Chapter II theoretical foundation

Reading Aloud

Reading aloud forms a foundation for the early literacy framework. Reading aloud involves students in readimg for enjoyment and provides demonstration of fluent reading.
Broughten et al. (2003:91) state that the word reading of course has a number of common interpretations. It may mean reading aloud, a very complex skill which involves understanding the black marks first and then the production of the right noises. Most people, if they are asked to read something, aloud, like to have an opportunity to „glance over‟
what is they are being asked to read. In the actual process of reading aloud too they usually find that their eyes are several words if not lines ahead of their tongues.
Reading aloud is very important in teaching reading it is because the base of words proninciation. While teacher present model reading, this model reading shoul be according the level of readers could understand it very well and pronounce very well. It will be very difficult at secondary if it is not cared (Patel & Jain, 2008:122).
Scott and Ytreberg (2004:57-58) states that reading aloud is often thought of as reading round the class one by one, although many children seem enjoy it, this type of reading aloud is not to recommended because it gives little pleasure and is of little interest to the listener, it encourages stumbling and mistakes in tone, emphasis and expression, it may be harmful to be silent reading techniques of the other pupils, and it is a very inefficient way to use your lesson time.

2. Component of Reading

In reading, there are a lot of component of reading; however because researcher focus on reading comprehension so that there are two component of reading to be discussed here, they are vocabulary and grammar. Both of them are dicussed as following:

1. 
   Grammar
   

The grammar of a language is the description of the ways in which words can change their forms and can be combined into sentences in that language. If grammar rules are too carelessly violated, communication may suffer, although creating a good grammar rule is extremely difficult. Linguists investigating native- speaker speech (and writing) have, over the years, devised various different system to describe how the language works (Harmer, 2001:12).
Dykes et al. (2007:5) state that using grammar from the time we can speak intelligible sentences, because grammar ideal with „the
abstract system of rules in terms of which a person‟s mastery of his native language can be explained. „we assume that it all happens naturally and are only confronted with the need to understand and define how English works when learn onother language or attempt to teach English to others. The word‟gramma‟ meaning „letter‟ has come down to us in a path through several languages. In early times, the craft of using letters and constructing messages with the use of symbolic markings was seen to indicate magical powers, causing some early scholars to be seen as dealers in witchcraft and consequently eyed with suspicion. The word „glamour‟, meaning a deceptive charm, derived from the same source. However, in modem usage this word has lost much of its detrimental connotation. The study of grammar is believed to have its origins in both India and Greece for the study of written language. It is the letter that provides the source of our own studies.

2. 
   Vocabulary
   

Vocabulary is the knowledge of meanings of words. what complicates this definitions is the fact that come in at least two forms: oral and print. Knowledge of words also comes in at least two forms, receptive that which we can understand or recognize and productive the vocabulary we use when we write or speak. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabulary consists of those words for which the meaning is known when we write or silently.
These are important distinctions because the set of words that beginning readers know are mainly oral representatuve. As they learn to read, print vocabulary comes to play an invreasingly larger role in literaacy than does the oral vocabulary. Vocabulary server as the bridge between the word-level processes of phonics and the cognitive processes of comprehension. National Reading Panel defined vocabulary as one of two aspects of comprehension
intruction, the other being comprehension strategy intruction (Hiebert & Kamil, 2005:3).

3.