B. The Understanding of Reading Text
A text can be seen as a piece of written communication products. It is produced to inform something to the reader. The word text itself is formed by
a set of words or sounds if they have a meaning; the text is called as a unit of meaning. Therefore, the text is
“sebuah rekaman dari konteks sehingga disebut wacana”
27
means the contextual record is called a discourse. In the contrary the Vacca suggests that a text is a length of printed material that
formed by a sentence, a paragraph, a passage, a chapter or a book and it is visible by its structure.
28
The text is used to convey any message that is delivered by speaker or writer. According to the Anderson, a text is constructed by a speaker or a
writer and it is interpreted by listeners or readers.
29
It means the speaker or the writer decide the purpose or the content of the created text so that the listener
or the reader could understand it. They also state the features of text as follows:
1. Text is arranged with appropriate paragraphs;
2. Text has conjunctions and words that connect the elements;
3. Text supports reference by using proper pronouns;
4. Text uses suitable literary devices.
30
Meanwhile, as Cunningsworth regards reading is “the one activity that
can be done easily and without any equipment by students outside the classroom.”
31
Another definition of reading, it emerges from Pang et al they defined that reading is a complicated activity to comprehend written texts that
includes perception and thought.
32
It means that when people read something, they construct their own meaning in their mind. It is not only grasping it
27
Ibid., p. 57.
28
Richard T. Vacca and Jo Anne Vacca, Content Area Reading, Second Edition, Toronto: Little, Brown and Company, 1986, p. 29.
29
Mark Anderson and Kathy Anderson, op. cit., p. 2.
30
Ibid., p. 149.
31
Alan Cunningsworth, Choosing Your Coursebook, Oxford: Heinemann, 1995, p. 73.
32
Elizabeth S. Pang, et al., Education Practice Series 12: Teaching Reading, Brussels: International Academy of Education, 2003, p. 6
without getting the message of what they have read but also acquiring the comprehension.
From the explanation above, reading text is a written text as a unity of words, sentences, or paragraphs structurally that can be used as reading
material to get a message or meaning. Therefore, the reading text enables the students not only get message in communicative purposes but also get
structural text and certain linguistic features. As Harm er claims that “the
reading text moves at the speed of the reader.”
33
So, the reader decides the reading speed of the text to gets the message.
C. Textbook
1. The Understanding of Textbook
An essential part of the classroom context is textbook. The teacher uses textbook in the classroom as one form of printed material. As Barry
and King state that “print materials should only form part of the lesson.”
34
It means the effective learning result can be reached from interesting and structured introduction followed by sound developmental activities and a
purposeful conclusion. It should be followed by checking the textbook in order to match to the students‟ level of ability and give the direction that is
suitable for the students‟ reading level.
Another understanding from Reed et al the single most used instructional media in the classroom is textbook.
35
The textbook is as a part of curriculum that is utilized by the teacher as the teachers‟ guide,
workbook, and other instructional material. As well Posner in his book,
33
Jeremy Harmer, The Practice of English Language Teaching, London: Longman, 1991, p. 190.
34
Kevin Barry and Len King, Beginning Teaching and Beyond, Third Edition, Sydney: Thomson Social Science Press, 2006, p. 161.
35
Arthea J. S. Reed, et al., In the Classroom: An Introduction to Education, Third Edition, New York: McGraw-hill Companies, 1998, p. 256.
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