Definition of Terms INTRODUCTION

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CHAPTER II THEORETICAL REVIEW

This chapter presents the theories that underlie this research. The purpose of this chapter is to get the understanding of what the basic principles of the research are, so that the problems stated in the previous chapter can be answered. There are two parts of this chapter i.e. theoretical description and theoretical framework. In the theoretical description, the researcher presents some theories related to this study, they are: the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School and instructional design model. Meanwhile, in theoretical framework, the researcher discusses the relation among the concepts stated before as the basis of designing a set of English supplementary reading materials using Strategies-Based Instruction for grade VIII of SMP N I Mungkid.

A. Theoretical Description

This section presents related theories that support this research. There are seven areas discussed, namely, the theory of reading, the teaching of reading, Strategies-Based Instruction, integrating Strategies-Based Instruction into the reading materials, 2006 curriculum, grade VIII students of Junior High School, and instructional design model. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 10

1. The Theory of Reading

This part discusses reading definition, reading purposes, reading comprehension, types of reading text, and reading skills and strategies.

a. Reading Definition

To discuss reading, it is important to begin with the definition of the concept. Wallace 1992: 2 says “… reading itself will mean different things in different contexts,…”. Wallace gives some illustration how reading can mean different things in different context. The three of the illustrations are as the following: If a patient who is having a sight test reads a list of words, reading at this situation means identifying the words; if a moslem reads aloud the Koran he may probably just relate the written symbols to sound without knowing the meaning; if a reader reads an instruction or procedure in order to be able to take some action as a result, reading means interpreting. Thus, reading definitions have a relationship with the reader‟s purpose, whether it is to identify the words, decode the text, or relate the written symbols to sound or understand the text Wallace, 1992: 3. Reading as interpreting the text can be an appropriate definition in the context of language learning or any other subjects since the purpose is to comprehend the text. Reading as interpreting according to Wallace 1992: 4 is “… reacting to a written text as a piece of communication; in other words, we assume some communicative intent on the writer‟s part which the reader has some purpose in attempting to understand.” In reading, there is an interaction between 11 the writer and the reader in which the reader creates meaning of the text by interpreting it. Reading in a Foreign Language is different from reading in L1. To interpret or understand a text in an FL, FL students need skills and strategies. Their reading should be in a fluent process to become fluent readers. According to Anderson edited by Nunan 2003: 68, “Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.” He also presents a figure as a representation or the definition of reading: Strategies Fluency Reading The Reader The Text Figure 2.1 Definition of Reading Anderson edited by Nunan, 2003:68 The figure shows the overlapping circles among strategies, fluency, the reader, the text, and reading. The intersection shown in the figure represents reading. Walter 2004: 49 defines reading as constructing meaning trough an active process of students‟ thinking, reasoning, and applying strategies. There are similarities between the definition given by Anderson and the definition given by Walter. Fluent process in And erson‟s reading definition can be similar to active process in Walter‟s reading definition. In both definitions, applying strategies is also mentioned as an attempt to build meaning. 12

b. Reading Purposes

At least a reader has one purpose in hisher reading. Usually the reading purpose is influenced by its setting. Not only in academic setting, in everyday life such as at home, in the street, in a market or in a public transportation, people do a lot of readings. In academic setting, readers sometimes read complex texts with the purpose of synthesizing the information. In everyday life, people read signs in the street to get the right direction, and at home, people read newspapers or magazines to be entertained or to use the information for a certain purpose. To mention about reading purposes, it can be referred to the seven main headings of reading purposes classified by Grabe and Stoller 2002: 12, they are: reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write or search for information needed for writing, reading to critique texts and reading for general comprehension. In the context of reading in FL or L2, reading purposes can also be classified into three kinds of purposes as written by Wallace 1992: 65-69. Those purposes are: 1. Reading for Specific Purposes Learners of ESP English for Specific Purposes and EAP English for Academic Purposes usually read texts from particular content areas such as engineering or medicine. As a result, their purpose becomes specific too, that is to gain the knowledge of a specialist area. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13 2. Reading for General Purpose Every EFL learner whether they are learners of ESP or not, they still need and want to be general readers. As general readers, they probably read many kinds of text types with various topics. 3. Reading for Pleasure in the Second Language Different reader can have different choices of reading for pleasure in a second language or a Foreign Language according to their interest.

c. Reading Comprehension

It is often agreed that the main goal of reading is comprehension. Comprehension is also often connected to understanding about the information from written texts. Since comprehension is considered as a major importance in reading, many efforts are taken by readers when they do not understand the texts such as re-reading it and looking up unfamiliar words in the dictionary. Comprehension is more complex than just understanding a text or interpreting a text appropriately. Grabe and Stoller 2002: 17 write that there are 10 processes involved in fluent reading comprehension as a set of necessary processes of reading comprehension. They write, fluent reading is: 1 A rapid process: It must occur rapidly in almost purposeful context so that the other processes will actively arise. 2 An efficient process: there should be an efficient combination among processes involved in comprehension. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI