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independent construction. Thus, the teacher may decide to recycle some of the activities introduced at the earlier stage.
E. Reading Process
Reading is both a process and a product. It is more than just receiving meaning in a literal sense.
It involves bringing an individual’s entire life experience and thinking powers to bear to understand what the writer has
encoded. According to Grabe and Stoller 2002: 9, „reading is the ability to draw meaning from the printed page and interpret this i
nformation appropriately.’ Reading process in this study is a process to gather some information
from the text through small group discussions technique. Auckerman in Agoestyowati 2010: 318 has divided the process of reading into four major
categories; they are the perceptual reading, associative learning, cognitive learning, and affective learning.
Besides employing the group discussions, the lecturer also keeps concerning on the reading principles. Reading principles here is any actions that
should be d one in reading activities to reach the goals through students’
achievement. Harmer 2007:101 mentions six principles in reading class. They are: to encourage students to read as often and as much as possible; students need
to be engaged with what they are reading; to encourage students to respond to the content of the text, not just concentrate on its construction; prediction is a major
factor in reading; match the task to the topic when using intensive reading texts; good teachers exploit reading texts to the full.
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Whereas Grabe and Stoller 2002:13 state that there are several purposes and skills of reading;
1. Reading to search some information means the students typically scan the text
for a specific piece of information or a specific word. For example, the teacher asks the students to find info based on the text.
2. Reading to skim quickly involves a combination of strategies for guessing
where important information might be in the text, and then using basic reading comprehension skills on those segments of the text until a general
idea is formed. This idea is almost same with the previous one. Students should get the info from the passage by skimming the text.
3. Reading to learn from text is usually carried out at a reading rate somewhat
slower than general reading comprehension. Here, the students will get some benefits from a text. This reading purpose should be applied in academic or
professional contexts. 4.
Reading to integrate information needs to give some critical evaluation of the information being read so that the readers can decide what information to
integrate and not. Actually, both reading to write and reading to critique texts are the variants of reading to integrate information.
5. Reading for general comprehension as the last purpose on reading requires
some fluency on reading since this purpose is to get the idea from certain text. This purpose also need much longer time constraints. For example, the
students are asked to find the best title, the main idea of the whole paragraph, etc.
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Since the subject research is the Intensive Reading I class, the researcher only explores three purposes and skills of reading; they are reading to search some
information, reading to skim quickly, and reading for general information.
F. Classroom Action Research
