i

AN ANALYSIS OF STUDENTS’ READING COMPREHENSION

PROBLEMS OF THE TENTH GRADE AT SMKF IKASARI
PEKANBARU

A PROPOSAL

By

Sakinah Devi Chandeni Hsb

SIN: 12010420956

Supervisor

Dr.H.Kalayo Hasibuan, M.Ed-TESOL

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU
PEKANBARU
1445 H/2024 M
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Table of Content

CHAPTER I ............................................................................................................ 1

INTRODUCTION .................................................................................................. 1

A. Background of the Problem ...................................................................... 1

B. Problem of the Research ........................................................................... 4

1. Identification of the Problem ................................................................ 4

2. Limitation of the Problem ..................................................................... 5

3. Formulation of the Problem .................................................................. 5

C. Objective and Significance of the Research ............................................. 5

1. Objective of the Research ..................................................................... 5

2. Significances of the research ................................................................ 5

D. Definition of Term.................................................................................... 6

1. Reading Comprehension ....................................................................... 6

2. Recount Text ......................................................................................... 6

CHAPTER II ........................................................................................................... 7

LITERATURE RIVEW .......................................................................................... 7

A. Theoretical Framework ............................................................................ 7

1. Students’ Reading Comprehension Problem ........................................ 7

2. Recount Text ....................................................................................... 17

B. Relevant Research .................................................................................. 20

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C. Conceptual Framework .......................................................................... 22

CHAPTER III ....................................................................................................... 24

RESEARCH METHOD ........................................................................................ 24

A. Research Design ..................................................................................... 24

B. Time and Location Research .................................................................. 24

C. Population and Sample ........................................................................... 24

1. Population ........................................................................................... 24

2. Sample ................................................................................................ 25

D. Technique of Data Collection................................................................. 26

1. Test...................................................................................................... 26

2. Questionnaire ...................................................................................... 27

E. Technique of Data Analysis ....................................................................... 27

F. Trustworthiness .......................................................................................... 28

REFERENCES...................................................................................................... 29
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List of Table

Table 3. 1 ............................................................................................................... 25

Table 3. 2 ............................................................................................................... 26
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CHAPTER I

INTRODUCTION

A. Background of the Problem

Reading is one of the skills that the students should master in learning
English as a foreign language. In learning English, is one of the language skills that
the students need to acquire is reading. The aim of teaching reading is to make
students able to read the text effectively and efficiently. According to Patel and Jain
(2008), reading is an active proses which consist of recognition and comprehension
skills. Furthermore, reading is useful for language acquisition, the more they read,
the better they get at it. In reading, the students need comprehension skill. Linda
(2005) states that the true comprehension means making sense of what you read
and connecting the idea in the text to what you already know it also means the
students remember what they have read.
Reading comprehension is defined as the level of understanding of a written
language. It is the process of simultaneously extracting and constructing meaning
through interaction and involvement with a written language. Lehr (2013), reading
comprehension is the process simultaneously extracting and constructing meaning
through interaction and involvement with written language. Reading
comprehension is the ability to understand information in a text and interpret it
appropriately what is meant by the text. It means that reading comprehension is the
ability to read text, process and understand its meaning.
Through reading students can get a lot of information, knowledge,
enjoyment and even problem solution. In addition, the ability to read the text in
any form will bring great advantages to the students. Reading for foreign language
learners is not an easy task because reading in English is complicated and it is hard
to get the meaning from the text. It needs comprehension to get meaning or to get
information conveyed by the writer. It can be caused by the language system of
English is different from the students own language. However, reading has always
been seen as a fundamental skill that could assist the students in mastering the
other skills.
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Reading comprehension is not merely a process of recognizing and

understanding words and their meanings. Reading comprehension is the process
of transferring ideas from texts to the readers mind, or the process in which
students understand and get the messages from the printed words. The more the
students read, the better their comprehension on the reading material will be.
Therefore, reading comprehension process needs to be given more
attention, particularly in Vocational High School students. Teaching and learning
reading comprehension in Vocational High School, the students are required to
understand the text to get the information. Students are not only required to
understand each individual part of the sentence or paragraph, but they should also
understand the message the writer is trying to convey. All of those purposes need
reading comprehension that will help students to develop their ability in English.
Most of the Indonesian students might not understand what they read in
various English texts even though they have been learning English (Dahliana,
2016; Moriyanti, Muna, & Ismail, 2019; Syatriana, 2013; Usman, Fata, & Pratiwi,
2018). Moreover, Jayanti (2016) reveals that Indonesian secondary students often
find difficulties in reading the information from texts. There are many kinds of
reading texts that students should learn of Vocational High School especially for
the first year students. SMKF Ikasari Pekanbaru is one of school that used Merdeka
curriculum as their guidance in teaching learning process. The KKM (criteria
based curriculum) of English lesson is 75. In this school, the basic competence
stated in the syllabus of SMKF Ikasari Pekanbaru for first year is that students will
be able to express the information of genre of texts, such as monologue of
narrative, descriptive, hortatory, recount and analytical exposition. English has
been taught since the first year of English teaching period. English is taught once
a week times 4 hour with time duration about 45 minutes for an hour.
Besides, previous studies have shown several causes and effects of poor
reading comprehension. For instance, Hamra and Syatriana (2010) contend that
poor reading comprehension among Indonesian secondary learners occurs due to
students' lack of vocabulary, learning support, and reading motivation. Whereas,
Cahyono and Widiati (2006) conclude that poor prior knowledge also contributes
to the low level of reading comprehension. In relation to the adverse effects of the
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related problem, Karanja (2015) reports that poor readers often have low self-
esteem which results in their decreasing learning achievement. Also, poor reading
comprehension can hinder problem-solving skills as well because people need to
fully understand what they read in order to be competent problem solvers
(Ozdemir, 2009). Ultimately, Cordeur (2010) and Park (2020) note that reading
comprehension is the ability to remember important details and draw conclusions.
Aradi (2021) conducted a study, eighth-grade students at SMP Bukit Raya
Pekanbaru had difficulty understanding English reading texts, especially when
attempting to identify the main concept, locate supporting details, and comprehend
vocabulary. However, the students only occasionally have trouble finding
references and drawing inferences.
Hidayati (2018), also conducted research about students' difficulties and
factors faced by the students in reading comprehension at the first grade students
of SMA N 1 Darussalam, Aceh Besar. The results showed that most of the first
grade students of SMA N 1 Darussalam Aceh Besar had difficulty answering the
main idea, making conclusions, and looking for reference questions. The most
difficult aspect faced by students is finding the main idea questions, because the
location of the main ideas is difficult to find. In addition, they mostly have
difficulty in understanding vocabulary, poor grammar mastery, difficulty
understanding long sentences, lack of learning media, lack of support from family,
and lack of knowledge about strategies in reading comprehension.
Based on the previous studies, this research has different and similar
aspects to be researched. The different from those researcher, dealing with
objective, theme and subject, this research focus on English recount texts. The
subject of this research is the tenth grade at SMKF Ikasari Pekanbaru. Thus, it is
clear that this research is different from those previous research.
Based on a preliminary research in SMKF Ikasari. In teaching reading, the
teacher used Direct Instruction Method. Direct instruction method is a fast paced
method of teaching that provides very high levels of interaction between students
and their teacher. In this method, the activity is teacher centered and the students
have lack of opportunities to express their own idea in the class.
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Ideally, the students in SMKF Ikasari Pekanbaru should be able to

comprehend the text. But, the researcher found that the students of tenth grade at
SMKF Ikasari Pekanbaru still have some problems in reading comprehension. It
looks from symptoms as follows: Some of the students feel bored in learning
process, some of the students got difficulties in finding the main idea and detail
information of the text; some of the students get difficulties the meaning of
vocabulary from the text; some of the students get difficulties to find references
from the text. Some of the students get difficulties to identify generic structure in
the text and language features of the text, also get difficulties in making inferences.
Based on the explanation above, the researcher saw that student’s ability
in reading comprehension was still low. The researcher concludes are due to the
following factors: lack of motivation to read, background knowledge, and students
did not like English lesson. Based on the phenomena and facts above the researcher
is interested in conducting a research to solve the students reading comprehension
problems with the title “AN ANALYSIS OF STUDENT’S READING
COMPREHENSION PROBLEMS OF THE TENTH GRADE AT SMKF
IKASARI PEKANBARU”.

B. Problem of the Research

1. Identification of the Problem

The researcher is going to find out the statements of the problem as follows:
1. The difficulties faced by students in finding the main idea and detail
information from the texts.
2. The difficulties faced by students to understand meaningof vocabulary
from the texts.
3. The difficulties faced by students in making inferences from the texts.
4. The difficulties faced by students to identify the structure and language
features from the texts.
5. Students’ interest to read English texts.
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2. Limitation of the Problem

After identifying the problems stated above, the researcher needs to limit and
focus on the analyzing students reading comprehension problems in recount texts
and factors causing the students reading comprehension problem of the tenth
grade at SMKF Ikasari Pekanbaru.

3. Formulation of the Problem

Based on the limitation of the problem above, the reasearcher tries to

answer the following question:
1. What are students’ reading comprehension problems of the tenth grade
at SMKF Ikasari Pekanbaru?
2. What are the factors causing the students reading comprehension
problems of the tenth grade at SMKF Ikasari Pekanbaru?

C. Objective and Significance of the Research

1. Objective of the Research

Derived from the above question, this research aims:

1. To identify the aspect of reading comprehension problems faced by the
students of the tenth grade at SMKF Ikasari Pekanbaru.
2. To identify factors causing the students’’ reading comprehension problems
of the tenth grade at SMKF Ikasari Pekanbaru.

2. Significances of the research

This research is expected to benefit students, teachers, and future researcher.

Theoretically the final of this research can give the description for any further
researcher who wants to study the same case, hopefully, this research becomes the
source of information and reference, and also can give the description of the factors
causing the students’ reading comprehension problems of the tenth grade at SMKF
Ikasari Pekanbaru.
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Practically for teacher this research will be useful to identify the students’
reading comprehension problems especially in recount texts. For students this
research will be applicable to help them to be active to do their reading and to
motivate them in reading as often as possible. For future researcher this research
will useful for who wants to conduct a research in English teaching and learning
process to get reference.

D. Definition of Term

To avoid misunderstanding on this research, the researcher needs to describe

some terms used. Some terms are: reading comprehension problem and recount
texts.

1. Reading Comprehension

According to Halik (2016), reading is the activity between the reader and the
writer’s idea, where the writer sends his idea in the written symbol and then the
reader catching the idea in it. Furthermore, Kirmizi (2010) states that reading
comprehension is the process of constructing meaning by connecting what has been
read to what the reader already knows and thinks about all of this information until
it is understood. In this research, the researcher focused on reading comprehension
of recount texts.

2. Recount Text

Mark Anderson and Kathy Anderson (2003, p. 24) states that recount texts
is a texts which informs the reader about events from the past, usually in the order
of occurrences. Also, Novi Gusneli, et.al. (2016, p. 229-235) states that recount text
is a type of text that informs the reader about the events and activities that happened
to someone's experience in the past. From the explanation above, it can be
concluded that the recount texts is a retelling of the past event of which the writer
occurred. The events can be informed on the basis of a true chronological order.
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CHAPTER II

LITERATURE RIVEW

A. Theoretical Framework

1. Students’ Reading Comprehension Problem

a. Definition of Reading Comprehension

Every reading needs comprehension. We could call that reading is

comprehension. Comprehension requires making meaning from words when
listening, speaking, reading, and writing. Not only reading comprehension but also
listening, speaking, and writing need comprehension. But comprehension is also
the center of reading. Each reading has to have the comprehending the texts. The
first point to be made in reading process is reading comprehension as well. Reading
with comprehension means understanding what has been read.
Reading comprehension is a complex process by which a reader tries to
reconstruct a message encoded in graphic. Language by a writer. It is an interaction
between reader and author. According to Grebe (2011), reading comprehension is
a combination of identifying and interpretation skills and that active process of
comprehending where students need to be taught strategies to read more efficiently.
Reading comprehension is the ultimate end-goal of reading. If we do not read to
understand, then we read for nothing. Elizabeth (2003), states reading
comprehension is about relating prior knowledge to the new knowledge contained
in written texts, prior knowledge, in turn depends on lived experience and having
more prior knowledge will be having more comprehension.
So, reading cannot be separated from comprehension because the purpose
or the result of reading activity is to comprehend what they read or in other words
reading without understanding is useless. It means that reading comprehension is
the result of teaching and learning processes that individual can explain or define a
unit of information in their own words and students are required to get some
strategies to read effectively and efficiently.
According to Gerald (2009), reading with comprehension is the important
part because the goal of reading itself is to communicate with the text. If the readers
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cannot understand what the texts means, we are not reading. Based on the Gerald
explanation comprehension is the essence of reading because the goal of written
language is communication message. Reading comprehension is resulted when the
reader knows which skills and strategies are appropriate for the type of texts and
understand how to apply them to accomplish the reading comprehension.

b. Level of Reading Comprehension

Richards and Schmidt (2002), states that different type of reading

comprehension are often distinguished, according to the reader's purposes in
reading and the type of reading effected. The followings are commonly referred to:
1. Literal comprehension: Reading to comprehend, retain, or recall the
information directly presented in a passage. Literal comprehension is the
most fundamental types of reading comprehension since it requires the
reader to comprehend what the author is saying before drawing sons, giving
an assessment or a conclusions, giving an assessment, or developing an
appreciation. Reading is to understand, remember, or recall the information
explicitly contained in a passage.
2. Inferential comprehension: Using their expertise and intuition, they
painstakingly piece concepts and facts. Together to develop conclusions
reading to find information which is not explicitly states in a passage, using
the reader's experience and intuition, and by inferring.
3. Critical or evaluative comprehension: reading is to compare information in
a passage with the reader's own knowledge and values.
4. Appreciative comprehension: reading is to gain an emotional or other kinds
of valued response from a passage.
Therefore, reading comprehension is a complex process by which a reader
tries to reconstruct a message encode in graphic language by a writer. It is
interaction between reader and author. It is necessary for students to master reading
comprehension. In reading comprehension, a reader should have knowledge about
understanding the reading passage. The common questions on the passages are
primarily about the main ideas, details, and an inference that can be drawn from the
passages.
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c. Components of Reading Comprehension

According to Nuttal (2000), there are five aspects of reading comprehension in

which students have to comprehend the texts well, such as determining main idea,
locating reference, understanding vocabulary, making inference, detail information.
This aspect can be used as step or strategies for students on reading comprehension.

1. Determining main idea

The writer's main idea is the main point of the topic under discussion.
Finding the main idea, according to Longan (2002), is essential for
understanding a paragraph or short selection. The main idea is in the first
sentence, but it can also be in the middle or end of the sentence (Vener,
2002). This aspect can be used as the first strategy to help students
understand the texts more easily.
2. Locating references
A pronoun's antecedent is a reference. As a pronoun, the antecedent is a
word or phrase (Sharpe, 2005). Students must understand the purpose of
pronouns in sentences that are used to show people, places, or situations
when identifying reference.
3. Understanding Vocabulary
Background knowledge of the students, particularly in mastering
vocabulary, is important for comprehending the texts; for example,
guessing or determining the meaning of a new word from context aids the
students in general prediction. Context assists students in making broad
predictions about the meaning (Sharpe, 2005). As a result, by making
predictions, students can be more effective and efficient in understanding
the texts.
4. Making inference
Students are expected to be able to clearly comprehend the texts in order to
draw conclusions from the statements in each paragraph. According to
Kopitski (2007), in order to make inferences, readers must practice
combining clues from the texts with their prior knowledge. It means that
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the clues assist students in developing assumptions that lead to the

conclusion.
5. Detail Information
There are questions in the reading test to assess students' comprehension of
the material. It means that questions are created to assess students' ability
to comprehend the texts. Reading comprehension can be concluded from
the information presented above as a complex process involving active
reading activities that combine background knowledge, critical thinking,
and the purposes of reading the texts.
According to the statement above, students need to comprehend the five
components of reading, which are as follows; finding detail information, main idea,
meaning of vocabulary, locating reference and making inference. Students should
indeed master all components in order to extract information from the texts.

d. Strategies of Reading Comprehension

Brown (2001, p. 306) states that developing appropriate and efficient

comprehension strategies is the primary goal of reading comprehension. He went
on to explain ten strategies that can be used in a reading classroom, which are as
follows:
1. Identify the purpose in reading.
2. Use grapheme rules and patterns to aid in bottom-up decoding.
3. Use efficient silent reading strategy for relatively rapid comprehension.
4. Skim the texts for main ideas.
5. Scan the texts for specific information.
6. Use semantic mapping or clustering.
7. Guess when you are not certain.
8. Analyse vocabulary.
9. Distinguish between literal and implied meaning.
10. Capitalized on discourse makers to process relationship.

According to the above classification, reading comprehension is a process in

which readers use a variety of strategies and combine them with their knowledge to
comprehend something they read or comprehend what they have read. Students
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must understand which strategies and skills are suitable for this type of texts and
exactly how to apply them to achieve reading goals in order to develop students'
understanding.

e. Assessment of Reading Comprehension

Teachers must use a variety of methods to assess students' reading

comprehension. According to Sally and Katie (2008), the following assessments
can be used to assess reading comprehension:
1. Gap filling
A single word, phrase, sentence, or paragraph is removed from texts
or diagrams in this type of reading comprehension test. This fill-in- the-
blanks task can also be used to assess grammar and vocabulary.
2. WH questions
WH questions are those that begin with the letter WH, such as
"where," "why," "who," "when," and "how." These questions can help
learners gain a literal understanding of texts as well as help them recognize
information in the texts.
3. Multiple choice questions
This is the most common type of reading assignment for students. It
is made up of texts of any type, accompanied by one or more multiple choice
items. A statement, a question with an answer, or an incomplete statement
with a choice of phrases or words are all options. In most cases, there are
three or four options, and only one is correct.
4. True or false questions
This is another type of reading test that most students are familiar
with. It is made up of texts that is accompanied by a series of statements.
Students must decide and state whether the given statements are true or false
based on the texts.
5. Yes or no questions
These are questions that should be answered yes or no. Teachers are
advised to follow up these questions with other types of questions to ensure
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that students have understood the texts because Yes/No questions can be
answered correctly by chance.
6. Open-ended questions
These questions are used in standardized tests. They are useful in
assessing comprehension component skills such as learners' ability to draw
inferences from texts.
7. Matching
A matching task requires students to select from a list of prompts.
Statements, headings, or question completion may be used as prompts.
Learners may be asked, for example, to match a description to the suitable
paragraph or to match phrases and words to their meanings.
There are 7 reading comprehension assessments that can be applied by
teachers during the learning process, namely; gap filling, WH questions, multiple
choice, true or false, yes or no, open-ended questions and matching.

f. Reading Comprehension Problem Faced EFL Learners

Many studies investigated reading comprehension problems among

students. Chawwang (2008), investigated English reading problems among Thai
EFL learners. The study found that most of the students face difficulties in reading
English texts. Inadequate vocabulary knowledge was recognized as one of the main
issues (Gunning, 2002). Vocabulary knowledge is essential for comprehending
complicated reading materials such as textbooks, particularly those containing
technical terms (Carlisle, 2000). This is due to the difficulty students with low
vocabulary knowledge have understanding technical phrases such as superordinate,
synonyms, antonyms, or words with various connotations.
The complexity of the influences reading comprehension. That is, learners'
linguistic proficiency allows them to have a more in-depth knowledge of literature.
As a result, oral ability is important in determining how competent a reader can be
because pupils learn new language by hearing. Having a large vocabulary assists
students in understanding unfamiliar words by connecting them to the context in
which they are used (Dennis, 2008).
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Another issue that EFL students have is the capacity to interpret complicated
sentences in reading comprehension. Complex sentences are composed of
numerous clauses and may include conjunctions such as although, since,
additionally, and however. Coordinating conjunctions, prepositional phrases,
participial phrases, and nominalizations are further reasons of reading
comprehension issues in EFL learners. They exacerbate reading comprehension
difficulties by making compositions more complex and harder to understand
(Nuttall, 2000). However, Trehearne and Doctorow (2005), identified additional
aspects such as good reading comprehension tactics, relevant learning approaches,
reading habits, and text form.
According to Davoudi and Yousefi (2015), environmental, educational, and
biological factors all contribute to reading difficulty for many students. The author
suggested that learners who have reading issues have comprehension problems for
one cause or another, and that for certain students, these comprehension problems
may be related to imprecise or inadequate word recognition and decoding
procedures. The learners' reading comprehension is influenced by their
surroundings. They may struggle to interpret reading content in a disorderly
atmosphere. Those who live in a tranquil and controlled atmosphere, on the other
hand, may be able to read more effectively. Students who live in an unsafe
environment find it difficult to concentrate on their studies. However, when kids
are in a safe atmosphere, their reading comprehension efficiency improves.
According to Zhang & Shanshan (2011), background knowledge is required
for learners to gain global comprehension and fill relative gaps in the write-up. If
the learners' background knowledge is poor and deficient in this situation, their
readings will contradict the information in the texts. Background knowledge is
essential for developing reading comprehension skills. It plays a dynamic function
in texts comprehension, and its absence can have a negative impact on reading
comprehension. Nguyen (2007), found that learners with prior knowledge quickly
absorb reading materials.
Several cognitive processes are involved in reading comprehension. Good
vocabulary abilities are required for students to read competently (Taylor et al.,
2009). Unfortunately, most students avoid reading because they find it difficult to
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read. Furthermore, Cain and Oakhill (2011) discovered that reading increases
vocabulary improvement, since learners who do not read regularly had lower
vocabulary skills. According to research, the extent of vocabulary knowledge has
the greatest influence on reading comprehension.
According to several research, grammatical knowledge has a significant
impact in reading comprehension. EFL learners' comprehension of texts is
influenced by their level of grammar expertise. Learners who lack grammar skills
sometimes struggle with reading comprehension. As a result, grammar knowledge
is required for EFL learners to comprehend the meaning of expressions in passages
(Koda, 2005). According to research, there is a link between grammar expertise and
reading comprehension. The grammatical level of EFL learners is an important
factor in a thorough written composition. Bernhardt (2000) demonstrate that the
reading ability of EFL learners is largely determined by their grammatical skills.
According to the preceding discussion, second language learners' reading
comprehension is determined by aspect such as their vocabulary, cognitive ability,
text complexity, nature of setting, background information, and prior knowledge. It
is considered that once the students have a sufficient vocabulary, their language
skills will increase.

g. Factors Causing Students' Reading Comprehension Problems in

Understanding English Texts

According to Westwood (2001), the factors that cause students' difficulties

understanding texts are partly in the students' backgrounds, partly in the teaching
techniques, and partly in the students' environment.
1. Learner's background.
Background knowledge is a critical component of achieving reading
comprehension ability; it plays a dynamic role in texts comprehension, and
its absence can negatively affect reading comprehension. According to
Hudson (2007), the students' backgrounds are something that comes from
the students themselves. The students' backgrounds are related to their
interests, motivations, and attitudes toward reading.
2. Teaching methods.
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Teachers are one of the school environment factors that can help
improve student achievement. According to Westwood (2001), teachers are
subjects in education who have a duty to transfer knowledge to students
because teachers determine whether or not their students become good
readers. Teachers must exercise caution when selecting teaching techniques.
When the teacher is unable to select the appropriate technique for teaching
the material, the students' difficulties are exacerbated.
3. Student environment
Environmental factors can also have an impact on students' ability to
learn and master English. Someone who lives in a reading- friendly
environment will be indirectly supported by their surroundings. Practice and
application of English outside of school will assist students in fully
comprehending English. There are two types of student environments that
can have an impact on their reading achievement. Namely:
1) The Home Setting. According to Freeman and Long (1990), every
student requires parental attention to achieve their learning goals.
To learn English, children require the attention of their parents or
family. Students will struggle to learn to read without the attention
of their families. They may become depressed if no one encourages
them to learn English.
2) The School Setting. Schools that lack learning media such as
English books, magazines, or newspapers make reading learning
ineffective and hinder students' understanding of the material.
Some factors of causes of poor comprehension followed by Westwood (2008) are:
1. Limited vocabulary knowledge
Vocabulary is the most important component in creating meaning.
That is because the texts consist of several words namely vocabulary. Is a
student has difficulty understanding what he or she is reading, it is worth
consider whether there is a serious mismatch between the students' own
knowledge of word meanings and the word used in the texts.
2. Lack of fluency
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Some student often find this problem because they are nor reading
well. Student who read very slowly or very fast often comprehend poorly.
Slow reading tends to restrict cognitive capacity to the low level processing
of letters and words rather than allowing full attention to be devoted to
higher order ideas and concepts within the texts. But very fast reading may
result in accurate word recognition and important details being overlooked.
3. Lack the familiarity with the subject matter
Commonly, at the first meeting the teacher directly gives
apperception from the school textbook. Whereas it is better to provide
information first by other terms like video, posters, mini lecture, etc. But in
fact, many teachers give introduction theory use school textbook directly. It
makes the students poor in comprehension.
4. Difficulty level of the text (reliability)
The difficulty level of texts is a major factor influencing whether or
not material can be read with understanding. Text that is complex in terms
of concepts, vocabulary, sentence length and structure is difficult for readers
to process. It means that the students have to read based on their level. For
example the students at eight grades are taught narrative text, it also taught
at the ninth grade. But the level of the text is different.
5. Inadequate use of effective reading strategies
This causes of difficulties which always happened in teaching and
learning process. Actually the students need variety strategies from the
teacher, because the teachers as the facilitator and the manager in the
classroom. Strategy in reading in extremely needed for enhancing their
comprehension. Unfortunately, there is evidence that reading is not being
taught as a thinking activity and many teachers do not spend much time
instructing students in the use of comprehension strategies.
6. Weak verbal reasoning
This difficulty is caused by poor students' connection between new
information and their existing knowledge. But it depends on the students'
ability to reason while reading process. It determined by an individual's
level intelligence.
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7. Problems with processing information

Everybody has different working memory capacity. Whereas in
reading process, the reader should has enough memory for receiving
message. In order to maintain the meaning of texts as the sentence and
paragraphs accumulate, a reader has to be able to keep relevant information
within working memory and make necessary connection between ideas.
Therefore, the implication of teaching are that slow readers should be
encouraged re read the material, several times if necessary, in order to
process the information successfully.
8. Problems in recalling information after reading
Recall depends on the students giving adequate attention to reading
task and knowing that is important to remember details. Commonly the
students found these problems which make the difficulties in
comprehending the texts. That is because students poor in attention while
reading. Recall is strongest when readers connect new information in the
texts to their previous knowledge and experience, and when they rehearse
key points from the texts. Using mind map or graphic organizer can help
students to recall information from the texts.

2. Recount Text

a. Definition of Recount Text

Recount text is a text written to retell for information or entertainment

(Wikipedia, free encyclopedia, 2010). This type of texts is not only used at school
but also at other media written and electronic, it's used in many real social contexts.
For example is used in diary, blog, letter, biography, travel report, police report,
sport report etc.
Furthermore according to Derewianka, recount is a text that retells events
or experiences in the past which its purpose is either to inform or to entertain the
audience. Recount is very similar Narrative, so the thing that differentiates both of
them is the schematic structure of the body paragraph. There is no complication
among the participants in recount text instead in recount texts explores the series of
events which happened to the participants. However, it just focuses on the events.
 18

According to my opinion as a writer, recount is text that retells events or

experiences in the past events, usually to tell someone’s experience in chronological
order. Which later events that have an end or conclusion to the events themselves.

b. Types of Recount Text

According Barwick (1999, p. 4-5) there are different types of recounts with
varying levels of language and content according to the audience and purpose.
1. Personal recount
A personal recount retells an activity that the writer or speaker has
experienced. It has personal and emotive comments and anecdotes added
and may take the form of an oral story, a letter or a diary entry. It is written
in the first person using personal pronouns, I and we. Details of who, what,
when, where and sometimes why are included but the sequence of
recounting may change.
2. Factual Recount Text
A factual recount documents a series of events sequentially and evaluates
their significance. This can be presented as a historical recount, science
experiment, traffic report, sport report or in film, television and video. At
this stage recounts involve detailed research about unfamiliar topics for
which students should be using print and technological resources.
Appropriate technical language, precise details of time, place and manner
and retelling with appropriate explanations and justifications assists readers
to accurately reconstruct what happened. The focus is on language that
shows time sequence (before shifting, while they were, after a number)
using evaluative language (importance, significance, influence,
achievement) and emphasizing assessment language (amazing, successes
influence, achievement). This recount is usually written in third person
using pronouns he, she and they. It may be written in the passive voice.
3. Imaginary recount
The imaginary details of a literary or story recount are placed in a realistic
context. Character development is emphasized with the narrator responding
emotively to the events. The sequence of details may be changed but who,
 19

what, when and where are still included. The literary recount is generally
written in the first person using me or us, establishing a relationship between
the writer and reader or speaker and listener, for example my diary as a child
in space.
4. Procedural Recount
Procedural recounts record, in an oral or written form, the sequential steps
needed to achieve a result. This is written after the completion of a
procedure. Procedural recounts are found in information books, television,
films and books that explain how things were made. The focus is on the
accurate order of sequence, the selection of the correct language for the topic
and the use of time conjunctions. Diagrams and drawings are often included
to assist with the clarification of the stages.
5. Critical Recount
A critical recount looks at an issue, comments and evaluates negative and
positive aspects. Selected details are included to suit the argument, but this
recount may not be sequenced chronologically. It is generally written in the
first or third person using me or us but may be written in the passive voice.
For example, a recount of exploration in Antarctica may critically assess the
damage caused to the environment and ecosystem by this exploration.

c. Generic Structure of Recount Text

The recount text has three parts:

Table 2. 1
Generic Structure of Recount Text

Genre Social Function Generic Structure

1. Orientation: takes in the first

paragraph that give background
 20

To retell events for information about who, what,

the purpose of where and when.
Recount informing or 2. Events: tells what happened and in
entertaining what sequences. A record of
events usually recounted in
chronological order, named; event
1, event 2, event 3.
3. Re-orientation: closure of events
optional closure of events

d. Language Features of Recount Text

1. Introducing personal participant; I, my group, etc.

2. Using chronological connection; then, first, etc.
3. Using linking verb; was, were, saw, heard, etc.
4. Using action verb; look, go, change, etc.
5. Using simple past tense.

B. Relevant Research

The first research, a thesis entitles Student's Ability and Problem in Reading
Comprehension at The Eight Grade Students of MT's N1 Surakarta in The
Academic Years 2014/2015. The research conducted by Nurina Elvandari of
English Education, Islamic Education and Teacher Training Faculty in the State
Islamic Institute of Surakarta. The result of this research showed that the students
problem in reading comprehension at the eighth grade students and difficulties in
reading comprehension.
The second study is a thesis by Aradi (2021) conducted a study entitles An
Analysis of Students' Difficulties in Comprehending English Reading Text at SMP
Bukit Raya Pekanbaru. According to the study's findings, eighth- grade students at
SMP Bukit Raya Pekanbaru had difficulty understanding English reading texts,
 21

especially when attempting to identify the main concept, locate supporting details,
and comprehend vocabulary. However, the students only occasionally have trouble
finding references and drawing inferences.
The third study is a thesis entitles An Analysis of Students' Difficulties in
Comprehension Narrative Text at Senior High School 8 Mandau. The research was
conducted by Novita, Dian Hervi (2019), this study was a descriptive research. The
subject of this research was the first grade students of Senior High School 8 Mandau
while the object of this research was students' difficulties in reading narrative text.
Based on data analysis, the researcher found that the highest difficulty in reading
narrative text was identifying generic structure.
Next, journal entitles An Analysis of Students' Difficulties in
Comprehending Narrative Text were conducted by Sapitri Desi et al. from English
Language Education Study Program at FKIP Islamic University of Ogan Komering
Ilir Kayuagung, South Sumatera. Based on the result, it was found that the
percentage of difficulty in indicator not clearly stated information was 55.90%, the
percentage of difficulty in indicator reference of the text was 59.54%, the
percentage of difficulty in indicator find moral value of the text was 64.23%, the
percentage of difficulty in indicator find the deducing meaning was 55.27%, the
percentage of difficulty in indicator find the specific information was 56.35%, the
percentage of difficulty in indicator find the detailed information was 67.05%, and
the percentage of difficulty in indicator find the main idea was 54.81%.
Moreover, Hidayati (2018) conducted a study entitles Students Difficulties
in Reading Comprehension at The First Grade of SMAN 1 Darussalam Aceh Besar.
This study was carried out at SMAN 1 Darussalam Aceh Besar. The study's
objectives were to identify the difficulties encountered by first-grade students at
SMAN 1 Darussalam in Aceh Besar, as well as the factors causing difficulties in
reading comprehension. The descriptive quantitative method was used in this study,
with the test and questionnaire serving as data collection instruments. The test
included 20 question items divided into five types: main idea, detail information,
making inferences, locating reference, and vocabulary. The test results revealed that
the majority of the first grade students at SMAN 1 Darussalam, Aceh Besar
struggled with answering main idea, making inference, and locating reference
 22

questions. Finding main idea questions was the most difficult aspect that the
students of SMAN 1 Darussalam, Aceh Besar encountered, because the located
main idea was difficult to find. Furthermore, based on the responses provided by
the students in the questionnaire, they mostly had difficulties understanding
vocabulary, poor mastery of grammar, difficulty understanding long sentences, lack
of media learning, less support from the family, and a lack of knowledge of reading
comprehension strategies.
Based on the previous studies, this research has different and similar aspects
to be researched. The different from those researcher, dealing with objective, theme
and subject, this research focus on English recount texts. The subject of this
research is the tenth grade at SMKF Ikasari Pekanbaru. Thus, it is clear that this
research is different from those previous research.

C. Conceptual Framework

This part describes about a conceptual framework to describe and provide a

theoretical framework to avoid misunderstandings and misinterpretations in this
reseach as a figure below. Here only one variable that is students reading
comprehension in recount text.
 23

Picture 2.1
The Framework of Reading Comprehension

Determining main idea

Locating reference

Reading
Reading Comprehension
Comprehension Understanding vocabulary

Making inference

Detail information
 24

CHAPTER III

RESEARCH METHOD

A. Research Design

The research will use descriptive method. According Moh. Nazir (2005, p.
54), descriptive method is a method in researching the status of human groups, an
object, and a set of conditions, a system of thought, or a class of events in the
present. So, descriptive as a method for collecting data in research without make
comparison and connect with other variable. Descriptive research design is a
scientific method which involves observing and describing the behavior of a subject
without influencing it in any way.
Sugiyono (2005, p. 21) says that descriptive method is a research used to
describe or analyze the results of the study but not used to make broader
conclusions. This method is conducted to determine the value of an independent
variable, either one or more variables (independent) without making comparisons,
or connect with variables.
Based on the experts above, it can be concluded that descriptive research is
a method in researching without make comparison which involves observing and
describing the behavior of a subject without influencing it in any way. In this
research, the writer will describing student's reading comprehension of recount texts
at the first grade of SMKF Ikasari Pekanbaru.

B. Time and Location Research

This research will conduct at SMKF Ikasari Pekanbaru which is located at Bangau
Sakti Street, Tampan district, Pekanbaru city, Riau. This research will conduct on
May until June 2024.

C. Population and Sample

1. Population

The population of this research is all the tenth grade students of SMKF
Ikasari Pekanbaru. It has 8 class, the number at the tenth grade students of SMKF
 25

Ikasari Pekanbaru are 271 students. Creswell (2012, p.142) says that population
is a group of individuals who have the same characteristic.
The population of the research can be seen as follows:
Table 3. 1
The Number of the Tenth Grade of SMKF Ikasari Pekanbaru

No Class Population

1 X 1 Farmasi 36

2 X 2 Farmasi 36

3 X 3 Farmasi 35

4 X 4 Farmasi 33

5 X 5 Farmasi 34

6 X 6 Farmasi 35

7 X 7 Farmasi 35

8 X 1 Kimia Industri 27

Total 271

2. Sample

After determining the population, the writer obtain a sample, which is

obviously important step in conducting a research. According John. W (1981, p.
8), a sample is a small proportion of a population selected for observation and
analysis. Therefore, from the population of SMKF Ikasari Pekanbaru which
consist of 271 students, the researcher will use purposive sampling technique.
According to Sugiono (2012, p. 85), purposive sampling is a technique to choose
 26

sample based on the specific consideration. The class that will use is grade X 3
Farmasi. The reason the researcher chose this class because almost half of the
students from that class scored below the KKM in English subject.

D. Technique of Data Collection

1. Test

In this research, the researcher will use the test as a technique for
collecting the data. According to Brown (2004), test means a method
measuring of a person's ability, knowledge or performance. The researcher
give reading test to the students to measure the students' comprehensibility
in reading. By giving the reading test, the researcher try to find out whether
the students can answer the test well or not. The right and the wrong answer
from the students were used as an indicator whether the students find the
difficulties or not. The researcher will conduct a test which consists of 25
multiple choice questions. The researcher also use five aspects of reading
comprehension in this test. The five aspects of reading comprehension
according to Nuttal (2000) namely; determining main idea, understanding
vocabulary, locating reference, making inference and finding detail
information
Table 3. 2
Blue Print of Reading Comprehension Test

NO Indicator Number of Items

1 Finding main idea 1, 9, 14, 16, 24

2 Locating reference 4, 10, 13, 19, 21

3 Understanding vocabulary 3, 8, 15, 17, 22

4 Making inference 5, 7 11, 18, 25

5 Detail information 2, 6, 12, 20, 23

 27

2. Questionnaire

The questionnaire is a data collection technique in which the

researcher will ask the respondent to answer a written question. According
to Sugiyono (2014), a questionnaire is a technique for collecting data by
asking the respondent questions. The questionnaire is designed to learn
about a specific group of people's experiences, beliefs, perceptions, and
feelings. It consists of items to find out the participants' opinions or views
about factors causing students' difficulties in reading comprehension. It will
be delivered to 35 students in X 3 Farmasi. Questionnaire will be deliver to
students via Google form. It is consists of close-ended question.

E. Technique of Data Analysis

The data are will display after reduce to the most important information.
The data are will present in a narrative format. Data narratives enable the discussion
of research findings. The researcher describes the data in the form of a description
or narrative when presenting it. The researcher classifies students' comprehension
of the reading texts by calculating the appropriate percentage of students' answers
of the questionnaires. To calculate the percentage of researcher, use the formula;
𝐹 𝑥 100
𝑃=
𝑁
(Sudijono, 2012, 40)
Notes: P = Percentage of students who have difficulty in each indicator
F = Number of the students who answer the item incorrect
N = The total number of students
And classification for index of difficulty adopted in Arikunto (2010) as follow:
0-30 = Easy
31-70 = Fair
71-100 = Difficult
The researcher also measure the average percentages of incorrect answer by using
measurement of the mean:
∑𝑝
𝐴=
𝑁
 28

Where,
A = Average
Σp =The total percentage of incorrectness
N= The total question per item

F. Trustworthiness

According to Cresswell (2012, p. 259), triangulation is the process of

corroborating evidence from different individuals (e.g., a principal and a student),
types of data (e.g., observational field notes and interviews), or methods of data
collection (e.g., documents and interviews) in descriptions and themes in qualitative
research. Triangulation is a data validation technique that uses everything outside
of the data to be re-examined or compared to the data that has been obtained
(Moleong, 2010). This is done to ensure and develop the validity of the collected
data.
According to Moleong (2014, p. 330), "there are four types of triangulation,
namely triangulation of sources, methods, researcher, and theories." Researcher can
double-check their findings by comparing them to multiple sources, methods,
researcher, and theories. The first source triangulation, namely sources from
multiple data sources that are useful in understanding a phenomenon. The use of
multiple research methods to study a phenomenon is the second method of
triangulation. The third type of researcher triangulation is the use of multiple
researcher in data collection and interpretation. The final type of theory
triangulation is the use of multiple theories and perspectives to interpret and explain
data.
The validity of the data will be determined using triangulation methods in
this study. Compare and validate the data collected using various data collection
times and techniques. The researcher evaluates the data gathered through tests and
questionnaires. The researcher spoke with the students in class about their
difficulties understanding the reading texts. As part of the triangulation method, the
researcher will use data from questionnaires and interview.
 29

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