Bahasa memiliki peran sentral dalam perkembangan intelektual,

sosial, dan emosional siswa dan merupakan kunci penentu menuju

keberhasilan dalam mempelajari semua bidang studi. Bahasa
diharapkan membantu siswa mengenal dirinya, budayanya, dan
budaya orang lain, mengemukakan gagasan dan perasaan,
berpatisipasi dalam masyarakat yang menggunakan bahasa tersebut,
menemukan serta meggunakan kemampuan-kemampuan analisis dan
imaginative yang ada dalam dirinya. Bahasa inggris merupakan alat
untuk berkomunikasi secara lisan dan tulisan. Bahasa Inggris
merupakan bahasa resmi dari banyak negara-negara persemakmuran
dan dipahami serta dipergunakan secara meluas. Di Indonesia, bahasa
pertama atau bahasa ibu yang dikuasai anak kebanyakan merupakan
bahasa daerah, sedangkan bahasa kedua yang dikuasai adalah
Indonesia. Namun seiring dengan dengan bergulirnya arus globalisasi,
bahasa kedua yang didapat anak tidak lagi hanya bahasa Indonesia
saja akan tetapi ditambah lagi dengan Bahasa Inggris. Semakin
besarnya pengaruh dari globalisasi tersebut, Bahasa Inggris menjadi
mata pelajaran yang ditetapkan dalam kurikulum. Diantaranya adalah
kebijakan Depdikbud RI Nomor 0487/14/1992 Bab VIII menyatakan
bahwa Sekolah Dasar dapat menambah pelajaran dalam
kurikulumnya, dengan syarat pelajaran ini tidak bertentangan dengan
tujuan pendidikan Nasional.

Language has a central role in the intellectual, social and

emotional development of students and is a key determinant of
success in learning all fields of study. Language is expected to help
students get to know themselves, their culture, and the culture of
others, express ideas and feelings, participate in communities that use
the language, discover and use the analytical and imaginative abilities
that exist within them. English is a tool for communicating orally and in
writing. English is the official language of many Commonwealth
countries and is widely understood and used. In Indonesia, the first
language or mother tongue mastered by children is mostly local
language, while the second language mastered is Indonesian.
However, along with the flow of globalization, the second language that
children get is no longer only Indonesian but also English. The greater
the influence of globalization, English has become a subject set in the
curriculum. Among them is the policy of the Ministry of Education and
Culture of the Republic of Indonesia No. 0487/14/1992 Chapter VIII
which states that elementary schools can add lessons to their
curriculum, provided that these lessons do not conflict with the goals of
national education.
 Suatu proses yang dilakukan serta dipergunakan oleh pembaca
untuk memperoleh pesan, yang hendak disampaikan oleh penulis
melalui media kata-kata/bahasa tulis merupakan pengertian membaca
(Henry Guntur Tarigan, 2008:7). Membaca dapat pula diartikan
sebagai metode yang kita pergunakan untuk berkomunikasi dengan
diri kita sendiri dan orang lain yaitu mengkomunikasikan makna yang
terkandung atau tersirat pada lambang-lambang tertulis. Di dalam
konteks belajar-mengajar, membaca dipandang sebagai proses
menuju pemahaman sebagai produk yang dapat diukur. Banyak cara
yang distandarkan untuk mengukur kemampuan membaca individu.
Kegiatan membaca memerlukan pemahaman, interprestasi dan
penilaian informasi serta tanggapan terhadap bacaan, sehingga terjadi
proses berpikir. Pengembangan kemampuan berpikir satiap indivisu
dapat dicapai melalui kegiatan membaca. Selama membaca, individu
memperoleh pengetahuan yang berguna untuk meningkatkan
kapasitas berpikirnya.
A process that is carried out and used by the reader to get the
message, which the author wants to convey through the medium of
words or written language is the notion of reading (Henry Guntur
Tarigan, 2008: 7). Reading can also be interpreted as a method that
we use to communicate with ourselves and others, namely
communicating the meaning contained or implied in written symbols. In
the context of teaching and learning, reading is seen as a process
towards understanding as a product that can be measured. There are
many standardized ways to measure an individual's reading ability.
Reading activities require understanding, interpretation and
assessment of information and responses to reading, so that a thinking
process occurs. The development of individual thinking skills can be
achieved through reading activities. During reading, individuals acquire
useful knowledge to increase their thinking capacity.

Membaca suatu bacaan tidak dilakukan dalam sekali baca

tanpa pengulangan. Pembacaan yang berulang-berulang membuat
bacaan mudah diingat dalam waktu yang relative lama. Strategi
membaca yang dipergunakan untuk masing-masing bahan bacaan dan
untuk masing-masing keperluan akan berbeda-beda. Dibutuhkannya
strategi untuk membantu mengembangkan kemampuan anak di
sekolah. Pola umum perbuatan guru-peserta didik di dalam
perwujudan kegiatan belajar-mengajar. Sifat pola umum maksudnya
macam dan urutan perbuatan yang dimaksud nampak dipergunakan
dan atau dipercayakan guru-guru peserta didik di dalam bermacam-
macam peristiwa belajar. Sehingga strategi menunjuk kepada
karakteristik abstrak rentetan perbuatan guru-peserta didik dalam
peristiwa belajar-mengajar (Sanjaya, 2007). Strategi pembelajaran
dapat diartikan sebagai yang dipilih, yaitu yang dapat memberikan
fasilitas atau bantuan kepada peserta didik menuju tercapainya tujuan
pembelajaran tertentu.

Reading a passage is not done in one reading without repetition.

Repeated reading makes reading easy to remember in a relatively long
time. The reading strategies used for each reading material and for
each need will be different. Strategies are needed to help develop
children's abilities at school. The general pattern of teacher-student
actions in the realization of teaching and learning activities. The nature
of the general pattern means that the type and sequence of actions in
question appear to be used and/or entrusted by student teachers in
various learning events. So the strategy refers to the abstract
characteristics of a series of teacher-student actions in teaching and
learning events (Sanjaya, 2007). Learning strategies can be interpreted
as those that are chosen, namely those that can provide facilities or
assistance to students towards the achievement of certain learning
objectives.
The retelling strategy is often used in reading. Reading is
strategy that is used to determine how well a student has
comprehended a specific story. Retelling can be used as an effective
tool in improving comprehension as well as assessing it (Jennings,
Caldwell, & Lerner, 2014). During a retelling, teachers gain insight as to
how students are putting together the information offered in text. When
students understanding of a text is observed and analyzed during
retelling, teachers discover what information students remember and
deem as important. Students participate in oral or written retelling after
reading a text in order to better comprehend the story elements. In
order to do retellings inreading, students can do a picture walk through
the story to assist in the retell a story using props or pictures.

Secara umum kata pemahaman diartikan sebagai upaya

memahami atau mengerti isi dan makna dari suatu wacana baik
berbentuk lisan maupun tulisan. Memahami wacana tulis berarti usaha
seseorang dalam memahami atau mengerti isi suatu wacana yang
disajikan dalam bentuk tulisan, yang dalam kegiatan berbahasa
disebut membaca, sedangkan memahami wacana lisan berarti upaya
seseorang dalam memahami atau mengerti isi dari wacana yang
disajikan dalam bentuk lisan, yang dalam kegiatan berbahasa
dinamakan menyimak (Sutrisno, 2002:17). Lebih lanjut, pemahaman
diartikan  sebagai masalah penafsiran (interpretation) dan
harapan (expectancy), yaitu penafsiran terhadap apa yang diperoleh
darin tulisan yang dibaca dan harapan untuk menemukan dan
menggunakan hal-hal yang ditemukan dalam bacaan tersebut (Mackey
dalam Sutrisno, 2002:17).

In general, the word understanding is defined as an effort to

understand or understand the content and meaning of a discourse,
both oral and written. Understanding written discourse means one's
efforts to understand or understand the content of a discourse
presented in written form, which in language activities is called reading,
while understanding oral discourse means one's efforts to understand
or understand the contents of the discourse presented in spoken form,
which is in language activities. called listening (Sutrisno, 2002:17).
Furthermore, understanding is defined as a problem of interpretation
and expectation, namely the interpretation of what is obtained from the
writings read and the hope of finding and using the things found in the
reading, Mackey in Sutrisno (2002:17) In general, the word
understanding is defined as an effort to understand or understand the
content and meaning of a discourse, both oral and written.
Understanding written discourse means one's efforts to understand or
understand the content of a discourse presented in written form, which
in language activities is called reading, while understanding oral
discourse means one's efforts to understand or understand the
contents of the discourse presented in spoken form, which is in
language activities. called listening (Sutrisno, 2002:17). Furthermore,
understanding is defined as a problem of interpretation and
expectation, namely the interpretation of what is obtained from the
writings read and the hope of finding and using the things found in the
reading (Mackey in Sutrisno, 2002:17).
Henry Guntur Tarigan (1988:89) berpendapat bahwa
kemampuan membaca pemahaman merupakan dasar bagi pembaca
kritis, yaitu sejenis membaca yang dilaksanakan secara bijaksana,
penuh tenggang hati,mendalam,evaluatif, serta analisis, dan bukan
hanya mencari keslahan. Untuk dapat membaca pemahaman
diperlukan suatu ketrampilan dari seseorang antara lain : menemukan
detail, menunjukkan pikiran pokok, menunjukkan urutan kegiatan,
mencapai kata akhir, menarik kesimpulan, dan membuat evaluasi.
Argues that the ability to read comprehension is the
basis for critical readers, which is a kind of reading that is carried out
wisely, with full consideration, in-depth, evaluative, and analytical, and
not just looking for mistakes (Henry Guntur Tarigan, 1988: 89). To be
able to read comprehension requires a skill from someone, among
others: finding details, showing the main idea, showing the sequence of
activities, reaching the final word, drawing conclusions, and making
evaluations.