CHAPTER I
INTRODUCTION

A. Background

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

CHAPTER I
INTRODUCTION

This chapter presents (1) background, (2) the problem of the study, (3) the objective of the study, and (4) the significance of the study.

1.1 Background
English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

1.2 The Problem of the Study
The problem that the writer discusses in this study is formulated in the following question: is there any significant difference of mean score of reading achievement between those who get lexical simplification and those who get original passages?

1.3 The Objective of the Study
Based on the problems above, the objective of this study is to find out whether or not there is any significant difference on reading comprehension achievement of students who get lexical simplification and those who get original passages.

1.4 The Significance of the Study
The writer hopes this study will be beneficial to enlarge knowledge through reading books relevant to this study. He greatly expects that the use of lexical simplification on reading comprehension can be useful for teacher of English in applying the teaching and learning process. He also expects that the students will not find any troubles in reading and have strong basis reading skill to take reading subject at higher level. Hopefully, this information will be useful for teaching learning process and for improvement of the students’ vocabulary and proficiency in reading comprehension and the students achieve a degree of understanding sufficiency for pleasure reading if the student finds the book too difficult to enjoy.

Movie becomes one of the most popular works nowadays. At this point, the main object of this thesis is a movie in which this movie version is taken from the canon masterpiece which is usually called as adaptation work. Thus, the basic understanding on the element of the original novel and historical point are taken into consideration to analyze the adaptation movie. On the other hand, in disclosing the problems mentioned in the previous chapter, film studies will function as the main theory.