CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. The Definition of Reading

Reading is for many people, an enjoyable, intense and

private activity, from which much pleasure can be derived, and in

which one can become totally absorbed. 1

Reading is private. It is a mental, or cognitive, process

which involves a reader in trying to follow and respond to a

message from a writer who is distant in space and time. Because

of this privacy, the process of reading, the first think that we must

know is reading habits. 2

This ability is very important for being good reader.

Reading in this case not only reads some table, diagram, chart

and another picture but it is read everything that has the data can

1
J. Charles Alderson, Assessing Reading, ( Melbourne : Cambridge
University Press, 2000 ),40.
2
Dr. Naf’an Tarihoran And Miftahul Rachmat, Reading Basic
Reading Skill 1, (Serang : Loquen Press, 2012 ),1.
be read. The important thing is you can read and delivered it data

correctly and disappear ambiguity. 3

Reading is usually the third language skill that we learn,

reading is the way of looking at order the sign of written and

become meaningful from them.

Reading is a communication process requiring a series of

skills, such us reading is a thinking process rather than an

exercise in eye movements.

Based on the definition above, that reader’s knowledge of

the world depends on lived experience. This is different in

different countries, regions and cultures.

H. Douglas Brown said that reading is likewise a skill that

teachers simply expect learners to acquire. Reading arguably the

most essential skill for success in all educational contexts,

3
Naf’an Tarihoran, Reading Basic Skill , ( Dinas Pendidikan Banten
: Cv Cahaya Minolta, 2012 ),36.
remains a skill of paramount importance as we create assessments

of general language ability . 4

According to J. Charles reading is both process and

product, the process of reading involves the interaction between

the reader and the text-how the reader is deciphering the writing

on the page, what he or she is thinking about while reading and

reader is monitoring his or her reading.5

A reader reads a text to understand its meaning, as well as

to put that understanding to use. A person reads a text to learn, to

find out information, to be entertained, to reflect or as religious

practice. The purpose of reading is closely connected to person’s

motivation to read. It will also affect the way a book is read. We

read a dictionary in a different way from the way we read a novel.

In the classroom, teachers need to be aware of their students’

learning needs.

4
H. Douglas Brown, Language Assessment Principles And
Classroom Practice, ( San Francisco State : Longman, 2004),185 .
5
J Charles Alderson & Lyle F. Bachman Assessing young language
Learners (Cambridge University Press), 224
 Based on theories above, the writer can be concluded that

reading is a comprehending process to understand a text to get

information and knowledge from the text.

B. The Motivation and Purpose of Reading is Part of

Students’ Lives.

Practical applications:

• By talking to students about the different purposes for

reading, they will become more aware of what to focus on

as they read.

• The use of different types of texts (stories, news articles,

information text, literatures) promotes different purposes

and forms of reading.

• The use of authentic texts and tasks will promote

purposeful reading.

• Books and reading materials that are interesting and

relevant to students will motivate them to read more.

• Make connections between reading and students’ lives.

 • Develop a love for reading, because it extends beyond

academic success.6

C. Reading skill

Reading is an active skill. As mentioned earlier, it

constantly involves guessing, predicting, checking and asking

oneself questions. This should therefore be taken into

consideration when devising reading comprehension exercises. It

is possible, for instance, to develop the students' powers of

inference through systematic practice, or introduce questions

which encourage students to anticipate the content of a text from

its title and illustrations or the end of a story from the preceding

paragraphs.7

Reading skill is the most important matter of involving

appropriate, efficient comprehension strategies.

6
Elizabeth S. Pang ,Et,All.,Teaching Reading, Chicago : Iae,
2013 14.
7
Franfoise Grellet, Developing Reading Skills A Practical Guide To
Reading Comprehension Exercises, ( Cambridge : Cambridge
University Press, 1981 ),8.
 Reading is one of the two skills in language learning that

broadly studied. Reading can be viewed as an essential element in

most reading activities.8

D. Types of Reading

Some students think that in English language is very

difficult for them, because it is not their native language. This

means that is is not always necessary to read and understand

each and every word in English. Remember that reading skill in

your native language and English are English basically the same.

The writer will explants meaning of the imitative,

intensive (controlled), responsive, and extensive one by one.

1) Imitative

To produce written language, the learner must attain skills

in the fundamental, basic tasks of writing letters, words,

punctuation, and very brief sentences. This category includes the

ability to spell correctly and to perceive phoneme-grapheme

correspondences in the English spelling system. It is a level at

which learners are trying to master the mechanics of writing. At

8
H. Dougles Brown , Teaching By Principlas Second Educational, (
San Fransisco : Longman, 2000),298.
this stage, form is the primary if not exclusive focus, while

context and meaning are of secondary concern.

2) Intensive (controlled).

Beyond the fundamentals of imitative writing are skills in

producing appropriate vocabulary within a context, collocations

and idioms, and correct grammatical features up to the length of

a: sentence. Meaning and context are of some importance in

determining correctness and appropriateness, but most

assessment tasks are more 'concerned with a focus on form, and

are rather strictly controlled by the test design.

3) Responsive.

Here, assessment tasks require learners to perform at a

limited discourse level, connecting sentences into a paragraph

and creating a logically connected sequence of two or three

paragraphs. Tasks respond to pedagogical directives, lists of

criteria, outlines, and other guidelines. Genres of writing include

brief narratives and descriptions, short reports, lab reports,

summaries, brief responses to reading, and interpretations of

charts or graphs. Under specified conditions, the writer begins to

'exercise some freedom of choice among alternative forms of

expression of ideas. The writer has mastered the fundamentals of

sentence-level grammar and is more focused on the discourse

conventions that will achieve the objectives of the written text.

Form-focused attention is mostly at the discourse level, with a

strong emphasis on context and meaning.

4) Extensive.

Extensive writing implies successful management of all

the processes and strategies of writing for all purposes, up to the

length of an essay, a term paper, a major research project report,

or even a thesis. Writers focus on achieving a purpose, organizing

and developing ideas logically, using details to support or

illustrate ideas, demonstrating syntactic and lexical variety, and

in many cases, engaging in the process of multiple drafts to

achieve a final product. Focus on grammatical form is limited to

occasional editing or proofreading of a draft. 9

The writer chooses extensive reading, because extensive

reading is a process that was widely read. It is mean, that are

9
H. Douglas Brown, Language Assessment Principles And
Classroom Practice, ( San Francisco State : Longman, 2004),189.
many kinds of material reading and the time which use is very

fast and short. The goal of extensive reading is to understand the

important of content from reading content quickly and shortly,

and extensive reading is a program.

Harmer said that one of the fundamental conditions of

successful extensive reading program is that students should be

able the read material which they can understand. If they are

struggling to understand every word, they can read by pleasure,

the main goal of the text.10

In teaching language extensive reading is important

because extensive reading is alternative way to gain language and

to increase of insight through more reading.

According to Julian Bamford and Richard, that most

important principle of extensive reading for language learning

because students are unlikely to succeed in reading extensively if

they have to struggle with difficult material.

Extensive reading is not usually followed by comprehension

question and different in many ways from traditional classroom

10
Jeremy Harmer, How To Teach English, (England : Longman,
2001),99.
practice, and teacher need to explain, student what it is why are

doing it, and how to go about it. The teacher will also want to

keep track of what and how much students read and their reaction

to what was read in order to guide them most out of their

reading.11

E. The criteria for reading

According to alexander, there are five major skill areas to

achieve competence, self-monitoring/self-directing using prior

experiences and language, understanding text structure, and using

affect. 12

a. Organizing information

Organizing can be achieved through the following skills:

1. Determining main idea

The ability to organize information around a main

idea is an important comprehension skill. The student who

can short through all the ideas in a reading passage and

11
Julian Bamford And Richard R. Day, Extensive Reading Activities
For Teaching Language, (United States America: Cambridge, 2004),3.
12
Alexander J. Estill, Assessing and correcting classroom Reading
Problems, (London:Scoot, Foresman and Compaby, 1988), 289.
determine which are relevant has achieved skill in finding

the essence of the writer massage.

2. Sequencing

Sequencing is another important organizational

skill that helps the reader pursue a line of reasoning in

a story. The sequence of events often has a great

impact on the outcome of the story, sequencing helps

the reader anticipate what my happen.

3. Summarizing

Students are often ask to summarize a passage

they have read. Some individuals can do this in a

clear, coherent manner; other seem to recall events

haphazardly. Whether summarization is in verbal or in

written form, ideas must be organized so as to capture

the main ideas, details, and sequence of the reading

passage.

4. Stating conclusion
 This skill involves drawing appropriate conclusion

from the details that have been provided in reading

selection the reader must often work with both literal

and inferential information in a passage.

5. Vocabulary or word meaning

Well-developed schemata require a large store of

words to lend preciseness and elaboration to each

schema.
B. Sustained Silent Reading (SSR) Method

1. The Definition of Sustained Silent Reading method

Sustained silent reading is a structured activity in which

student are given a fixed amount of timely silently read

self-selected material. Sustained silent reading was

originally proposed in the 1960s by Lyman Hunt at the

University of Vermont. Sustained Silent Reading (SSR)

become popular in the 1970s as a means of providing

students of all ages with a quiet time for voluntary reading

in the classroom, usually for approximately fifteen to

twenty minutes. Read a book Because it’s There

(RABBIT), Reading is Our Thing (RIOT), Our school

Cares about Reading (OSCAR), Sustained Quiet

Uninterrupted Independent Reading (SQUIRT), and we

All Like the Extra Reading (WALTER).1313

13
Braba J. Guzzeti, Literary in America An Enclyclopedia of History,
Theory, and Practice, (California: ABC-CLIO,2002,).242
 Sustained silent reading (SSR) is a school program that’s

so simple, it’s brilliant. Every day, there is a time period during

which student read. It is a time during which a class, or in some

cases an entire school, read quietly together. Sustained silent

reading given comfortable to reader, where students can choose

their own reading materials and read independently during class

time. 14

According to Naf’an tarihoran Sustained Silent Reading

(SSR) is a period uninterrupted silent reading. It is based

upon single simple principle. 14

Sustained silent reading is including in extensive

reading, because the purpose sustained silent reading same with

extensive reading is reading individual and silent, reading speed

and reading for pleasure. Where students read more and enjoy it

more, they will become better readers. Like swimming, once you

learn it, you never forget it. But in order to get better at either

reading or swimming, you must jump into the book and to it over
14
Naf’an Tarihoran And Miftahul Rachmat, Reading Basic Reading
Skill 2, (Serang : Loquen Press, 2012 ),14
and over. Beside that the students please be understand between

contents and what they read, so they be able story telling what

they read using her language.

Sustained Silent Reading (SSR) is informal and free of

strict assessments; students can gain a new perspective on reading

as a form of recreation.15 Silent Sustained Reading (SSR) is

defined as a block of time set aside in the course of a school day

for students simply to read. This program is not commonly used

in high school classrooms because many people, teachers and

administrators included, view this method as a waste of time,

primarily because there is no scientific proof of its importance. 15

Even teachers who would like to implement this program feel the

pressure of state tests and content standards, or simply feel guilty

about using class time in this way.16

Sustained silent reading (SSR) in the classroom involves

students in reading self-selected material for an extended period.

In some schools, SSR-type programs are called "DEAR"(drop

15
D. Hartness, Sustained Silent Reading Program, 2006,8
16
Gretchen Dougherty Millersport High School sustained silent
reading, high school reading.2
everything and read), "SQUIRT" (silent, quiet, uninterrupted

individualized reading time), or "USSR" (uninterrupted sustained

silent reading). Although there are variations in format and

implementation, the basic principles of time and ownership are

the same.17

Sustained silent reading is defined as a period of

uninterrupted silent reading (Siah & Kowk, 2010). Schools are

using this practice in place of other reading programs to promote

reading within the student body. Many legislators, administrators,

teachers, and parents have emphasized the need for reading

programs to improve children’s reading proficiency (Siah &

Kwok, 2010). One intervention to this problem is sustained silent

reading. As Krashen (2004) points out, sustained silent reading

“is the kind of reading highly literate people do obsessively all

the time”.18
16

17
Nagy, Nancy M.; Campenni, C. Estelle.Survey of Sustained Silent
Reading Practices inSeventh-Grade Classrooms.International Reading
Association, Newark, DE.2000.5
18
Bridget C. Lefler How Elementary Teachers Perceive and
Implement Sustained Silent Reading.9
 Sustained silent reading is a time during which a class, or

in somecases an entire school, reads quietly together. Students are

allowed to choose their own reading materials and read

independently during class time. Most programs encourage

students to continue reading outside of class and permit students

to change books if they lose interest. Most important, SSR allows

an adult to model the habits, choices, comments, and attitudes

good readers develop. Although most programs do not require

traditional book reports, some do offer opportunities for students

to talk or write about their readings. Although SSR programs

share certain characteristics, teachers have adjusted the general

concept to fi t the specific needs of their students and schools.19

Based on the explanation above, the writer can conclude

sustained silent reading is a time where the student can read with

happy and calm, because they are choose their own reading

materials and read independently during class time.

19
Steve, Gardiner. Building Student Literacy Through Sustained
Silent Reading,: United States of America,2005.15
2. Guidelines for using sustained silent reading time

Atwell then used these ideas to help her create a student-

centered project that would teach this ”other kind of reading”.

She calls it her reading workshop, and the rules she created give a

good picture of what her class looks like during the workshop and

how a sustained silent reading program works:17

a. Students must be read for entire period

b. They cannot do homework or read any material for

another course. Reading workshop is not a study hall.

c. They must read a book (no magazines or newspapers

where text competes with pictures), preferably one that

tells a story (e.g., novels, histories, biographies rather

than books of list or facts where readers can’t sustain

attention, build up speed and fluency, or grow to love

good stories)

d. They must have a book in their possession when the tell

brings; this is the main responsibility involved in coming

prepared to this class.

a. They may not talk to or disturb others.

b. They may sit or recline wherever they’d like as long as

feet don’t go up on furniture and rule no.5 is

maintained. (A piece of paper taped over the window

in the classroom door helps cut down on the number of

passers-by who require explanations about students

lying around with their noses in books).

c. There are no lavatory or water fountain sign-outs to

disturb me or other readers. In an emergency, they may

simply slip out and slip back in again as quietly as

possible.

d. A students who’s absent can make up time and receive

points by reading at home, during study hall (with a

note from a parent or study hall teacher), or after

school.

e. A students who’s absent can make up time and receive

points by reading at home, during study hall (with a

note from a parent or study hall teacher), or after

school.
 Sustained silent reading is not the time to catch up on

reading textbooks or other assigned materials. The rules of

sustained silent reading model how to read outside of the

classroom:

1. Find a place where you’ll be comfortable and load on a

good selection of books and magazines, which you can

always find something you want to read.

2. Visit the restroom, and take care of your needs before you

start to read.

3. Sit where you can’t touch another human being.

4. Don’t be distracted by random sights or sound and don’t

distract others by talking, whispering, giggling, and the

like, just read.

Based on theories above, it can be concluded that the use

of sustained silent reading. Using sustained silent reading not

difficult problem for to do. The first writer felt difficult for

choosing the topic which used in research, because the topic must

students choose. After writer read again the meaning of sustained

silent reading, the teacher can choose topic. Teacher provides

some themes to student. The topic be discussed by research

connect with descriptive text.

For example the writer give student three interrelated with

descriptive text like my idol, Maherzein, my mother, describe

about borobudur Temple etc. After student choose theme they

like, the writer explain activity to do in the class using sustained

silent reading method.

C. Descriptive text

1. The Definition of descriptive text

Description is writing about characteristic features of a

particular thing. According to Oshima and Hogue (1997:50),

descriptive writing appeals to the senses, so it tells how

something looks, feels, smells, tastes, and/ or sounds. In addition,

a good description is like a “word picture”; the reader can

imagine the object, place, or person in his or her mind. 20

Descriptive text is Descriptive or description is one of

ways to tell about something by giving more details so we can

visualize what it actually looks, what its taste, and etc through our

senses.

According to Dorothy E Zemach Lisa A Rumisek (2005),

descriptive paragraph explain how someone or something looks

or feel. A process paragraph explain how something is done. 21

Descriptive text is a text which presents information about

something specifically. 18

20
Oshima,A. & Hogue, A.1997 Introduction to Academic Writing
(2nd Edition).New York Adison Wesley Longman, INC, 50
21
Dorothy E Zemach Lisa A Rumisek, Academic Writing from
Paragraph to Essay (Spain: Edelvives, 2005), 25.
 Descriptive text is a text which says what a person or a

things is like. Its purpose is to describe and reveal a particular

person, place, or thing.

Descriptive Text is a kind of text with a purpose to give

information. The context of this kind of text is the description of

particular thing, animal, person, or others, for instance: our pets

or a person we know well. 22

19
It differs from Report which describes things, animals,

persons, or others in general. The Social Function of Descriptive

Text is to describe a particular person, place, or thing.

2. Social Function

Usually descriptive text is to describe a particular person

place thing’s etc.In a descriptive text, may come in many forms,

such us text book encyclopedia, or essay text answer.

3. Generic structure

According to Jenny Hammond (1992), the generic

Structure of Descriptive

22
M. Mursyid PW, Learning Descriptive Text, 4.
 Text consists of Identification and Description. 23

Identification : Identifies phenomenon to be described.

Description : Describes parts, qualities, characteristics,

etc.

4. Language feature of descriptive text

There are three language features of descriptive text

they are :
20
a. Use of attributive and identifying process.

b. Use simple present tense “S+V1+O+C”

c. Use adjectives (ex: small village, short legs, beautiful

girl)

Some types are quite difficult to differ. Such report and

descriptive text have the similarity in the social function an

generic structure. However if they as analyzed carefully, the

slight different between the two text type will level. The purpose

of the two texts are to give the live description of the object?

participant. Both the report and descriptive text try to show rather

than ell the reader about the factual condition of the object.

23
M. Mursyid PW, Learning Descriptive Text, 4.-5