Chapter II Revisi 1

8/3/2019 Chapter II Revisi 1

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CHAPTER II

LITERATURE REVIEW

A. DefinitionofReading Comprehension1. Nature of Reading

Reading is one of the major skills that involved in learning a

language. Learning reading is not only considering a word by word or

words in sentences without understanding the meaning but also

recognizing the meaning of words in a text and understanding its

content. This statement is strengthen by Nunan (1994 : 125) who said

that reading was a dynamic case most particularly with the readers'

knowledge of the experimental content of the text. If those activities

can be applied, the messages that want to be delivered by the author of

the text will be recognized.

Reading was one of the language skills that had various

definitions such as: reading was one of general language skills and a

component of written communication which stated by Tampubolon

(1987:5). Reading was an active skill; it constantly involved guessing,

predicting, checking, and asking oneself questions as confirmed by

Grellet (1988:7). Another scientist said that reading was converting

printed symbols into ideas (Ramelan 1990:1). Finochiaro and Bonomo

as cited in Tarigan (1990 : 8) said that reading was bringing meaning

from printed and written material. Dowson and Gamman as cited in


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Tarigan (1984 : 6) also emphasized that reading was a process. It is

involves many skills to focus the eyes in printed material. Move then

from side to side in the following print. Hear and see the difference

words that assemble one another in the sounds and appearance. Figure

out the pronunciation of new words by devising into parts. Select main

point and the major supporting details adjust reading rate.

From the previous definitions it can be concluded that reading

is a multi-process to obtain and earn information and knowledge by

comprehending the meaning and written language in complex

activities such remembering process, recalling process, interpreting

process, judging process, and evaluating process.

2. Importance of ReadingThe first thing to do since we were younger before we got

education is we have to be able to read. Our parents asked even forced

us to be able to read, they taught us to read everything from the very

simple thing until the most complicated one such ABCs poster, street

banner, storybooks, cartoons, comics, etc. So, reading is very

important for us because if we cant read, we will be intimidated by

people. Through reading, we can learn every single word that we

havent known before. Also by reading, we are able to know lots of

local and worldwide information that we havent known before.

Reading is a pleasure. It is indeed a pleasure if what we read is


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understandable. By doing this kind of activity we will enjoy learning

the texts of paragraph.

Reading is very important especially for students in developing

their knowledge. Reading provides answers from questions, provides

directions needed, or release us from boredom. It is realized that

reading gives more knowledge and information. Reading is also

important in building vocabulary for students. Haris (1980 : 39) said

that reading was a form of communication. Information and ideas are

exchanged between writer and reader in the act of communication

which means that when we read something, we interact with a piece of

written material that the writer has written in order to provide some

information or ideas.

Learning without reading is impossible to be successful.

Students who only convinced with what their teacher gave at class

without having any effort to read more references will not be succeed

and pass in the time. Ramelan (1990 : 1) confirmed that reading was a

good activity for learners. Also, reading was something crucial and

indispensable since the success of their study depended on their ability

in reading. Ramelan also emphasized that even after leaving school;

reading would be much useful for students, by reading lots of literary

works of various kinds of subject their mind would be more developed

in maturity.


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From the previous statements, it can be concluded that reading

is very important for students either at school or after they graduate

from their study. As a quote that said, The More We Read, The More

Knowledge We Get.

3. The Purpose of ReadingAnderson (1972 : 10) mentioned that there were several purposes of

reading :

a. Reading for detail or factThe students read the text to get detail information of text or know

the inversion that have been done by the writer or solve the

problem of the writer.

b. Reading for main ideaThe students read the text (books) to know why the topic is good or

interesting, find the problems on the passage and make summaries

of the passage.

c. Reading for sequence or organizationThe students read the text to know whats happening in each part of

the passage in every episode and solve the problem of the texts.

d.

Reading for inference

The students read the text in order to find out the conclusion from

the action or idea in the text.


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e. Reading to classifyThe students read the text to classify some information or actions

of the writer in the text or paragraph.

f. Reading to evaluateThe students read the text to find out the characteristic of each

character then evaluate them, either the character can be imitated or

not and the student tries to evaluate the writer has done or what he

tries to explain or contrast.

g. Reading to compare or contrastThe students read to compare the plot of the text or content that

having similarity with the readers or even contrast.

Based on the purposes mentioned before, it is concluded that the

purpose of reading is looking for and getting information from books,

references, texts, etc. By reading, students will be able to explore their

knowledge well.

4. The Ways of ReadingGrellet (1985 : 4) named the ways of reading were:

a. SkimmingSkimming is reading quickly by running ones eyes over a text to

get the gist of it. There are some activities in skimming, such

compare values, find and compare events, sect a title, draw

inferences, decide the questions, and create a title.


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b. ScanningScanning is reading quickly through a text to find a particular piece

of information. There are some activities in scanning, such find

new words for all, locate grammar features, find a specified

advertisement, compare details, check dates, shopping lists, make

word sets, and newspaper headlines.

c. Extensive ReadingExtensive reading is reading longer text, usually for ones own

pleasure. Keep records and wall charts, make summaries, and

indicate the difficulties are the activities in extensive reading.

d. Intensive ReadingIntensive reading is reading shorter text to extract specific

information. Match noun and verbs, split sentences, combine

sentences, make summaries, recorder paragraph, fill the gaps,

complete tables and graphs, take sides, read and choose, select a

summary, compare version, identify facts, and focus on form and

style are the activities of intensive reading.

It can be assumed that there are different


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5. The Principles of ReadingHarmer (1998 : 70) mentioned that there were some principles of

reading :

a. Reading is not a passive skill.Reading is an incredibly active occupation. To do it successfully,

we have to understand what the words mean, see the pictures the

words are painting, understand the arguments, and work out if we

agree with them. If we do not do these things and if students do

not do these things then we only just scratch the surface of the

text and we quickly forget it.

b. Students need to be engaged with what they are readingAs with everything else in lessons, students who are not engaged

with the reading text inactively interested in what they are doing

are less likely to benefit from it. When they are really fired up by

the topic or the task, they get much more from what is in front of

them.

c. Students should be encouraged to respond to the content of areading text, not just to the language

Of course, it is important to study reading texts for the way they

use language, the number of paragraphs they contain and how

many times they use relative clauses. But the meaning, the message

of the text, is just as important and we must give students a chance

to respond to that message in some way. It is especially important


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that they should be allowed to express their feelings about the topic

thus provoking personal engagement with it and the language.

d. Prediction is a major factor in readingWhen we read texts in our own language, we frequently have a

good idea of the content before we actually read. Book covers give

us a hint of whats in the book, photographs and headlines hint at

what articles are about and reports look like reports before we read

a single word.

The moment we get this hint the book cover, the headline, the

word-processed page our brain starts predicting what we are

going to read. Expectations are set up and the active process of

reading is ready to begin. Teachers should give students hints so

that they can predict whats coming too. It will make them better

and more engaged readers.

e. Match the task to the topicOnce a decision has been taken about what reading text the

students are going to read, we need to choose good reading tasks

the right kind of questions, engaging and useful puzzles etc. The

most interesting text can be commonplace passage can be made

really exciting with imaginative and challenging tasks.


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f. Good teachers exploit reading texts to the fullAny reading text is full of sentences, words, ideas, descriptions etc.

It doesnt make sense just to get students to read it and then drop it

to move on to something else. Good teachers integrate the reading

text into interesting class sequences, using the topic for discussion

and further tasks, using the language for Study and later Activation

6. Text GenreBased on Hartono (2005) in Genres of Text, there were some types of

reading text :

a. Descriptive textDescriptive text is a text to describe a particular person, place, or

thing.

b. Recount textRecount text is a text to retell events for the purpose of informing

or entertaining.

c. News items textNews item text is a text to inform readers, listener, viewers about

even of the days which are considered newsworthy or important.

d.

Procedure text

Procedure text is a text to describe how something is accomplished

(completed) through a sequence of process, action, step, or

describe how to do something.


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e. Narrative text Narrative text is a text amuse entertain and to deal with actual

various experience in different ways.

f. Report textReport text is a text to describe the way thing is with the reference

to a range of natural, manufactured, and social phenomenon in our

environment.

g. Analytical expositionAnalytic exposition is a text to share with others an account of an

unusual of amusing incident.

h. Anecdote textAnecdote text is a text to share with others an account of an

unusual or amusing incident.

i. Hortatory exposition textHortatory exposition text is a text to persuade the readers or

listener that something should not be the case.

j. Explanation textExplanation text is a text to explain the process involved in the

information on working of natural or socio cultural phenomenon.

k.

Discussion text

Discussion text is a text to present (at least) two point of view

about an issue.


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l. Review textReview text is a text to comment and artwork, event for public

audience. Such work of includes movies, TV, sows, books, plays,

operas, recording, exhibition, concert, and ballets.

7. Nature of Reading ComprehensionReading comprehension is reading with understanding or silent

reading. Reading comprehension is the heart of reading since the

purpose of reading itself is to gather meaning from texts. The aims of

reading comprehension are to get information, to understand and to

draw something from the text. The primary purpose of reading

comprehension is to improve the students ability to understand

English as it is used in written material. Reading comprehension is not

a skill ability that can be developed once and for all any level of

instruction. Reading comprehension means understanding a written

text and extracting the required information from it as efficiencies as

possible.

Kennedy (1981 : 192) thought that reading comprehension

could be defined as A thought processes which readers become aware

of idea, understand it in terms of their experiential background, and

interpret it in relation to their own needs and purposes.


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Nuttal as cited in Anton (1995 : 24) quoted that Reading

comprehension means reading comprehension lesson that have

traditionally centred on passage of the text followed by questions.

Good questions are the ones which help readers to contribute actively

to the process of making sense of it, rather than expecting understand

just to happen

Based on some scientist definitions about reading

comprehension above, it can be concluded that reading comprehension

is understands a written text, a thinking process that relates with ability

of the readers need as efficiencies as possible. If the readers can take

the main idea and required information they need, means that the

readers have understood what they read. The understanding of the

readers about the material they read is the indication of reading

comprehension.

8. The Components of Reading ComprehensionLeu and Kinzer (1987:30-37) explained that there were six major

components of the reading comprehension:

a. Decoding knowledgeKnowledge used to determine the oral equivalent of a written

word.


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9. Level of ComprehensionBy knowing the level of comprehension, the weaknesses of

the readers can be found. Therefore, it will help both the teacher and

the learners minimize them. Burn (1984 : 177) confirmed that there

were four levels of comprehension:

a. Literal ReadingReading for literal comprehension, which involves acquiring info

that is directly stated in section, is important and is also a

prerequisite for higher level understanding. At this level readers are

able to comprehend what the writer has said.

b. Interpretive ReadingInterpretive reading involves reading between the lines or making

inferences. It is the process of deriving ideas that are implied rather

than directly stated. At this level, reader is able to understand what

the author meant.

c. Critical ReadingCritical reading is evaluating written material-comparing the ideas

discovered in the material which known standards and drawing

conclusion about their accuracy, appropriateness. Critical reading

depends upon literal comprehension and implied ideas are

especially important.


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d. Creative ReadingCreative reading involves going beyond the material presented by

the author. It requires readers to think as they read just as critical

reading does, and it also requires them to use their imagination.

B. Card GamesReading was considered as a boring and confusing lesson since

what the students learned from reading was texts. This is what challenged

the English teacher to make teaching reading especially in reading

comprehension become more interesting. Therefore, teacher needs a

strategy to help the students in learning reading comprehension. One of the

most interesting ways in teaching is using games.

Wright (1997 : 1) stated that games helped and encouraged the

students to maintain their interest and work. When the students enjoyed

the activities of a game, they would not be afraid of using English in the

class because game is a fun learning strategy that will attract the students

to be more active and confidence so they have no afraid feeling of making

mistakes. Games also help the teacher to be more creative during the

teaching learning process so the lesson that taught will be more interesting

and meaningful. Indirectly, the students will be more able to remember

what they have learnt in the class because game force them to take part in

it which means that they have to comprehend the lesson in order they can

express their opinions in the class.


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Wright (1997 : 3) confirmed kinds of games such magic trick

games, true false games, picture games, psychology games, sound games,

story games, word games, memory games, question and answer games,

guessing and speculating games, and miscellaneous games.

In this case, cards game or well known as index card game is

selected to teach reading especially in reading comprehension because it is

able to be created into certain forms. Clark (1992) mentioned several types

of index cards games :

1. Ten Questions GamesTen questions game is a variation of Twenty Questions

Game which the number of the questions reduced to ten questions and

the field includes nouns that represent a person, a place, or a thing.

This is a group game which the class is divided into two groups which

one team have to practice yes or no questions and the other team have

to guess the answers. It can also serve as a vocabulary review and the

challenge of general knowledge. Things that have to be prepared by

the teacher are sets of cards which each card is written of the name of a

person, a place, or a thing and might provide some additional

information.

The procedures of this game are :

a. Describing the cards to the students. Tell them there are threecategories: person, place, and thing. Within each category in the

sample sets, there are three levels: easy, moderate, and difficult. To


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play the basic ten question game, have the students choose what

level they want to try.

b. Dividing a class into two teams and gives each player a card.Emphasize that the questions can only be yes or no questions, and

the respondent answers only with yes or no. Explain that only

ten questions may be asked. The players may show their cards to

others on their team.

c. Questioning other team. The question begins with are you a person? etc., and continues until a correct identification has been

made or ten questions have been answered.

d. The team with the most correct identifications wins.

2. Matched PairsThis game requires the students to remember the location of

the cards and make matching pairs. This game can be included as a

group game. The aim of this game is to review vocabulary and to

stimulate conversation among the team members. This game is fun and

contributes to the group building. Things that need to be prepared by

the teacher are teacher choose the category that has been taught and

write a word on each 12 cards and make the 12 matching cards then

shuffle the cards well, turn them over number from 1 to 25 on the

back. For the record, because this game is to review something that has

been taught rather that teach something new, the teacher should make


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sure that the students knows what the 12 pairs are. For the alternative,

just tell topic.


a. Laying the cards out face down with the numbers showing.b. Taking turns, the students call out two numbers, for example, one

and three.

c. Turning over the called pair of cards. If the cards dont match, thecards are turned back over.

d. Removing the match cards from the layout when a student makes amatch and get another turn and it continues until they fail to

produce the match.

e. Finally, when all the cards have been matched, the student with themost matches wins.

3. Sound and SpellThis game is a team activity which content 3 to 5 students

and purposed to review the pronunciation of selected words and

sounds and the various ways the sounds can be spelled. This card game

is described as a set of cards (36 cards) which each card has one word

written on it and one sound underlined. Things that have to be prepared

by the teacher are a set card contains from two to six different sounds.

Use the sample sets on the following pages, write the number of

words, and underline the spelling of the sounds in a question.


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The procedure of this game are :

a. Giving the directions to the class. For example, you have 36 cardsin this set. There are three different sounds underlined. Read the

words, pronounce them, and sort them into three piles.

b. Letting the students work on the sounds and spellings. Do not giveany help.

c. Having the groups lay out their cards and look at each otherssolutions when all the groups have finished their sorting.

d. Checking the solutions and the team with the most correct cardswins.

4. ScrambleIn this game, the students rearranged jumbled sentences,

sequences, and stories. This game is useful for review work or

sentence order and the placement of punctuation marks. This game will

be effective if it concentrates on a single sentence pattern. Things that

have to be prepared by the teacher are samples of sentences from

photocopy or developed original material then cut out the individual

words.

The procedures of the game are :

a. Dividing the class into groups of 2 or 3 students.b. Giving each group a sentence and put extra bundled sentences in a

central place.


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c. Telling each group to use all the cards to form a sentence.d. Have them write the number of the sentence and the sentence on a

separate sheet of paper when a group is satisfied with its sentence.

Then the group returns the sentence to the central pile and chooses

a new bundle of cards.

e. Reading the correct sentences and have the groups check theiranswers when the groups have finished.

5. CategoriesThe students are required to use English quickly and

descriptively. This game is used to review vocabulary and it is a good

exercise for stretching the students command of the language as they

work under pressure.

The procedure of the game are :

a. Dividing the class into two or more teams.b. Giving one card to a member from one of the teams. This person is

the clue giver. Leave the room with the clue giver to be sure they

understand the meanings of the words on the card.

c. Asking the clue giver announces the category to their own team.The other teams watch and lesson.

d. Asking the clue giver then makes up clues while team members tryto guess the words on the card.

e. Continuing the game until all the words have been identified.


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f. Getting the next team a chance to play with a different card whenthe first team is finished.

g. Four or five rounds is usually good enough for a good game.

6. ScenariosThis is a role playing exercise played by at least six and not

more that sixteen students in which students receives card describing a

character whose identity they assume. This game requires the students

to practice social conversation, listen carefully, and remember and

restate what they have heard. This game is designed for a lower level

class, only minimum of information should be given.


a. Giving the directions to the students. First, set the context of thescenario.

b. Giving each students a card and ask them to study it.c. Helping the students with any questions they might have about

their character in a quiet corner or outside the room.

d. Letting the students mingle and talk to each other for 15 to 30minutes.

e.

Concluding the game when it seems that everyone has met

everybody else.

f. Having the other students tell what they can remember about thecharacter.


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7. PyramidsThis game is a review of a subject matter that is either

general knowledge or part of the learners course work. The sample

cards which follow were chosen to illustrate the great variety of

language and content information students can work with in this game.

Also while learning the content; the students build confidence and

skills. The teacher should prepare a set of 24 cards with a question and

its answer on the same side of each card and the teacher try to order

the cards from easy to difficult.


a. Placing a stack of cards in front of the two opponents (individual orteam) and give each of them a blank pyramid.

b. Student A takes the top card and reads the question to student B. Ifthe answer is correct, student B puts an X or writes the answer in a

box in the base of their pyramid. Then student B asks student A the

next question in the stack.

c. Playing continues as each opponent builds a pyramid from the baseto the top. The first student to complete a pyramid wins.

d. If neither student build a pyramid nor all the cards have been used,the student with the most correct answers wins.

e. If one student builds a pyramid and there are still some unusedcards, the losing opponent can be given the opportunity to catch up

by answering the remaining cards.


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8. Index Card MatchIn this case, Index Card Match is selected to enhance

students reading comprehension based on the consideration that this is

an effective and fun method to teach reading comprehension. This

game is focused on matching two cards. Index Card Match is a

learning that invites students to learn actively and in order they have

independence soul in learning and foster their creativity. This is an

active, fun way to review class material. It allowed students to pair up

and quiz their classmates (Silberman : 1996). If the students feel

pleasure in using this technique, it will be easy for them to

comprehend reading texts. Nevertheless, new material could also be

taught using this learning with a record that the students had to learn

the new material first, so when the class began they already had

knowledge (Zaini, 2008 : 67). This learning can be used as an

alternative learning to know students characteristics deeply.

Characteristic here means the students love to learn while playing in a

teaching learning process so the teacher have to be able to attract the

students interest so they like the material that the learning aim can be

reached.

Hisyam Zaini, Bermawy Munthe, and Sekar Ayu Aryani

(2008 : 67) stated that Index Card Match was a fun learning strategy

which was suitable to improve students achievement, because it could

increase students participation. In this technique, teacher is the only


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noisy so it needs to be extra monitored; and (2) Index Card Match

takes teachers time for preparation in making sets of cards (Lie, 2008 :

46).

Based on Mel Silberman (2008 : 67-68) in Active Learning:

101 Strategies to Teach Any Subject, the procedure in using Index

Card Match were:

a. Writing down questions about anything taught in the class on aseparate card. Create enough question cards to equal one-half the

number of students.

b. Writing down answers to each of these questions on a separatecard.

c. Mixing the two sets of cards and shuffle them several times so theyare well mixed.

d. Giving out one card to each student. Explain that this is a matchingexercise. Some students have review questions and others have the

answers.

e. Having students find their matching cards. When a match isformed, ask the matching students to find seat together. (Tell them

not to reveal the other students what is contained on their cards.)

f.

Having each pair quiz the rest of the class by reading aloud their

question and challenging classmates to tell them the answer when

all the matching pairs have seated.


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C. Research GapReading comprehension is the process of understanding and

constructing meaning from texts. This activity is regarded as one of the

difficult process of learning because learners must have ability to

understand and find certain details of the reading text. To make teaching

reading comprehension be more attractive and successful, teacher needs

and interesting method. Index card match is a fun teaching learning

strategy which is use to review materials given before. Nevertheless, new

material still can be taught using this strategy, with a record that the

learner should learn the topic that will be taught in order when the class

begin they already have knowledge.

By applying Index Card Match in reading activities, the students

will be easier to understand the content of the text. It also can stimulate

their motivation and interest to read the text. Hopefully, by applying Index

Card Match, the students reading comprehension will be enhanced.

D. HypothesisFrom the explanation given before, the hypothesis of this study is Index

Card Match will enhance students reading comprehension.

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Chapter II Revisi 1