Significance of The Study

Celce-Muria 2001:154 states that reading is a complex, interactive process. Reading involves a text, a reader and a social context in which reading takes place. In reading, meaning is constructed through interpretation of written symbols that represent language. The interpretation is influenced by the reader‟s past experience, language background, cultural framework and purpose for reading. Meanwhile, Anderson 2003 defines reading as an interaction between the reader and the text. In the process of reading, the reader also thinks about what it means to him, how it relates to things he knows and to what expects to come next in the texts. According to Brown 2007:357, reading is a process of a negotiation of a meaning. It means that readers combine information from text and their background knowledge to build meaning. Readers have to employ all knowledge in their brain to make sense of text and they pay attention to the text itself for the words, phrases, clauses, sentences, and the connection between sentences to comprehend the text. Furthermore, Johnson in Mickulecky 1990:2 defines the reading as more than interaction between the reader and the text. He defines reading as a complex behavior that involves conscious and unconscious use of various strategies including problem solving strategies to build the meaning which the writer intended. Problem solving strategies are useful for the resolution of many difficulties in reading. Based on the above definitions about reading, it can be concluded that reading is an active cognitive process of getting the author‟s idea through interpreting the written symbols. In the process of reading, the reader is influenced by his past experiences, language background, cultural framework and the purpose for reading. b. Types of Classroom Reading Performance Brown 2001:312 asserts that there are two types of classroom reading performance, namely oral and silent reading. Oral reading is suitable for beginning and intermediate levels. Oral reading in the beginning and intermediate levels are used as an evaluative bottom up skills and examination of pronunciation. Thus, oral reading is not the real authentic language activity. Moreover, other students will lose attention while a student is reading orally. Table 1: Types of Classroom Reading Performance \\ Silent reading is divided into intensive and extensive reading Grellet, 1983:10. Intensive reading is a classroom oriented activity in which the students focus on the linguistic or semantic details of the passage. The students are Classroom Reading Performance Oral Silent Intensive Extensive Linguistic Content Skimming Scanning Global