CHAPTER II
REVIEW OF
RELATED TO LITERATURE
In this section, the researcher presents some
theories related to this study. Those are the introduction to linguistics, the fields of linguistics, and stimulation question strategy.
A.
Introduction to Linguistics
1.
Definition
Linguistics is
one of language subjects taught at the first semester, it is scientific study
of language.
Actually, linguistics examine language from the outside, for example, our
words, sentence, pronunciation, etc. to discover the internal language
mechanism.[1]
In addition,
linguistics taught to develop the students pre-understanding toward the
language they learn in this case is English, linguistics provides several filed
sciences which should be mastered by those who intend to learn language. Some
cases say that linguistics is one of central aspect to make meaningful and
understandable utterances.
Therefore,
Introduction to linguistics should be taught to the college students in
language class in order to be able to increase their understanding and their
prior knowledge to the language they learn.
2.
The Field of Linguistics
In linguistics
learning, there are some fields of it that the lecturer gives and spread to the
students to be learned, those are:[2]
a.
Phonetics
It is one of parts of linguistics which study about
the sounds produced by human without look the function of sound as the meaning
differ on one language. It investigates the sound from the view of utterance.
b.
Phonology
It is the system of contrastive relationships among
the speech sounds that constitute the fundamental components of a language. In
addition, it is the branch of linguistics that deals with systems of sounds
(including phonetics), within a language or between different languages.
c.
Morphology
It is the study of the forms of words, it identifies
the form of words and the changes of the words to the meaning.
d.
Semantics
It is the branch of linguistics which concerns with
meaning in this case, the meaning of a word, phrase, sentence, or text.
e.
Syntax
Syntax is the arrangement of words and phrases to
create well-performed sentences in a language.
f.
Language acquisition
Language acquisition is the process by which humans
acquire the capacity to perceive and comprehend language as well as to produce
and use the words and sentences to communicate.
g.
Sociolinguistics
The study of language in relation to social factors,
including differences of regional, class, and occupational dialect, gender
differences, and bilingualism.
h.
Psycholinguistics
It is branch of linguistics which study about the
mental faculties involved in the perception, production, and acquisition of
language.
In the
linguistics class at TBI C, the students are taught introduction to linguistics
by forming them into group discussion, they are given materials correlate with
each topics, but before the class is started, the students are given
stimulation questions in order to make the students comprehension toward the
topic discussed, and it suggests the students themselves to read.
B.
Reading
1. Definition of Reading
Reading is an activity to get
information, increasing perception through written text and also interpreting
and analizing text. But, in foreign language as English, the reader should
understanding word to find the meaning. So activity in reading is to find the
meaning in a printing text. It is supported by Peyami, reading is getting
messages from a text.[3]
According to Cooper er Al, reading
is process to constructing or developing meaning for printed text.to this, the
reader brings prior knowledge or experience relative to the topic. The
reader uses the clues from the text in combination with prior knowledge to form
meaning.[4]
2. The Purpose of Reading
The purposes of reading are differences. It is
depended on the readers need. In this case, Revers and Temperly suggest that
there are seven main purpose for reading.[5]
a.
To
obtain information for some purposes or because we are curious about some
topics;
b. To obtain instruction on how to perform some task from our work
or daily life;
c.
To act in apply, play a
game, do a puzzle;
d.
To keep in touch with
friends by correspondence or to understand business letter;
e.
To know when and where
something will take place or what is available;
f.
To know what is happening
or has happened;
g.
For enjoyment or
excitement.
3. Reading Comprehension
Johnson said that reading comprehension is the
result of thinking process which is triggered by visual symbols. The
fundamental concern, then, must be with the thinking process and their application
in the reading situation.[6] Furthermore, reading is a process of
looking at written language symbols in order to get the meaning for
information, and purpose of their learning. They are obtained by thinking
process. Based in the definition above, reading comprehension is the objective
of stimulating question strategy. So that by reading students
can answer the question given towards the teaching topic.
C. Stimulation
Definition
of stimulation from the Cambridge advanced learner’s dictionary and thesaurus
Cambridge university press is an action or thing that causes someone or
something to become more active or enthusiastic, or to develop or operate.[7]
Therefore, stimulation is an encouragement of something to make the students
develop or become more active in learning. It can also arouse the students’
interest, enthusiasm, or excitement through the learning process.
D.
Question
Question
is sentence that asks for information, an answer. these questions are
developing students’ abilities to ask their own questions or to think
critically. This question is useful for fact testing because they can for the
most part be correctly answered by the “right” response, but they. The questioning
required to deepen reading comprehension is significantly different in purpose
and in application.[8]
E. Strategy
Strategy according to George Steiner, a professor of management and one
of the founders of the California management review, is generally considered a
key figure in the origins and development of strategic planning. His book,
strategic planning (2), is close to being a bible on the subject.[9]
There
are kinds of strategies in teaching learning process, they are:[10]
1.
Learning Starts With A Question
This strategy suitable that
used to started about new topic of material, which the characteristics of the
material sometimes have been explained by teacher before. In order did not
repletion of the topics material, the teachers needed of the questions based on
their ability.
2.
Everyone is Teacher Here
This strategy is used with the saw of students that
have knowledge about the topics that will be studied although the students have
differences ability. That cause, in order to students understood, the teachers
can ask for the students to write of the questions about the topics that will
be studied in a paper. And then, the questions is given by teachers for
students to answer for their friends by self.
3.
Synergetic Teaching
This strategy the teacher make four groups in the
class. The teachers give assignment for students. The results of group’s answer
should to the papers. So that, all of the answer that can be known by the
students.
4.
Listening Team
This strategy will be a discussion that interesting,
because every students can give argumentation. And this strategy is very
suitable to the material that needed to study
5.
Quest Team
This strategy can be used by teachers in teaching learning
process. The teachers explained about the materials and then the teachers make
a group. Every a group make quest to give to other groups.
6.
Expository Learning Strategy
Expository teaching strategy is a learning strategy
that emphasizes the process of delivering verbal material from a teacher to
students in order to students mastering the subject matter optimally.
7.
Stimulation Question Strategy
Stimulation question strategy is learning strategy
that make students more diligent to reading a book, because in this case the
teacher give some question as a stimulation to a students about materials.
F. Stimulation Question Strategy
The
objective of this strategy is to make the students ask about the material
before the teacher gives explanation about the material. The strategy can start
by giving a simple text about a certain topic, then the students give mark on
the misunderstanding text. All of them is collecting then teacher explain the
material while answer the students’ questions.[11]
This
strategy can integrate in the pre-teaching and whilst-teaching. This strategy
also appropriate to implement to almost all of subject especially language
include English. Here the example of step in using the strategy.
1.
Choose the text which is appropriate then share to the students. In this
case the text must not copy. The text should have many general information or
do not complete or the text which can give chance to get variety translation.
2.
Ask the students to learn the text alone or with friends.
3.
Ask the students to give mark in the misunderstanding words. Ask them to
give many marks.
4.
In the pair or small group, ask the students to write the question about
the material which they have read.
5.
Collect the questions which is written by the students.
6.
Explain the material by answering the students’ question.
G.
Previous Study
Actually, several
previous researches which conducted
similar reasearch one of them
is the research by Siti
Megawati on 2017 entitle The Use of Question and Answer Strategy on The Student
Speaking Skill at The Seventh Grade of SMP Ma’arif 2 Pamekasan. The previous
researched on question and answer strategy, where the teacher or the student
asks and answer together orally during teaching learning process, whereas this
research analyzes the students answer to the question in the initiate of
teaching learning process. In the other hand, the previous research is to
measure how fluency and understand the students talk about the certain topic.
While, this research to measure how know the students about the topic which is
going to be learnt, it also to decide
whether the students already read or study before joining the class.
[1]http//Linguistcics-module.com
accessed on 12nd March 2019
[3] Dewi Peyani, et. Al, The Realibility Levels of The EFL Text and
Reading Comprehension Levels of The State High School Students in Palembang,
(Lingua; Jurnal Bahasa dan Sastra, 1 Volume 5, 2003), page 46.
[6] Dewi Peyani, et. Al, The
Realibility Levels of The EFL Text and Reading Comprehension Levels of The
State High School Students in Palembang, (Lingua; Jurnal Bahasa dan Sastra, 1
Volume 5, 2003), page 47.
[8] Judi Moreillon, Collaborative
Strategies for Teaching Reading Comprehension (Chicago:American Library
Association, 2007 ), page 86.
[11] Kualita
Pendidikan Indonesia. 2018. Modul Pelatihan Excellent Performance. Surabaya:
KPI_Edupartner.
