Wahyu Darmawan BAB II
Wahyu Darmawan BAB II
Wahyu Darmawan BAB II
THEORETICAL REVIEW
A. Reading
1. Definition of Reading
They often speak and write. In English, there are four skill be mastered by
and William: 2005: 21). The activity is done by the readers as they want to
get information and knowledge from the text. In the process of getting
information and knowledge, the readers try to connect what they read in
the form of written language to what they have already known about the
something from what they read and involve it in academic context as a part
learning, the readers try to grasp the texts being read by interpreting,
number of the skills and processes used in reading call for effort on the
reader goals.”
it is. There are many purposes of reading in our daily life. That purposes
are used for helping understand the content of a text. Reader use their own
ways to get their purposes in reading. Some of them read very slowly and
science or same line. Meanwhile, they will read either quickly or slowly
based on the way they like or feel in reading for pleasure or for pure
Anderson as cited in Nunan (2003 :74) said that there are seven
Reading for details and facts are reading to get the information that is
Reading for main ideas is reading to get the topic, the case of the
of the story from the beginning until the end of the story.
the story.
every expert have own perspective about the goal of reading. Thus, it can
process of reading is closely related to the way how the readers construct
Brown (2001: 298-299), there are three types of reading processes, they
are as follow:
a. Bottom-up processing
mental lexicon. It concerns more in the way the readers read a text than
37). On the beginning of the process, the readers make some prediction of
the predictions having made. These are the process in which meanings are
created by transforming the text. In the end of the process, the readers do
takes the background knowledge of the readers as the most important thing
in reading.
c. Interactive processing
knowledge. This process combines the two previous processing i.e. the
with the written information in the text. So, in interactive process, the
creating meaning.
From the discussion above, it can be concluded that there are three
reading. The strategy that is used by the students must be different from
one another. It depends on which strategy they fit in. Students can also use
know the aim of what they are reading before they read the passage. It is
the same as the students. Students have to know the purpose of the reading
comprehension.
This strategy leads the students to try inferring meanings from context. It
d. Skimming
the text at glance. It is useful for the students as they can practice on
prediction. For example, they predict the aim of the text, the main idea,
e. Scanning
meaning.
g. Analyzing vocabulary
the clues to the meaning of a word. Suffixes indicate the part of speech the
meanings are got not only from its literal but also from the surface
structure.
discourse markers in the text. They have to notice on the phrases, clauses,
Indeed, there are some of strategies that can be used by the students
skimming and scanning, and analyze the vocabulary. They can also pay
a. Intensive Reading
sure that learners understand, and when the learners do some of the
understand.
Here are the aspects, according to Tarigan (2008 : 12) says that
aspect covers:
3) Linking introduction.
aspect covers:
rhetorical).
b. Extensive Reading
are reading and should be reading whith their attention on the meaning of
the text rather than on learning the language features of the text, Nation
(2009 :50). This explanation makes readers deal with a longer text as
whole, which requires the ability to understand the component part and
their contribution the overall meaning, usually for one‟s own pleasure.
B. Reading Strategies
conceive a task, what textual cues they attend to, how they make sense of
what they read, and what they do when they do not understand (Block,
readers purposefully approach a text and make sense of what they read"
failures; and (3) behavioral and mental. They are of interest for what they
reveal about the way readers manage their interaction with the written text
and how these strategies are related to text comprehension (Carrell, 1989).
strategies aimed at setting the stage for the reading act. The second
around strategies for solving problems when the test becomes difficult to
thinking about reading etc. These strategies provide readers with action
plans that allow them to navigate through the text skillfully. Such
1. Definition of Vocabulary
They often seak and write. In English, there are four skills that should be
students do not have a lot of vocabulary they have limited in four skill in
English.
states that vocabulary is one of the basic components of language and that
list, we may thing that the only system involved is that of alphabetical
order.
meanings in both oral and print language and in productive and receptive
forms.
1) Nouns
2) Verbs
3) Adjectives
4) Adverb
b. Function words.
1) Preposition
2) Auxiliary
3) Conjunction
4) Pronoun
5) Articles
6) Modifier
D. Previous Studies
Strategies
suggestions can be made to help teachers improve their teaching and help
Malaysia’s University” , found that there The data also provided evidence
was a moderate to high overall use of reading strategies and find that
students show higher reported use for problem-solving and global reading
strategies.
E. Basic Assumption
and to develop the new words and the meaning, because it is one of the
what they read" (Barnett, 1988). In short, reading strategies are deliberate,
interest for what they reveal about the way readers manage their
interaction with the written text and how these strategies are related to text
F. Hypothesis