is significantly related to the comprehension of the text by making inference of the words meaning based on the context.
Therefore, reading in this research means that the activity to comprehend the printed-texts by comprehending the words meaning
based on the context. The information found in the text can be connected with the students’ prior knowledge to make an inference of the text they
read.
b. Types of Classroom Reading Performance
The classroom reading performance can be categorized based on the text that will be read. Brown 2001: 312 states that there are two
types of classroom reading performance, those are oral and silent reading. The oral reading can be called as reading aloud which can be
implemented for beginning and intermediate levels. In the practice, the oral reading has purposes to check the students’ pronunciation and to
check on bottom-up processing skills, such as the emphasizing of the important words or phrases in the passage that they read. Unfortunately,
this performance shows the disadvantages in some cases since it does not include as the authentic language activity and the student’s concentration
will decrease while others are reading loudly. Secondly, the silent reading can be subcategorized into intensive
and extensive reading. The intensive reading tends to emphasize to the students’ activity in the classroom or classroom-oriented activity. The
students read the text in order to do the tasks given by the teacher.
Meanwhile, the extensive reading requires the students to choose the text by their own based on their interest. It is usually done outside of the class
time in which they can read the longer text like books and essays which they can understand. Thus, the extensive reading has purposes to prompt
the students to read for pleasure or even to read for understanding.
c. Micro- and Macro-skills of Reading
In reading comprehension, there are some micro- and macro-skills that should be mastered by the students. Brown 2004: 187-188 lists out
the micro- and macro-skills of reading comprehension, as follows:
Micro skills
1 Discriminate among the distinctive graphemes and orthographic patterns of English.
2 Retain chunks of language of different lengths in short-terms memory.
3 Process writing at an efficient rate of speed to suit the purpose.
4 Recognize a core of words, and interpret word order patterns and their significance.
5 Recognize grammatical word classes nouns, verbs, etc. systems e.g., tense, agreement, pluralization, patterns,
rules, and eliptical forms. 6 Recognize that a particular meaning may be expressed in
different grammatical forms. 7 Recognize cohesive devices in written discourse and their
role in signaling the relationship between and among clauses.
Macro skills
8 Recognize the rhetorical forms of written discourse and their significance for interpretation.
9 Recognize the communicative functions of written texts, according to form and purpose.
10 Infer context that is not explicit by using background knowledge.
11 Infer links and connections between events, ideas, etc., deduce causes and effects, and detect such relations as main
