11 behavioral tendency and the result of reinforced practice.
9
It means that learning is activity for getting knowledge, skill and experince about subject learning.
Learning can be defined as changes in behavior.
10
Based on these theories that learning is a process students to get skill and knowledge from the teacher about subject they learn and growing up although
experince and behavior. Learning is students activity, they search something to get knowledge. Learning also helps someone understand about what someone
learn.
C. Reading
1. Definition of reading
Reading is something many of us take for granted, According to William, reading is the process of recieving and interpreting information encoded in
language form via the medium of print.
11
it means that reading is process of accept and understand information. According to Harmer, reading is useful for
other other purpose too: any exposure to English provided students
9
H.D Brown, The principle of language learning and teaching. Prenticehall.New Jersey. 2000. p.7.
10
Guy R. Lefancois, Psychology for Teaching. Wadsworth Publishing Company. California 1972. p. 8
11
William Grabe, Reading in a Second Language Moving from Theory to Practice.Cambridge University Press. Americas. 2009. p.14
12 understand it more or less.
12
It means that reading is useful to expose students skill in understanding about text they read.
Based on these teories, that reading is process understanding about what is the authors write by using literary words or idiom words and the reader know
what is the meaning of the text and purpose of story the authors write. Someone needs reading to get information, they will know something
happened in the world. Reading has been important activity for people to know something happen in the world.
2. Types of reading
Reading is activity someone get information. Someone usually read short text or long text. It can be classified in two kinds, there are intensive and extensive
reading. a.
Intensive reading Increase
learners‟ knowledge of language features and their control of reading strategies. It can also improve their comprehension skill. It fits into the
languagefocused learning strand of a course. Using the first language to explain the meaning of a text, sentence by sentence
b. Extensive reading
Extensive reading fits into the meaning-focused input and fluency
12
Jeremy harmer, How to teach english. Longman. England. 1998, p.68
13 development strands of a course, depending on the level of the books that the
learners read. When the books contain only a few unknown vocabularyand grammar
items, extensive
reading provides
the conditions
for meaningfocusedinput.
13
The main ways are: a.
Scanning, we only try to locate specific information and often we do not even follow the linearity of the passage to do so. We simply let our eyes
wander over the text until we find what we are looking for, whether it is a name, a date, or a less specific piece of information.
b. Skimming, we go through the reading material quickly in order to get the
gist of it, to know how it is organized, or to get an idea of the tone or the intention of the writer.
14
D. Narrative
