The Use of Background Knowledge Strategy to Improve Reading Comprehension on the Eighth Year Students of SMP Muhammadiyah 2 Sawangan Magelang inthe Academic Year of 2015/2016 - Test Repository
THE USE OF BACKGROUND KNOWLEDGE
STRATEGY TO IMPROVE READING
COMPREHENSION ON THE EIGHTH YEAR
STUDENTS OF SMP MUHAMMADIYAH 2
SAWANGAN MAGELANG IN THE ACADEMIC
YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S. Pd. I) English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Directed By:
GUNARTI YULFANI
NIM. 113 11 146
EDUCATION DEPARTMENT OF TEACHER TRAINING AND
EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTOS
“Surely there is ease after every hardship. Aye, surely there is
ease after every hardship”
(QS. Al-Insyirah: 6-7)
“There is no secret ingredient. It’s just you.”
(Kungfu Panda)
DEDICATION
I truly dedicate this graduating paper to: 1.
My beloved parents : Bapak Suroto and Ibu Winarni 2. My beloved grandfather and grandmother : Pak Nani and Yung Nani 3. My husband and daughter : Ahsin Qolbaka and Arsyidaa Mecca Qolbaki 4. My brother : Gunawan Sapodo 5. My big family 6. My beloved teachers from elementary up to university
Thanks for your love, patience, care, support, and prayer in every little step
of mine.
ACKNOWLEDGEMENT
Alhamdulillahirrobbil’alamin. Praise to Allah SWT, the Most Graciousand the Most Merciful. Peace be upon the Prophet Muhammad SAW, the last messenger and the best teacher in life.
This graduating paper would not have been completed without the support, advice, help, guidance, and encouragement from institutions and individuals.
Therefore, I would like to express special thank you to: 1.
Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies Salatiga.
2. Suwardi, M.Pd. as the Dean of the Teacher Training and Education Faculty 3. Noor Malihah, M.Hum. Ph. D., as the Head of English Education
Departement 4. Setia Rini, M. Pd., as consultant of this graduating paper. Thank you for precious time, advice, guidance, encouragement, and trust given to me during the process of writing this graduating paper from beginning until the end.
5. All lecturers in the English Education Department from whom I have learnt valuable knowledge, lessons and experiences during my study in
IAIN Salatiga. .
6. The principal of SMP Muhammadiyah 2 Sawangan Mr. Arnas Ikhwan Prasetyo, S. Pd., for his motivation and permission so that I conducted my research there. I would also address my gratitude to the English teacher, Mrs. Zumanah, S. Pd., for her helps during my research.
7. I also thank to the students of class VIII A and VIII B for their participation during the research.
8. My beloved parents, Mr. Suroto and Mrs. Winarni, who always give spirit to finish my study. Thank you for being patient waiting for me finishing my graduating paper.
9. My husband Ahsin Qolbaka and my beloved daughter Arsyidaa Mecca Qolbaki, who have joined me in my struggle.
10. My brothers Gunawan Sapodo, thank you for your support.
11. My family Pak Nani, Yung Nani, Lek Narno, Lek Sabar, Mbok Joko, Mbok Tomo, and all of my big families, who gave me motivation every time.
12. My friends in TBI 2011 Class E, Mbak Sri Suharmi, Mbak Mara, Mbak Yeni, Mbak Ayu, Mbak Restu, Mbak Indah, Mbak Yeni, Mbak Lailatis, and Mbak Aulia, thanks you for the unforgettable moments and the togetherness from the first until the last semester. I also would like to say thanks to my entire friends in TBI who can‟t mentioned one by one.
Thanks for your motivation.
13. My friends in Wisma Najma, Wisma Najwa, Wisma Safira, Liqa’ Fatimah,
Liqa’ Aisyah, who have struggled together with me. Besides, I would like
to say thanks to my friends all in KAMMI Komisariat Salatiga and LDK Fathir Ar-Rasyid, who all of my friends there can be close friends and a family for me.
I also thank those who contribute in the accomplishment of this research. Your supports help me to finish my graduating paper. At last, I consider that my graduating paper is still far from being perfect. Therefore, I always welcome and appreciate for the criticisms, suggestions, or opinions for the improvement of this graduating paper. I hope this graduating paper can give contribution for the readers.
Salatiga, March 2016 The writer
ABSTRACT
Gunarti Yulfani. 2016 . “ The Use of Background Knowledge Strategy to Improve
Reading Comprehension on the Eighth Year Students of SMP Muhammadiyah 2 Sawangan Magelang in the Academic Year of 2015/2016”. A Graduating Paper. Educational Faculty English Department State Institute of Islamic Studies (IAIN). Consultant: Setia Rini, M. Pd.
Keywords: background knowledge strategy; reading comprehension
The objective of this research is to improve the teaching and learning process of reading at VIII A and VIII B of SMP Muhammadiyah 2 Sawangan Magelang through background knowledge strategy.
This research is experimental study in which the experimental class and controlled class were conducted by the writer. In this research, the writer taught the students in experimental class by using Background Knowledge Strategy and controlled class by using traditional strategy. The test to both of the class was same in qualities and quantities to keep the reliability of the research. It was given to know how effective of using background knowledge strategy. This research answer these main questions (1) How is the influence of background knowledge strategy implementation on the eighth grade student‟s reading comprehension? (2) How is the significance differences between the students taught with background knowledge strategy and the students taught without background knowledge strategy?
The techniques of collecting data were observation, test, and study documentation. This research focused on the background knowledge strategy. The result of the research of this study were (1) The score of the post-test from experimental group was higher than the score of the post-test of control group (2) There was a significant difference between pre-test and post-test, with the score of t-test is higher than score of t-table. The level of significance was set equal or less than
≥ t-table 5%, it meant that null hypothesis (Ho) was rejected ɑ = 5%. If the and alternative hypothesis (Ha) accepted. T-table for standard significant with df
58 show 2.000. It was shown that because =3.743 while = 2.000. It was assumed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) accepted. Furthermore, it can be concluded that there is significant different on student‟s reading comprehension scores taught using background knowledge strategy rather than taught without background knowledge strategy.
TABLE OF CONTENTS
TITLE .................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR NOTES ................................................................. iii PAGE OF CERTIFICATION .............................................................................. iv MOTTO ................................................................................................................ v DEDICATION ..................................................................................................... vi ACKNOWLEDGMENT ..................................................................................... vii ABSTRACT .......................................................................................................... x TABLE OF CONTENTS ..................................................................................... xi LIST OF TABLES ............................................................................................. xiv
CHAPTER I: INTRODUCTION A. Background of the Study .......................................................................... 1 B. Statement of Problems .............................................................................. 4 C. Objectives of the Study ............................................................................. 4 D. Hypothesis of the Study ............................................................................ 4 E. Benefits of the Study ................................................................................. 5 F. Previous Studies ........................................................................................ 6 G. Definition of Key Terms ........................................................................... 7 H. Place of the Research ................................................................................. 9 CHAPTER II: THEORETICAL FRAMEWORK A. Nature of Reading ................................................................................... 14 1. Definition of Reading ....................................................................... 14 2. Types of Reading .............................................................................. 15 3. Reading Skill ..................................................................................... 16 4. Model of Reading Process ................................................................ 18 B. Teaching Reading ................................................................................... 19
1. Principles of Teaching Reading ........................................................ 20 2.
Creating Condition for Teaching Reading ........................................ 22 3. Teaching Reading for Junior High School Students ......................... 24 C. Building Background Knowledge Strategy ............................................ 26 1.
Definition of Building Background Knowledge Strategy ................. 26 2. Making Connection Types in Building Background
Knowledge Strategy .......................................................................... 27 3. Kinds of Background Knowledge Activation Strategies in
Reading Comprehension ................................................................... 30 D. Reading Comprehension ......................................................................... 34 1.
Definition of Reading Comprehension ............................................. 34 2. Components of Comprehension ........................................................ 35 3. Levels of Comprehension ................................................................. 36
CHAPTER III: RESEARCH METHODOLOGY A. Time of the Research .............................................................................. 38 B. Object of the Research ............................................................................ 39 1. Population ......................................................................................... 39 2. Sample and Sampling Technique ...................................................... 39 C. Research Design ...................................................................................... 43 D. Instrument ............................................................................................... 44 E. Research Methodology ........................................................................... 45 1. Setting of the Research ..................................................................... 45 2. Subjects of the Study ........................................................................ 46 3. Data Source ....................................................................................... 46 4. Research Type ................................................................................... 47 a. Experimental Research ............................................................... 47 b. Characteristics of Experimental Research .................................. 48 c. Procedure of the Research ........................................................... 49 d. Data Collection Techniques ........................................................ 50 e. Techniques for Analyzing Data .................................................. 53
CHAPTER IV: Finding and Discussion A. Finding .................................................................................................... 56 B. Discussion ............................................................................................... 75 CHAPTER V: CLOSURE A. Conclusion .............................................................................................. 89 B. Suggestion ............................................................................................... 92 REFERENCES .................................................................................................... 93 APPENDIXES ..................................................................................................... 96 THEACHING LEARNING PROCESS DOCUMENTATIONS ........................ 97 RPP .................................................................................................................... 103 SKK RESULT ................................................................................................... 145 CONCULTATION PAGE ................................................................................. 151 CURRICULUM VITAE .................................................................................... 154
LIST OF TABLES
2.1 Standard of Competence and Basic Competencies of Reading....................... 25
3.1 KWL Instructional Scheme ............................................................................. 32
3.2 List of VIII B Class as Experimental Class ..................................................... 41
3.3 List of VIII A Class as Control Class .............................................................. 42
3.4 The Differences between Experimental and Control Group ........................... 43
4.1 Reading Comprehension Evaluation Rubric ................................................... 44
4.2 Pre-test Score Distribution of Experimental Group ........................................ 56
4.3 Post-test Score Distribution of Experimental Group ....................................... 58
4.4 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Recalling Word Meaning .................................................. 60
4.5 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Drawing Inferences ........................................................... 61
4.6 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Finding Answer of Question ............................................. 62
4.7 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Recognizing a Writer Purpose .......................................... 63
4.8 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Following a Structure of a Passage ................................... 65
4.9 Pre-test Score Distribution of Control Group .................................................. 66
4.10 The Post-test Score Distribution of Control Group………….………… 68
4.11 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Recalling Word Meaning
……………….…………….. 70
4.12 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Drawing Inferences
…………………………………….71
4.13 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Finding Answer of Question
…………………………...72
4.14 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Recognizing a Writer Purpose
………………………… 73
4.15 Frequency Distribution and Percentage of the Student‟s Reading Comprehension in Following a Structure of a Passage
………………….…74
4.16 Mean Assessment of Experimental Class and Control Class ……………76
4.17 The Score of Student‟s Reading Comprehension in Pre –test (Experimental Group)
……………………………………………………….76
4.18 The Score of Student‟s Reading Comprehension in Pre –test (Control Group)
……………………………………………………………………….74
78
4.19 The Score of Student‟s Reading Comprehension in Post –test (Experimental Group)
…………………………………………………….... 82
4.20 The Score of Student‟s Reading Comprehension in Post –test (Control Group)
……………………………………………………………………… 84
CHAPTER I INTRODUCTION A. Backgrounds of the Study Language is used as a tool for communication among the nations in all
over the world. English is an international language, almost people from other country use English for their communication. English is very important language.
To study English we need some abilities in writing, speaking, listening, and reading. Reading is one of the most important of the four skills in learning process, generally English as a foreign language. Being able to read in English is importance, reading becomes essential for everyone in order to develop their knowledge. Through reading we can get kind of information, enjoyment, knowledge and even problem solution. Being able to read in English is important, because there are many books written in English. Everyone can learn and understand science, theory, philosophy, news, and many others from other countries.
Reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it. The students should be taught to use what they know to understand unknown elements, whether these are ideas or simple word (Grellet, 1981:7). Reading is very necessary for students, because their study understanding depends on their reading comprehension. Reading comprehension is the process of making meaning from text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences (Wolley, 2011:15).
In reading skill, the students must be able to understand, comprehend the text and brings their knowledge well in memory. Because of that, the teacher‟s role is important to design the lesson to make students attack in reading activities. The common problems concern with the comprehension failure which the students today are increasingly diverse in terms of their background knowledge and experiences. Their knowledge and experience will influence what the student think. For example, some students have experience to museum, other students have not experience to museum. Some students have access at home with new media texts or information, while others must depend on schools and libraries to get the internet access. Their knowledge and experience make each student has different understanding. The writer do interview with English teacher in the school at Monday, 6 July 2015.
From the condition above, the teacher should have match and strategies method that suitable with the condition. It will help each student reach their purpose in processing their understanding. To improve student‟s reading comprehension, the writer will propose to use building background knowledge strategy to solve the problem in reading comprehension. In Moreilon (2007: 19), building background knowledge strategy should be applied in teaching reading to connect student‟s new information with prior knowledge before they integrate and organize new information. Therefore, this strategy will make students ready and feel interesting to the text that given by the teacher. It is important to increase their motivation especially in reading skill.
One of strategies that researcher uses to meet clear condition of how learners usually do while reading in English learning is using background knowledge strategy. Understanding the importance of background knowledge is critical because reader have to connect new information with prior knowledge before integrate and organize new information Moreillon (2007:19). In line with Moreillon, Rosenblatt (1978) in Moreillon (2007:19) developed a theory of reading as a transaction among the reader, the text, and the intention of the author. She proposed that each reader brings his own feelings, personality, and experiences to the text and that each reader is different each time he revisits a particular text.
The writer emphasizes the research concerns with the building background knowledge by conducting experimental research. It helpful or necessary for students to understand, comprehend, and learn how to provide them with new background knowledge before they read in reading activities.
The research focuses on “The Use of Background Knowledge Strategy to Improve Reading Comprehension on the Eighth Year Students of SMP Muhammadiyah 2 Sawangan Magelang in the Academic Year 2015/2016”.
B. Statements of Problem
Based on the background of study above, the problem of the study are as follows:
1. How is the influence of background knowledge strategy implementation on the eighth grade student‟s reading comprehension? 2.
How is the significance differences between the students taught with background knowledge strategy and the students taught without background knowledge strategy? C.
Objectives of the Study
Based on the research statement, this particular study aimed at finding out:
1. To find out the influence of background knowledge strategy implementation on the eighth grade student‟s reading comprehension.
2. To find out the significant differences between the students taught with background knowledge strategy and taught without background knowledge strategy.
D. Hypothesis of the Study
According to Arikunto (1998:67), a hypothesis could be translated as a temporal result concern with the research problem till proven by the data collection.
This research is to answer the question about whether yes or not the use of building background knowledge is effective to improve student‟s reading comprehension. To get the answer of the question, the researcher should propose alternative hypothesis (Ha) and null hypothesis (Ho) as follow:
1. Alternative Hypothesis (Ha)
“Background Knowledge Strategy has effect toward Students Reading Comprehension
” 2. Null Hypothesis (Ho)
“Background Knowledge Strategy has not effect toward Students Reading Comprehension
.” E.
Benefits of the Study
The result of the study is expected to be used theoretically and practically:
1.Theoretically a.
The result of this study is expected to be able to widen the skill of teachers in using background knowledge strategy in order to improve student‟s reading skill.
b.
As a reference to other researchers who want to study background knowledge more intensively in teaching reading.
2.Practically a.
The result of this study is suggested to apply the background knowledge strategy to increase the students‟ competence in English reading skill.
b.
The use of background knowledge strategy in reading can help the students more understand, interest to the learning, and enjoyable in doing their tasks associated with the reading materials.
F. Previous Studies
In this study, the research takes three literature reviews from some previous researchers. The first study was conducted by Megasari Nurul Inayati, graduated from Syarif Hidayatullah State Islamic University Jakarta (2011). She researched
“The Effectiveness of Jigsaw Techniques in Improving Students’ Reading Comprehension at the Eighth Grade Students of SMP Islam Parung”. The study focused on using two different classes by employing two
different teaching techniques. She has conclusion that using jigsaw has an effective influence in teaching English reading comprehension. Using jigsaw can make students have responsibility to teach each other. It means that the students become teachers for their teammates.
The second study was conducted by Dedy Khisbullah entitled
“Improving the Students’ Reading Comprehension Through Retelling Technique”, the result of this study is there is a significant difference after the
students got reading instruction by retelling technique. The students can comprehend the text and retell it into written form and reveal it in front the class.
The last study was conducted by Umiyati graduated from Syarif Hidayatullah State Islamic University Jakarta (2011). She studied
“The Effectiveness of Using Small Group Interaction in Teaching Reading Comprehension”. She focused on using small group interaction and whole-
class teaching has a significant difference. Her result of this study is there is a significant difference to the students‟ achievement in learning reading comprehension by using small group interaction than whole-class teaching.
In summary, some studies have proven that the use of reading strategy in reading activity can be effective to improve students‟ reading comprehension. Although the writer has similar topic, „reading‟, but the writer has different object and strategy of the study. This study concerns to use building background knowledge strategy to improve students reading comprehension. By doing this research, it is to find out the use of background knowledge strategy in impro ving student‟s reading comprehension.
G. Definition of Key Terms
In order to clarify the key terms used in this study, the writer gives limitation of the terms as follows:
1. Background Knowledge
Rosenblatt in Moreillon (2007:19) told that developed a theory of reading as a transaction among the reader, the text, and the intention of the author. She posited that each reader brings his own feelings, personality, and experiences to the text and that each reader is different each time he revisits a particular text.
Background knowledge is what the reader brings to the reading event. Each reader‟s interpretation and each reading of the text are potentially unique. This theory helps explain our individual responses to literature, art, and music and can be applied more broadly to our generalized responses in all areas of learning (Moreillon, 2007:19).
2. Strategy Strategy means a plan intended to achieve particular purpose (Oxford, 2008:439).
3. Reading is a kind of activity in translating written symbols into corresponding sound. Reading skills enable readers to turn writing into meaning and achieve the goals of independence, comprehension, and fluency.
4. Reading comprehension According to Woolley (2011:15), reading comprehension is the process of making meaning from text. The goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences.
5. Eighth year students of SMP Muhammadiyah 2 Sawangan Magelang are those who follow teaching learning activity.
H. Place of the Research This research was conducted in SMP Muhammadiyah 2 Sawangan.
This school was selected for the research setting because of the researcher‟s interest in solving the problems related to the teaching and learning process of reading found in the school. The Further explanation about this school described as follows:
a. General Information of SMP Muhammadiyah 2 Sawangan Magelang
Junior High School Muhammadiyah 2 Sawangan is one of the islamic junior high school in Sawangan. It is located at Krogowanan, Sawangan, Magelang. The detail of this school described as follows: Name of School : SMP Muhammadiyah 2 Sawangan Post Code : 56481 Name of Principal : Arnas Ikhwan Prasetia, S. Pd.
Subdistrict : Sawangan District : Magelang City : Magelang Province : Central Java b.
Vision and Mission
1) Vision
The vision of this school is “Excellent on Achievement and Worship, Islamic in Action Based on Iman and Taqwa ”.
2) Mission
a) Implementation of learning and effective guidance and joyful until the students get their best development, appropriate with their potential.
b) Growing spirit of achievement intensify to all of school members.
c) Encourage and help each student to identify their potential until their potential can be developed optimally.
d) Growing admirable behavior and real practice until the students can be diligent in praying, honest, discipline, sportive, responsibility, proud, respect to parents and teacher, and love others until the students become good example to their friends and society.
e) Growing full and total comprehension toward Islamic religion and culture of nation and become source of wisdom in action.
c. Situation of SMP Muhammadiyah 2 Sawangan
In this school, the lesson is started at 07.00 a.m., the teacher and the students read the holy Qur‟an together for 10 minutes. The lesson is finished at 14.00 p.m., except on Friday the lesson ended at 11.45 a.m. and continued by praying
Jum’at together. It was 40
minutes for one hour lesson and there are two break times at 09.40 a.m. and the second break at 12.00 a.m. to pray Dhuhur together. English is taught twice a week that is 2 x 40 minutes.
The subjects taught in eighth grade students of SMP Muhammadiyah 2 Sawangan are Mathematic, TIK, Civic Education, Indonesian Language, English, Javanese, Physic, Penjaskes (sport), Counseling, SBK, Pembiasaan, Aqidah, Akhlak, Ke-Muhammadiyah-
an , Al Qur‟an, Arabic, and Ibadah.
d. Teachers of SMP Muhammadiyah 2 Sawangan
In this school there were 21 teachers in total. Those teachers teach different subject divided into 18 subjects. The lists of the teachers can be seen on the table below:
Table 3.1 List of Teachers of SMP Muhammadiyah 2 Sawangan in Academic Year of 2015/2016 No Name Subject1. Arnas Ikhwan Prasetya, S. Pd. English
2. Zumanah, S. Pd. English
3. Drs. Taufik Science
4. Eko Haris S., S. Pd. Social Study
5. Aris Sudarisman, S. Pd. Counseling
6. Endang Vintarsih, S. Pd. Indonesian Language
7. Sri Mahanani, S. Pd. Indonesian Language
8. Drs. Ansori Djawadi Religion (Al Qur‟an) 9.
E. Widiyonarto, S. Pd. Citizenship
10. Sri Baroroh, S. Pd. Physic Biology
11. Kristina Dwi H, S. Pd. TIK Arabic
12. Muslih SBK
13. Sumaryati, S. Pd. Science
14. Trifani Wiji L., S. Pd. Mathematic
15. Eko Zulianto, A. Md. Social Study
16. Syahrul, S. Pd. I. Religion (PKM, Pembiasaan)
17. Dewi Istikomah, S. Pd. Javanese Social Study
18. Arif Zuniarti, S. Pd. Biology Art
19. Syahdani Rochman, S. Pd. Sport
20. Chamid Arifin Aqidah, Akhlaq, Tarikh, Pembiasaan (Dhuha, Sholat Jenazah, Kultum)
21. Atik Mathematic e.
The Subjects of the Research
There were 278 students of SMP Muhammadiyah 2 Sawangan in academic year of 2015/2016. There were 72 students in the first grade (VII Class) divided into two classes start from VIIA up to VII B. There were 96 students in the second grade classes of VIIIA, VIIIB, and VIIIC. There were 110 students in the third grade divided into
IXA and IXB.
f. Staff Members of SMP Muhammadiyah 2 Sawangan
There are 4 staff members of SMP Muhammadiyah 2 Sawangan consist of 2 staff of administrator employees, 1 staff of janitor and 1 staff of guard.
g. Facilities of SMP Muhammadiyah 2 Sawangan
7. Principal Office 1
1
13. Canteen
1
13. Counseling Office
12. School Health Unit 1
11. Vice Principal Office 1
1
IPM Office
9. Administration Office 1 10.
1
8. Teacher Office
SMP Muhammadiyah 2 Sawangan was built on Institute-Own Area as wide 1760 m² and building area as wide 1260 m². The list of facilities in SMP Muhammadiyah 2 Sawangan presented on the table below:
Table 3.2 List of Facilities in SMP Muhammadiyah 2 Sawangan No Room/Equipment Total Condition Good Broken1
5. Aula
4. Sport 1
3. Library 1
1
1
Computer
2. Laboratory a. Science b.
9
1. Theory/Classes
6. Mosque 1
CHAPTER II THEORETICAL FRAMEWORK A. Nature of Reading 1. Definition of Reading There are many definitions of reading. Reading is one of receptive
skills that must be fulfilled in learning a language. There are some definitions about reading proposed by some experts. Johnson (2008: 3) has some definitions related to reading. He defines reading as: a.
The practice of using a text to create meanings.
b.
A constantly developing skill.
c.
Integrating visual and non-visual information.
d.
The act of linking one idea to another.
Celce-Murcia (2001: 119) states that reading skill is a process of trying to understand a written text. The reader has to perform a number of simultaneous tasks: decode the message by recognizing the written sign, interpret the message by assigning meaning to the string of words, and understand what the author‟s intention was. Moreover, Murcia and Olshtain (2002: 119) states that reading is a process of trying to understand a written text by readers through decoding, interpreting the message and eventually understanding the writer‟s intension. According to Rosenblatt in Eileen (2008: 2), reading is a two-way process where the reader‟s experience is operated on by the text while the text is simultaneously constructed according to the reader‟s understanding and assumptions.
Furthermore, Mikulecky (2008: 1) defines reading as thinking process which is done consciously or unconsciously. Reading involves the use of strategies to reconstruct the meaning of the reading text in order to achieve the aim. One of the strategies is relating the reading text with the reader‟s background knowledge. In line with Mikulecky, Brown (2004: 189) state that reading is a process of a negotiation of a meaning. It means that readers combines information from text and their background knowledge to build meaning. Readers have to employ all knowledge in their brain to make sense of text and they pay attention to the text itself for the words, phrases, clauses, sentences, and the connection between sentences to comprehend the text.
In summary, reading is an activity of receiving information through some stages of thinking process in order to achieve a certain purpose such as decoding, interpreting, reconstruct the meaning, and understanding written text.
2. Types of Reading
The categorization of reading types purposes for readers or students to know what the purpose of reading. The reading types make it easier for students to apply certain background information and cultural experience which assist them in finding the meaning. In this regard, Brown (2004: 186-187) proposes three types of reading, namely academic reading, job-related reading, and personal reading.
Genres of reading that belong to academic reading are textbooks, theses, essays, papers, reference material, editorials and the like.
Types of reading which are job-related reading are such as memos, applications, schedules, letters/emails, reports, and so forth.
Genres of reading that belong to personal reading are such as newspapers, magazines, invitations, novels, short stories, etc.
3. Reading Skill Reading involves a complex process. According to Spratt et al.
(2005: 22), when people read, there are some activities involved in the brain such as understanding the text at the level of letters, words and sentence, understanding cohesion and coherence, understanding various kinds of text, relating the text to the knowledge of the world, making sense of the text and using appropriate sub skill. Based on this explanation, it is clear that reading is an active activity.
Reading is an activity done by everyone for certain aim or purpose. Spratt, et al. (2005: 22) said that the reason why people read can affect their way to read or which reading sub skill they will employ. There are some sub-skills of reading that can be used for different reasons of reading. They are reading for specific information or scanning, reading for gist or skimming, reading for detail, extensive reading and intensive reading.
A good reader needs to master reading skills to achieve different purpose in reading. According to Brown (2004: 187-188), there are two elements of reading skill, namely micro skills and macro skills. These are micro skills and macro skills of reading stated by Brown as below: a.
Micro skills 1)
Discriminating among the distinctive graphemes and orthographic patterns of English, 2)
Retaining chunks of language of different lengths in short-term memory, 3)
Processing writing at an efficient rate of speed to suit the purpose, 4)
Recognizing a core of words, and interpreting word order patterns and their significance, 5)
Recognizing grammatical word classes (noun, verbs, etc.), systems (e.g. tense, agreement, pluralization), patterns, rules, and elliptical forms,
6) Recognizing that a particular meaning may be expressed in different grammatical forms,
7) Recognizing cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
b.
Macro skills
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)
Infer links and connections between events, ideas, etc., deduce causes and effects, 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 strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.
In the context of teaching and learning process of reading, the teacher should introduce and teach the students those skills in order to train the learner to be a good reader.
4. Model of Reading Process
Reading is a cognitive process including some steps of receiving information from written texts. According to Alderson (2000: 16), there are two common models of reading process. They are bottom-up approach and top-down approach.
Bottom-up approach show when the reader starts by knowing the printed word, then recognizing the sound, interpreting the words, and after that decoding the meaning of the words. In other words, before readers come to the level of understanding the meaning of the words, they should learn from the level of recognizing the letters first. In addition, Salmi (2011: 702) state that in this model, readers begin with the lowest level, from which the symbols are identified.
In top-down processing model, the readers need to contribute their knowledge in the process of receiving the new information from the text.
The readers can understand the meaning of the text not through recognizing from all small part of the written symbol but through by maximizing the use of their existing and activating their knowledge. In Salmi (2011: 703) state that in top-down processing model, readers do not read every word, but see through the text in order to be able to guess the meaning of the words or phrases.
B. Teaching Reading
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning (Brown, 2000: 7). Therefore, to prepare the condition for the students to read, teaching reading can be seen as the activity in guiding, facilitating, and setting the student‟s learning process. The teacher also play roles which are necessary to improve student‟s reading ability in teaching reading practice.
The teachers need to guide the students in teaching reading activity to gain knowledge and skills of reading. Furthermore, through giving tasks and activities, the teachers also need to facilitate learning which can make students interact with the reading material, the teacher and other students. By giving appropriate materials, it will support student‟s learning process.
1. Principles of Teaching Reading
According to Nation (2009: 6-8), there are four principles of the teaching reading. They are meaning-focused input, meaning-focused output, language-focused learning and fluency development.