CHAPTER II
REVIEW OF RELATED LITERATURE
This part describes about the description of the previous related findings, some pertinent ideas, conceptual review and conceptual framework:
A. Previous Research Findings
There are many research findings that related to this research, some of previous research findings that related to this research were explained below:
Nunun Indrasari in her research which title “The Effectiveness Of Using Fix- Up Strategy To Teach Reading Viewed From Students’ Self-Confidence 1” state that, fix up strategy as one of reading strategy should help students to be more smart in understanding reading text. Based on the research result, fix up is more effective than direct teaching for both students having high and low self-confidence. It can be infer that the level of self-confidence does not affect the students’ reading achievement.1
Yernita Kusumawati in her research about “The Use Of Fix Up Strategy In Teaching Reading Comprehension For Eleventh Grade Students At SMAN 7 Kediri
“doing research with experimental method have her own approaches about this research that explain as fix up strategy has an effective way to improve students’
reading comprehension in teaching reading comprehension for eleventh grade students at SMAN 7 Kediri.
Fix up strategy help students when they confuse and difficult to determine the meaning of the text by read backward and forward the word, phrase, or sentence and they can reread, previewing, predicting, and connecting with their background
1Nunun Indrasari, The Effectiveness of Using Fix-Up Strategy to Teach Reading Viewed From Students’ Self-Confidence, (Repository:FKIP Univ Jambi)
knowledge the text when the get difficulties. This strategy increases the student’s ability to analyze or determine meaning of the text without dictionary.2
Rizka Mualifa in her research about “The Effectiveness of Using Fix-Up Strategy to Teach Students’ Reading Comprehension of Narrative Text “The purpose of her research is to explain the effectiveness of using Fix-up Strategy to teach reading comprehension of narrative text at the eleventh grade of MANU 01 Banyuputih Batang in academic year 2018/2019.
The researcher gave try-out test to try-out class. The test had been tried out to find out the validity, rehabilitee, difficulty level, and discriminating power before it used to gather the data. The formula that was used to analyze the data was t-test.
After collecting the data, it was found that the pre-test average score in experimental class was 60.57 and control class was 67.64. Meanwhile the post-test average score of experimental class was 83.00 and control was 67.00. It was obtained that t-test was 6.03 and the t-table was 2004 for alpha (α) 5%. The t-test was higher than t- table since t-test score was higher than t-𝑡𝑎𝑏𝑒𝑙, Fix-up strategy as teaching strategy was effective in teaching reading narrative text at MANU 01 Banyuputih in the academic year 2018/2019.3
B. Some Pertinent Ideas 1. Reading Skill
Individual’s standing on some reading assessment. From the assessment result, the researcher will indicate and categorize the students into some categories. It
2Yernita Kusumawati , The Use of Fix Up Strategy in Teaching Reading Comprehension For Eleventh Grade Students at SMAN 7 Kediri, (ejurnal: unpublish)
3Rizka Mualifa, The Effectiveness of Using Fix-Up Strategy to Teach Students’ Reading Comprehension of Narrative Text,(unpublished)
will guide the researcher to decide what the researcher should do to them. The skill of reading is used by the reader to anticipate text information, selecting key information, organize and mentally summarize information, monitor comprehension, repair comprehension breakdowns, and match comprehension output to the reader goals.4
Every reader has their own way of reading to do that which is appropriate with them. The teacher should give some skills to the students to make them comprehend text easily. Using the skills, the students may increase the pleasure and effectiveness of reading activity.
In academic field, reading aims at some things new to learn. Learning will be successful when there is a change in mind by knowing something from unknown.
After knowing something, students have to understand the thing so that they can apply the knowledge in a real life or at least they can pass their school exam. To gain this successful process, the students should have a skill to bring them into a good comprehension in reading a text.
There are two major skills of reading. They are micro-skills and macro-skills.
The readers, in micro-skills, must have skills when they deal with graphemes and orthographic patterns and Lingui signals. Here are the lists of skills of reading comprehension:
a. Discriminate among the distinctive graphemes and orthographic patterns of English
b. Retain chunks of language of different lengths in short-term memory c. Process writing at an efficient rate of speed to suit the purpose
4Perfetti, Charles A, Reading Skills, (Oxford: Pergamon,2001)
d. Recognize a core of words, and interpret word order patterns and their significance
e. Recognize grammatical word classes (nouns, verbs, etc.) systems (e.g., tense, agreement, and pluralisation), patterns, rules, and elliptical forms.
f. Recognize that a particular meaning may be expressed in different grammatical forms.
g. Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
While in the macro-skills, the readers need to make use of their discourse knowledge, communicative functions of written texts, inference skill, scanning and skimming techniques.
The macro skills will help the readers to comprehend a text well, these are the macro-skills of reading as follows:
a. Recognize the rhetorical forms of written discourse and their significance for interpretation
b. Recognize the communicative functions of written texts, according to form and purpose
c. Infer context that is not explicit by using background knowledge
d. Infer links and connections between events, ideas, etc., deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification
e. Distinguish between literal and implied meanings
f. Detect culturally specific references and interpret them in a context of the appropriate cultural schemata
g. Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse makers, guessing the meaning of words from context, and activating schemata for the interpretation of text.5
There are skills of reading from other experts. Proposes reading skills that can be seen in the table B. below:
NO SKILL PROCCES
1 Automatic decoding Students are able to recognize a word at a glance.
2 Previewing and predicting
Students are able to guess what the text is about by looking at the
text a quick once over
3 Identifying purposes
Students are able to predict what the form and context of the text
will be.
4 Recognizing topics
Students are able to find out what the text tells about after reading
and comprehending the text 6 Locating the topic sentences Students are able to find out a
topic sentence in a text 7 Guessing the meaning of unknown words
from the context
Students are able to guess the meaning of unknown word from
the context.
8 Drawing conclusion
Students are able to put together the information from several parts of the text and induce new
or additional ideas
9 Reading faster
Students are able to read fast enough to allow the brain to
process the input.6
Having a skill makes the students can solve any problem in reading a written text. The reading skills also can increase pleasure and effectiveness of reading
5Brown, H, Douglas, Principles of Language Learning and Teaching (London:Lo6ngman Publishing Group, 2000) p. 187- 188
6Mikulecky, B. S, A Short Course in Teaching Reading Skills. (MA: Addison-Wesley,1990) p23-30
activity. When the students master skills of reading, they can be helped in all other subjects and in the personal and professional lives. However, being a skilled reader is not a simple effort. They have to struggle and do any activity gradually any time to produce a good reader to be a good concept maker from the information gained from the text read.
2. Teaching Reading
Teaching is an activity in which the teacher guides and facilitates learning, gives a chance for the learners to learn, and sets the condition for learning.7 The teacher cannot do those activities without any guidance. The teacher needs it to lead the students in gaining any knowledge. Also, to make the students learn, the teacher should make innovative ways, such as, unnatural orientation and unusual treatment to what is being learned. Other experts explained about the term of teaching reading which may be further discussed here. One of the functions of teaching reading especially reading foreign language, such as English, for students who are not native speaker, is to make them be able to understand the text when they deal with the foreign language. They will be capable to read in an appropriate speed, a silent way, and adequate understanding.8
The process of teaching and learning English has characteristics. These characteristics lead the process to be a successful process if the teacher applies them well. There are some characteristics of effective English teaching and learning;
7Brown, H. Douglas, Principles of Language Learning and Teaching. (London:Longman Publishing Group, 2000) p. 7
8Nuttall, C, Teaching Reading Skills in A Foreign Language. (London: Heinemann Educational Books, 1982)
a. Related to the uses of physical appearances in the class, the teacher should arrange their relationship with the students, the appropriacy of the variation of nuances in teaching and learning, the movement of the teachers and the contact happened between teacher and students.
b. Related to the stages happening in the class, the teachers are able to provide variety and clearly in the stages of teaching and learning.
c. The class should use the variety of seating arrangements.
d. The teacher always do evaluation on what happened on that day so that he or she can take a narrow step to solve the problem or to improve what had been reached. In the process of the teaching reading, the teacher has important role to provide material, technique, and media to make students can learn something new in the classroom and also can enjoy the process. The result of this process is the students have behavioral changes in human being which are due to the experience of emotional as well as intellectual.9 The teacher also should grip the principles of teaching reading so that the teacher teaches the students based on the rules. Here are the principles of the teaching reading which are stated; a. Exploit the reader’s background knowledge Reading comprehension depends on the readers‟ background knowledge. It can be their experiences which they bring into the text they read. From this background knowledge, the reader are able to improve the reading comprehension when they activate setting goals, asking questions, making predictions, teaching text structure, and so on. b. Build a strong vocabulary base 17 it has been known that vocabulary is
9Brown, H. Douglas, Principles of Language Learning and Teaching, (London:Longman Publishing Group, 2000)p7
important to make reading activity successful. Therefore, it should be taught explicitly.
The learners are also taught to use context to effectively guess the meanings of less frequent vocabulary. It will be easier for the learners if they use specific terminology than the general one. There are some formulas to enhance the teacher vocabulary instruction. The teacher should know the vocabulary which is necessary for the learners to know. Then, it is important to know how they can learn the vocabulary. Next is the way to know what the learners need to know and what they know now.10
3. The Nature of Fix-Up Strategy a. Definition of Fix-up Strategy
Reading process, it is not unusual if a reader monitors the meaning of the reading material, but there is sometimes a thing that makes no sense. In this problem, the reader usually tries to find a problem-solving technique. One of appropriate technique to resolve this problem is by using Fix-it or Fix-Up strategy.11
Fix-Up strategy is what you use to help yourself get unstuck when you are reading confusing text. Fix-up strategy is used to help students deal with information they have questions about. Furthermore, it stated that Fix-up options are tools that readers can rely upon to find their way home, to make sense of what they read. 12 In brief, fix-up strategy is one of strategies in reading comprehension that used to help the readers getting unstuck in reading text to make sense about what they read.
10Nunan, D, Practical English Language Teaching. (New York: Mcgraw Hill,2003)
11Cris Tovani, I Read It, but I don’t Get It: Comprehension Strategies for Adolescent Readers, (Aurora: Stenhouse Publishers, 2000). p. 49
12Judi Moreillon, Collaborative Strategies Teaching Reading comprehension,(Chicago:
American Library Association, 2007), p. 116
Fix-up strategy are also frequently referred to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. To use it, reader’s first need to understand that is essential to monitor meaning getting as you read and that good reader’s stop when a problem is encountered.13 In short, a reader first should realize that he/she does not understand about the particular word meaning in the text, and then try to find the meaning by reread, use prior knowledge, think, and reflect, to find out the problem.
After finding the problem, the reader can visualize, retell, and notice about what is already understood from the text.
Fix up strategy is a strategy to help students while they confuse or difficult in catch the meaning of the text. Within fix up, students read before and after the sentence or phrase which make them confuse to construct and identifying the text meaning.
Fix up options are tools that readers can rely upon to find their way home, to make sense of what they read. When the students cannot understand the text during reading, the students use fix up option to catch the message of the text. The options tool to make this strategy easy to follow by students, they are: rereading, predicting, connecting, asking a question, etc. While fixing up the way to comprehending a text, the students hopefully can improve their reading comprehension ability and the get better result to answer a question from the text.
Fix up strategy is frequently referred to as “look-backs.” It refers to a strategy in which readers search backward and sometimes forward in a text to remove a meaning blockage encountered while reading. To use look-backs, readers first need
13Gerald. G. Duffy, Explaining Reading,(New York: The Guilford Press, 2009), p. 130
to understand that it is essential to monitor meaning getting as reader reads and that good reader stop when a problem is encountered.
Fix up strategy is a strategy used to reconstruct meaning when comprehension goes astray. Fix-up strategy includes rereading, reading ahead, identifying unknown words, making and changing predictions, connecting things in the text to personal experiences and memories. 14
b. Steps of using Fix-up strategy
There are several steps of using Fix-up strategy used by reader or students as follows;
1. Previewing. The students are asked to look the text at glance. They preview and think what the text is about.
2. Predicting. The students read the heading or the title of the text and make a prediction. What will happen next in the text.
3. Reading. The students are doing the activity in reading the whole text and check whether their prediction is correct or not.
4. Making connection. The students think about something that they have experienced which is related to the text.
5. Visualizing. The students draw the characters which are stated in the text based on their imagination.
6. Making inference. The students make inference of what they read. It helps the students to sum up the important points of the text they read.
7. Asking new question and retelling the story. After reading the text, the students should ask question related to the content of the text and retell
14Gerald. G. Duffy, Explaining Reading,(New York: The Guilford Press, 2009), p. 130
what has been read to check whether they understand about the content or not.15
c. Teaching Reading Skill by Using Fix-up Strategy
Fix-up strategy is a reading strategy, or in common as learning strategy, it is not used by the teacher, but it is used by the students. However, the students will not be able to use the strategy if the teacher does not teach them before. Thus, the roles of the teacher are also very important in implementing the strategy; it can be seen as the following list:
What is the role of the teacher during strategic teaching and learning?
1) Teach a few strategies through modeling and guided practice.
2) Teach them in depth.
3) Teach them over a long prior of time.
4) Teach using a variety of text genre and difficulty.
5) Use effective prompting and questioning.
6) Monitor student understanding to adjust instruction accordingly, providing additional modeling/support to scaffold student learning.
7) Teach for independence.16
Especially in fix-up strategy, the role of the teacher is as a guide and of model of using this strategy.
There are three steps of modeling the use of fix-up strategy to the students; it can be seen as follows:
15Cris Tovani, I Read It, but I don’t Get It: Comprehension Strategies for Adolescent Readers, (Aurora: Stenhouse Publishers, 2000). p. 51
16Teaching Effective Reading Strategy, 2011, http://teaching. uchicago. edu/oldsite/pod/00- 01/Doyle. (accessed on 6 august 2020)
1) Share material you find confusing. Remind students that event good readers get confused when they read. Demonstrate what you recognize a problem in your comprehension. Show students how to flag interruptions in meaning. Try reading aloud a difficult piece of text and have students record the fix-up strategies you use to regain meaning. Teaching point: good readers isolate confusion and make a plan to repair meaning. They know that if they continue reading without doing anything to help them, their confusion will get worse.
2. Give list of fix-up strategies to your students. Ask them to use these strategies while reading their class assignment. Ask them to try at least one fix-up strategy before you help them clear up their confusion. Teaching point: good readers don’t quit when they become confused. They use fix-up strategies to repair confusion.
3. Demonstrate how listening to the voices in your head helps you know which fix- up strategy to use. Let students know that not every fix-up strategy works in every situation. Tell them that it is okay to abandon a fix-up strategy if it isn’t helping.
Teaching point: good readers use fix-up strategies flexibly. When one doesn’t work, they try another one.
Another expert described about the modeling of fix-up strategy used in teaching English subject as follows:
Say something like: “Let’s read on. Tell me the first time you come to a problem. What is the first problem you find? Okay, in the middle paragraph on page, you stopped at the word bondage because you were monitoring and in stopped making sense when you ran into that word. That’s a hard one to figure out, but let’s apply our look-back strategy and see if we can fix it. First, we have to identify the problem. What is the problem? Yes, it’s a word we don’t know. So now we have to
think about whether we know anything that would help us solve that that problem.
Do we have a strategy? Yes just as before, we can use our context strategy to figure out words we don’t know. So first look back and see if there are context clues you can use. Yes, the word slaves and escape are clues. By thinking what it is that slaves try to escape, maybe “bondage” means the same thing as “slavery”. Let’s test it out.
Does that make sense there? Yes, so we can read on.17
4. Implementation Fix Up Strategy toward teaching Reading
From the theories about fix up strategy, the researcher confirms the procedures of teaching reading using fix-up strategy to the teacher and it adopting several steps. The steps are as follows:
a. Previewing.
The students are asked to look the text at glance. They preview and think what the text is about.
b. Predicting.
The students read the heading or the title of the text and make a prediction what will happen next in the text.
c. Reading.
The students are doing the activity in reading the whole text and check whether their prediction is correct or not.
d. Making connection.
The students think about something that they have experienced which is related to the text.
17Gerald G Duffy, Explaining Reading, {New York: Guilford Press, 2009), on his statement, p.136
e. Visualizing.
The students draw the characters which are stated in the text based on their imagination.
f. Making inference.
The students make inference of what they read. It helps the students to sum up the important points of the text they read.
g. Asking new question and retelling the story.
After reading the text, the students should ask questions related to the content of the text and retell what has been read to check whether they in understand about the content or not.18
The implementation of that strategy was very good as experiences term, it can show that, the implementation toward an experiment was completely follow the rule of the author of fix up strategy.
18Dita, English Teacher, Soppeng, pre observed by writer, On march 2020
C. Conceptual Framework
The conceptual framework of this research was designed as follow:
The concept above explained about the framework that was obeyed in this research, it is beginning from the implementation of Fix up strategy by the teacher at class to teach reading subject, the skill referred to the theory namely automatic decoding ,identifying purposes, recognizing topics, locating the topic sentences, drawing conclusion. While conduct the students skill, researcher will also identify the differentiation of students reading quality among the class IX 1 and class IX 2.
FIX UP STRATEGY
READING SKILL
Automatic Decoding Identifying Purposes Recognizing Topics Locating the Topic Sentences
Drawing Conclusion
CLASS IX 2 CLASS IX 1
D. Hypothesis
The hypothesis is a conjecture or a temporary answer to be verified.
Hypothesis related to the form or more variables are expressed in the form of testable statement. Hypothesis is a temporary answer to the research question.19 The researcher uses the comparative hypothesis in this research, this hypothesis formulated to provide answer in problem statement the compare between one with other data. Based on the previous related literature, the researcher would like to propose the hypothesis as follow:
Ha: There is significant different of students skill by using fix up strategy in students’ reading skill at M.Ts.P.P Yasrib Lapajung Soppeng.
Ho: There is no different of students’ skill by using fix up strategy in students’
reading skill at M.Ts.P.P Yasrib Lapajung Soppeng.
and formulate the second hypothesis as follow:
Ha: There is significant different of female and male by using fix up strategy in students’ reading skill at M.Ts.P.P Yasrib Lapajung Soppeng.
Ho: There is no different of female and male by using fix up strategy in students’
reading skill at M.Ts.P.P Yasrib Lapajung Soppeng.
19 John W. Creswell, Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research, Fourth Edition (USA: Pearson Education) p. 223
