Identification of the Problem Limitation of the Problem

Sandra Silberstein on her book Techniques and Resources in Teaching Reading defined reading as complex processing skill, ―Reading is a complex processing skill in which the reader interacts with text in order to recreate a meaningful discourse.‖ 5 Richard Allington and Michael Strange also defined, ―Reading as decoding process with the reader processing each letter in turn, producing the appropr iate sounds, and forming words.‖ 6 Another expert, Savage and Mooney defined, ―Reading is a process of moving through printed language to meaning.‖ 7 According to Penny Ur, ―Reading means reading and understanding a foreign language learner who says, ‗I can read the words but I do not know what they mean‘ is not, therefore, reading, in this sense. He or she is merely decoding – translating written symbols into corresponding sounds.‖ 8 Based on the definitions about reading above, reading can be defined as a process that requires people to read and to understand what they read. Reading is also a complex skill that people should do an interaction with text in order to recreate or create a meaningful discourse.

2. The Kinds of Reading

There are two kinds of reading according to Jeremy Harmer. 9 a. Extensive reading The term refers to reading which students do often but not exclusively away from the classrooms. Extensive reading should involve reading for pleasure or 5 Sandra Silberstein, Technique and Resources in Teaching Reading, New York: Oxford University Press, 1994, p. 12. 6 Richard Allington and Michael Strange, Learning Through Reading in the Content Areas, Lexington: D. C. Heath Company, 1980, p. 15. 7 John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs, London: Allyn and Bacon, Inc., 1997, p. 1. 8 Penny Ur, A Course in Language Teaching, Cambridge: Cambridge University Press, 1991, p. 138. 9 Jeremy Harmer, How to Teach English, England: Pearson Education, 2007, p. 99.