occurs in.
3
Related to the previous statements, Urquhart and Weir said that reading use the reader’s cognitive ability so that both the reader and the text
can interact well.
4
In defining reading, it is important to pay attention in the reader external and internal factors, both factors related to how the reading’s readability and
understanding. There are some factors involved both external and internal such as reader’s intelligence, experience, and background knowledge, words,
phrases, sentences, and grammatical cues.
5
So, like the previous statements, reading is a process that involves all of reader attention to read the reading.
When the reader read the text, it will be better if the reader has good attention especially to both factors.
So, the writer concludes that reading is all about the process such as mental process, brain process, and the process how the reader can work with
the text. In reading, the reader who has background knowledge related to the text is better than the reader who has lack background knowledge. This
because of the reader can easily read the text. Moreover, because of reading is a mental process that involves brain to work with, the reader has to have
ability to work with the written text in order to get the meaning and main idea easily.
b. Types of Reading
In the reading activity, there are two types of reading which are usually done by the students. They usually read a short text for getting detail
information. In addition, they usually read a longer text for getting the overall meaning of the passage. The kinds of reading are intensive and extensive
reading.
3
Julian Hermida, The Importance of Teaching Academic Reading Skills in First-Year University Courses, The International Journal of Research and Review, Vol.3, 2009, p.23.
4
Feng Liu, Reading Abilities and Strategies: A Short Introduction, International Education Studies
, Vol.3, 2010, p.153.
5
Seyyede Zahra Naghibi and Mahmud PourhassanMoghaddam, The Effect of Intensive Vs. Extensive Reading on Iranian Intermediate EFL Learners’ Knowledge of Collocation, Modern
Jornal of Language Teaching Methods , Vol.3 3, 2013, p.51.
1 Intensive Reading
Intensive Reading is different from extensive reading. Intensive reading involves the reader reads in detail and need specific aim and task. Brown
explains “intensive reading calls attention to grammatical forms, discourse markers, and other surface structure details for the understanding literal
meaning, implication, rhetorical relationship, and the like.”
6
In this type of reading they need to be more focus on the text because this type of reading
involves reader’s attention to read the text for getting information. Intensive reading allowed the reader to read the text that the reader likes in order to
motivate in reading and the text also based on the reader ability. Hafiz and Tudor said that in intensive reading students given a short
text to get specific aspects of lexical, syntactic, or to provide the basis for targeted reading strategy practice.
7
So, to improve student achievement, they need to pay attention of accuracy of reading regarding to the reading text,
vocabulary, and organization. The purpose of intensive reading is to help students to get the detail meaning of the text, to develop their reading skill
such as identifying main ideas, recognizing text connectors, and the knowledge of grammar.
8
So, it can be concluded that intensive reading is kind of reading short text that needs reader’attention to the spesific detail, have
some aims to read and do more attention to the structure of the text or language rules.
2 Extensive Reading
According to Carrell and Carson extensive reading is reading rapidly of large material or reading long text for general comprehending and focus on
6
Maija MacLeod,
Types of
Reading ,
2016, p.1,
http:fis.ucalgary.caBrian611readingtype.htmlintensivereading
7
Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESLEFL Learners, Journal of Language and Learning,
Vol.5 1, 2006, p.66.
8
Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice
, Cambridge: Cambridge Press University, 2002, p. 296.
the meaning of the text than the language itself.
9
Extensive reading occurs when the reader read very easy enjoy the reading in order to build the reader’s
reading speed or in order to help them become better in that skill rather than reading to study about language itself
On the other hand, Davis defines that extensive reading is reading activity which the reader is given the time and the materials to read
pleasurably in the reader’s level as many book as the reader can, without the pressures of testing.
10
So, in extensive reading the reader can read so many books at the time which was given without any worries for testing, this kind
of reading shows a fun reading activity. Moreover, there are some reasons why extensive reading is good for language skills development:
a Allows the reader learn about language in context naturally. b Extensive reading helps the reader to build new vocabularies.
When the reader read a lot and enjoy it, the reader will find new vocabularies that can help himher to find out what the vocabularies
mean are then grammar may come next. c Help the reader to improve reading speed and reading fluency.
d Build confidence, enjoyment, and motivation to learn about language.
e Extensive reading makes the reader read and listen a lot, so that they can develop good reading and listening habits.
f Help the reader to get a sense of how grammatical patterns work in context.
11
Extensive reading means that the reader can read as much as possible for the reader’s own pleasure but this type of reading can help the reader to
improve hisher speed in reading. Nuttall said that an extensive reading activity is the important way to improve both vocabulary and reading skill in
9
Willy A. Renandya, The Power of Extensive Reading, SEAMEO Regional Language Centre
, Vol.382, 2007, p.134.
10
Ibid ., p.134.
11
ERFoundation, Extensive
Reading Foundation
, 2016,
P.1, http:erfoundation.orgERF_Guide.pdf
