CHAPTER 11

REVIEW OF THE RELATED LITEATURE

2.1 The Nature of Reading

Reading is about understanding and compherending a text. Reading is acess to get the
information and knowledge. Reading process the reader information in the text. Nunan said
that’’ Reading is fluent process to get information from a text and their to background to
build meaning’’. ( Nunan, 2003: 68 ).

Acording Ahuja ( 2001: 5 ) Reading is mental process. Reading can make to

understand many written source, to get information in the science technology development all
over the word.

Reading is considered as the mos important skill among the four language’s skill.
Reading process is an interaction between a reader’s prior knowledge and the information
encoded in the text. Browm (2004:185) that Reading is the most essential skill for success to
educational context. It can be that reading is an important to the four langguage skill
academic success.

Reading is process readers combining information from text and own background
knowledge to build meaning. Seyler ( 2004: 185) said that reading is process obtaining
constructing meaning from a word.

Reading is a concisions and unconscicious thinking process, a reinforcement mind

reader so do not have any doubt. The main goal of reading is to know the basic basis of
knowledge of comprehension that must be understood by the reders. Reading an activity that
can help an obtain more information.

Based on some definition presented, redaing is a process the ability to read is not to
understand but also the experience and prior knowledge of reading is a combination of
several components which results in an active action of the reader to understand the message
of the author. Reading is a communication process in which this involves reconstructing the
author's message using prior knowledge from special knowledge.

Acording to Mikueleckey and Jeffries (1996), there are six kinds of reading skill.
Those are follows:

1. Skimming

Skimming is the topic or main messeage to the reader is most valuable for students
and native speakers to read and scanning. Skimming consists of a text in the form of essays,
articles or chapters. Skimming gives readers the advantage of being able to predict the
purpose of the topic or the main message that can develop some supporting ideas.
2. Scanning

Scanning is very high speed reading that to you do when you are looking for a
spesific piece information. when you scan, you have a question in mind. Scanning can ask
students to look for names or dates, to find key concept definitions, this is to get certain
spesific information to read the entire text. Imprtant scanning in reading English.

3. Semantic Mapping or Clustering

Readers can easily be overwhelmed by along string of ideas or events.help to reader
to give instruction for making semantic maps that can be performed individually, they make
the group work techniques that are very productive for the development of students.

4. Finding the Topic

When you read meaning, you should begin by looking for the topic in order to
understand what you are reading, you need to connect it something already know. To make
connection to be sure that you know waht is that you are reading about. Taht is you need to
know the topic.

5. Making Inference

Good readers constantly make inferences as they read. Menas that they think like a
detective and look for clue in the text. They use clues to gues about the text and the writer’s
idea. Sometimes the topic of a text may not be stated anywhere directly. Making inference
also helps reader get around difficult vocabluary sentence structure.

6. Summarizing

Summarizing is the retelling important parts of a passage in much shorter from. The
purpose summarizing are to make sure you understand, to expalain the passage to someone
else and riview texts for examinations.

Soedarso (1998) says that reading comprehension to understanding of the words,

seeing between concepts and ideas that make assesment and evaluation aimed at recognizing
some concepts between words.

2.2 Types of Reading

Nasr in Syamriani (2006:6) Classifies reading into two types namely oral reading
and silent reading:
1. Oral Reading

Anderson (1999: 96) reading is can be divided into group reading and individual
reading. It means that oral raeding can be at the sometime with the reading of the readders.
Oral readings can be used when readers are combaining words with meaning.
 2. Silent Reading
Silent reading does not mean that a reader reads without sounds. Silent reading does
not need to say every words, a reader in silence only says words in the heart. The main
purpose in silent reading is understood to be reference to pronounciation, stress or
intonation mus be clear.

2.3 The Nature of Reading Comprehension

Comprehension is also being considered to be cognitive process that is process of

knowing and understanding. Reading compherension is not single step or easily acquired
skill. It is very complex process that teacher find difficult to teach. Comprehension is a
tninking process, teaching past experience and knowledge ( prado and plourde, 2005 in
Michele Harvey)
Linse (2005:71) cities teaching reading comprehension is teaching student how to
drive meaning as well as analyze what they have read. Teaching reading comprehension is a
complex activity to make the student comprehend and understanding from what they read
on the text, where the teacher has the important role in order to help student to be a good
reader. Comprehesion also being considered to be cognitive process that process is of
knowing and understanding. Reading comprehension is not a single step or easily acquired
skill.
Connection and organization between sentences. Therefore, comprehension needs
fully attention and concentration in reading activity. In English for Senior High School, the
basic competence of reading is student are able to response meaning and rhetorical steps in
short simple easy accuretly, there are several indicator for Senior High School.

The components reading comprehension according to King and Stanley (1989:330) are:

1. Finding main idea

Main idea is the topic that is being discussed in paragaph. It can be in the middle or
in the last sentence of the paragaph. Main idea help students to guess what the paragph is
about.

2. Finding factual information

Factual information requires students to can spesific detail of the text. The factual
information, are generally preapared for Junior High School students. It usually appears
with question word.

3. Reference

Reference word is repeating the same words or phrase several time, student can
usually refer to it rather than repeat. Reference words help students to understand reading
text. Reference words usually short and frequently pronouns, such as she he, it, they, this,
and many others.
4. Inference
Is the most important in reading comprehension wheather is explicit or implict
messages from the text. The student are expected to make accurate prediction. Prediction
can be made correctly interpretting the indications writer’s gives.

5. Guessing vocabluary in context

It means that the student develop his/ her guesting ability to the word which is not
familiar with him/ her by relating meaning the un familiar words in the text that is read.

From the five indicator, the writer only take the factual information to student’s
reading comprehension. Because in strategy the teachet just explained or to inform the
content or information of the text.

2.4 The Purpose of Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain

information or verify exsiting knowledge, or to enhance knowledge of the language being
read. The purpose for reading guide the reader’s selection of texts.

The purpose for reading also determines the appropriate approach to reading
comprehension. ( See Grabe 1991)Reading comprehension Read is seen a selective process
taking place between the reader and the text in which background knowledge and various
types of language knowledge interact with information in the text to contribute to text
comprehension, its means that reading comprehension the process of which knowledge has a
basic background and can interact with the information in recognizing a text understanding.

Revers and temperly ( nunan, 1999: 251) suggest seven main purposes of reading
there are:

1. To obatain information or some purposes or because the reader is curious about some
topic.
2. To know when is happening or happened
3. To act in play, play game, do a puzzle
4. For enjoyment or excitiment
5. To keepin touch with friend by corespondence or to understand bussiness letter

2.5 The Strategy of Teaching Reading

The aim of teaching reading is to make students become an effective and eficient
reader. The are many teaching models and strategies can be used in teaching reading
comprehension such as Questioning strategy, Collaborative Strategic Reading,
Discussion Group and many others. Its teacher job to choose and use the effective model
or strategy for the clasroom. A good model gives a teacher a sound for making descision
about which strategy use, select reading material, and which procedures will provide for
 the student to learn. Good theory leads to ggod practice to make the teacher and students
are able to achieve the goal in teaching and learning process. In strategy reading
comprehension teacher can explanation to process involved and model provides
knowledge into how student learn and how teacher a sound making decision about which
strategy to use.

2.6 The Nature of Structure Text

2.6.1 The Definition of Structure Text

Sturucture is a process of understanding that occurs whille reading scientific text.
(Rapp& van den Broek) says that structure text is a history of texture understanding of a
genetized speech. Many factors affecting success or faillure during developing text that
is structure.

The aim of our study is to investigate the effects of readers or prior knowledge as
well as text structure. Prior knowledge and text structure interact their effe ts on readers
comprehension process. Reading a text while can be able to have a misunderstanding
resulting in the altitude of the concertation on the reader, because the reader needs to
know a text that can have diffrent sources information.

Structure text have to some component such as Introduction, Development , and

Conclusion. Structure text will consist of language function: particular uses and
structure of the language organized acording to spesific purpose that the writer has in
mind in wishing to communicate idea.

Research on the text show that structural unity is related to the nation of context ad
that as aconsequence the motivation for the elements of the texts structure can be found
in the values ( Hasan 1985 ). Its means that value allow the reader to place the text in a
certain genre group. All the text which belong in the same genre group share a cluster
of essential charecteristic, Particular Meaning , Logical Relation, Structure variation
that cannot exceed the presence of the obligatory elements.

Acording swales( 1990) the procedure in text structure in few chief scholastic such
as folklore studies, literary studies, lingustic , and rhetoric. The concepts generic
floklore studies ever since the pioneering work in the early ninteenth century on
German myts, Legend.

2.7 Conceptual Framework

This research is referred to the reading comprehension to strategy structure task
this is important strategy to concept associate with teaching and learning activity. It is
an activity of getting students to work together.
There ,the researcher try to describe and apply clasroom action reserach with
improving reading comprehension with strategy structure task the writer belive that
obtain better achivement in reading, this strategy in learning reading comprehension can
be use increase the students’ comprehension with strategy because this strategy student
will be learner easy. This technique will be motivate students will be learnes. Use this
strategy learner reading comprehension can help to student easy to understand about
component in reading. The researcher will to do the research based on the framework
below:

Students’ Problem Students’ low in Reading

Comprehension

Problem Solving strategy Structure Task

Expected Result Improving students’ Reading

Comprehension in Strategy
Structure Tasks