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CHAPTER II THEORETICAL FRAMEWORK
This chapter covers some theories related to the Research. The discussion focuses on the reading, discussion text, cooperative learning, and Students Team
Achievement Division Technique.
A. Reading
1. The Definition of Reading
Reading is a common thing in our life. In every subject of learning activities consist of reading since the lesson in the content subjects need the use of
textbook, reference book and related library writing. Even in hand-writing of the teacher on the blackboard also require to be read by the students. In conclusion
reading is truly a basic means of learning in all subjects. Furthermore, there are a lot of definitions of reading. Linguists give definition
about reading, their opinions about reading vary. Some of them say reading is the process to get, to understand, to catch the content of the reading. And also reading
is a process to understand a written text which means extracting the required information from it as efficiently as possible. The definition comes from
Francoise Grellet wh o said that ―Reading is a constant process of guessing, and
what one brings to the text is often more important than what one finds in it .‖
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It is supported by Guy L. Bond that ―Reading is the process of requiring an author‘s
meaning of interpreting, evaluating and effecting upon those meaning‖.
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Reading is to get meaning defined by Guy L. Bond, also said by Mary Finocchiaro that ―Reading is bringing meaning to and getting meaning from
printed or written material‖.
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From all that definitions can be summed up that
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Francoise Grellet, Developing Reading Skills, Cambridge: University Press, 2010, p. 7.
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Guy L. Bond and Eva Wagner, Teaching Child to Read, New York: The MacMillan Company, 1969, p. 4.
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Mary Finocchiaro and Micheal Bonomo, The Foreign Language Learner: A Guide for Teacher,
New York: Tegent Publishing Company Inc., 1973, p. 119.
reading is a process to get meaning from a text that has read with through the process of recognition, interpretation, perception and evaluation of meaning.
2. Reading Comprehension
The essence of reading act is comprehension: it becomes a primary challenge in teaching or learning of reading skill. In order to learn or understand the
massage of the author, the students are hoped to have the ability to comprehend the written textbook.
Ellen K. Closs define reading comprehension as ―the process of readers
interacting and constructing meaning from text, implementing the use of prior knowledge, and the information found in the text
.‖
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In some paragraphs, the topic sentence may not state the complete main idea. The topic may be stated in one
sentence, and the writers idea about the topic may be expressed in another sentence or in several sentences in the paragraph. In this case, the reader must
combine ideas from several sentences to infer the complete main idea. To know that it is really expressing a complete idea, the main idea statement should always
be stated in a complete sentence with a subject and verb. The statement above is also suppor
ted by Barbara Hawkins that stated ―Viewed in the past as either a top- down or bottom-up process, we now thinking reading comprehension results from
interactive variables that operate simultaneously rather than sequentially.‖
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In line with this, reading comprehension ability is the major goal of reading comprehension. There are many skills that have to be completed in order to reach
comprehension ability. As Guy and Eva said ―Comprehension is made up of a number of basic abilities, including skill in recognizing words and their meanings,
in grouping words into thought units and in giving the proper emphasis to the thought units so that the sentences may be understood.‖
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In short, to develop
4
Ellen K. Closs, ―Teaching Reading Comprehension to Struggling and at Risk Reader:
Strategies That Work ‖ in The Reading Teacher. Nov. 2004. p. 272.
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Marianne Celce-Murcia eds., Teaching English as A Second or Foreign Language, Boston: Heinle Heinle Publisher, 1991, p. 170.
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Guy L. Bond and Eva Wagner, op. cit., p. 200.