CHAPTER II

REVIEW OF RELATED LITERATUR

This chapter presents the review of related literature dealing with some

related research findings, some pertinent ideas, resume, theoretical framework

and hypothesis.

A. Previous Related Research Findings

Demir (2012:188) in his thesis, concluded that background knowledge had

a significant role in the learners’ reading comprehension performance since it

helped them to become aware of their cultures. So it improved the process reading

comprehension and it effect their minds and representation so that they could have

better performance.

Garth-McCullogh (2008:49) in his thesis, concluded that content

familiarity and cultural knowledge increased learners’ reading comprehension and

facilitated the process of reading comprehension and the learners who were

familiar with the culture of target language had higher score.

Hayati (2009:34) in her thesis, concluded that the learners listening

comprehension who received the culture of target language increased. So it is

good to select different listening materials which are related to the target language

and make the learners aware of what they acquiring.

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Based on the previous findings above, three researchers have done

research on reading comprehension in different methods and strategies. Those

show that there are many teachers in different school have use some strategies to

improve students reading comprehension. So that is way it is correlate with

researcher will be done to improve the students reading comprehension. And this

research the writer will try to apply “Culture Oriented Materials” to improve the

students reading comprehension. The research hopes this could give contribution

to improve the students reading comprehension.

B. Reading Materials in Buginese Culture

1. Reading

a. What is reading ?

Reading is a complex process. The complexity of reading process leads

many aspects to various definitions of reading comprehension as interaction

between thought and language.

Smith and Robinson ( 1980: 205) state that reading comprehension means

understanding, evaluating, utilizing of information and ideas gained through and

interaction between the author and the reader. Reading comprehension is such a

kind of dialogue between an author and where the written language is the media

that permit the dialogue occurred when the two persons communicate through the

printed materials. It can inferred that reading comprehension is an active process

involving the readers knowlwdge background and the print in which a dialogue

run between the reader and the author through the text where the reader can

discover the meaning needed to achieve the particular purpose set by himself.
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In this context reading is not just at a kind of transfer from written syimbol

to a sound. Reading is not just solving the words, but it must always be meaning

getting process. Kustaryo (1988: 2) states that reading is the instantaneous

recognition of various writing symbol with exiting knowledge and comprehension

of information and ideas communicated. From this point of new some expert

formulated definition of reading comprehension.

Anderson and Turner in Haeba (1999: 7). States that comprehend is a

special kinds of the kinds process. The reader comprehends by actively

constructing meaning internally from intercting with the material that is read the

reader can be categorized comprehend the test if he successful discovered the

meaning needed to achieved his particular purpose from the text. Reading

comprehension depend on many factor : (a) the readers ability to attend to the

printed ideas, (b) the readers background knowledge to which new information be

added, (c) the quality of the writing it self, (d) the readers purpose in reading

materials.

Thinker in Yunus (1999: 16) states that during reading reading

comprehension process, the students most pay full attention in order to be able to

catch all ideas written in the passage. As what he says, students, reading ability is

very impotent in dealing with reading comprehension because reader can

comprehend the passage if he is able to understand the meaning of very word or

sentences and their corelation among one and other he, futhermore offers a way of

conducting a comprehension lesson as follow: all those four stages in conducting

a comprehension class a show above is considered very hap full. Pre-reading is to

assist students to the passage where they have a prior perception above the content
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of passage. Reading the passage is a way where the students are involved in a

given information and understand it them, giving question is to ask to students to

have a careful reading certain information. And the last, supplementary activities

are to assert the students to re-study again wither about the passage or sometime

that related to the passage.

Learning to read as processing language from its graphic form involves

idetifying words in prhases and sentences in context when the context provides

clues and when does not. Accourding Lado (1988: 172), the learners goal is to

become a skilled reader directly in the second language, that is, one who

understands the meaning of materials read at normal speed and relates it to his her

intentional thinking as the language is processed.

Futher Steinberg (1982: 192) state the reading is a form of comunication

the goal of which is the reception of information through written forms. It means

in teaching program, consequenltly, should direct it self to the relazation of that

goal.

Finally, Kustaryo (1988: 2) defines reading as the activity that consist the

combination of word recognition, intellect, and emotion interrelated with the prior

knowledge t understand the message being communicated.

b. Levels of reading

In language teaching, reading is one of the language skills that should be

developed. Anyhow, each person may be have different capability when is reading

in relation with this reading materials also effect reader to develop his reading

skills. Based on this psycholinguistic particulary those who are expert in reading
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make clasification of reading levels. This is because not all readers have the same

levels.

Simanjuntak in Normah (2003: 8) says that expert set up reading

curriculum into levels, mainly:

a. Initial level

The intructional goals in initial level are the student will be able:

1) To read silently a passage of at least two paragraphs in lenght

2) To demonstrate comprehension by responding to oral or written

question within their range of vacabulary and grammar.

3) To understand written direction

And the study skill in this level is the ability to use of consult reference

materials.

b. Elementary level

The instruction goals in elementary level are that the students will be able :

1) To read short english selection of passage and demonstrate and

understand the content by location specific information

2) To identify sequence of event;

3) To recosgnize cause and effect and perceive organization.

The study skills of this level are the ability.

1) To use consult reference materials;

2) To comprehend information on graph, chart, maps, and tables as

well.
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c. Intermediate level

The instructional goal are the students will;

1) Continues to refine reading skills acquired at the earlier levels,

2) Refine word attack skills

3) Develop critical reading ability;

4) Apply reading ability to the development of study skills

5) Develop greater ability to comprehend more complex content areas of

the instructional materials;

6) Scan for concluding sentences, main ideas, and specific information

the study skills of this level are;

7) Reading and following instruction/directions;

8) Skimming to locate information quickly;

9) Evaluating information found in reference materials:

d. Advanced level

The instructional goal of this level are the students will :

1) Continue to refine the reading skill acquired at earlier levels and will

also refine text attack skills.

2) Develop critical reading ability

3) Apply to the development of study skills.

4) Read selection of increased difficult for study purposes content area

instructional materials.

5) Scan for concluding sentences, main ideas, and specific information

the study skills in advanced level are;

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6) Using content area of text books and reference materials used by native

english speaking peers.

7) Scanning to located specific details of information and adjust the rate

of speed to the level of difficult of a selection.

c. Categorizing reading comprehension

Comprehension is an active process that involves the integration of prior

knowledge with information in the tech in order comprehend the text (Alexander:

1988 : 127).

Comprehension is an active thinking process that depends not only on

comprehension skills but also on the student experience and prior knowledge. It is

possible to comprehend materials on a number of different levels. Specifics

comprehend skills can not be completely isolated because they are so irritated that

one skills depends so some degree on another skills.

Smith (1977: 107) divides the comprehension skill into four categories.

The four categories are :

a. Literal reading (reading the lines)

Literal reading involves thinking the ideas and facts that are directly

stated on the printed pages. It is the skill of getting the literal meaning of

word idea or sentence in a text.

b. Interpretative reading ( reading between the lines)

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Interpretative reading involves reading between the lines or making

inferences. Interpretative level of comprehension goes beyond literal

comprehension to supply means in which are not directly states in the text.

c. Critical reading (reading beyond the lines)

Critical reading is higher level than the other two categories because it

involves evaluation, the making of personal judgement on the accuracy,

value, truth-fullness of what is read

d. Creative reading

Creative reading uses different thinking skills to go beyond the literal

comprehension, interpretaion, and critical reading level. In creative reading,

the reader tries to come up with now or alternative solutions thses presentsed

by the writer.

d. Technique of reading

In reading, the teacher should introduce the strategies to read a text there are

three main reading techniques, namely : survey reading, skimming, and

scanning (Grellet, 1986: 2).

1) Survey reading

In survey reading, before reading we must anlyze what we want we to

analyze, we survey the material that will learn, (1) look into the scema, (2)

the outline of the book, (3) the title of chapter in the book acurately.
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2) Skimming

Skimming is kind of reading that make our eyes move quickly to get

the main ideas from the reading material. In order words, in skimming we

need quickly to get the main idea and when we want to gain a quick

impression of a text article.

3) Scanning

In scanning, we read quickly to answer a specific question. Pugh (1978:

58) stated that, scanning is used within a text to located symbols of group of

words (such as particular piece of information).

Zorn in Yunus (1994: 11) explains deeply seven steps that can

increasing the reading comprehension, they are:

4) Attention. It is absolute prerequisite to intensive mental impression.

5) Interest. When we are interested in author’s ideas, it will be easy for us to

comprehend to material.

6) Purpose. A purpose contributes greatly to the amount of attention that we

spend on a certain reading. Strong attention will result in vivid impression.

Consequenly, the comprehension will be obtained, and so will be attention.

7) Concentration. Concentration is the process of holding long enough

attention to establish the vivid impression which contributes so much to

recall abilities.

8) Association. Association in reading is another great factor in recall and

comprehension. A natural and rational association of ideas is very useful

ways to fix them in one’s for later retention because the reader tries to

associate the author’s ideas what he has in mind.

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9) Repetition. Repetition in reading is mean’s reviewing. A reader makes

reviews in his reading because he want to know more about what he has

found in his first reading.

10) Distributed practice. If a reader always practices speed daeling and

comprehension towards retention, he will be a good speed reader and will

have better retention in his reading. Distributed practice plays a significant

in improving comprehension.

e. The factors affecting comprehension

Thinker in Yunus (1999: 16) states the reading comprehension is not just

reading with loud voice words, sentences and paragraph sense relationship among

the ideas. As it is, if the students just reads loudly but can not understand the

content of the passage, it means he fails in comprehending the passage.

In term of the reading comprehension, Jeremi Harmerin Haeba (1999:

21) states some requirement for understanding the reading material are

vocabulary, knowledge of grammatical structure, reading comprehension exercise

and transiting activities.

Abu Hamid in Haeba (1999: 21) states that the factor influence reading

comprehension are: (a) grammatical sructure aspect and complex sentences

sructure, (b) the formation of derived words from roof of a word, (c) coherent

between sentences, (d) culture aspect of foreign language (English) which is not

the same of indonesian culture.

The three opinions above generally the factor influence reading

comprehension are vocabulary and grammatical structure beside the other factors
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like repetition and translating activity and culture aspect. But there are some flaw

of the opinions above because they only refers to the language aspect, they

minimize internal factor which also have important role increasing the reading

comprehension. Alexsander j. Still (1998:161) points out that the reading material,

the total program of reading istruction; the personality, attitude, interest,

motivations, and habits: and his out-school enviroment all influence development

reading comprehension.

Reading comprehension is a complex problem, it involves several factors

both external and internal and those factors share the success in reading

comprehension. There factor are:

a. Motivation

Our success in reading well also depens on motivation. This need or

desire to achieve a certain goal can make difference between success and

failure.

b. Concentration

To concentrate means to facus our attention clearly on a purpose. This

very easy to do when we are interested in what we are doing

c. Purpose

The purpose the reading in any language is to inform ourselves about

something we are interested in or to challenge our knowledge on certain

matters.
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d. Guidance

The teacher guidance influences how the students particular assigmment.

Certain students may make better readers than other, but anyone can learn

without his help.

Reading is a proposal experience and teacher can not peer over the

shoulder of the student conscious development of reading skill is important

because it is obviosly imposible for the teacher to familarize his students with

every text they will ever want to read. Instead the teacher must give them

techniques for approaching texts of various kinds, to be read for various purpose.

Goodman in Otto et al (1979: 151-152) defines that reading

comprehension is an interaction between tough and language. How far the reader

can comprehend the passage in reading process is represented by his ability to

understand criticize the author’s passages.

As we know, several factors affecting the students to read and to

comprehend the passage are vocabulary mastery good in reading skills, affective

material selection and appropriate reading strategies. In this part, the tendency will

be put on the material selection which relevant to reading achievement. The

material required is not to difficult. Suitable on native culture and interest.

The achievement in reading comprehension is really based on how far the

reader can comprehend or understand and gain meaningful information ancoded

by the author. Reading achivement can be gained toward reading skills and

reading competence. Beside that, good in reading strategies also treated as

requirement.
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C. Buginese Culture

1. History of the Buginese Culture

Buginese are a tribe belonging to the Deutrou Melayu tribes. Enter the

archipelago after the first wave of migration from the Asian mainland precisely

Yunan. The word Bugis comes from the word “to ugi”, which means Bugis

people. Bugis naming refers to the first king of Chinese Kingdom located in

Pammana, Wajo district today, namely La Sattumpugi.

When the people of La Sattumpugi named themselves, they referred to

their king. They call themselves as To Ugi or the people or followers of La

Sattumpugi. La Sattumpugi is the father of We Cudai and a sister with Batara

Lattu, the father of Sawerigading. Sawerigading is the husband of We Cudai and

gave birth to several children including La Galigo who makes the largest literary

works in the world with an amount of approximately 9000 pages of folio.

Sawerigading Opunna Ware (The guide in Ware) is a story that is written in

literature La Galigo in Bugis society tradition.

In its development, this community developed and formed several

kingdoms. These communities then developed their own culture, language, script,

and government. Some of the classic Bugis kingdoms include Luwu, Bone, Wajo,

Soppeng, Suppa, Sawitto, Sidenreng and Rappang. Although spread and form

Bugis tribe, but the marriage process caused blood connection with Makassar and

Mandar.

Currently Bugis people spread in several districts of Luwu, Bone, Wajo,

Soppeng, Sidrap, Pinrang, Barru. The transitional areas between Bugis and

Makassar are Bulukumba, Sinjai, Maros, Pangkajene, and Island. Bugis

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transitional areas with Mandar are Polmas and Pinrang districts. The kingdom of

Luwu is the kingdom considered the oldest with the Chinese kingdom (which later

became Pammana), Mario (later part of Soppeng) and Siang (the area in

Pangkajene and the Island).

2. The Area that is a Bugis Tribe

Bugis tribe in South Sulawesi is a tribe that inhabits a large area.

Although in each region inhabited it has the same language that is Bugis language,

but each region has a different dialect or accent. Some of the areas that became

the residence of the Bugis tribe include:

a. Bone District

History records that Bone was one of the great empires of the archipelago

in the past. Bone kingdom in history was founded by Manurunge

Rimatajang in 1330, reaching its peak in the reign of Latenritatta

Towappatunru Daeng Serang Datu Mario Riwawo Aru Palakka Malampee

Gemmekna Petta Torisompae Matinroe ri Bontoala, mid-17th century

(A.Sultan Kasim, 2002). The greatness of Bone’s empire can provides an

adequate lesson and wisdom for today’s Bone society in order to address

the dynamics of development and social changes, economic change,

cultural shifts and in the face of global trends.

b. Sinjai District

Sinjai District has its own historical value, compared to the district in

South Sulawesi Province. It used to consist of several kingdoms, such as

the kingdom incorporated in the Tellu Limpoe Federation and the

kingdoms incorporated in the Pitu Limpoe federation. Tellu Limpoe

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consists of kingdoms that are near the coast of the kingdom namely

Tondong, Bulo-bulo and Lamatti, and Pitu Limpoe are kingdoms on the

mainland of the kingdom of Turungen, Manimpahoi, Terasa, Pao, Manipi,

Suka, and Bala Suka.

c. Municipal of Pare-pare

At the beginning of the current highland development, called the City of

Pare-pare, was once a shrub of bushes interrupted by sloping earthy holes

where the bushes grow wildly and irregularly, starting from the north

(Cappa Ujung) to the southern department of the city. Then by going

through the process of historical development in such a way the plain was

named Pare-pare.

d. Pangkep District

Pangkep was established as a part of RI territory since early September

1945, announced by Andi Burhanuddin. All local royal governments, who

are also heads of governments of the district, are supportive. Strong

support comes from Andi Mandacini (Karaeng Mandalle), Andi Page

(Karaeng Segeri), and Andi Makin (Karaeng Ma’rang). Even the three of

them directly facing the Governor of Sulawesi, Dr.GSSJ Ratulangi in

Makassar. Other support comes from Bungoro, Balocci, Labakkang and

Pulau.

e. Barru District

The district of Barru before it was formed was a small kingdom, each led

by a king, namely: the Kingdom of Berru (Barru), the Kingdom of Tanete,

the Kingdom of Soppeng Riaja and the Kingdom of Mallusetasi.

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f. Bulukumba District

The naming mythology of “Bulukumba”, purportedly derives from two

words in Buginese, namely “Bulu’ku” and “Mupa” which in Indonesian

means “still a mountain of mine or a mountain of main”. This myth first

appeared in the 17th century AD when there was a civil war between two

large kingdoms in Sulawesi, namely the Kingdom of Gowa and the

Kingdom of Bone. On the coastline named “Tana Kongkong”, that is

where the messenger of the King of Gowa and King Bone meet, they

negotiate peacefully and set the boundaries of the kingdom”s influence

territory respectively. Bangkeng Buki’ (literally means the foot of the hill)

which is a row of hillsides from Mount Lompobattang claimed by the

Kingdom of Gowa as the boundary of its territory ranging from Kindam to

the eastern region. But the Kingdom of Bone insisted on maintaining

Bangkeng Buki’ as its territory ranging from west to south. Starting from

the incident then the sentence in Bugis language “Bulu’kumpa” which

later on a certain dialect level changed the sound process into

“Bulukumba”. It is said that since that name Bulukumba started there and

until now officially become a district.

g. Maros District

Maros District is located in the western part of South Sulawesi,

geographically located between 40045 – 50007 LS and between 1090205

– 129012 BT. District of Pangkep in the north, Makassar City and District

of Gowa in the east, District of Bone in the east and Makassar Strait in the

west and 1,619,12 km2 in the west.

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3. Bugis Tribe Culture

The actual Bugis cultures that are applied in daily life teach matters

relating to morality, such as pronouncing tabe '(excuse me) while bending over

the body when passing in front of a group of elderly people who are telling

stories, pronouncing iyé' (in Javanese languages nggih), if answering questions

before expressing the reasons, friendly, and respecting the elderly and loving the

young. This is among the teachings of Bugis tribe actually contained in Lontara

'which must be realized in everyday life by Bugis society.

Bugis tribe is also thick with distinctive customs: customary marriage,

custom visiting, custom house build, farming customs, principles of life, and so

forth. Although a bit more has been mixed with the teachings of Islam. Indigenous

own owned Bugis tribe signifies one thing: Bugis tribe in his time has a

tremendous civilization great. Bugis tribe ancestors are smart people who are able

to create and bequeath science.

Bugis Tribe Generally the Bugis house is a long rectangular wooden

platform with tall poles carrying floors and roofs. Home construction is made

loose (knock down) so that it can be moved from one place to another.

Bugis people view the house is not just a place to live but also as a central

space of the life cycle. Where human beings are born, raised, married, and died.

Therefore, building a house should be based on traditions and beliefs inherited

from generation to generation. The stage construction consisting of top, middle,

and lower level is described as follows:

The upper level is used for storing rice and heirlooms. The middle level,

which is used as a residence, is divided into spaces for receiving guests, sleeping,
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eating and kitchens. The ground level on the lower floor is used for storing

farming tools, and livestock sheds. Bugis traditional homes can also be classified

by owner status or by applicable social coatings.

D. Culture oriented materials

Culture is activity of though and sensitiveness to beauty and human

feeling. Culture may be described as socially acquired knowledge the someone

has by virtue of this being a member of particular society. Culture is a way of life.

Culture is the context within which we exist think feel, relate to others it is the

give that binds a group of people together.

Definition about culture is take in the sense in which it is use by cultural

anthropologists according to whom culture is something that everybody has, in

contrast with the culture which is found only in cultured circles.(Hudson. R. A,

1980:73).

Brown (1980:122) argues that “no man in an island entire of itself, every

man is piece of the continent, a part of the main”. Culture is our continent, the

collected identify of which each of use is part. Culture is a “blue print”. It guides

the behaviour of people in a community and is developed in family life. This blue

print control our behaviour in groups and makes us sensitive to matters of status.

Culture helps us to know what we can do as individuals and what our

responsibilities are as members of group (Larson and Smalley in Brown, 1980:

122).

Culture is control of people’s behaviour in community and development in

family life. It also helps people to know what others expect from them what will
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happen if they life up to their exception. Furthermore, Brown ( 1980:123) state

that culture as the idea, customs, skills, arts and tools which characterized a given

group of people in a given period of time, and help people to know what they can

do as individual and as a member of group.

Tomasson (1986:12) state that society’s culture consists of whatever is one

has to know or believe in order to operate in a manner acceptable to its member.

The term culture oriented materials here means the reading materials

containing the students culture either in the target language or in a general sense

refer, literature, music, painting, etc, but. Embraces all aspect of pattern of life, the

value, the problems and achievement of national group. This material concern

with the culture in the rural areas of the students or of the citizen area.

E. Theoretical Framework

Reading material as one element in English language teaching has

important role. Because reading material as one factor that might influence the

students reading comprehension.

Theoretical framework explain about the process of teaching English in

students’ reading comprehension, especially about the buginese culture by using

culture oriented materials.

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The theoretical framework is put in the diagram below

INPUT
The Teaching of
Reading

PROCESS
Culture Oriented
Material

OUTPUT
The students
Reading
Comprehension

Figure 2.1 concepts framework

1. Input refers to giving reading material that covers some topics.

2. Process refers to the teaching and learning through Culture Oriented

Materials.

3. Output refers to improvement of the students’ reading comprehension

through Culture Oriented Materials.

F. HYPOTHESIS

The hypothesis if this research is formulated as follows :

1. Null Hypothesis (H0)

Cultural oriented material does not improve the students’ reading

comprehension.
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2. Alternative Hypothesis (H1)

Cultural oriented material improves the student’s reading

comprehension.