the author. Students also need time to think, analyze and discuss with other students or teacher about the text. All of these activities extend students’ learning
and reinforce the notion that reading is an important source of information and satisfaction. We can relate to this model because it exposes the relation between
learning and teaching of reading, namely, the development of reading is regarded as the development of reading skills and strategies, supported by efficient teaching
of reading. As stated on Manzo, 1995: 9 the act of reading is said to be composed
of two parts: the process and the product. The “process” refers to the functions, or operations, that one goes through in deriving meaning, whereas the “product” –or
more appropriately “products”- refers to the actual information and insights reached as a result of reading. From this statement, the writer concludes that the
concept of reading is the activity which done to get the knowledge and information of the book or text. The reading has two parts, process and product of
reading, nevertheless process and the product of reading are depend on the human skill development in reading and understanding a certain text.
2.2.2 General Concept of Reading Comprehension
Reading comprehension refers to the capability of the readers to understand what is being read. Moreover, reading comprehension is an understanding of a written
text or extracting the required ideas from it as efficiently as possible. Comprehension is the primary objective of reading process. Comprehension is the
process of reading to grasp the meaning of the text includes the vocabulary and the series of words highlighted in the text.
Anderson and Pearson 1984 contented that the reader comprehends a text by actively constructing meaning internally from interacting with the
materials that are read. The comprehension process involves an understanding of words and how those words are used to create meaning. A large majority of
authors on reading comprehension suggest that there are several critical elements: a the text, b the reader, c the interaction between the reader and the text, and
d the mental state of the reader after the text interaction. Those critical elements are the important elements that are used for
consideration of the teacher to establish the students to comprehend in reading. The students or the reader of a certain text should know and sort every single
word in a text which one they get the meaning of that word or they should looking for the meaning that word to understanding the meaning of the whole text. If the
students comprehend in reading the text, it means that the student integrates with the text.
According to Van den Broek and Kremer 2000: 2 stated that when reading is successful, the result is a coherent and useable mental representation of
the text. This representation resembles a network, with nodes and depict individual text elements, e.g., events, facts, setting and connections that depict
the meaningful relations between the elements. This shows the mental state of a reader following the reading act. In this view understanding a text consists of
forming a semantic network of the concepts and the relationship within the text.
