d. The Types of Reading
According to Harmer, the reader reads a text generally for pleasure and general understanding improvement. Based on the purpose above, there are two
types of reading as intensive reading and extensive reading.
13
1. Intensive Reading Intensive reading is reading of shorter texts to get specific information.
Intensive study of reading texts can be a means of increasing learners’ knowledge of language features and their control of reading strategies that can improve their
comprehension skill.
14
The term intensive reading, on the other hand, refers to the detailed focus on the construction of reading texts which take place usually in
classroom.
15
In order to get students reading in the class, intensive reading needs teacher’s role in the class. The teacher chooses the genre and topic of the text may
be determined by the specific purpose that the students are studying for such as for business or science.
16
There are the roles when the teacher asking the students to read intensively: organize purpose of reading by giving clear instructions how
to read, observe the students’ progress of reading, giving feedback organizer to check whether they have completed the task successfully, and prompt students to
notice the language features in the text.
17
From the explanation above, intensive reading is reading activities that take place in the classroom. The genre of the text is chose by the teacher based on
the learning purpose.
13
Harmer, op. cit., 2001, p. 210.
14
I. S. P. Nation, Teaching ESLEFL Reading and Writing, New York: Routledge, 2009, p. 25.
15
Harmer, op. cit., 2007, pp. 99-100.
16
Ibid.
17
Harmer, op. cit., 2001, p. 213.
2. Extensive Reading Beside of intensive reading that proposes the students to read in the
classroom in their learning activity. There is also extensive reading, a wider scope of reading. Extensive reading is reading of longer texts to get general information
for pleasure.
18
The term extensive reading refers to reading which students do often away from the classroom, they may read novels, web pages, newspaper or
magazine.
19
Extensive reading fits into the meaning-focused input and fluency development strands of a course, depending on the level of the books that the
learner read.
20
In addition, Nuttal also states that in improving students’ reading skill, the most effective way to do it is getting the students to read extensively. She also
illustrated of extensive reading that it is assumed that in order to understand the whole e.g. book, we must first understand the parts sentences, paragraph,
chapters of which it is made up. However, we can in fact understand a text adequately without grasping every part of it; students have to be encouraged to
develop this facility.
21
From the statement above, extensive reading is a way to improve reading skill in which students have to read a longer text that they choose their books
freely and read a part of the book that they are interested in. To sum up, the types of reading skill are generally divided into two types.
First, intensive reading that require the students to read in the class in order to follow teacher’s instruction and extensive reading that the students read for their
pleasure outside the class, for example reading novels.
18
Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, Cambridge: Cambridge University Press, 1981, pp. 4.
19
Harmer, op. cit., 2007, p. 99.
20
I. S. P. Nation, op. cit., 2009, p. 49.
21
Christine Nuttal, Teaching Reading Skills in a Foreign Language, Oxford: Heinemann, 1996, p. 38.
e. The Components of Reading
There are some components of reading that the reader achieved while reading a text. Grabe and Stoller divided the explanation of reading’s components
into two parts. The lower-level processes that represent the more automatic linguistic processes and are typically viewed as more skills oriented. Then, the
higher-level processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills.
22
Furthermore, Munby in Assessing Reading distinguishes the reading ‘microskills’ as the component of reading. It is focus on the product of reading as
follow:
23
1. Recognizing the script of a language 2. Deducing the meaning and use an unfamiliar lexical items
3. Understanding explicitly stated information 4. Understanding implicitly information
5. Understanding conceptual meaning 6. Understanding the communicative value of sentence
7. Understanding relation within the sentence 8. Understanding relations between parts of a text through lexical cohesion
devices 9. Understanding cohesion between parts of a text through grammatical cohesion
devices 10. Interpreting text by going outside it
11. Recognizing indicators in discourse 12. Identifying the main point or important information in discourse
13. Distinguishing the main idea from supporting details 14. Extracting salient details to summarize the text, an idea
15. Extracting relevant points from a text selectively
22
Grabe and Stoller, op. cit., 2002, pp. 19-20.
23
J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, pp. 10-11.
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