The Levels of Reading Comprehension

The second problem is word recognition. Students may get difficulty in recognizing the word as students read. The caused of this problems is difference s in syntactical patterns of students native language and target language. 18 In order students are able to understand the text, they have to know the words meaning based on context sentences. Students often look up dictionary to know the meaning of sentences, but sometimes the meaning is not appropiate to the sentences. And that is way teacher must introduce new words toward familiar words which students have known first. The third problem is oral reading, if doesn ’t work well, it can have an undesirable effect on comprehension.the reader become conscious that he was fail what readers read. Reading orally of a selection is particularly difficult for the reader to increase students understanding. Over emphasizes on oral reading also make a reader self conscious while reading to others that his concentration how and what students read. The fourth problem is related to insufficient background for reading a selection. This statemnet means that the lack of experience background causing of poor comprehension what students read. According to J. Charles Alderson state that “self –evident that if readers do not the language of the text, then they will great difficulty in processing the text: indeed in studies of first language reading the language knowledge of the reader is often taken for granted”. 19 Based on experiencing background is what we called schema theory. In preparing for reading, student mentally access their schemata on the incoming reading topic and consider what they already know. The students who gain sufficient knowledge about many reading selections, they are able to connect the information they hae with incoming text, so it would be helpful for students to build their comprehension in reading. The fifth problem is failure to adjust reading techniques to reading purpose and type of reading material. Appropiate techniques should be taught for the 18 Jo Ann Aebersold, From Reader to Teaching Reading,New York: CBS, 1982,p.17. 19 J. Charles Alderson, Op.Cit, p.31 reading specific types of material whenever new material is assigned. As a teacher, teacher should recognize his students many ways in reading technique, such as bottom up approaches and top down approaches. Tom Hudson stated that ,” bottom up approaches is a reader construct meaning from letters, words, phrases, clauses, and sentences by processing the text into phonemic units that represent lexical meaning, and then builds meaning in a linear manner. This approach assumes that the reading task can be understood by examining it as a series of stages that proceed in a fixed order, from sensory input to comprehension and appropiate response”. 20 Based on definition above, when a reader learns to read , a reader make the simplest units that make up a word first, learning names, sound, and shapes. After that, he blend letters together becomes more complete units. Words grow into phrases, and eventually simple sentence is read. In this model, learning is regarded as a one way process, from the text to the reader, and progress is made one skill at a time. On the other hand, top down approaches assumed that; a reader approaches a text with conceptualizations above the textual level already in operation and then works down to the text itself. Consequently, the reader make continually changing hyphotheses about the incoming information. This reader applies background knowledge, both formal and content, to the text in order to create meaning that is personally and contextually sensible. 21 In this way, reading become an active process which the reader brings to bear not only knowledge of language, but also internal concepts of how language is processed, past experiental background, and general conceptual background.efficient reading is not the result of close perception and identification of all textual features. 20 Tom Hudson, Teaching Second Language Reading,New York: Oxford University Press, 2007,p.33 21 Ibid,p.33