Breadth and depth of vocabulary knowledge

of the reading situation Klingner, Sharon and Alison, 2007. As Armbruster and Osborn 2002 state, reading is defined as a process that the readers find and build meaning. Then, they comprehend the meaning by connecting what they have read to their own background knowledge. Reading consists of two related processes. They are word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words sentences and connected text Fitriana et al., 2011. It is supported by Furqon 2013, he states that comprehension can be achieved when a reader succeds to extract the useful knowledge from a text and constructs the knowledge into his new own understanding. Practically, reading is defined as equal with reading comprehension. It can be described as a complex behavior consisting conscious and unconscious use of varieties of strategies. The strategies are problem-solving strategies in order to construct the meaning model that the writer is pretended to have intended Mikulecky, 1990. Reading comprehension is considered as the first point that needs to be related to the process of reading. Knowledge is the vital component for obtaining comprehension. It is closely related to what students have not recognized or their new information and what they previously have recognized Simanjuntak, 1988. According to Hill 2011, comprehension is an interactive and strategic process that is completely developed then it results in reading fluency. It can be also defined as a process when the readers are constructing meaning in a text by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI using their prior knowledge, preceding experience, information in the text, and attitude about the text Baha and Daud, 2013. Consequently, reading comprehension means an interactive process between what students have not recognized and what they previously have recognized in contracting meaning of a text. They use their prior knowledge, experience, and the information in the text in the process of comprehension. The comprehension is successfully achieved when they succed in extracting useful knowledge from the text and construct the knowledge into their new own understanding.

2.1.6.2 Types of reading comprehension

Day and Park 2005 explain several types of reading comprehension. The types are literal comprehension, inferential comprehension, reorganization, predictive comprehension, evaluative comprehension, and appreciative or personal comprehension. The first type is literal comprehension. It is defined as an effort to have an understanding meaning of a texts traightforwardly. It usually occurs on vocabularies and facts, which are not explained in the text. The second type is inferential comprehension. It is an effort to make a conclusion on the information that is obtained in a text. Then, the new information, which is not explicitly stated in the text, is built. The third type is reorganization. Reorganization means the readers rearrange the information obtained from a variety of parts in a text. It aims to get new information. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI