The Significance of the Study

comprehend something. As stated by Arifin, cognitive aspect refers to students‟ ability in comprehending the knowledge, technology, and also academic skill for them to go to the next education level. 3 Therefore, reading regarded as the cognitive activity because it requires intelligence ability and higher mental process to comprehend the content of the text. This is in line with Westwood‟s agreement of Gambrell and Dromsky‟s statement in 2000 that reading process which involves the students‟ effort to get the meaning of what they read actively can be seen as cognitive- constructivist point of view. 4 Thus, the cognitive process has an essential role in reading act. Meanwhile, Moreillon simply defined reading as getting the meaning from the information which obtained visually. 5 In this case, one interpretation and another could be divergent even though they tried to get meaning from the equal information, it is due to the variability of the point of view in human mind, therefore, the purpose of one person and another to read could be the same, it is to get meaning from the text, yet, the interpretation they drawn from the text can be various. Furthermore, Moreillon ‟s interpretation about the terminology of reading is also supported by other experts, including Patel and Jain who stated that reading is a process of getting meaning from the printed word or symbols. 6 Based on this statement, it can be seen that there are some process when people reading; when the writer put some code in the printed material, it can be a word, phrase, clause, or real code, and the process which involves the reader to break or to form an interpretation from the code given. 3 Zainal Arifin, Evaluasi Pembelajaran, Bandung: PT Remaja Rosdakarya, 2009, p. 194. 4 Peter Westwood, Reading and Learning Difficulties: Approaches to Teaching and Assessment, Victoria: ACER Press, 2001, p.10 5 Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension, Chicago: American Library Association, 2007, p. 10. 6 M.F. Patel and Praveen M. Jain, English Language Teaching Methods, Tools, and Techniques, Jaipur: Sunrise Publishers and Disrtibutors, 2008, p. 113 Moreover, Boer and Dallman stated that reading is an activity which involves the comprehension and interpretation of ideas symbolized by printed or written language. 7 Therefore, it is essential for the reader to know some of the basic knowledge for what they want to read in order to comprehend and interpret the text without having difficulty for it. In addition, Mr. Dadan, as the writer‟s teacher in reading course, told her once; reading is a process to obtain the information and to establish the interpretation from the printed material, and getting the conclusion from the information. From this statement, it is clear that reading is not a passive skill, and the reader does not have a passive role, it is because they need to combine some of the language skills and aspects while they are reading to collect the information, to establish interpretation, and to draw a conclusion. Thus, reading absolutely regarded as an active skill. However, even though some experts defined reading in various ways; because as explained above that every human have their own point of view, yet they have one main point, it is; Reading is a process to get meaning from the printed material. From the definitions above, the writer concludes that reading is a cognitive activity which includes the process to get meaning from the printed material, and it involves comprehension and interpretation, and obviously, the reader has an active role because reading is not a passive skill, it is an active skill which need the combination of all the language skills and aspects to do it successfully. 2. The Purposes of Reading People read with different purposes. The purpose for reading will help the reader to focus on the information. Consequently, establishing the purpose for reading will be effective for them. Determining the purpose 7 John J De Boer and Martha Dallman, The Teaching of Reading: Revised Edition, New York: Holt, Reinhart and Winston Inc., 1964, p. 20 for reading should be done before they start to read the selected material and use it afterward as a basic for discussion to determine whether the reader has achieved hisher goal. According to Grabe and Stoller, reading purposes are classified into four main headings; 1. Reading for finding simple information In this reading purpose, the combination of scanning and skimming commonly occurred. When people read the text with this purpose, they typically scan the text to search for specific or selected information. Afterward, skimming is involved in order to find the important information of the text. 2. Reading for learning This reading purpose commonly makes the reader has a slower reading rate due to the repetition of reading for remembering the information, and it is commonly occurred in academic and professional context, where the reader demanded to have the ability to establish the main idea and supporting details of the text, recognizing rhetorical frames, an relating their basic knowledge to the text. 3. Reading for collecting information, write, and critique texts Reading for collecting information definitely demands the reader to have the ability to evaluate the information critically in order to determine which information being integrated. Meanwhile, reading to write and critique texts demands the reader to have the ability to select, establish, and give the critique to the information of the text.sified into four main headings; 4. Reading for general comprehension. 8 This reading purpose is regarded as the most basic purpose for reading, while it also can be no less difficult than any other reading purposes. Reading for general comprehension requires very rapid reading rate 8 William Grabe and Fredrica L. Stoller, Teaching and Researching Reading: Second Edition, New York: Routledge, 2013, p. 7-8