Objective of the Study

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.

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