THE EFFECTIVENESS OF PRE-READING PLAN (PREP) STRATEGY IN

IMPROVING

THE STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT

( An Experimental Research of the First Grade of SMK PGRI 1 Salatiga)

Mar’atus Sholihah
113 13 156

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019
The Effectiveness of Pre-Reading Plan (PreP) Strategy in Improving the Students’
Reading Comprehension On Narrative Text

(An Experimental Research Of The First Grade Of Smk Pgri 1 Salatiga)

Research Proposal

A. The Backround of study

In learning English students are expected to use the four basic English skills,

they are listening, speaking, reading, and writing. Listening and reading are receptive

skills, while speaking and writing are productive skills (Jeremy Harmer.:1991). As

one of receptive skills, reading becomes important for students in order to

comprehend some kinds of texts which are learned at school.

Through reading we can get a lot of information, knowledge, enjoyment, and

even problem solution. Therefore, the ability to read the text in any form will give a

great deal of advantages in our life. Reading becomes the main goal of language

teaching which is a skill and a part of the teaching program. Its purposes are to enable

students to read and understand the materials correctly.

Reading is a process in understanding the written texts which involve

someone’s perception and thought (Pang et.: 2003). Moreover, by reading people can

get message from what they read. This is not simple activity because the readers use

their perception and thought to recognition refers to the process of how written

symbols relate their spoken language.

Reading cannot be separated from daily activities. People read many kinds

written materials such as news, papers, magazines, novels, academic books, and so

on. As in learning at school from elementary to college level, reading is a skill that

must be possessed by each student besides other skills, there are listening skill,

writing skill, and speaking skill, because the four skills are related to each other. So

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that, when people talk about reading, it might be automatically related to

comprehension or understanding.
One of reading skill is reading comprehension. A reader who understands what

he reads can answer questions about it. Especially for students who want develop and

extend their knowledge, reading comprehension skill is a fundamental skill in

obtaining progress. Students can extend their knowledge by reading books. Through

reading, students can improve their knowledge in many fields and sciences. It means

that understanding something is the main goal of reading.

In Senior High School, students learn several kinds of text, from the current

school curriculum based on new curriculum ( Kurikulum 2013), there are several texts

which are ought to be learned by senior high school students in Indonesia. According

to the Standard of Competence (SK) and Basic Competence (KD) in the curriculum

K13, some of those texts are procedure text, descriptive text, argumentative text,

descriptive text, recount text, report text and narrative text.

Among the texts which are mentioned above, narrative text is considered as

the most interesting one. Anderson and Anderson (2003) explain that a narrative text

tells story and, in doing so, entertains the audience. It has characters, settings, and

action. Students must be able to analyze social functions, text structures, and

linguistic elements in understanding text. This is implicit in the Basic Competencies

(KD) of the high school syllabus. But, students have many problems to understand the

main idea of the text, and they found difficulties to comprehend the generic structure

of narrative text (Nurainun.:2017. P.3).

Based on the researcher’s experience in a teacher training program (PPL)

done on July until September 2017 in SMA Islam Sudirman Ambarawa, the other

causes of difficulties experienced by students when understanding a narrative text

were students having difficulties in the understanding English vocabulary and the

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contents of the text also the lack of background knowledge and experience students

have about topics.

The difficulty factor in understanding the reading texts that arise from students

is still related to teacher factors. Teacher weaknesses and the use of strategies,

methods, and learning techniques that are not appropriate when teaching reading this

do not involve students thinking about reading, that is causing students to have

difficulty reading, especially understanding texts (Dias Ratna: 2014). So, if the

teacher used one of strategies, students can be understand the material easily. While

students will feel bored, because the teachers just ask the students to translate the text,

whereas it is ineffective method. Absolutely, the students can not understand and

enjoy the text itself, especially in narrative text.

By changing the learning method, the students are expected to be more

interested in reading activity (Lia Maretnowati :2014. p.2). And also, the strategies

used by English teachers in teaching reading must be appropriate to the kinds of

reading text. One of the strategies is Pre-Reading Plan (Pre-P) strategies, which can

engage students in activity before reading. It will stimulate them in reading.

One characteristic of good readers is that they are able to make prediction

about the text they read while they are reading it (Marrianne Celce-Murcia.: 1991). In

the reading there is a pre-reading stage which will help students easily understand the

text. According to Sara Puspitasari (2007) in her graduating paper, the pre-reading

stage is a phase before the students are given the reading text. The teacher usually

brainstroms or arises students’ attention about the text. In pre-reading stage, the

teacher will encourage the students to activate their background knowledge with the

theme they learn. So, by having this kind strategy students will be more active in

reading, the reading of narrative text will be more interesting and later on hopefully

will improve their achievement on reading comprehension.

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 Based on the problem and explanation above, the writer is interested in

conducting a research entitled “Using Pre-Reading Plan (PReP) Strategy in

Improving the Students’ Reading Comprehension on Narrative Text at First

graders of SMK PGRI 1 Salatiga.”

B. Statement of Problem
This study is conducted to answer the following questions :
1. How is students’ reading comprehension in narrative text without using Pre-

Reading Plan (PreP) strategy?

2. How is students’ reading comprehension in narrative text using Pre-Reading Plan

(PReP) strategy?
3. Is there any significant effects of using Pre-Reading Plan (PreP) strategy towards

students’ reading comprehension in narrative text?

C. Objectives of study
In relations to the statement of the problem, the writer determines achieve

some objective through the study oa follow :

1. To obtain the information about students’ reading coprehension in narrative text

without using Pre-Reading (PReP) strategy.

2. To elicite the data about the students’ comprehension in narrative text with using

Pre-Reading Plan (PReP) strategy.

3. To find out the effect of using Pre-Reading Plan (PReP) strategy toward reading

comprehension in narrative text of the first students at SMK PGRI 1 Salatiga an

academic years 2018/2019.

D. The Limitation of Problem
The scope of the study is the use of strategy of teaching reading

comprehension. And the limitation is focus on the effectiveness of using Pre-Reading

Plan strategy of the first grade Senior High School. In this study, the researcher

focusses on the students’ reading comprehension in a text. So many kind of text such

as, narrative, descriptive, recount, etc. The researcher chooses narrative text, because

it text is fiction story, thus the students will be more interesting to read the story.
Based on the identification of the problem above, some the students cannot

comprehend narrative text. The students get some difficulties to find the overall

meaning of text, some of the students have no enthusiasm and the teaching strategy

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 used by the teacher do not give a good result. Therefore, the reseacher limit the

problem on the teaching strategy used by the teacher.

E. Significance of the Study
Some expectations appeared by the researcher in doing this study. The

researcher hopes that this research gives some contributions for educational field

especially for teaching learning process in English education. If this study shows a

significant improvement and affectiveness, this method maybe used as an alternative

method in improving students’ reading comprehension. The research can be used as

guidance in doing identical research. Beside, it will be very useful for teachers in

order to provide a various methods in teaching and learning.

F. Clarification of Terms
The topic of this research is the effect of using of Pre-Reading Plan strategy

toward reading comprehension in narrative text. There are some variables to control

this research in order to handle misinterpretation in undertanding this study. It is a

brief explanation about Pre-Reading Plan, strategy, reading comprehension, narrative

text ask visual aids ask followed :

1. Pre-Reading Plan (PreP)
“Pre-Reading Plan strategy allow students to think about what they already know

about a given topic and predict what they will read or hear. Before students read

any text, teachers can direct their attention of how a text is organized, teach

unfamiliar vocabulary or other concepts, search for the main idea, and provide

students with a purpose for reading or listening. Most importantly, teachers can

use Pre-Reading Plan strategies to increase students’ interest in a text.” (Danny

Brassell and Thimothy Rasinski :2008. P. ).

2. Strategy
According to Gony and Kingsmey (1974:12) the strategy is a process of individual

behavior modified or changed through practice or learning on the other hand.

3. Comprehension

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 It is defined as an active cognitive process of interacting with print and monitoring

comprehension to establish the meaning (Silbertine , 1987; Simanjuntak 1988:

15).
4. Narrative text

A narrative rext is the imaginative story to entertain people (Wardiman, 2008:93).

Narrative is to amuse, entertain, and to deal with an actual or vicarious experience

in different ways. Narrative deals with problematic events wich lead to a crisis or

learning of some kinds wich in turn finds a resolution.

G. Benefits of Research

This research has several benefits for the researcher, the reader, the students

and the teachers. The results of this research can be keep connected in English

teaching-learning process, especially in teaching narrative texts in Senior High

School. In this research, the researcher hopes that the results of this research are

useful for :

1. The reseacher

The reseacher finds out whether Pre-Reading Plan strategy can enhance students’

reading comprehension on narrative texts or not.

2. The reader

The results of this research can be used as referance for other reader that interested

in working on teaching strategies, especially for narrative reading texts.

3. The students

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 Students can improve their reading comprehension on narrative texts by using this

alternative strategy, it is Pre-Reading Plan strategy.

4. The teachers

The results of this research is may become an alternative strategy for teachers to

teach narrative texts to their strategy intensely.

H. Theoritical Frames

1. Review of previous researches

In this study, the researcher takes 3 previous researches. The first previous

research is conducted by Dinarti entitled “The Effect of Using Pre-Reading Plan

(PREP) Strategy towards Reading Comprehension of the Second Year Students at

SMA N 2 Singingi”. The result of her research is the students who taught by using

Pre-Reading Plan strategy was better than students who taught without using Pre-

Reading Plan Strat egy. It can be concluded that Pre-Reading Plan strategy gives a

better result toward reading comprehension of the first year student at SMA N 2

Singingi.

The second previous research is conducted by Hanna S.S. Al Rasheed entitled

“Eximining the Effectiveness of Pre-Reading Strategies on Saudi EFL College

Students’ Reading Comprehension”. The result of his research shows that schema

of this theory provides theoritical support for the use of such strategies in classes,

which do not merely aim at activating prior knowledge, but also help construct

relevan schemata. In that why, Pre-Reading strategies make reading

comprehension easier, as the exiting large body of research has demonstrated.

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 The last previous research is conducted by Jessica Marinacco entitled “The

Most Effective Pre-Reading Strategies for Comprehension”. From her research,

she has developed a better understanding of the importance of Pre-Reading

strategies. She was surprised to find that the importance of teachers activating

their students’ prior knowledge through different strategies is significant to their

comprehension. And the findings showed the importance of teachers knowing the

information and their own students before providing the students with a strategy

that will benefit their understanding.

2. Theories of Pre-reading Plan strategies and Reading Comprehension on

Narrative text.

a. Pre- reading Plan Strategies

1) Definition of Pre-reading Plan Strategy

Langer in Lapp Dianne (1989: ) says, Pre-Reading Plan is a three step

demonstration for teachers to use before assigning textbook reading to their

sttudents. PreP (Pre-Reading Plan) is a model for eliciting prior knowledge.

This stragtegy can be used to help students to sctivate their prior knowledge

that is very crucial in reading comprehension. The more prior knowledge

can be activates the easier for students to comprehend a text will be.

Langer also demonstrates that prior knowledge is a better predictor of

learning than IQ, which suggests that if teachers elicit, clarify and organize

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 prior knowledge, and thereby increase provisional understanding,

processing and recall for all students that will be increased. The explanation

of why the Pre-Reading Plan Strategies are so effective is when the

knowledge of the student is shared in the discussion class. It would give

another students advantages. They would knew their friend’s ideas which

could promote another students to share their own idea too, because each

student has same opportunity before the new knowledge, vocabulary and

concepts are encountered.

In short, Langer says the objective of Pre-Reading Plan are :

a) Activating prior knowledge.

b) Hearing and reflecting on peers’ ideas.

c) Clarifying, refining, and enlarging knowledge.

d) The phases of PreP strategy.

2) Pre-reading Procedure

There are some procedures in applying Pre-reading Plan Strategy in the

classroom, especially in teaching and learning reading. Based on Diane,

et.al, teaching reading by using PreP Strategy will used three phases as

follows :

a) The first phase, initial associations with the concept.

It requires that teachers review the section of text to be read by

students, dicide on a key concept, and select a word, phrase, or picture

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 that can be presented to the students to start a discussion on the topic.

For example, when introducing a narrative text on title “Issumboshi”

the discussion could begin with a question by the teacher such as,

“Have you ever read stories?”. During this word phase, the goal is to

have students brainstrom as many free associations with the chosen

concept as possible.

b) The second phase, reflections on initial associations.

The students are asked to expalin their free associations. The

teachers asks questions such as, “What were the stories about?” and

“When did story happen?”, Langer considered the social aspects of

PreP important. By listening to the associations and explanations of

others, the students are extending their background knowledge. This

sharing may also help to correct accesing of potentially misleading

background knowledge (e.g., responding with “it is about war in

Japan”), it is providing students an opportunity to correct

misconceptions (e.g., generalizing from one clue over which

Issumboshi is smallest man in Japan).

c) The third phase, provides the reformulation of knowlwdge.

The basis for students’ understanding of how text and

background knowledge interrelate. In the final phase of Pre-Reading

Plan (Pre-P) strategy, reformulation of knowledge, students again make

free associations with the original concept, prompted by the question.

“Do you have any new ideas about Issumboshi?” often, the students

responses in this phase reflect a higher level of understanding than

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 responses in the first phase, that is, the use of super ordinate concepts,

analogies, and characteristics versus remotely related first hand

experiences or phonetic word associations.

d) The students read the assigned text and review associations made.

The phases of PreP can provide diagnostic information for the

teacher, as well as enhancing students’ comprehension. In examining

students’ responses, the teacher can determine if the level of prior

knowledge that students demonstrate is sufficient for their

understanding of the reading selection to come.

PreP provides teachers with an oppotunity to model pre reading

questioning strategies. Through these questions (i.e.,“What do you

know about...?”,”How do you know that?”, and “Do you have any new

ideas about...?”) and group discussions. The teacher is demonstrating

for students the need to consider information that they already have, to

collaborate with peers to enhance their knowledge base, and to reflect

on new information

3) Goals of Pre-reading Plan Strategy

According to Marianne Celce (1991) the goals of Pre-reading stage are

to activate or build the students’ knowledge of the subject, to provide any

language preparation that might be needed for coping with passage, and to

motivate the learners to want to read the text.

There are several points that describe the main purposes of the Pre-

Reading strategy:

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 a. Assess students’ background knowledge of the topic and linguistic

content of the text.

b. Give the student background knowledge necessary to comprehension

of the text, or activate the existing knowledge that the student posses.

c. Clarify any cultural information which may be necessary to

comprehend the passage.

d. Make students aware of the type of text they will reading and the

purposes of reading.

e. Provide opportunities for group or collaborative work and for class

discussion activities.

The main goal of the pre-reading stage is founded upon the notion

that the students’ previous knowledge and experience affect their

comprehension of the material. Teacher is helped to help students to

understand the text using pre-reading activity (Sara Puspita Sari graduation

papers’ :2007).

b. Reading Comprehension

In line with this idea, (Westwood: 2008) says that reading

comprehension can be defined as an active of thinking prosess through which

a reader intentionally constructs meaning to form a deeper understanding of

concepts and information presented in a text. To comprehend, readers must

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 use information that they already possess to filter, interpret, organize and

reflect upon the incoming information from the page.

A person with more prior knowledge is able to comprehend better than

a person with less. Because all readers use their prior knowledge to bring

meaning to texts (Anderson and Pearson: 1984) in Kathy Ganske and

Douglas Fisher. Therefore, it stands to reason that the more relevant prior

knowledge a reader possesses, and the greater his or her ability to access and

to use that knowledge, the greater likelihood of successful comprehension

will be.

The prior knowledge plays a role in understanding what to expect

within certain genres of text structures, when drawing inferences and when

making accurate predictions. Here, the writer wants to explore Pre-Reading

Plan strategy to help students in understanding and getting information from

the text.

c. Narrative text

A narrative text is a text taht tell a story and, in doing so, entertains the

audience (Mark Anderson and Kathy Anderson, its narrative pupose in

mainly to inform often contains large passage arranging the events in a story

stricly in chronological order. Narrative can be imaginary or factual (fairy

tales, mysteries, fables, romances, and adventure stories, myths and legends).

Anderson and Kathy describe many different types of narrative; namely

humour, romance, crime, real life fiction, historical fiction, mystery, fantasy,

science fiction, diary novel, and adventure.

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 From the explanation above, narrative text is story occured in past time

which its social function is to emuse or entertain the readers. It is written

with certain characteristics and its language feature.

Chatman :1993 classified narrative text into for basic elements as

follows:

1. Characters

In every story, there must be characters that play on it. There are two

characters take place within a story. They are main characters and

secondary characters. Character is the single most important element in

the narrative text. It describes physical of the character such as age,

weight, height, even personality traits including the strength and

weaknesses.

2. Settings

Setting are what author writers to describe where and when the story

takes place. The setting addressed the location (where) and period

(when) of the story whether the story tells a readers among realistic,

historical fiction or fantasy.

3. Plot

The plot includes a series of episodes or events written by the author

to hold the reader’s attention and to build excitement as the story

progresses. The plot contains an initiating event, starting the main

character of the series of events toward problem solving.

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 4. Conclusion

The writer ends up the story by summirizing and telling the solution

of the problem in the story. This the last part is called by conclusion.

The structure of narrative text is :

a) Orientation

Every story needs an orientation although how simple that

story. An orientation is an introduction of character, time and place

that will be told in the story. It is impossible to tell a story without

knowing characters set up in a particular time and place.

b) Complication

In this part, crisis of the story arises. The story is pushed along

by a series of events which the reader espects some problem to arises.

This complication will involve the main character and often serve to

(temporarily) toward them from reaching the goal.

c) Resolution

The complication that happend in the story will be resolved for

better or worse, but rarely the complication left completely

unresolved to leave the reader wondering how the end is.

I. Research Method

1. Research Method

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 This research method is experimental research. According to Sukardi

(2003:178) experimental research method is the systematic method to build cause-

effect relationship. Experimental research is the most productive research method,

because the result of this research method can answer the hypothesis if the research

is done well. Experimental research needs hard work to select the requirements.

According to Gary W. Oehlert (2010:2) experiment is created by some treatments

and experimental units, the treatments are to measure the goal. Two classes will be

conducted in experimental research. The first class is experimental class and the

second class is control class.

2. Research Design

According to Michael R. Harwell (2011:148) research design is well known as

education term although we may find the different meaning of research design in

different studies. The design of this research was quasi experimental research.

Quasi-experiments are experimental situations in which the researcher assigns, but

not randomly, participants to groups because the experimenter cannot artificially

create groups for the experiment (John W. Creswell:2008). Gay and Peter (2000:36)

state that quasi-experimental design is not possible to randomly assign individual

participants to groups in several cases. For example , researcher can get permission

to do research in a school if she/he keeps students in existing classroom intact.

Moreover, there were two variables in this research. The first was independent

variable and the second one was dependent variable. Using Pre-reading plan (PreP)

strategy was independent variable symbolized by “X” and the students’ reading

comprehension was dependent variable symbolized by “Y”. Then, in conducting this

17
research, there were two classes involved. The first was experimental class. The

second one was control class.

Before performing the treatment, the researcher administers pre-test for both

classes and at the end of treatment, the researcher administers post-test both of them.

According to Creswell (2008:301), a pre-test provides a measure on some attribute

or characteristic that will be assessed for participants in an experiment after a

treatment. In short, the research design can be illustrated as follows :

The Simple Schema Design of the Research

Pre- and post-test Design Time

Control Pre-test Three Phase Post-test

Technique
Class

Experimental Pre-test Pre-Reading Plan

Strategy (PreP)
Class Post-test

3. Technique of Data Collection

To obtain the data needed in this research, the writer uses multiple choice

techniques. This technique will use to measure the students’ reading

comprehension as objective as possible. There are two kinds of tests in this

research, they are pre-test and post-test, each of tests consisted of 25 items. The

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test will do twice, before and after treatment intend to obatain students’ reading

comprehension.

a. Procedures of collecting data for experiment group.

1) Pre-test : Pre-test given to the students before the students are taught by
using PreP strategy. It is going to use to measure the students’ reading
comprehension especially in Narrative text before they will teach by using
PreP strategy.

2) Treatment : In treatment, the students will taught by using PReP strategy.

Teacher will explain about narrative text to the students and teach them to
comprehend the text by using PreP strategy. Then, the students are going
to ask by the teacher to do an excercise.

3) Post-test : Post test is a test given to the students after they were taught by
using PreP strategy. It used to know whether the students can easily
comprehend the text especially narrative text by using PreP strategy or
not.

b. Procedure of collecting data for control group.

1) Pre-test : Pre-test given by the teacher before the students are taught by

using three phase technique. It is going to use to know students’ ability

before teach by using three phase technique.

2) Teaching by three phased technique : In three phase technique, the

students are going to ask to read narrative text by the teacher, then the

teacher will help them to find the unfamiliar words, then the teacher asked

them to do the assigment.

3) Post-test : Post test will given to the students after they were taught by

using three phase technique. It is going to use to know wether the students

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 able to comprehend narrative text well by using three phase technique or

not.

4. Technique of Data Analysis

This study uses Statistical Package for the Social Science (SPSS) for analyze

the data. According to Sabine Landau and Brian S.Everitt (2003:1) SPSS is a

manipulating, analyzing, and presenting data program which is used in the social

and behavior science. In practice, the researcher will use SPSS Base. It has a

number of add-on modules that extented the range og data entry, statistical, of

reporting capabilities. That also provides methods for data description, simple

inference for continous and categorical data and linear regression.

5. Technique of Data Interpretation

After analyzing the data, the researcher will present the result of analysis by

answer the statement of the problem of using PreP strategy in improving students’

reading comprehension on narrative text for the first grade of SMK PGRI 1

Salatiga in the academic year of 2018/2019.

J. The Outline of Proposal

This study is written systematically in order that easier to read and understand.

This study is divided into five chapters and each chapters several subchapters. They

are :

Chapter one is introduction, it consists background of study, statement

problem, objective of study, limitation of study, significance of study,

clarrification of study, benefits of research, and the outline of proposal.

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 Chapter two is theoretical framework. The writer discuss about : Reading,

Pre-Reading Activities, Reading Comprehension, Effectiveness, and Narrative text.

Chapter three consists of method of research, the type of research, data

collection, and data analysis.

Chapter four are findings and discussions which contains descriptive analysis

of implementation of story frames strategy presentation, and data analysis of the

inhancement of student reading comprehension using Pre-Reading Plan in narrative

text.

Chapter V is the closure which contains the conclusion and the suggestions, for the

attachment there are appendixes and refereances

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 Biliography

Anderson, Mark and Kathy Anderson. 1998. Text Types in English 3, South Yarra :Mc.Millan

Celce, Murcia, Marianne, (ed.).1991. Teaching Reading as Second Foreign Language.

Boston: Heinle & Heinle Publishers

Harmer,Jeremy. 1991. The Practice of English Language Teaching. New York: Longman

Publishing, p.16

Landau, Sabine and Brian S. Everitt. 2004. A Handbook of Statistical Analysis using SPSS.

Washington DC: Chapman & Hall/RC

Lapp, Diane, James Flood and Nancy Fernan. 1989. Content Area Reading and Learning:

Instructional Strategies. New Jersey: Lawrence Erlbaum Associates, Inc

Marinaccio, Jessica. 2012. The Most Effective Pre-reading Strategies for Comprehension.

Education Masters, p.208

Moreillon, Judi. 2007. Collaborative Strategies for Teaching Reading Comprehension.

Chicago: American Library Association

Neil, Anderson. David, Nunan (ed). 2003. Practical English Language Teaching. New York:

McGraw-Hill, p.66

Oehlert, G.W. 2010. A First Course in Design and Analysis of Experiments. Minesota:

Library of Congress Cataloging

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Pang, Elisabeth., Angaluki Muaka, Elizabeth, B., & Michael, L. Kamil. 2003. Teaching

Reading. Switzerland: International Academy of Education

Puspita, Sara. S. 2007. The effectiveness of Pre-Reading Activities to Improve Students’

Reading Comprehension (A Skripsi). Jakarta: State Islamic University Syarif

Hidayatullah Jakarta

S. Chatman and B. Attebery. 1993. Reading Narrative Fiction, New York :McMillan

Smith, Frank. 1982. Uderstanding Reading: A Psycholinguistic analysis of reading and

learning to read: 3rd Edition. USA: The Dryden Press

Sukardi, 2003. Metodologi penelitian pendidikan. Yokyakarta: Bumi Akasara

Ratna, Dias P. 2014. Efektivitas Penerapan Pre Reading Plan Technique Terhadap

Kemampuan Membaca Pemahaman Teks Bahasa Inggris Siswa Sekolah Dasar.

(Skripsi). Universitas Pendidikan Indonesia.Tasikmalaya

https://id.scribd.com/doc/146626227/The-Effect-of-Think-Aloud-Strategy-toward-Students-

Reading-Skill

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 CHAPTER II

THEORITICAL FRAMEWORK

A. READING

Most people see reading as a simple process with the reader processing each

letter in turn, producing the appropriate sounds, and forming words (Richard

Allington and Michael Strange: 1990. p.15). Some people considered reading as a

thinking process through which meaning is obtained from printed symbols (Verna

Diecman, et all: 1964. p. 281).

1. Definitions of Reading

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 2. Parts of Reading Lesson

3. Types of Reading Skills

B. READING COMPREHENSION

Comprehension is part of life. Every waking minute, your brain is busy

making sense of your world. It could be compared, in fact, to a very complicated

computer. Messages are constantly coming in about what you see, hear, smell, touch,

or taste. Your brain receives this mesages, interprets them, shorts them, and saves

them (Beatrice and Linda Jeffries: p. 14). It is the same process happens when we are

reading comprehension.

1. Definitions of Reading Comprehension

2. Factor Affecting Reading Comprehension

C. PRE-READING PLAN STRATEGY

1. Definitions of Pre-Reading Strategy

2. Procedure of Pre-Reading Strategy

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 3. Goals of Pre-Reading Strategy

D. NARRATIVE TEXT

1. Definitions of Narrative Text

E. EFFECTIVENESS

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