8 use as well as variables related to the text itself interest in text, understanding of
text types. Furthermore, there are also three elements entailed in reading
comprehension. Snow 2002: 11 explains these three elements are the reader, the text and the activity. The first element is the reader who is doing the
comprehending. A reader, when he tries to comprehend a text, brings all his capacities, abilities, knowledge and experiences to the act of reading. The text that
is to comprehend is also has a large effect on reading comprehension. The third element is the activity in which comprehension is a part. This includes the
purposes, processes and consequences associated with the act of reading. These three elements are interrelated in the reading process.
Reading comprehension helps a reader to comprehend a text. Reading comprehension can also be defined as process which is influenced by many
factors, such as interactions between readers and what they bring to the text as well as variables related to the text itself. Other factors, such as the reader, the text
and the activity are also the factors entailed in reading comprehension. In order to comprehend a text, readers should consider these factors. Consequently, it is
important for a reader to keep on practicing in reading. It will make them be accustomed with reading and will make them have better reading comprehension
skill.
c. Reading Subskills
In order to master reading, a learner should master reading subskills. Spratt et al. 2005:23 explain that “subskill is a skill that is part of a main skill”. For
9 reading, reading subskills are skills that are components of reading skill. These
subskills are micro-skills and macro-skills of reading that students should learn gradually.
A lot of experts try to mention what should be included in reading subskills. Davis in Alderson 2000: 9-10 defines eight subskills of reading. They
are presented below: 1
Recalling word meanings 2
Drawing inferences about the meaning of a word in context 3
Finding answers to questions answered explicitly or in paraphrase 4
Weaving together ideas in the content 5
Drawing inferences from the content 6
Recognizing a writer’s purposes, attitude, tone and mood 7
Identifying a writer’s technique 8
Following the structure of a passage Meanwhile, other expert that is Brown 2004: 187-188 proposes several
subskills of reading. He divided reading subskills into micro- and macro-skills of reading. These subskills are required to become an efficient reader. The micro-
skills that are suggested by Brown include seven items which are presented as follows:
1 Discriminate among the distinctive graphemes and orthographic patterns of
English. 2
Retain chunks of language of different lengths in short-term memory. 3
Process writing at an efficient rate of speed to suit the purpose. 4
Recognize a core of words, and interpret word order patterns and their significance.
5 Recognize grammatical word classes nouns, verbs, etc, systems e.g., tense,
agreement, pluralization, patterns, rules, and elliptical forms. 6
Recognize that a particular meaning may be expressed in different grammatical forms.
7 Recognize cohesive devices in written discourse and their role in signaling the
relationship between and among clauses. Brown 2004: 188 presents the macro-skills of reading as follows:
