CHAPTER II

Review of Related Literature

Title : “Improving student interest in reading by using the pictorial teksbooks at the
classroom of junior high school number 3 Payakumbuh”

1. Reading

a. Definition of Reading

Reading is one of the language skills which is important for every individual. By reading, one
can interact with feelings and thought, get information and improve the science knowledge.
According to Tarigan (1998:7) reading is a process which is used by a reader in order to get the
purpose of the writer through the written words. Throndike in Nurhadi (2016: 13) argues that
reading is a process in thinking. It means that when a reader reads a text; he uses his brain to
think and reason out.

The simple definition of reading is an activity that can add the reader‟s knowledge. Burnes
(1991:45) states that reading is to comprehend written discourse. Reader engages in an exchange
of ideas with an author via the text in an interactive process. It is the processes which transfer
meaning from writer to readers that when we call as message.The transfer process will run well
if reader can catch the writer‟s message. Message itself can form as writer‟s ideas, opinions,
knowledge, facts, feeling. Izmi (2004) states the essence of reading by deliberating their roles of
reading in learning.

Reading is an interactive process, a process in which the reader engages in an exchange of ideas
with an author via the text (Burns and Page,1991:45). Although at first glance reading may seem
to be passive, solitary and simple, it is in truth active, populated by rich mix of voices and views-
those of the author, of the reader has heard, read about and otherwise encountered throughout
life.

b.Type of Reading

Then, Patel & Jain (2008:117) claimed that, there are 4 types of reading. Those types are
common faced by students. Here are 4 types of reading:

1. Extensive Reading Extensive reading is other types of reading. Extensive reading will help
students to develop to active vocabulary and enrich leaners‟ knowledge. Extensive reading is
reading for pleasure. The readers do not care about specific or important information after
reading. Most of them update.

2. Intensive Reading Intensive reading is related to further progress in language learning under
the teacher‟s guidance. Extending knowledge or vocabulary and idioms will be provided by
intensive reading. The goal of this reading is to read shorter text. This reading is done to carry
out get specific information.

3. Silent Reading Silent reading is done to acquire a lot of information. Teacher has to make
students read silently in reading. Silent reading makes students very active and accurate,
concentrates the attention of students toward text or subject, and develops the skill of reading
fast.

4. Aloud Reading Aloud reading pushes students to talk and read any subject matter. The
students should pronounce very well in English. Aloud reading enablestudents to develop the
skill of reading very well by speakBased on some definitions above, the writer concludes that
reading is a skill in English which explains about the meaning of the text and reader can get
information from author by reading the text. Then, in reading text there are 4 kinds of reading,
Such as ; Extensive reading, Intensive Reading, Silent Reading and Aloud reading.

c. The Importance of Reading

Reading is one of the most important aspects for students to learn English. According to
Ramelan (1990:1), reading is a good activity for students because it is crucial, as the success of
their studies depends on their reading ability.Reading plays an important role in our lives.
Through reading, we can explore the world, minds and ideas of great people from the past to
enrich our knowledge.

Through reading, students meet and become acquainted with the new synchronic linguistics
structure, and they may widen their vocabulary. Silberstein (1995: 25) states that reading is a
complex information processing skill in which the reader interacts with the text to (re)generate
meaningful discourse. This means that reading is an essential skill. Students must be able to
understand and understand written material

2. Reading Interest

a. The Concept of Reading Interest

Reading interest is a complex psycho-cognitive phenomenon that specifically refers to

the three but more emphatically to the pre reading stage out of the three phases of a reading
class viz. prereading, while reading, and post-reading. It is an initial condition that needs to be
met before reading. In the pre-reading or reading interest stage, the aim is to arouse or
investigate the learners’ interest in the subject matter of the text chosen for reading by making
them draw on their knowledge of the world, and by eliciting their views on the subject. The
line to take for the teachers is to enable the learners establish or discover a relationship with
the text. Different approaches may be taken for this. Some are as follows:

i. Asking questions on the subject which the learners are scheduled to read about;
ii. Activation of the learners’ background knowledge on the subject;
iii. Enable learners to vocalize their opinions so that they may look forward to what the
writer’s views are.

Interest is the acceptance of a relationship between oneself and the reading content.
Hence, the stronger or closer the relationship, the greater the attraction. Furthermore, the
claim describes a learner's tendency to approach rather than avoid engaging in specific
content or actions, for example, reading or writing, from time to time (Jones & Brown, 2011).
Therefore, to understand reading in English, the reader needs to have an interest. This interest
is the basis of motivation for reading activities. A high part is an element that needs to be
considered in entering the information society.

Khairuddin (2013) stated that interest development is not only determined by the
desire and attitude towards matters regarding reading. Several factors influence both from
within (personal) and from outside (institutional). Meanwhile, individual elements exist in a
person, including age, gender, intelligence, reading ability, attitudes, and physiological needs.
While, institutional factors are that outside of oneself, which include the number of available
reading books and the types of books, social status, economic background and ethnicity of
parents, friends of the same age, the influence of teachers and parents.

b. The importance of reading interest.

Reading has positive effects in language learning especially in English learning. Firstly, the
importance of reading in learning English is reading interest increases reading comprehension.
According to Sinaga, Susanto, and Sutarsyah (2015), learner who have more interest in
reading have better ability in understanding text. Interest is one of factors affecting acquisition
of language. Interest is one of internal factors that effects learning achievement.

In learning process, interest affects psychomotor and cognitive domain. Secondly, reading
interest increases reading comprehension ability. According to Sinaga, et al, there is
correlation between students’ reading interest toward reading comprehension ability. Students
who are interested in reading, have better comprehension and understanding than those who
do not have reading interest (Springer, Haris, & Dole, 2017). Besides that, when the students
are interested in what student read, the students read more strategically and the students
remember what has been read in a long time. In addition, when students are interested in what
the students read, the students put more cognitive effort in learning process (Fulmer, D'Mello,
Strain, & Graesser, 2015).

c.Indicator of Reading Interest

Shaleh and Wahab (2004) states that there are three indicators of interest. They are
internal motivation, social motivation, and emotional factors. The writer described the factors
that internal and social motivation factors is the factor is a drive factor from within. This needs
may be related to the physical and psychological needs. The writer explained that the factors
of weight for example, age, gender, experience, perception, motivation and personality. And
also emotional factors is the factor is a measure of the intensity of someone when pay attention
to an activity or certain object.

The researcher reviewed that Internal and social motivation it consist of focusing attention,
curiosity, time spending, effort, and concluding. The first is focusing attention, it is the brain's
ability to concentrate its attention on a target stimulus for any period of time, focused attention
is a type of attention that makes it possible to quickly detect relevant stimuli. The second is
curiosity, it is a quality related to inquisitive thinking such as exploration, investigation, and
learning, evident by observation in humans and other animals. The third is Free time or time
spending, its gives students the opportunity to play and experiment, ita person possessed by
God, or someone who exhibited intense piety. The third is impression, it is an amusing
imitation of someone's behaviour or way of talking, usually some gives them a break from
their daily pressures and allows them to be incorporate what they learned into their everyday
activities. The fourth is effort, it is usually refers to whether a student tries hard, asks for help,
and/or participates in class. The last is concluding, it means bringing to a close, or final, if
you're writing a mystery novel, you'll want to reveal in your concluding chapter , concluding
can mean either forming the end of something or being the end of something.

3. Pictorial Textbook

a.Definition of Pictorial Textbook

Textbooks are one of several teacher guidelines in teaching. Oxford Advanced

Learner’s Dictionary defined the textbook as a book which teaches a particular subject which
is used in schools and colleges (2000, p. 1238). In English classroom, an English textbook has
an essential role for both teacher and students. It provides students with language skills,
necessary knowledge, and information about English. Later on, these are steps which prepare
them to interact with English natives

William (1983) came up with ESL textbook’s indicators that the textbook should meet the
following requirements:

a. Give introductory guidance on the presentation of language items

and skills (General).
b. Suggest aids for pronunciation teaching: e.g. phonetic system
(Speech).
c. Present purposeful situations and techniques variations for
teaching structural units (Grammar).
d. Distinguish the difference values and skills involved in the
vocabulary teaching (Vocabulary).
e. Allocate guidance on the initial presentation of passages for
reading comprehension (Reading).
f. Illustrate the various devices for controlling and guiding content
and expression in composition exercises (Writing), contain
appropriate pictures, diagrams, tables, etc. (Technical).
Textbooks are now inseparable from education. They also become an essential component of
the teaching-learning process, constituting the output aspect of an instructional system
(Septyani et al., 2020). Textbooks played important roles in the educational system because
they are part of an instructional system. Furthermore, some experts believe that textbooks have
continued to play a role in a broader educational context, both in and out of the classroom.

b.The Benefit of Pictorial Texbooks

As we all know that textbooks are very instrumental in learning a foreign language in the
classrooms (Richards, 2001). The following are the role of books in EFL classrooms.
Based on the experts, textbooks function as syllabus in the classrooms.
As Cunningsworth (1995) asserts that textbook function as syllabi that describe predetermined
learning goals. In line with Richard (2001), they functions as a syllabus that has been planned
and developed systematically. Further, Cunningsworth (1995); Ur (1998); Tomlinson (2008)
state that the textbook can act as a guide and source of direction for teachers in teaching.

Furthermore, Richards (2001) states that textbooks can help to standardize teaching, so
that books can ensure that students in different classes with their various characteristics can
receive the same content and can be evaluated in the same way. Books can also maintain the
quality of teaching and learning. The case of the primary material, books tend to consist of
current materials that have been tried and tested based on learning principles and are appropriate
for student characteristics. Therefore, a book provides ready-made teaching texts and learning
assignments (Ansary and Babaii, 2003)

O'Neil (1982) states that the use of a textbook is very efficient because it can minimize
the consumption of money and time. Textbooks can reduce time-consuming in material
preparation so that educators may spend much time teaching. Also, textbooks are able to help
educators by applying entertaining activities, and they do not need much preparation
(Hutchinson & Torres, 1994).

Besides, textbooks are considered a resource that students may use to improve the
language competencies and performances (Cunningswoth, 1995). They function as the primary
source of language input for students to complete the input given by the teacher. Ur (1998)
agrees that textbooks can help independent learning or selfassessment because students can use
textbooks as a source to learn new material, and to review and monitor their progression in
learning. The use of textbooks on a large scale is considered a failure of education (Swales,
1980). Richards (2001) asserts that if teachers utilize textbooks as the primary guide in teaching,
then they are no more than presenters of material for students. Also, Tomlinson (2008) argues
that textbooks can become a dependency on teachers so that teachers lack in teaching
preparation. Finally, the teachers only teach what is in the textbook without any material
modification.

So, it can be concluded that teachers who support the use of textbooks believe that
textbooks can function as a syllabus of subjects, guides, and resources for teachers and students.
In addition, textbooks are very efficient because they are able to minimize teacher’s time in
material preparation.authentic language. Finally, the topics presented in textbooks may not be
relevant and exciting for students.

c. Exercises of Textbook
Richards (Gomez-Rodriguez, 2010) stated that textbooks should link skills of
communicating tasks with listening, reading, speaking, and writing with the learning of
grammar. Sadiku (2015, p. 29) stated that the students need to acquire four language skills.
Listening and speaking skills are aimed to develop effective oral communication in a real-life
situation. Meanwhile reading and writing skills are aimed at achieving effective written
communication. Through four skills activities provided in the textbook, it gives students
opportunities to create the context of real information exchanges.

Seven types of exercises by Shaoqun et al. (2007) to support language skill on

vocabulary, grammar, reading, listening andwriting skill are mentioned as follows: 1)
multi-choice exercise takes the question form and set from which correct answer must be
chosen. This is considered as traditional language activity for listening, reading and grammar;
2) matching exercise which involves the students on discovering two matching items with the
opposite or same definition; 3) permutation exercise which requires the students on shorting
item based on order, such as letters, words, phrases, or sentences; 4) fill-in-the-blank exercise,
which must be filled the gaps by the students, is used for developing reading and listening skill
and learning grammar structures; 5) type-the-answer exercise requires students to construct the
answers and type them. For example, an audio clip might be presented, and the students must
type what they listened. It could be words, sentences, dialogues, or story; 6) spelling exercises
which requires students to write down the answer correctly; and 7) category exercises which
used for vocabulary learning. The exercises require the students to write correctly and place
things according to the type.
 Based on the explanation above, textbook should accommodate lesson and exercises
for students to practice and use the language in real-life communication. In this case, experts
propose various exercises that help students develop language skills. For developing linguistic
exercise, the students practice vocabulary, grammar, writing, listening, reading, and speaking.
Those help students produce correct words and sentences to communicate. After the students
are mastering the linguistic, they practice the language based on real-life situations. Hence, the
aim of learning language to communicate can be achieved.