READING SKILL
BY
NIM : 1632O20020
CLASS : V/B
2018
CHAPTER II
LITERATURE REVIEV
2.1.1 Reading
People know that reading always deals with a text which is written
in books, newspapers, magazines, and websites. Furthermore, the written
text has many varieties. Brown (2001 : 302) states there are two main
categories of the varieties of the written texts. The first is non-fiction such
as reposts editorials, letters, greeting cards, diaries, journals, memos,
messages, announcements, newspaper “journales”, academic writings,
forms, applications, questionnaires, direction, labels, signs, recipes, bills,
maps, manuals, menus, schedules, advertisements, invitations, directories,
articles, and dictionaries. The second is fiction such as novels, short stories,
and comic stripes or cartoon.
From those genres of the written text read by the readers, they have
to interweave their background knowledge to construct meanings after
understanding the text in order to make a better concept of the readers;
thought. To construct meaning and conceive writer’s message from the text,
the readers bring information, knowledge, emotion, experience, and culture
to the printed words in order. The text does not by itself carry meaning
(Brown, 2001). It is known as schema theory.
There are skills of reading from other experts. One of the experts is
Mikulecky. He (1990: 23-30) also proposes reading skills that can be seen in
the table below:
Table : Reading Skills and the purposes
No Skills Purposes
2. Previewing and Students are able to guess what the text is about
predicting by looking at the text a quick once over.
3. Identifiying purposes Students are able to predict what the form and
context of the text will be.
4. Specifiying purposes Students are able to know why the text is being
read
6. Recognizing topics Students are able to find out what the text tells
about after reading and comprehending the text.
7. Locating the topic Students are able to find out a topic sentence in a
sentences text.
8. Making inference by Students are able to infer main ideas of the text
use evidence and can show the evidence that supports their
inference.
13. Drawing conclusion Students are able to put together the information
from several parts of the text and induce new or
additional ideas.
14. Reading critically Students are able to judge the accuracy of the text
with respect to what the reader already knows and
distinguish facts or opinions.
15. Reading faster Students are able to read fast enough to allow the
brain to process the input.
Oral Silent
Intensive extensive
The mind map which was concluded by Astuti in her thesis (2012:
24) is an important technique that improves the way we take notes, and
supports and enhances our creative problem solving. The reader can
simplify what they have read so that they can understand what is
explained by the writer in the text. The diagram from a text shows detail
information, main and minor information. Mking the diagram or map
makes reader can remember and learn clearly and easily.
Astute, Hesti Dwi. 2012. Improving the Reading Comprehension Skill of the
Students of SMPN 5 Depok, Sleman, Yogyakarta. Thesis. Yogyakarta :
English Education Departement, Languages And Arts Faculty UNY.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill.
Rivers, Wilga. M. 1981. Teaching Foreign Language Skills. United States: The
University of Chicago.