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
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
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. (Kelley 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
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
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,
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),
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
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
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 English learning model named “Plot of
Story”. In this activity, students play a game to arrange a jumble paragraph that
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
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
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
