CHAPTER II

REVIEW OF LITERATURE

2.1. Theoretical Framework

In conducting a research, teories are need to explain some concept or terms
applied in research concern. Some term are used in this study and they need to be
theoritically explain. In the following part, theoritical on the terms will be present.
2.1.1. Description of Reading Comprehension
Reading comprehension is the result of effective reading. Effective reading
is grounded trong cognitive skills such as attention, auditory analysis, sound
blending, sound segmenting, memory, processing speed, and visalization.
Therefore, the key to improved weak reading comprehension is to confront and
correct weak mental skills in these cognitive areas.
Reading comprehension is a bottom up process where information from
text forms the framework for learning and recalling facts and concepts in content
area text. To understand reading text, the students should be able to analyze what
comprehension involves and how it relates to the entire reading process.
There are two elements that make up the process of reading
comprehension: vocabulary knowledge and text comprehension. In order to
understand a text the reader must be able to comprehend the vocabulary used in
the piece of writing. The best vocabulary instruction occurs at the point of need.
Text comprehension is much more complex and varied that vocabulary
knowledge. Readers use many different text comprehension strategies to develop

reading generating questions, summarizing and being aware of using a texts

structure to aid comprehension.

1) Some theorical Knowledge of what Reading Definition

To read is to grasp language patterns from their written representation. In a
second language, reading is usually taught to students who are already literate in
the source laguage. We should never confuse a language with its written system.
Reading and writing imply that the language is known and that we are learning a
graphic representation of it.
Because of the redundancy in language, it is possible to grasp whole
sentence from partial identification of their parts. even spoken language is not
involved in reading. Actually, readers will put sound into the sentences subvocally
anyway. By impossing the nativelanguage sound system on the reading, many
distinctions of the target language will be maintained and many morphemes will
be identifiable. For full reading, however, this is inadequate since some
distinctions will be made which are not relevant, and other distinctions that are
relevant will be leveled.

2) Some Important Facts before Proceeding to Techniques in Reading

Before proceeding to the stages or techniques in reading, I should like to
state several facts which facts which result from observation and experimentation.

Listening an speaking should always precede reading. It is only after

students can say material with reasonable fluency that they should be permitted to
see it.
In reading, and this happens in reading our native tongue, too, we make
sounds in our throat. We read faster, therefore, if we know how to say the sounds
and if we dont stumble over them.
You should always read aloud for the students any reading you are going
to assign to them.
Reading is more than just assigning foreign lanuage sounds to the written
words; it requires the comprehension of what is written. Students differ in their
ability to read their native language. Reading skills in one language are not
necessarily transferred to another language and may even be inhibitory when they
are. A student who reads English easily may have difficulty reading a foreign
language. But the student who reads English with difficulty will surely have
problems reading stories in a foreign language. The teacher must take these
differences into account when teaching the reading skill .(Various Source,
2005:102)
Durgunoglu and Hancin-Bhatt (1992:3) the domain of second language
reading is a rich source for insights into bilingual cognitive processing. Reading
entails the utilization of linguistic and metalinguistic knowledge in order to
comprehend the meaning of written symbols. bilinguals are reading in their
second language (L2) usually bring to the act a wealth of knowledge, strategies,
and processes from their first language (LI). The question addressed in this report

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is how and when the LI influences L2 reading, that is, cross-language transfer. At
the applied level, understanding the nature of cross-language transfer in reading
can enable us to predict not only the conditions under which a bilingual will have
difficulty when processing L2 (i.e., negative transfer), but also the conditions
under which a bilingual will show facilitation (i.e., positive transfer). This
information can help to structure instruction so it can build upon the strengths
bilinguals already have in their L1

3) Different Kinds of Reading

Feng Liu (2010:155) all the models of reading that have been looked at so
far have been designed with careful reading in mind. Many of the models of
reading that have surfaced in the literature to date have been mainly concerned
with careful reading at the local level.
a) Proposes four types or levels of reading
Reading expeditiously for global comprehension
Reading expeditiously for local comprehension
Reading carefully for global comprehension
Reading carefully for local comprehension

b) Distinguish between five kinds of reading

Scanning, skimming, search reading, careful reading and browsing,
though they claim that the list is not exhaustive. These terms for different types of

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reading are often used in the literature, yet they often appear to be used in
different ways. These will be discussed in detail(Urquhart & weir.1998)

Skimming: reading for gist, it is a type of rapid reading which is used

when the reader wants to get the main idea or ideas from a passage
(Richards et al., 1992).

Scanning: reading selectively to achieve very specific reading goals, e.g.

finding a number, date. It is used when the reader wants to locate a
particular piece of information without necessarily understanding the rest
of a text or passage. The main feature of scanning is that any part of the
text which does not contain the pre-selected piece of information is
dismissed.

Search reading: locating information on predetermined topics. The reader

wants information to answer set questions or to provide data. Search
reading differs from scanning in that in search reading, certain key ideas
will be sought while there is no such attempt in scanning. It also differs
from skimming in that the search for information is guided by
predetermined topics sothe reader does not necessarily have to get the gist
of the whole text.

Careful reading: this is the kind of reading favored by many educationists

and psychologists to the exclusion of all other types. It is associated with
reading to learn, hence with the reading of textbooks

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Browsing: is a sort of reading where goals are not well defined, parts of a
text may be skipped fairly randomly, and there is little attempt to integrate
the information into a macrostructure

c) Reading Activities
In language teaching, reading activities are sometimes classified as
extensive and intensive. The distinction is largely a pedagogical one, extensive
reading means reading in quantity in order to gain a general understanding of what
is read. It is intended to develop good reading habits, to build up knowledge of
vocabulary and structure, and to encourage a liking for reading. Intensive reading
is generally at a slower speed, and requires a higher degree of understanding than
extensive reading.
Intensive and extentsive reading both of them make reading as activity that
are different with other skills. The definition of each type is defined as bellow:
Intensive reading means that a common paradox in reading lessons is that
while teachers are encouranging students to read for general understanding,
without worrying about the meaning of every single word, the students, on the
other hand, are desperate to know what each individual word means. Intensive
reading has several characterisric. It makes intensive reading different with
extensive reading. The characteristic of intensive reading is stated below:

Usualy classroom based.

Reader is intensely involved in looking inside the text.

Students focuss on linguistic or semantic details of reading.

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Students focus on surface stucture details such as grammar and discourse

markers.

Students identify key vocabulary.

Students may draw pictures to aid them (such as in problem solving).

Texts are read carefully and thoroughly, again and again.

Aim is to bulid more language knowledge rather than simply practice the
skill of reading.
Extensive Reading is that students should be reading materials which they

can understand. If they are struggling to understand every word, they can hardly
be reading for p;easure-the main goal of this activity. This means that we need to
provide books which either by chance, or because they have been specially
written, are readily accessible to our students.(Jeremy Harmer, 1988:210)

2.1.2. Description of Anecdote

Anecdote is a text which retells funny and unusual incidents in factor
imagination. An anecdote is a short and amusing or interesting story about a real
incident or person. It may be as brief as the setting and provocation of a bon mod.
An anecdote is always presented as based in a real incident involving actual
persons, whether famous or not, usually in an identifiable place. However, over
time, modification in reuse may convert a particular anecdote to a fictional piece,
one that is retold but is "too good to be true". Sometimes humorous, anecdotes are
not jokes, because their primary purpose is not simply to evoke laughter, but to
reveal a truth more general than the brief tale itself, or to delineate a character trait

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in such a light that it strikes in a flash of insight to its very essence. Its purpose is
to entertain the readers. Anecdote text can be a ridiculous or funny story
sometimes, but not all anecdote texts must be funny. It depends on the incident in
the story. However, anecdote should have an unusual part inside.
Gotti. (2006:169) There are several defmitions of the anecdote as a
stylistic device. Most of these generally agree: it is a short story about a certain
me or fictitious incident, with a vivid or amusing twist. The incident usually
involves real people, often famous ones, and sometimes the speaker, but fictitious
figures also occur
Teichmann (2008:1) an anecdote is a short narrative, a tall tale that is
interesting, amusing, often based on a biographical incident, commonly acting out
a specific historical situation. It is aimed to reveal a truth that is more general than
the tall tale itself. The word anecdote comes from Prokopios, 6th century ad., a
historian who wrote a biographical work about the Eastern Roman emperor
Justinian I, called Anecdota (commonly translated as unpublished memoirs or
secret history). Its content primarily consisted of indiscreet short stories about
the Byzantine court. For historians, however, anecdotes are distorted reductions of
history and therefore not deemed worthy to be included in a scholarly work. For
writers, in contrast, anecdotes can be a very important stylistic device.
Wikipedia, the free encyclopedia(2006) an anecdote is a short and amusing
but serious account, which may depict a real/fake incident or character. Anecdotes
can be as brief as the setting and provocation of a bon mot. An anecdote is always
presented as based in a real incidentinvolving actual persons, whether famous or

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not, usually in an identifiable place. However, over time, modification in reuse

may convert a particular anecdote to a fictional piece, one that is retold but is "too
good to be true". Sometimes humorous, anecdotes are not jokes, because their
primary purpose is not simply to evoke laughter, but to reveal a truth more general
than the brief tale itself, or to delineate a character trait in such a light that it
strikes in a flash of insight to its very essence. An anecdote thus is closer to the
tradition of the parable than the patently invented fable with its animal characters
and generic human figures but it is distinct from the parable in the historical
specificity which it claims.
http://examples.yourdictionary.com/examples-of-anecdotes.html.
Anecdotes cover a wide variety of stories and tales, especially since they can be
about basically any subject under the sun. What is an anecdote, you ask? An
anecdote is a short story, usually serving to make the listeners laugh or ponder
over a topic. Generally, the anecdote will relate to the subject matter that the
group of people is discussing.

1) Text of anecdote
There are three important things in anecdote are:
a) Communcative purpose is, this text type is very effective to package
information in the form of a ridiculous incident in the past with the intent
to invite the reader to make sharing , or share the emotion with the reader.
because it is ridiculous , basically Anecdote has a funny character

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b) Rhetorical structure is, Anecdote type text in this text that the stacking
Elements rhetorically :

Title shaped phrase that contains one topic Ridiculous event to be

in sharing with readers .

Abstract very common form of a rhetorical question or a statement

in the form of exclamation .

Orientation contains introduction or introduction to the story or

setting the scene .

Crisis in the form of exposure , the incidence peaks or incident that

is the core of the story silliness or silliness events .

Reaction solution containing a reaction or action taken ataau
conducted by the authors to overcome or save themselves from the

incident .
Coda is the cover story is the ending or the incident .

c) Grammatical patterns
Text Anecdote much use declarative sentences and casual statement

in the abstract .
Use of the past tense is dominant becauseanecdote provides an

exposure story or event in the past.

The use of the conjunction is definitely in need to show the
sequence of events .

2) Purpose of Anecdotes
a) To Bring Cheer
Sometimes telling a story just makes people laugh or brightens the mood.
In the example about favorite recipes, the woman is sharing a tale with her friends

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or coworkers about a time that she experienced a disaster in the kitchen. Whether
she tried to boil an egg without water or made fudge that turned as hard as a rock,
the other people are sure to have a good laugh.
b) To Reminisce
In several of these examples, such as the parents on Christmas morning
and the elderly couple, people are talking about their pasts. They are looking back
favorably on moments in their lives and sharing the joy of that time with others.
c) To Caution
In the fire safety case, the speaker is trying to show the audience what can
happen if they do not follow proper procedures. Sometimes just laying out rules
for individuals is not effective, and they need to hear frightening stories of
dangers that can be avoided by following these regulations.
d) To Persuade or Inspire
Returning to the examples about tutors and tutoring sessions, the speakers
want the students to know they are there to help, and that they have faced similar
struggles. They want the students to know that theSre is the possibility of a
brighter future if they put the work in.
Of course, anecdotes do not have to serve such specific purposes all the
time. They can just be part of a natural conversation with other people.
2.2. Conceptual Framework
In this research, the researcher wants to describe about the effect of
Anecdote on the students achievement in reading comprehension. In order to be
able to a good strategy in teaching; to be useful for reader and give contribution

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and learning comprehension. And the students can reach achivement in their
ability.