7. Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses. Besides Micro skills C. J. Anderson states that there are macro skills of
reading, there are: 1.
Recognize the rhetorical forms of written discourse and their significance for interpretation.
2. Recognize the communicative functions of written text, according, to
form and purpose. 3.
Infer context that is not explicit by using background knowledge. 4.
From described events, ideas, etc. infer that links and connections between events, deduce causes and effects, and defect such relations as
main idea, supporting idea, new information, given information, generalization, and exemplification.
5. Distinguish between literal and implied meanings.
6. Defect culturally specific references and interpret them in a context of
the appropriate cultural schemata. 7.
Develop and use a battery of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of texts.
c. Teaching Reading
For years, many researchers have been taking reading skill as their research focus. Findings of these studies, to some extent, have affected the
teaching approaches of reading skill. Some of the highlighted findings are bottom up and top-down processing, and interactive reading. Those models of processing
are used as considerations for the teacher in deciding ways to teach reading in the language classroom.
Brown 2001: 299 suggests that the bottom-up processing is a model of reading method in which the readers have to recognize the linguistic signals such
as letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers, etc., and build them in some sort of order to derive the meaning of the
text. In this model, the readers start the process of deriving meaning from the lowest level of the linguistics signals a symbol to the higher ones the strings of
symbols which are identified as word and so on till they recognize the largest cluster of symbols a sentence. The meaning is expected to come naturally as the
readers select the sensible signals within the text based on their prior knowledge of linguistic signals coherently.
The top-down processing is a model of reading process which emphasizes the readers’ experiential background or storage knowledge in their memory to
construct meaning from the text. As put forward by Goodman 1967 in Li, et al. 2007, the goal of reading is to build meaning in response to the text in which the
interactive use of graph phonic, syntactic, and semantic cues are needed. The bottom-up processing suits the readers who have good knowledge of
linguistic signals vocabulary, grammar, and syntax. On the other hand, the top down processing suits the readers who have good interpretation ability to predict
the meaning existing in the text. However, the readers need both those two models
