7

CHAPTER II
FRAME OF THEORY, FRAME OF THINKING AND HYPOTHESIS

A. Frame of Theory
1. Concept of Reading
In teaching learning process, reading is one of basic skill that students must
be mastered, in the classroom, reading subject is used as anpportunity
to teach pronunciation. Setiyadi said hat reading will be given as soon
language learners have good ability of listening and speaking, reading can
be introduced. Reading lesson may be give in a single class or it may be
added assupplementary work. It means taht, reading is very important in the
classroom and anility for language learner.

Read in the name of your lord who created. he created man from a clot.
read and your lord is most honorable, who taught (to write) with the
penaught man what he knew not.(Q.S Al-alaq :1-5).

In the verse above, it is revealed in the beginning of prophet Muhammad

SAW era, he has given an example simbolically for moslem to read as the
strasting step for gaining the knowledge. By strengthening reading skill,
learners will make greater progress and development in all other areas of
learning.
According to Patel, reading is the most importand activity in any language
class and not only a source of information and a pleasurable activity but also
as a means of consolidating and extending one’s knowledge of the language.
It means that reading is a process which done by the reader to get the

7
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information form printed words or written symbols. Furthermore, by reading

also the students can understand the writter means.
Reading is one of the most important skill for learning is reading. You’ll
read to learn about new information and ideas, including studies, article,
repots, and so on. It means that reading is very important to get information
or knowledge.

2. Types of Reading
According to Harmer, there are to types of reading process: intensive
and extensive reading.
a. Intensive Reading
The term intensive reading, on the other hand, refers to the detiled focus
on the contruction of reading texts which takes place usually in
classroom. Intensive reading means shorters texts to extract specific
information this activity is likely more to emphasize the accuracy activity
involving reading for detail. The process of scanning takes a more
prominent role here than skimming. Reader is trying to absorb all the
information given. Example: Reading dosage intruction for medicine.
b. Extensive Reading
Extensive reading refers to reading which students do often away from
the classroom. Reader deals with a longer as a whole, which requires the
ability to understand the component part and their contribution the
overall meaning, usually for ones‟ own pleasure. This is a fluency
activity, mainly involving understanding. Example: Reading a newspaper
article, short story or novel. The main ways are:
1) Scanning, we only try to located specific information and often we
do not even follow the lincarity of the passage to do so. We simply
let our eyes wander over the text until we find what we are looking
for, whether it is a name, a date, or a less specific piece of
information.
 9

2) Skimming, we go therough the reading material quickly in order to

get the gist of it, to know how it is organized, or to get an idea of the
tone or the intention of the writer.
3. Purpose of Reading
Everyone has a purpose in reading the text either to get information about
something or to get entertainment. Harmer says the purpose of reading in
relation with the teaching of reading into purpose:
a. Reading for Information
This activity is teaching the recognition and interpretation of text type,
which contain information. An overall emphasizes on topics whin each
text type.
b. Reading for Meaning
This is purposed to teach the recognition and interpretation of the
relationship between form and in text.
c. Reading for Pleasure
This is benefit to teach recognition and the ways of reading those texts
often associated with reading for pleasure.
4. Concept of Reading Comprehension
Reading is a process which done by the reader to get information and
understand the writer means in printed words of written symbol.
Reading is also on of receptive skills in English, means reading is important
skill in teaching especially English. Reading only is not enaought the
esential one is reading with good understand. Tankerslay state,
comprehension is the center reading. In other word, no reading occurs
without comprehension. She also says comprehension is the heart of reading
process and bring our life experince to the act of reading.
Reading comprehension is a process where by a message intended by the
writer is recognize by the reader against the background of information
already stored in the reader’s memory, function in the process of
interpreting new information and allowing it to enter and become a part of
the knowledge store.
 10

Comprehension means that the reader gets new information and understand
what they have not understood yet, after they read. In addition, brown
states that reading comprehension primarilly a matter of developing
appropriate, efficient comprehension strategies. It means comprehension is
the process to construct meaning to understand about something and make
the students are able to answere and understand a descriptive reading
question form. There are some criteria are commonly used in measuring
students reading comprehension abillity, they are as follows:
a. Main idea (topic)
b. Expression/ idiom/ pharases in context.
c. Infrence (implied detail).
d. Gramatical features.
e. Detail (scanning for a specifically stated detail).
f. Excluding facts not written (unstated detail).
g. Supporting idea.
h. Vocabulary in context.
Based on the theories, it can be concluded that reading comprehension is a
process done by reader to get information contained in the text namely by
understanding an existing text reading.
5. Concept of Teaching Reading Comprehension
Classroom reading activities are generally seen as the main part of
language teaching and learning. The success of second language abilities is
influenced and depends pon reading. The teacher must be able to motivate
students by selecting material and choosing appropriate technique. In
English language teaching, the teacher of reading should be the main
priority for the teacher to be considered when the students begin their
schooling.
Murcia states that the learner will achieve learning goal when the act of
learning reading is the main of learning and the main of reading instruction
is the set of task. It means that teaching reading, requires reading tasks
 11

to be done by students to improve the reading skill in order to achieve

their learning goals including academic goals and real life goals.
There are many considerations in teaching reading. The teacher has
presented in the predicting section is a set of what they believe are the most
important principles. However, each of these principles must be adaptes for
a specific context, for a specific language, and for students of different in
abilities. Teaching reading is difficult work. Teaching must be aware of the
progress that students are making and adjust instructions to the changing
abilities of students. It is also important to remember that the goal of reading
is to understand the text and to able learn from them. It means that in
teaching reading especially to read English texts are better to start earlier.
The amount of time give to teach reading will depend on the needs and
wants of the students as specified in the syllabus.
understanding to activate the students‟ vocabularies and background
information related to the text because in reading comprehension the more
the readers have schema related to the reading text the more they get
understanding. In this study the three of main theories were used in teaching
procedure as shown in Three main theories using in teaching procedure.
Theories Teaching procedure
1. Mind mapping  Teaching vocabularies in pre- reading stage
 Represent understanding in reading
comprehension in post- reading stage
2. Constructivism  Brain storming to activate vocabularies
schema in pre-reading stage
 Working in groups to answer comprehension
questions during while reading stage
 Constructing mind maps and present it to
class.
3. Schema theory  Activate vocabularies schema in pre-reading
stage
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Teacher has some principles in teaching reading. The principles can be

standard to limit teachers when they teach reading. The principles of
teaching reading are:
a. Reading is not passive skill.
b. Students need to be engaged with what they are reading.
c. Students should to be encouraged to respond to the content of a reading
text, not just to the language.
d. Prediction is major factor in reading. e. Match the task to the topic.
e. Good teacher exploid reading texts to the full.
Based on those explanations, it means that teaching reading is not passive
activity. Students must enjoy during reading process. As we know the
advantages of reading is to give the students knowledge that they never
know before. Teaching reading needs more than only reading a text, we
must pay attention how to teach reading text to our students. In teaching
reading, students and teacher can be a partner to make the teaching process
more effective.
6. Concept of Text
A text is meaningful linguistic unit a context. A text is both a spoken text
and a written text. A spoken text is any meaning spoken text. It can be a
word or aphrase or a sentence or a discourse. It means that a text is a
number of words to give a message to somebody in written or spoken.
According to Emilia that, text defined as words or phrases that are woven to
create a unified whole or words or sentences woven together to create a
single whole. She also says text is a complete unity of language in social
and contextual, which may be in the form of spoken or written language and
preferably from star to finish, if a text does not have a complete organization
structure then the text will not lear.
From the explanation above, it can be concluded that text is a original word
of something written, printed, or spoken in contrast a summary paraphrase
that used to deliver message or information from the writer to the reader.
There are many kinds of text in English for teaching and learning.
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7. Text Types in English

According to English syllabus for junior high school there many kinds of
text that are taught in junior high school. They are, recount, procedure,
descriptive and narrative text.
a. Recount
Recount text is a piece of text that retells past event usually in order in
which they happened. The generic structure is orientation, record of
event and reorientation. While its language features are focuses on the
participant, used time connective and conjunction, use past tense, and use
adverb and adverb phrase.
b. Procedure
Procedure text is instruction how to do and how to make something
through a sequence of step. The purpose of procedure text is to describe
how something if this text is goal, material and steps. The language
feature of procedure text are how to make sandwich, how to make a cup
of coffee, how to make an omelet, etc.
c. Descriptive
Descriptive text describes person, place or thing. Generic structures of
descriptive text are identification and description. Identification identifies
phenomenon to be described, and description describes parts qualities
and characteristics. The language feature of descriptive text is focus on
specific participants, use of adjectives and adverb and use of simple
present tense. The example of descriptive text such as Borobudur and
Prambanan Temple. Thing such as plant, for example Reflessia Arnoldi.
d. Narrative
Narrative text is a piece of the text which tells a story to entertain and
inform the reader and listener. The generic structures of narrative text are
orientation, complication, evaluation, and resolution. While the language
feature as follows focuses on specific participant, uses time connective
and conjunction uses saying verb. The examples of narrative text are
Cinderella, Mouse Deer and Crocodile, Malin Kundang, etc.
 14

Based on the explanations above, it can be concluded there are many kinds
of texts in teaching writing for students of junior high school and each
students must be able to understand the generic structure and language
feature of the texts.
8. Concept of Narrative Text
According to Siahaan, narrative text is any written English text in which the
writer wants to amuse, entertain people, and to deal with actual or vicarious
experience in different ways. It means that narrative text is kind of the text
tell the reader about story, as if the readers take part in the story that is
purposed to amuse the readers. According to Knapp, narrative text is a piece
of the text which tells a story to entertain and inform the reader and listener.
The generic structures of narrative text are orientation, complication,
evaluation, and resolution. While the language feature as follows focuses on
specific participant, uses past tense, uses time connective and conjunction
uses saying verb.
According to Pardiyono Narrative is story that talk about past actions or
events that cause problems and give reason to the reader. It means that
narrative text is a story of the past to invite readers to know about past
events or events.
Based on the those theories, it can be concluded that narrative is a text that
retell the actual or vocarious experience that is done in the past to entertain
and to give the moral lesson for the reader.
a. Social Function of Narrative Text
The social function of narrative text is to amuse entertain and to deal with
actual or vicarious experience indifferent ways, narrative deals with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution. It means that the purpose of narrative is
to give to entertain and deal with actual or vicarious experience
indifferent ways, which is the evaluation shows now the problem starts.
Then, there will be complication which the problem aries. The resolution
comes to solve the problem in story narrative.
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b. Generic Structure of Narrative Text

The generic structure of narrative text, they are:
1) Orientation
The readers are introduced to the main character and possible some
minor character. Some indication is generally given of where the
action is located and when it is talking place.
2) Complication
The complication is pushed along by a serious of events, during
which are usually expect some short of complication or problem to
arise. It just would not be so interesting if something unexpected did
not happen. This complication will involve than main characters and
oven serves to (temporally) towards them from teaching their goal.
3) Resolution
In this part, the implication maybe resolution for better of worse, but
it is rarely left completely unresolved (although this is of
course possible in certain types of narrative text which leaves us
wondering how did it end‟).
4) Coda
Coda is an optinal structure in a narrative. In this part, the narrator
includes a coda if these is to be moral or message to be learned from
the story.
It means that the generic structure story is orientation, complication,
resolution and coda or moral lesson in a text the read. So that, the generic
structure of narrative story can be only four steps, they are orientation,
complication, resolution, and coda.
Based on the description in making a narrative text, people have know the
generic structure of the text. The generic structure is used in making
narrative text to guide and make a good text. These are some generic
structure of narrative text, they are, orientation, complication,
resolution, and coda. In this research, the writer applied orientation,
 16

complication, resolution, and coda in making narrative text because it

appropriated with textbook in the school.
From the statement above, the research concludes that the generic structure
of narrative text including, introduces orientation to lead the writers to the
context, it is continued by complication, which tells about events and solve
problem in a narrative, and then solution of problem in resolution.
The following is the example of narrative text:
Snow White
Orientation Long ago, in the Never land, there lived a very
beautiful princess, Show White. The Queen was her
step mother. She was very jealous of her beauty, so
she wanted her to die. Snow White knew about the
evil plan. She escaped into a forest. There she made
friends with seven dwarfs and they lived happily.
Complication Unlucky the evil queen knew that Snow White was
still alive and lived in the forest, so she went there to
kill her. The Queen turned into a witch. But Snow
White did not realize. It the witch gave her a poisoned
apple. As a result, Snow White was put into sleep for
years.
Resolution In the end, a charming prince came to see her and
revived her with a kiss. They lived happily ever
after.

9. Concept of students’ reading comprehension in narrative text

Reading comprehension is the students “ability to comprehend and
understand the reading material (narrative of legend) that gives
information to the readers and how to catch main ideas in the text.
Therefore, the goal is gain an overall understanding of what is described in
the text rather than to obtain meaning from isolated words or sentences.
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In understanding reading text students developmental models, or

representation of meaning of the text ideas during the reading process.
According to Burden and Byrd in Emayanti‟s thesis, there are two factors
that influence the students‟ reading comprehension and they are related
one other, they are internal factors and external factors. The first is internal
factor (personal factors), it means that the factors which come from the
reader. This factor deals with self-motivation and interest. Motivation
plays an important role in comprehending the text. The students will be
motivation to read when they feel that they need something from the
text. The motivation can be intrinsic (to increase the reader‟s
competences) and extrinsic (to get a reward).
Besides motivation, interest also becomes one of the important factors in
order to means that he or she will get a good result. On the other side, if
the reader has no interest to read it will make reading without
understanding. The second is external factors, the external factors have a
close relationship to reading material and reading teacher. Both of those
factors are related to each other.
Narrative is a text which tells problematic story in the past and
gives the resolution of the problem in the end of the story. Whose purpose
is to amuse or intertants to the readers or listener. While the generic
structure are orientation (introducting the characters of the story, the time
and place the story happened), complication (series of events which
attemps to solve the problem) and resolution.
(the ending of story).
Based on those explenations, it can be conclude that students‟ reading
comprehension is theability to comprehend the reading material that give
information to the readers, by presenting the supporting arguments with
the good ability to deal with the question related to main idea,
expression/idiom, inference, grammatical feature, detail, excluding fact,
supporting idea, and vocabulary in context.
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10. Concept of Approach, Method, Strategy, and Technique

An approach could be seen as perspective, ideology, belief or theoretical
stance on something. It encompasses a set of logical assumptions that
could be made for better comprehension of issues. It could also be seen as
a term that births systematic plans and the strategies that will use to
achieve particular objectives.Jack C. Richard in his book identified three
levels of conceptualization and organization, which he termed approach,
method, strategy, and technique. He said that an approach is a set of
correlative assumptions dealing with the nature of language teaching and
learning. An approach is axiomatic. 1t describes the nature of the subject
matter to be taught.28According to Anthony's model, approach is the level
at which assumptions and beliefs about language and language learning are
specified. It means that approach refers to theories about the nature of
language and language learning that serve as the source of practices and
principles in language teaching.
Jack C. Richard said that method is an overall plan for the orderly
presentation of language material, no part of which contradicts, and all of
which is based upon, the selected approach. An approach is axiomatic, a
method is procedural. Within one approach, there can be many methods.30
It means that method is a target plan or set of orderly procedures that are
based on a credible approach. It reveals what needs to be done in a
systematic way and how to focus on achieving those goals. Strategy is
specific behaviors or thought processes that students use to enhance their
own L2 learning. Which means steps or actions taken for the purpose of
winning a war. A strategy is useful if the following conditions are present:
(a) the strategy relates well to the L2 task at hand, (b) the strategy fits the
particular student’s learning style preferences to one degree or another,
and (c) the student employs the strategy effectively and links it with other
relevant strategies. Strategies that fulfill these conditions “make learning
easier, faster, more enjoyable, more self directed, more effective, and more
transferable to new situation.
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According to Jack C. Richard technique is implementation which actually

takes place in a classroom. It is a particular trick, strategem, or contrivance
used to accomplish an immediate objective. Techniques must be
consistent with a method, and therefote in harmony with an approach as
well. A technique is a precise strategy, concrete trick or a tested and
trusted tip that’s designed to help reach and goals. It could be in form of an
exercise or just any activity that you have to do to complete the mission.
Technique also is a procedure or skill for completing a specific task.
11. Mind Map Technique
Mind Map is the easiest way to get information into the brain and
take information out of the brain, a creative, effective way of recording,
and literally will map our thoughts in a simple way. It means that Mind
Map is a tool make it easier to get information in a text by recording and
creating maps. According to Mapman, “Mind Map is when an idea, word,
or concept is explored through a diagram”. It means that Mind Map is an
alternative tool for creating a diagram containing the main ideas or words
that you get when you read.
Budd said in Samshudi research that a Mind Map is a graphic organizer in
which the major categories radiate from a central idea and sub-categories
are represented as branches of larger branches. It is a visual tool that can
be used to generate idea, take notes, organize thinking, and develop
concept. It means that a Mind Map as a graphic technique that can
develop concepts, organize thinking, create the idea in creative form
represented as branches.
Based on the theories, it can be concluded that Mind Map is expression of
the human mind to make maps of creative idea to understand and
remember and also very effective for getting information contained in a
text reading. On the other hand, Mind Map for the learner to develop
excellent reading comprehension by talking about expressing idea, making
reading very enjoyable, mastering vocabulary, improving reading
comprehension, and no less important.
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12. Types of Mind Maps

Mind Maps can address a variety of topics and can take on a variety of
forms, there are two formats that will be used to create them. The Mind
Map will be hand drawn or it will be computer generated.
a. Hand Drawn Mind Map
Some Mind Map are drawn by hand in the moment. These often
happen some what on the fly in a class or workshop environment.
They can also be drawn more thoughtfully and gradually.

b. Computer Generated Mind Map

For those people who want to crate Mind Map but don‟t feel
artistically inclined enaugt to drawn one hand, there are computer
program that you can use to create them as well.

13. The Procedure of Mind Map Technique

According to Tony Buzan there are seven steps in making Mind Map:
 21

a. Start in the center of a blank turned sideways.

b. Use a image or picture for your central idea.
c. Use colours throughout.
d. Connect you main branches to the central image and connect your
second and third-level branches to the first and second levels, etc.
e. Make your branches curved rather than straight-lined.
f. Use one key word per line.
g. Use image throughout.
14. The Functions of Mind Map
According to Prayuli there are some functions of Mind Map, these are:
a. To make active all part of brain.
b. To make people (learners) be focus in main topic.
c. To help show the relation among part of information that mutual
separated.
d. To give a certain illustration in whole and detail,
e. To help grouped the concept and compare it.
15. Advantages and Disadvantages of Mind Map Technique
a. Advantages of Using Mind Map
1) They automatically inspire interest in the students, this making
them more receptive and co-operative in the classroom.
2) They make lesson and presentations more spontaneous, creative,
and enjoyable, both for the teacher and the students.
3) Rather than remaining relatively rigid as the years go by, the
teacher’s notes of rapid change and development, the teacher
needs to be able to alter and add to teaching notes quickly and
easily.
4) Because Mind Map present only relevant material in a clear and
memorable form, the students and to get batter marks in
examinations.
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5) Unlike liner text, Mind Map show not just the facts but the
relationship between fact, thus giving the students a deeper
understanding subject.
6) He physical volume of lecture notes is dramatically reduced.38
b. Disadvantages of Using Mind Map
Eppler says in Devies that there are some disadvantages of Mind Map
in teaching reading, they are as follows:
1) A disadvantages of Mind Map is that types of links being made
are limited to simple associations.
2) Absance of clear links between ideas is a constrains. Mind Map
have been said to be idiosyneratic in terms of their design, often
hard for others to read, representing only hierarchical relationship
(in radial form), inconsistent in trems of level of detail, often to
complex and missing the „big picture‟.
16. Teaching Reading Comprehension on Narrative Text by Using Mind
Map Technique.
The procedure of teaching reading by using mind map technique are as
follows:
1) Teaching vocabularies in pre- reading stage
2) Represent understanding in reading comprehension in post- reading
stage
3) Brain storming to activate vocabularies schema in pre-reading stage
4) Working in groups to answer comprehension questions during
while reading stage
5) Constructing mind maps and present it to class.
 Start in the center of a blank turned sideways.
 Use a image or picture for your central idea.
 Use colours throughout.
 Connect you main branches to the central image and connect your
second and third-level branches to the first and second levels, etc.
 Make your branches curved rather than straight-lined.
 23

 Use one key word per line.

 Use image throughout.
6) Activate vocabularies‟ schema in pre-reading stage
From those steps, there are many staps that can be applied in teaching
reading comprehension usig mind map in experimental class. Mind
map is one of technique that can be applied as lesson plan based on
curriculum 2013. with the existence of mind map can make it easier for
students to remember for a long time and make students more creative to
develop ideas that they get from a text.
17. Reading Aloud Technique
According to Nation, Reading Aloud Technique is a useful activity to
practice accurate decoting and it is a useful activity in its own right people
gain pleasure from listening to stories and talks and from reading stories to
others. It means that Reading Aloud Technique is useful activity for the
reader and the listener in this listening the text and can increase the
comprehension in the reading.
According to Richards and Schmidt reading aloud technique is saying a
written text aloud. It means that reading aloud technique is reading text
with aloud and the other people around us can listen what we read. In
teaching reading this is often done to estabist graphemic-phonemic
correspondences or to learn distinguish sense group in a text.
Based on those theories above, the research concluded that reading
aloud technique is an activity and a tool for the teachers, students and the
readers when they read. Where, when we read the text other people around
us can listen what we read. In the other hand, reading aloud technique
enables learner to develop the skill of reading very well by speaking of
expressing ideas, makes reading very enjoyable, improve listening skill,
encires vocabulary, improve reading comprehension, and no less important
is the growing interest in reading students.
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18. Procedure of Reading Aloud Technique

Below is the procedure of reading aloud technique are as follows:
a. Choose a text is sufficiently intresting to read aloud. Limit yourself to
a selection that is less than five hundred words.
b. Introduce the text to the participant highlighting key point or issues to
he rasied.
c. Section pf the text by paragraph or some other means invite volunteers
to read different section.
d. As the reading progresses, stop when appropriate to emphrize certain
point, raise or entertain question, give example, allow brief
discussions if participant show a intrest in certain portions. The proced
with the reading.
19. Advantages and Disadvantages of Reading Aloud Technique
a. Advantages of Reading Aloud Technique
These are some advantages of reading aloud technique:
1) It enables learner to develop the skill of reading very well by
speaking or expressing ideas.
2) It enables learner to develop the skill of pronounce very well.
3) It makes reading very enjoyable while teacher uses reinforcement
during reading.
4) Language learning is a kind of information when teacher says
anything or read any text, the learner also tries to imitate that. So
teacher should have innovative ideas so that it can make
this activity very effective.
b. Disadvantages of Reading Aloud Technique
There are some disadvantages of reading aloud technique:
1) Over crowed class is very big problem the teacher cannot provide
sufficient opportunities to all students.
2) At earlier reading aloud technique is very necessary if enough
training of reading aloud technique at secondary stage.
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3) Only bright and intelligent students learn to read aloud very well
because they get chance frequently while avarage/students hardly
get the chanced of reading, so they become the passive learners.
Reading Aloud Technique takes more time so it is time
consuming. All students cannot read at a time so manging
classroom become impossible.

B. Frame of Thinking
Reading is one of the important thing to get any information. The teacher uses
reading aloud technique. Reading Aloud Technique is a useful activity to
practice accurate decocting and it is a useful activity in its own right people
gain pleasure from listening to stories and talks and from reading stories to
others. School case, reading is an essential skill because the students face
written text in their texts books almost every day. In fact, the students face
difficulties in learning process, especially in learning English. It is a serious
problem because the difficulties influence other teaching and learning
component. The students are not able to comprehend a passage well, so they
cannot understand information of the passage comprehensively. There should
be a solution to solve this problem.
From the previous theoritical review, the research will solve this problem by
using Mind Map Technique. There were several advantages of the use of the
Mind Map in the learning process. The Mind Map Technique helps the
students to simplify a concept and description, to balance human brain activity,
to guide them reading a text in a joyful way, to invite them to make innovation,
and to help them to recall any information they have read easily. The Mind
Map Technique of reading a written text is one of effective ways to
comprehend the text.
This technique is considered appropriate with the condition of the students
there. It can make the students feel comfortable and get high score if learn text
narrative, with the learning activities and achieve the aims of the reading skill.
 26

There force, the Mind Map Technique is an appropriate technique to solve the
problem identified by the researcher in the class IX at SMP PGRI Gumelar.
C. Hypothesis
Based on the theories and statements above, the researcher state the hypothesis
as follows:
Hₐ : There is a significant influence of using Mind Map Technique
towards students‟ reading comprehension.
Hₒ : There is no a significant influence of using Mind Map Technique
towards students‟ reading comprehension.