CHAPTER II iaa.doc

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Nature of Reading

1. Definition of Reading

Nuttal (1982:18) states that reading is the transfer of meaning from

mind to mind. It means that reader should know the meaning of the text in

reading. here are man! definition of reading. "ll the #ur#oses or

definitions attri$uted to reading %annot $e list in this stud!. he writer tries

to write some of them. "%%ording to Ned &. &arksheffel (1981:1')

reading has $een defined as a means of soling #ro$lems a wa! of

learning a #er%e#tion #ro%ess a means of relaxation a tool su$*e%t

getting meaning from the #rinted #age a thinking #ro%ess and a

stimulator of ideas.

+hile another ex#ert ,e!ler (2''-:) said reading is the #ro%ess of

o$taining and %onstru%ting meaning from a word or %luster of words.

/arris (198':2) de%lares that reading is the meaningful inter#retation of

written or #rinted er$al s!m$ols. In the other hand Nunan (2''0:1)

states that reading is a set of skills that inoles making sense and deriing

meaning from the #rinted word. ,o reading ia a skill to %arr! out the

meaning of the #rinted words.

2. Definition of Reading om#rehension

Reading %om#rehension is defined as the leel of understanding of a

#assage or text. 3rown (2''1:291) states that reading %om#rehension is


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#rimarl! a matter of deelo#ing a##ro#riate and effi%ient %om#rehension

strategies.

"%%ording to 4ustar!o (1988:12) %om#rehension inoles

understanding o%a$ular! seeing the relationshi# among the words and

%on%e#t organi5ing the ideas and re%ogni5ing the author6s #ur#ose making

*udgment and ealuation. om#rehension means reading in de#th in order

that the students %an answer the 7uestions a$out the reading material

%orre%tl!.

Daies as 7uated Nurul (2'12:12) de%lares that ex#lains that reading

%om#rehension is a #ro%ess of using s!ntati% semanti% and rhetori%al

information found in the #rinted texts to $e re%onstru%ted in the readers

mind. It means knowledge of word he or she #ro%esses %ognitie skills

and man! other things of his own will influen%e his a$ilit! in

%om#rehension the text gien.

Reading %om#rehension instru%tion ought to hel# %hildren a%7uire

the a$ilit! to understand the materials. n the other hand reading

%om#rehension %an $e defined as the ne%essar! information from materials

$! inoling their memor! ex#erien%e and senten%es.

In reading %om#rehension the reader does not de%ode onl! of the

s!m$ols of the language $ut he is also re7uired to hae the a$ilit! to

understand the material. It su##orts with the statement from &i%ule%k!

and effies (2''-: 1') in the reading #ro%ess !ou make %onne%tion

$etween what !ou are reading and what !ou alread! know. ,o reading


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%om#rehension is the #ro%ess of understanding reading text $! inoling

the reader6s memor! (old ex#erien%e).

3ase on some definition a$oe it %an $e %on%luded that reading

%om#rehension is an a%tie #ro%ess at thing king to get ne%essar!

information $! inoling reader6s knowledge ex#erien%e and #redi%tion.

;rellet (1999) found there are two reasons of reading:

a. Reading for #leasure

"nother #ur#ose of reading is *ust to get fun and en*o!ment.

Nowada!s reading for interest $e%omes more im#ortant as most new

la$or saing dei%es at home and industr! %reate more leisure time. "s

matter of fa%t it is one reason wh! #eo#le read the $ook arti%le stor!

news#a#er and soon.

$. Reading for Information

Reading not *ust looking at word reading is re%eiing and sorting

out information from word $! reading the students will know a$out

man! things. he! %an get a lot information the! read man! sour%es it

%an hel# them to intensif! their knowledge in arious field. In fa%t

man! #eo#le read to o$tain information to satisf!ing their %uriousl! to

%ommuni%ate effe%tiel! with the so%iet!

De#end on the sere a$out said that all of us as human life that

%reated of his must $e read and alwa!s read if we want to know the

meaning of something text to get mu%h information or $ook that


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%ontains of knowledge $e%ause of it %an make in%rease knowledge or

%om#rehension.

+e %an read eer!thing in the world not onl! $! written or text

$ut also from sign there are man! knowledge that we %an get from

them su%h as from our nature our so%iet! lie enironment et%.

3rown (2''':'term memor!.

. ?ro%ess writing at an effi%ient

rate of s#eed to suit the #ur#ose.

-. Re%ogni5e a %ore of words and

inter#ret word order #atterns their signifi%an%e.

0. Re%ogni5e grammati%al word

%lasses (noun er$s et%) s!stems (e.g. tense agreement #luralisation)

#atterns rules and elli#ti%al forms.


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9. Re%ogni5e the %ommuni%atie

fun%tions of written texts a%%ording to form and #ur#ose.1'. Infer %ontext that is not ex#li%it

$! using $a%kground knowledge.

11. @rom eents ideas et%

des%ri$es infer links and %onne%tion $etween eents dedu%e %auses and

effe%ts and dete%t su%h relations as main idea su##orting idea new

information gien information generali5ation and exem#lifi%ation.

12. Distinguish $etween literal and

im#lied meanings.

1. Dete%t %ulturall! s#e%ifi% referen%es and inter#ret them in a %ontext of

the a##ro#riate %ultural s%hemata.

1-. Deelo# and use a $atter! of reading strategies su%h as #reiewing as

#re>reading a%tiit! dete%t dis%ourse markers guessing the meaning

of words from %ontext and a%tiating s%hemata for the inter#retation

of texts.

&a%ro skills :

1. Re%ogni5e the rhetori%al form of written dis%ourse and their signifi%an%e

for inter#retation.

2. Re%ogni5e the %ommuni%atie fun%tions of written texts a%%ording to

form and #ur#ose.

. Infer %ontext that is not ex#li%it $! using $a%kground knowledge.

-. @rom des%ri$ed eents ideas et%. infer links and %onne%tions $etween

eents dedu%e %auses and effe%ts and dete%t su%h relations as main idea

new information gien information generali5ation exem#lifi%ation.

. om#onent of Reading om#rehension

4ing and ,tanle! in 3ermawi as 7uated Aanita (2'': 2) states that

there are fie %om#onents that hel# the students to read %arefull! :

a. @inding a%tual information


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@a%tual information re7uires readers to s%an s#e%ifi% details. @a%tual

information 7uestion $egin with +>/ 7uestion words.$. &ain idea

Reading is %on%erned with the meaning to grater extent than is with

form. "n effi%ient reader understands not onl! that the idea $ut also the

relatie signifi%ant as ex#ress $! the outdoors. In other words. ,ome of

the ideas are su#er ordinate while other is su$ordinate.

%. Referen%e

Re%ogni5ing referen%e words and $eing a$le to identif! the words or

#hrase whi%h the! refer to will hel# the reader understand the #assage.

d. Inferen%e

Bnderstanding is the most im#ortant as#e%t in reading. +riters how

eer do not write out eer!thing the! ex#e%ted the reader to understand

to do. ,o it is often not ne%essar! and sometimes not desira$les from

the writer6s #oint of iew. +riter use language effi%ientl! and

re%ogni5e what %an $e inferred from their senten%es. In order words an

effi%ient reader is a$le to understand those im#li%ations.

e. Restatement

he last few 7uestions of reading %om#rehension are to ask the reader

to re%ogni5e whi%h of the four #ossi$ilities $est restated the meaning

of a gien senten%es.

-. "ims of Reading om#rehension" #erson ma! read for en*o!ment or to im#roe hisCher knowledge.

"%%ording to Daies ( 1990 : 1>1-) as 7outed Nurul (2'12:2') reading

#ur#oses are :

a. @or #leasure: to follow a narratie and en*o! the sound6 and rh!thm or

rh!me of a literar! text


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$. @or a general im#ression: to gain a idea of the writer6s iew#oint gain

an oerall im#ression of the tone6 of a text and to de%ide whether or

not to read the text.

%. @or organi5ing reading and stud!: to identif! the im#ortant %ontent a

text to answer a s#e%ifi% 7uestion(s) and to de%ide whi%h se%tion of a

text to start stud!ing.

d. @or learning %ontent or #ro%edures: to gain an understanding of new

%on%e#ts learn %ertain fa%ts from text and to follow instru%tionE

e. @or language learning: it is for translating6 the text literall! or

meta#hori%all! and then to learn new o%a$ular! to identif! useful6

stru%tures or %ollo%ations to use the text as a model for writing and to

#ra%ti%e #ronun%iation.

0. Reading "ssessment

"%%ording to ohen (199-:220) the items should $e assessed in

reading %om#rehension a$ilit! are:

a. he re%ognition of words and #hrase of similar and o##osing

meaning.

$. he identif!ing or lo%ating of information.

%. he dis%riminating of elements or features within %ontextE the anal!sis

of elements within a stru%ture and of the relationshi# among them>

e.g. %ausal se7uential %hronologi%al hierar%hi%ald. he inter#reting of %om#lex ideas a%tion eents and relationshi#s

e. Inferring> the deriing of %on%lusions and #redi%ting the %ontinuation

f. ,!nthesis

g. =aluation.

he assessment in the reading %lass en%om#ass a ariet! of

measures from the most informal alternatie deelo#mental learning

$ased student %entered t!#es to the most formal tea%her %ontrolled


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alua$le %on%e#tion that knowledge resides within the learning

%ommunit! not *ust with the Gauthorit!>figureG instru%tor.

-) o reinfor%es a sense of $elonging among the grou# mem$ers

If eer!one is inoled in the same a%tiit! then we are all in it

together6. ,u%h ex#erien%e gies us #oints of %ommon referen%e to talk

a$out and %an $e used as reason to $ond with ea%h other. It is mu%h

easier for student to share an emotion su%h as ha##iness or amusement

in a whole %lass setting.

0) o students more a%tie and enthusiasti% in learning #ro%ess.


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students and ea%h mem$er must $e a heterogeneous grou# of students

$ased on a%ademi% a%hieement and interest.2. ea%her #resentations

Deliered at this stage the tea%her learning indi%ators identif! and

ex#lain the material in a%%ordan%e with lesson #lans that hae $een

made.

. ;rou# a%tiities

In this learning a%tiit! using the a%tiit! sheet that %ontains the

tasks that must $e learned $! ea%h student in one grou#. "fter re%eiing

an a%tiit! sheet that %ontains issues related to the %on%e#t of matter and

its %lassifi%ation the students learn it in small grou#s (- students) are

dis%ussing the #ro$lem together mem$ers of the grou#. =a%h grou# is

finishing his or sole a gien #ro$lem in their own wa!. hen two of

the four mem$ers of ea%h grou# left the grou# and a isit to another

grou# while two mem$ers liing in the grou# in %harge of the work and

delier their information to the guests. "fter o$taining information from

two mem$ers who lie guest ex%used himself and returned to their

res#e%tie grou#s and re#ort its findings and %orre%t and dis%uss the

results of their work.

-. @ormali5ation

"fter stud!ing in grou#s and sole #ro$lems that are gien one of

the grou#s #resented the results of grou# dis%ussion to $e

%ommuni%ated or dis%ussed with other grou#s. hen the tea%her dire%ts

the students to dis%uss and formal sha#e.

0. =aluation and "wards ;rou#

he ealuation #hase is to determine how mu%h students

skills in understanding the material has $een o$tained using the model


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of %oo#eratie learning model ,,. =a%h student was gien a 7ui5

that %ontains 7uestions of learning out%omes with ,, model whi%h

in turn followed $! the awards to the grou# who re%eied the highest

aerage s%ore.

a$le 2.1: ?ro%edures of wo ,ta! wo ,tra! (,,) e%hni7ue in ea%hing

Reading

,te#s ?ro%edures

1. ?re#aration ea%her #re#aring tools and media. Diided

the student into some the grou#.

2.ea%her #resentations ea%her ex#lains a$out the to#i% lesson.

.;rou# a%tiit! "fter re%eiing an a%tiit! sheet that %ontains

issues related to the %on%e#t of matter and its

%lassifi%ation. he student work a##ro#riate

the #ro%edures of ,, te%hni7ue.

-. @ormali5ation he students #resented the results of grou#

dis%ussion.

0. =aluation and "wards

grou#s

=a%h student was gien a 7ui5 that %ontains

7uestions of learning out%omes with ,,

model whi%h in turn followed $! the

awards to the grou# who re%eied the

highest aerage s%ore.

D. Releant ,tudies


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his resear%h is su##orted $! others resear%her whi%h deal with this

resear%h. @irstl! done $ut there are some #reious resear%hes that had #ro$ed the

%ontri$ution of wo ,ta! wo ,tra! (,,) in learning #ro%ess to hold the fixed

aims and goals of tea%hing and learning.

Fewaherilla (2'11) HIm#roing ,tudent6s Reading om#eten%e hrough

wo ,ta! wo ,tra! e%hni7ueG this resear%h fo%us on identif!ing to#i% finding

main idea re%ogni5ing details know t!#e of the text %ommuni%atie #ur#ose of

the text generi% stru%ture and the language feature of the text. /e finds that there

is signifi%ant im#roement in the student6s reading %om#eten%e. "nd ,ta! wo

,tra! e%hni7ue $e%omes an a##ro#riate wa! to oer%ome the #ro$lems o%%urring

in #assie %lass.

Nafsitah (2''9) examined that the result of resear%h showed on dis%ussion

a%tiit! the use of %oo#eratie learning t!#e ,, led #ro%ess of thinking

intera%tion multi dire%tl! $etween resear%h su$*e%ts when the! had %om#leted

grou# a%tiit! #a#er and when the! did a *o$ as guests and house mans. hen

,tudents who had high a$ilit! gae knowledge to the dis%ussion math. ,tudents

that were in middle a$ilit! sta!ed $alan%e $oth in giing and a%%e#ting knowledge

from the dis%ussion mate. ,tudent that had low a$ilit! had a%%e#ted knowledge

from the dis%ussion mate. ,tudent that had middle a$ilit! grade two was more

a%tie to intera%t with the dis%ussion mate in dis%ussion a%tiit! than student that

had middle a$ilit! grade one.

Nurul &uflihah (2'12) %on%luded that tea%hing reading $! using wo ,ta! wo

,tra! (,,) te%hni7ue towards students reading %om#rehension $etter than


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