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English in Senior High School Curriculum General Concept of Reading

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter consists of English in senior high school curriculum, the general concept of reading, reading comprehension, the objectives of reading, the general concept of a text, narrative, the technology, the media, the digital story, learning narrative using conventional method, and learning narrative using digital story.

2.1 English in Senior High School Curriculum

As a foreign language, English is used to communicate both spoken and written. In other words, the goals of communication are to communicate ideas, feeling, etc. in spoken and written English accurately, fluently, and in acceptable manners. In Senior High School curriculum, English is taught as a compulsory subject. The ultimate goal is that the students are able to participate in discourse. The ability to communicate in the intact meaning is said as Discourse Competence. To achieve discourse competence, the materials are based on Competence Standards SK and Basic Competence KD including interpersonal conversation, essays in various genres, etc.

2.2 General Concept of Reading

According to Harmer 19883:153 reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain has to work out 17 the significance of the messages. It means that people receive the information from their eyes then understand the meaning by the brain. However reading is a way in which something is interpreted or understood. Davis 1995:98 states by reading, it doesn’t mean that reading only understands the words or the grammar. It is not just translating. Reading is thinking; in order to read well in English, you must think in English. Reading is a receptive language process. It is psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. According to Carrell, during the process of second language learning, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language Monsenthal, et. Al, 1990:1. Reading text was viewed primarily as a decoding process of reconstructing the author’s intended meaning via recognizing the printed letters and words. Reading is not a passive but rather than an active process that is involving the reader in ongoing interaction with the text.

2.3 Reading Comprehension

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