Types of Reading Literature Review 1.

18 markers, and other surface structure details in order that they understand literal meaning, implications, rhetorical relationships, and the like. Meanwhile, extensive reading is used to achieve general understanding of a longer text such as books, long articles, essays, novels, etc. While the intensive reading calls the learners attention into detail information of a passage, extensive reading develops a global understanding of a particular text. Hence, it shows that the types of reading comprehension depends more on the variety of the text and the purpose of reading. Intensive reading is more suitable for a shorter text which needs reading in detail whereas the extensive reading can be applied for longer texts so it won t be a time-consuming to read in detail. While the intensive reading calls the learners attention into detail information of a passage, extensive reading develops a global understanding of a particular text. Hence, it shows that the types of reading comprehension depends more on the variety of the text and the purpose of reading. Intensive reading is more suitable for a shorter text which needs reading in detail whereas the extensive reading can be applied for longer texts so it won t be a time-consuming to read indetail. Using intensive reading, teachers can help learners develop their linguistic knowledge related to the text that is needed to comprehendthe text. Finally, using intensive reading, teachers can help learners develop their reading fluency.

8. Assessing Reading Comprehension Skill

At the end of the reading instruction, teachers evaluate learners reading comprehension ability. To do this, assessment is used. Richards Schmidt 2002 19 define assessment as a systematic approach to collecting information and making inferences about the ability of a student or the success of a teaching course. Furthermore, Brown 2004 classifies assessment into some categories. Among of them are informal and formal assessments. Informal assessment is incidental and unplanned. It occurs during the whole process of teaching-learning activities in the class. However, teachers cannot make fixed judgement about a learners competence based on the result of this informal assessment. Meanwhile, formal assessment is exercises or procedures specifically designed to assess learners achievement at the end process of teaching-learning activities. One way to perform formal assessment is by conducting tests. Unlike speaking and writing, the reading process and product cannot be seen and observed spesifically. For this reason, all assessments of reading must be carried out by inference Brown, 2004:186. Some considerations are needed in designing assessment of reading, such as the types of genres of written text, the components of reading ability, and specific tasks. Furthermore, the types of reading performance will influence the assessment tasks as well. Brown 2004:189 lists a number of possible tasks for assessing perceptive, selective, interactive and extensive reading. Related to the specifications of reading in this study that is assessing learners interactive reading performance so there are three types of possible assessment tasks applied as follow: 1 Impromptu Reading Plus Comprehension Questions. This kind of test gets test-takers to read a passage and answer a set of questions. The question