CHAPTER I-III

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  CHAPTER IINTRODUCTIONA.Background of the Problem Language is one of the most important things in communication and itis used as a toll of communication among the nations in all over the world. Asan international language, English is very important and has manyinterrelationships with various aspects of life owned by human being. InIndonesia, English considered as the first foreign language and taughtformally from elementary school up to the university level.Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their abilityto read. If their reading skill is poor they are very likely to fail in their studyor at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeedin their study.hink!aloud means that readers report their thoughts while reading, butthey are not e"pected to analy#e their behavior as in introspection $%ohen,&'()*. +y means of asking their subects to say out loud whatever goesthrough their minds, researchers hope to get a more direct view of the mental processes readers are engaged in while reading $Rankin, &'((*. B.Identfcaton of the Problem Identification of the problem in this research focus on the process how thestudents think aloud in reading some te"t. C.!mtaton of the Problem he scopes of the study are limited to the subect and obect investigated.&.-ubecthe subect of this study at ' th  grade -/ 0egeri 1 akengon inacademic year 12&3412&5. 1  1.Obecthe obect of this study is the effect of hink aloud strategy towardsstudents reading skill. D."ormulaton of Problem +ased on the background of study above, the problem of the study isas follows6&.o what e"tent is the achievement of students7 Reading skill in studyat ' th  grade -/ 0egeri 1 akengon in academic year 12&3412&581.o what e"tent is the effect of think aloud strategy toward studentsreading skill study at ' th  grade -/ 0egeri 1 akengon in academicyear 12&3412&58 E.Pur#o$e of the Problem his research7s purpose is we know how the effect of think aloud strategytoward the reading skill student in -mp 0egeri 1 akengon Aceh engah ".%gnfcance of the Problem he result of the study is e"pected to be used theoretically and practically6&.heoreticallya.he result of this study is e"pected to be able to widen the skillof teachers in using think aloud strategy in order to improvestudent7s reading skill. b.s a reference to other researchers who want to study think aloudstrategy more intensively in teaching reading.1./racticallya.he result of this study is suggested to apply the think aloudstrategy to increase the students7 competence in English readingskill. b.he use of think aloud strategy in reading can make the studentsare more enoyable in doing their tasks associated with thereading materials. 2  CHAPTER IITHEORITICA! RE&IE'A.De$cr#ton of the Theore$ &.heory of hink aloudIn this research, it was decided to implement the think!aloudstrategy because it was used as an instructional approach, and also because this strategy helped readers to comprehend more easily what was being read by them. Afflerbach and 9ohnston cited by c:eown and;entilucci $122)*, claim that think!aloud serves firstly as a method of measuring the cognitive reading process, then as metacognitive tool tomonitor comprehension. In that sense, the think aloud is appropriate for this study because through this strategy the students can monitor their comprehension process. 3  Another definition of this strategy is provided by /ressley et al. inc:eown and ;entilucci7s $122)* work6 <think!aloud is one of the=transactional strategies= because it is a oint process of teachers andstudents working together to construct understandings of te"t as theyinteract with it> $p. &*. hrough the interactions that think aloud promotes, a better understanding of the te"ts may emerge in theclassroom. hink aloud is also a process in which readers report their thoughts while reading $?ade &''2*. It helps students to reflect upontheir own reading process.In a similar way, :eene @ immerman, $&'')* declare that <think aloud is a techniBue in which students verbali#e their thoughts as theyread> $p. &*. hus, this strategy is useful because students are verbali#ingall their thought in order to create understanding of the reading te"ts. he think!aloud is a techniBue in which students verbali#e their thoughts as they read and thus bring into the open the strategies they areusing to understand a te"t $+aumann, 9ones, @ -eifert!:essell, &''CDavey, &'(CD ?ade, &''2*. ReadersF thoughts might include commentingon or Buestioning the te"t, bringing their prior knowledge to bear, or making inferences or predictions.1.he 0ature of ReadingReading is an active cognitive process of interaction with print andmonitoring comprehension of establishing meaning which means the 4   brain does not work in reading, the pupils get information bycomprehending the massage and the teacher motivate the pupils to read$Lado, &'5&6 53*. Gurthermore, ;loria $&'((6 HC* -tates that thedefinition of reading comprehension is most likely to occur when pupilsare reading what they want to read, or at least what they see some goodreasons to read.C.Aspects of Reading %omprehensionAccording to -heng $122C* reading comprehension Buestionsmeasure student7s ability to read with understanding, insight anddiscrimination. +ecause the written passage upon which the Buestions are based presents a sustained discussion of a particular topic.here are si" types of reading comprehension Buestions. hesetypes focus on these aspects.a.he main idea or primary purpose of the passageD b.Information e"plicitly stated in the passageDc.Information or ideas implied or suggested by the authorDd./ossible applications of the author7s ideas to other situations,including the identification of situations or processes analogous tothose described in the passageDe.he author7s logic, reasoning, or persuasive techniBueDf.he tone of the passage or the author7s attitude as it is revealed in thelanguage used. B.The Related of Re$earch As the comparison of this research, here are some researches of heEffect hink Aloud -trategy oward -tudents Reading -kill. he firstresearcher is Ale"ander oreno cardenas $ 122' * with title <he Impact Of he hink!Aloud -trategy In he English Reading %omprehension Of Efl 5
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