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CHAPTER II THEORITICAL FRAMEWORK
This chapter the writer discusses the theoretical framework that focused on reading, reading comprehension, narrative text, suggestopedia method,
previous relevant study, conceptual framework and hypothesis of the study.
A. Reading
1. Understanding of Reading
Reading is an activity to get ideas between the writer and the reader to understand what they read. In English Foreign Language EFL reading is one
of the most important factors in assessing learner’s linguistic competence.
However, it is skill for reader should be master in good reading skills to get information or ideas from the act of communication. According to Sandra
Silberstein, reading is a complex information processing skill in which the reader interacts with text in order to re create meaningful discourse.
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On the other hand, Reading is an active cognitive process that does indeed require using graphic letters and phonic sounds information; but for fluent
readers particularly, the language-based cues-semantic meaning and syntactic grammar
—seem far and away more important than graphic and phonic cues.
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That means, reading is an activity or interaction between the reader and the text to get information or meaning of the text depends on what
the reader need. In addition, based on Harmer, reading is an exercise dominated by the eyes
and the brain. The eyes receive messages and the brain then has to work out the significance of these messages.
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Similarly, He Ji Sheng said reading is the process of recognition, interpretation, and perception of written or printed
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Sandra Silberstein, Techniques and Resources in Teaching Reading, New York: Oxford American English,1994, p.12
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Richard Allington and Michael Strange. Learning Through Reading in the Content Areas, Canada: D.C Heath and Company,1980, p.16
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Jeremy harmer, The Practice of English Language Teaching, New York: Longman,1991. p. 190
material
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. It involves the recognition of letters, words, phrases, and clauses, and in some respects, it can be considered a simpler process than
comprehension. In order words, in reading activity the reader have connected between
herhis eyes and brain to get the meaning of the text and the reader have to effort to understand of the text by the build reader’s critical thinking. Tung-
Hsien mentions in his journal, reading is a meaning-searching and meaning- constructing process that requires effort on the readers’ part if they want to
understand written texts.
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However, the reader automatically has connection between the text get the meaning of information.
Reading is a number of special focuses to reader or students. Many students often have reading as one of their important goal to be able to read
for information and pleasure for their career and for their study purposes.
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According to Grellet, reading is continuous process guessing
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. Moreover, there are interacting dynamically from the reader to gets the information
depend on what the purpose of the reader and the process to understand the text by guessing. Thus reading, an active or receptive skill rather than passive
skills because the reader automatically gets the information or ideas by doing knowledge in hisher brain to get the ideas from the text.
From the explanation above, there are a lot of definitions about reading. It can be concluded that reading is a process to understand the ideas between the
reader and the writer to get information from the text to draw a conclusion of the information.
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He Ji Sheng, A cognitive Model for Teaching Reading Comprehension, English Teaching Forum Vol. 38 No.4 October- December, 2000
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Tung-hsien He, Reading for different goals: the interplay of EFL college students’multiple goals, reading strategy use and reading comprehension, Journal of Research in
Reading, ISSN 0141-0423, Volume 31, Issue 2, 2008, p 224
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Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, New York : Cambridge University Press,2002, p. 273
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Francoise Grellet, Developing Reading Skills, New York: Cambridge University Press, p. 7
2. Reading Comprehension
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