Significance of the Study

achieve some clear information and also for pleasure. 10 For example, people read the instruction on a recipe book to know how to cook specific dishes. Moreover, Harmer stated that reading can be done for some purposes such as identifying a topic, predicting and guessing, getting general understanding, getting specific information, and interpreting the text. 11 In addition, Grabe and Stoller stated some purposes of reading which are explained as follow: 12 a. Reading to search for simple information This is the very common reason of reading a text. Reading to search for information is a process that aimed to get specific information by scanning through the sentences and words related to the searched information without reading every pieces of the words. b. Reading to skim quickly This is similar to reading to search for simple information. In reading to skim, the readers guess where on the text the information they need are supposed to be, then they read that part on the text until they get the main idea. c. Reading to learn from texts Reading to learn from text usually occurs in academic and professional situation. The process is usually longer than reading to skim and search for information, because it requires more complex ability to get a deeper understanding and often require repetition to remember detail information from the text. d. Reading to integrate information, write and critique texts Reading to write and critique text are part of reading to integrate information, in which reading process requires critical evaluation about which information that should be integrated or not by composing, selecting and criticize the information on the text. e. Reading for general comprehension 10 Jeremy Harmer, The Practice of English Language —Third Edition, London: Longman, 2007, p. 200. 11 Ibid., pp. 201 —202. 12 Grabe and Stoller. op. cit., pp. 13 —15. Gaining general comprehension of a text is the most basic purpose of reading. General reading comprehension is actually more complex than what people may think which requires more understanding to the whole big ideas instead of understanding one or two specific ideas in the text.

3. The Model of Reading

Reading model is theory that happens during reading and comprehending a text of what is going on in the reader’s eyes and mind. 13 It tries to explain and predict reading behavior and focused on two main models of reading, which are bottom-up and top-down model. a. A bottom-up model, based on Dr. Zaidah, suggests that reading begins with a reader processing the visual information showed on a written text. 14 While Grabe and Stoller stated that: Bottom-up models suggest that all reading follows a mechanical pattern in which the reader creates a piece-by-piece mental translation of the information in the text, with little interference from the reader’s own background knowledge. In the extreme view, the reader processes each word letter-by letter, each sentence word-by-word and each text sentence-by-sentence in a strictly linear fashion. 15 b. A top-down model represents reading as a process of four cycles —optical, perception, syntactic, and meaning construction cycles. A reader moves from one sequence of a cycle to another and start making hypotheses about the conceptual meaning of the text, in other words, the reader constantly tries to predict the meaning of the text. 16 Top down models assume that reading is primarily directed by the reader goals and expectations, said Grabe and Stoller. They then added: Top-down models characterise the reader as someone who has a set of expectations about text information and samples enough information 13 F. Davies, Introducing Reading, London: Penguin, 1995, p. 59. 14 Zaidah bt. Zainal, Critical Review of Reading Models and Theories in First and Second Languages, Jurnal Kemanusiaan, 2003, p. 105. 15 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading-Second Edition, in Christopher N. Candlin and David R. Hall ed, Applied Linguistics in Action Series, New York: Routledge, 2013, p. 25. 16 Zainal, op. cit., p. 108.