Education of the respublic of uzbekistan ferghana state university

CHAPTER I
LITERATURE REVIEW
1.1 The Previous of Research Finding and Concept of Reading

Research by previous researchers as follows:

1. Alberty, (2016) used story grammar strategy to improving Students’ reading comprehension on narrative texts at grade VIII of SMPN Pondok Kelapa Bengkulu Tengah. In this research, the researcher used quantitative and qualitative records. The units of this research had been analyzing comprehension check, commentary checklists and area notes, and interview. From the outcomes of the observe concluded the scholars who surpassed the standard rating advanced from 30°/c with inside the preliminary facts to 73,33°/c on the stop of the studies. Story Grammar approach improves college students‟ studying comprehension that turned into brought about through scholar’s².
2. Varita, (2017) Through Literature Circles to improving reading comprehension. The objective of this study was to find out if the use of Literature Circles could improve the students‟ reading comprehension. The research findings showed that the mean of the post test of the EG was 58, while that of the CG was 41. The result from the t-test was 4.69 while the t-table at a level of significance with α = 0.05 was 1.697, which means that the students who were taught using Literature Circles did significantly better in reading comprehension.³
3. Nofitarina (2017), Used The Circles Strategy in Tenth Grade Students of SMAN 1 Lempung Jaya, The result of the test was analyzed by using independent sample t-test, paired sample t-test and percentage analysis, it was found that there was significant different between students post-test experimental and control group.
From the three previous studies described in the author it was found: (1)research 1 used the Classroom Action Research (CAR) design, quantitative and qualitative methods, (2)study 2 used an experimental design, reading aloud technique and quantitative methods, (3)Research 3 uses purposive sampling design techniques and quantitative methods. The researcher concluded that literary work as instructional media can improve students’ reading comprehension.
Based on the previous researchers, they found that the significant of students’ reading comprehension in reading with their each different method. It is similar with the researcher would conduction. The difference is researcher will be using imaginative works media.
Concept of Reading

1. 
   Definition of Reading
   

Basically symbols and reader are elements of reading. Reading is a form of the potential of people to see the text and be able to understand the meaning from written symbols and then get information. The reader must be able to make a relation between what they have seen and the text itself. In addition, to establish a good relationship between data and readers, it is important for readers to have the ability to understand symbols in the text.
Interaction activities between the reader and the text are activities about the text problem. In addition, an important activity in reading is to understand what is happening in the reading. Furthermore and Rumelhart (1985) states that reading is a conversation that involves the reader, the text, and the interaction between the reader and the text. Pressley, (2006) it also supports the teaching of balanced reading for all students.

2. 
   Types of reading
   

According to El-Koumy⁴ there are many different types of reading, each requiring different approaches, technique, and level of concentration. Some of the types of reading we may use are listed bellows:

1. 
   Reading for enjoyment or light reading, for example read a magazine and novel.
   
2. 
   Reading for an overview or exploratory reading. It is skimming or pre-reading a book or journal to get a general idea of the topic.
   
3. 
   Revision reading that is re-reading material with which we are already familiar. Revision reading is used mainly to test information recall.
   
4. 
   Search reading that is reading to locate special information or an answer to a particular question.
   
5. 
   Reading for mastery is reading to obtain detail information and an understanding of it; usually slow, careful and repeated reading requiring intense concentration.
   
6. 
   Critical reading is reading to assess or review ideas. This is also requires intense concentration.
   
7. 
   Proof reading is reading to correct grammar, spelling, punctuation, requiring meticulous attention to detail. This is the final step in preparing any written work and should not be forgotten.
   

3. 
   Purpose of Reading
   

Purpose of reading is various they are depending on the aim of reading which the readers want to achieve. As stated by the National Council of Teachers of English (NCTE) Commission on Reading, “A reader’s competence continues to grow through engagement with various types of texts and wide reading for various purposes over a life time. It could be concluded that people read many texts in order to get the actual information which can support them to be advanced and informed people.
The need of reading for one reader and others is different according to their purpose of reading. Rivers show several points of common purpose of readings follows:
1) To obtain information for some purpose or because we are curious about some topic.
2) To obtain instructions on how to perform some task for our work or daily life.
3) To keep in touch with friends by correspondence or to understand business letters.
4) To know when or where something will take place or what is available.
5) To know what is happening or has happened (as reported in newspaper, magazine, reports). 6) For enjoyment or excitement.