F. Significance of the Study
The results of this study are expected to give some clarity or significances not only theoretically but also practically go to:
1. Students The significance of this study, especially for students, is that it can give
students insight on methods of learning English. That English is not only learned at school but also from other activities that they may enjoy in everyday life, for
example: playing video games. 2. Teachers
Through reading this research result, the teacher can grasp or promote their understanding about some of the media used in teaching and learning EFL.
Besides, teacher also can apply any theories on best practices to their real teaching situations.
3. Future Researchers This study could be useful for future research on video games and its
relationship regarding the English language. It also can be a reference for future research in learning English as a foreign language by using media.
5
CHAPTER II THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Based on the research by National Reading Panel, reading is a complex process that needs systematic instructional approach,
1
while in Tiedeman, Vygotsky and Wartofsky stated that there are two types of tools that can be used
in reading.
2
It is the actual objects or instruments used to read, and the visualization or symbols in picture and alphabetic.
From those statements it can be concluded that reading is a complex process that will be systematically perceptible using a printed pages or multimedia
consisting of pictures and alphabets. This means reading is a process where the brains systematically receive the information from the object used and based on
the prior knowledge of readers on the symbols and alphabet to understand what the text is about.
Furthermore, reading also a process where symbols and alphabets combined to send the authors’ message to the reader, in this process the reader need to have
a syntactic, se mantic and pragmatic information to understand the authors’
message.
3
Reading involves interaction between t he readers’ thoughts, knowledge
and the texts being read. Thus, the results of one comprehension may differ from each other because they may have different background knowledge and thoughts
in the text they read.
1
Cathy Healy, Reading: What the Experts Say: The Lowdown on the National Reading Panel, PEATC, p. 1.
2
John Patrick Tiedemann, New Literacies, New Contexts? a Theoretical Definitions of Reading Context, Vanderbilt University, 2011, p. 4.
3
Donald Jr. J. Leu, Charles K. Kinzer, Effective Reading Instruction in the Elementary Grades, Columbus, Ohio: Merrill Publishing, 1987, p. 9.
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