Auditory Learning Style Literature Review 1. Learning Style

success in language use, it can encourage learners to learn more and continue with their language study. Reading becomes important skill for gaining academic success. According to Daniels and Bizar, they defined reading is thinking. 21 In other words, reading is about thinking before, while and after doing reading itself. The reader must enter the text meaning that requires much sense and clarity of the material read. The two experts also classify the definition of reading into some terms; first, reading is interactive. It is a conversation between the reader and the author in which the readers’ experience is a key for the comprehension. 22 It means that the reader’s experience or knowledge influence the comprehension of what they read. S econd, “reading is constructive.” It means that reading is about making or constructing the meaning of text. Thir d, “reading is strategic.” The strategy consists of visualizing, connecting, questioning, inferring, evaluating, analyzing, recalling, and self-monitoring. The explanations are given. Visualizing is making mental pictures. Connecting is relating someone’s experience to the reading. Questioning is wondering or interrogating the text. Inferring is predicting or drawing conclusion. Evaluating is making judgment of the text. Analyzing is such as noticing text’s structure, purpose, vocabulary, theme, point of view and so on. Recalling is remembering information and self-monitoring is recognizing and acting on confusion, uncertainty, attention problems. According to other expert, Judi Moreillon defined that “reading is making meaning from print and from visual information.” 23 But reading is not as simple as that. Reading needs many other skills and lots of practice. 21 Harvey Daniels Marilyn Bizar, Teaching the Best Practice Way, Portland: Stenhouse Publisher, 2005, p. 37. 22 Ibid., p. 38. 23 Judi Moreillon, Collaborative Teaching for Reading Comprehension, Chicago, America Library Association, 2007, p. 10. Meanwhile, Deanne Spears differently defined reading by its process. Process of reading begins with getting the correct meaning of the words then making other different words. 24 It means that reading is decoding the author words into the reader’s word. According to Teresa Walted, reading is one of the best ways for students to thinking, processing, reasoning, and applying their best strategy to get the meaning. 25 Buzan presented on his book about new definition of reading. They are recognition, assimilation, intra-integration, extra-integration, retention, recall, and communication. a. recognition it is about alphabetic symbols, b. Assimilation is physical process while reading, c. Intra-integration is about qualities of comprehension, d. Extra-integration is bringing what is read and what is already known, e. Retention is connecting what is read and what has been experienced, f. Recall is the process of getting back needed information experienced, and g. Communication is the use to which information put. 26 Additionally, reading is about understanding written text. It is a complex activity that involves both perception and thought. Reading consists of two related processes such as word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to someone’s spoken language. Comprehension refers to the understanding what is being said or read. When it comes to reading, it is an active process that should be developed if a learner to become a proficient reader. Farther about reading, Nation states that reading is a source of learning and a source of enjoyment. As a goal in its own, reading can be a source of enjoyment and a way of gaining knowledge of the world. When someone has gotten good reading skill, he or she will keep reading which provide knowledge and pleasure. As learners gain skill and fluency in reading, their enjoyment can increase. By reading, the 24 Deanne Spears, Developing Critical Reading Skills, 7 th Ed., New York: McGraw Hill Companies, Inc., 2006, p. 2. 25 Teresa Walted, Teaching English Language Learners, New York: Longman, 2004, p. 49 26 Tony Buzan, The Speed Reading, London, BBC worldwide Limited, 2003, p. 39.