CHAPTER 1

THE PROBLEM AND ITS BACKROUND

A Comparative Study of Reading Comprehension Level of Junior High
School Students Regular and Stf at Rosary Hills International School

INTRODUCTION

Reading, as one of the basic skills of language, reading dominates the teaching materials in almost English
textbooks where there are some types of reading text that should be mastered by the students of junior High
School. students should be able to use the language in informational level that is expected to access knowledge by
the language skills. This objective is basically the same as comprehension of reading texts where the students are
faced with the text written in English then they are hoped to read it in order to gather information from it. In this
case, students use skill of reading in order to understand the written text. In other words, they access knowledge
by reading skill. To get the knowledge from the text, it is important for students to have a good reading
comprehension. Without comprehension, reading would be empty and meaningless. Comprehension is not only
intended to know what the letters stand for, but also involved power of fully understanding. Reading involves
more than words recognition; that without comprehension, no reading takes place. It means that comprehension
determines the essence of the reading process. Reading comprehension requires motivation, mental frameworks
for holding the ideas, concentration and good study techniques. There are many ways to be good at reading such
as the readers should know the purpose in reading, they also should have awareness of type of the material they
are reading, and kinds of learning strategies can also be used in reading that can help them in comprehending the
reading text.

BACKROUND OF THE STORY

Reading comprehension is the process of constructing meaning by coordinating a

number of complex processes that include word reading, word and world knowledge,
and fluency (Harris and Graham, 2007). Readers comprehend a text when they are
able to communicate with a text.

STATEMENT OF THE PROBLEM

The purpose of this study is to determine the level of difference in reading

comprehension scores as measured by the qualitative reading inventory-4 for sixth
grade literature students prior to the instruction of the self questioning reading
 comprehension strategy and after the instruction of the self questioning reading
comprehension strategy.

1.what does comparative research mean?

2.why reading comprehension is important?
3.how important are the English results of reading English words?

HYPOTHESIS

A review of literature shows that students who use reading comprehension

strategies demonstrate strong reading reading comprehension skills. Studies
have also shown that students who have strong reading comprehension skills
scores higher on comprehension tests. Therefore, the research hypothesis for
this study is that students who use reading comprehension score higher on
reading comprehension tests.

SIGNIFICANT OF THE STUDY

This study is aimed to: find out the differences on reading comprehension between students of junior high school
regular and Stf at Rosary Hills International school. to find out factors that causes differences on reading
comprehension between students.
Students- to enlighten us on how our habits affect our learning.
Teachers- to help shape students right conduct in their learning amid the challenges of comparative reading
comprehension.
Parents- to understand the situation of student in their home.

SCOPE AND LIMITATION OF THE STUDY

Our topic is Comparative Study of Reading Comprehension Level of Junior High School
Students Regular and Stf at Rosary Hills International School. We research about how the level
of reading comprehension affects the students and the participants here are the stf and
regular students of Rhis. We write this research on januray 14 2021
 DEFINITION OF TERMS

Comprehension- the ability to understand completely and be familiar with a situation, fact,
text or message.
Comprehension level- levels of understanding in reading comprehension. the literal,
enferential and evaluative.