Thus become a good reader, besides reading the words, the reader have to be able to read the all contain of what they read. While reading, a person
definitely has a specific reason to do it. This reason will explain how they will continue to be interested or only temporarily in the willingness to read. Harmer
2001: 200 divides the reason for reading into two board categories: 1.
Instrumental: a large amount of reading and listening takes place because it helps us to achieve some clear aim. One type of reading or
listening, in other words, takes place because has some kind of utilitarian or instrumental purpose in mind.
2. Pleasurable: another kind of reading and listening takes place largely
for pleasure. These reasons are not always separated in actual life. They can be
interchanged or linked together in practice. The readers may have instrumental reading that is also pleasurable at the same time. It depends on their interest while
reading the text. However, these two reasons at least can help the teacher in determining and adjusting the topic of text given to the students.
C. Kinds of Reading
Several reading experts classify reading from various views. Rosenblat in Tompkins and Hoskinsson 1995: 198-199, Smith 2004: 260, and Mahood
2006: classified reading based on its purposes into two kinds. They are aesthetic and efferent reading. The former is a reading for enjoyment while the
later is reading for carrying away information. In aesthetic reading, the reader
concentrates on the thought, images, feelings, and associations. While in efferent reading, the reader will concentrate on the public, common referents of the words
and symbols in the text. However, William 2003- 90 tends to classify reading based on its purposes into three kinds. They are getting general information from
the text, getting specific information from a text, and for pleasure or for interest. Basically, William’s classification of reading actually is the same as Rosenblat’s
classification. Aesthetic reading is the same as reading for pleasure or for interest, while efferent reading is the same as reading for getting general information and
specific information from a text. Those types of reading based on its purpose are extracted from various objectives of reading as discussed in the previous section.
Based on reading performance in the classroom, Brown 2001: 312- 13 classified reading into two types; oral reading and silent reading. Oral reading is a
reading aloud activity that is usually done by the beginner and intermediate students, serves as an evaluate check on bottom-up processing skills and
pronunciation check, and also serves to add some extra student participation if the teacher wants to highlight a certain short segment of a reading passage. While
silent reading is reading without producing any sounds. It focuses on the meaning. On the other hand, Davies 1995 in Nunan, 1999: 251 summarizes
research by Luncer and Gardner 1979 and Augstein and Thomas 1984 which sets out the different types of reading that exist as follows.
The first of these is receptive reading, which is the rapid, automatic reading that we do when we read narratives;
Reflective reading
, in which we pause often and reflect on what we have read;
Skim reading
, in which we read rapidly to establish in a general way that a text is about;
Scanning
, or searching for specific information. Analyzing more details, those kinds of reading can be divided into two
broad categories. The first two types of reading are reading based on the content of the text and the last two are based on the way how the reader experiences the
text. In receptive reading, the reader tends to read the text rapidly and automatically without repeating the text frequently because the content is not
quite hard to digest. In reflective reading, the readers will make more effort rather than in receptive reading. The readers do more effort due to the content of the
texts. The texts require the reader to reflect on what the readers have read in order to grasp the idea of the text. Both the last two types of reading are quick reading
but they have different purposes. In skim reading, the readers read quickly to find out general information about the text such as reading a newspaper,
advertisements, and magazines while in scan reading, the readers read quickly to find out specific information.
D. Reading Model Theories
