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11 ability and the experiences that he or she brings to the reading act. Of course, if
reading material is appropriate for the audience, the difference between intended meaning and meaning gained will be small, particularly if the audience has the
skills to compensate for differences in language ability and experiences. Reading is not just a mechanical process of word calling or ‘decoding’: simply saying
words or recognizing them in silent, reading does not constitute reading. Rather, reading requires the use of all of an individual’s capabilities in deriving meaning
from print. It is the point of reading from the beginning. Based on definitions above, it can be concluded that reading is the ability
and mental process to recognize visual form, interpret meaning, identify explicit information, main idea and the topic, and make prediction of the text.
2. The Types of Reading
Other opinion is also stated by Brown 2004: 189. There are four types of reading:
a. Perceptive. Perceptive reading task involve attending to the components of larger stretch of discourse: letters, words, punctuation, and other grapheme
symbols. Bottom – up processing is implied. b. Selective. This category is largely an artifact of assessment formats. In order
to ascertain one’s reading recognition of lexical, grammatical, or discourse features of language within a very short stretch of language, certain typical
task are used: picture cued – task, matching, truefalse, multiple – choice, etc. stimuli include sentence, brief paragraph, and simple chart and graphs.
Brief responses are intended as well. A combination of bottom – up and top – down processing may be used.
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12 c. Interactive. Included among interactive reading types are stretch of language
of several paragraphs to one page or more in which the reader must, in psycholinguistics sense, interactive with the text. That is reading is process
of negotiating meaning; the reader brings to the text a set of schemata for understanding it, and intake is the product of that interaction. Typically
genres that lend themselves to interactive reading are anecdotes, short narrative and description, direction, excerpts, from longer text,
questionnaires, memos, announcements, directions, recipes, and the like. The focus on the interactive task is to identify relevant features lexical,
symbolic, grammatical, and discourse within text of moderately short length with the objectives of retaining the information that is processed. Top
– down processing is typically of such task, although some instances of bottom – up performance may be necessary.
d. Extensive. Extensive reading, as discussed in this book, applies to text of more than one page, up to and including professional articles, essays,
technical reports, short stories, and books. It should be noted that reading research commonly refers to “extensive reading” as longer stretch of
discourse, such as log articles and books that are usually read outside classrooms hour. Here that definition is message a little in order to
encompass any text longer than a page.
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3. Micro and Macro skill for Reading comprehension
