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CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents review of some theories related to the focus of the study and formulates the theoretical framework of the study. For this reason, the
writer divides this chapter into two major sub-headings, namely theoretical description and theoretical framework. The theoretical description provides the
theoretical review related to the focus of the study, whereas the theoretical framework explains the sequence of the theories to formulate the orientation of the
study.
A. Theoretical Description
There are three main issues raised in the study, namely reading comprehension, pronouns, and reading in Kurikulum Tingkat Satuan Pendidikan.
Accordingly, the discussion of those three issues was based on the previous literatures or researches.
1. Reading Comprehension
Reading is not performed in a vacuum. It means that reading is an activity with a purpose performed within a social context. Each person may read with
different purpose. One may read with the intention of gaining information or commenting on a writer’s ideas. The other may read for enjoyment, or to
improve knowledge of the language being read. The purpose of reading also
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10 determines the appropriate approach to reading comprehension. One who
needs to know whether he can afford to eat at certain restaurant needs to comprehend the pricing information listed on the menu, but does not need to
identify the name of every food listed Gebhard, 2000. Gebhard 2000 also defines that reading is an interactive process that goes between the reader and
the text, resulting in comprehension. It involves the readers’ use of knowledge, skills, and strategies to conclude the meaning presented by text.
Since reading is an interactive process that goes between the reader and the text, the text itself should be appropriate for the reader. According to
Krashen and Terrell 1983, a text is appropriate for readers if it meets two criteria. It must be at appropriate level of complexity and the reader has to find
it interesting. Complexity in a text can have several sources, three of them are: vocabulary, syntax, and semantics. Krashen and Terrell 1983 state that too
many unfamiliar words in a passage can render the passage to be incomprehensible. On the other hand, the reader need not know every word to
succeed in extracting meaning. Meanwhile, the syntactic complexity may also complicate the
comprehension of the message especially if the readers face a text on an unfamiliar topic. Long sentences, especially with embedded clauses, will be
more difficult to process. Yet, syntactic complexity is not the only factor in reading difficulty. Another source of complexity in a text is semantics.
Semantic difficulty can arise from several sources. One source is the degree of familiarity readers have with the topic. Passages on familiar topics will
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11 certainly be more comprehensible. Semantic difficulty may also arise from the
inherent complexity of the topic discussed in the text Krashen and Terrell, 1983.
Those factors of the text complexity may obstruct the comprehension of the text which becomes the goal of all readers. Thus, Burns et al. 1984
defines four levels of comprehension to explain the skills needed for attaining comprehension in each level. Those levels are as follow:
a. Literal Reading Reading for literal reading comprehension, which involves acquiring
information that is directly stated in a selection, is important in and of itself and is also a prerequisite for higher-level understanding. Examples of the
skills involved are the ability to follow directions and ability to restate the author’s material in other words. Recognizing stated main ideas, details,
causes and effect, and sequences is the basis of literal comprehension, and a thorough understanding of vocabulary, sentence meaning, and paragraph
meaning is important. b. Interpretive reading
Interpretive reading involves reading between the lines or making inferences. It is the process of deriving ideas that are implied rather than
directly stated. Skills for interpretive reading include: 1. inferring main ideas of passages in which the main ideas are not directly
stated
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12 2. inferring cause-main-and-effect relationships when they are not directly
stated 3. inferring referents of pronouns
4. inferring referents of adverbs 5. inferring omitted words
6. inferring mood 7. inferring the author’s purpose in writing
8. drawing conclusion c. Critical reading
Critical reading is evaluating written material - comparing the ideas discovered in the material with known standards and drawing conclusions
about their accuracy, appropriateness, and timeliness. The critical reader must be an active reader, questioning, searching for facts, and suspending
judgment until he or she has considered all of the material. d. Creative reading
Creative reading involves going beyond the material presented by the author. It requires readers to think as they read, just as critical reading does,
and it also requires them to use their imaginations. According to Helen Huus 1967 as stated by Burns et al. 1984, it “is concerned with the production
of new ideas, the development of new insights, fresh approaches, and original constructs.”
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2. Pronouns
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