Identification of the Problem

stance he or she takes in relationship to the text; and immediate, remembered, or anticipated social interaction and communication. 3 Moreover, Farris, Fuhler, and Walther on their book, Teaching Reading: A Balance Approach for Today’s Classrooms, stated that, “Reading means getting meaning from print. The essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed.” 4 It means that there is transaction in reading process, which is the process of transferring meaning from the author to the reader. Based on all definitions above, it can be concluded that reading is a complex communication process between the author who transfer meanings and the reader who interpret those meanings. In order to get the same messages as what the author means, the reader also need to interact with the text. This interaction will come to the reader‟s comprehension, in which the reader transfers the words from the written text that he or she read to the brain or mind in order to be interpreted into a meaningful discourse.

2. The Purposes of Reading

When someone decides to read some kind of texts, there must be a reason why he or she does that activity. Every person may have different purposes of reading. For instance, students may read textbook in order to comprehend the materials they have learned, and teachers may read it in order to prepare the teaching materials or to decide what kind of technique they will use in the classroom, etc. There are seven purposes for reading according to Grabe and Stoller. 5 a. Reading to search for simple information This is the common reason used by the readers for doing reading activity. In reading to search, the reader need to scan the text they read in order to find 3 Martha Rapp Ruddell, Teaching Content Reading and Writing, New Jersey: John Wiley Son, Inc., 2007, p. 31. 4 Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading: A Balance Approach for Today’s Classrooms, New York: McGraw-Hill, 2004, p. 324 5 William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, New York: Routlegde, 2013, pp. 6 –9.