3 1
Figure 2.2 interactive langauge processing in bilingual learners adopted from Verhoeven 2011, p.662
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
2.1.2.3 Measurement of reading comprehension
The term measurement refers to the process of quantification the reading comprehension. In language studies, there is a standardized language proficiency
test. This test is intended to examine language l earners’ proficiency or knowledge
of English language. The most common test applied in Indonesia is Test of English as Foreign Language: Institutional Testing Program TOEFL ITP. This
kind of test is commonly used as international standard for not English-speaking country Brown, 2003, p.84. In its sections, there is reading comprehension
section, which is intended to examine students’ reading comprehension level. This section consists of 50 questions related to reading passage and 55 minutes to
finish the test.
2.1.2.4 The level of reading comprehension
Several stakeholders of the international language association have broadly defined the level of reading comprehension. The Common European
Framework of Reference for Languages CEFR became one international organization that concern on standardizing and describing the level of language
ability. Firstly this study would like to provide the six initial divisions and three broad levels.
33
Figure 2.3 Framework of learners’ levels
It can be seen that the levels of language learners’ ability were divided into three broad levels and six initial divisions. Level A was categorized as basic user
that was divided into two initial divisions such as A1 breakthrough and A2 waystage. In the second level, there was level B or independent user. This level
was also divided into two initial divisions such as B1 threshold and B2 ventage. Finally the level C or proficient user came to be the last or the highest
level of learners’ ability. In accordance with the previous level, this level was divided into two initial divisions C1 for effective personal proficiency and C2 for
mastery. Afterward, it was followed by the specific skill such the levels of reading
comprehension. They were summed up as below.
A Basic user
B Independent user
C Profocient user
A1 Breaktrhough
B2 Ventage
B1 Treshold
A2 Waystage
C2 Mastery
C1 Effective
Opertional proficiency
34 Table 2.3 Common reference levels of reading comprehension
Reading
A1 A2
B1
The learners can understand familiar
names, words and very simple sentences, for
example on notices and posters or in catalogues.
The learners can read very short, simple
texts. Learners can find specific, predictable
information in simple everyday material such
as advertisements, prospectuses, menus
and timetables and learners can understand
short simple personal letters.
The learners can understand texts that
consist mainly of high frequency
everyday or job- related language.
Learners can understand the
description of events, feelings and
wishes in personal letters.
B2 C1
C2
The learners can read articles and reports
concerned with contemporary problems in
which the writers adopt particular attitudes or
viewpoints. They can understand contemporary
literary prose. The learners can
understand long and complex factual and
literary texts, appreciating
distinctions of style. They can understand
specialized articles and longer technical
instructions, even when they do not relate to my
field. The earners can
read with ease virtually all forms
of the written language, including
abstract, structurally or linguistically
complex texts such as manuals,
specialized articles and literary works.
2.1.3 Metacognition and Reading
Unsurprisingly, researchers who were focused in language teaching found that metacognition is robustly related to reading comprehension. As explained
before, that reading comprehension comes to be crucial aspect in language acquisition as well as media of language input. In its relation, metacognition
assists the readers to be more aware about their strategy and be self-reflected readers. The role and relationship of those both side terms will be discussed as
