The Objective of the Study

When people read, they try to find and comprehend the meaning in order to get the information based on their own perception because they want to give. Alderson states that, “’Read’ implies that we know what it means to read, to process text meaning through some process of interaction with print.” 3 It means that on reading activity, people communicate through the text that has printed and typed. In this communication there are many various symbols and language that written to transfer the information. In order to comprehend the text, people have to use a lot of skill in reading activity. Richard Allington and Strange point out the definition of reading, “Reading is an active cognition process that does indeed require using graphic letters and phonic sounds information; but for fluent readers particularly, the language-based cues-semantic meaning and syntactic grammar - seem far away more important than graphic and phonic cues.” 4 It means on reading, there are many skills that includes such as the letter and the sounds. Being the fluent reader to get more comprehensible, people also should know the semantic and syntactic of the language. In other words, reading includes many processing skills that are coordinated each other. Jeremy Harmer states these specialist skills on reading process, “The specialist skills are predictive skills, extracting specific information, getting the general picture, extracting detailed information, recognizing function and discourse patterns, and deducing meaning from context.” 5 On the predictive skills mean the readers have to predict first what they are going to read and could analyze the content to their prediction. While in the extracting specific information, the readers just have to find out the specific information that they need. Not only that, they also have to be able to see a general idea, and detailed information. On reading, the readers must follow the plot and identify 3 J. Charles Alderson, Assessing Reading, Cambridge: Cambridge University Press, 2000, p. 3. 4 Richard Allington and Michael Strange, Learning Through Reading in the Content Areas, Lexington: D. C. Health and Company, 1980, p. 16. 5 Jeremy Harmer, The Practice of English Language Teaching, New York: Longman, 1996, pp. 183- 4.