Identification of the Problem

and then the brain gets the message from the eyes and manages the message. 4 In addition, Aeberson stated that “reading is what happens when people look at a text and assign meaning to the written symbols in that text.” 5 It means that in activity of reading there is an interaction between what the reader looks of the text and what the author writes into printed symbols. In addition, Farris explained that: “Reading means getting meaning from print. Reading is not phonics, vocabulary, syllabication, or other „skills’, as useful as these activity may be. The essence of reading is a transaction between the words of an author and the main of a reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension: above all, we want students to understand what is on a page. ” 6 The explanation above shows the general of reading as a transaction between the author and the reader in getting the meaning of the written text. It is strengthen by Nuttal who said that: “The view of reading offered in this book is essentially concerned with meaning, specifically with the transfer of meaning from mind to mind: the transfer of a message from writer to reader. As we shall see, it is not quite as simple as that, but we exclude any interpretation of word reading in which meaning is not central. We shall explore how we get meaning by reading and how the reader, the writer and the text each contribute to the process.” 7 From the explanations above, it can be known that reading is transformation from mind to mind, especially how the reader gets the meaning from the writer’s mind. 4 Jeremy Harmer, The Practice of English Language Teaching: New Addition, New York: Longman Publishing, 1991, p. 190. 5 Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms, New York: Cambridge University Press, 1997, p. 15. 6 Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms, New York: McGraw Hill, 2004, p. 324. 7 Christine Nuttal, Teaching Reading Skills in a Foreign Language, London: Macmillan, 2005, p. 3.

2. Kinds of Reading

Nuttal describes reading into two approaches, they are 8 : a. Intensive Reading Intensive reading involves approaching in text under the close guidance of teacher or under the guidance of a task, which force the students to pay great attention to the text. 9 The aim of intensive reading is to arrive at a profound and detailed understanding of the text: not only of what it means, but also how the meaning is produced. For example, students read a text and spending an hour to analyze grammar point and difficult vocabularies. In this activity, the teacher and the students work together to explain the meaning of the text and to analyze words and grammatical, sentence by sentence. 10 b. Extensive Reading Extensive reading on the other side is reading program that will actively promote reading out class. 11 This activity is reading a longer text and skipping or guessing unknown words. It carries out to achieve a general understanding of a text. 12 For example, students read a book, such as novel, fairy tales, biographic or essays based on their interest and their level, and spending an hour for reading whole text book. Extensive reading can make students enjoy in reading. 13 In the other hand, Broughton et al. identifies kinds of reading, such as: a. Reading Aloud The most important characteristic in reading aloud is oral matter, including pronunciation, tone, speed, and pauses. Other activity that improved in reading aloud is conversation. Few people are required to read 8 Christine Nuttal, Ibid., pp. 38 —39. 9 Christine Nuttal, Ibid, p. 38. 10 I. S. P. Nation, Teaching ESlEFL Reading and Writing, New York: Routledge, 2009, p. 25. 11 Christine Nuttal, loc. cit., p. 39. 12 Francoise Grellet, Developing Reading Skills. A Practical Guide to Reading Comprehension Exercise, Cambridge: Cambridge university Press, 1986, p. 4. 13 I. S. P. Nation, loc. cit., p. 27.