needed in reading aloud. The text should consist of the content and language which are clearly understood.
The second type is Silent reading which most used by people in the world to review material which will be studied, to skimming information
is being sought, to get comprehension in reading for pleasure, to learn the content of the text, and to learn the written language material.
Next, Intensive reading is concerned on the detailed comprehension of very short texts
—no more than 500 words, in order to achieve full understanding of the logical argument, pattern of the text of its
symbolic, emotional, attitudes and purposes of the author. The last, Extensive reading is to cover the greatest possible
quantity of text in the shortest possible time and it needs amount of practice to achieve rapid and efficient reading.
4. Factors Influence Reading
There are several factors which influence reading. The factors affecting the process of reading are explained as follow:
a. Linguistic knowledge
Linguistic knowledge
takes in
phonological, orthographic,
morphological, syntactic, semantic information and discourse-level knowledge such as text organization and cohesion, and text type.
Linguistic knowledge is very important to be considered in reading and understanding the context of the reading in a second language.
30
It is because language is a main means in understanding the text. If the
readers have good knowledge of the linguistic, they will be easier in understanding the message or information written in the text.
30
J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, P. 80.
b. Reader abilities
Besides knowledge, the abilities to process the printed information and to learn new knowledge from the text are also needed.
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Fluent readers are capable to use the abilities properly and effectively in reading.
c. Motivation and Emotional State
Motivation also affects the quality of the outcome reading. Someone who lacks motivation to read or to improving their reading ability will
become the poor reader.
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In addition, emotional state such as anxiety, also might affect reader’s performance. Anxious readers, for example
during study reading, suppose to have threatening conditions. Based on two explanations above, an interaction between motivation
and anxiety is established. According to Fransson, people who have anxiety during the reading showed weak intrinsic motivation because
the intrinsic motivation is interfered by the anxiety.
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Those factors which influence the reading ability mentioned above are not the whole factors. There are still many factors that affect the
reading ability. However, the three of them are the most major and have covered the other factors.
D. Relevant Study
As a matter of fact, some researchers have investigated the issue of the correlation between foreign language anxiety
and students’ reading skill in learning English. These are several studies which are relevant to this study.
In 1999, Saito, Garza and Horwitz conducted a study entitled “Foreign
Language Reading Anxiety ”. The participants are 30 first-semester classes of
Spanish, Russian, and Japanes. The questionnaire used in this study is Foreign
31
J. Charles Alderson , Op.cit., p. 48.
32
M. Cooper, “Linguistic Competence of Practised and Unpractised Non-Native Readers of English”, in J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press,
2000, p.53.
33
A. Fransson, “Cramming or Understanding? Effects of Intrinsic and Extrinsic Motivation on Approach to Learning and Test Performance”, in J. Charles Alderson, Assessing Reading,
Cambridge: Cambridge University Press, 2000, p.55.
