14 p. Tolerating ambiguity in a text
q. Paraphrasing r. Using context to build meaning and aid comprehension
s. Continuing reading even when unsuccessful, at least for a while.
3. Reading Purposes
Reading is a variant skill in which there are different types of reading skills that correspond to the many different purposes we have for
reading. Rivers and Temperley in Nunan 1989: 33 suggest that the second language learners will want to read for the following purposes:
a. To obtain information for some purpose or because we are curious about some topic
b. To obtain instruction on how to perform some task for the work or daily life.
c. To act in a play, play a game, do a puzzle. d. To keep in touch with friends by correspondence or to understand
business letter. e. To know where on when something will take a place or what is
available. f. To know what is happening or has happened.
g. For enjoyment or excitement.
15
4. Type of Classroom Reading Performance
According to Brown 2001: 312 there are some kinds of reading performance, as follows:
a. Oral and silent reading. The teacher can ask the students to read orally, at the
beginning and intermediate levels. Oral reading can serve as an evaluative check on bottom-up processing skills, check the
students’ pronunciation, and serve to add some extra student participation if the teacher wants to highlight a certain short
segment of reading passage. For advance levels, oral reading has some disadvantages,
they are: oral reading is not very authentic language activity, while one student is reading, others can easily lose attention, and it may
have the outward appearance of students participation when in reality is mere recitation.
b. Intensive and extensive reading Silent reading may be subcategorized into intensive and
extensive reading. Intensive reading calls students ’ attention to
grammatical forms, discourse makers, and other surface structure details for the purpose of understanding literal meaning,
implications, rhetorical relationship, and the like. Extensive reading is carried out to achieve a general
understanding of a usually somewhat longer text such as book,
16 long article, or essay, etc. M ost extensive reading is performed
outside class time and for pleasure.
Classroom reading performance
Oral S ilent
Intensive Extensive
Linguistics Content S kimming S canning Global
Figure 1. Type of classroom reading performance William 1996: 12 shows the diagram of reason for reading and
style of reading:
Reading Involuntary
Rapid Intensive
Extensive S kimming
S canning General information
Information Pleasure or interest
Figure 2. Reading style and reason for reading In reading, there is reason for reading and there is style of reading.
Reasons for reading involve to get general information, to gain the
17 information from the text, and perhaps just for pleasure. And styles of
reading are involuntary, rapid, intensive and extensive reading. Both them have relationship. The foreign language student
s’ lack knowledge of the language often results in slow and intensive reading. In order to become an
effective reader, the students need to have appropriate texts and appropriate tasks that allow them not only to develop their language, but
also to develop purposeful reading style.
5. Model of Reading
