the weakness by substituting the material from other sources. This is called as adopting materials.
This adaption allows the teachers to make the materials which are available in the market into more suitable for the particular context and meet their
need. Richard 2001:160 explains some variety of adaption forms which are modifying content, adding or deleting content, reorganizing content, addressing
omissions, modifying tasks, extending tasks. All of the forms can be used by teachers according to their teaching context. Teachers can do only one form of
adaption. For example, the content is suitable with the objective but the tasks are not fit the students‘ need, so the teacher can modify the tasks, or in other situation
teacher needs to add some additional materials and extend the tasks because of student factors.
2.2 Reading
This section will discuss the reading in general and also entirely related to reading itself, including the general concept of reading, reading purpose, teaching reading,
types of reading, and reading comprehension.
2.2.1 General Concept of Reading
Reading becomes a very important skill that students need to master, especially for those who are in academic environment. Through reading, the students will be
able to look for meaning and decode the messages provided within the text or any signs. The ability to read will play a significant role in understanding global
development. Therefore, teaching students to read correctly is something essential for the time being.
As stated above, reading is one of the four main language skills we need to master. Reading is used as a means of acquisition, communication, and sharing
the information in a text to internally absorb the information and knowledge. This concept is like what Beatrice and Jeffries 1996: vi state that reading is one
important way to improve the general language skills in English. There are many theories about how students learn to read. Marie Clay
1991:34 defined reading, ―as a message-getting, problem-solving activity which
increases in power and flexibility the more it is practiced‖ p.6. Based on my experiences with students in elementary school settings, I believe this statement is
true. According to Tickou 1995:189, reading is defined as a process of looking and understanding the written language. The other expert like Grabe and Stoller
2002:9 define reading as the ability to draw meaning from printed page and interpret this information appropriately.
Richard and Renandya 2002:273 suggest that special focus that reading receives in foreign language teaching. To them, there are two important reasons
for this. First, many foreign language students often have reading as one of their most important goals. Second, various pedagogical purposes served by written
texts help reading to receive this special focus. Although there have been a number of definitions of reading, it is not so easy to define it just in a single
sentence.
In 1993, Louise Rosenblatt‘s theory also described reading as an interactive process. She used the terms aesthetic and efferent nonaesthetic
reading. Aesthetic reading refers to the act of reading for enjoyment. It is important to foster reading for pleasure in elementary school-aged children
because it can promote a life-lon g habit of reading. ―Another major goal of
literacy instruction is to instill in students an appreciation of the value of reading‖ Ontario Ministry of Education, 2006:5.
Various reading is also important, particularly for junior-aged readers who must read for knowledge in the content areas, such as science and social studies. It
occurs when the student is reading for a specific purpose; it is employed, for example, when reading non-fiction materials or analyzing a text in English class.
―The distinction between aesthetic and nonaesthetic reading then derives ultimately from what the reader does, the stance he adopts and the activities he
carries out in the relation to the text‖ Rosenblatt, 1994:27. Extracting relevant information from a variety of text forms and formats is essential for academic and
personal success. ―Reading is a thinking process, is part of everything that happens to you as a person and comprehending a text is intimately related to your
life‖ Fountas Pinnell, 2006:7. This definition reinforces Rosenblatt‘s theory that reading comprehension requires the reader to interact with the text.
The Ministry of Education for Ontario 2004:61 used a similar definition of the reading process in its latest publications: ―Reading in the junior grades is an
interactive, problem-solving process, with the primary purpose of making meaning‖. The reasearcher based his research on the concept that reading is an
interactive, transactional process that requires the application of a variety of strategies for proficiency.
Basically, reading is a selective process. It involves partial use of available minimal language cues selected from perceptual; input on the basis of the reader‘s
expectation. During the reading process, the writer of the text or passage will activate the background and linguistics knowledge to create the meaning; and then
the reader‘s task to confer those meaning based on their background and linguistics knowledge as writer‘s expectation. As this partial information is
processed, tentative decision are made to be confirmed, rejected or refined as reading progresses. And sometime, the readers need to go beyond the printed text
to get the writer‘s intended meaning. There are some benefits of reading. Reading helps students learn to think in
English and in the same time, it also can increase the students‘ English
vocabulary. Because the students have enough knowledge from the reading, it can also impact toward their writing. Besides that, Reading can help students to
prepare for studying in English speaking countries. Based on the definitions stated above, it can be conclude that reading is
not merely a process of reading sequence of words. Yet, it‘s must be complexly define as a process of conferring meaning provided in a text or passage which also
combines the reader‘s background and linguistics knowledge.
2.2.2 Reading Purpose
