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c. Model of Reading Text
There are three models of reading present here, namely the bottom- up-model, the top-down model, and interactive model. By considering the
three models of reading can help teachers to appreciate all the processes that involved in reading, understand underlying principles, and
guide to select appropriate practices Browne, 1998. The bottom-up-model is a reading model that emphasizes the
printed text or written text, it says that reading is driven by a process that results in meaning and that reading proceeds from part to whole Liu,
2010. While Browne 1998 describes that this model is begun with the identification of letters or sounds and later involves using higher levels of
linguistic knowledge such as word identification and sentence structure. With bottom-up approach, reading as viewed as a process of
decoding written symbols that working from smaller units individual letters to larger ones words, clauses, sentences, or readers use strategies
to arrive at meaning Nunan, 1989.
The Top-down Model is a reading model which suggests that readers start to read by drawing on what they know about the
structure and meaningfulness of language, the structure of stories and other genres and their knowledge of the world to predict the general
meaning and specific words in the text Browne, 1998. The interactive model is a reading model that readers use their
familiarity with the subject-matter, their previous experience of
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written material, their knowledge about reading and their expectation of meaning to make predictions about content and words Browne,
1998. In this model, every component.
d. Level of Understanding in Reading
In understanding a text, there is a different level of understanding. According to Alderson 2000, there are three levels of understanding a
text, they are: literal understanding of the text, an understanding of the meanings that are not directly stated in the text, and an understanding of
the main implications of the text. Literal understanding of the text refers to reader’s understanding of meanings that are directly stated in text. While
an understanding of the meanings that are not directly stated in text refers to inferring meaning from the text. An understanding of the main
implications of the text refers to an understanding of the text critically.
The difference level of understandings above clearly related to the product of reading Alderson, 2000. Because the product view of reading
is usually associated with the static information produced by testing techniques Page, 1972. When we are interesting to test reading ability,
we should determine which level of understanding in reading text that we are going to test.
a. Testing Reading Ability
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