c. Wallace 1992 describes that reading has three main objectives, they are: Reading for survival which is identical to reading for factual
information, reading for learning which is similar to reading for intellectual purposes, reading for pleasure which is the same as reading for emotional
gratification. Wallace said that the different term used and different ways of describing
the reasons for reading used by different experts, by and large nobody reads for any reason, is determined by the reader, not by somebody else.
2.3.3 Reading Process
In the process of reading, there are some factors which influence reading comprehension. A diagram drawn below is used to show how these factors
influence reading comprehension. A diagram drawn below is used to show how these factors influence reading comprehension.
Figure 2.1 Factors of Reading Comprehension
Harris, 1976:207
Attention
Background Experience
Language Abilities
Thinking Ability
Reading Comprehension
Affection Reading
Purpose
From the diagram above, we notice that the factors which influence reading comprehension are;
a. Attention
Attention is an activity whereas the reader tries to pay attention on what the reader is reading.
b. Background Experience
Heilman argues that previous language experience is probably most important as it relates to the specific task called reading Heilman, 1988: 50.
In the writer opinions, reading is actually the activity of relating s something we don
c. Language Abilities
Reading and language are two things that can
2.3.4 Principles of Teaching Reading
According the principles for teaching of reading, William 1986 makes a very good list called
e. Teachers must learn to be quiet: all too often, teachers interfere with and so
impede their learners
This principle reminds the teacher that a text can be used for many purposes, e.g. for teaching grammar or vocabulary. Hence the text is not used for
teaching reading. The teacher must be aware of this and know the difference between using a text for teaching reading and using a text for other purpose.
The writer said that to know the principle of teaching language is very important, so the teachers must be to remind and to use it in process learning
English.
2.3.5 Scoring of Reading Comprehension
The writer used the scoring of reading comprehension by Douglas Brown 2004: 289-294. He categorized levels of scoring of reading comprehension
achievement into four categories level scores:
Table 2.2 Levels Scoring of Reading Comprehension
Score Category
8-9 High
6-7 Satisfactory
4-5 Low
0-3 Fail
Douglas Brown 2004: 289-294
2.4 Benefits
