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CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
This chapter deals with the theoretical review and the conceptual framework of the research. In the first discussion, some relevant theories will be
examined. Then, the conceptual framework will follow in which it relates the theories presented with the the flow of the research.
A. Literature Review 1. Reading Theory
a. Definition of Reading
In language learning context, reading is one of the receptive skills which is closely related to written texts as the input. Though it is a receptive skill, reading
is not a passive process. Reading is an active process that requires the readers to have a great deal of practice and skill Moreillon, 2007. This active process
includes constructing and creating meaning from the text. As Duffy 2009 states,
reading is more about creating understandings than receiving understandings.
From the other perspectives, reading is not just a visual activity since both visual information and nonvisual information are essential for reading Smith,
2008. When someone engages in a process of reading, there will be something happening between text, brain and eye. According to Johnson 2008, reading is
the practice of using text or written information to create meaning. He also states that during this act of reading, the visual information or the text noticed by the
eyes combines with the nonvisual information contained in our head to create meaning.
For the next definition, Grabe and Stoller in Celce-Murcia 2001 explain that a process of reading requires the reader to draw information from a text and
combine it with information and expectations that he or she already has. In line with this statement, Smith 2008 argues that, referring to a piece of writing,
reading is interpreting or making sense of it to everything the reader has already known. From these two definitions, the nonvisual information mentioned in the
previous paragraph can be seen as the reader’s background knowledge. In short,
reading can be defined as a process of constructing meaning from written input by relating them with our prior knowledge.
To this point, it can be concluded that reading is not a simple activity. Both mental and cognitive processes are involved in reading. One of the mental
processes involved in reading is decoding. This process includes turning the written form of a word into a spoken form which the reader is familiar with
Nation, 2009. In addition, Flynn and Stainthorp 2006 say that decoding is a separate cognitive process which involves translating the visual stimuli into
language. They also simply state that reading is an ability to decode the print and to comprehend the language. In sum, the process of reading begins with decoding
in which the reader identify and recognize written texts and then followed by the cognitive process or constructing meaning of the text.
b. Types of Reading Skills
Kategori