Second, for the teacher. It gives an alternative method in teaching reading skill and it can improve the teacher’s quality of hisher strategies to make students
ease in learning English. Third, for the students. It helps them to solve their problem in reading
expository text and also helps them to improve their reading skills. The last for the institution. It can be beneficial regarding to improve education
quality.
CHAPTER II THEORETICAL FRAMEWORK
A. Reading and Reading Comprehension
a. The Understanding of Reading
As a skill, reading is one of important skill for English learner as a second or a foreign language. Reading the English text for learner as a foreign language
meets very complex process. Constructing meaning from text or spoken language is not a separate literacy skill, but a merging of all acquired prior knowledge,
personal experience, and vocabulary with the strategy of deductive and inductive reasoning and making connections.
1
Mc Donough and Shaw argue that reading is the most important foreign language skill, particularly in cases where students have to read English material
for their own specialist subject but may never have to speak the language, such cases are often referred to as ‘English as a library language’.
2
From the statements above, reading is an active and complex process that constructs meaning from the text. While constructing the meaning, the readers use
their prior knowledge and personal experience to connect the text. By reading a lot of printed materials, the students become familiar with the words. In addition,
to complete the understanding of reading, here some experts propose the definition of reading.
Reading consists of two related process. First is word recognition that refers to the process of perceiving how written symbols correspond to one’s
1
Judy Willis, M. D., Teaching the Brain to Read, Virginia: ASCD, 2008, p. 127.
2
Jo Mc Donough and Christoper Shaw, “Materials and Method in ELT”: A Teacher’s Guide Oxford: Blackwell Publishing, 2003, p. 89.
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