CHAPTER II
LITERATURE REVIEW
A. Reading
1. The Definition of Reading
Reading is a process carried out and used by a reader to acquire message
that is convey by a writer through words or symbols and meaning of the words
could be soon known by a reader, so the reading can be carried out well (
Tarigan ,2008:7). From the definition above, it can be concluded that reading is
a process of conveying and acquiring a message graphically from writers to
readers that involves the ability of reader in getting meaning from the message
which is convey by the writer through the word or symbol to be understood and
interpreted. Reading is more complex, reading cannot occur unless the pupil can
identify and recognize the printed symbol and generally the pupil must also give
the visual configuration on aspect of reading process (Dechant in Leu and
Kinzer 1987:9). From reading, the students can get information and knowledge
about science, technology and other advantages of the world dealing with the
subject matter being learned.
Moreover, (Walter R. Hill, 1979:4 in Mart 2012:92) defines reading as
what the reader does to get the meaning he needs from contextual resources.
Based on the statements, it can be conclude that reading is the important things
2. The Importance of Reading
Reading needs to be mastered by students in learning English. Ramelan (1990:1)
states that reading is a very important for life. Through reading, people can explore the
world, countries that have never been visited before. For the students who study
English, reading is the one of important skills, because students will explore many
information and knowledge from reading activity. Besides, it can enrich the students‟
vocabularies.
Meanwhile Laddoo (2013:1-2) states that there are four importance of reading;
those are as follows:
a) Reading can make the students smarter
Reading forces the brain cells of students to think about the content of reading or
other cases that are found in reading. Finally, reading can trained the brain cells to
always process the information.
b) Reading is knowledgeable
The valuable pieces of knowledge can be got easily by reading in some different
literatures or others resource of reading.
c) Reading can improve vocabulary and language skill
The knowledge of different literary style can be got by reading many literatures.
Commonly, vocabulary and language skill can be developed by learning and
d) Reading boost creativity
Reading saves much knowledge that can make creativity. The creativity that is
gained reading can be used in whatever area of life.
Based on the explanation above, it can be concluded that reading is a very
important skills in daily life because the students will get more information and
knowledge from reading. In addition, reading can make the students smarter and
knowledgeable, improve vocabulary and language skills, and also boost creativity.
3. The Purpose of Reading
Learners should be able to make themselves understand the text. They
should try to avoid confusion when they read the text. Basically, according to
Tarigan (2008:9-10) there are five important purposes of reading, namely:
a. Reading for detail information: the students read to get detail information of
the text
b. Reading for understanding: the students read in order to understand the
ideas of the text
c. Reading inference : it is to find out the conclusion from the action or ideas
in the text
d. Reading to classify: the students read in order to classify something
happened in the text.
e. Reading to evaluate: it is to evaluate something happened in the text.
The purpose of reading that is used in this research is to find the detail information. It
4. The Types of Reading
There are 2 types of classroom reading performance; those are oral reading and
the silent reading (Brown, 2000:312). But in this research focus on extensive reading in
silent reading. Silent reading may be subcategorizing as follows:
a. Intensive Reading
Intensive reading is usually a classroom-oriented activity in which
students focus on the linguistic or semantic details of passage.
b. Extensive reading
Extensive reading is carried out to achieve a general understanding
of a usually somewhat longer text (book, long article, or essay, etc.). There
are 2 subcategorize of extensive reading as follows:
Skimming
Skimming is reading quickly and catches the gist from the text. The
goals of skimming are get the preview of the material, and to get the
overview of the material.
Scanning
Scanning is reading quickly through a text, focusing on locating
specific information. When the students need to find the specific
information, he might be able to scan, to find out the information he
5. The Aspects of Reading
There are some aspects of reading that should be mastered by the reader, in
order to be a good reader. Leu and Kinzer (1987:31-38) states some aspects of
reading, those are:
a) Decoding Knowledge
It refers to reader‟s knowledge. The knowledge will use to determine the oral
equivalent of written word. This is more important for beginning readers who know
the meaning of many words in spoken but are relatively unfamiliar in printed word.
b) Vocabulary Knowledge
Vocabulary knowledge refers to the knowledge about word meanings used to
determine the appropriate meaning for a word in a particular context. Vocabulary
knowledge is important at all grade levels, but is particularly important aspect of
reading instruction as children develop and explore less familiar subject areas with
somewhat specialized vocabularies.
c) Syntactic Knowledge
Syntactic Knowledge includes understanding word order rules that exist
within sentences and permit you to determine the grammatical function and often the
meaning and pronunciation of words.
Discourse knowledge is the knowledge of language organization at units
beyond the single sentence level. It includes knowledge of the structure of
organization on different types of writing.
e) Readiness Aspect
Readiness refers to two different concepts. Reading readiness is the ability
of students to get benefit from initial reading instruction. Recently, reading readiness
refers to the students‟ ability to read and understand a particular selection are find
out some specific piece of information, evaluate a character‟s action and learn about
something new.
f) Affective Aspect
Affective aspects of comprehension include reader‟s attitude and interest in
reading. These increase motivation and facilitate reading comprehension. It will
make readers read instruction as interesting and enjoyable as possible.
From the explanation above, it can be considered that the components of
reading influenced someone in comprehending the text. The readers would
comprehend the text perfectly if the components of reading are understood well.
6. Reading Assessment
There are some macro and micro skills in the reading assessment that are used in
1) Recognize a core of words and interpret word order patterns and
significance,
2) Recognize grammatical word classes (verb, noun, adjective ,etc),
system (tenses, agreement) pattern,
3) Recognize that a particular meaning may be expressed in different
grammatical forms.
b. Macro Skills
1) Infer the context that is not explicit by using background knowledge,
2) Infer link and connection between events, deduce, cause, and effect,
detect such relation as main idea, supporting idea, new information,
given information generalization, and exemplification,
3) Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, and guessing the meaning of
words from context.
B. Theoretical of Note Taking
1. The definition of Note Taking
There are direct and indirect strategies in language learning strategies
(Oxford, 1990: 37). Direct strategies divided into 3 strategies, those are memory
strategy, cognitive strategy and compensation strategy. Direct strategies mean
strategy in cognitive strategies. Note taking is writing down the main idea or
specific points (Oxford, 1990: 47).
Silberman (2006: 123) said the teacher prepares a form or handout that is
prepared before. In the handout, there is instruction for the students to make
notes during learning process.
So, from the statements above, it can be concluded that by using note taking
make the students easy to conclude the important point.
2. The Advantages of Note Taking
According to Zainal Mutaqien (2009:1), there are some advantages of note
taking, as follows:
This strategy can be used for small class and big class.
This strategy can be used for opening activity, and core activity.
This strategy is useful for introducing the material.
This strategy is very useful for material containing definition or
terminology.
This strategy is suitable for exchanging a long narrative resume into simple
one.
3. The Steps of Using Note Taking for Teaching Reading
According to Rahmani and Sadeghi (2011:120) there are some steps of using
note taking as follows:
- The teacher distributes the text of narrative
- The students pay attention to the explanation from the teacher about
narrative text and the teacher reads the text aloud as students followed
along, the students also take notes while discuss the text.
- The teacher gives some exercises of narrative to the students
- The students are requires to preview or survey the text by highlighting
the information through underlining, use of symbols, or use of different
colors and then take notes.
- The teacher guides the students answering the questions.
- The teacher puts the simple mind mapping about the content of the text
on the board to students.
C. Supporting Research Finding
Before the writer conducts the research, there was a supporting research
finding which is conducted by Mina Rahmani and Karim Sadeghi (2011) entitled
“Effects of Note Taking Training on Reading Comprehension and Recall”. The
researchers took the population of Intermediate undergraduate EFL Learners which
consists of 108 students. The experimental group received training on how to take
notes, using graphic organizers as a guide, while the control group did not receive
any instruction about note taking. The implementation of using note taking was the
teacher introduces the importance of note taking to the students. Then, the teacher
read the passage aloud. The students were requiring to survey or preview the text.
students. The result of this research showed that after students got treatment the
mean of their reading comprehension scores are higher than the score of reading
comprehension before taught by using note taking strategy. It can be concluded that
note taking gives effect in teaching reading at high school and university especially
intermediate undergraduate EFL Learners in Urmia University.
D. Basic Assumption
Reading is one of four skills for students to increase their ability and
knowledge. In reading, the students have to be able to comprehend what they have
read. Reading is not only about how to pronounce and to know the meaning of
words, but also how the readers comprehend the ideas of the writer.
Note taking is strategy in the cognitive strategies in teaching reading that are
help students to solve their problem in reading. In addition, the students can be
more easily involved with the material they read. Students also can make note
taking by their own words.
E. Hypothesis
Based on the basic assumption above, the hypothesis of the research is Note
Taking is effective for teaching reading for eighth grade students of SMP Negeri 1
