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CHAPTER II. RELATED LITERATURE REVIEW
This chapter deals with some underlying theories related to the teaching of reading by using Skimming and Scanning techniques. This chapter covers reading
comprehension in ELT, recount text, techniques in teaching reading, skimming and scanning techniques, the advantages and disadvantages of skimming and
scanning techniques, the practice of teaching reading comprehension, some previous related research results and research hypothesis. Each point is presented
deeply in the following sections.
2.1 Definitions of Reading
Reading is a process of constructing meaning from the text the readers read. They find the meaning from the texts easily by reading them regularly. As
stated by Grellet 1981:7, reading means a constant process of guessing. What someone guesses from the text he reads is the meaning of the text. It means that
when someone reads texts they do not only read the words in the texts but he also does a process to get the information he needs from them. Then, Flippo 2000:25
states that reading is the platform in which critical thinking, problem solving and effective expression are initiated. Reading involves the ability to understand the
information from the text and use that information. Therefore, reading is a meaningful activity. Reading will be more meaningful with the reasons why
someone has to read. The reasons are reading for pleasure and reading for information, Grellet, 1981:4. The first reason is reading for pleasure. It means
the readers read for their happiness or their hobby. Thus, they are not forced to read because they enjoy this activity. It can be seen if they read a novel, a comic, a
lyric of the song, etc. The second reason is reading for information. It deals with the activity of reading in order to find out information we need from the textbook
or something we read. Reading is better if the students do it regularly. As stated by Mikulecky
and Jeffries 2007:3, the students enjoy their reading if they do it extensively. It
is als o stated that the way to help the students in changing the students’ old habit
to become confident second language readers is through extensive reading. Moreover,
extensive reading also leads positive effects for the students’ comprehension.
Reading belongs to the receptive skill. Masduqi 2013 states that as a receptive skill reading does not require the students to produce language to do
this. This skill requires the students to receive and understand what they are reading. The students are expected not only to know the text. They also have to
comprehend the content of the text. They are able to comprehend the content of the text by understanding the words there.
Successful teachers of reading have to be clear with their purpose in teaching reading. They have to know what they are trying to help the students in
achieving the students’ goal. As stated by Flippo 2000:8, reading can be said as successful if the reader can reach the goal of reading. The goal of reading is that
there is an alignment between the readers’ mind and the author’s message.
Comprehension is the prime purpose. The students can be said successful in comprehending the texts if they can get the information from them, successful in
their academic life, and able to communicate well. Thus, it can be said that reading and comprehension cannot be separated. In achieving that purposes,
students must comprehend the texts they read because the goal of teaching reading cannot be said successful without comprehension. To check whether the students
have comprehended the texts or not, they are assessed by giving an assignment at the end of the lesson.
2.2 Kinds of Reading Comprehension
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