In this chapter various related literature and research pertaining to this research will be presented. It addresses the views and effect of using extensive reading method to improve comprehension and motivates reading.
2. Related Literature
Up until now there is still no definite definition for ‘reading’ as Criscuolo (1973) says “There is no exact definition for reading’. Another view, Alderson and Urguhart (1984) in Fauziah Hassan HBET3203 (2004:3), “If the ability (to read) involves so many aspects of language, cognition, life and learning, then no one academic discipline can claim to have the correct view of what is crucial in reading: linguistics certainly not, probably not even applied linguistics”. But as one reads he or she is expose to graphic symbols and later will assign meaning to the written symbols in the text. In Fauziah Hassan HBET3203 (2004:3), Walker (1946) asserts, “reading is an active process in which readers shift between sources of information (what they know and what the text says), elaborate meaning and strategies, check their interpretation (revising when appropriate), and use the social context to focus their response.
Wardhaugh (1974) seems to agree to that as he argues that “reading is an active interactive, productive, and cognitive activity. It involves an active search for information and interaction with text; it requires the constant constructive involvement of the reader in what he is doing; and it demands the use of a higher order mental abilities”. He also further elaborates on that account, stating “reading activity itself requires both a language and knowledge base”. Anderson (1999) cited in Grabe (1992) strengthens Wardhaugh’s point of view with this statement “a description of reading has to account for the notions that fluent reading rapid, purposeful, interactive, comprehension, flexible, and gradually developing”.
Is it possible to ‘see’ how far... [continues]
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