CHAPTER II REVIEW OF RELATED LITERATURE

Transcription

1 CHAPTER II REVIEW OF RELATED LITERATURE This chapter it elucidates the theoretical frameworks regarding this research. It covers the nature of reading, teaching reading, and teaching strategies. Accordingly, those proper theories are provided in the following sections 2.1 The Nature of Reading Reading constitutes one of the receptive skills which enable students to understand the written form. Grabe and Fredicka (2011) argue that reading is the ability to draw meaning from the printed page and interpret this information appropriately. However, without quibbling over the exact wording of such a definition, it is nonetheless, insufficient as a way to understand the true nature of reading abilities. Moreover, reading is defined as understanding written texts. Pang et al (2003) states that reading comprises two related process, namely: word recognition and comprehension. Word recognition refers to the process of getting how written symbols correspond to one s spoken language while comprehension is the process of making the meaning of word, sentence and connected text. Thereupon, to understand written texts, the readers have to have adequate vocabularies, grammatical insights and experiences with the texts Types of Reading Intensive reading and extensive reading have distinction meaning (Nation, 2009). Intensive reading is the grammar-translation approach where the teacher works with the learners, using the first language to explain the meaning of a text, sentence by sentence. Used on suitable texts and following useful principles, this 7

2 can be a very useful procedure as long as it is only a part of the reading programme and is complemented by other language-focused learning and by extensive reading for language development and extensive reading for fluency development. Extensive reading is a form of learning from meaning-focused input. During extensive reading learners should be interested in what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text. This is enhanced if students have a chance to choose what they want to read, if they are encouraged to read by the teacher, and if some opportunity is given for them to share their reading experiences. Although not all students are equally keen on this kind of reading, we can say with certainty that the ones who read most progress fastest (Nation, 2009). Other types of reading which has mentioned by Patel & Praveen (2008) argue that reading typically has two types of reading such as aloud reading, and silent reading. Aloud readings are reading by using loud voice and clearly. Aloud reading has to be done by the students who have good ability in reading. Because loud reading is not easy to do, it requires a good pronunciation of vocabulary of the reader so loud reading can be done successfully. Teacher must know that the training of the reading aloud must be given at primary level because it is the base of word pronunciation. Silent reading is the way of reading that focused on paragraph or sentence that read by the student s without any sound or voice. The goal of this type is to get the information by using that silent way. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information (Patel & Praveen, 2008). 8

3 2.1.2 Steps of Reading Deyuan and Yufen (2006) argue that there are five steps of reading those are skimming, scanning, while read, during the while reading stage, and post read. Skimming is to read a text quickly and superficially in order to get the gist of it. It is useful for getting clues to the main ideas, divisions, points, or steps in an argument. Scanning is useful in the pre-reading stage to build knowledge. Teachers can have students zero in on one topic by asking them a specific question and having the scan to answer the question. While read not all reading is simply extensive or global reading. There may be certain facts or rhetorical devices that students should take note of while they read. The teachers give the student s sense of reading rather than just reading. During the while reading stage, the teacher s job is to help students to understand the specific content and to perceive the rhetorical structure of the text. This stage too requires the teacher s guidance to ensure that students assume an active, questioning approach to the material. Such guidance can be supplied by a number of while reading tasks. The simplest technique for this purpose is to the major ideas of the text. For maximum benefit, the questions should address three levels of understanding the explicit, the implicit, and the applied. The first solicits literally stated information that can be inferred, and the third necessitates relating new ideas to previous knowledge or experiences. Post read comprehension questions are just one form of activity appropriate for post reading. The teacher should also consider vocabulary study and ask students to identify the author s purpose, discuss the author s line of reasoning, examine grammatical structures and steer the students toward a follow up writing exercise (Deyuan and Yufen, 2006). 9

4 2.2 Teaching Reading Teaching reading is an activity where the teachers teach how the way to read and how to comprehend what students read in classroom activity. There are many activities that can be doing especially when the process of teaching and learning in the classroom. Harmer (2007) claims that teaching reading is focused on teaching students what they read and how well the students are able to deal with the reading material. Regarding to some explanation of the teaching reading, the researcher concludes that teaching reading is a classroom activity where the teacher teach the students how to read and comprehend what students read, the more they read the better they get at it and also students can add their vocabulary and spelling on their writing Stages of Teaching Reading In the teaching of reading, the material should be delivered through several stages in order to make the reading class more efficient. Deyuan and Yufen (2006) argue that there are three stages in teaching reading as follows: Pre-reading The teacher introduces a topic of the material. This stage helps the students more easily in the next stages of reading. Three strategies that can be used in this stage are: - Establishing a purpose of reading - Activating and building background knowledge - Previewing the text to build expectation 10

5 Whilst-reading The whilst-reading stage helps to encourage a critical thinking of students and increase the reading comprehension and easy retention. During the whilstreading stage, the teacher s job is to understand the specific content and perceive the rhetorical of the text (Deyuan and Yufen, 2006). Post-reading The last stage of teaching reading is post-reading. This stage intends to check the students understanding and retention of the information of the text. The purposes of post reading are to review the content, grammar, vocabulary, and new information for the students knowledge, interest and opinion (Deyuan and Yufen, 2006). 2.3 Strategies in Teaching Reading Brown ( 2007) states that strategy is specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned design for controlling and manipulating certain information. Strategy is a proper plan in the activity to achieve a specific goal (Tarigan, 2009). Regarding to some explanation of the strategy, the researcher concludes that strategies is an activity in approach method to problem solving with procedure which is used for achieve the goals set especially for the teacher in classroom activity. Strategies in teaching reading is showing or helping the students about their reading skills to make it easy. Tarigan (2009) claims that a strategy in teaching reading is procedure which is used by the teacher to teach reading skill for students directly toward to develop competence and achieve the goals set. 11

6 2.3.1 Types of Strategies in Teaching Reading Tarigan (2009) claims that there are eight kinds of strategies in teaching reading that can be used by the teachers. 1) Rehearsal or repeated practice of items of name or object which has read. 2) Organization or classification of words, terms, or concepts which has read and based on semantic and syntactic feature. 3) Inferencing or the use of the information in text-to assume the meaning of new item of linguistics, predicting the results, or complete the missing parts. 4) Summarizing or take larger selections of text and reduce them to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering. 5) Deduction or process of reasoning from one or more statements (premises) to reach a logically certain conclusion. 6) Imagery or the use of visual image to comprehend or remember new verbal information. 7) Transfer or the use of linguistic information which has already known to provide a convenience for new reading assignment. 8) Elaborating or coupling new idea with the information which previously already known. In other type, Logsdon (2007, cited in Rodli 2015), also has type of strategies in teaching reading such as PQ4R. There are six procedures in implementing PQ4R strategy in teaching reading, Preview, Question, Read, Reflect, Recite, and Review. 1) Preview is a step involves previewing a reading, scan the title, section headings, and visual aids. Read the first and last paragraphs. This should give the reader a 12

7 general idea of the purpose of the text and the major concepts to be covered. The information gleaned from the preview is used in the next step. 2) Question is a step involves predicting questions that may be answered in the text. Convert headings into questions or draw upon past experiences to form questions. Look for answers to the questions while reading in the next step. 3) Read is a step involves reading the complete text carefully, recording notes in the margin or underlining important information that answers the predicted questions. 4) Reflect is a step when information from the passage or article is linked together. The reader should attempt to develop insight into the topic and make associations among the important material noted while reading. 5) Recite is a step involves summarizing the main points and supporting details of the complete text. To involve more senses and improve understanding, say the summary aloud or write it down using information organization tool like flowcharts and outlines. 6) Review entails highlighting key points of the text. Make sure the predicted questions have been answered and that the author's purpose is fully understood. 13