Chapter 1

INTRODUCTION

A. Background
Language is any mode of communication in which the thoughts and feelings of a
individual are symbolized in order to express meaning to others. English is one of the
languages that is also used. Today, the use of English is not used as a liaison language
between communications countries, but has also begun to spread to other areas, such as
mass media.
There are many mass media in this modern era that use English in publish news and
other unique things. In that reason, as a nation that wants to advance, we also need to be
able to speak English so how we can easily understand what the world wants to speak if
one day is needed.
English is made up of four language skills, namely: Reading, Speaking, Writing and
Listening.Reading is important for our lives, as one of the language skills Is consumed by
everyone. As a reader, we have to comprehend reading materials by Using of good
strategy / technique / method.Kalayo Hasibuan supports that"Reading results in
comprehension when the reader knows which skills and strategies Are appropriate to the
type of text, and understand how to apply the to accomplish the reading purpose
Students often find a difficult word so if reading text that they shouldn't, know its
meaning. Before they translate the word, they must know or understand by thinking.so
that they can understand their opinios Or can reach the conclusion through reading text in
English through their comprehension.
Some teachers at schools have difficulties , especially English teachers Teaching
their students to read.One of the teachers' difficulties in teaching their students reading is
how to develop the students ’ comprehension toward to reading text, even though they
have taught them using methods.Teachers should have a good strategy by this problem,
including using the Pattern Maker strategy.
In general, the classroom activities of such students in the subject of reading still
read The textbook-based material, finding out the meaning of the difficult words, And
Answer the text-based question.In fact, those students’ classroom activities above cannot
help much in improving their reading comprehension and it makes students feel
bored.The traditional reading classroom where students read the material,and answer the
 text-based question could not positive out come on their reading comprehension.It means
that the students do not have a good understanding of reading this way.
The teachers make efforts to develop the reading comprehension of the students The
teachers should know the behavior or characters of every student.in fact, teachers will
find the different behavior and characters of each student that influence their reading
comprehension. By this case, teachers can modify their reading activities, such as by
using Pattern Maker Strategy.
The teacher must be creative in the planning and execution of Learning activities in
which students rely not only on the book text of activities In this case teachers can change
their teaching in particular Reading and doesn't always use text from the students'
textbook.Teachers can modify their teaching by using different style, theme, mood and
tone reading material (humour, fantasy, mystery, adventure, science fiction, family
life,and Animals).Then, students can choose which one they choose or choose Want to
read. Modifying a reading text is important to develop students ’reading comprehension.

The researcher is interested to conduct a class action research under the title
“IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE
TEXT BY USING PATTERN MAKER STRATEGY AT THE SECOND GRADE
OF SMP YP 3 PGRI MAKASSAR'”on the factual information and explanation above.

B. Problem statement
Based on the background and the above problems it is clear that
most of the students of the second year in Junior High School get difficulties in
English course especially in reading.To make it clearer, the problems in this
research will be identified as follows:
a. Why some students don't know the meaning based on the

English Text Context?

b. What factors disable students to help find the main idea in the
Description text?

c. What makes some of the students unable to identify the generic structure

In the descriptive text?

d. What factors make some of the students unable to identify the language
 features in the descriptive text?

C. Objective of the research

This research is necessarily carried out to achieve the objectives as follows:

a. To Determine comprehension of a students' reading in descriptive text

With Using Pattern Maker for group control.

b. To determine about the students’ reading comprehension in descriptive text after

using pattern maker strategy for experimental group and whitout using pattern
maker for control.
c. To find the significant effect whether there is or not significant different on
students’ comprehension between pre-test and post- test score by using pattern
maker strategy
D. Significant of the Research
The research is expected to be meaningfull information for the students’
and the teacher by using patten maker strategy to improve reading
comprehension also for those who are interest in conducting further research.
E. Scope of the Research

The scope of the research will focus to use the pattern maker strategy to improve
the students’ reading comprehension.this is the way that students’ can understand the
content of the reading and know what is the descriptive text means.
 Chapter II

REVIEW OF RELATED LITERATURE

A. The Theoretical Framework
1. The Nature of Reading
Reading is one of the most important skills in learning language besides listening,
speaking, and writing.The students should be able to read the subject and get the read text
information.Reading gives meaning from Print and visual information but it is not simple
to read.Reading is an active process that requires any more practice and skill.In other
words, reading is an active process between the reader and the text that result in
comprehension.That means that when we read some written texts,there is a relation
between the reader and text,and the reader moves the meaning of the text or the
information from the text.
William (1984) stated the general reading purposes are classified into:
1. Getting general information from the text. It means that the students are able to identify
general information from the text. The general
information here is the information that exists in the text generally or not detailed.
2. Getting specific information from the text. It means that the students are able to identify
specific information from the text. The specific
information here is the information exists in the text specifically.
3. Identifying the main idea. It means that the students are able to identify the overall idea in
the text. The students are able to determine the main idea by reading a text and tell what
is mainly about.
4. Identifying reference words. It means that the students are able to
identify the words that refers to something.
5. Finding the synonym / antonym of the word based on the text. It means that the students
are able to find the synonym
6. phrases.
To get all the above purpose, reading comprehension is needed. It's very important to
establish a reading process,That means you need a clear reading Purpose to obtain the
best understanding of the topic of the text or books read by the reader.
2. The Nature of Reading comprehension

Smith and Robinson, in Dirham (2011:10) states that reading comprehension implies
that understanding, evaluating and utilizing the knowledge and ideas gained through and
 interaction between and author and a reader within which the written communication
becomes through the medium of print. what is more, Anderson and Person, in Alexander,
(1998:160) states that comprehension may be a special thinking method. The browseers
comprehend by actively constructing that means in internally from interacting with the
fabric that's read.This reading comprehension strategy is designed to help being more
active readers. This strategy is part of a longer strategy to help accurately and efficient
assignment of comprehension to students.

According to Burnes and Glenda (1985:47), reading comprehension is areading-

thinking activity and as such relies for its success upon the level ofintelligence of reader,
his or her speech of thinking, and ability to detectrelationship. In other words,
comprehension suggested by pigged is a processinvolving assimilation of incoming
information into the child’s existing knowledge.

In addition, reading comprehension is the ability to comprehend or retell theText

content. The aspects are the main idea contained in the topic Sentences, sentences
supporting, conclusion and attitude of the writer to the idea.Implicitly, the writer’s
perspective contents a message, an accenting, and a critic which is written through that
concept. From this definition, the Research concludes that understanding the main idea is
one of the aspects contained in reading comprehension.In comprehending the texts, the
teacher must prepare the students by Knowing some skills that can be applied while
reading so that the purpose of Student can get reading.There are five A reading
comprehension factors As Harris and Smith (1989: 48)they are:

1. Background experience

In reading activity, by having background experience the pupil will beeasy to comprehend the
reading text.

2. Language abilities
In the process of reading comprehension, language abilities areimportant. One must have basic
knowledge of the English language such as Syntax, Semantic, etc. Inorder to read a reading text.
3. Thinking abilities

Thinking is a basic component of comprehension, when we read a book we have

to see relationships, make comparisons, follow sequences of events, and engage
 inmany number of similar mental operations, so it should hardly seem necessary to
persuade you that reading involves thinking.
4. Affection (interest, motivation, attitudes, beliefs, feeling)
Affective factors are important to comprehension educators and parents are increasingly recognizing
that the students’ interest, motivations,attitudes, beliefs and feeling are important factors that can not be
taken for granted or ignored in the education process. Affective variables here as they relate to reading
comprehension.
5. Reading purpose

The purpose of reading is important. The purposes may help some students focus on a key issue
and as a result better understand and as a result better understand and important aspect of the story.

3. a. Descriptive Text

The descriptive text contains identification and description. In detail Gerot

and Wignell (1994) also divide descriptive text into two. First is identification,

identification identifies phenomenon that to be describe. Second is description, it

describes parts, activities and characteristics. And also Cavanagh (1998) states that

the generic structure of the descriptive text organized to include an introduction

which introduce the subject of the description, characteristic features which are the

characteristics features of the subject, e.g. phsycal appearance, qualities, habitual

behavior, significant attributes. There may also some optional evaluation interspersed

though the text and an optional concluding comment.

b. the generic structure of descriptive text

descriptive text has structures as bellow
1.Identification
In this generic structures introduces to the subject of descrption.
2. Description
In this part give details of the characteristic features of the subject.such as:
Qualities characteristics,describing and phenomenon in parts,qualities.
 c . the language features of descriptive text

Significant Grammatical feature of descriptive text are:

a. Focus on specific participant (my English teacher, Andini’s cat, my favorite

place).

b. Use of Simple Present Tense( Use of Past Tense if extinct.)

c. Verb of being and having ‘Relational Processes’ (my mum is really cool,

she has long black hair).

d. Use descriptive adjectives (strong legs, white fangs).

e. Use of detailed noun phrase to give information about the subject ( a very

beautiful scenery, a sweet young lady, very thick fur).

f. Use of action verb ‘material processes’ (it eats grass, it runs fast)

g. Use of adverbial to give additional information about behavior (fast, at tree

house).

h. Use of figurative language (Jhon is as white as chalk).

4. the nature of pattern maker strategy

Pattern Maker is a strategy designed to help students “see” the patterns and
structures behind texts and ideas. Pattern Maker also related to the strategy known as
Metaphorical Expression and shares some of the same planning considerations.

1. How to use the strategy

1. Introduce the purpose and content of the lesson. Discuss the value
of using one information source to make inferences about another
source (analogical reasoning).
2. Have students review the analog (the information source you will
be using to help students understand the new content you are teaching).
3. Help students extract the structure of the analog (not the specifics!)
 using clear criteria. You may want to provide an organizer for this step.
4. Allow students to discuss and summarize their insights gained from
the analog.
5. Present the new content to students, guid them in applying what they have
already learned about the structure of the analog to the new material.
Alternately, you can have students take what they have learned.
2. Pattern Maker is a highly effective teaching and learning strategy for three reasons:

1. The strategy stimulates students’ curiosity and interest. Ask any

teacher or brain researcher about the role student interest plays in

learning new content, and you’ll hear the same things: Interested and engaged

students are better and happier learners who are far more willing to

attend to the complexities of challenging material.

2. The strategy primes students for new learning.

Pattern Maker is strategy that capitalizes and on active, pre content exposure to

Prime the engine of deep learning. To see how, take a look back at the four

structural elements in the breakup letter discussed pre-viously. If the

teacher and students work together to extract these fourelements (reason

for the document, principles of a healthy relationship.

3. The strategy is built on the cognitive capacity known as analogical

problem solving. that is, byapplying the ideas, solutions, and structures

behind known situations to new and challenging questions and

dilemmas.

B. Related story

1. Rohdearni Wati Sipayung.in her research, she foccused on

 "Improving Students’ Achievement in Reading Descriptive Text

through Reciprocal Teaching Strategy"The sample of her paper are 21 Students of

VIII-1 Grade in Senior High School of PTPN IV Bah Jambi.She found that the

mean Score of the experimental by using Reciprocal Reading Strategy was low

since the Mean of pre-test data was 25,95 and after the treatment, the students’

Achievement in reading descriptive text was good where the mean of post-test data

Was 69,76 so that the mean difference before and after the treatment was 43,81.

2. Fitri (2012).“The Effect of Using Pattern Maker Strategy toward

Reading Comprehension of the Second Year Students

State Junior High School 23 Pekanbaru.” this research is an administered.

To analyze the data, the research adopted independent sample T-test and

Paired sample T-test formula by using SPSS 16.

C. The Assumptions

In this reseach, the researcher assumes that there is an effect of pattern

maker strategy in reading comprehension and there is no effect of pattern maker

strategy in reading comprehension.

D. The Hypothesis

The hypothesis, which is necessarily tested through this research, is as

follows:

(Ho1): There is no significant difference on students’ reading

comprehension pre test mean score of using pattern maker strategy between
 experimental group and control group.

(Ho2): There is no significant difference on students’ reading

comprehension post test mean score of using pattern maker strategy between

experimental group and control group.

(Ho3): There is no significant difference on students’ reading

comprehension pretest - post test mean score of using pattern maker strategy

between experimental group and control group.