CHAPTER II
THEORETICAL BASES AND HYPOTHESIS
2.1.
The Purpose of Reading
Purpose of reading is very important to the reader. By reading, people can find out what
is the main idea in the story. Generally, the people read for understanding a book whether for
getting information or pleasure. For example, they read a novel, a short story, a newspaper, an
article, a report, and some other types to understand the information in the text and the
information is used for a particular purpose. Grabe and Stoller (2002:13) states some purposes of
reading are; reading for searching information and reading to skim, reading for learning from
text.
2.1.1. Reading to Searching for Simple Information and Reading to Skim
Reading to search simple information is a common reading ability to increase people
idea. It is often used in reading tasks and it can be seen from types of reading ability. In reading
to search for simple information and reading to skim, there are typical of reading, they are scan
and skim. Scan is way of reading the text for a specific piece of information or specific word. For
example, we usually search through a telephone directory to find out key information, either an
address or a phone number, they sometimes difficult to indentify meaning in sentences.
Similarly, skim is a common part of many reading tasks and it is a useful to improve our skill in
writing.
2.1.2. Reading to Learning from Texts.
Reading to learn from texts is to find out information in text. There are some ways to
learn from text: a) remember main idea as well as a number of details that elaborate the main and
supporting ideas in the texts; b) recognize and build rhetorical frames that organize the
information in the texts; c) link the text to the reader’s knowledge base reading to learn is usually
carried out at a reading rate somewhat slower than general reading comprehension.
2.1.3. Reading for General Comprehension
In general, reading comprehension is used to improve reading fluently. In general
comprehension, the reader finds out broad information in the text and they can find difficult
word. There are two reasons why student have to learn and understand reading for general
comprehension. First, it is the most basic purpose for reading, underlying and supporting most
other purposes for reading. Second, general reading comprehension is actually more complex
than commonly assumed.
2.2. Concept of Reading Comprehension
According to Whorter (2005:16)”reading skill is ability to comprehend text directly”. It
means that reading is an active process in comprehending beside that the students can get
experiences and knowledge. Generally, reading is defined not only as a process in understanding
the structure of the words, but also other symbols, for example number, picture, diagram and
table which all of them has a meaning. On the other hand, Baer and Kutner (2009:8) said that
“moreover, reading with speed and accuracy does not necessarily imply comprehension. Some
readers may possess the technical skills to read words and texts with little effort, but remain
unaware of their substantive meaning”. Thus, reading skill is an ability to comprehend text
directly and to product meaning by understanding the structure of the words, symbols and others.
Reading is different with reading comprehension. Reading comprehension is students’
activity to find out the idea of the text and by reading comprehension students can find out
knowledge, the main point and the meaning of the text. Klingner, Vaughn, Boardman (2007: 11)
stated that “the reading comprehension is the search for meaning, actively using our knowledge
of the world and of texts to understand each new we read.” Reading comprehension is very
important for the students. In this case students should be arranging every part of the text,
because it is easy to gain the comprehension in reading when the students are able to organize
the text. Thus, the students require the reading comprehension skill because it can help students
to understand what the meaning and the students will know the message of the text.
In another pages,
Klinger, Vaughn, Boardman (2007:8) stated that ”reading
comprehension is a multicomponent, highly complex process that involves many infraction
between students and what they bring to the text (previous knowledge, strategy use) as well as
variables related to the text itself (interest in text, understanding of the text types).” It means that
reading comprehension is an active process that depends on comprehension skill, students
experience and knowledge.
2.3 Indicator of Reading Comprehension
Indicator of reading comprehension often found in reading text. the writer were to identify
the students ability in each indicator there are synonym/antonym, topic, main idea, explicit
meaning, generic structure, inference and conclusion. According to Djiwandono (2008: 176)
“there are indicator of reading comprehension they are synonym/antonym, topic, main idea,
explicit meaning, generic structure, inference and conclusion.”
2.3.1 Synonymy
Generally, synonymy is only meant as words which have the same meaning, whereas the
similarity can be found in group of words and sentences. According to Cruse (2000:156)
“synonyms are words whose semantic similarities are more salient their differences then a
potential area of interest open up.” It means that, synonymy not only aim to the simple words but
it up more extended. Synonyms are that mean the same or almost the same as another word.
Synonyms may be purposely included by an author to help readers understand a less familiar
word. In such case, the synonyms are usually set off by special punctuation within the sentence,
such as comma, dashes or parentheses. A synonyms may also appear anywhere in sentence as a
restatement of the meaning of unknown word. For example:
a. It is hard to believe that my millionaire cousin was once indigent, so poor that walked the
streets without knowing where his next meal would come from.
Someone who is indigent is a “poor”
b. Rodiah was a mediocre, or average students in all of this subjects
Someone who is mediocre is “average”
2.3.2 Antonym
According to Cruse (2000:169) “antonym is frequently used as synonyms for opposite. It
means that antonyms and synonyms have relation and is not separated in a sentence. Antonym is
opposite meaning. Antonyms are often signaled by words such as unlike, but, however, instead
of, in contrast or the other hand. For example:
a. The adverse weather conditions forced us to say inside for most our vocation. The day the
weather finally turned nice. We had to leave.
Adverse weather conditions are the opposite of “nice” ones.
b. I thought it was difficult to ascend the mountain, but I discovered that to
climb down it is even worse.
To ascend is the opposite of to “climb down”
b. After years of defying my parents, I decided life might if tried agreeing with them
occasionally.
Defying one’s parents is the opposite of “agreeing with them.
2.3.3 Concept of Main Idea
Main idea is the central point of a paragraph. Usually, main idea appears in a sentence
called the topic sentence. Paragraph consists of specific ideas and details that support explain the
main idea and also main idea that includes most or all of the other at finding main idea in story.
According to Mikulecky and Jeffries (2000: 96) “the main idea of paragraph is the author’s idea
about the topic. It is always a complete sentence that includes both the topic and the idea that
others wish to express about the topic.” On the other hand according to Klingner, Vaughn,
Boardman (2007: 116) “the ability to find main idea of a paragraph is a procedure to being able
to summarize large amounts of the text. Although there are various ways to come up with the
main idea, the skill involves identifying the subject of the paragraph and the most important
ideas about the subject.” Thus, main idea is very important for the students to get information
wants to know about the concept of that paragraph. Students can find out main idea in every
paragraph when they were comprehend what is they read and there are important in the main
idea that is identifying the subject of the paragraph and the most important idea the subject.
In general, two ways to think about these section skills in main idea. First, students need
to identify the central message of small section of the text. Students refer to this skill as finding
the main idea. Second, students must know how to synthesize large amounts of the text (e.g.,
several paragraphs, long section page, a chapter) into a summary that contains only the most
important information.
2.3.4 Concept of Inference
Inference is just a big that means a conclusion or judgment. Writer often tell more than
they say directly. They give hints or clues that help readers. When the readers infer, they should
go beyond the surface details to see other meaning that the details suggest or imply. According to
Mikulecky and Jeffries (2000: 150) ” sometimes the topic of a text may not be stated anywhere
directly. You must look for clues a try to guess what the passage is about. This is called making
inferences.” It means that, readers make inference when they are able to make their own
experience and combine the information they gather from what they read. The result is that they
create new meaning as conclusion that isn’t explicitly stated in the reading.
According to Whorter (2000: 195)”inference is a logical connection that readers draw
between what they observe or know and what they do not know, in the other side inference can
be defined are reasonable guesses made on the basis of available information. Base on definition
above the writer conclude that inference is a logical guesses that readers reach based on specific
evidence. When readers making inference they are make connection and contract their author
and the readers. When the readers infer, they are personally engaged with the text, more aware of
the author’s purpose, and processing to deeper meaning.
2.4 The Characteristic of PQ4R Method
PQ4R method comes from Thomas and Robinson in 1972. PQ4R is one of section from
elaboration method. PQ4R method is preview is mean the students have to scannie the reading
text. Question, is mean the students making own question. Read is mean the students active in
reading text. Reflect is mean the students try to understand about information in reading text.
Recite is mean the students ask to remember again about the material and try to answer the
question. Review is mean the students ask to read all of the reading text.
Trianto (2009:147) stated that “PQ4R is method that use help students to remember what
they read”. This method is used to help students remember what they read and can help students
in teaching and learning process in the class by reading story. On the other hand, Gie in Trianto
(2009:151) state that “read can be interpreted as an interactive process between language and
thought.” As an interactive process, the success of reading will be influenced by background
knowledge factor and reading strategies. It means that reading become one of activity that
students have to do. Skill and habitual read is one of most important in this method. The teacher
has to be able to act well as students’ motivator, because there are students that have low in
reading ability.
2.5 Strengthens and Weakness of PQ4R Method
According to Millah (2010:28) “there are some strengthens and weakness of PQ4R
method. The strengthens of PQ4R, they are 1) this method can be applyed into a small and a big
class; 2) the material used is fact contain, principles and definition; 3) the students can be more
active in learning process; 4) it can be used to begin in teaching and learning process in order
that the students can focus in the material. Teacher can use this method in the beginning of
learning process. It is useful to make the students focus in the material. The Weakness of PQ4R
are 1) PQ4R is usually used in every time to teach English; 2) in implementation of PQ4R
method, the teacher must have a long time; 3) demand the teacher have to understand more about
the material. This method requires the teacher to understand more about the material that the
teacher will teach. Thus, this method has weakness and strongest furthermore those can be a
motivation for the teachers.
2.6 The Procedure of PQ4R Method in Reading Narrative Text
According to Trianto (2009:151) “procedure of PQ4R method is preview, question, read,
reflect, recite and review”.
a. Preview
The first procedure is students have to scane. They begin by reading topics, sub topic and
sub title, beginning sentence or ending of paragraph and make conclusions of a certain chapter. If
it cannot be found out, students can see every page to scane. Besides that students have to find
out or pay attention to the main idea in the text.
b. Question
The second procedure is students can give their own question. In giving question, they
use title and sub title or topic according to the text and may begin the guest by using why, who,
what, and how.
c. Read
The third procedure is students have to be active in reading text, because they have to
give reaction about what they read. Do not make note long and try looking for answer of every
question that they made before.
d. Reflect
The fourth procedure is student do not only remember or commit to memorize the text
but they also have to find out information that is presented and try to understand it.
e. Recite
The fifth procedure is students are asked to remember again about the information and try
to answer every question by using their own words and students asked to find the main idea by
themselves. After that student make main idea of material.
f. Review
The last procedure is students are asked to read the whole text and answer the questions.
2.7 Narrative Text
Narrative text is an imaginative story to entertain readers by telling what happen in the
text and narrative text, it can be fiction story such as a short story or novel. According to Grace
(2007: 154) “a narrative text can be organized by; 1) orientation which giving information about
the setting of the scan that shows the place and the time of the story just happened, introduces
the people in the story and what is involved in it; 2) complication which telling the beginning of
the complication or problematic which leads to the climax or crisis of the main participant; 3)
resolution, resolving the crisis or the problem either in a happy or in a sad ending; 4) reorientation is closing remark to the story which consists a moral lesson and advice or the readers.
Thus, a narrative text consists of orientation, complication, and resolution which are commonly
used in organizing a story. In this research, the writer focused in indicator of reading
comprehension namely: antonym/synonym, topic, main idea, explicit meaning, generic structure,
inference and conclusion.
2.8 Types of Narrative Texts
Haasl (2004: 3) stated that “there many different types of narrative texts.” Among others:
1. Folktale is a story which is regarded as fiction. It can be a non-scared fictional story that
occurs “upon a time” and features human and non-human character. It includes fable and
fairy tale.
2. Myth is a traditional story which may describe the origins of the world, a place, and/ or of
people. It is considered a true sacred story in the remote past.
3. Legend is a true story primarily about human heroes in the recent past and may feature
some religious references.
4. Folklore is a collection of tales about people and/or animals. It included myths and tales.
Thus, there are some types of narrative text that is folktale, myth, legend and folklore.
Similar to Barthes (2008:237) state that “among the vehicles of narrative are
articulated language, whether oral or written, pictures, still or moving, gestures, and an
ordered mixture of all those substances; narrative is present in myth, legend, fables, tales,
short stories, epics, history, tragedy, drama [suspense drama], comedy, pantomime,
paintings (in Santa Ursula by Carpaccio, for instance), stained-glass windows, movies,
local news, conversation."
2.9 The Previous of Research
In the previous research, the writer observed several studies related to reading
comprehension in narrative text. The first is a research conducted by Adistiati Dunggio (2010)
with the title “A Study on Students’ Ability in Comprehending Narrative Text (a research
conducted at second grade students of man Model Gorontalo). In her research, she focused on
students’ ability in comprehending generic structure of narrative text.
The second, research was conducted by Selvi Ali (2010) with the title “an Analysis on
Students’ Ability in Identifying Generic Structure of Narrative Text (a research was conducted at
SMP Negeri 1Kabila, kota Gorontalo). In her research, she focused more on the most common
form of generic structure of narrative text, namely: orientation, complication, and resolution.
One of the difference between this research and the research previously research is they did
not apply one of teaching model like the writer did in this research. Thus, in this research, the
writer applied one of teaching model namely PQ4R method in narrative text.
2.10 Hypothesis
Thus, the hypothesis of this research is the application of PQ4R method improve students
reading comprehension in narrative text significantly.