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From the statement of Rivers and Temperley, the researcher figures out that the readers have different purpose of reading.
Some readers do reading activity to look for the information they need and the others do reading activity to get new
information they have not known. To do that, as Lindect said, the researcher thinks that the readers can do skimming, scanning
or rereading to attain the information appropriates with their aims of reading from the text well.
g. Reading Models
Nuttall provides several models of reading:
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1 Bottom-up theory
The theory describes that the readers develop an understanding of the text starting from the smallest unit letters
to words to phrases to sentence, etc. and that the process of constructing the text from those small units becomes so
automatic that the readers are not aware of how it operates. 2
Top-down theory The theory describes that the readers bring a great deal of
knowledge, expectations, assumptions, and questions to the text and, given a basic understanding of the vocabulary, they
continue to read as long as the text confirms their expectations. 3
The interactive of theories It argues that both top-down and bottom-up process are
occurring, either alternately or at the same time. These theorists describe a process that moves from bottom-up and top-down
depending on the type of the text as well as on readers‟ background knowledge, language proficiency level, motivation,
strategy used, and culturally shaped beliefs about the reading.
Referring to Nuttall, the researcher gets point of view about reading models in which bottom-up theory describes the readers
understanding automatically what they read without realizing how it goes on because they learn from the smallest unit; top-
down theory describes the readers who use their knowledge, assumption, expectation and questions when they are reading the
20
Nuttall Christine, op. cit., pp. 16-17
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text to confirm and compare with the information of the text; and the interactive of theories describing a mixed process of
bottom-up and top-down theories that depend on the type of the text and background knowledge of the readers.
2.
The Nature of Teaching Reading
Pertaining to teaching, Brown states that “teaching is
showing someone to learn how to do something, giving instructions, guiding in the study of something, providing with
knowledge, causing to know or understand”.
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Harmer affirms that “teaching is not an easy job, but it is a necessary one, and
can be very rewarding when the teachers see their students‟ progress and know that they have helped to make it happen.”
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It is true that some lessons and students can be difficult and
stressful at times, but it is also worth remembering that at its best teaching can also be extremely enjoyable.” Meanwhile,
Urquhart says “that teaching is the process of presenting,
practicing and testing”.
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According to the explanation above, the researcher assumes that teaching reading is showing or helping someone to learn
reading or a perceptive process in which people look at and interact with the text, to understand, interpret and attain meaning
to the written symbols in the text, by means of experiences both verbal and non-verbal; reading skill and knowledge of the
world. In this case, teaching reading is conducted by giving instructions, guiding in the study of reading, providing with the
knowledge, causing to know or understand. In teaching reading process, it comprises presenting, practicing and testing.
The researcher goes along with the idea of Brown about teaching which is the process that can increase people‟s
21
Brown, H. Dauglas. Principles of Language Learning and Teaching, New York: Addison Wesley Longman, Inc. United States of America:
Longman, 2000, p. 7.
22
Harmer, J, How to Teach English, New Edition, England: Longman, 2007, p. 23.
23
Urquhart, A. H., Weir, C. J, op. cit., p. 10.
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knowledge and skill, it makes them know and understand new concept or information and change them better than before.
a. Type of Classroom Reading Performance
