18
Since it is also hard to definitely define reading comprehension, some linguists define it differently, but Kustaryo 1988:11-12 almost has the same
opinion as Zorn concerning the definition of reading comprehension. She states that reading with comprehension means understanding what has been read. It is an
active thinking process that depends not only on comprehension skills but also on the student’s experiences and prior knowledge. Reading comprehension itself is a
process of making sense of written ideas through meaningful interpretation and interaction with the language Heilman, 1981:242.
Harris 1981:479 defines comprehension ability as a set of generalized knowledge acquisition skills, which permit people to acquire and exhibit
information gained as a consequence of reading printed language.
2.7. Level of Comprehension
By knowing the level of comprehension, the weaknesses of the readers can be found; therefore, it will help both the teachers and the learners. According to
Burns, et al. 1984:177, there are four levels of comprehensions: 1.
Literal Reading Reading for literal comprehension, which involves acquiring
information that is directly stated in a section, is important and also a prerequisite for higher level understanding. At this level, readers are able to
comprehend what the author has said.
19
2. Interpreting Reading
Interpreting reading involving reading between the lines or making inferences is the process of deriving ideas, which are implied, rather than
directly stated. At this level, the reader is able to understand what the author meant.
3. Critical Reading
Critical reading is evaluating written material- comparing the ideas discovered in the material which is known standards and drawing conclusion
about their accuracy, appropriateness. Critical reading depends upon literal comprehension and interpretive comprehension and gasping ideas is especially
important. 4.
Creative Reading Creative reading involves going beyond the material presented by the
authors. It requires readers to think as they read, just as critical reading does, and it also requires them to use their imagination.
2.8. Factors Influencing One’s Comprehension
Nuttal 1982:5 says there are many factors that can make a text difficult to be understood by the readers. Some factors making a text difficult to be
understood are: 1.
The difference code between the writer and the reader The reader finds a text difficult because heshe is not familiar with the
code in which the writer has expressed it. They have a different code in
20
communication. So, one of the prerequisites for satisfactory communication is that the writer and the reader should share the same code.
2. The lack of the reader’s previous knowledge about science
A text is difficult to the reader who knows nothing about science. Although heshe will find some of the difficult words in a dictionary, it will
not help himher to understand the definition. So, the reader’s previous knowledge is important in understanding a text.
3. The limited of reader’s vocabulary
The reader finds a text difficult because hisher vocabulary is limited. Heshe cannot translate a text into extremely simple English and the message
is not challenging intellectually.
2.9. Improving One’s Comprehension
