Importance Of Reading In English As A Foreign Language

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1. INTRODUCTION
Introduction will comprise several parts including the background of the study, the reasons for choosing the topic, the statement of the problems, the objectives of the study, the significance of the study, the scope of the study, the definition of key terms, and the outline of the proposal.

1.1 Background of the Study
Reading in English as a Foreign Language (L2 reading) is one of language skills that have to be mastered by language learners. To master reading skills, the students need to master several prerequisite skills, such as the master of vocabulary and grammar. The acquisition of reading skills needs several processes. There are many kinds of readings and each of them has their own characteristics. In order to be
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In Indonesia, for instance, reading skills is one of language skills that have to be mastered by senior high school students in Indonesia. According to Pusat Kurikulum (2007) published by Ministry of Education of Indonesia, in English as a Foreign Language (EFL) subject, students should be able to read and write many kinds of texts or genres. The term genres or texts here refer to the definition according to Systemic Linguistic Functional (SFL) theory. Genres are defined as kinds of text, such as narrative, procedure, and exposition (Paltridge, 2001). During senior high schools, students need to learn at least six kinds of genres; narrative, procedure, recount, exposition, description, and report. Furthermore, students also need to learn several short functional texts, such as letters, advertisements, announcement, etc. Therefore, the students are introduced with many kinds of texts during their studies. That means, they need to be able to master the reading skills for all of those…show more content…
However, different with in Indonesia where English is a language that is highly favor to be an important language to be mastered, in Libya, during Gaddafi regime, learning this language was considered to be uncivilized behavior (Kreiba, 2012). The regime saw English as a threat. They had a large-scale campaign against English because it is considered to be a colonial language. Even, in 1986 the Ministry of Higher Education of Libya issued a statement that English was no longer to be a part of curriculum in the Libyan educational system. This policy actually had made a long-lasting effect on the education in Libya. Since many English books and materials are eradicated, the young generations faced the difficulties of communicating with the outside world and could not understand the situation in other
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