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writing at the efficient rate of speed to meet the purpose, 4 recognize a core of word, and interpret the word order pattern and its significance, 5 identify
grammatical word classes, systems, patterns, rules, and elliptical forms, 6 identify cohesive devices in written discourse and their role in signaling the
relationship between and among clauses, 7 identify the rhetorical forms of written discourse and their significance for interpretation, 8 using world
knowledge to infer inexplicit context, 9 identify the communication function or written text according to form and purpose, 10 identify literal and implied
meaning. In the study, the micro skill which is included in the learning material is
mostly in identifying the communication function or written text according to form and purpose. The material provided the information on two kinds of text and
the students learn to identify the function of the text in communication. Moreover, the students also need to identify also the form and purpose of the text in order to
maximize the outcome.
d. Models of Reading Process
There are three models of reading process according to Anderson, as cited in Nunan 2003. The first model is bottom-up model. This model requires learners
to start the reading process from the very beginning phase. It will start with the fundamental basic of sound and letter recognition, and also morpheme. Then, it
will be continued with the word recognition, sentence and closed with the large
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one. According to Hedge 2000, bottom-up model used to explain the decoding of the letters, words, and other language features.
In bottom-up model, the way readers understand the text they are going to read is in a very slow pace. They build meaning or translating word by word and
add interfere using their background knowledge. As what is also stated by Grabe and Stoller 2002 that their recognition will be started from the very basic. It will
be from letter by letter for word recognition, word by word for sentence recognition and sentence by sentence for text recognition.
The second model is top-down model. In top- down model, learners’
background knowledge is needed in order to understand the text given. Learners’ background knowledge is believed could give contribution in understanding the
text they are reading. The activity focuses on the understanding of the learners toward the text being read. Moreover, Hedge 2000 also states that the top-down
process is used to explain the application of prior knowledge to create meaning of an existing text.
The idea of top- down model is the readers’ expectation toward the text
being read. It is assumed that they already have information and facts related to the text and they are going to confirm or reject the expectations Grabe and
Stoller, 2002. It is done by doing a kind of general monitoring mechanism in which the readers will direct their eye to the potential place where they could find
those specific information needed. The last model is interactive model. Interactive model assume that both
models, bottom-up and top-down model, could be beneficial in comprehending a text. Readers could take useful ideas from bottom-up model and combine it with
