CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
This chapter presents the review of the some theories related to the concepts of reading, teaching reading and mind mapping. This chapter also presents some relevant
research studies and conceptual framework for this study.
1. Reading
a. Definition of Reading
Reading is actually one of the language skills which is categorized as a receptive skill. Moreillon 2007:10 defines reading as using printed and visual information to get
the meaning conveyed in a text. Though it sounds simple, reading is a skill that needs a great deal of practices as an active process. In order to understand the content of a text, a
reader first should be able to pronounce the words and to “read” pictures before he or she
makes meaningful interpretation from the words and the pictures.
Meanwhile, Alderson 2000:3 defines reading as an interaction between the reader and the text. In the process of reading, the reader also thinks about what it means
to him, how it relates to things he knows and to what he expects to come next into the texts. Moreover, Smith 2004:2 defines reading as making sense of something and then
interpreting it. In line with Smith, Urquhart and Weir in Grabe 2009:14 argue that reading is the process of receiving and interpreting information asserted from visual or
written form. In brief, it can be concluded that reading is an active cognitive process of getting
the author’s idea through interpreting the written symbols. In the process of reading, the readers are influenced by their past experiences, language background, cultural
framework, and the purpose for reading.
b. The Types of Classroom Reading Performance
In the reading activity, the students may conduct two activities, which are reading silently and reading aloud. Brown 2001:312
– 313 mentions that there are two types of classroom reading performance, namely oral and silent reading. The first of reading
performance is oral reading. Sometimes, the teacher asks the students to read orally. At the beginning level and intermediate level, oral reading can be useful as an evaluating
check on bottom – up processing skills, check on the pronunciation and can be useful to
add some extra student participation if the teacher wants to emphasize a short part of a reading passage. Meanwhile, for advanced level, oral reading can be useful to add some
extra student participation if the teacher wants to emphasize a certain short part of reading passage.
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