Definition of Reading Reading Skill

13 integrate information, they need to be able to decide which one is needed and which one is not really needed. They will build the skills on what information to integrate and how to integrate it to reach their goals Grabe and Stoller, 2002. For the aim to write and to critique texts, readers are definitely needed to know what kind of supportive and conflicting material that will be useful for their writing process. Moreover, both purposes usually represent academic tasks that require readers’ ability to integrate information. Fourth, reading for general comprehension. General reading comprehension is the most basic purpose of reading. Yet, it supports other reading purposes being discussed before. However, general reading comprehension is more complex than what we ever imagine. It compromises very rapid and automatic processing of words, well-built skill in generating the main ideas, and efficient coordination of other processes within very limited time Grabe and Stoller, 2002. Fluent readers will absolutely meet the requirements but it would be hard for non fluent readers. There are many requirements that they need to accomplish for being a fluent reader. It demands processing efficiency but once one could master general reading comprehension, it would be easier for them to grasp meaning and ideas of any other reading texts and genre with varied length.

c. Micro skills in Reading

According to Brown 2007, each skill consists of micro skills. In reading, the micro skills are as follows 1 distinguish among graphemes and orthographic pattern of English, 2 preserve chunks of language of different length, 3 process 14 writing at the efficient rate of speed to meet the purpose, 4 recognize a core of word, and interpret the word order pattern and its significance, 5 identify grammatical word classes, systems, patterns, rules, and elliptical forms, 6 identify cohesive devices in written discourse and their role in signaling the relationship between and among clauses, 7 identify the rhetorical forms of written discourse and their significance for interpretation, 8 using world knowledge to infer inexplicit context, 9 identify the communication function or written text according to form and purpose, 10 identify literal and implied meaning. In the study, the micro skill which is included in the learning material is mostly in identifying the communication function or written text according to form and purpose. The material provided the information on two kinds of text and the students learn to identify the function of the text in communication. Moreover, the students also need to identify also the form and purpose of the text in order to maximize the outcome.

d. Models of Reading Process

There are three models of reading process according to Anderson, as cited in Nunan 2003. The first model is bottom-up model. This model requires learners to start the reading process from the very beginning phase. It will start with the fundamental basic of sound and letter recognition, and also morpheme. Then, it will be continued with the word recognition, sentence and closed with the large