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PAPER

THE DIFFICULTY OF TEACHING READING IN THE SIXTH GRADE OF MADRASAH IBTIDAIYAH DARUL HUDA
LECTURER : Mr. IMAN SUMARYO STUDY: TEACHING ENGLISH AS A FOREIGN LANGUAGE

NAME: M IRHAMI NPM: 09.21.0632 FACULTY/MAJOR: FKIP/B INGGRIS

UNIVERSITY ISLAMIC OF BORNEO MUHAMMAD ARSYAD AL-BANJARY (UNISKA) 2012


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FOREWORD

Praise the author prayed to Allah SWT has given grace and gives, so I can completed the this paper, the title is The Difficulties For Teaching Reading In The Sixth Grade Of Madarasah Ibtidaiyah Darul Huda . The author realizes that the success preparation of this paper can not be separated from the assistance of various parties either directly or indirectly. On this occasions, the author like to express gratitude for amount to : Mr. Iman Sumaryo Hopefully everything is all good and get the blessing of Allah SWT. In conclusion the authors apologize if there still many short coming in the preparation of this paper. Hopefully this paper can be beneficial to all participation who need,. AMIN.

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TABLE OF CONTENT
PAPER ........................................................................................................ FOREWORD ............................................................................................... TABLE OF CONTENT ................................................................................ ABSTRACT ................................................................................................. CHAPTER I INTRODUCTION ....................................................................................... 1.1 Background .................................................................................. 1.2 Problem ........................................................................................ 1.3 Purpose ......................................................................................... CHAPTER II THE DIFFICULTY OF TEACHING READING IN THE SIXTH GRADE OF MADRASAH IBTIDAIYAH DARUL HUDA ............................................. A. Professional Expertise ................................................................... B. Implementation in classroom teaching .......................................... C. Means of learning ......................................................................... D. School and community participation ............................................. CHAPTER III Method Of the Research .............................................................. 5 1 1 1 2 4 v v vi vi I ii iii iv

CHAPTER IV DATA ANALYSIS ...................................................................................... Teaching Material. Objectives English Language Teaching in Primary Schools 7 7 8

CHAPTER V CLOSURE - Conclusion.................................................................................... 10

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- Suggestions .................................................................................. - Glossary ....................................................................................... ABSTRACT The Indonesian government has acknowledged the importance of English by putting it into the education system for five decades. English has been integrated to secondary school for a long time. The English language is exerting even stronger influence in the modern world and has become an international language. There are

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also advantages of introducing a foreign language for young learners. The government of Indonesia has therefore set up the policy to introduce English language in primary schools. This policy is optional. It depends on school and community demands. The government does not provide teachers and curriculum. Schools and community are in charge to provide teachers, curriculum and facilities. Teachers are one of the most important parts in the discourse of education and the process of teaching and learning in schools. It was this that interested to research their perceptions of English language teaching for primary students.

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CHAPTER I INTRODUCTION 1.1 Back ground Teaching English in Indonesia has already begun at the time after the Independence of Indonesia. A variety of curricula and methods have been developed to enhance students' ability in mastering the English language. However the results still have not felt up in making the student can communicate well through language. Various problems and background factors why the results achieved have not been as expected. One way the government in improving students' skills in English language is introduced early English, beginning from elementary school. The program is implemented based on the 1994 curriculum for elementary schools. Officially, the policy on inserting English lessons in primary schools in accordance with Decree No. MOEC policy. 0487/1992, Chapter VIII, which states that primary schools can add to the subjects in the curriculum, provided that the lesson was not contrary to the national education goals. Later, this policy was followed by a decree of the Minister of Education and Culture No.. 060/U/1993 dated February 25, 1993 about the possibility of the English program as a local content subject SD, and can be started in 4th grade (Http: www.depdiknas.go.id / selayangpandangpenyelenggaraanpendidikannasional.) Schools have the authority on the subjects included English as one of the local content is taught in primary schools based on consideration of circumstances and needs of both parents and society itself. This policy brings a positive impact both for the people and schools who organize the program. Over the past few years, a trend that increased school implement the teaching of English from primary school. Four Basics from Classic are: reading, listening, writing, and speaking. From it basics We must teaching to the student step by step, We Can not teach with a direct,

cause it is highly unlikely if understanding We can teach all subjects without gradual. A child in today started in the teaching of English from grade 4 elementary school, from grade 4-5 are taught mostly in the knowledge of English language so that the students are familiar with these lessons, while teaching basic English language reading at the start since a students are in sixth grade of madrasah ibtidaiyah, where they will be taught how to - how to read words and sentences in the English language correctly. 1.2 Problem In the development program is facing a problem - a problem Both from school and from teachers. during the teaching of one teacher alone is a lot of obstacles obstacles or difficulties when teaching, especially how to convey material in a teacher is unacceptable and can be understood by students, plus again the possibility of a sixth grade of madrasah ibtidaiyah the first time we teach reading lessons, as an example the word "come" to read "camp" they would be confused, why read like that, when writing and pronunciation is very different. 1.3 Purpose Presented Based on the above issues, examination has the following objectives, and here I will explain what obstacles or difficulties to teach reading in primary school sixth grade of madrasah ibtidaiyah which are generally obtained by a teacher of both old and new teachers to teach first time, in accordance with experience and results of my research to some teachers, and how appropriate methods to solve the problem.

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