2 Contoh Latar Belakang Skripsi Bahasa
Inggris Terbaru – Bingung cari referensi mengenai latar belakang masalah
di skripsi bahasa Inggris? Anda bisa baca kedua contoh berikut ini. 
Background of The Problems
The
purpose of teaching English language at school is to develop the
students’ language skills. There are four major skills that should be
mastered by students in learning English, namely listening, speaking,
reading, and writing. One of the skills that cannot be neglected is
reading skill because the success of their study depends on the greater
part of their ability to read. Therefore, reading is essential not only
to get the information but also to comprehend the text. There are
several texts that are commonly used in teaching reading namely,
descriptive text, report text, recount text, and narrative text.
In
the Guideline of School-Based (Depdiknas, 2006), it is stated that one
of the objectives of teaching reading skill for the first grade SMA is
enabling the students to get the main ideas, to answer the questions
based on the text, to find supporting ideas and details. In other words,
reading skill should be paid more attention to achieve the level.
As
stated in English Curriculum for SMA/MA students, along with the higher
level of difficulty on any text in the levels of education, students
must be able to follow these developments of texts and improve their
reading skills. However, the fact showed that the students were not able
to adapt to the level of text difficulty which is more complex over the
time.
Based on the researcher’s pre
observation at the first grade of SMAN 5 Bandar Lampung, in general, the
students had difficulty in comprehending and getting information from
the text. Most of the students thought that learning English was
difficult. Besides that, they still got difficulties to determine main
idea, and answer questions based on the text. As the result, their
reading achievement was below the expectation. To overcome this
situation the teacher should generate students’ interest by applying the
various techniques and selecting the proper text. By using the
technique in teaching, the teacher can help the students think
critically and develop their ideas. More importantly, the students can
comprehend the idea easier and reach optimal results in reading.
The
second problem is students’ lack of vocabulary in reading text. Usually
the English textbook was difficult for them and they could not
understand the meaning of the text without knowing the meaning. Teachers
should recognize this condition and then give a solution by selecting
appropriate technique. Some students actually had a strong to memorize,
and they succeed to remember the vocabulary. However, vocabulary can be
developed by reading more often.
Referring
to the explanation above, a teacher should be more creative and find
out the appropriate technique to those problems in teaching reading that
can improve students’ reading achievement. There are many techniques
can be implemented in the class, one of them is self-questioning
strategy. This technique can help students understand more about what
they read, stimulate the students to be engaged with the text and let
them become independent readers.
In
this technique, the researcher gave the text and the questions in order
to build in the background knowledge. This phase is intended to build an
understanding and to provide an overall text meaning especially in
asking the question would be conducted at the beginning, during, and the
end when students are reading a text.
Considering
to the statement concerning self-questioning above, this study also
investigated the students’ response toward the use of self-questioning
strategy in reading comprehension. The questionnaire was administered as
the instruments in order to gather the information from students about
their responses and it was given in the last meeting after the students
finished their post test. The response showed that most of the students
has given positive impact on their learning, especially in identfying
supporting details. Most of them agree that the reading activities were
interested and enthuastic in the class of reading.
Students
explained that there were several reasons that made them agree to the
statement. The reason is that the students felt happy having new
experience in learning English since the previous teachers have never
had this kind of activity. By using this technique, students can
understand more of what they read, that is because every they make a
question, it can help them to promote their critical thinking about what
they read and by asking questions.
Based
on the statements above, the researcher focus her research by using
self-questioning for the solution in improving students’ reading
achievement. Therefore, the researcher expected that self-questioning
could overcome the difficulty in reading comprehension. To prove the
teaching technique, SMAN 5 Bandar Lampung was chosen as the object of
her research.
