4. Students still have difficulties in interpreting later, some important aspects, such as, min idea, structure and specific language features.
C. Limitation of the Problem
Based on the indentification of problems above, the problems will be limited on the technique that teacher uses in teaching reading. In this case, the
writer uses REAP.
D. Formulation of the Problem
In accordance with the limitation of the problem, the writer formulates the research question as follows:
“Is REAP technique effective towards students’ reading skill of desriptive text for the seventh grade of MTs Salafiyah
?”
E. Objective of the Study
The objective of this study is to know the emperical evidence about the effectiveness of using Reading, Encoding, Annotating and Pondering REAP in
learning reading of descriptive text.
F. The Significance of the Study
The writer expects that the results of this study will be significant to teachers, students and other researchers. This study was expected to give
contribution on helping the teacher when he uses REAP Reading, Encoding, Annotating and Pondering can enhan
ce the quality students’ reading ability. For students, this study is expected to give the students motivation in learning reading
and hopefully increase their reading ability of descriptive texts, as well as the general reading of other texts. It is also can be reference for other researcher, and
the other researchers can use this study as a comparison to other similar studies.
5
CHAPTER II THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is an important skill in English language. To learn reading, we absolutely need to know the definition of reading.
“Establishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word identification
skills. Most educators would agree that the major purpose of reading should be the construction of meaning comprehending and actively
responding to what is read. Two of the most widely cited and agreed-upon definitions of reading are the following: Reading is the process of
constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information.
”
1
While Wixson said that reading is the process of constructing meaning through the dynamic interaction among: 1 the readers existing knowledge; 2
the information suggested by the text being read; and 3 the context of the reading situation.
2
As Heilman said that reading is proccess of getting meaning from printed word
–symbols. It is not mererly a proccess of making conventaionalized noises assosiated with these symbols.
3
As Grabe and Stoller said that reading is the ability to draw meaning from the printed page and interpret this information appropriately.
4
In addition, Grellet said that reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it.
5
1
Anderson et
al, Definition
of Reading
and Word
Identification, 2012
http:www.eduplace.comrdgresteachdef.html.
2
Wixson, Peters, Weber, Roeber, Citing the new definition of reading for Michigan, 2012 http:www.eduplace.comrdgresteachdef.html.
3
Arthur W. Heilman, Principles and Practices of Teaching Reading, Ohio: Charles E. Merrill books, Inc, 1961, p. 8.
4
William Grabe and Fredrica L. Stoler, Teaching and Researching Reading, England: Longman, 2002, p. 9.
5
Francoise Grellet, Developing Reading Skill, Cambridge: Cambridge University Press, 2011, p. 7.
Meanwhile, another author said that reading is a problem –solving
proccess. As a readers, we try to discover what the author means while, at the same time, we build meaning for ourselves. We use our own language, our own
thoughts, and our own view of the world to interept what the author has written. These interpretations are limited by what we know.
6
Based on some of explanations above, the writer concluded that reading is a process to get the information of text that the writers share their mind to the
readers.
2. Purpose of Reading
When we begin to read, we actually have some decisions to make, and we usually make these decisions very quickly, almost unconsciously in most cases.
As William Grabe said that there are several puposes of reading as follows:
a. Reading to search for simple information and reading to skim
A common reading ability is reading to search for simple information, though some researchers see it as a relatively independent cognitive process. That
is probably best seen as a type of reading ability, it is used so often in reading task. We typically scan the text for a specific piece of information or a specific
word in reading to search. As an example, we usually search through a telephone directory to find key information, either an address or a phone number. We
sometimes slow down to process the meaning of a sentence or two in search of clues that might indicate the right page in prose text, section, or chapter.
Similarly, reading to skim i.e. sampling segments of text for a general understanding is a common part of many reading tasks and a useful skill in its
own right. It involves, in essence, a combination of strategies for guessing where important information might be in text, and then using basic reading
comprehension skills on those segments of the text until a general idea is formed.
6
Yetta M. Goodman and Carolyn Burke, Reading Strategies Focus on Comprehension, New York: Holt, 1980, p. 3.
