WIDYA DHIAN FITRIANA CHAPTER II

CHAPTER II THEORETICAL REVIEW A. Reading 1. Definition of Reading Ramelan (1990:2) states that reading plays an important part in our life. Through reading we can explore the world, countries that have never been

  visited before, and the minds and ideas of great people in past, all of which will enrich our experience and knowledge, and broader our horizon. To a students, reading also something crucial and indispensable since the success of his study depends for their greater part on his ability to read. If his reading skill is poor he is very likely to fail in his study, or at least he will have difficulty making progress. On the other hand, if he has a good reading ability, he will have a better chance to succeed in his study at school.

  Tarigan (1986:7) states that reading is a process of conveying and acquiring a message graphically from the writer to the reader which involves the ability of the reader in getting meaning from the message which is conveyed by the writer through the words or symbol to be understand and interpreted.

  Reading is a dynamic process in which the text elements interact with other factors outside the text; in this case most particularly with the reader‟s

  8 knowledge of the experiential content of the text. (Nunan, 1991: 70). While Anderson in Nunan (2003;68) explains that Reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.

  Thus, from some explanations above, reading is a process of conveying a message from a text through words to broad the knowledge and information.

  Reading is an activity to read words or symbols of a text to know what the text tells about.

2. Reading Comprehension

  The word “comprehension” in Oxford dictionary means an exercise aim at improving or testing one ‟s understanding of a language (written or spoken).

  The National Reading Panel (2000) in “Teaching Comprehension Strategy” journal emphasized the fact that comprehension is an active process between the reader and a text, a process that is both „intentional and thoughtful‟.

  Reading comprehension is essentially the ability to understand what has been read. There is little point in being able to pronounce the words on a page if the words mean nothing to you. People with good reading comprehension use several strategies that help them understand the text. (Zimmeman, 2011).

  Reading comprehension is understanding a text that is read or the process of “constructing meaning” from a text. Comprehension is a “construction process” because it involves all of the elements of the reading text that is read to create representation of the text in the reader‟s mind.

  O’Connor, 2011 )

  From the statements above it can be conclude that reading comprehension is defined as ability to comprehend the message from printed or written material through words or written language.

3. The Function of Reading

  Reading is on of skills to reach a successful study. Students only confine in what their teacher gives in the classroom. Without having an effort to read many references, they will not pass in time and get success in study.

  Harmer (1998:68) states that reading has many functions, especially for students. They are: a. Reading provides good models for English writing.

  b. Reading provides opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs, and text.

  c. Reading for pleasure As the students who get English lesson, reading is very important to English as a target language to build vocabulary. It is realized that reading skill or reading activity will open knowledge widely and give more vocabularies and more information.

4. Types of Reading

  Reading has various types. It is divided into some types. Harmer (2001: 210) states that there are two types of reading: a. Extensive Reading

  Extensive reading means reading many books (or longer segments of text) without a focus on classroom that may test comprehension skill. There are some points in extensive reading: 1) Materials

  One of the fundamental conditions of a successful extensive reading program is the students should be reading material which they can understand. 2) Setting up a library

  A library of suitable books is needed in order to set up an extensive reading.

  3) The role of the teacher Most of students will not do a lot of extensive reading by themselves unless they are encouraged to do so by their teacher.

  The role of the teacher is crucial to promote reading and by teacher‟s espousal of reading as a valid occupation, persuade students of its benefits.

  4) Task To prompt the students to keep reading, teacher should encourage them to report back on their reading in a number of ways. Students can ask questions or tell their classmates about books they have found particularly enjoyable or teacher can provides some tasks.

  b. Intensive Reading Intensive reading involves a short reading passage followed by textbook activities to develop comprehension and/ or particular reading skill.

5. The Aims of Reading

  The main purpose of reading is to get knowledge or information, but actually there are a lot of purposes of reading.

  Anderson in Tarigan (1987:20) explains the aims of study can be defined as:

  a. Reading for details and facts Reading for detail and facts is the way of reading to know the discoveries that is done by the figure, what had been done by the figure and had happened to the figure, etc.

  b. Reading for main ideas Reading for main ideas is the way of reading to know the problem, experience, and summarize the things that has been done by the figure. c. Reading for sequence or organization Reading for sequence or organization is the way of reading to know every part of the story.

  d. Reading for interference Reading for interference is the way of reading to know why the figure do something, what is the author means in the story or passage, why the figure is change.

  e. Reading to classify Reading to classify is the way of reading to find out and to know unordinary things, what is the funny in the story or passage, and to know whether it is a fact or not.

  f. Reading to evaluate Reading to evaluate is the way of reading the figure is success or not, good or not we do like a figure.

  g. Reading to compare or contest Reading to compare or contest is the way of reading to know how the figure is changing, how the figure‟s life (different or not in a real life), how the two stories are the same.

6. Some Aspects in Reading.

  There are two main aspects in reading (Tarigan, 1987:11):

  a. Mechanical Skill The mechanical skill include reorganizing shape of letters, recognizing linguistic element, recognizing the relationship between spelling and sounds, the speed of reading.

  b. Comprehension Skills This comprehension skills include understanding simple sentence (Lexical, grammatical, rhetorical), understanding the significant of meaning, content evaluation, the flexibility of reading speed.

B. Game 1. Definition of game

  Game is a form usually competitive play or sport with rules. (Oxford dictionary, 1974:486).

  According to Hadfield (2003:4), a game is an activity with rules, a goal, and an element of fun. There are two kinds of game: a. Competitive games, in which players or teams race to be first to reach the goal, b. Cooperative games, in which players or teams work together towards a common goal. Game is set of concepts aimed at decision making in situations of competition and conflict (as well as of cooperation and interdependence) under specified rules. A strategic fame represents a situation where two or more participants are faced with choices of action, by which each may gain or lose, depending on what others choose to do or not to do. The final outcome of a game, therefore, is determined jointly by the strategies chosen by all participants. These are also situations of uncertainty because no participant knows for sure what the other participants are going to decide.

2. The Benefits of Game

  Games not only function as time filling activities but also bring some educational values.

  In Anwar (2007) there are some experts state the benefit of game.

  1. Lee states that most language games make learners use the language instead of thinking about learning the correct form. Besides that, games should be treated as a central not peripheral to the foreign language teaching programme.

  2. Steinberg emphasized that games are a viable method to achieve many educational objectives such as reinforcement, review, reward, relax, inhibition reduction, attentiveness, retention, and motivation. This implies that any English teacher should know and master the skill of using language games in his/her class. This may be given at the English Teacher Training.

  3. Richard-Amato believe that games could be fun. They can lower anxiety.

  They can add diversion to the regular classroom activities, break the ice, and introduce new ideas.

  4. Hansen states that they can innovate, and entertain. They can also give shy students more opportunity to express their opinions and feelings. They also enable learners to acquire new experiences within a foreign language.

  5. Zdybiewska supports that games can become a good way of practising language, because they provide a model of what learners will use the language for in real life in the future.

  In conclusion, games are able to help students use and practise the language, in a relaxed way. However, eventhough games have many ad- vantages, they cannot be used by any kind of students.

  3. “Find Your Body” Game

  Huda (2011:200) mentions some models of teaching design in the classroom. Each model provides some activities of learning such as method and games. There is an activity in E nglish learning model named “Plot of Story”. In this activity, students play a game to arrange a jumble paragraph that is provided in some cards to make a full text. The name “Find Your Body” comes from the activities of the students that they have to find the paragraph and arrange it to be a full of text. From this activity “Find Your Body” is modified from words “Plot of Story”. It is purposed to make the students interested with the game from the name.

  4. Teaching Reading through Find Your Body Game

  Find Your Body game is an attractive game that students can play in the classroom. This game commands the students to make a competition in each team. The team who can find their body quickly and right in choosing the title as the head is the winner. This game guides the students to be active in the classroom. Besides that, in this game students have to make a discussion about the text. It can motivate the students to be cooperative in reaching the goal.

  5. The Implementation of “Find Your Body” Game The teacher‟s role in implementing the game is as the facilitator.

  Teacher gives some instruction before the students play the game and monitors the activities of the students. Huda (2011) mentions some steps of the activity as follows:

  a. Teacher provides some texts of narrative. Each text is divided into some cards.

  b. One card included some sentences of a text. Teacher gives the cards to the students. One student gets one card. c. Every student gets one card. They have 2 minutes to read and comprehend what the content of their card.

  d. The students go around finding the others card that is related to them.

  Then, they sit down in series based on their card series and make a group.

  e. Every member in their group has to tell about the story or the content of their card using their own word.

  f. Every group tells about their text to other group.

  g. After they have finished telling the text, they do some exercise and give the result to the teacher.

  The game can be ended by giving prize to the winners in order to create greater challenge for the students. To make the students easier in playing the game, teacher should give the instructions clearly and always monitors the students.

D. Basic Assumption

  The basic assumption is that teaching learning English in reading has been difficult for the students. To make it easier, the teacher needs an interesting way of teaching which will help the students to understand more in learning reading. Teaching reading using

  “Find Your Body” game will make students more understand about the reading passage. This game will lead them to have activeness and competence in understanding reading. By having performance they can create sentence that they have not known before. The students‟ activeness and competence will get meaningful interpretation. So, their achievement in learning reading will increase.

E. Hypothesis

  Based on Suharsimi (1997: 62), hypothesis means a temporary answer of the problem until the empirical evidence has tested the data. According to the explanation in the previous section and in the basic assumption, the hypothesis of the study is that teaching reading through “Find Your Body” game is effective.