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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Some Pertinent Ideas
1. The Definition of Reading
Reading is an exercise dominated by eyes and the brain. The eyes
receive messages (Jeremy Hormer, 1991:190). Reading must be recognized
that is a language process. It is closely linked to other language processes,
particulary to cognitive process. It is centered in brain and it involves all the
process that brain uses in the normal course of mental activity like: we pay
attention, we perceive, we remember, we forget, etc. (Barbara
Taylor,1988).
Three basic definition of reading have drivern literacy programs in
the United States (Foertsch, 1988). According to the first definition,
learning to read means learning to identify words and get their meaning.
According to the third definition, learning to read means learning to bring
meaning to a text in order to get meaning from it.
Guy L. Bond and Eva Bond Wagner explained the meaning of
reading as the process of acquiring and author’s meaning and of
interpreting, evaluating and effecting upon those meaning. Eddie Williams
(1984;2) states that the definition of reading is that it is a process whereby
one looks at and understands what has been written.
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From the quotes above, the writer can conclude that reading is the
interaction between the reader and the writer where the reader tackles what
the writer means. The reader express it by giving attention, encoding and
retrieval with eyes and brain.
1. Reading Comprehension
Smith and Jhonson in Tola (2003:10) assumes that reading
comprehension is a dialogue between an author and reader. The activity
needs the ability to communicate with an author while reading silently
rather than orally.
Alderson in Sarlina (2005 : 10) say that reading comprehension is a
complex process in which the reader uses his ability to find information, it
means that the reader must be able to comprehend the meaning of printed
words. The next, some definition of reading comprehension by some
researchers.
Simanjuntak (1988:114) states that reading comprehension is not
just reading with a loud voice but reading is established to understand the
meaning of words, sentences, and paragraph sense relationship among the
ideas. As it is, if April student just reads loudly but can not understand the
content of the passage, it means he/she fails in comprehending the passage.
Miles (1983:11) states that during reading comprehension process,
the students must pay full attention in order to be able to catch all ideas
written in the passage. As what he says, students reading ability is very
important in dealing with reading comprehension because the reader can
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comprehend the passage if he/she is able to understand the meaning of
every word or sentence and their correlation among one and other.
Rubin (1977:107) states that reading comprehension is April
complex process in which the reader uses his mental content to obtain the
meaning material. It means that the reader must able to recognize the
meaning of the printed words. We can interpret that reading
comprehension is the capability to comprehend or to acquire the idea of
passage.
Kustaryo (1988:11-12) states that reading comprehension as they
understanding to what has been read. It is an active process that depends
not only on comprehension skills but also the student's experiences and
prior knowledge. Comprehension involves understanding the vocabulary
see in the relationship between words and concepts, organizing ideas,
recognizing the author’s purpose, making a judgement, and evaluating.
1. Kind of reading
In English Language Teaching, there are three kinds of reading,
namely: reading aloud, silent reading, and speed-reading:
1. Reading Aloud
Reading aloud is an important thing to do in the reading process
where the students who are known as readers are required to read
aloud to practice their tongue about how to pronounce every word
found in a passage. The main point of focus in reading aloud is not
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catching their ideas but practicing how to sound every word in
sentences.
Reading aloud can be done by group or individually. If the
teacher wants the students to read the passage individually, he/she can
check up whether his/her students can pronounce every word in
sentence or not. Furthermore, he/she also identifies what kind of
difficulties his/her students face in reading. May be April difficulty in
producing a correct sound may result in better pronunciation. It such
thing occurs the teacher can help to correct directly.
2. Silent reading
A reader who wants to understand the passage of the reading
comprehension process often reads in heart. Read in the heart where
no voice is expressed the passage. This type of reading aims to find
out the meaning given in the passage not to practice the pronunciation
of the words and how to express the word as in reading aloud.
Reading silently needs a reader much attention to what he is reading
because to gain the meaning given in the passage, the reader should
have April full concentration.
In silent reading, a reader tries to find out the main ideas,
supporting ideas, or the ideas that are stated explicitly or implicitly.
That is why, during teaching process, the teacher usually controls the
class while the students are reading and gives them some help if
necessary or needed by the students. For example, the students find
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any difficulties in the passage as well as finding new words or getting
confused about the grammatical structure that makes the meaning
unclear or ambiguous. The teacher can explain directly or give the
word meaning directly. It will overcome the student's difficulties in
trying to comprehend reading the passage during silent reading takes
place.
1. Speed reading
Speed reading is the way that is required by the teacher for the
reader to be able to read the passage speedily and comprehend it at
once. Between reading comprehension and speed, reading should run
side-by-side where a reader is required not only to read faster but also
how to understand the ideas. On the other hand, speed reading of
narration and scientific is different because reading narration just
needs a feeling and mind but reading scientific needs a creative
thinking skill that is to find out the main ideas, supporting ideas, or
implicitly. That is why, usually during teaching process, the teacher
usually controls the class while the students are reading to give some
help if necessary or needed by the students. For example, the students
find any difficulties in the reading is finding new words or getting
confused about the grammatical structure that makes the meaning
unclear or ambiguous. The teacher can explain directly or give the
word meaning directly. It will overcome the student's difficulties in
trying to comprehend the reading passage during silent reading takes
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Reading is one of the demands in the life of modern society. Through
reading activities we can knnow and master things.
The reading value is a follows:
b. Fixing morals and worth of sameness. If the reads are books that are
ethical or religious.
c. Has a pratical value. For inviduals, reading is a tool for knowledge
enhancement.
d. At school, reading it takes place as helper for all subjects.
e. As an entertainer. To fill time
f. Functional value means useful for the formation of psychological
functions. For example forming the memory power, fantasy power,
thimking power (mind), various types of fellings and so forth.
Moreover, Eddie Williams (1984) in Surlia (2006:9) says that people
generally do not read unless they have a reason for reading, and in order to
see what is meant by this, he gives three questions:
a. What sort of text each one comes from (e.g., timetable, novel)
b. Why it might be read (e.g., for pleasure)
c. How it might be read (e.g., slowly).
3. Reasons for Reading
This gathering of information is necessary a basic understanding of
what is being talked about. You are also perhaps new to the subject much
of this information can be tabulated in a note form, so that you can see,
side by side, the differences and similarities. Be aware that this basic
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information will not necessarily be called on again, once you know this
information.
Reading often only becomes easier during the process of absorbing
information. The first reading is often the most difficult because of the
quantity of information. If you set yourself, the question with which to
guide your reading and keep them in mind so that you know only you are
reading. You will find that the more reading you do, the easier it becomes.
a. Reason for pleasure
Bellafiare in Hamkah (2008:13) states that reading for pleasure aims
at giving the reader pleasure through an imaginative experience and
centers upon human can see such love, ambition, war, revenge, family
live. Its purpose is to enable and enrich the reader by deeming his
emotion and sharpening is sensitivity to life’s value.
4. Reading Rules
Laidlaw Brothers (1962:84) in Surlia (2006:10-12) divides three
reading rules that can improve the reading skill.
a. Cultivate the habit of reading
Someone never learns to become an efficient reader or to evaluate
what you have read unless you have first become a steady reader.
b. Learning to read actively
This means, thinking while you read, you learned that mistake in
reasoning are easy to make but often hard to spot. Thus, when you read
especially when you rea d anything of controversial nature, you must be
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alert for pitfalls in reasoning. If you try to absorb material without
thinking about it, the scope of your reading ability will remain very
narrow.
c. Learning to apply a principle of subordination to what you read
After the students follow the four basic steps when they are reading, the
students have to know some habits to avoid when reading process:
1). Unconsciously forming words with the lips or in the throat. This habit is
called “sub-vocalizing.”
2). Going back over the tracks.
When you read very difficult materials, we may return and reread
passages that prevent you from what comes next. But such a return should
be deliberated back and forth, and lose the thread of what you are reading.
Often too, if you keep reading, the next sentence or paragraph may clear
up what was puzzling you.
5. Factor Affecting of Reading Comprehension
There are many factors influencing the students reading
comprehension. Wallace and Stephen in Aminah (1997) describe a number
of factors as follows:
a. The Nature of the Reader
The nature of the reader is a strong factor in effecting the
reading comprehension level. The reader's background and
experience, interest, motivation, physical condition and reading ability
all should be considered. The students who find the reading material
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uninteresting probably will not pay as close attention to it as the
students who find the reading materials both fascinating and
absorbing. Similarly, the reader who has a varied and extensive
reading background will find more success than the reader who has a
more limited background of experiences and exposure to reading.
b. The Readers Purpose
The reader's purpose also must be viewed as an important factor
influencing comprehension. Some readers experience a problem with
comprehension because there are unable to adjust their
comprehension. According to variants types of materials, they are
reading. The degree of comprehension when reading for pleasure, for
example certainly is quite different from intense comprehension
necessary when studying for a final examination.
c. The type of materials
The type of materials that is read may also affect reading
comprehension. Reading materials that are too difficult for students
will influence the level comprehension negatively correct. Students
may attend to the technical aspect of reading, such as word analysis,
when the reading materials become too involved and puzzling. A lack
of emphasis often is noted when student struggle with the recognition
of new words. Complicated language pattern and style also will
contribute to the comprehension of many students because the
emphasis must be placed on reading aspects other than
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comprehension. In addition, if the reading comprehension depends on
a number of factors such as background knowledge, motivation task
understanding. Reading comprehension requires motivation, mental
frameworks to holding ideas, concentration and good study
techniques.
2. Fact-Question-Respons
Fact Question Response is The media that teach the students to
think as they read with these FQR activities. Students practice finding
facts, Questioning and responding to the text they read.
Within this article, you will find prompts and activities that can be
incorporated into any classroom. These ideas hinge on reading
comprehension and great ways to get students engaged and thinking about
texts instead of simply reading for fun Reading response prompts to load
into schoology. This resource is designed to help students metacognition
while reading. These prompts make students go back or read a lot more
careful in the first place because they are having to really dig into what
they are reading. Here are several questions that students can use as a
guideline to begin their response. This hand out is free and can be printed
off by teacher for students to put in their writing folder for future use.
Fact Question Response is an organizer in graphic form that will
help students in organizing their thoughts while reading independently.
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The points of previous review literature could be summarized that Fact
Question Response could improving students’ reading comprehension.
Reading is thinking activity get the meaning from the text which purposes for
getting some information. Providing students with recount text through fact-
question-response (FQR) make them easier to start reading activity. To
recount text is to rewrite something using different words without changing
the original meaning.
B. Previous Related Findings
There were some researchers who had conducted researchers in teaching
reading compherension, some of them were citied below:
Diana (2009) in her thesis ‘’improving reading compherension of the first
year students of SMP Negeri 1 Mattiro Bulu Pinrang through contextual
teaching and learning (CTL) was effective in reading compherension to the
students in SMP Negeri 1 Mattiro Bulu Pinrang.
Duran (2012) Effects Of Peer Tutoring On Reading Self-Concept Marta
Flores, This study investigates the development of the Reading Self-Concept
and of the mechanisms underlying it, within a framework of a reading
programme based on peer tutoring. by evaluating their effort, and engaging in
meta-cognitive reflective processes, students become aware of their own
capabilities and of their possibilities of improvement; thus promoting the
development of the tutor’s Reading Self-Concept
Eka (2009) in her thesis ‘’findings information on the reading text by
using picture to improve the reading compherension of the eight year students
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of SMP Negeri 11 Pare-Pare’’. Concluded that using picture to find
information on the reading text is effective to improve the reading
compherension of the eight year students of SMP Negeri 11 Pare-Pare.
Sarinah (2009) in her thesis ‘’improving reading compherension through
cooperative learning to the tenth grade students of SMA Negeri 1 Pituriawa
Sidrap’’ concluded cooperative learning as a teaching strategy could improve
the students’ reading compherension skill.
Soleimani (2013) in his research that training appeared to raise students’
awareness of reading strategies and could encourage strategy use by some
students, the reading strategy instruction was not able to enhance the students'
reading performance.
Based on explanation of previous relate findings above we
can say that the compherension of students in reading still
needs deep process. So, the teacher should find out another
technique or materials to make this subject fun to be learn
particularly for the students in order that they were easy to
understand in reading. Therefore, the researcher believes
that the use of Fact Question Response effective in improving
the students’ in reading compherension.
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C. Conceptual Framework
INPUT
The low ability of the students’s
Reading recont text.
PROCESS
The Teaching and Learning by Using Fact Question Response
My Holiday R.A. KARTINI My Grandpa’s GUS DUR
OUTPUT
The Achievement of Students’ reading compherension of recount text
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There are three above briefly classified as follows:
1. Input refers to the students low reading comprehension.
2. Process refers to teaching and learning is introduction the material and
give understanding to the students about recount text and using fact-
question-response to improving reading comprehension .
3. Output refers to the improving the students reading comprehension
achievement.
D. Hypothesis
The researcher chooses an alternative hypothesis with the formulated as
follow:
a. H0 (Null hypothesis) : The using Fact Question Response can
not improve students reading
compherension at SMP Negeri 3
Pangsid.
b. H1(Alternative hypothesis) : The using of Fact Question Response
can improve students reading
compherension of SMP Negeri 3
Pangsid.
.
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