Sometimes readers try to predict what is coming and make hypothesis and guess the information from cues stated in the title or in the beginning of
the text. c
Reading for general understanding Readers try to understand the gist without worrying too much about the
details. d
Reading for specific information In contrast to reading for general information, the readers read a text in
order to find specific details. It refers to scanning. e
Reading for detailed information The readers read in order to understand everything in detail, for example
they read instruction or directions. f
Interpreting texts By using a variety of clues, readers are able to interpret what the writer is
implying or suggesting.
e. Types of Reading
Several types of reading may occur in a language classroom. Brown 1994 suggests types of reading as follows:
Figure 2.1 The Types of Classroom Reading Performance
a Oral and silent reading
For some particular reasons, a teacher sometimes asks his students to read orally. In the beginning and intermediate levels, oral reading activities provide
some benefits. It can be used as an evaluative check on bottom-up processing skills.
It can also be a pronunciation check. It can be used to add some ex
tra students‟ participation in clarifying a certain short segment of a reading passage.
Oral reading, on the other hand, only provides the last benefit to the advance level learners and may arouse some disadvantages because:
oral reading is not a very authentic language activity, while a student is reading, other can easily lose attention,
oral reading activities, in fact, only encourage recitation.
Classroom Reading
Performance Silent
Oral Intensive
Extensive
Linguistics Content
Scanning Global
Skimming
b Silent Reading
Silent reading is divided into two categories, namely intensive and extensive reading. Intensive reading is usually classroom-oriented activities.
Students focus on linguistic details and the content of a passage in order to get its meaning. Extensive reading is aimed at understanding a longer passage. It is
performed outside the class time.
f. Extensive Reading
Extensive reading has been explained in various ways by some experts. Extensive reading ER, an approach to reading pedagogy that encourages
students to engage in a large amount of reading, is an instructional option that has been steadily gaining support and recognition in the field of second language L2
reading pedagogy Grabe Stoller, 2011.
According to Brown 1994, extensive reading consists of skimming, scanning as strategies for gaining the general sense of the text, and global
reading. It is carried out to achieve a general understanding of a text. A relevant definition of extensive reading comes from Day and Bamford 1997, they define
extensive reading as an approach to learning to read a second language. It may be done in and out of the classroom. Out of the classroom, it is encouraged by
allowing the students to borrow books to take home and read.
According to Harmer 2001, extensive reading takes place when the learners are on their own without the guidance and or support of the teacher. He
also mentions that when the learners read materials related to their level, some
