b. Reading Sub Skills
In reading, there are some ways in order to achieve the intended goal. The intended goal in reading will influence the ways of how we read. In this regard,
the reading sub skill also determines the success of reading. Spratt, Pulverness, and Williams 2005: 22 state that there are five sub skills of reading. Those are
reading for specific information or scanning, reading for gist or skimming, reading for detail, extensive reading, and intensive reading. Firstly, scanning is
used when the reader want to find a piece information in the text which the reader does not read the whole text. The reader just read the intended topic or
information that is interested in. Secondly, skimming is reading quickly through a text to get a general idea of what text is about.
Next, reading for detail is reading deeply the text to get the meaning of the text in detail. Then, extensive reading is reading long pieces of text such as a story
or an article. According to Brown 2001: 313, extensive reading is done to get the general understanding of usually longer text such as book, long article, and
essays. Usually, extensive reading is done in the outside of class time for example reading for pleasure. Lastly, intensive reading is used to make aware how
language is used. In addition, Brown 2001: 312 states that “intensive reading is usually a classroom-oriented activity in which students focus on the linguistic or
semantic details of the passage”. The intensive reading has the specific purpose like knowing the grammatical forms, discourse markers, and other surface
structure details for the purpose of understanding literal meaning, implications, and rhetorical relationships.
In line with Spratt, Pulverness, and Williams, Harmer 1998: 69 also mentions that there are at least three reading skills that should be acquired by the
students. Those are presented below: 1. Scanning
The students need to be able to scan the text for the particular bits of information they are searching for. It means that they do not have to read every
word and line. 2. Skimming
The students need to be able to skim a text as if they were casting their eyes over its surface to get the general idea of what it is about.
3. Reading for detailed information This reading skill is different with scanning and skimming. In reading for
detailed information, the students are expected to concentrate on the minutiae of what they are reading.
From the definitions above, it can be concluded that reading has the sub skill used to read the text depend on the reader’s need. The sub skill of reading are
scanning, skimming, reading for detail, and as the addition extensive reading and intensive reading are also categorized in the reading sub skill.
c. Reading Process
There are some models in the reading process. Brown 2001: 298-299 proposes that the models of the reading process can be divided into three models.
They are:
1 Bottom-up model
In the buttom-up model, the readers must first recognize a multiplicity of linguistic signal letters, morphemes, syllables, words,
phrases, grammatical cues, discourse markers and use their linguistic data-processing mechanism to impose some sort of order on these
signals. From all the perceived data, the reader selects the signals that make some sense, that cohere, that “mean”.
2 Top-down model
The second model is top-down model. In the top-down model, readers draw their knowledge and experience to understand a text. It is
because the readers must, through a puzzle-solving process, infer meanings, decide of what to retain and not to retain, and move on.
3 Interactive model
The last is called interactive model. The interactive model is the combination of both bottom-up and top-down models. Those
models are important for the success of teaching methodology.
d. Reading Comprehension
Reading comprehension is the main part of reading. It is because reading comprehension
can determine
the success
of reading
itself. “Reading
comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” Snow,
2002: 11. He claims that comprehension entails three elements: • The reader who is doing the comprehending
• The text that is to be comprehended • The activity in which comprehension is a part.
They say that in considering the reader, they include all the capacities, abilities, knowledge, and experiences that a person brings to the act of reading. Text is
broadly construed to include any printed text or electronic text. In considering activity, they include the purposes, processes, and consequences associated with
the act of reading. Furthermore, Anderson, Hiebert, Scott, and Wilkinson; Jenkins, Larson, and Fleischer; O’Shea, Sindelar, and O’Shea; in Klingner, Vaughn and
Boardman 2007: 2 state that reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include
word reading, word and world knowledge, and fluency.
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