CHAPTER 1

INTRODUCTION
This chapter discusses: (1) the background, (2) the problems, (3) the objectives, and (4)
the significance.
1.1 Background

English is the language of international communication, business, tourism, science,

computer technology, media, and education (SEGI University College, 2012). Learning English
in Indonesia is totally crucial because English has become an international language used by
most communities and aspects in the world. Therefore, learning English in Indonesia is included
in main subject beside other subjects. In learning English, there are four skills to master:
listening, speaking, reading, and writing.
There are so many fun methods in learning English especially on reading skill instead of
conventional way that teachers used to. One of the fun ways mentioned is Bookmaking method
which needs at least a group of students consisting of more than three students. This method
refers to Upside-down Bookmaking method. This method needs stationaries such as coloring
pencils, hard papers, scissors, glues, rulers, and plain papers. The students who will be the target
of developing this method is the students of Mahameru English Course advance level.
Effective reading instruction and the ways to comprehend the contents of the stories in
the early grades can prevent reading difficulties for many children who might otherwise be
referred for remedial or special education programs (Reading Rockets Toolkit for School
Psychologists, 2005). So the writers decided to test how Upside-down Bookmaking method can
change the students reading motivation and reading comprehension achievment.

1.2 Problems of the Study

The problemsof the study are formulated in the following questions:

1. Is there any significant differences in reading comprehension achievement of the students

in Mahameru English Course on Advanced level before and after being taught using
Upside-down Bookmaking method?
2. How big is the students’ reading motivation on collaborative learning of Mahameru
English Course’s students before and after being taught using Upside-down Bookmaking
method?

1.3 Objectives of the Study

On the basis of the problems mentioned above, the objectives of the study are:

1. To find out the significant differences in reading comprehension achievement of the

students in Mahameru English Course on Advanced level before and after being taught
using Upside-down Bookmaking method.
2. To find out how big is the students’ reading motivation on collaborative learning of
Mahameru English Course’s students before and after being taught using Upside-down
Bookmaking method.

1.4 Significances of the Study

The writer hopes that this study will give a good contribution for English Education.
First, for the teacher, the result of this study is expected to help EFL (English as A Foreign
Language) teachers to increase the students’ motivation in stimulating and improving their
students’ English reading comprehension achievement. This method can also help the teachers to
easily motivate and encourage their students on how to have a fun and collaborative learning
experience. Second, for the students, this study hopefully can help students realize that the higher
motivation they have, the better their reading comprehension achievement will be. Last, to enrich
the variation of instructional method and learning media in English education especially for
reading comprehension.