Macro-skills a
Recognizing the rhetorical forms of written discourse and their significance for interpretation.
b Recognizing the communicative functions of written texts, according to form and
purpose. c
Inferring context that is not explicit by using background knowledge. d
From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting
idea, new information, given information, generalization, and exemplification. e
Distinguishing between literal and implied meanings. f
Detecting culturally specific references and interpret them in a context of the appropriate cultural schemata.
g Developing and use a battery of reading strategies such as scanning and
skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.
b. Types of Reading Performance
Many experts have special discussion about types of reading performance. One of them is Brown 2001:312, he said that there are two types of classroom reading
performance, oral and silent reading. Oral reading is for beginning and intermediate levels. It can serve as an evaluate check on bottom-up processing skills and can be
used as the pronunciation test. Therefore, this type of reading performance is not a real authentic reading activity. When a student is performing oral reading, others
tend to lose attention Another type of reading performance is silent reading. It is divided into two,
they are intensive and extensive reading. Intensive reading is commonly a classroom- oriented activity in which students emphasize on linguistics or semantic details of a
Classroom reading performance Oral
Silent Intensive
Extensive Linguistic
Content Skimming Scanning Global
passage. Besides, intensive reading involves the students’ attention to grammatical
forms, discourse markers, and other surface structure details for the purpose of knowing literal meaning implications, rhetorical relationship, and the like.
Extensive reading is approved to achieve a general understanding of a longer text. It is also reading for pleasure and reading without looking up all of the words in
the text. Scanning and skimming are the strategies categorize as extensive reading. Scanning is very high-speed reading that readers do when they are looking for
specific piece of information. While skimming helps the readers get through lots of material quickly. It is different from scanning. This strategy is to get general sense of
a passage or book, not specific details Mickulecky Jeffries, 2004. Types of reading performance comprehension depend more on the variety of a
text and the purpose of reading. As explained before, intensive reading deals with detail i
nformation to have students’ attention and extensive reading focus on developing a general understanding of a text.
Types of Reading Performance by Brown
Figure I
c. Teaching Reading in Junior High School
