There are several language features of recount text according to Anderson 2000. The first is using the
“past tense to retell the events” in making sentences because it tells the past evidence. Secondly, it uses proper nouns. Moreover, it also
uses “descriptive words to give details about who, what, where and how” in the form of adverb and adverbial phrases to express time, place and manner. The last is using
the “words that show the order of events for example, first, next, then” or
conjunction and time connectives to sort the event or events. These features can be the consideration of both writing and comprehending recount texts.
In comprehending recount text, there is a generic structure that must be realized while reading the text. Structure of recount text is divided into three parts
such as orientation, events and reorientation as stated by Anderson 2000. The first is orientation, the author tells an introduction in the form of information about who,
where, when the event or events that happened in the past. In second part are events, the author recounts the events which are usually written in chronological order. It also
consists of personal comments about the event or events recounted in the ... “sequence of events that recount the past in the order in which the events occured”.
The reorientation is the stage of repetition introduction in the first line. Anderson called it as concluding paragraph. Repetition should not be the summary of all events.
By knowing the about the structure of recount text, it can assist the reader to comprehend the passage.
2. The Nature of Reading
a. Reading Definition
Reading is a receptive language skill in understanding written texts and interpreting meaning as well as their background knowledge. According to Alderson
2000:1, reading is to process text meaning through interaction process in mind with written form of text. There is an interaction between mind and the text. Nunan
2003:68 stated that reading is a fluent process of readers combining information from the text and their own background knowledge. The information recognized
depends on the reader‟s knowledge at the past. Basaran 2013 stated that reading is a cognitive process in the brain including the perception of written symbols, the
identification of letters voice, the comprehension of information. Reading involves both perception and thought which are processed in mind.
There are two related processes of reading such as word recognition and comprehension. Word recognition means the process of perceiving how written
symbols correspond to one„s spoken language. Word recognition is the ability of reader in recognizing the written words correctly without any effort. It is also stated
that word recognition is a process of recognizing and accessing individual words Lems, Miller, and Soro, 2010: 65. So, the effortless word recognition is the
important component in reading. Meanwhile, “comprehension is the process of
making sense of words, sentences and connected grammatical knowledge, experience with text and other strategies to help them understand written text
” Pang, Muaka, Bernhardt, at al, 2011: 6. It is the ability of understanding something especially
written texts. When the reader can not comprehend the text, they are not good to articulate the language to help them read quickly and accurately.
Classroom reading performance can be divided into silent reading and oral reading Brown:2001. Oral reading can double as a pronunciation check. Reading
orally has an emphasis on phonics, so the teacher not only assesses cognitive skill in comprehension but also psychomotoric skill in pronunciation. Oral reading is also ...
used as an evaluative check on bottom-up processing skills Brown:2001. It is because the reading process is to separate letters, words and phonics and to read
aloud.
b. Types of Reading
