contribution of independent reading
CONTRIBUTION OF READING FREQUENCY IN ACQUIRING VOCABULARY OF JUNIOR HIGH SCHOOL STUDENTS
CONTRIBUTION OF INDEPENDENT READING IN ACQUIRING VOCABULARY OF JUNIOR HIGH SCHOOL STUDENTS
INTRODUCTION
1. Background of the Problem Learning a foreign language is never easy. Interference from the learner’s mother tongue, as well as the great difference between the native and the target language, make it even more difficult. Often students are not situated in a surrounding that assists foreign language learning, nor are they receiving the necessary support in or out of the classroom to acquire the target language. As a result, the majority of students who are learning English as a foreign language end up with very limited proficiency even after many years of study. Despite the many factors that may contribute to the low achievement among most English Foreign Language learners, research proved that vocabulary plays an important role in learning foreign language. Vocabulary knowledge is related to reading comprehension. To comprehend a text, students need a lot of vocabularies. Limited vocabularies prevent students from comprehending a text. Good readers often acquire much of their vocabulary through a lot of independent reading. While poor reader often read less because reading is difficult and frustrating for them. This means they don’t read enough to improve their vocabularies. Frequency needs in reading are related to the amount of acquired vocabulary. The more students read, the more vocabulary obtained by students. That is why independent reading is essential for English Foreign Language learners. Students can choose what to read. The goal of independent reading is to help students feel confident with their ability. This is accomplished by reading on a level and genre they feel comfortable with. And when students develop a love for reading, spontaneously the students will acquire vocabularies.
2. Identification of the problem Based on the
CONTRIBUTION OF INDEPENDENT READING IN ACQUIRING VOCABULARY OF JUNIOR HIGH SCHOOL STUDENTS
INTRODUCTION
1. Background of the Problem Learning a foreign language is never easy. Interference from the learner’s mother tongue, as well as the great difference between the native and the target language, make it even more difficult. Often students are not situated in a surrounding that assists foreign language learning, nor are they receiving the necessary support in or out of the classroom to acquire the target language. As a result, the majority of students who are learning English as a foreign language end up with very limited proficiency even after many years of study. Despite the many factors that may contribute to the low achievement among most English Foreign Language learners, research proved that vocabulary plays an important role in learning foreign language. Vocabulary knowledge is related to reading comprehension. To comprehend a text, students need a lot of vocabularies. Limited vocabularies prevent students from comprehending a text. Good readers often acquire much of their vocabulary through a lot of independent reading. While poor reader often read less because reading is difficult and frustrating for them. This means they don’t read enough to improve their vocabularies. Frequency needs in reading are related to the amount of acquired vocabulary. The more students read, the more vocabulary obtained by students. That is why independent reading is essential for English Foreign Language learners. Students can choose what to read. The goal of independent reading is to help students feel confident with their ability. This is accomplished by reading on a level and genre they feel comfortable with. And when students develop a love for reading, spontaneously the students will acquire vocabularies.
2. Identification of the problem Based on the