CHAPTER
II
THE FRAME OF
THEORIES, THINKING, AND HYPOTHESIS
2.1
The Concept of Language
Language is a medium of people to
interact and to communicate. It is used in our daily life to get information,
interaction and making a relation to another. Language is has been adhered for
human as a culture which cannot be separated as a part of our life because
language is widely used in the world and it is very important.
According to Finocchiaro (1964:8) cited in Brown (1994:3) states
that “Language is a system of arbitrary, or other people who have learned the
system of that culture, to communicate or to interact”. Therefore, language
function is to communicate or interact to other people, in which it is as a
connection for humans to do a relation with one to another and language is the
system which has been used from the ages as a tool of communication.
The statement is supported by Harmer
(2004:8) “ A language is function for purpose you wish to achieve when you say
or write something”. It means that with language we can express our idea,
feeling and interact with other people in right way.
Richards and Rodgers (2001:21) states
that, “Language is as a vehicle for the realization of interpersonal relations
and for the performance of social transaction between individuals. Language is
seen as a tool for the creation and maintenance of social relation.” It means
that language have a big role in our social life which without that we cannot
make a social relation and keep in touch to the person to start doing communication
and made a good relation to people.
Therefore, language is indeed is an essential for humans
without that we cannot communicate and interact to people for doing relation,
giving information, and expressing our ideas. Hence, language has a big role in
our life and it is used in our daily to communication and to interact to people
around the world.
Based on the theories above, the writer assumes that language
is a thing that is very vital which become a part of the people’s life because
language is a tool to make a contact to other people for doing anything such as
interaction, getting information and as a medium of learning by using language.
2.2 Teaching English as Foreign Language
English is foreign language is because
English is not as a main language in the country that people is used to
communicate. According to Oxford
(1990:6) states that “A foreign language does not have immediate social
and communicative functions within the community where it is learner; it is
employed mostly to communicate elsewhere.”
It means that English is called a foreign language because it is not on its
social majority using English.
A
definition about a foreign language by Wilkins (1980:153)” That the foreign
language is one in which the target language is not the mother tongue of any
group within the country where it being learned and has no internal
communication either”. It means that, English is taught in the
class but the purpose of learning English is not to make the students can speak
English.
Harmer
(2004:39) states, “English as a foreign language is generally taken to apply
the students who are studying general English at school and institute in their
country”. It means that English is taught not only the students in
the school but also the until they reached the university because English as
foreign language is studying in general.
English as the foreign language should
be learned from the beginning we entered to the elementary school until the
university with hope that when they become a mature as the students of
university they have already mastered and communicate English well.
Cameron
(2001:241) states that “The foreign language
that children will learn has been mapped out by starting from vocabulary
and discourse, as two aspect of language that offer most opportunity for
seeking and finding meaning to children”.It means that
both vocabulary and discourse can be separated from children who begin learning
foreign language because their function are linked one to another that is need
to be taught by them.
Based on the statements above, the researcher assumes that English as
foreign language should be learned from the beginning because there are many things which need the
use of English, such as to get a knowledge from literature on internet which is
used to be written in English, to get scholarship, and to get a job, hence, it
will very useful from them to learn English.
2.3 The Concept of Teaching Reading
2.3.1
The Concept of
Reading
Reading is
one of the most beneficial and feasible activities that everyone can do.
Through reading the person is be able to discover new ideas, concepts, places,
and people. Therefore, reading is so important is because reading is relaxing
to our mind and soul; it is a way to reach out to the world, and it improves
our thinking process.
Reading is a skill which is focus on
reading text, passage, literature to get the information and knowledge on it,
besides writing, listening and speaking. Reading is the activity which needs
much time to get the new vocabulary, to find the information, knowledge and to
get the main purpose of reading book.
Reading is a core as an activity while
it is studying in the classroom and it increase the students to gain more an understanding
from reading book (Davis, 1988:241). In learning every subject, reading
activities are involved. It is not only as source of information but also as a
means of extending knowledge of the language. William (1996:2) says reading has
received increasing attention in recent year.
There
are many definition of reading propose by experts. According to Harris
(1975:38), reading is an attractive and interpretative process. Nunan (1989: 33) says reading is a process of decoding written symbol,
working from smaller units (individual letter) to larger ones (words, clauses
and sentences). William (1996: 2) also
states that reading as a process whereby one looks and understands what has
been written. It means that reading is process to get the
information which is written on the reading book.
Harmer
(2004:68) states that “Reading is useful for other purposes too: any exposure
to English (provided students understand it more or less) is a good thing for
language students”. It means that reading is needed to learn for any subjects because by
reading we can understand the purpose on it.
Brown
(2001:298) states that reading ability will be developed best in association
with writing, listening, and speaking. It means reading is supported
the other skill like to gain more comprehend. In addition, according to Adams (1990:9)
reading is acquisition of the multiple acts, skills, and knowledge that enable
individuals to comprehend the meaning of the text. It means that by reading the
readers can acquire meaning from the reading text.
Nuttal (1996:3) says that reading is the
transfer of a message from writer to reader. Aeborsold and Field (1997:15)
states that reading is what happens when people look at the text and assign
meaning to the written symbols in the text as a piece of communication; in
other words, we assume some communicative intent on the writer’s part which the
reader has some purpose in attempting to understand. In addition, Rumelhart in
Aeborsold and field (1997:5) states that reading involves the readers, the
text, and the instruction between the reader and the text.
From
the definitions above, the writer conclude that reading is process of understanding
meaning from text or written language and the interactions between the reader
and the text. It is why reading is an important activity in our life and
reading have big roles in teaching learning process, our daily activity or in
the large society.
2.4 Repeated Reading
Strategy
2.4.1 The
Concept of Repeated
Reading Strategy
Repeated reading is one of method in
teaching reading that can be adapted in the teaching learning process in the
classroom. Repeated reading helps the students to comprehend and to make them
reading become fluency because it persuade the students to read multiple that
can increase both their comprehend and fluency. Lems, Miller and Soro (2010:151) cited in Samuels (1979),
“found that when students reread passages up to four times, their comprehension
of not only that passage but other passages improved dramatically, the
repetition of the words and word patterns made them able to be retrieved more
automatically so more attention could be paid to meaning making. It means that
re-read the reading book can make the students gain more comprehend and
fluency.
There are
some theories which explain about repeated reading. According to Oxford
(1990:70) states that “the strategy of repeating might mean reading a passage
more than once to understand it more completely”. Samuels
(1979:404) states that “a supplemental reading program that consists of
re-reading a short and meaningful passage until a satisfactory level of fluency
is reached”. It means that by
multiple reading our understanding will improve.
Repeated reading is a strategy that
increases reading fluency and has been scientifically proven to improve the
rate, or fluency in elementary students with reading problems. While studies
have been done on secondary students, the strategy has not been as effective.
(Bos, 2012)
The
repeated reading strategy can be used with the whole class, small groups or
partners. Posters, large books and the overhead projector is ideal when working
with the whole class or while working in groups.
Based on the theories above, the writer
concluded that repeated reading is a method in which it need a small group at
least consist of two students which are grouped into pairs then re-read the
reading book to gain their fluency and comprehend accompanied by the teacher.
2.4.2 The Procedures of Repeated Reading Strategy
In
Repeated reading students are grouped into pairs then ask them to read aloud
guided by the Teacher. Here are some guidelines and steps to follow when you
use the repeated reading strategy:
2. The students make a group that
consist of two students (work in peer)
3.
The students read the passage aloud to their partner.
4.
If the student is reading aloud and misreads a word or hesitates for longer
than 5 seconds, read the word aloud and have the student repeat the word
correctly before continuing through the passage. If the student asks for help
with any word, read the word aloud. If the student requests a word definition,
give the definition.
5.
When the student has completed the passage, have him or her read the passage
again. You can choose to have the student read the passage repeatedly until
either the student has read the passage a total of 4 times
(Rashotte&Torgesen, 1985) or the student reads the passage at the rate of
at least 85 to 100 words per minute (Dowhower, 1987; Herman, 1985).
2.4.3
The Strengths and the Weakness of Teaching Reading through Repeated Reading
Strategy
2.4.3.1 The Strengths of
Repeated Reading Strategy
The
advantages of Repeated reading strategy, as follows:
- Helps all levels of readers
with fact recall
- Serves as a study strategy
- Aids in students'
identification of what's important in their reading, such as main ideas
and vocabulary
- Increases comprehension and
results in more advanced questioning and insights
- Leads to faster reading and
increased word recognition accuracy
- Assists struggling readers as
they transition from word-by-word reading to more meaningful phrasing
2.4.3.2 The weakness of Repeated Reading Strategy
The Disadvantages of Repeated reading
strategy, as follows:
- It
can become dull an uninteresting for the students over time
- It
spends much time to read
2.5 The Concept of the Influence of
Repeated Reading Strategy and Reading Ability
Reading is one of skill which is
important besides speaking, writing and listening and it is used for finding
the information, and comprehending the purpose of the reading book or
literature that we read. Especially for Students who still learn in the class,
reading is an activity which is most often students do while studying English.
Therefore, the teacher should teach their students how to read well in order to
they can read fluency and easy to comprehend.
Unfortunately, the students are still
difficult to understand what they read it is due to they just read but they do
not know the way to read effectively. Finally, not only they do not enjoy
reading which cause they are bored but also do not get the main purpose of
their reading.
Repeated reading is a method as a
reading technique to solve those problems above because repeated reading
emphasize the reader to read repeatedly
which increase their understanding. (Samuels, 1979), “found that when students
reread passages up to four times, their comprehension of not only that passage
but other passages improved dramatically, the repetition of the words and word
patterns made them able to be retrieved more automatically so more attention
could be paid to meaning making.” It means that students attention in reading
increase and make them understand their reading text. The writer concluded that repeated
reading can be effective in teaching reading
because it help the students to more understand and gain their knowledge from
their reading book.
2.6
The Frame of Thinking
Based on the
theory above the writer assume that in learning English, reading is frequently
used in learning process especially to student who are learning in the class
but the writer often find that the students get difficult to comprehend and
read fluency from the reading book so the teacher need a technique which can
help them to solve those problems.
Repeated reading is a technique which can
solve those problems it is due to repeated reading is good technique for
teaching reading. By using repeated reading the students can improves reading
rate, one aspect of fluency. It improves reading accuracy, a second aspect of
fluency, and leads to improved comprehension. Therefore, this technique is
influence the reading ability to the students.
Based on the briefly assume in Repeated
reading above, the writer can assumes that there are two variables. They are independent
variable (X) and dependent variable (Y).
|
Teaching reading through repeated
reading strategy
|
|
Student’s reading ability
|
|
No
|
Indicator of repeated reading
|
|
No
|
Indicator of reading
|
|
1.
2.
3.
|
Repeated reading can increase reading ability.
Develop a good fluency and comprehend.
Relationship among the student’s.
|
|
1.
2.
3.
|
The students are able to find the main idea.
The students are able to identify the meaning.
The students are able to find reference.
|
2.7
The Hypothesis
Based on the theory and frame of
thinking, the writer formulated the hypothesis as follows:
1. There is significant influence of repeated
reading strategy toward student reading ability.
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