CHAPTER II

LITERATURE REVIEW

A. Reading
1. Definition of Reading
Reading is a multifaceted cognitive process that

involves interpreting and understanding written symbols

to derive meaning. It is an essential skill for acquiring

knowledge, communicating ideas, and engaging with the

world around us. The act of reading goes beyond merely

recognizing and pronouncing words; it encompasses

comprehension, interpretation, critical analysis, and

synthesis of the text.

In general reading is the process of looking at a

series of written symbols and getting meaning from them.

When we read, we use our eyes to receive written symbols

(letters, punctuation marks, and spaces) and we use our

brain to convert them into words, sentences, and

paragraphs that communicate something to us. This

process involves both decoding (translating text to speech)

and comprehension (understanding the meaning).

Reading is a process carried out and used by

readers to convey the author's messages through the

medium of words or written language. According to

Brown (2007), reading is the process of reassembling

from the printed pattern the ideas and information the

author intended. So, to understand what is read, the reader

must be able to not only understand the meaning. of a text

such as defining written words, such as sentences, and

identifying the main ideas and supporting details, but also

combining new information presented in the text with

existing knowledge stored in their minds.

Furthermore, there are several more definitions of

reading according to previous research. One of the skills

that students must master in learning English is reading.

According to Nisa and Helmanda (2020), reading is

understanding the

words and information contained in the text. In line with

Nisa, Fahmi (2020) states that reading can be interpreted

as an activity of knowing a text well. The purpose of

reading is to get new information from the passage. Based

on the opinions mentioned above, it can be concluded that

reading is a skill that students can master, including being

able to read and understand words that can be obtained

from various information in the text and gain insights

contained in the text.

Then, reading is a process of understanding the

context contained in the text being read (Lasdya et al.,

2022). The benefits of reading are increasing vocabulary

and understanding grammar better (Kusumawardani et al.,

2021). The longer the text, the vocabulary will increase.

Readers can also find out more about grammar based on

the variety of sentences in the passage. From the

definition of reading above, the researcher concludes that

reading is one of the language skills that is important to

teach because by reading a lot, readers can develop their

intelligence.
 In summary, reading is a multifaceted skill that

involves decoding, comprehension, interpretation, and

critical analysis of written texts. It is essential for

acquiring knowledge, developing cognitive abilities, and

engaging with the world. The definitions and perspectives

provided by various researchers highlight the complexity

and importance of reading as a fundamental skill for

learning, personal growth, and social development.

2. Teaching Reading for Senior High School Students

Reading English is an important skill that students

need to learn. The teaching of reading in senior high

school will help student to get a purpose for reading, focus

on what they are learning, think actively as they read,

monitor their comprehension, and review content and

relate what they have learned to what they already know.

The teaching of reading in old curriculum led the students

to practice the language components that they had already

met through the teaching of vocabulary and structure.

Reading was regarded as the medium for representation

and practicing these language components.

In this practice, comprehending and sharing

information and messages

contained in the text is neglected. In this era teaching of

reading depends on the teacher. Teachers are always to be

the sources of ideas for developing reading strategies. To

do this, teachers should prepare students to reach a higher

level of understanding in the reading process. They should

help students read and understand the texts easily. Then,

the teacher can contribute to the strategy training of their

students in the three stages of reading instruction in

classes. This includes: pre-reading, while reading and post

reading.

3. Strategies for Reading

According to Brown (2004), the strategies of

reading are:

1. Identify the purpose of reading a text.

2. Apply the grammatical rules and patterns.

3. Lexical analysis can be used to find the meaning.

4. Guess the meaning (of idioms,

words, etc.) when the readers are not

confident.

5. The readers use text skimming to find the main ideas.

6. The readers use text scanning to find information in

detail.

7. Use the technique of silent reading.

8. Use of marginal notes, outlines,

charts, or semantic maps to collect

information.

9. Distinguish between implied and literal meanings

10. To process relations, use discourse

markers such as “addition”, “however”,

and so on.

4. The Principle of Reading

The principle of reading comprehension according

to Brown (Niliawati, 2018 p. 26) states that the main

principle of a good reader is a reader who directly follows

the reading process, namely here the student is the actor in

the reading process to be able to understand what is read.

The more detailed principles of reading comprehension

put forward by McLaughlin & Allen, 2002 (in Niliawati

2018) are as follows:

1) Understanding is a construction process.

Social construction in reading comprehension means a

relationship of words in

sentences that can be developed or applied in everyday

life. This understanding can be used as a reference in

understanding all forms of reading that students have read

and students can apply it to the environment around them.

2) Balance of literacy skills is a curriculum framework

that helps the development of understanding.

Balance of literacy proficiency is skill in understanding

reading through words. This can create a broader

understanding that involves the curriculum in the process,

then the curriculum applied must be in accordance with

the rules that have been set.

3) Professional (excellent) reading teachers influence

student learning. Professional teachers will of course

produce students who are better than the teacher's own

abilities which are channeled through activities carried out

in learning carried out by experts, namely in terms of

reading.

4) Good readers play a methodical role and play an active

role in the reading process. Reading cannot be done

without rules, so a method is needed so that good readers

will be active in reading activities. In this case, the teacher

must have the skills to choose the method that will be

applied to students and the method used must be adapted

to what is needed to achieve active learning. .

5) Reading should occur in a meaningful context.

Reading should be done on reading materials or reading

sources that can be useful for the reader.

6) Students discover the benefits of reading from various

texts at various grade levels. Students will gain all the

knowledge through every piece of literature they read

according to their level and ability, so it will provide good

benefits.

7) Vocabulary development and learning influence

reading comprehension. In a text or reading, words should

be arranged that are easy to understand so that readers can

understand the content of the reading.

8) Participation is a key factor in the understanding

process. If students participate fairly in learning, the

things gained in understanding will be easily achieved, but

cooperation in activities between students and teachers is

necessary

9) Reading methods and skills can be taught.

A method is a method that can be used to find reading

learning and is followed by skills.

10) Dynamic assessments inform reading comprehension

learning. A process of knowing a person's skills,

especially a student who can more easily provide

information from reading activities

understanding in the form of new information and

knowledge that students will gain.

 Based on the opinion above, the principles of

reading comprehension can be taught to students through

levels of students' ability to understand reading through

reading comprehension activities with various supporting

things in achieving this, namely the need for a supporting

curriculum, teachers who are professional in providing

direction, and the presence of students who have a good

reading spirit and have an interest in reading texts.

5. Teaching Reading

Teaching Reading for teaching students, the

teacher needs strategies to facilitate teaching so that

students understand the text. According to Brown (2000),

there are six strategies for teaching reading in the

classroom that teachers can used as follows:

a. Identifying the purpose of reading

In reading, focus on the information you are looking for

and want. So that the purpose of the reader to read can be

known clearly. In addition, get rid of unwanted

information in reading the text, so that reading activities

will not be disturbed.

b. Using graphemic rules and patterns to aid in bottom-up

decoding (especially for the beginning level learners)

As a beginner in learning English, one of the difficulties

in learning in the early stages is adjusting between spoken

and written English. Then the teacher can teach you how

to spell in English.

c. Using efficient silent reading technigues for relatively

rapid Comprehension (for intermediate to advanced

levels)

Understanding the meaning of a text in reading is important

for advanced learners.

Silent reading strategies can make it casier for students to

improve understanding and do not need to be fast readers.

d. Skimming the text for the main ideas

Skimming is a guick way to get to the main points of

an entire text. The advantage of skimming for readers is

that they can determine the main ideas or topics that

develop and support them.

e. Scanning the text for

specific information

Scanning is a speed-reading

technigue to find specific

information in a text. Such as searching for a name or date

as well as a list of some supporting details. Scanning

reading practice is needed without having to read the

entire text.

f. Using semantic mapping or clustering

The semantic mapping strategy is to collect the

important words they get from a text. Which can help the

reader to know again the meaning of the contents of the

text.

Teachers frequently assume that their students will

learn to read on their own and without assistance. In

actuality, every student might benefit from an intriguing

method that would increase reading comprehension and

decoding abilities. To assist children in learning English

reading, teachers must be knowledgeable with effective

ways for teaching reading comprehension. In keeping with

the justification provided for why teaching language

requires reading comprehension (Adawiah, 2021).

According to Brown (2000), a strategy is a way to solve a

problem, it's a way to achieve certain goals, and it's a way

to make plans to handle specific information. A strategy is

a mechanism used by teachers to assist students learn by

removing barriers from the learning process. This design

was created with the learning process and the surrounding

environment of students in mind. Teachers develop

strategies as tools to facilitate learning and improve the

learning environment for their students.

It is clear from the definition above that a teaching

strategy is a teacher's plan for achieving the aims and

objectives of learning. The teacher has planned and

prepared this to address challenges that may arise

during instructional

activities. Designing a teaching approach involves starting

with important analysis variables in the teaching

 environment and moving forward to judgments regarding

specific classes or even entire curricula. These factors

include the traits of the students, the learning goals, and

the teacher's preferred methods of instruction. A well-

informed choice can be made about the structure,

assessment techniques, and other crucial elements after

these aspects have been examined. The process of

designing a course is not simple.

B. Wattpad Application

1. Definiton of Wattpad Application

According to Allen Lau (2010), on his website,

Wattpad is an application or website service that allows its

users to read and distribute works in the form of articles,

short stories, novels, poetry, or so on. Atwadd (in Pratiwi

2018:169) "Wattpad is an application that uses a

computer, tablet or mobile phone. One can link one's own

writing. No one has to know about age, social background,

or place of residence”.

According to Dina (2017:2) "Wattpad is an

application that contains various kinds of fiction and non-

fiction reading written by famous writers, professionals

and lay writers." Lueke (2017:1) "Wattpad is an online

social network that provides a platform for writers to

publish their work directly. Readers can also access

stories for free and connect readers and writers directly.”

Based on the opinions of several experts above, it

can be concluded that Wattpad is an internet-based

application that is used to upload or download and share

literary works. With the Wattpad application, which is

currently a trend among young people, especially among

students, it can increase a person's interest in reading

because it is easily accessible via cellphone, laptop,

computer and so on.

The Wattpad application was founded in 2006 by

Allen Lau and Ivan Yuen based in Toronto, Canada. In its

development, Wattpad slowly began to spread to several

countries, including America, England, Australia, the

Philippines, Russia, Libya, Jamaica, the United Arab

Emirates, including Indonesia.

Applications in general, the Wattpad application

provides various features, such as Home, Library, Search,

Notification, Vote, Comment, Share, Follow and Create a

story. The menu display on a cell phone looks simpler

because it immediately displays a menu containing the

writing categories on Wattpad. If there is a notification

from an article that the user is following, it will

immediately appear in the notification menu.

Figure 2.1

Initial Appearance of the Wattpad Application Via

Mobile The initial display on Wattpad is a variety of

writing options recommended by Wattpad that users will

like. We can also search for various types of writing

through the "Browse" feature.

2. Genre Wattpad

Pratiwi (2016: 169) stated that there are several

genres on Wattpad including: Romance, Scince Fiction,

Fantasy, Action, Adventure, Classic, Fanfiction, General

Fiction, Historical Fiction, Horror, Humor, Non-Fiction,

Paranormal, Short-Story ( Short Stories), Spiritual, Teen

Fiction, Vampire and Werewolf.

Pratiwi (2016: 169) stated that a person can choose

in what genre he will publish his work, or just to read. If

he often works in a certain genre, Wattpad will provide

some kind of reading recommendations for him to

consume or produce. If he chooses, he can put the reading

he chooses into the library so he can read unlimited times.

Apart from that, to minimize data storage space on the

gadget, the selected readings are put into the archive.

Many people find people who read the same novel over

and over again, so archives are created for this purpose.

3. The Strategy of Wattpad

The main point in the strategy for implementing

the Wattpad application itself is how to accommodate

students to make reading an activity that is fun and not

difficult to do. Many students complain that reading using

books will be more difficult in time efficiency. with

Wattpad, students will find it easier to use their time to

read, because students are more likely to often carry

mobile phones than books.

Furthermore, Palinscar & Brown (1984) stated that

the steps consist of four steps as followed:

1. Prediction

At the beginning, students and teachers see the

components, such as the story title, the introduction, and

headings. The teacher then encourages students to allow

the letter to be predicted by a previous understanding. The

students are invited to openly guess about what the

speaker could speak about.

Besides, according to Palinscar & L (1984) they

illustrated that the first asks the students to predict the

title what might be included in the text to be read. In

other words, originally, the teacher asks about the title and

the teacher makes the learners disclose assumptions about

it. In addition, they added, the teacher notes and refers to

them as the class proceeds through the text (Palinscar &

L, 1984). It can be seen when the instructor writes the

forecast of the learners and provides an indication when

the engagement takes place.

2. Questioning

Students read the next step slowly to comprehend

the key point of the essay. They formulate the ambiguous

part of this paragraph after reading. Besides, students also

formulate the question about the material as a check on the

interpretation of what they are reading at the moment.

(Palinscar & L, 1984). Here is the concern regarding the

reading passage after reading the students to ensure that

they understand it.

3. Seeking clarification

Then, the teacher and students point out why they

are uncertain about the answer in the letter. The

engagement of both teachers and together to pursue

explanation during the group conversation is the step to

ensuring that the reader engages with the text, and

Palinscar & L (1984) have indicated that these steps are

meant to make the text explain something possibly

ambiguous. Unclear parts of the text that annoy students

were

Exposed in this term for students to learn. When

Farris discussed the explanation process, both teachers

and students were confused about words, unfamiliar

phrases, definitions or other ambiguous facts. Linguistic

factors and many topics relevant to the text are included in

this operation.

4. Summarization

The last step is the emphasis of the students on what

is an integral aspect of the whole plot. Here, the students

figured out the text's main emphasis. Also, Palinscar & L

(1984) that the text is first outlined by the instructor as a

mentor in this situation and the next clarification arrives

from a specified community leader regarding the main

portion of the text. It means, teacher is not only the

summarizer but also students, too. In short, the four steps

of the above reciproca teaching strategy are clarified

cooperatively between teachers and students in the

classroom. Its goal is to allow students to anticipate the

text or story and to ask questions.

1.Advantages and Disadvantages of Wattpad

There are several advantages to using the

Wattpad application, including:

(https://sukmaawantari.blogspot.com/

accessed: 15.00).

a. Wattpad is an application that can be accessed for free.

b. Wattpad connects with the world's most popular

novelists.
c. Wattpad provides more Languages sure 56 languages.

d. Wattpad provides a font size control feature.

There are also several weaknesses in the

Wattpad application, including:

a. There are many advertisements when changing pages of

reading

C. KWL (Know-Want-Learn) Strategy

1. Definition of KWL Strategy

According to Ogle (1986), KWL strategy stands

for what I Know, determining what I Want to learn, and

recalling what I did Learn as a result of reading.

a. Step K- What I know.

This opening step has two levels of accessing prior

knowledge. The first is straightforward brainstorming of

what the group knows about the topic for reading. The

second part of the brainstorming (or eliciting what is

already known) that will be useful to students in reading

involves them in thinking of the more general categories

of information likely to be encountered when they read.

 b. Step W- What do I want to learn?

As students take time to think about what they

already know about the topic and the general categories of

information that should be anticipated, questions emerge.

Before students begin to read, each writes down on his/her

own worksheet the specific questions that she/he is most

interested in having answered a result of the discussion.

c. Step L- What I learned

After completing the article, direct the students to

write down what they learned from reading. Have them

check their questions to determine if the article dealt with

their concerns? If not, suggest further reading to fulfil

their desires to know. Each reader should have the

opportunity of having his/her questions answered or at

least addressed. This is what reading is really about.

2. The Use of KWL Strategy in Teaching Reading

Reading is an active process. It involves interaction

between the reader and the text. To encourage students to

develop effective reading skills, there are various teaching

and learning strategies teachers can use in class. KWL

Strategy is one of those teaching and learning strategies

used mainly for information texts. Its aims are more

diverse, it helps readers (Brunner, 2011):

a. Elicit prior knowledge of the topic of the text;

b. Set a purpose for reading;

c. Monitor their comprehension;

d. Assess their comprehension of the text; and

e. Expand ideas beyond the text.

Using a KWL chart in different phases of teaching,

the teacher can monitor

your students’ reading process:

a. Before reading, ask students to complete the “I

know” column.

b. After students have completed the “I know”

column, ask students to

complete the “What I want to know” column.

c. After reading, ask students to complete the “What I

have learnt” column.

 K-W-L for the three basic cognitive steps

required: accessing what I Know, determining what I Want

to learn, and recalling what I did Learn as a result of

reading. To facilitate both the group process and to instill in

students the concreteness of the steps, we developed a

worksheet that each child uses during the thinking reading

process. KWL charts help students to be active thinkers

while they read Carr & Ogle (1987), giving them specific

things to look for and having them reflect on what they

learned when they are finished reading. When students set

their own purposes for reading, they are more motivated

and active as readers. Each student has a schema, or a

framework for how they view the world. Accessing a

student's prior knowledge is the first step in integrating new

concepts into their existing schema.

KWL charts help activate background knowledge

and provide an opportunity for students to set their own

learning objectives. According to Ogle (1986), the process

of KWL in reading can be explained as follows: Step K-

What I know. This opening step has two levels of

accessing prior knowledge. The first is a straight forward

brainstorming of what the students know about the topic

for reading. During this step the teacher's role is to record

whatever the students know about the topic on the board

or an overhead projector. The critical component here is to

select a key concept for the brainstorming that is specific

enough to generate the kinds of information that will be

pertinent to the reading. Step W-What do I want to learn?

As students take time to think about what they already

know about the topic and the general categories of

information that should be anticipated. Not all students

agree on the same pieces of information; some

information is conflicting; some of the categories have

had no particular information provided. All this pre-

reading activity develop the students' own reasons for

reading, reading to find answers to questions that will

increase their reservoir of knowledge on this topic. Step L-

What I learned. After completing the text, direct the

students to write down what they learned from reading.

Have them check their questions to determine if the text

dealt with their concerns. If not, suggest further reading to

fulfill their desires to know.

According to Brunner (2011), KWL strategy

facilitates activation of

background knowledge and provides important

information to the teacher about what the students know

or don’t know about the topic to be studied. This strategy

also helps students organize their thoughts prior to

reading, provides a structure for students predictions

related to the reading and presents a purpose for

completing the reading task that is, to answer the

questions from the middle column.

D. Relevant Previous Studies

This section relates to previous research carried out

by previous authors.

The first research was conducted by Almira Adnan

(2023) with the title "Increasing Student's Reading Skill

by Using Wattpad Application in Eight-Grade Students of

Smp Negeri 3 Watampone". This article aims to determine

the improvement of students' reading skills in using the

Wattpad application for eighth grade students at SMP

Negeri 3 Watampone. The results of the researcher's

research concluded that the average score on the pre-test

was 54.34 and on the post-test was 54.34. From the results

of student classification in the pre-test and post-test, it was

concluded that the Wattpad application as a reading

medium could improve students' abilities, so class VIII-B

students at SMPN 3 Watampone gained good reading

skills after using the Wattpad application. What Almira

Adnan's research has in common with this research is that

it uses the same media. and the difference between these

two studies is that they used a one group pre- experimental

design, while the research used a quasi experimental non-

equivalent control group design.

The second research was conducted by Neni

Suhaeni (2022) with the title "The Effectiveness of Using

Wattpad to Improve Students' Writing Skills and Critical

Thinking Skills: A Phenomenological Approach". This

article aims to determine the effectiveness of using

Wattpad improve students' writing skills and critical

thinking skills based on a phenomenological approach.

The results of the researcher's interviews showed that

almost all participants agreed that using Wattpad could

improve not only their writing skills. They also realized

that by reading lots of stories, they could improve their

critical thinking skills. Additionally, they can gain new

information and knowledge related to writing by

sharing their experiences with other users. What Neni

Suhaeni's research has in common with this research is

that it uses the same media, namely Wattpad. And the

second difference for this research is that the author uses

writing skills and research methods using qualitative

descriptive research based on a phenomenological

approach, while using reading skills and the research

method uses quasi experimental non-equivalent control

group design.

The third research was conducted by Ika Teguh

Sulistyo (2021) with the title "Applying Wattpad

Application to Improve Student's Reading Comprohensio

of Narrative Text". The aim of this article is that the aim

of this research is not only to provide benefits

theoretically but also practically. The results of the

researcher's research concluded that the Wattpad

application was successful in helping and increasing

student performance in reading comprehension. Only

8.57%. The similarity between the research carried out by

Ika Teguh Sulistyo and this research is that it uses the

same media, namely Wattpad. and the second difference

for this research, the author uses Classroom Action

Research (CAR) to overcome this problem. The aim of

overcoming this is to detail problems in teaching and

learning activities in order to improve the quality of

educational practice, while the research uses quasi

experimental non-equivalent control group design.

E. Conceptual Framework

Teaching reading is not as easy as we imagine.

Paribakht & Wesche, 1993; Pourhosein Gilakjani &

Sabouri, (2016; Nergis, 2013) in Muliati (2020) states that

the main goal in teaching reading at school is to develop

students’ reading skills and therefore students are

suggested to understand reading English texts effectively

and efficiently.

Reading is an activity where the reader

communicates with a text in a familiar environment.

Teaching to read Learning to read is not as easy as

shaking hands. This requires effort because in reading

activities, readers not only discover the meaning of

vocabulary and grammatical features but also have a deep

understanding of the text. When teaching reading,

teachers must pay attention to

the materials used to attract students' attention to focus

more on the reading material. It is also important to

consider the subject and the way the text is read. The
topics and readings should depend on who the student is.

Ultimately, this research investigates whether Wattpad

can improve students' reading skills. This research

outlines the conceptual framework of this research, which

is presented below based on the previous explanation:

Improving Students
Reading Skills

Pre-test

Read The Story On Treatment (using

Wattpad KWL Strategy)

Improving Students
Pos-test
Reading Skills

F. Hypothesis
To know the effectiveness of using Wattpad

application in teaching reading comprehension skill, the

researcher formulates two hypotheses that will be tested

by using t-test. They are:

1. Null Hypothesis (HO)

Using Wattpad application is not effect in

teaching reading skill at tenth grade

students of MAN 1 Bengkulu City.

2. Alternative Hypothesis (HA)

Using Wattpad application is effect in teaching

reading skill at tenth grade students of MAN

Bengkulu City.