CHAPTER II
REVIEW OF RELATED LITERATURE
A. FRAME OF THEORY
1. Concept of Teaching English as a Foreing Language
Language is considered to be a system of symbols and words, primarily through oral
and weritter communication as well as using expressions through body language.
Language is sets of habits.1 This suggest that acquiring a language require the
frequent uses of the language. In other words, learners need lots of practices to master
the language. Harmer states that, English as a foreign language is generally taken to
apply students who are studying general English at the schools and institues in their
own country or as transitory visitors in a target language country.2 It means that the
purpose of teching Eenglish as foreign language is to create a situation that the
students can use English as a means of communication. The students should be put
into situation that they can use English for communication both oral and written.
In the case, there are two ways of developing ability in a target language such as
acquisition and learning. Acquisition is defined as a subconsious process that is
identical to the process use in first language acquisition in all important ways, while
learning is defined as conscious knowing about a target language. While acquisition
is taking place, language learners are not always aware of the results: they are not
1 Jack C. Richards and Theodore. S. Rodgers, Approaches and Methods in Language Teaching, New York: Cambridge University Press, 2nd Edition, 2001, p. 55.
very concerned with grammatical rules and error correction. They are gaining a target
language by living in the society where the language is use in their daily lives. When
people talk about the rules of a target language, they are learning the target language.3
It means that acquisition and learning are the way to develop the ability in target
language, the acquisition of the language will be easier achieved by the people who
life in the society where the language is used in their daily lives. Learning language is
the process to learn the target language which is not used in daily communication.
English as a foreign language occours in countries where English is not actually used
or spoken in daily life. English is really a foreign language for language learners in
Indonesia because in indonesia english is just learned at school and people do not
speak the language in the society. English is introduced as a local content in
elementary school and as a compulsorysubject from junior high school to university
level. Learner who learn English as foreign language do not use English in their daily
communication. The reason for this is because the environments does not support the
learner to use English for communication. English is learned in indonesia by talking
about the grammatical rules of English and errors are always corrected. It means that
English is not spoken in the society, accuracy is really focus in learning English.
They use english only when they learn English subject in the classroom and the
learner has no appropriate time to practice the knowledge outside the classroom.
It is not the case when people learn English in countries where English as a second
language, such as in Malaysia, singapore, etc. English as a second language occurs in
countries where English is spoken in the society. People in those countries emphasize
on the ability and fluency in communication of daily lives. They acquire english
because they are exposed to the language in the society. They are not always aware
of the processof gaining the language.4 Referring to the theory of gaining a target
language mentioned above, the process of gaining English in indonesia is regarded
more as learning while in Malaysia more as acquisition.
Teaching English as foreign language means that English is used by the people not as
their mother tongue or their native language. According to Brown, teaching is
showing or helping someone to learn how to do something, giving instructions,
guiding in the study of something, providing with knowledge and causing to know
and understand.5 it means that teaching is the process to show, give, guide and
provide the knowledge from the teachers or educators to the students, and the goal of
the teaching process is to make students understand the new knowledge. Teaching is
a process that should be done by teacher based on knowledge, teaching skills,
personal qualities, professionalism and has done interesting teaching method in order
that the students are interested in learning English.
4 Ibid, p. 22.
Based on the explanation above, the writer concludes that in the teaching English as a
foreign language, the teacher should assist and guide students in the mastery of the
material. In other words the teacher as a facilitator must be able to provide a good
method or technique in teaching and learning so that at the end of teaching activities
English as foreign language the students will understand the subject that is taught.
2. Concept of Reading
Reading is an activity that is avoided by the people. Many people believe that reading
is not easy. Moreillon states that reading is making meaning from print and from
visual information. But reading is not simple. Reading is an active process that
requires a great deal of practice and skill.6 In line with Moreillon, Harisson and
Coles state that reading is a highly complex skill. It must be regarded as
continuously developing skill and thus the apprenticeship is a long one that continues
through all levels of schooling and sometimes beyond.7
It means that reading is not only reading a text but also reading is an active process
and highly complex skill that is used in getting information which needs more
exercises and also must be developed.
Reading is a set of skills that involves making sense and deriving meaning from the
printed word.8 It means that reading is the ability in getting information from a
6 Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, (Chicago: American Library Association, 2007), p. 10
7 Colin Harrison and Martin Coles, The Reading for Real Handbook, (London: Routledge, 2002), p. 118
printed word. In addition, Burhan in Fanani state that reading is a physic and
mental activity to reveal the meaning of the written texts, while in that activity there
is a process of knowing letters.9 It means that reading is a physic and mental process
to take the information from many sources.
In addition Harmer also states that reading is an exercise dominated by the eyes and
the brain. The eyes receive the massages and the brain then has to work out the
significance of these massages.10 In other words, reading is a process that is done by
our eyes and our brain to process the information that we have read. Reading is not
only to see words but also to think about what the writer will convey to the readers.
Based on the discussion, it can be said that reading is process to take information
from print and from visual information that must be developed and practiced.
3. Kinds of Reading
Reading has many kinds. According to Patel and Jain, there are four kinds of reading.
The first is intensive reading, extensive reading, aloud reading and the last is silent
reading. Here are the explanations in details:
9 Fanani, Teknik Membaca Cepat; Trik Membaca 2 Detik 1 Halaman (Yogyakarta: Araska, 2012).p.9
a. Intensive Reading.
Intensive reading is related to further progress in language learning under the
teacher's guidance.11 It means that the teacher guides students in learning. In addition,
Broughton states that intensive reading is typically concerned with texts of not more
than 500 words in length.12 It can be said that intensive reading is a text which
consists about not more than 500 words.
b. Extensive reading
According to Brown, extensive reading is carried out to achieve a general
understanding of a usually somewhat longer text (book, long article, or essays, etc).13
It means that extensive reading is done to get anunderstanding and sometimes it
spends more time.
c. Aloud Reading
Reading aloud allows teachers the opportunity to model effective reading of texts
including pronunciation and comprehension.14 Reading aloud is an effective way for
teacher to teach pronunciation and comprehension.
11 Dr. M.F. Patel and Praveen M. Jain, English Language Teaching, (Jaipur: Sunrise Publishers
& Distributors, 2008), p. 117
12 Geoffrey Broughton, et al, Teaching English as Foreign Language, (London and New York: University of London Institute of Education, 2nd edition, 2003), p. 93
13 Douglas Brown, Teaching by principles An Interactive Approach To Language Pedagogy.
(New Jersey: Prentice Hall, 2nd edition, 2001), p. 313
14 Anete Vasquez, Angela L. Hansen and Philip C. Smith, Teaching Language Arts to English
d. Silent Reading
Silent reading is a very important skill in teaching of English. This reading should be
employed to increase reading ability among learners. Silent reading is done to
acquire a lot of information. Teacher has to make them read silently and when they
are able to read without any difficulties.15 It means that silent reading is a way to get a
lot of information. Besides, the teacher should make the students reading in a silent
way, so that the students will understand about the text.
From the preceding discussion, we know that there are four types in reading. The first
is intensive reading, extensive reading, aloud reading and silent reading. One of the
example of silent reading is reading comprehension.
4. Concept of Reading Comprehension
The most important of reading is comprehension. Tankersley states comprehension is
the center of reading. That it is the heart of reading process and we bring our life
experiences to the act of reading.16 Comprehension is the power of reading. It is also
influenced by the experience of the reader.
According to Koda in Grabe, comprehension occurs when the reader extracts and
integrates various information from the text and combines it with what is already
know.17 Accordingly, when the reader takes the important information from the text
15 Dr. M.F. Patel and Praveen M. Jain, English Language Teaching, (Jaipur: Sunrise Publishers & Distributors ,2008), p. 122
16 Karen Tankersley, The Threads of Reading; Strategies for Literacy Development (ASCD: Alexandria, 2003 ), p.114
and combine it with the other texts she or he ever read before, so that the
comprehension happened.
In addition, Harrison and Coles add that reading is not just a means of comprehension
but of becoming aware of how writers express meaning and becoming able to
reconstruct those meanings for our own understanding.18
This means that when we read and take the important information, we may add what
we have already known. Besides, we also need to understand the meaning by our own
words. Therefore, reading for comprehension is the primary purpose for reading
(though this is sometimes overlooked when students are asked to read overly difficult
texts); raising student awareness of main ideas in a text and exploring.
the organization of a text are essential for good comprehension.19 In other words,
although reading is very important, but it is not complete if we can not catch the
point. In the same way, comprehension is the important one in reading. It
makes the reader increases their knowledge by understand what the writer wants to
convey in his text. Thereafter, it is quite important to know more about reading
comprehension and its strategies. Tankersley states that reading comprehension is
dependent on three factors. The first factor is that the reader has command of
the linguistic structures of the text. The second factor is that the reader is able to
exercise metacognitive control over the content being read. This means that the reader
18 Colin Harrison and Martin Coles, Op. Cit, p. 99
19 Jack C. Richards and Willy A Renandya, Methodology in Language Teaching,
is able to monitor and reflect on his or her own level of understanding while reading
the material. The third and most important criterion influencing comprehension is that
the reader has adequate background in the content and vocabulary being presented.20
Those are three factors that we need to support our reading comprehension. When we
read, we think and we connect new information.
Based on the explanation above, the researcher concludes that reading
comprehension is a multicomponent, highly complex process that involves many
interactions between readers and what they bring to the text (previous knowledge,
strategy use) as well as variables related to the text itself (interest in text,
understanding of text types). Therefore, it is important for the reader to understand
the writer’s explanation. Besides, the reader will bring their knowledge in this process
so that they will comprehend what they read by combine and conclude them.
Brown states there has some aspects commonly used in measuring students’ reading
comprehension ability as follows:
a. Main idea / topic sentence.
b. Expression / idiom / phrases in context. c. Inference (implied detail).
d. Grammatical features.
e. Detail (scanning for a specially stated detail). f. Excluding facts not written (unstated details). g. Supporting idea.
h. Vocabulary in context.21
20 Karen Tankersley, Op Cit, p.90
Based on the theories, it can be concluded that reading comprehension is a process
done by reader to get information contained in the text namely by understanding an
exiting text reading.
5. Concept of Teaching Reading
As teachers, we believe it when we say “Reading is power.” But for students to
believe that reading is power, we must put them in position to experience the power
of reading. That means they must do tasks and activities that demonstrate the power
of reading.22 It means that teachers should give their students the best strategy in
teaching so they will get the power. Teacher also should give the exercises about the
power of reading. It will make the students interested in reading and they will get
many knowledge by reading.
Teaching cannot be defined apart from learning. Teaching is guiding and facilitating
learning, enabling the learner to learn, setting the conditions for learning.23 It means
that teacher should be a good facilitator. She or he should facilitate his students in
learning. Besides, he also a guide where the students need his explanation in giving
the material. Accordingly, it is influenced by how the teacher gives the materials to
the learner. Therefore, teacher also have to master a good language teaching so that
the learner will be enjoy and understand the learning process.
22 Judi Moreillon, Op. Cit., 2007, p. 5
According to Setiyadi, language teaching is influenced by ideas on the nature of
language (language theories) and the learning conditions that make learners to acquire
the language (language theories).24 It can be inferred that teacher have to upgrade his
language and take over the class when delivering the material in teaching reading so
the learners will enjoy the learning.
Teaching reading is very important skill because this is the stage where the
knowledge of learners starts to flight.25 It means that reading has important role
because learners will get many information by reading. The goal of teaching reading
comprehension strategies is to give readers the tools they need to be effective readers
and independent learners.26 Hence, teacher as facilitator in learning process have to
give their students some threads in reading until they can commit in reading wherever
they are. According to Tankersley, there are six essential threads of reading, they are:
a. Readiness/Phonemic Awareness
Phonemic awareness is the ability to hear and manipulate phonemes, which are the
smallest part of a spoken language. According to Center phonemic awareness is the
ability to deal explicitly with the smallest unit in the spoken word, the phoneme, i.e.
the ability to subdivide ‘dog’ into its threephonemes /d/ /o/ /g/27. It means that
24 Bambang Setiyadi, Teaching English as a Foreign Language, (Yogyakarta: GrahaIlmu, 2006), p. 20
25Dr. M.F. Patel and Praveen M. Jain, Op. Cit., p. 123
26 Judi Moreillon, Op. Cit., 2007, p. 18
phonemic awareness is the smallest part of a spoken language. It is the ability to
manipulate phonemes.
b. Phonics and Decoding.
Phonics is the ability to identify that there is a relationship between the individual
sounds (phonemes) of the spoken language and the letters (graphemes) of the written
language. Decoding is being able to use visual, syntactic, or semantic cues to make
meaning from words and sentences. Center states that decoding is only one means,
albeit a critical one, of achieving word recognition.28
c. Fluency.
Fluency is the ability to read a text accurately, smoothly, quickly, and with
expression.
d. Vocabulary and Word Recognition.
Vocabulary is the meaning and pronunciation of words that we use in
communication.
e. Comprehension.
Comprehension is an active, constructive process in which the ultimate understanding
of the text is determined by a combination of what is stated directly in the text and the
reader’s preexisting knowledge related to the topic of the text.29
28 Op. Cit., p. 76
f. Higher-Order Thinking.
This thread is reading at the evaluation, synthesis, analysis, and interpretation
levels. Evaluation is the ability to make judgments about ideas and concepts being
read. Synthesis is the ability to apply ideas and concepts in new ways. It is the ability
to put two concepts together in a new way to form new thoughts, conclusions, or
ideas. Analysis is the ability to combine a reader’s background information and life
experiences with new ideas or concepts to pull apart the information or concepts.
Interpretation is giving one’s own “slant” or meaning to the ideas or concepts.30
Teacher is a facilitator in teaching reading. She or he also guide his students in
learning. Inasmuch as this, teaching reading is an active process. It needs two
communication between teacher and students. Teacher must deliver the material as
well as she or he can, so the goal of reading will be realized. Besides, by knowing the
threads of reading, teacher will guide his students to read in effective way.
6. Reading Comprehension Strategy
Strategies are an important part of comprehension. A good reader will arrange
an efficient strategy in comprehending a text. There are many strategies we
should to know in reading comprehension. It should be better for us to know more
what strategies in reading comprehension are.
Zimmermann and Hutchins in Moreilon identify seven reading comprehension
strategies. The first strategy is activating or building background knowledge.
Understanding the importance of background knowledge to comprehension is critical
because we connect new information with prior knowledge before we integrate and
organize the new information. The second is using sensory images. Sensory
experiences are a significant aspect of our background knowledge. Sensory imagery
is an important part of our schemas. When we think about our sensory experiences,
we are creating representations of those experiences in our memories. The third is
questioning. Questioning is among the social competencies that children bring with
them to their schooling. The fourth is making predictions and inferences.
Predictions are educated guesses about what will happen next based on what is
known from reading the text; prediction can also involve readers’ background
knowledge.Inferences require that readers go beyond literal meaning; they use the
print and illustrations plus their prior knowledge and experience to interpret the text.
The fifth is determining main ideas. Main ideas are always dependent on the purpose
of a reading. The sixth is using fix-up options. The fix-up strategy offers readers
processes they can use to recover meaning, such as rereading, reading ahead, or
figuring out unknown words. The last is synthesizing. Synthesizing is putting it
all together.
From the explanation, there are seven strategies we may use in reading
comprehension. Different from Zimmermann and Hutchins, Brown states there are
a. Identify the purpose in reading
b. Use graphemic rules and patterns to aid in bottom-up decoding
(especially for beginning level learners)
c. Use efficient silent reading techniques for relatively rapid
comprehension(for intermediate to advanced levels)
d. Skim the text for main ideas
e. Scan the text for specific information
f. Use semantic mapping or clustering g. Guess when you aren’t certain
h. Analyze vocabulary
i. Distinguish between literal and implied meanings
j. Capitilize on discourse markers to process relationships.
There are seven and ten strategies in reading comprehension according to
Zimmermann, Hutchins and Brown. In conclusion, those strategies are good for the
learners. But the researcher chooses semantic mapping strategy as the best strategy
according to the learners need in reading comprehension. It will help the reader in
reading comprehension.
7. Types of Text
Text in English can be classified into several genre, they are:
a. Spoof
Spoof is a text to retell an event with a humorous twist.
b. Recount
c. Report
Report is a text to describe the way things are with reference to arrange of natural, man-made and social phenomena in our environment.
d. Analytical Exposition
Analytical Exposition is a text to persuade the reader or listener that something in the case.
e. News Item
News Item is a text to inform readers, listeners or viewers about events of the day which ore considered news worthy or important
f. Anecdote
Anecdote is a text to share with others an account of an unusual or amusing incident.
g. Narrative
Narrative is a text to amuse, entertain and to deal with actual or vicarious experience in different ways.
h. Procedure
Procedure is a text to describe how something is accomplished through a sequence of actions or steps.
i. Description
Description text is a text to describe a particular person, place or thing.
j. Hortatory Explanation
k. Explanation
Explanation text is a text to explain the process involved in the formation or workings of natural or socio cultural phenomena.
l. Discussion
Discussion text is a text to present (at least) two points of view about an issue.
m. Reviews
Reviews text is a text to critique an art work or event for a public audience.31
B. The Nature of Report
1. Concept of Report
Reading has various interesting types of text for the process of teaching and
learning in the classroom such as report text. The writer just discuss about report text
because this text will be used to apply these strategy. Report is a text which presents
information about something. It is as a result of systematic observation and analysis
(Jullie Alemi : 2008). This statements is also supported by Grace, she stated in her
handbook that report text means a text which presents information about something to
describe the way things are such as a man-made thing, animals, and plants. 32
So, it is clear that report text describes the way of certain things and frequently refer
to phenomenon of nature, animal and scientific object. Mostly, report is written after
getting careful observation.
31 Nawang sawitri, Be Ready paket cerdas lengkap bahasa inggris SMA MA kelas 10, 11 dan 12 (in Azna book yogyakarta,2015),p.127-167
Furthermore, the purpose of text report is to give a truth account of something,
somebody, some place, or same activity after investigating and collecting the facts
(Perry and Ron ; 2001). And, There are many types of text that used by readers and
writers to communicate for a particular purpose. One of the text types is report text
which is a kind of text that presents information about natural and social phenomena
in the enviroment. Furthurmore, it present information in a structured manner about a
subject by giving facts.33
2. The Purpose of Report Text
Report text has a function to classify and describe something by giving facts. Report
text can classify many things around enviroment such as animal, plant, natural
phenomena and social phenomena. In addition, report text also describes something
generally. The scope of the description will differentiate the report text and
descriptive text.
Report text cemmonly describes things generally, while descriptive text tends to
explain the characterization of a spesific thing. In short, it can be synthesized that the
function of report text is to give a truth account of something or some activity after
investigating and collecting the facts.
3. The Generic Structure of Report Text
Mark Anderson and Kahti Anderson (2003) the steps of consturing information report
the text structure/ generic structure of information report and the language features
used in information in report is as below:
The generic structure of report text, are;
a. General classification:
General opening statement that introduce te subject or the report, it can include a
short description and definition.
b. Description
A series of paragraph to describes the subject each new paragraph describe one
feature of the subject and begins with a topic sentence followed by detail sentence.
c. A conclusion that summerizes the information and signals the end of the report
(opotional/ not always). It just to make text clearly in the end of text tell about. In
generally, the generic structure in a report text just explained general classification
and description.
4. Language Feature in Report Text
a. Use timeless present tense
b. Use action verbs (climb, eat,erupt) linking verb (is, has, belong to)
c. Use language of defining (are called) classifying (belongs to) comparing and
d. Use descriptive language (color, shape, size, function, habit, behaaviour) e. Use techniqal terms.34
The example of report text HEART
The heart is the most important part of the body. It is the center of life. However, the heart is only as big as a closed hand. ( General Classification)
The heart is a muscle and it beats about seventy times per minute throughthout a person’s life. (Description)
The heart pumps blood from your heart to all parts of your body. The heart is made up of four chambers or small “rooms”. The top chamber are called the right and left auriclesand the botttom chambers are the right and left ventricles. (Description) purpose
When blood enters the heart. It is in dark reddish color because it countains carbon dioxide. The blood enters the right auricle and then the right ventricle. When the heart contracts, it forces the blood to the lungs where the blood receives oxygen. It then goes to the left auricle. The heart contracts again, and the blood goes to the left ventricle and is then forced out into the body. The blood gathers carbon dioxide and returns to the heart, and the process begins again. (Description)
C. The Nature of Semantic Mapping Strategy
1. Concept of Semantic Mapping Strategy
According to Duffy semantic mapping is one way to explain how to categorize word
meanings.35 It will make a good perception for students to decide the meaning.
Further, according to Hiebert and Kamil, semantic maps are basically more elaborate
Venn diagrams. To be effective, semantic mapping should be a two-part procedure,
beginning with brainstorming.36 It means that semantic mapping can be begin by
brainstorming or by combine with venn diagram so that this way believes more
effective for students.Heimlich and Pittelman in Allen states that semantic
mapping is a teacher directed study of a word or concept in relation to other related
words and ideas.37
It means that semantic mapping is learning how to relate an idea to others. Besides,
semantic mapping serves as a means to give students a spatial and visual venue in
which to organize ideas, show relationships, and retain important information.38It
shows the relationships between a word to another word. Therefore, it will make the
students try to think whether his idea is related or not.
In addition, Guffy states that however the same kind of semantic map can be used to
build meaning for content words encountered in the upper grades and in middle
35 Gerald G. Duffy, Op Cit, p. 77
36 Elfrieda H. Hiebert, Michael L. Kamil, Teaching and Learning Vocabulary, (New Jersey: Lawrence Erlbaum Associates Publisher, 2005), p. 104
37 Jannet Allen, Inside Words, (New York: Stenhouse Publishers, 2006), p. 97
school (e.g., in science or social studies).39 Accordingly, it can be used in upper
grades or middle school. On the other words semantic mapping is flexible, it can be
used by many people. Whether for young learner or for adult learner.
Semantic map is one type of graphic organizer. It helps students visually
organize and graphically show the relationship between one piece of information and
another.40 Students will manage how to make a relationship between a word to
another word. According to Johnson and Pearson in Supramaniam, semantic map is
graphic arrangement of words and it shows how new words and ideas. Related to
each other with in text.41 It means that semantic mapping will show how words and
ideas are related to others by manage them. In the case of point, semantic mapping is
a teacher directed study of a word or concept in relation to other related words and
ideas. It is used by the teacher to guide the students in reading especially in reading
comprehension. By using this strategy, students will be more easy to comprehend
their reading. They will decide the ideas and connect them. This strategy is also
flexible to use, so that it will make the teacher and the students easy in learning.
39 Gerald G. Duffy, Op. Cit., p. 84
40 Kholoud Hussein Amoush, The Effectiveness of Using Semantic Mapping Strategy on Reading Comprehension of Jordanian University Stufents, (Jordanian: 2012), p. 718
Figure 1
The example of semantic mapping strategy
Based on Heimlich J.E &Pittelmon, S.V (1986). Semmantic mapping classroom application. New york,DE: International reading Association.
2. Procedure of Semantic Mapping in Reading Comprehension
Semantic mapping is a strategy that used to help the learners in reading
comprehension. Simarmata says there are five procedure in teaching by using
semantic mapping strategy. These are the procedure that can be applied in reading
comprehension:
a. Understanding of the Topic
Understanding of the topic is an activity done by the students before they read the
text. The students draw a large oval on the paper and write inside the topic about. For synonim
Sports
SEA features
Sea life
Leaving on the sea
Adjectives
example, they are reading about pollution. They write inside the circle with the word
pollution.
b. Brainstorming
In this activity the students try to think of the ideas that might relate to the topic by
using short questions in their main. For instance, they think of types of pollution, the
meaning of pollution and so on. Brainstorming means that is an application of the
schema theory which attempts to explain how people integrate new information
with their existing framework of knowledge. In order to make it clear about
information that they express, it is suggested to use different color of pen.
c. Categorization
It is time to connect the ideas to the levels of the ideas, categories ideas,
exemplifying, and detail ideas by using circles, squares or rectangles and straight
lines in the schema map. Here, the students need some vocabularies.
d. Personalizing the map
It is the major activity. Here the students start to read the text. Through reading, they
will decide to add or to eliminate from the information that they have written in
e. Post Assignment activity
In this activity, the students draw their ideas of both prior knowledge and new
information with different color in the map.42
By applying those procedure, the students will be guide by the teacher to use
semantic mapping. They are understanding of the topic, brainstorming,
categorization, personalizing the map, and post assignment activity.
3. The Advantages of Semantic Mapping Strategy
Semantic mapping is a visual display that demonstrates relationships between one
word to another. There are seven advantages of using semantic mapping in
teaching-learning process:
1. Representing ideas or views from a large group of participants or stakeholders in an easy-to-interpret format.
2. Helping students brainstorm and generate new ideas.
3. Encouraging students to discover new concepts and the propositions that connect them.
4. Allowing students to more clearly communicate ideas, thoughts and information.
5. Identifying complex relationships between issues, factors, and so on in a tangible
or grhapic format.
6. Participating focused, everybody can have his or her ideas represented.
7. Promoting active participation, therefore ensures that participants stay on task.43
By semmantic Mapping students get new information without messy scratching out
or squencing it and get easily defines the central idea.
4. Disadvantages of Semantic Mapping,
Beside the advantages, semmantic mapping has disadvantages, they are:
a. It is not easy to apply by beginner students, it requires extensive reading.
b. It is difficult to find out the relation between the ideas,
c. The overall pattern does not necessarily assist memorability.44
From the preceding discussion, the researcher believe that many advantages of using
semantic mapping in teaching. Although there are some disadvantages, the teacher
should be more creative and tricky to solve them so it will be more effective.
D. The Nature of Listening Read Discuss (LRD) strategy
1. Concept of Listening Read Discuss (LRD) strategy
According to McKenna in Murni’s journal,“Listen Read Discuss (LRD) is a strategy
especially designed for struggling readers. Its three stages represents before, during,
and after stages of all reading lesson format.”45 Moreover, Trowbridge said that
43 Pearson,P.D and Johnson D Teaching Reading Vocabulary, (New York :Holt Rinehart and wiston,1978),p.133.
44 Yulia Agustina, Ngadiso, Dewi Rochsantiningsih, The Effectiveness of Semantic Mapping to Teach Reading Viewed from Sudents’ Intelligence, (Solo: http://jurnal.pasca.uns.ac.id, 2013) p. 27
Listen-Read- Discuss (LRD) is a comprehension strategy that builds students' prior
knowledge before they read a text.
Before reading, students listen to a short lecture delivered by the teacher. A guide or
graphic organizer can be used to help students follow the information.46 It means
that, there are three stages in this strategy. First, the students listen the explanation
about the material from the teachers. Second, the teacher asks the students to read the
text to get their comprehension and the last students dicuss about material from the
teacher.
Another experts also state like that, their opinion is almost same with other, one of
them is coming from Alvermann, he stated listen-reading discuss students in learning.
Here the students can be trained to be better listener, reader and speaker. The teacher
first lectures about a selected portion of material. Students then read that portion with
the purpose of comparing the lecture and the written content. afterward the students
and teacher discuss the lecture and reading.
Finally, the teacher guides the students to discuss to know the students’
comprehension about the text. It can be concluded that Listen Read Discuss
(LRD) is a strategy for teaching reading that helps student comprehend material
presented orally. Also, it helps build students’ prior knowledge and evokes discussion
ad- Discuss (LRD) Strategy (A Classroom Action Research at Class X-1 of SMA Negeri 1 Musuk Boyolali in 2014/2015 Academic Year),(http://jurnal-mahasiswa.unisri.ac.id/index.php/fkiping/ article/viewFile/198/141, December 18th2016. 20. 47 pm)
in students. A teacher can use this strategy before and during reading and within a
small a group or in a whole class setting. Based on the expert opinion above, the
researcher conclude that listen- read-discuss (LRD) strategy is an appropriate strategy
to teach and learn about reading, because this strategy requires the students to be
active in reading. And for the students who do not have any background knowledge
about the topic given the teacher gives some explanation before reading, it is a good
way to build their knowledge about the topic.
So, absolutely listen-read-discuss has the adventages, there are some advantages of
using listen, read, and discuss strategy, are; it uses to activate student’s prior
knowledge. Then, it can improve student’s reading comprehension and content
learning in both weak and proficient value. It engages struggling readers in classroom
discussion and helps the students to comprehend the material presented orally.
2. The Advantages of LRD Strategy
There are some advantages that can be used by the teacher in giving treatment in
control class:
a. It helps students comprehend material presented orally.
b. It builds students’ prior knowledge before they read text.
c. It engages struggling readers in classroom discussion.47
It means that by using LRD to teach students in reading activity it can increase their
comprehension and make them enjoy in the classroom. The students get information
from the teacher presented orally before they read a text.
3. The Disadvantages of LRD Strategy
However there are also disadvantages in LRD strategy as follow:
1. LRD is difficult to use on a daily basis because developing the teacher and the
students’ prior knowledge is time intensive.
2. The teacher must be selective and choose specific text where the students lack
prior knowledge about and need more support with LRD text.48 Teacher
interaction in the learning process is important because teachers are advisors and
mentors in the lesson, the teacher will be impossible without the learning process
running optimally.
So, the teacher in the learning process is necessary at all, especially in improving the
reading skills of students, because of time constraints in presenting the material in the
school led to the demand to achieve the desired learning achievement one of them
with the intensity of reading outside of school hours in order to achieve these
objectives.
4. Procedure of Using LRD Strategy
According to Trowbridge LRD has three basic steps: Listen, Read, Discuss. The
following are the steps of LRD strategy:
a. Listen:
Present a lecture on the content of the reading. Include a graphic organizer of
the information during discussion.
b. Read:
Students read the selection, guided by the idea that the reading may provide
a different understanding or interpretation of the content.
c. Discuss:
Teachers lead a classroom discussion on the materials, encouraging students to
reflect on the differences between their reading of the content and the teacher’s
presentation.49
It means that LRD has three steps, first the students listens the explanation about the
material from the teachers. Second, the teacher asks the students to read the text to
get their comprehension. Finally, the teacher guides the students to discuss to know
the students’ comprehension about the text.
E. Frame of Thinking
English is as foreign language in Indonesia. It had been taught from Elementary
School up to Senior High School and also in University. It also has four skills that
must be mastered by the learners. Those are listening, speaking, reading, and writing.
Reading as receptive skill has important roles in learning. In as much as all of the
subject must be read first to get information. In addition, reading also can increase
their knowledge about anything they have to know.
Reading as the process to take information has a great deal of practice, but reading
only is not good enough. It must be followed by reading comprehension that must be
developed continuously. However, many students get difficult in reading. As
discussed in the previous chapter, many students are not able to comprehend a text
especially report text. They have difficulty in understanding the meaning of the
text. The other reasons are most of the students find difficulties in reading report
because their motivation in studying English is not good enough. They also felt
bored with the teacher’s strategy.
This case makes their score is under the criteria of minimum mastery. Hence, the
teacher should have a good strategy to teach their students, The teachers use LRD
(Listen, read, discus) strategy to teach English especially in reading comprehension,
teachers only explain the learning materials and students listen to what explained by
the teacher after that the students read the text, after read the text teacher ask the
student to discuss the material or text. This strategy is less effective to improve
After that LRD is difficult to use on a daily basis because developing the Teacher and
the students’ prior knowledge is time intensive and the teacher must be selective and
choose specific text where the students lack prior knowledge about and need more
support with LRD text. Teacher interaction in the learning process is important
because teachers are advisors and mentors in the lesson, the teacher will be
impossible without the learning process running optimally.
Therefore, the researcher assumes that reading comprehension of report text will be
increased by using semantic mapping. Semantic mapping is a teacher directed study
of a word or concept in relation to other related words and ideas. It is used by the
teacher to guide the students in reading. It is a solution to increase the students’
reading comprehension. The students can develop their ideas by understanding the
topic and brainstorming about the topic. Besides, they will be easy to find out main
ideas by making a map. Beside, it helps the students in developing their ideas and
increasing their understanding in reading comprehension especially in reading report
text.
Based on the theories and assumption, the researcher formulates the hypothesis as
follows:
Ho: There is no a significant influence of using Semantic Mapping strategy towards
students’ reading comprehension of report text of the ninth grade of the first
semester at SMP Muhammadiyah 3 Bandar Lampung in the academic year of
2018/2019?
Ha: There is a significant influence of using Semantic Mapping strategy towards
students’ reading comprehension of report text of the ninth grade of the first
semester at SMP Muhammadiyah 3 Bandar Lampung in the academic year of
