6

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Reading Comprehension

Reading comprehension is influenced significantly by a student’s

level of word knowledge as well as the ability to decode words in print. It

means that the ability takes a part in reading comprehension skill. Reading

comprehension is understands a text that is read. The comprehension refers to

the ability. Reading comprehension is ability to read and understand the

meaning and all of information about the text which is read (Kelner & Flynn

:2006).

According to Odwan, Talal A.A (2012) Reading comprehension is a

complex process. The gist of reading comprehension is the capability to store

and regaine explanation from written texts (Educational Research :2000).

Kelner & Flynn (2006) said that reading cannot be separated from

comprehension. When the learners are reading, it means that they are

comprehending. When the learners are comprehending, they are constructing

the meaning of the text which is read.

Sweet A.P. (2000) states that reading comprehension is a reader’s

comprehension by constructing the meaning from the text that is read. As

Kelner & Flynn (2006) said that the reader should have knowledge and ability

about understanding the reading passage in reading comprehension. The main

ideas, details, and an inference are the common question that can be drawn

from the passages.

7

Every people has a different comprehension depend on their prior

knowledge about the text but it still almost in a similar context. Appropriate

strategy is the most important factor in terms of reading comprehension. The

strategies to improve reading performance are: Create a consistant reading

program; Set clear goals and standards; Coordinate curriculum; Build strong

team faculty; Hold teachers accountable; Monitor both students and teachers;

Foster individual teacher support; Encourage professional development;

Ensure philosophical consistency; Invest in performance; Instill a love of

learning through reading; Work together; Increase time on task

(Cromwell:2006).

Based on the finding of the previous research, the researcher can

conclude that reading comprehension is a process understanding the meaning

of the text by interpreting the text that is read and it is not simple thing to do.

2.2 Drama Performance Strategy

Reading is an interactive and constructive process involving the reader, the

text, and the context of the reading experience. The previous research found

that Drama Performance Strategy is more effective than traditional strategy in

reading narrative text. All of dramatic experiences may change the

participants’ attitudes to be better in their real-life (Kelner & Flynn :2006).

The word drama comes from the Greek word for “acting,” “playing” or

“performing.”(Manacorda :2016). Drama performance strategy is activity to

dramatize the story. Gungor (2008) stated that drama is a process that will

lead to better comprehension and retention. It means that this strategy can

help the reader and the learner to comprehend the text when they are reading.
8

Drama is kinesthetic learning. When the students move during literacy

instruction they may use most of their brain and learn better (Wittrock, Kate. In

Increasing Elementary English Language Learners’ Reading Comprehension

Through the Use of Role Play).

2.3 Procedure of Drama Performance Strategy

Kelner & Flynn (2006) propose a six-step plan for a high-quality arts-

integrated drama and reading comprehension lesson.

A high-quality arts-integrated drama and reading comprehension

lesson includes:
 clearly stated and explained objectives in both drama and reading
comprehension.
 an acting tool- and /or skill-building activity or warm-up.
 a drama strategy that encompasses both sets of stated objectives
(drama and reading).
 reflection on the effectiveness of the lesson based on the objectives.
 revision of the drama to allow students to implement gained
understanding.
 assessment from both the drama and reading comprehension
perspectives. (p.17)

Following these steps through group activities, children learn not only how

to think more clearly by speaking with others and listening to them but also

how to find more efficient ways to comprehend the text.

2.4 The use of drama strategy in classroom

Drama is a powerful pedagogical tool, but the status of it on the

curriculum at primary and post-primary level in Ireland has been in dispute for

some years. At primary level, drama was formally acknowledged in the new

arts curriculum that was implemented in 2004. Dympna Byrne, a primary

teacher at Burriscarra National School, uses drama in every subject she

teaches, and on a daily basis. She said that drama is a brilliant tool to
9

encourage children to collaborate and to be active in their learning (Keating :

2015, in Drama in the Classroom is a primary Concern).

2.5 The adventages of using drama performance

Based on Owen, Sarah (2016), Drama has 10 benefits that are Drama

builds confidence; helps concentration; helps develop language &

communication skills; encourages children to co-operate; supports numeracy

skills; helps children to understand the world around them; develops

emotional intelligence; assists physical development; develops creativity; and

nurtures friendship.

Cormac (2014) stated that drama has 11 important benefits that are self-

confidence; imagination; emphaty; cooperation; concentration;

communication skill; fun; emotional outlet; physical fitness; memory; and

appreciation for art & culture.

2.6 The previous studies

Gungor, Arzu (2008) in his research “Effects of Drama on the Use of

Reading Comprehension Strategies and on Attitudes Toward Reading” has

three research questions. The first research question is What are the effects of

the drama method and the traditional methods on reading comprehension

strategies? and the second research question is What are the effects of the

drama method and the traditional methods on attitudes toward reading in a

Turkish language/art course?. The last research question is What are students’

perceptions of the drama method in a reading comprehension lesson in a

Turkish language/art course?

10

The results of this study shows that drama is more effective than

traditional methods in using reading comprehension strategies. Usually the

students asking someone to read for them, but by drama they were trying hard

to be involved in a text by visualizing the story and by imagining themselves

as part of the text.

Based on The Scale for Attitudes Toward Reading, in the drama class

strategies increased positive attitudes in the dimensions of “Negative Feelings

Concerning Reading”, “Positive Feelings Concerning Reading” and “Effects

on Cognitive Development”. Drama had a positive effect. The results of this

study shows that if the learner is provided opportunities for dramatic

activities, he/she tends to improve his/her attitudes toward learning.

The students have positive perceptions about drama class. First, drama

improves their emphaty and communication, they have better social skills by

drama. The second positive perception about drama is students’ awareness, as

they realize what they like about the learning process and what they noticed

about their classmates’ abilities. The last positive perception about drama is

linked to acquisition of cognitive and emotional skills. Drama helps to

improve students’ reading, speaking, and listening abilities, as well as their

vocabulary acquisition. The students declare that drama enables them to

understand the importance of reading and to increase their reading and

learning abilities. According to students’ perception, drama also increases

their reading speed.

Yusuf, Hanna Onyi (2015) in his research “Effectiveness of Local

Content Drama on the Performance of Students in Reading Comprehension in

11

Secondary Schools in Kaduna State, Nigeria” has one research question. The

research question is What is the effect of localt of local content drama on the

performance of students in reading comprehension in secondary schools in

Kaduna state, Nigeria?. The result shows that the means score of students

taught reading comprehension using local content drama is higher than

students taught using conventional method.

The similarities between previous studies and this study are both of

previous studies and this study talk about drama and reading; use

experimental design; and use pre-test and post-test. The differences between

previous studies and this study are the participants of first previous study are

the students of elementary school; the participants of second previous study

are the students of junior high school; and the participants of this study are

the students of senior high school.