Self-Access Centre in Teaching Reading and Vocabulary to EFL Learners

This research is aimed to improve students’ reading skill and vocabulary mastery through self-access centre at tenth grade students of SMAN 5 Kota Serang. This research was conducted for three months. This study tries to answer the main questions (1) how is students’ learning process of reading and vocabulary through self-access centre? (2) how is students’ learning achievement of reading and vocabulary through self-access centre? The method used in this research was a classroom action research. The action research was conducted in two cycles. Each cycle was consisted of four steps; planning, implementing, observing, and reflecting. The data were collected through qualitative and quantitative techniques. The qualitative data were collected by analysing the observation. The quantitative data were obtained from the students score in pre-test and post-test. The study showed that there was improvement on students’ reading comprehension and vocabulary mastery. The mean scores are 53.64 for reading pre-test and 64.92 for vocabulary pre-test. The results of post-test in cycle I show 65.12 for reading post-test and 72.96 for vocabulary. In cycle II, students get 70.88 for reading post-test and 76.36 for vocabulary post-test. The result specifies that self-access centre is successful in improving students reading comprehension and vocabulary mastery.


Introduction
Reading is very important skill for both lives in general or in language learning in particular. For life, it enables people to access the written words of ideas, feelings as well as knowledge of the ages and vision of the future. It has been stated that learning to read is one of the greatest accomplishments in childhood because it is the foundation for learning and academic achievement (Paris & Stahl, 2005, p. 184). Besides, reading skill also facilitates people to sense to others' Teachers must be able to identify the problems they get in their own school together with language teachers in group.
As being recognized that reading comprehension and vocabulary mastery have close relationship, teachers need to concern in this problem. Seemly, students get good understanding in reading comprehension when they have master many vocabularies. In hence, students get difficulties in understanding reading comprehension when they have less vocabulary. Teachers often meet this problem when they are in classroom.
Meanwhile, teachers must help students to achieve minimal criteria of mastery of English lesson, as it is the command for schools to decide in every new academic year for every subject. In SMAN 5 Kota Serang, the minimal criterion for English is 70.
Furthermore, students in senior high school needs to increase their skills in reading for supporting their knowledge not only in class but also it will be very meaningful for them to apply outside classrooms at school. Thus, every language learner needs to have concern in this case, and schools also teachers must seek the better way to achieve it.
Therefore, schools need to provide supporting facilities that enable students to get additional knowledge and practice to improve their skills especially in reading.
Students need access to enlarge their effort in learning.
In this case, self-access centre is an obligatory for schools to be set up. Theoretical Review

Reading Skill
Reading means perceiving a written text in order to understand its contents (Smidt, 2002, p. 454 components that must be mastered (Graeser, 2007, p. 3) In addition, according to Torgesen, reading skill at the high school level is defined as the ability to understand and learn from grade-level text (Torgesesn, Houston, & Rissman, 2007). Its most essential elements involve: 1) the ability to read text accurately and fluently, 2) enough background knowledge and vocabulary to make sense of the content; 3) knowledge and skill in using reading strategies that improve understanding or repair it when it breaks down, 4) the ability to think and reason about the information and concepts in the text, and 5) motivation to understand and learn from text. However, the focus was on the reading at senior high school students suggested by (Smidt, 2002, p. 254) (Brown, 2007, p. 374). The material that students will find must be interesting, enjoyable, and challenging. The texts had been selected also must facilitate the achievement of certain goals whether viewed from language function or content. Besides, teachers used many strategies to support their students' growth in reading skill.
As a successful high school principal, as Torgesen (2007)  Unless students are appropriately engaged, they often do not fully apply the skills they have, nor will they be motivated to acquire additional skills and knowledge.

Purpose of Reading
Grabe (Grabe & Stoller, 2013, p. `8) classified the major purpose of reading. He classified it into six: 1) Reading to search information, 2) Reading for quick understanding, 3) Reading to learn, 4) Reading to integrate information, 5) Reading to evaluate information, 6) Reading for general comprehension, (This is the reading that takes place as the readers read a good novel, story, an interesting magazine, feature article, etc.) Brown highlighted the approach of teaching reading skill. He also reviewed the reading methodology into three; Bottomup processing or data-driven, in which comprehension would be then derived from the sum of the parts of signals, Top-down processing or conceptually driven, and Interactive reading (Brown, 2007, p. 298).
Based on the explanation above, the students need to be able to understand the content of the text well. In this research, the text that the researcher used was narrative since in the curriculum of English subject of high schools; narrative was the most exposed genre.

Vocabulary Mastery
Vocabulary is a basic part of signs, symbols or word constituting a means or system of a language to make communication. Vocabulary defined as a core component of language proficiency and it provides much of the basic for how well learners listen, speak, read, and write. (Cahyono, 2011, p. 153 In addition, Nation (Nation, 2011, p. 232) stated that knowing the form only is not enough when students do not know what it's meaning even it will useless when students do not aware when or when it is used.
As the goal of teaching vocabulary according to Schmitt that students are expected to have enough vocabulary to start making use of the unknown words they meet in context (Schmitt, 2000, p. 144). Therefore, vocabulary learning is acquired without focus on words itself. Yet, learning vocabulary incidentally can do, for instance by guessing the meaning of words in the context in which they are written or spoken (Nation, 2011, p. 232). In this case, it is teachers' duty to make sure that students get the teaching goals of vocabulary mastery.

Self-Access Centre
Self-access centres can be as simple as a classroom set aside with dictionaries and shelves of paper-based exercises to state-of- Teachers must acknowledge what a literature self-access centre is. Teachers must do literature self-access centre in order to get better teaching and learning. Benson, (Benson, 2003, p. 114) argued that ''The Selfaccess centre should function as a quasiindependent unit with its own philosophy and routines for engaging learners in study outside the classroom''. In other words, the Self-access centre should have principles and purposes which could encourage learners to learn outside formal classes.
According to lazar (Lazar, 2009, p. 179), the self-access centre could consist of: 1) Literary texts such as novels, plays, short The self-access centre as social context The classroom action research process could be conceptualized as a seven-step process: (1) Identify a question or problem; (2) Review Literature; (3)   From that analizing, it could be said that almost of the tenth grade students reading comprehension was still low. As a conclusion, most of the students had some serious problems in comprehending narrative text. The students did not concern of many aspect of reading comprehension.
The pre-test mean score of vocabulary mastery showed that were 14 students could obtain score over 70 or passed the minimum criterion and the rest 11 students still got low score or fail the minimum criterion.

Conclusion
Based on the results of the research, the researchers concluded that there were improvements of students' vocabulary and reading comprehension during the teaching and learning process through self-access centre. The students tend to be strongly interested to get involved in activity in selfaccess centre. The students could get more detailed information of the text and could get the main point of the text also able to master more words. The students also paid more attention to English lesson after they get involved in self-access centre. At last, students need to be supported by attractive activities that were suitable for their own interest. Students need also to be facilitated with sufficient additional activities outside their main lesson activities in class such as making reading corner in classroom as the implementation self-access centre.