Definitions of reading comprehension
the process of reading comprehension that can be clearly seen in the following figure.
Figure 2.3 The Process of Reading Comprehension Mikulecky, 1990:03 In the figure above, it describes that a reader pays more attention on the
printed material that is shown in the pointing down shot bottom-up while in the pointing up shot top-down, he or she directly compares the data with what is
already known in order to find an equivalent. The textual information activates prior knowledge and the prior knowledge activates expectations about what the
text is in the text. The interactive processes between bottom-up and top-down processes continue until the reader feel satisfied with the match between the text
and his or her prior knowledge and comprehension take place. In the bottom-up process, the text is seen as a set of graphic clues to the
author’s intended meaning. At the same time, the reader gets the text equivalents at the language levels and pays attention to letters, words, associated meanings,
sentences structures, typographical differences, discourse structures, genres, contexts, and others. He or she continues to find out the schemata related to the
data until a tentative equivalent is found between text and what is known by him or her.
In the top-down process, the cognitive and perceptual skills needed are processed by the reader in order to form conceptual structures. The reader brings
his or her skills and knowledge about the world to the text. The reader’s mind must not be imagined as a storehouse of randomly stored information bits.
In relation to the process of reading comprehension, the assumptions about the process also vary because of different opinions of reading processes. This is
then discussed in the terms of reading models as added by Farrell, 2009 who mentions the process consists of three models. The models are top-down, bottom-
up and interactive processing which can be seen in the following figure.
Figure 2.4 The Process of Reading Comprehension Farrell, 2009: 19 In the figure, the in top-down processing model, reading is directed by the
brain related to the theory of schema which the readers bring their prior knowledge and experiences to a text as they read. Their prior knowledge and
experiences affect how they understand and interpret the text. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
In the bottom-up processing model, the readers take meaning from the text itself, from each word and sentence and from how the text is structured. The goal
is to build meaning from the text only. This kind of model is related to phonics. In the last process, the interactive processing model that is combination
both the top down and bottom-up processes simultaneously takes place when readers read texts. They not only use their brain but also the text in order to make
meaning. In the first language reading research, this model is associated with the Balanced Approach. The reason is that it gives more balanced views of the
significant inputs of the texts which are being read by the readers and their own meaning making from their background knowledge and experience.
According to the two figures above, the best process which is considered from the newest version is the process of reading comprehension from Farrell,
2009. This process provides clearer views than the first one. Despite the same goals in helping readers succeed in their reading comprehension, the latest process
is more recommended for readers.