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CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1. Definition of Reading
Many definitions of reading can be found from a variety of references. According to Penny UR, reading is translating written symbols into corresponding
sounds.
1
We may know it is reading aloud. Furthermore, according to Strang reading is not only seeing words clearly, or just pronouncing printed words
correctly, but also reading requires us to think, feel and use imagination.
2
For example, when we read a novel, we have to feel how the character is, and also
imagine how the setting is in the story. Grelled also stated that reading is an active skill which is proved with eyes
movement to recognize written symbols and sometimes in pronouncing or loudly reading.
3
While reading we are not only pronouncing the text but also getting the meaning of the text itself. Here, according to Cortina and Elder that reading is a
form of thinking.
4
It means that in reading process it is brain that does the reading such as to associate the knowledge and experience with than on text.
Actually reading is not as simple as people remark. When we remember our first reading, we just pronounce the words which are written, we do not need to
comprehend what the words or text mean. As gaining our level in reading, we can’t only pronounce those words which are written but also comprehend and
understand what the text tells about. In reading process, the reader starts to decode words and comprehend all of the words which are joining on the text.
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1
Penny UR, A Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996, p.138.
2
Ruth Strang, The Improvement of Reading, New York: McGraw Hill Company, 1991, p. 1.
3
Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 8.
4
Joe Cortina and Janet Elder, Opening Doors; Understanding College Reading, New York: McGraw Hill Company, 2005, p. 75.
5
Deanne Spears, Developing Critical Reading Skills, seventh edition, New York: McGraw Hill Company, 2006, p. 2.
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