The Significance of The study

Therefore, there are three levels of comprehension which are identified: 5 a. Literal comprehension Literal comprehension refers to understanding ideas and information explicitly stated in the passage. The literal level of comprehension is fundamental to all reading skill at any level because a student has to understand what the author say before heshe can draw an inference or make evaluation. In literal comprehension, a student needs to recognize the details such as fact and main idea. b. Inferential comprehension Inferential comprehension refers to understanding of ideas and information not explicitly stated in the passage. In this level, the students can infer supporting details, main idea that is not explicitly stated, and relationship of cause and effect. c. Critical comprehension Critical comprehension refers to analyzing, evaluating, and personally reacting to information presented in the passage. Critical reading requires a higher degree of skill development and perception, because it involves evaluation, making of a personal judgment on the accuracy, value of what is being read. It means questioning, comparing and evaluation. To sum up, when student understands textbook material at all three levels of comprehension, heshe has acquired sufficient background knowledge in that subject area. In other words, the more a student is familiar with particular topic, the higher hisher level of comprehension will be. Comprehension needs differ in term of the goals of an individual and the purpose of reading. When people decide to read, it means that they have a purpose for reading. Reading purpose will help 5 Danny Brassell timothy Ransiski, op. cit., p.17 the student to be more focus on what they want to get. Therefore, the researcher explains some purpose for reading in the next topic.

3. The Purpose of Reading

There are many different purposes for reading. Sometimes people read a text to learn material, read for pure pleasure, and read for doing assignment. There are four main headings of reading purposes that is classified by William Grabe and Fredricka L.Stoller. 6 a. Reading to search for simple information and reading to skim. Reading to search for simple information is a common reading ability. It is used so often in reading tasks that it is probably best seen as a type of reading ability. 7 In reading to research, readers usually read the text for specific information or a specific word. It is different when readers face prose texts, they sometimes read slowly and carefully to process and get the meaning of a sentence or two in search of clues that might indicate the right page, section, or chapter. Similarly, reading to skim is a common part of many reading tasks and a useful skill. 8 It involves strategies for guessing where the important information might be in the text. b. Reading to learn from texts. It usually occurs in academic and professional contexts when people need to learn a number of information from a text. It requires abilities to remember and understand where main ideas, topic sentence and supporting ideas in the text. Then readers can recognize and build conceptual framework that organize the information in the text, and they link the text to their knowledge. 6 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, Second Edition Edinburgh: Pearson Education, 2011, Pp. 7 - 9 7 Ibid., p. 7 8 Ibid., p. 7