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
The forth type is predictive comprehension. This comprehension means integrating the readers’understanding of a text and their own knowledge about the
text. It aims to determine what possibility that can occur. The fifth type is evaluative comprehension. This type is the same as
inferential comprehension. Meanwhile, this type requires readers’ comprehensive
judgment about several aspects in a text and ability to redevelop an understanding through related issues.
The last type is appreciative or personal comprehension. It can be defined as reading to gain emotional and other value responses from a text. It asks the
readers to give responses to the text using their feelings. In addition, five categories of reading comprehension adopted from
reading comprehension taxonomy and Bloom’s taxonomy of educational objectives are literal, reorganization, inferential, evaluation, and appreciation.
Based on the taxonomies, literal comprehension is the information that is explicitly stated in the text. The reorganization comprehension needs ability to
synthesis, analyze, and integrate the information, which is clearly stated in the text. Contrarily, inferential comprehension is aimed to place the information that
implicitly stated in the text by making assumptions and conjectures Javed, 2015.
2.1.6.3 The process of reading comprehension
In order to get more understanding and ability to comprehend a text, the process of reading comprehension is important to be described clearly. The ways
to comprehend a text in the process plays significant role on the readers’ achievements in reading comprehension. Therefore, Mikulecky 1990 proposes
