Chapter+2


 * 2.0 Literature Review**

The previous chapter explained about the current situation of reading habit happen in our country and issues exist around the situation. To make this research clear, further discussion will be provide in this chapter. Chapter Two will explain more about the concept about reading habit. These concepts are the type of reading material, surrounding affect, technologies i n reading habit, and purpose of reading.


 * 2.1 Types of Reading Material**

McCracken and McCracken (1995) suggest that some of the reading material that student read should be those that are easily memorized. Use of these types of reading material helps student to learn about how print works, about story structures, word recognition, and the fact that books can be a source of enjoyment as well as information. McCracken and McCracken (1995) have 2 types of reading material that is non academic book and academic book They are in-part or completely untrue or fantasy. Historically, paper production was considered too expensive to be used for entertainment. An increase in global literacy and print technology led to the increased publication of non academic book for the purpose of entertainment, and allegorical social commentary. Most non academic book is additionally categorized by genre.The novel is the most common form of non academic book. Novels are stories that typically feature a plot, setting, themes and characters. Stories and narrative are not restricted to any topic; a novel can be whimsical, serious or controversial. The novel has had a tremendous impact on entertainment and publishing markets. In a library, a referenc book is a general type of academic book which provides information as opposed to telling a story, essay, commentary, or otherwise supporting a point of view. An almanac is a very general reference book, usually one-volume, with lists of data and information on many topics. An encyclopedia is a book or set of books designed to have more in-depth articles on many topics. A academic book listing words, their etymology, meanings, and other information is called a dictionary. A book which is a collection of maps is an atlas. A more specific reference academic book with tables or lists of data and information about a certain topic, often intended for professional use, is often called a handbook. Academic books which try to list references and abstracts in a certain broad area may be called an index, such as Engineering Index, or abstracts such as chemical abstracts and biological abstracts.Academic books with technical information on how to do something or how to use some equipment are called instruction manuals. Other popular how-to books include cookbooks and home improvement books.Students typically store and carry textbooks and schoolbooks for study purposes. Elementary school pupils often use workbooks, which are published with spaces or blanks to be filled by them for study or homework.
 * Non Academic Book**
 * Academic Book**


 * 2.2 Surrounding Affect**

There are many factors that pertain to the complex process of reading. Environmental factors such as ambient lighting, temperature, comfort, and complexity of the material affects reading greatly. Intrinsic factors such as regression, eye movement, and number of words per fixation also affects reading. It all depends on numerous factors that weigh into whether someone can read well or not(Epollack, 2009).To understand the contributions of vocabulary and grammatical skills to reading comprehension, it would be beneficial to understand the roles that genetic and environmental factors play in language ability and reading competence. Halaar and colleagues waded into this problem by examining relationships between the pre-school language ability of twins from the United Kingdom and their later primary and elementary grade reading competence (Halaar, N., Haylou-Thomas, M. E., Dale, P. S., & Plomin, R.,2008).


 * 2.3 Technologies**

Reading comprehension on the internet can really expanding our understanding. The nature of literacy is rapidly changing as new technologies emerge (diSessa, 200; Dresang & McClelland, 1999; Leu & Kinzer, 2000; Reinking, McKenna, Labbo, & Kieffer, 1998; Tapscott, 1998). "Today, the definition of literacy has expanded from traditional notions of reading and writing to include the ability to learn, comprehend, and interact with technology in a meaningful way" (Pianfetti, 2001). Electronic texts introduce new supports as well as new challenges that can have a great impact on an individual's ability to comprehend what he or she reads. The internet, in particular, provides new text formats, new purposes of reading, and new ways to interact with information that can confuse and overwhelm people who were taught to extract meaning from only conventional print. Proficiency in the new literacies of the Internet will become essential to our student's literacy future. When observing students interacting with text resulting from an Internet search, Sutherland-Smith (2002) reported that they "perceive Web text reading as different from print text reading". Within Internet environments, many readers are easily frustrated when not instantly gratified in their rapid search for immediate answers and may adopt a "snatch and grab philosophy...not apparent in print text environments".


 * 2.4 Purpose of Reading**

Students were asked how they rate the impact of reading upon themselves. This would indicate whether the students were aware of the benefits that reading provide. The majority of students indicated they read for general knowledge, for examination and for leisure. Wade and Adams (1990) offered the theory of reading purpose. This theory say that textual material that was considered interesting and important was recalled best and that details supporting main ideas were also remembered better when the material was considered interesting. The respondents generally agrees that reading improved their general knowledge. Most often, many student who enter institutions of higher learning are found to be unprepared for the reading demands placed upon them and they encounter difficulties. Factors such as low level proficiency of the English Language, poor reading strategy knowledge, perception of reading and low interest are thosw often mentioned by researches as contributing towards students' problems in approaching reading (Ramaiah and Nambiar (1993); Ramaiah (1997); Faizah et al (2002). Terry's sample (1996) of high school students also valued reading as an activity especially for individual development.