A. Background The development of science and technology demands people to increase their personal knowledge and exprience.

By increasing those two aspects, one is able to anticipate the development, so that they will not be left behind. One way to increase ones personal knowledge and exprience is by reading which is included as one of the english language skills that must be learned by learners of English as a foreign language. Most of English teachers feel difficult to teach reading comprehension to the students of junior and senior high school, one of the causes is that most of the students are lack of english vocabulary, while they do not have enough knowledge and skill to read the textbooks Many students are experiencing difficulty in reading because they are defecient in two essential areas. They do not possess a powerful meaning vocabulary, and they are lack competency in basic comprehension skill. Reading skill involves the other three skills of the english language namely: listening, speaking,writing, and all of them are connected with one another, in relation with the teaching of this skill, reading comprehension present a big problem to the students in reading textbook. The purpose of reading on language is to inform ourselves about something we are interested in or

challenge our knowledge on certain matter, in the other words, to extent our experience of the wold in which we live. Improving the ability in reading comprehension is not easy thing to do in SMPN 2 Awangpone because there are same factors that affects reading comprehension and morever the english teacher is limited, further, to understand the content of english textbook, students should be able to analyze the content or paragraph of the english textbook. One the factors which make students mistakes in answering the questions is that misunderstanding, because they cannot comprehend the sentence or paragraph. Therefore, the writer will study on factors affecting reading comprehension achievement of the second year students of SMPN 2 Awangpone. B. Problem statement Based on the background above, the writer is interested in formulating problem that will be examined in this study: what are the factors influence the students reading comrehension. C. Objective of the research In relation to the problem statements ststed in the previous description, the objective of this study is to find out whether or not: Factors that influnces the students reading comprehension of the students of SMPN 2 Awangpone.

D. The significance of the research The writter expects that the result of this study will be helpfull to both English teachers and english students to know the factors that affects the students reading comprehension. The writer aso hopes that this study will additional data to know the factors that shoud be paid attention in teaching and laerning reading comprehension. E. The scope of the research The study is restricted to the factors of the students reading comprehension because if the students learn something, they haveto know what they learn and indentify the factors that influence their learning. The writer conducts her study to the second year students of SMPN 2 Awangpone in 2009/2010 academic year. F. Some pertinent Ideas of reading 1. What is reading Carillo (1979) reading has a lot of defenition by the expert. Reading is a combination of mechanics, understanding, retention, and use. Reading is a combination of the total shape of a word,group of letter and individual letters in it, plus the necessity that word must mean ideas, not the merely mechanical patters. Reading as an meansof comunication has its detractors today who claim it is not competitive with other modes. Reading is not merely

a simple mechanical process of eye movement, fixations, and returns sweep to next line. Words are symbols, we read, interpret symbols. Besides that, reading creates the need to this about how word and letter is pruduced. Reading is as a perception of written symbols, involving recognition of word, fluency, and comprehension. Besides that in reading there are many factors that may be influencing the reader of mental thingking. It is process of putting the reader in contact and commucation with ideas, in this case the first point to be made about the reading process in reading comprehension. The process of reading is what we mean by reading proper: the intraction between a reader and the text. 2. Reading comprehension Reading comprehension can be gained from the following certain procedure namely: 1. Pre-reading, purpose to motivate students intrest in reading provess; 2. Whilst-reading, to help the students to understand researchers purpose and to clarify the text contents; 3. Post-reading, in this step, the teacher presents some

communicative activities to the students such as discussion, problem solving or games.

Many educators give the defenitions of cooperative learning: 1. Cooperative learning is an instructional program in which students work in small groups to help one another master academic content; 2. Charle (1993) cooperative leraning involves students working together in pairs or groups, and they share information; 3. Cooperative learning is a within-class grouping of students usually of differing levels of second language proficincy, who leran to work together on specific tasks of projects in such a way that all students in the group benefit from the interactive experience, 4. Byrne (1990) coopertion is not assigning a job to group of students where one student does all the work and the other put their names on the paper. The learning together approach to cooperative learning should include all of the elements: a. There types of cooperative learning procedures should be used in an integrative way these three types are formal cooperative learning, informal cooperative learning, and cooperative base groups;

b. Each cooperative lesson activity should include the essential component that make cooperation work, namely positive interdependence, face to face promotive interaction, individual accountability, social skills, and group processing; c. The repetitive, routine lesson as well as classroom routines should be cooperative (cooperative learning structures); d. The organizational structure of school should be changed from a competitive individualistic mass-production structure to a cooperative tean based structure, participates regularly in colleague support group meetings to discuss how to improve their lessons, and meet in small group to participate in school-based decision making. Cooperative learning may be used in various ways. The include formal cooperative learning, formal cooperative learning, cooperative based groups, and cooperative structures. Formal cooperative learning is students working together for one class period to several weeks to achieve shared learning goals and to complete specific tasks and assigments . these assignments include decision making or problem solving, completing a curriculum unit, writing a report, conducting a servey or

experiment,reading a chapter or reference book, leraning vocabulary, answering the question at the end of the chapter. 3. RESUME Some factors to increase the students reading skill as follows: 1. Listening reading is one of the most useful and enjoyable group technique is to let students read silently while listening to the same text read by the teacher; 2. Reading aloud is involves looking at the text and also saying it. Reading aloud can be considered a natural development stage of reading that precedes the stage silent reading for comprhension; 3. Silent reading is commonly used for meaning, whether for getting information, enjoyment or study; 4. Speed reading is very important for students. If they do not have skill of speed reading must rum side by side with the main purpose of reading; 5. Intensive paragraph reading, the reader are given adequate time to read the paragraph silentlyto find the answer of the question. There are some experts give definitions of reading as follows;

1. Alexander (1988) reading as an active, fluent process which involves the reader and reading material in building meaning. Meaning does not reside on the printed page, synergy occurs in reading which combines the words on the printed page with the readers background knowledge and expreriences; 2. Burs (1989) argues that reading as getting meaning from certain combination of letter; 3. Carillo (1979) defines that reading as reading the attaining of meaning as a result of the interplay between perceptions of graphic symbol that represent language and the memory traces of the readers verbal and non verbal experiences; 4. Charles (1993) defines that reading is the interpretation of signs and symbols. Six general component skills and knowledge areas as the writer summarizes as follows: 1. 2. 3. 4. 5. Automatic recognitions skills; Vocabulary and structural knowledge; Word background knowledge; Formal discourse structure knowledge; Synthesis and evaluation skill/strategies;

6.

Meta cognitive knowledge and skills monitoring.

Aspects of reading which have been suggested well-known authorities: 1. Visual in sensory aspect of reading, the reader must be able to focus their eyes on a text; 2. Perceptual aspect of reading. Perception involves interpretation of the sensory impression that teaches the brain. When reading process occurs, the brain receives visual sensation of words and phrases from the text being read; 3. Sequential aspect of reading. The material written in english generally appears on a page in a left to right, top to bottom sequence; readers eyes must follow this sequence when reading; 4. Individual and group accountability; 5. Interpersonal and small group skiils; 6. Group processing. 5. Conceptual Framework The writer uses the conceptual framework in order that the writer can teach the students easily because the writer has a concept what to do: In teaching and learning process, the writer will teach the students reading material and evaluate the students in reading for the sake of analizing the students factors in learning reading comprehension.

4. alderson (2000) states that reading comprehensson requares language comprehension and cognitive ability; 5. alesander (1988). Argues that reading comprehension is a special kind of thinking process. Alderson (2000) states that, there are some skills in teaching reading: 1. Predictive skill, readers rare able to predict what they are going to read on text prcess understanding; 2. Extracing specifie information, the readers usualli are involved in the using of receptive skill for the some purpose of Extracting specie information; 3. Getting general idea, readers are often read something because they want to get a general idea. In other word, they want to read and get a result what they read; 4. Context clues, can be said as words, phrases, sentences, surrounding the words which to be discovered its meaning. A context clue helps the readers to indentify an unfamiliar word in a sentence. Cooperative efforts are expected to be more productive under certain conditions. The followings are the five basic elements of cooperative learning: 1. Positive interdependence; 2. Face-to-Face Interaction;

Figure 2. Study design T1: The result students pre-test X: The treatment T2: The students post-test
(Gay, 1992)

G. Population and sample 1. Population: The population of this study is the students of SMPTN 2 Awangpone in 2009/2010 academic. It consists of 150 students. 2. Sample: The sample of this study is 30 students and it will be selected by using cluster random sampling and the writer takes the second year students as sample. H. Study Variables Will be able to reduce the negative factors that obstacles the students reading comprehension. 3. Dependent variable: Dependent variable is the students reading comprehension achievement of the second year students of SMPN 2 Awangpone after knowing the factors of reading comprehension. I. Study Instrument In collecting data, the writer applies one kind of instruments namely reading test.

1. Reading test: Reading test consists of pre-test and post-test. The pre-test is administered before the implementation of the English comic to find out the students proficiency in reading comprehension, whereas the post-test is done after treatment given. J. Procedure of Data collection The procedure of collection data: 1. Pre-test: it is previously mentioned that the pre-test is administered before the implementation of the English reading; 2. Treatment: The treatment of this study conducts six times. The writer will teach English reading material and allow the students to read after the other and the writer will analyze the factors of reading comprehension; 3. Post-test: The post-test is undertaken after the treatment teaching English reading material. The purpose is to measure whether knowing the factors can or the second year students of SMPN 2 Awangpone. The test is same as that done in the pre-test. The writer prepares several topics to develop for about 45 minutes. K. Teachnique of data analysis The data are analyzed through quantitative analysis: a. Scoring classification of reading comprehension.

A STUDY PROPOSAL

FACTORS AFFECTING READING COMPREHENSION ACHIEVEMENT OF THE SECOND YEAR STUDENT OF SMP NEGERI 2 AWANGPONE

Name Nim Group

: HARWIANTI : 408 072 : Two

English : Department

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN MUHAMMADIYAH BONE