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CHAPTER II THEORETICAL FRAMEWORK
In this chapter, the writer discusses theoretical framework which consists of two main topics. The first is Reading comprehension which comprises several sub
topics; the general understanding of reading comprehension, the purposes of reading, the types of reading skills, and the factors influencing reading comprehension. The
second topic talks about Group Discussion . It covers the understanding of group discussion, the types of group discussion, the advantages and disadvantages of group
discussion.
A. Reading
1. The Understanding of Reading Comprehension
Reading is one of the language skills which is very important to develop students’ knowledge in their studies. Reading is a tool of learning; students need a
variety of reading skills to understand textbooks, reference materials, magazines, newspaper, etc. Therefore, if the students does not read them, they will miss the latest
information of science and technology. According to Peter Streven, reading is “a skill of great importance to student
because it provides him to access to great quantity of further experience of the language and gives him a window into the normal means of continuing his personal
education”.
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Reading is regarded as one of English skills that need relatively mechanical skills. In this sense, Elizabeth B. Bernhardt assumed that reading is viewed as not
merely taking written information on the printed matter but also attributing a
1
Peter Streven, New Education in Teaching of English, Oxford: Oxford University Press, 1997, p.26.
meaning-extracting process as the essence of the act of reading.
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It means that reading is not only to get information from the text passively but also to process it on mind to
understand the meaning. That assumption is in line with a linguist expert, Dorothy Rubin who defined that reading as the conveying of meaning to and the processing
the printed word symbols to decode the words and to know the meaning of the selections.
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Regarding those definition above, it can be seen that learning to read is a complex process because reading requires thinking.
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When the reader read to get the meaning the printed selection, it is obviously needed a great number of mechanical
skills and comprehension skills as thinking process. Therefore, it can be said that reading includes many aspects of skills. J. Charles Alderson divided those skills
involves recalling, drawing, finding, weaving, recognizing, identifying, and following which are considered toward the readers in understanding the printed symbols as a
mental process.
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That is why the readers have to integrate their skills when reading text because as a complex process, reading needs understanding the information on
mind. Jo Ann Aebersold
also stated in her book that “Reading is the ability to comprehend the thoughts and feelings of another mind via the medium of text;
reading constitutes a powerful activity that confers knowledge, insight, and perspective readers”.
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According to Elizabeth B. Bernhardt, reading is regarded as a cognitive process in which demands a process to apprehend the meaning, to gain
2
Elizabeth B. Bernhardt, Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspective, New Jersey : Ablex Publishing, 1991, p.5.
3
Dorothy Rubin, A practical Approach to Teaching Reading New York: CBS, 1982, p.8.
4
Dorothy Rubin, A practi cal Approach to…., p.17.
5
J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, p. 9-10
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Jo Ann Aebersold and Field, From Reader to Teaching Reading: Issues and Strategies for second Language Classroom, New York: Cambridge University Press, 1997 , p.5-6.
information, and to learn in which those should be considered to the process of mind.
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Therefore, to understand the meaning of a text in reading activity, the reader have to use of interaction among eyes and mind to grasp the message related to what the
author is trying communicate. However, accordin
g to Peter David Fumprey in his book stated, “Reading is more than ability to understand the explicit meaning of the passage presented. It is an
essence, a constructive thinking process which includes comprehension of explicit and implicit meaning. It involves application, analysis evaluation and imagination. It
is one activity through which the child’s cognitive can further”.
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Based on those statements above, clearly, reading is a complex process in getting meaning or in understanding the message. It is commonly what we call as
reading comprehension. It is in line with Zemelman Daniel and Hyde Samuels who stated that “the actively understanding of the message to construct the meaning
concerning the transaction between what the author trying to convey through his words and the mind of a reader is called reading comprehension”.
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Reading is a form of communication between reader and the author. In the process of reading, a reader has to understand and catch the meaning of the text. At
the same time, the author give understanding through the words. The essence of reading activity is comprehension; it becomes a primary challenge in teaching or
learning of reading skill. In order to learn or understand the message of the author, the students are hoped to have the ability to comprehend the written textbook. As Farris
2004said that reading comprehension is the process of understanding the message that the author tries to convey.
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In short, there is an interaction between a reader and
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Elizabeth B. Bernhardth, Reading Development ….., p.5.
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Peter David Fumprey, Measuring Reading Abilities: Concept, Sources, and Application, London: Hodder and Soughton Educational, 1997, p.2.
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Zemelman Daniel and Hyde Samuels, Reading Comprehension, New York: Oxford University Press, 1998, p.30.
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Pamela J. Farris, Teaching Reading: A balanced Approach for today’s Classroom, New
York: McGraw-Hill, 2004, p.321.
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