B. Some Partienent Ideas
3. The Concept of reading a. Definition of Reading
There are many definition of reading given by some experts as follow:
1) Law and Brothers (1982:89) states that reading is ability to recognize word, phrases, sentences, and paragraphs.
2) Harris (1980:28) define reading is the meaningful printed or written verbal symbol that represent language and the reader language skill and knowledge of the world. In this process, the reader tries to create the meaning intended by the writer.
3) Nuttal (1988: 21) defines reading as the meaningful interpretation of printed or written verbal symbol.
4) Anderson et al. (1985) states that reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information.
5) Weber and Roeber (1987) state that reading is the process of constructing meaning through the dynamic interaction among:
(1) The reader‟s existing knowledge;
(2) The information suggested by the text being read; and (3) The context of the reading situation.
Based on the definition above, the researcher concludes that the definition of reading is the process of getting information and ideas from the writer through the writing text.
b. Kinds of Reading
Nars (1984:78-79) classifies reading into two kinds namely, silent reading and oral reading.
1) Silent Reading
Silent reading tens to reinforce the readers to find out the meaning of words. This kind of reading leads the readers to better comprehension. Silent reading is a skill to criticize what is written to discusses something written means to draw inferences and conclusion as well as to express new ideas on the basic of what is read.
The main aim in silent reading understands. We can do oral reading faster than silent reading because in silent these are not oral expression. To develop the students understanding in silent reading we may give them short reading passage in the beginning and ask questions after words.
2) Reading Aloud
Reading aloud is important and the students should be taught to read aloud. Reading aloud is a kind of reading where a reader expressed orally every word in the text. The purpose of reading aloud is to improve the students‟ ability
in pronouncing the words, stressing the words, and having a good intonation about every sentence in the passage.
A further classification of reading aloud is the devotion onto unison reading and individual reading. Reading in unison is done with whole group reading aloud together. The purpose of reading individually is to checking pronunciation reading individually stimulates the students‟ ability to read, moreover, reading individually help the teacher to find out whom among her students has difficulty in reading. By reading aloud the students can improve their mistake in pronunciation, intonation, and through reading they can increase their vocabulary.
a. Reading Principles
Harmer (2007: 101) divides six reading principles. They are:
1) Encourage students to read as often and as much as possible.
The more students read the better. Everything we do should encourage them to read extensively as well as if not more than intensively. It is a good idea to discuss this principle with students.
2) Students need to be engaged with what they are reading.
Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading. We should try to help them get as much pleasure form it as possible. But during lesson, too, we will do our best to ensure that they
are engaged with the topic of a reading text and the activities they are asked to do while dealing with it.
3) Encourage students to respond to the content of a text.
It is important for students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clause. But the meaning, the message of the text, is just as important as this. As a result, we must give students a chance to respond to that message in some way.
4) Prediction is major factor in reading.
When we read texts in our own language, we frequently have a good idea of the content before we actually star reading. Book covers give us a clue what is in the book; photographs and headlines hint at articles are about; we can identify reports as reports from their appearance before we read a single world.
5) Match the task to the topic when using intensive reading text.
Once a decision has been taken about what reading text the students are going to read (based on the topic of the text), we need to choose good reading tasks the right kind of questions, appropriate, activities before during and after reading, and useful study exploitation. The most useful and interesting text can be undermined by boring and inappropriate tasks.
6) Good teachers exploit reading text to the full.
Any reading text is full of sentences, words ideas, description, etc. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for the study and then activation, and using a range of activities to bring the text to life.
b. Reading Rules
Law and Brothers (1962: 84) divides three reading rules that can improve the reading skill:
1) Cultivate the habit of reading.
Someone never learn to become an efficient reader or to evaluate what you have read unless you have first become a steady reader.
2) Learning to read actively.
This means, thinking while you read, you learned that mistake in reasoning are easy to make bit often hard to spot. Thus, when you read especially when you read anything of controversial nature, you must be on alert for pitfalls in reasoning. If you try to absorb material without thinking about it, the scope of your reading ability will remain very narrow.
3) Learning to apply a principle of subordination to what you read.
It means that you must learn to recognize important ideas and to separate them from less important ideas and details.
c. Reading Process
According to Woridijoyo (1989:10-11) put forward some stages on reading process as follow:
1. Perception.
The perception here indicators the ability to read word a significant word.
2. Comprehension.
The comprehension refers to the ability to make the authors or writers‟ word conductive to useful through as read in context.
3. Reaction.
The reaction is the action that requires consideration in connection with what has been by the reader.
4. Integration.
The integration refers to the ability comprehend or understand through concept towards he experienced background of the writer that can be useful as a part of the readers‟ experiences.
3. The Concept of Reading Comprehension