2. Kinds of Reading
Nuttal describes reading into two approaches, they are
8
: a. Intensive Reading
Intensive reading involves approaching in text under the close guidance of teacher or under the guidance of a task, which force the students to pay
great attention to the text.
9
The aim of intensive reading is to arrive at a profound and detailed understanding of the text: not only of what it means,
but also how the meaning is produced. For example, students read a text and spending an hour to analyze grammar point and difficult vocabularies.
In this activity, the teacher and the students work together to explain the meaning of the text and to analyze words and grammatical, sentence by
sentence.
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b. Extensive Reading Extensive reading on the other side is reading program that will actively
promote reading out class.
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This activity is reading a longer text and skipping or guessing unknown words. It carries out to achieve a general
understanding of a text.
12
For example, students read a book, such as novel, fairy tales, biographic or essays based on their interest and their level, and
spending an hour for reading whole text book. Extensive reading can make students enjoy in reading.
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In the other hand, Broughton et al. identifies kinds of reading, such as: a. Reading Aloud
The most important characteristic in reading aloud is oral matter, including pronunciation, tone, speed, and pauses. Other activity that
improved in reading aloud is conversation. Few people are required to read
8
Christine Nuttal, Ibid., pp. 38 —39.
9
Christine Nuttal, Ibid, p. 38.
10
I. S. P. Nation, Teaching ESlEFL Reading and Writing, New York: Routledge, 2009, p. 25.
11
Christine Nuttal, loc. cit., p. 39.
12
Francoise Grellet, Developing Reading Skills. A Practical Guide to Reading Comprehension Exercise, Cambridge: Cambridge university Press, 1986, p. 4.
13
I. S. P. Nation, loc. cit., p. 27.
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