14 3 An interactive process: Various processes are conducted simultaneously and
the linguistic information from the text interacts with information activated by the reader from long term memory, as background knowledge.
4 A strategic process: In order to be fluent, a reader needs to be strategic. 5 A flexible process: To be strategic, a reader should be able to read flexibly in
line with changing purposes and the ongoing monitoring of comprehension. 6 An evaluating process: A reader must evaluate the text whether it is
appropriate with the purpose for reading. 7 A purposeful process: Reading is purposeful not only based on differing
reading purposes but also individual purpose or task, whether imposed internally or externally.
8 A comprehending process: Understanding a text is the purpose of reading. 9 A learning process: Through reading, students can learn new information.
10 A linguistic process: It makes little sense to discuss or interpret a text without engaging with it linguistically.
However, comprehension “can never be fully achieved” Urquhart and Weir, 1998: 88. Urquhart and Weir‟s reason why it can never be fully achieved is
that readers can never be sure that they “have totally entered the writer‟s mind”. Moreover, not all readings attempt to recover carefully author‟s meaning such as
skimming and scanning. There are also various level of comprehension which are influenced by the reader‟s background knowledge, goals, interaction with the
writer, etc Urquhart and Weir, 1998: 88. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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d. Types of Reading text
Types of reading text are usually called genres. A definition of a genre given by Wallace
1992:145 is “…a text-type which has a distinctive form and content and which is socioculturally recognizable as serving a particular function,
for example „short story‟, „business‟ letter‟, „theater program‟.” Discussing kinds of text are not only restricted to the discussion of literary forms such as novel,
short story or poem. It also can be extended to describe other types of text, such as from the definition above it is said that business letter and theater program are
also the examples of genres. The other examples are menu, shopping list, recipe, advertisements, etc.
Gerot and Wignel 1994 link the notions „genre‟ and „grammar‟. They present 14 genres namely: spoofrecount, recounts, reports, analytical exposition,
news item, anecdote, narrative, procedure, description, hortatory exposition, explanation, discussion, reviews and commentary. According to them, genres are
typified by social function, generic schematic structure, and significant lexicogrammatical features. Texts of different genres build up meaning through
grammar in different ways. For example, Recounts which retell events tend to use past tense and focus on specific participants Gerot and Wignell, 1994: 194. On
the other hand, Reports which describe the way things are, tend to use simple present tense and focus on generic participants Gerot and Wignell, 1994: 196.
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e. Reading Skills and Strategies
According to Grabe and Stoller 2002:17, “Strategies, for definitional purpose, are best defined as abilities that are potentially open to conscious
reflection and use.” When reading strategies are a set of abilities under conscious control of the reader, reading skills are automatic Anderson as edited by Nunan,
2003; Grabe and Stoller, 2002 . The connection between strategies and skills can be like what Grabe and Stoller say that 2202:16 “… strategies are skills under
consideration.” There are different strategies of reading for different situations Wallace,
1992: 57. The strategies a reader chooses will depend on the purpose for reading. For example, he might be reading for enjoyment, information, or to complete a
task. If he is exploring or reviewing, he might skim his reading. If he is searching for information, he might scan for particular words. Depending on the purpose of
reading, the type of the text, and the context of situation, a reader sometimes needs to adjust hisher reading strategies.
2. The Teaching of Reading
FL or L2 learners must be learners who have learned to read in one language. This part will discuss principles for teaching reading and stages in
teaching reading which can be used by teachers to teach learners who are already literate in at least one other language or first language and are learning how to
read in an L2 or an FL. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
