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CHAPTER II
LITERATURE REVIEW
A. Reading Achievement on Extensive Reading
1. Definition of Reading Achievement
Reading is a way to get information in a text by understanding the text accurately and effectively. When people do reading, they may get new vocabulary
items, broaden their knowledge, and learn certain language – those may be called
as an achievement of reading. In learning process, the reading achievement usually measured by a set of certain tests
. Students’ reading score reflects their reading achievement.
Caldwell states that reading is a process of constructing meaning. Word identification is the key that opens the door to the exciting world of
comprehension.
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Supporting this definition, Fischer states in his book, reading was the simple faculty of extracting visual information from any encoded system
and comprehending the respective meaning.
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So, reading is the process to get information by understanding author’s meaning of a text.
Then, Klinger and her associates also emphasize that during reading, students need to know how to monitor their understanding, use fix-up strategies to
assist with comprehension, and consider linkages between what they are reading and previous knowledge and experiences. After reading, they should summarize
the key ideas they have read and respond to the material in various ways.
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1
JoAnne Schudt Caldwell, Reading Assessment : A Primer for Teachers and Coaches, New York: The Guilford Press, 2008, p. 132.
2
Steven Roger Fischer, A History of Reading, London: Reaktion Book Ltd, 2003, p.12.
3
Janette K. Klingner, Sharon Vaughn, and Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficulties, New York: The Guilford Press, 2007,
p.xi.
Besides, in general, achievement means all things that people gain successfully what he or she doing is. According to Gronlund, achievement is
something that students have learnt.
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It means that students need to learn a certain subject inside or outside classroom, then they may get achievement during the
learning itself. In other words, achievement is as a result of evaluation and assessment in learning for a period of time.
Teachers usually give students certain of test to measure what they have learnt and mastered of a subject. Teachers make assumption about what motives
or facilitate achievement based on what students do in the classroom-their performance, their behavior, how they respond to the teacher and classroom tasks,
and so forth.
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In other words, the student’ achievement is a final result after following learning process which usually determined by doing such a test.
Furthermore, reading achievement is how readers comprehend a reading m
aterial as well. High reading achievement indicates their high readers’ comprehension. As Carver states in his book, anytime that the reading
achievement of students can be increased, then these students will be able to comprehend well all of the text they read more efficiently.
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So, students need to comprehend a text as well as possible to get best achievement in reading.
Since reading comprehension usually correlate to reading achievement, it can be said that the result of reading comprehension forms in the reading
achievement itself. Many teachers usually see students’ reading comprehension by distributed a reading test then get the students’ reading achievement of the reading
itself. This statement is deal with an investigation by Hacettepe University which administered a reading comprehension test was to measure the participants’
4
Norman E. Gronlund, Measurement and Evaluation in Teaching, New York: Macmillan Publishing, 1976, p.331.
5
Carl A. Grant and Christine E. Sleeter, Doing Multicultural Education for Achievement and Enquity, New York: Routledge, 2007, p. 36.
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Ronald P. Carver, The Causes of High and Low Reading Achievement, New York: Lawrence Erlbaum Associates, Inc., 2000, p. 44.
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