pronunciation and speaking.
5
Through reading, students can improve their other skills such as speaking through the learning how to pronounce the words, writing
through the learning the sentence structure from the text, and listening through reading aloud. Moreover, reading also can be a process for students to improve
their linguistic competence. As Grabe stated that reading can be defined as a linguistic process which means that the readers will make phonemic connection,
recognize the words and the structural phrases organizing the words, and linguistic knowledge of the language of the text.
6
Thus, it can be drawn a conclusion that reading is an active attempt that involves the readers to use their eyes and mind simultaneously in order to
construct the message of the text with their background knowledge as information. In addition, the purposes reading can be determined in various ways.
2. Types of Reading
In teaching and learning process, reading is a common activity for students to get information. In the reading activity, there are two types of reading which
are usually done by the students. They usually read a short text for getting detail information. In addition, they usually read a longer text for getting the overall
meaning of the passage. The kinds of reading are intensive and extensive reading.
a. Intensive Reading
Intensive Reading is reading a short text to extract specific or detail information of the text. Students usually need a short time to do this kind of
reading. Intensive reading can be a way for the students to increase their knowledge of language features and their control of reading strategies.
7
In addition, Intensive reading usually involves translation and comprehension of the
text. The use of the translation is to analyze language features that they learned,
5
Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, The Reading
Matrix: Vol.6
2, 2006,
p. 60.
Retrieved from
http:www.readingmatrix.comarticlesberardoarticle.pdf .
6
William Grabe, Reading in a Second Language: Moving from Theory to Practice, New York: Cambridge University Press, 2009, p. 16.
7
I.S.P Nation, Teaching ESLEFL Reading and Writing, New York: Routledge, 2009, p. 25.
