified into two groups, (1) visual aids and (2) audio-visual aids. The visual aids are real ibjects, pictures cards, well charts, etc. and the audio-visual aids are tape recorder, audio, TV, film, etc.(Garlaeh and Ely, 1990:247-248).

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2.7

Visual Aids In this chapter the writer focuses and explaining about picture and its function.

2.7.1

Picture Picture is image, icon, icon (a visual represantion (of an object or scene or

person

or

abstraction)

produced

on

surface)

(http://wordnet.princenton.edu/perl/webwn?s=picture). Picture is something drawn or printed (www.msn.co.id/results.aspx). Picture is useful for presenting, picture can brings images of reality into the unnature world of the language classroom. Oxford Advanced Learners dictionary of Current English Stated that picture is painting, drawing, sketch of something. There is an old saying that picture is worth a thousand words. When it comes to comprehension, this saying might be paraphrased, a visual display help readers understand, organized, and remember some of those thousand words.

(www.scholastic.com/dodea/module_1/resources/dodea_ml_pa_dukc.pdf) Picture is useful for presenting, practicing comprehension or as a prompt for other activities, such as to illustrate the character in text. Pictures is also useful for identifying the meaning in the text. It is impossible for teacher to bring real object or model to the students in their way to find out the meaning and massages conveyed in the text. In this case the researcher tries to help the teacher to explain the meaning that conveyed in the text to the students. Presenting reading by using picture useful for other activities. Reading a text without picture, may create boredom for the students. By using this experiment, the

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researcher hopes that the students will be interested in studying and develoving their english reading comprehension. There are three kinds of picture as suggested by finnochinaro (1994:90): Picture of individual person or individual object Picture of situation in which person doing something A sherries of pictures

2.7.2

function of picture picture has the advantage of being easy to prepare, easy to organize, being

interesting, meaningful and authentic. Picture can bring images of reality into the unnatural word the classroom, picture is useful in developing students reading comprehension, particulary directed reading. It is not only helping to guide the students reading, it can provide a general background and context. It is especially contribute to interest and motivation. (http:iteslj.org/techniques/Zhang-Listening Warm-up.html). similar to the statement above, natawijaya (1997:68-69) summarized some function of picture in teaching. They are: 1. to attract the students interest 2. to stimulate and motivate students learn 3. to introduce new ideas which are not known yet, and 4. to strengthen the students memory of a stimulus he also said that picture has some advantages as follow: 1. A picture is concrete. It refers to the more real objects that any other teaching medium which is verbal.
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2. A picture can clarily something, which is verbal. 3. A picture is more effective and efficient. But, using picture have the advantages and disadvantages.(Vennon 1980:277). The advantages of using picture as a media in teaching English reading are: 1. Pictures are inexpensive. 2. They provid commonexperiences for an entire group 3. The visual detail makes is possible to study subjects that would otherwise be impossible. 4. Picture can help to prevent and correct misconception. 5. They help to focus attention and to develop critical judgment. 6. They are easily manipulated The disadvantages of using picture are: 1. Size and distance are often distorted 2. Lack of color in some pictures limits proper interpretations 3. Students do not always know how to read pictures

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CHAPTER III RESEARCH METHODOLOGY

This chapter present the description of research methodology employed in this study. It includes five headings : Research design, population and sample, instrumentation, procedure of data collection and procedure of data analysis. 3.1 Research Design As stated in chapter 1, the purpose of study are to know the development of the students mastery of english reading in teaching and learning process by using picture and to know whether there is a significant different of the students mastery of reading between those who are taught by using pictures and those who are not. So, the experimental design was applied . this design was constucted to find out the effect of treatment (Arikunto,1992:3). It disegn was presented in a randominzed pre test post test control group design (Tuckman. 1978: 78). Experimental method is a study in which the investigator manipulates (at least) one variable while measuring (at least) one other variable. Participants in an experiement are usually randomly assigned to different groups. The group that receives the indevendent variable is called the experimental group and the group of participants are treated in the samme manner as the experimental group but do not receive the indevendent variable is called the control group. Sometimes a preexisting characteristic already exists in the participants, such as sex, age, etc. in this case, there are no random assigaments and the type of research is referred to as differential research. The experimental method is very valuable because the researcher is able to constrain or control the situation and various variables.

(http://faculty.frostburg.edumbradly/researchmethods.html)

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The research design above comprises experimental and control group. There are different treatments of both groups. The first step of treatment was to give the pre-test were administered, the similar materials were given to both groups. Howefer, the instructional delivery strategies was different. For experimental group, the material were presented by using picture. For the control group, the materials were presented withoud using pictures. The last step was to give the post-lest.

3.2 3.2.1

population and sample population the population of this study are all of the students of the forth grade in SDN

005 Lenggadai Hilir-Rokan Hilir. Which the class has 30 students. Those students used the same textbooks in SDN 005 Lenggadai Hilir Rokan Hilir. The teacher managed the class by employing the same methods and techniques in teaching. 3.2.2 Sample After identifying the population. The sample were drawn from the population using proportional random sampling techniques. The basic characteristic of random sampling is that all members of the population have an equal and indevendent chance of being included in the sample. The first step in drawing a random sample from a population a distinct identification numbers. For the sample, the researcher would like to devide the class into two groups, which each group has 15 students. The first group called as experiment group and the other is called as control group. The control group is a group that goes not receive the treatment while the experiment group is a group that receives the treatment. The process of talking sample from population used random sampling.

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3.3 3.3.1

Instrumentation Test The researcher used test to collect the data. There are two kinds of test used in

this research. Pre-Test Pre test is a test that is given to the control group and experimental group. The use of pre-test in this reserch is to know the condition of reading mastery of students in both groups. The pre-test it self must has relationship or follow the lesson and given before the treatment is started. Post-Test Post-Test is given to the control and experimental group at the and of the treatment. The post test is used to measure the effect of the treatment. If the result of the experimental group is heigher than control group, it means that the treatment produces a greater change than in the control group.

3.3.2

Picture In this study, the researcher use selective picture for appliying hers experiment

in developing the students mastery in reading english. The pictures are collected from several books that are related to her study.

3.3.3

Documentarior The documentation used by the writer deals with the literatures concering with

her study. This study also used interned access as instrumentations.

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3.3.4

Interview This study used interview to find out additional detailed information from the

teacher concerning with the kinds of picture used, and how they are used in teaching learning process. It is conducted directly face to face with the english teacher of SDN 005 Lenggadai Hilir-Rokan hilir. 3.3.5 Observation in this study the observation is conducted in english classes. It is used for the supplement knowledge of the real activity atmosphere in english classes, and to find out sufficient data about the use of picture in the learning process.

3.4

Data Collection Before collecting the data, the first step is to get the letter of recommendation

that is signed by the public administration of Riau University of Peken Baru. Then asking permission to the headmaster of SDN 005 Lenggadai Hilir-Rokan Hilir to conduct a research there. The next steps are conducting the research and collecting the data from the students score. Procedure: The experiment used experimental design. In this design there are two groups. There are experimental group and control group. In experimental group, the researcher gives a special treatment by appling her experiment for developing the reading comprehension using pictures. But for the control group the researcher does not give them this treatment (use picture to comprehend english reading ). For the first step, the researcher givest a test for those groups, called pre-test. The second step is

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giving a treatment for the experimental group and the researcher applied her experiment (use a picture) for developing the english reading comprehension. The treatment is done in three meeting in two weeks. The last section, is giving a test for those groups that is called post-test. After there class meetings of experiment instruction, the students were given an achievement test. The disegn of the study is summarized as follows: Group I Experimental Group II Control Group Indevendent Variable Given pictures treatment Without treatment Dependent variable Achievement test Achievement test

Results: analysis of covarience was used to test the significance of the defferences in the means of the achievement test score. The results indicated significant differences in the mean achievement of the two groups. In a comparison of group I and group II. The mean achievement of group I was significantly heigher at the 0,05 level in each case. The mean achievement of group I and II was different significantly. 3.5 Data Analysis After all the data are collected from the result of the pre-test and post-test, the data will be analyzed in the following presentation. Based on the result of the pre-test and post-test, the mean scores of both group can be obtained by some of all the values and divided by the number of groups or students. The formula which is used to find out the means score of students was:

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X=

Where :

X = The total of students score for each group N = the number of students from each group

After the know the mean score, it must be compared with the t-test formula:

Mx - My
( )( )

Where t M N X : the t-value for correlated means : means score each group : the number of student : the deviation every score of from means score of

After all data is computed, the final step is to compare the average / the mean of post-test from both groups. The data analysis above is for control group and exprimental group in order that the researcher could see the different of scores from both groups.

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BIBLIOGRAPHY

Arikunto, S. 2002. Prosedur penelitian suatu pendekatan prektek. Jakarta : Rineke Cipta. K. Kasbolah. 2003. Teaching and Learnimg atrategies II. An Instuctional Material : IKIP Malang. Abrams. M.h. 1981. A Glosary of literary terms. New York : Hdt Rinehart and Wiston. Inc. Nunan, D. 1991. Language Teaching Methodology. Uk : Picture Hall International. Ltd. Ary, D, Lucky, C and Asghar. 1948. Introduction to Research in Education 2nd Education. New York. Holt, Renehart and Wiston. Oxfortd Unifersity Press. 1991. Oxford Learners Pocked Dictionary. Berlin : oxford University Press. Snow, Burns, & Griffin. 1998. Reading Association & National Association for the education of young children. Download: 10, Mei 2006 www.nerel.org/sdrs/areas/issues/content/cnt areas/reading/li7kl.htm Paris and Paris. 2003. Pals Comprehension Scores and Instructional Reading Level. Download: 10, Mei 2006 www.balanced reading.com/simple.html Haris and Hodges. 1995. Understanding Reading Comprehension. Download: 10, Mei 2006. www.teacher.scolastic.com/reading/best/pratices/comprehension/understand.ht ml Thomas. 2002. Children Reading Tips. Download: 11, May 2006. www.children-reading-tipes.come-home Anderson. 1985. Definition of Reading and Word identification.Download: 10, Mei 2006. www.eduplace com/rdg/res/tesch/def.html Gough, P. B. 1996. Kinds of Pictures. Download: 10 Mei 2006. http://wordnet.princenton.edu/perl/webwn?s=picture

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