CHAPTER II THEORETICAL REVIEW AND CONCEPTUAL FRAMEWORK
A. Theoretical Review
1. Reading
a. The Nature of Reading
Wallace 1992 defines reading as „an awareness of the way in which we use language.‟ A language is used for some reasons. It will be meaningful if it is
also used in context. Grabe 2009 says that the readers read based on a particular motivation and context. Meanwhile, Smith 2008 argues that reading is all
activities that involve the readers in making sense of circumstances. Further, making sense is a matter of interpreting, relating the situation you are in to
everything you know already. It means that there is a relationship between readers‟ background knowledge and the text. In other words, background
knowledge becomes an aspect that determines the success of comprehending the texts.
From the theories above, reading can be defined as an activity of processing the content of the texts
with supports of a reader‟s background knowledge and the awareness
of the language use to get the writers‟ intention and it is always accompanied by a particular purpose.
b. Micro and Macro-Skills of Reading
Brown 2004 proposes the macro and micro skills of reading. Micro-skills of reading:
1. Discriminate among the distinctive graphemes and orthographic pattern
of English. 2.
Retain chunks of language of different lengths in short-term memory 3.
Process writing at an efficient rate of speed to suit the purpose. 4.
Recognize a core of words, and interpret word order patterns and their significance.
5. Recognize grammatical word classes noun, verbs, etc., systems e.g.
tense, agreement and pluralisation, patterns, rules, and elliptical forms. 6.
Recognize that a particular meaning may be express in different grammatical forms.
7. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses. Macro-skills of reading:
1. Recognize the rhetorical forms of written discourse and their significance
for interpretation. 2.
Recognize the communicative functions of written texts, according to form and purpose.
3. Infer context that is not explicit by using background knowledge.
4. From described events, ideas, etc., infer links and connections between
events deduce causes and efforts and detect such relations as main idea, supporting idea, new information, given information, generalization and
exemplification.
5. Distinguish between literal and implied meanings.
6. Detect culturally specific references and interpret them in a context of the
appropriate cultural schemata. 7.
Develop and use battery of reading strategies, scanning and skimming detecting discourse markers, guessing the meaning of words from context,
and activating schemata for the interpretation of texts.
c. Processes of Reading
Grabe 2009 defines reading as a complex combination of processes. Reading is a rapid process, an efficient process, a comprehending process, an
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