that there are some other specific reading purposes for the students in academic setting, they are; to search information, to learn new information, to synthesize and
evaluate the information and for general comprehension.
22
Based on the description, the writer considers that there are two general reading purposes. First, is to get the information whether it is general or specific
information. Second, people read only for pleasure, because he or she likes the reading activity.
3. Kinds of Reading
There are numerous kinds of reading activity, but based on the purposes of reading, Nuttal classified the kinds of reading only into two types; the first is
intensive reading and the second is extensive reading.
23
they are described as follows:
a. Intensive Reading
Intensive reading is kind of reading which the purpose is to grasp a comprehension of the whole passage. Based on Nuttal
’s point of view intensive reading involves approaching the text under the guidance of a teacher or a task
which forces the student to focus on the text. The aim is to arrive at an understanding, not only of what text means, but of how the meaning is
produced.
24
In other word, intensive reading is used to gain a deep understanding of a text which is important for readers.
To reach the comprehension in reading, it is necessary to pay attention of reading accuracy concerning reading text. The emphasis of intensive reading is
on comprehending certain reading material. Students have to grasp the author’s message completely so as it requires a deep comprehension.
22
Marrianne Celce-Murcia, Teaching English as a Second or Foreign Language, Boston: Heinle Heinle, 2001, p. 187.
23
Christine Nuttal, Teaching Reading Skill in a Foreign Language, London: The Nemman Educational Ltd., 1982, p. 23.
24
Ibid
b. Extensive Reading
The second type of reading is extensive reading. It is kind of reading that lead reader to read the text with pleasure. This assumption also supported by
Harmer “extensive reading enabled readers to enjoy what they read. If the readers enjoy what they read, they will read more, and if they read more, they
will know better and used to read fast”.
25
It is supposed that the best way to do the extensive reading is trying to enjoy reading itself.
Furthermore, Nuttal stated extensive reading is assumed that in order to understand the whole e.g. book, we must first understand the parts sentences,
paragraphs chapters of which it is made up. However we can in fact often understand a text adequately without grasping every part of it: Students have to
be encouraged to develop this facility.
26
It means, in extensive reading reader does not need to know every single word to grasp the entire meaning of the
text. Extensive reading helps reader to comprehend the text without read the
whole chapter and every parts of the book. It is likely more to emphasize the accuracy activity involving reading for detail. Extensive reading used to gain a
deep understanding of a text by finding the specific information written on the text.
To sum up, both intensive and extensive reading is used for different reading purposes. Intensive reading used to understand the details meaning of the text
completely for specific purposes such as business and science. Meanwhile, extensive reading enables readers to read fast because they do not need to read the whole
chapter of the book; the purpose is to find the detail information of the reading passages.
25
Harmer, op. cit., p. 99.
26
Nuttal, op. cit., p. 38.
C. Reading Motivation
1. The Understanding of Reading Motivation
As what explained before that motivation is kind of internal derives that pushes someone to do things in order to do something, and it has a significant role in
teaching learning process. In terms of reading speed, motivation to read has an important role due to reading activity and its speed. As an important factor in reading,
the lack of motivation as the origin of the problems lot of teachers faced in the learning environment.
27
It is known that reading motivation contributes to students’
comprehension of they read and their reaching success at school and its comprehension predicts their achievements.
In real life, people generally read something because they want to or have a desire to do so and purpose to achieve. Someone who has a huge motivation in
reading means that he or she felt the enjoyment of reading activity. The same concept of reading motivation declared by Guthrie and Caddington in their journal that
reading motivation can be defined as the enjoyment and internal derives of reading activitie
s for one’s sake. Reading motivation consists of text interaction for enjoyment to satisfy curiosity and to gain new challenging
to broad readers’ knowledge. While someone already find the feeling of enjoyment in reading, he or
she will do that reading activity regularly and automatically comprehend better, those reading comprehension will also automatically affect its speed.
28
Motivation in reading, especially for the students became the factor of how many information and comprehension someone will get after he or she read a text.
“Reading motivation has a determining effect on students concerning how much they
27
Edmunds Bauserman, What Teachers Can Learn about Reading Motivation through Conversation with Children, The Reading Teachers, 2006, pp. 414-424.
28
John T. Guthrie, Cassandra S. Coddington, and Allan Wigfield, Profils of Reading Motivation for Reading, Profiles of Reading Motivation, 2010, p. 6.
