practice PPT Sempro Friska Kristina-1.pptx

seminar proposal

1. STUDENTS’ INTEREST IN READING ENGLISH TEXT FOR SMP ADVENT 2 MEDAN Presented By: FRISKA KRISTINA SAMOSIR 2193121047 Thesis Supervisor: Johannes Jefria Gultom S.Pd ., M.Hum Thesis Examiners : … … …

2. CHAPTER I : INTRODUCTION A. The Background of the Study English is one of the main languages used in international communication and has grown to its present status as the primary world language (Broughton et al., 1980:1). In Indonesia, English is taught at every level of education as a compulsory subject in schools. It is focuses on strenghthening the ability to use English in four language skills namely listening, speaking, reading, and writing in various types of texts ( Learning Achievement Revision, 2022 ). From those skills, reading is one of the abilities that students must improve and master to learn English.

3. CHAPTER I : INTRODUCTION A. The Background of the Study In learning, there are three constructs that can fosters deep learning, namely interest, motivation, and engagement (Sawyer, 2014:710). According to Schraw & Lehman (2001) in Schunk et al. (2014:246), interest refers to the liking of and wilful engagement in an activity. In the context of reading, Springer et al (2017:44) state that when students are interested in the text they are reading, their comprehension improves more than when they are not, and they also have a deeper comprehension of the text. Based on students' learning achievement in English language learning for Junior High School students, its expects: S tudents use spoken, written, and visual texts in English to interact and communicate in a wider range of contexts and in formal and informal situations. Students understanding of written texts increases, and their inference skills begin to arise when understanding information. ( Learning Achievement Revision, 2022). Students must have a good ability to understand a text. Then, reading comprehension becomes one of the skills that students need to master in order to extract accurate information from written text.

4. CHAPTER I : INTRODUCTION A. The Background of the Study Schiefele et al. (1995, in Springer et al. 2017:44) state that when readers are interested in what they read, they read more strategically. Then, in order to have good reading comprehension skills, students need to have a high interest in reading. However, most students have little interest in reading English texts. Seventh-grade students at SMP Advent 2 Medan have limited interest in reading English texts. Teaching and learning programs are still not effectively fostering students' interest in reading English texts among the seventh-grade students at SMP Advent 2 Medan. Expectation Reality Gap

5. What are the levels of interest in English text reading among eighth grade students at SMP Advent 2 Medan ? What factors influence eighth-grade students at SMP Advent 2 Medan's interest in reading English text ? To categorize the levels of eight-grade students’ interest in reading English text at SMP Advent 2 Medan. To find out the factors that influence the eighth-grade students’ interest in reading English text at SMP Advent 2 Medan. Chapter I Introduction B . The Problem of the Study C . The Objectives of the Study

6. F ocuses on investigating the level of students' interest in reading English texts and the factors that influence it in eighth-grade students at SMP Advent 2 Medan. Practical Significance Further Research and Development Chapter I Introduction D . The Scopes of the Study E . The Significances of the Study

7. Chapter II: Literature Review The Definition of Learning Santrock (2011:217) states that learning is a relatively permanent influence on behavior, knowledge, and thinking skills that come through experience . Learning is a process that leads to change. It occurs as a result of experience and increases the potential for improved performance and future learning (Ambrose et al., 2010:3). A. Theoritical Framework 1. The Concept of Learning b. The Construct that Fosters Deep Learning According to Sawyer (2014:710), to design learning environments that can foster deep learning, there are three constructs that in everyday use are often assumed to be identical, namely interest, motivation, and engagement. Interest Motivation Engagement c. Language Learning There are four language skills in language learning, namely listening, speaking, reading, and writing.

8. Chapter II: Literature Review The Definition of Interest Interest refers to the liking of and wilful engagement in an activity (Schraw & Lehman, 2001 in Schunk et al., 2014:246). According to Renninger & Hidi (2016:8), interest refers to a dual meaning: one is the psychological state of a person while engaging with some type of content and also the person's cognitive and affective motivational predisposition to reengage with that content over time. A. Theoritical Framework 2 . The Concept of Interest b. The Importance of Interest Interest is an aspect of motivation that influences attention, learning, thinking, and performance ( Schunk et al., 2014:247 ). Interest has a role in promoting engagement, motivation, and deep learning that influences the level of attention and effort that individuals invest in learning activities ( Renninger & Hidi , 2016:111 ). Interest also has an impact on the learning process. It determines in part what learners choose to learn and how well they learn the information (Garner, 1992; Alexander, 1996, as cited in Schraw & Lehman, 2001:23).

9. Chapter II: Literature Review c. The Types of Interest T here are two types of interest: situational interest and individual interest ( Renninger & Hidi , 2016:9). Reninger and Hidi also mention the term " topic interest ," which is interest triggered by the presentation of topics and themes. A. Theoritical Framework 2 . The Concept of Interest d. The Indicators of Interest Reffering to Renninger & Hidi (2016:60), there are four indicators of interest that are behavioral. In comparison to their other activities, people reengage with their more developed interests frequently , with an understanding or depth of knowledge , voluntarily and independently .

10. Chapter II: Literature Review A. Theoritical Framework 3. The Concept of Reading The Definition of Reading Smith (2004:2) says reading is the most natural activity in the world. Reading refers to the construction of meaning from a written or printed message (Day & Bamford, 199812). b. The Types of Reading Referring to Grellet (1981:4), there are four main ways that readers usually use, namely skimming , scanning , extensive reading , and intensive reading .

11. Chapter II: Literature Review A. Theoritical Framework 3. The Concept of Reading c. The Factors Influencing Reading Ability Referring to Dennis (2008, in Gilakjani & Sabouri , 2016:182), the factors that affect reading comprehension skills include: the complexity of the reading text, environmental influences, anxiety during reading comprehension, interest and motivation, decoding or word recognition speed, and medical problems of the readers. d . The Factors Influencing Interest in Reading Based on the study by Mckenna (1986:346), several factors influence reading interest. These factors include: Personal Factors like age, gender, intelligence, reading skills, attitudes, and psychological needs. Institutional Factors such as the availability of books, socioeconomic status, ethnic background, and the impact of peers, parents, and teachers.

12. Chapter II: Literature Review A. Theoritical Framework 4. The Influence of Interest on Students’ Reading Skills T he empirical findings from the literature suggest that all types of interest can help readers comprehend and remember better ( Hidi , 2001:125 ). Hidi (2001:198) says that interest involves various cognitive skills and also affects the cognitive aspect of reading. Referring to Wigfield et al. (2004:301), they say that students' interests also serve as a source of intrinsic motivation, which will promote a positive reading experience and foster a lifelong love for reading.

13. Chapter II: Literature Review B. Relevant Studies The first study was conducted by Gustina and Dafit (2022), entitled Interest In Reading Students of Class V 161 Pekanbaru State Elementary School. The second study was conducted by Tuti (2020), entitled An Analysis of Students’ Reading Interest at the Eleventh Grade of SMK Zainul Hasan Balung. The third study was conducted by (Zur et al., 2022), entitled Students' Interest in Reading English Texts. The fourth study was conducted by Bawawa et al. (2019), entitled Analysis of Students’ Interest in Reading. The fifth study was conducted by Oktarina (2019), entitled An Analysis of Students’ Interest in Reading of the Fourth Semester Students of English Education Study Program FKIP Universitas Muhammadiyah Palembang.

14. Chapter II: Literature Review C. Conceptual Framework English Learning Final Result/Conclusion English Language Skills The Construct that Fosters Deep Learning Listening Speaking Reading Writing Interest Motivation Engagement Interest in Reading English Text Formulation of the Problem Survey (questionnaire) and Interview Finding Results (Raw Data) Analyzing Data

15. Chapter II: Research Methodology A. Research Design The qualitative approach is a research methodology that attempts to interpret and construct a "reading" or representation of the subject matter under investigation, including human actions, institutions, events, and customs ( Ary et al., 2010:421). B. The Participants of The Research The participants of this research are the eighth-grade students of SMP Advent 2 Medan in the 2023–2024 academic year, for a total of 40 students. C. The Instruments for Collecting Data Questionnaire Sheet Interview Sheet D. The Techniques of Collecting Data Survey ( Questionnaire) Interviews E. The Techniques of Analyzing Data Organizing and Familiarizing Coding and Reducing Interpreting and Representing ( Ary et al., 2010:481).

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