Reading Comprehension Analytical Exposition Texts

11 Reading comprehension itself is divided into three major levels namely literal reading, interpretive reading, and applied reading Berry, 2005. 1 Literal Reading Literal reading is said to be the lowest level of reading comprehension since it is easy and does not require any heavy thinking Carnine, Silbert, Kameenui, 1997. In literal reading comprehension test, the questions will just examine how well the readers can identify and understand information that is directly stated in the text Berry, 2005. Due to its nature, this level of reading is then suitable for young learners. 2 Interpretive Reading The second level of reading comprehension is interpretive reading. Berry 2005 defines this level as what is implied, rather than what is actually stated. What the readers are supposed to obtain here is the understanding of what the authors meant in the text by drawing inferences. Therefore, the answers to interpretive reading comprehension are likely to be not stated in the text but are suggested or implied. 3 Applied Reading This level is higher and more complex than the previous levels. Berry 2005 defines applied reading as the integration of all levels of reading comprehension. He also describes this as taking what was said literal, what was meant by what was said interpretive and extending the concepts or ideas beyond the situation through analyzing, synthesizing, and applying. In this PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 12 level, readers are facilitated to criticize, identify and consider the authors ’ viewpoints, attitudes, the authority of texts and their messages, and infer motives of characters and themes Carnine, Silbert, Kameenui, 1997. Based on the characteristics of each reading comprehension level above, it can be inferred that high school students are best to deal with interpretive and applied reading. These levels require proficient background knowledge and ability to think critically so later the implicit meaning from the text can be obtained. Hence, it has to be ensured that high school students are facilitated to read texts which require higher thinking ability.

c. Purposes of Reading Comprehension

Snow 2002 believes that the purpose of reading could affect students’ comprehension. Therefore, students need to know the purpose of reading so they will know what they are looking for. By doing so, the reading activity will not be meaningless. However, the reading activities are adjusted to the type and the social function of the text in order to facilitate students in understanding the whole text. According to Tarigan 1979, the purpose of reading is closely related to meanings. There are some goals in reading depending on its necessity. In reading comprehension, readers are doing reading for “details or facts, reading for inference, reading to compare or contrast, reading to evaluate ” Tarigan, 1979, pp. 9-10. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI