A descriptive on the study students’ explicit strategy instruction in reading

comprehension at the eleventh grade of senior high school

Budi Dharma Dumai

A. Background of the problem

Reading comprehension is the one of the activites which do the students in

learning English. Reading comprehension is a something comprehends in language

which a gives instructions to making the reader to understand what the reader read,

give instructions and to give information about the stories. In regarding with

(Samuels, 1979,p.169) said “Reading comprehension is a process in which the reader

constructs meaning using as the building materials the information on theprinted page

and the knowledge stored in the reader’s head”.

Comprehension depends not only on characteristics of the reader, such as prior

knowledge and working memory, but also on language processes, such as basic reading

skills, decoding, vocabulary, sensitivity to text structure, inferencing, and motivation.

Comprehension also requires effective use of strategic processes, such as metacognition and

comprehension monitoring. As readers mature in their comprehension skills, they are able to

progress efficiently from the stage of learning to read to the ultimate goal of reading to learn

(Yovanoff, Duesbery, Alonzo, & Tindal, 2005).

In fact,the learning of the process inSenior High School Budi Dharma Dumai. The

One of the best predictors of a child’s ability to comprehend print is his or her ability to

decode print. (Pressley 2002.p, 292) state “If a student is not fluent in word recognition,

he/she is thinking about the sounds of the individual letters and letter combinations rather

than using that energy to make sense of the text being read. In contrast, because fluent reader

dedicates little capacity to word recognition,most of his/her capacity is available for

comprehension.”
 Senior High School Budi Dharma Dumaiis one of the Senior High SchoolDumai city,

as one of the educational institutions that still use School Based Curriculum (SBC) in English

teaching and learning process as the current curriculum. English is taught twice a week for

duration 45x2 hours. Besides, in tenth grade of Senior High School Budi Dharma

Dumai,readingis taught in English subject integrated with the other skill such as speaking,

listening and writing. In addition, there are five English teachers teach the students at the

school, and only a teacher who teach English in tenth grade. The teacher usually uses

discussion and asking-answering question to facilitate the students’ speaking. The goals of

teaching speaking based on SBC are The students are able to express meaning of

transactional and formal interpersonal continuously in daily life.

Based on the explanation above, it is clear that reading comprehension needed many

aspects that should be mastered by the students, it means that the students who are not able to

Mastered in those aspects in reading based on curriculum, The learning speaking is not

running well.

In the preliminary study of the writer in tenth grade of senior high school Budi

Dharma Dumai. Explain that the most of the students still have problem and difficult in the

learning English especially in term reading. The reading comprehends the students is still

very far from the expectation of curriculum. It is the writer prove it that the criteria of

students minimum passing grade. The students not able the criteria of students’ target passing

grade.

It is caused that the writer want to apply the strategy the reading comprehension. In a

comprehensive review of research, the institute of Education Sciences (2010) found a

preponderance of evidance that explicit strategy instruction is associated with improved

reading comprehension outcomes. In another study, Dube, Dorval, and Bessette (2013) also

reported statistically significant improvements in reading comprehension following explicit

strategy instruction to many grade students with learning difficulties. Indeed, the evidance for

explicit instruction in reading comprehension strategies continues to mount.

From the explanation above, the writer conclude that the explicit strategy instruction

is more needed for the students to achieve their goals in learning language especially in

reading comprehension.

It is caused the writer find out a desciptive on study students’ explicit strategy

instruction in reading comprehension. Based on the preliminary the writer did in the eleventh

grade. The writer found the following phenomena:

1. Some of students hear words, phrases, and sentences but not able to make the

connections

2. Some of students hear peers respond to question or make comments but do not

understand how they making sense of the text.

3. Most of the student are not know of the vocabulary

4. Most of students are not know of the pronunciation

Based on the problems, the writer is interested in researching the problems above into

research entitled “ a Decriptive on study students’ Explicit Strategy Instruction in

Reading Comprehension at eleventh grade of senior high school Budi Dharma

Dumai”.

B. Formulation of the problem

1. How is students’ explicit strategy instruction in reading comprehension at

eleventh grade of senior high school Budi Dharma Dumai?

2. What makes students’ explicit strategy instruction in reading comprehension

good or bad at eleventh grade of senior high school Budi Dharma Dumai?
C. Method of the problem

This research is a descriptive qualitative, according to Creswell (2012.p, 376)

said that survey is a popular design in education. Survey studied to describe trends in

the data rather than offer rigourous explanation. The data of this research will be

analysed by using survey, survey help identify important beliefs and attitudes of

individuals.
 REFERENCES

Creswell, J. W. (2012). Education Research: Planning, Conducting, and Evaluating

Qualitative and Quantitative Research. Educational Research (Fourth, Vol.4).

Boston: Pearson Education, Inc.

Dube, F.,Dorval, C .,& Bessette, L. Flexible grouping, explicit reading instruction in

elementary school. Journal of instructional pedadogogies, 10,1-12. Retrieved from

proQuest.

Gill, S. R. (2008). The comprehension matrix: A tool for designing comprehension

instruction. The Reading Teacher, 62(2), 106-113.

Pressley, G.M. (2002). Metacognition and self-regulated comprehension. In A.E. Farstrup, &

S.J. Samuels (Eds.), What research has to say about reading instruction (pp. 291-

309). Newark, DE: International Reading Association.

Pressley, Michael. “Metacognition and Self-Regulated Comprehension” in What Research

Has to Say About Reading Instruction, 3rd ed., Alan E. Farstrup and S. Jay Samuels,

eds. IRA, 2002: 291-309.

School-Based Curriculum (SBC) for Second Year of Senior High School.