Reading involves garnering knowledge, information and meaning from any literary text. Readers are encouraged to be active in constructing meaning while reading text. Thus, after reading has taken place, readers should have a clear understanding of what has been written and they will then be able to transfer information they need. However, many students still have challenges with comprehension; especially when they have to comprehend words, sentences or an entire text. If people do not understand what they read, it becomes a frustrating, pointless exercise in word calling.
McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120). Whereas, whole-language learners are exposed to various unrestricted texts requiring them to use their funds of knowledge to make meaning of texts, ask questions and make hypotheses. This top-down approach, however, left students lacking any ability to decode new words or build upon their vocabularies
Reading has become a primary vehicle for target language input (Han & Anderson, 2009). The reading-based materials such as literary pieces and other prints that captivate students’ interests are engaging students in authentic activities. Prints help students reread and refer back to solve their problems (Dubbin and Bycina, 1991). There are several advantages using this type of materials to learn various language skills for it provides students with content that can make the lesson fun. It encourages a higher level of thinking compared to the basal level of instruction for students, predicts events and reacts to characters in stories.
1.4 Significance of the Study The findings of the study will import the benefit of EFL teachers considering that complex sentence comprehension plays an important role in grasping the meaning and interpreting the text reading. The results of the study will be also useful to EFL teachers in providing teaching process to help their students improve linguistic competence in acquiring dependent clauses so that students will correctly comprehend and interpret complex sentence in text reading. 1.5 Scope and Delimitation This study is focus on acquiring full and reduced forms of dependent clauses; adverb clause, adjective or relative clause, and noun clause by applying explicit and implicit instruction. Moreover, the study is confined to comparing the significant difference of the effect on applying explicit and implicit instruction. This study is limited to 80 12th-grade students both male and female during the second semester of the academic year 2015 at Suraphinphitthaya School.
It is important to examine the present state of students in order to to identify the quandaries and address those to amend the overall situation in the interest of the country. It is admitted that higher edification of the country suffers a setback because of students’ poor level of reading proficiency. Efficacious reading
It is difficult for many English teachers of Academic Writing to make aware of students about stance when they use references . They can not distinguish if learners accepts or reject the views of the references (Thompson &Yi , 1991) . One of the most difficult part in academic writing for Native or Second language learners
The third is Read-aloud and discussion are effective ways to engage in mastery modeling. Read-aloud allows teachers to model important reading strategies and behaviors. According to McGee & Richgels (2003), teacher read alouds can be used to promote deeper understanding and interpretation of text; allow children to take an active role in understanding text; and prompt children to begin using mental activities that will become automatic as they begin reading independently. The fourth is Providing balanced book
In Indonesia, English is one of subjects in the school which is most difficult. In the teaching learning process, the teachers have to make their teaching interesting for their students. So that, the students enjoy with their lesson. In fact, most of students assume that grammar is difficult. They are still have difficulties in learning English language especially in tenses.
That is why there are some cases where pupils are not able to retain meaning as they were given with complex passages. Again in this article, Lenz has stated that reading comprehension is important for pupils to learn as it helps the reader in comprehending text and convey meaning through there. However, it depends to how the person read and gain meaning from the passage. It can also be through various strategies in understanding
Sell Universidad de Alcalá That paper also examines the case against and with using literature in the foreign language classroom The case against : According to "Jonathan" literature make it difficult to justify the professional existence and inclusion of lesson plans for the teachers .second the literature is not realistic ,it is doesn’t deal with the real life issues .third ,it concerned with reading and writing skills and neglects listening and speaking skills .Finally ,it reduce the student role in the lesson and expand the teachers dominance . The case for literature: Jonathan mentioned (Parkinson and Reid Thomas) (2000) benefits of using literature in classroom that are :cultural enrichment ,linguistics model ,mind training ,expand linguistic competence ,authentic material ,stick to students ' memory ,motivation ,convenience ,and enhance students ' translation skill. Teaching literature why ,what ,and how Why: 1.Valuable authentic material: Literature has amountless number of material that covers all topics in the life also it produced for one purpose that is "teaching language" 2.Cultural enrichment: Literature is the easiest way for the students to deep in the life and tradition of the country whereby the language is spoken because not everyone has the ability to go and visit that