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CHAPTER II THEORETICAL REVIEW
This chapter mainly discusses the theories supporting the study. There are two parts of discussion. The first part will examine the theoretical description conveying
three main points, namely the nature of reading, Language Experience Approach, and Instructional Design concept. The second part is the theoretical framework which
summarizes all major relevant theories to help the writer solve the problems.
A. Theoretical Description
This part will examine several theories which support the study. The explanation will be presented into several sections as follows.
1. Reading
a. The Concept of Reading
The assumptions teachers make about the nature of reading determine their choice of teaching methods and materials Reason and Boote, 1987: 43. It allows for
a decision to be made about selecting methods and materials in a logical and rational manner. After determining the concept, the teacher is free to modify the approaches
and materials which may be required to use. Mitchell 1982: 1, in his book “The Process of Reading”, defines reading as
the ability to make sense of written or printed symbols. The reader uses the symbol to recall information from his or her memory, and then uses the information to construct
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a logical interpretation of the writer’s message. In other words, the reader’s knowledge determines his or her ability in receiving the writer’s message. Similar to
the previous statement, Anderson as cited by Nunan 2003: 68 defines reading as “the fluent process of reader combining information from a text and their background
knowledge to build meaning.” For the success of reading, it is necessary that students acquire appropriate linguistic knowledge and background knowledge. These two
knowledge sources are essential for build ing the reader’s comprehension. Goodman 1976 and Smith 1978 as cited by Vacca 1981: 12 define
reading as an active process of deriving meaning. A reader interacts with print in an effort to understand the author’s message and makes sense out of what she or he
reads. Reading is not simply a passive process. It is more than seeing words clearly, more than pronouncing printed words correctly, more than recognizing the meaning
of isolated words. Reading requires thinking, feeling and imagination.
b. Effective Reading Instruction and Grouping Plans
According to Rouch and Birr 1984: 137-138, there is a high correlation between teacher behavior and student learning. Below are two areas of teacher
behavior that promote maximum learning for students. 1
Instructional Considerations The teacher should consider several aspects in giving the instruction. First,
there should be a wide variety of materials in order to meet many different reading interests of the students which are useful to build their reading motivation. Second, a
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variety of interesting activities are important to make the learning enjoyable. Third, the teacher should give clear directions so that the students will know both the
teacher’s expectations and their responsibility. Fourth, the teacher should give students cues to help elicit the correct response rather than supply immediate answer
or call on another student when a student fails to answer. Fifth, the teacher is encouraged to use any teaching tools which support the learning.
2 Psychological Considerations
Regarding the psychology of the learner, the teacher should consider some points. First, in planning learning activities, he should consider the development of
the students’ character, not their grade level. Second, he encourages the students to listen when another student is attempting to contribute some ideas to a discussion.
Third, whatever contribution a student is able to make, even if his answer is incomplete, the teacher should be able to recognize.
c. Teaching Reading Comprehension
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