Limitation of the Problem

connects readers’ background knowledge and their processing strategies to the text they read. 3 From those definitions, it can be concluded reading is getting process the reader always tries to catch what the writer says and means actually. In addition, Grellet added that reading is an active skill. Reading obviously involves some strategies such guessing, predicting, checking, and asking oneself questions. 4 Moreover, Daiek and Anter also stated that reading as an active process. They propose that reading is an active process that depends on both an author’s ability to convey meaning using words and your ability to create meaning from them. 5 By the definition of reading is an active skill above, it can be concluded that when we read a book or a text, we are getting involved in the reading of a text. To get involved into the reading text, we can explain about what we have read to someone else, make some summarize points of the text, or raise some critical questions about the text. So, we are more likely to better understand the meaning within the text. In conclusion, reading is an activity that involves both the eyes and the brain to draw the meaning from the text or printed materials. It requires the process of getting and interpreting the message sent by the authors appropriately through the printed materials.

2. Definition of Reading Comprehension

Reading involves comprehension and they cannot be separated each other. Reading has not happened yet, if the reader has not reached the comprehension of the text. Comprehension is making connections between what the readers read and what the readers already know. Sometimes the connection seems to happen by 3 Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English Language Learner, New York: The Guilford Press, 2010, p. 33. 4 Francoise Grellet, Developing Reading Skills, Cambridge: Cambridge University Press, 2010, p. 8. 5 Deborah B. Daiek and Nancy M. Anter. Critical Reading for College and Beyond, New York: McGraw Hill, 2004, p. 5.