D. Formulation of the Study
Based on the limitation above, the research question can be formulated as: “Is there any relationship between collocation knowledge and students’ reading
comprehension at the fourth semester of Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta?”
E. Objective of the Study
The objective of the study is to know and describe relationship between students’ collocation knowledge and their reading comprehension at the fourth
semester of Department of English Education of Syarif Hidayatullah State Islamic University of Jakarta.
F. Significance of the Study
The results of the study are expected to give benefits not only theoretically but also practically. The significances of the study are conveyed to:
1. Students By the result of the study, it will provide a reflection for the students in
enhancing collocation knowledge as well as their reading comprehension improved;
2. English teachers Theoretically, it will provide the English teachers an information about the
importance of enhancing students’ collocation knowledge related to their reading comprehension. Therefore, in practice, the result will prompt teachers
to give an alternative instruction that will be able to increase and improve students’ collocation knowledge and their reading comprehension;
3. Further researchers The result of the study will be useful as an inspiration and additional
information for other researchers to do further research.
5
CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1. Definition of Reading
In learning English as foreign language, reading is one of essential skills should be mastered. Reading is a dominant activity in understanding the contexts
of any texts which need to be read by the students. Reading is a process to get information to improve knowledge. According to Grabe and Stoller, reading is the
ability to get the massage of the written text and understand the information properly.
1
When people are reading, they are also communicating. In reading, there is an interaction between reader and writer. The text provides massage from
the writer which should be constructed by the reader. The statement is in line with Alderson who stated that reading is a process of understanding a text message
through some processes of interaction with the text.
2
Based on the definition above, therefore, reading cannot be determined as a passive activity. Reading is a complex cognitive activity that involves the reader
and text to interact in interpreting the meaningful information.
3
Reading is one of receptive skills. According to Harmer, receptive skills are the process of
extracting meaning from the discourse from seeing or hearing.
4
Therefore, to understand the meaning of the text appropriately, the readers have to use their
eyes and mind simultaneously to grasp the massage related to what the writer wants to give in order to avoid misunderstanding between the reader and the
writer. People may have different purposes in reading. Some of them read for
recognizing written words, while for the others, they read to practice
1
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, 2
nd
Ed., New York: Routledge, 2002, p. 11.
2
J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, p. 3.
3
Sandra Silberstein, Techniques and Resources in Teaching Reading, New York: Oxford University Press, 1994, p. xiii.
4
Jeremy Harmer, The Practice of English Language Teaching, 4
th
Ed., Cambridge: Pearson Education Ltd, 2007, p. 265.
pronunciation and speaking.
5
Through reading, students can improve their other skills such as speaking through the learning how to pronounce the words, writing
through the learning the sentence structure from the text, and listening through reading aloud. Moreover, reading also can be a process for students to improve
their linguistic competence. As Grabe stated that reading can be defined as a linguistic process which means that the readers will make phonemic connection,
recognize the words and the structural phrases organizing the words, and linguistic knowledge of the language of the text.
6
Thus, it can be drawn a conclusion that reading is an active attempt that involves the readers to use their eyes and mind simultaneously in order to
construct the message of the text with their background knowledge as information. In addition, the purposes reading can be determined in various ways.
2. Types of Reading
In teaching and learning process, reading is a common activity for students to get information. In the reading activity, there are two types of reading which
are usually done by the students. They usually read a short text for getting detail information. In addition, they usually read a longer text for getting the overall
meaning of the passage. The kinds of reading are intensive and extensive reading.
a. Intensive Reading
Intensive Reading is reading a short text to extract specific or detail information of the text. Students usually need a short time to do this kind of
reading. Intensive reading can be a way for the students to increase their knowledge of language features and their control of reading strategies.
7
In addition, Intensive reading usually involves translation and comprehension of the
text. The use of the translation is to analyze language features that they learned,
5
Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, The Reading
Matrix: Vol.6
2, 2006,
p. 60.
Retrieved from
http:www.readingmatrix.comarticlesberardoarticle.pdf .
6
William Grabe, Reading in a Second Language: Moving from Theory to Practice, New York: Cambridge University Press, 2009, p. 16.
7
I.S.P Nation, Teaching ESLEFL Reading and Writing, New York: Routledge, 2009, p. 25.
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