CHAPTER II REVIEW OF THE RELATED LITERATURE
C. Reading Comprehension
There were many opinions of experts about reading comprehension according to experts such as:
Risko et. al(2008) stated that a prevalent and current view is that comprehension is a special kind of thinking process. The reader comprehends by actively constructing meaning internally from interacting with the material that is read. Kustaryo in Miftayana (2010: 11) states that reading is an active thought process that does not only depend on the ability of understanding. He
cited "Reading Comprehension understands what has been read it is an active thought process that depends not only on the understanding vocabulary involves understanding the relationship between words and concepts, organization, ideas, identify the author's purpose, assessment, and evaluation".
Kintsch and van Dijk and Kintsch in Sabouri (2016 : 230) “defined reading comprehension as the process of creating meaning from text. The purpose is to get an understanding of the text rather than to acquire meaning from individual words or sentences. The outcome of reading comprehension is the mental representation of a text meaning that is combined with the readers’ previous knowledge”.
Van Oostendorp and Goldman in Sabouri (2016 : 233) “expressed that when a reader is reading a text, he can create a mental representation of the text that explains how the reader understands the text. A lot of researches supported the many levels of representation are included in constructing meaning”.
According to Syatriana in mislaini (2015: ), reading process includes three processes: (1) letter and word recognition, (2) comprehension of concepts, and (3) reaction and assimilation of the new knowledge with the reader’s past experience. It means, the reader must be to know how to analyze in the reading process.
According to Kintsch in Sabouri (2016 : 233) “when a reader is reading a text, three various levels of mental representation are created. They are the surface component, the text-base, and the situation model”. Troyka
and Joseph Wayne Theweatt in Fitrawati (2009:90) “who say that reading comprehension is a complex, diverse process”.
Anderson in Fitrawati (2009:90). “She says that reading comprehension is a process that involves meaningful construction of an author’s message by the use of prior knowledge, especially the knowledge of language”.
Harris in Fitrawati (2009: 90) explains reading comprehension can be gained from several skills. They are:
1. If the students have a large amount of vocabulary 2. If the students have skill in identifying unfamiliar words 3. If the students have a good eye-movement habits
4. If the students have proper habits of posture, holding books, etc 5. If the students have speed and fluency in silent reading
6. If the students can develop oral reading skill; phrasing, expression, pitch.
From the point of view above, the researcher concluded that reading comprehension is an interactive activity between the reader and the text. It is how able the reader to derive the meaning of what is read. On the other hand, reading is also an active process, where the readers try to gain information from the author and understand what they have read automatically.
In reading there are various kinds of text, one of which is narrative text. Narrative text is a type of text in the form of an imaginary story, an engineered true story, or a fairy tale. Narrative text tells a story that has a series of connected chronological events. This type of text aims to entertain
the reader. Generally, the sentences in narrative text aim to entertain the reader. Narrative text gives the reader knowledge about a story, whether it is fiction (composition) or non-fiction. The purpose of narrative texts, apart from entertaining, is to provide readers with an aesthetic experience, to add knowledge, information, and insight to readers.
Examples of narrative texts are short stories, novels, and inspirational stories about one's life struggles. Many of these inspirational stories have been written and read by people because they have a positive influence for readers to follow. Types of narrative text in short stories or fiction novels can vary, such as fables (animal stories), myths, legends, folklore (folkore), fairy tales, romantic stories, horror, everyday stories, science fiction.Narrative text in English is called Narrative Text. In English, Narrative Text is included in reading skills. According to Fajri (2020) state that Narrative text contains of stories whose purpose is to entertain the reader. Sentences in the narrative are easier to understand and please the reader.
a. The Characteristics of Narrative Text
The following are the characteristics of narrative text:
b. Plot
Narrative text has a clear storyline from the beginning to the end of the story.
c. Story style
Narrative text tells certain stories and events using narrative language.
The explanation of the narrative is a text that is not dialogue, its contents are historical stories, series of events, and others.
d. Topic
Each narrative text has a topic, background story, plot, characters, and player point of view.
e. Conflict
In fiction, events or events in narrative text have conflict. This conflict is what makes a narrative story more interesting and entertaining for the reader.
1. The Structure of Narrative Text
There are four structures in narrative text, namely orientation, complication, resolution, and reorientation are as follows:
a. Orientation
The author makes sentences that describe the setting of time, place, explanation of the characters and their character. Narrative text tells the point of view of each character.
b. Complication
In the narrative text there are important events or events. This event is told in detail starting from the causes, triggers, to the emergence of conflicts between characters. This conflict causes other events to reach its climax.
c. Resolution
The third structure tells the story conflict that is decreasing. Then the conflict can be resolved.
d. Reorientation
The fourth structure is the closing of the text. In narrative text, the closing conveys the moral message of the story. However, reorientation is optional and may not be presented in the text.
2. Strategy for Teaching Reading Comprehension
Mattis in Imran (2010:10) states that there are several strategies for teaching reading comprehension as follows:
a. Making Connections
Readers connect what they read to personal experiences (text-to-self), with information from the text (text-to-text), and with information about the world (Text-to-world) to improve the understanding of the self. , text, and life. Teachers can help their students connect on a larger scale. They can connect things from books to real-world events. By doing this, it improves students' understanding
b. Questioning
Asking is the key to understanding. They lead us to understand.
Students need to feel that their questions are important when students ask questions they have a desire to learn for understanding. This leads to understanding. Several methods will be used by the teacher. One is that teachers can share the questions they may have as they read. By doing this, it shows that even adults have questions about what they read. Another strategy that may work for questions is the use of a question book. When students are reading and they have a question about something, they can make a list of questions. When the class is discussing reading, the class can help answer student questions. Teachers seem to focus on questions that test students to
see what they know about a topic. The teacher begins to focus on a different type of question. The question is one they probably don't know the answer to either. This question may require research by the teacher and the class.
Another question makes them wonder. These are the types of questions that are likely to bring understanding and meaning to students.
c. Visualizing and Inferring
Visualization is creating an image in our minds. When students visualize, they make 'their films in their minds. Teachers can use picture books that do not have the words to help students make their mental movies.When we read, we create a picture in our minds we make amalgam-a conclusion that we pull, the interpretation that we made (Hoffart and Keene, 1998). We read and create this image with everything we know or have ever experienced. Things come to life when we use sensory images. Teachers can help provide these images through the lessons that evoke the thought process.
2. Types of Reading Comprehension
Reading is an interactive activity. This activity involves getting meaning from the text and comprehending it. There are various types of comprehension; higher levels of thinking, Burns and smith in Parker and Burns (2014) have the same opinion about the level of comprehension and they divided it into four levels of skills: They are literal reading, interpretative reading, critical reading, and creative reading. Each of these skills could be explained. As follows:
1) Literal reading
Literal reading refers to the idea and fact that are directly stated at the printed pages. The literal level comprehension is fundamental to all reading skills at any level because a reader must first understand what the writer said before he can draw inference or make evaluation.
Literal reading is getting the primary, direct, literal meaning of an idea in context. The readers are only able to use the information which is stated explicitly in the text. The readers are able to answer such a question the simply, demand them to recall from memory what the exact words give in the book. Although it only needs little or no thinking on the part of the readers, it gives them opportunity to practice in recalling and reproducing statements of facts and have a place in detailed factual reading refers to the acquisition of meaning of ideas or information that is explicitly stated in the text. Some specific reading skill at the literal level of comprehension are: identifying the main idea and supporting idea, sequencing ideas when explicitly signal are given, and following instruction.
1) Identifying the Main Idea
According to Nurdiana and Rizki, (2017), the main idea is the point of the paragraph. It is the most important thought about the topic. The main idea of the text is exactly what the name implies the main massage. The author scatters supporting details troygh out the text that points to the most important idea.
A paragraph is a group of sentences related to a particular topic or central theme. Every paragraph has a key concept or main ideas. The main idea is the most important piece of information the author wants you to know
about the concept of the paragraph. When authors write, they have an idea in mind that they trying to get across. This is especially true as authours compose paragraphs. An author organizer each paragraph’s main idea and sporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it by breaking it up into logical seps you will succeed in determining the main thread in the text you’re reading.
According to Burns and Roe in Mohaidat (2018), how to finding the main idea of the paragraph:
a) The main idea is the point of the paragraph. It is the most important thought about the topic. To figure out the main idea, ask yourself this question: what is being said about the person, thing, or idea (the topic)?
b) The main idea is usually at the first sentence. The writer then uses the rest of the paragraph to support the main idea.
According to Burns in Musfira (2021) defined main idea is the most important piece of information the author wants you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is especially true as authours compose paragraphs. An author organize each paragraph’s main idea and supporting details in support of the topic or central, and each paragraph supports the paragraph preceding it.
The main idea is very commonly found at the beginning and followed by supporting sentences. Sometimes the writer uses a few sentences to introduce the topic, places the main idea in the middle and follows it with
supporting sentences. So, the main idea may be stated at the beginning, in the middle, or at the end of the paragraph.
2) Supporting Details
Supporting details are those facts and ideas that prove orexplain the main idea of a paragraph. When we read an articleor any other type of reading, we will notice that in addition tohave a thesis statement, the document will also have points that support that thesis. The thesis provides the author's topic and purpose for writing. The supporting details help the author make that topic and purpose clear to ther eader.
The supporting details of a reading can bedivided in to major supporting details and minor supporting details, and they are found in the supporting paragraphs, or body paragraphs, of an article or essay. Distingu is hing between major and minor supporting details will help you break downthe paragraphs in a reading, making it easier to understand. In this lesson, you will learn how to identify both major and minor supporting details in a reading. According to Cuesta (2022), supporting details support the main idea by telling how, what, when, where, why, how much, or how many. There are two kinds of supporting details:
a) Major supporting details: topic sentences in each body paragraph that support the thesis statement
b) Minor supporting details: sentences that support the major supporting details
3. Types of supporting details
There are many types of supporting details that a writer can use to explain or support a main idea. When we read we should notice the type of details a writer uses as well as be able to identify which details are most important, among the most common types of supporting details are illustrations and examples, facts and statistics, reasons, and description.
a. Illustrations and Examples
One way the supporting details are explained through illustrations or examples. Usually, a writer uses examples to make a concept, problem, or process understandable by showing its application in situation.
b. Facts and statistic
Another way to support and further explain the main idea is by giving the facts and statistics.
A sentence is not enough be a paragraph for academic purposes.
Based on Danna in Evandreas (2009), supporting sentences follow the topic sentence in a paragraph. Supporting sentences add details to the paragraph by listing; Examples, Steps, Reasons, Facts or Quotations.
Besides, there are also major and minor details as a supporting detail.