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knowledge and skill, it makes them know and understand new concept or information and change them better than before.
a. Type of Classroom Reading Performance
Brown purposes several kinds of reading performance, as follows:
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1. Oral and silent reading.
The teacher can ask the students to read orally, at the beginning and intermediate levels. Oral reading can serve as an
evaluative check on bottom-up processing skills, check the students‟ pronunciation, and serve to add some extra student
participation if the teacher wants to highlight a certain short segment of reading passage.
For advance levels, oral reading has some disadvantages, they are: oral reading is not very authentic language activity,
while one student is reading, others can easily lose attention, and it may have the outward appearance of students participation
when in reality is mere recitation. 2.
Intensive and extensive reading Silent reading may be subcategorized into intensive and
extensive reading. Intensive reading calls students‟ attention to grammatical forms, discourse makers, and other surface
structure details for the purpose of understanding literal meaning, implications, rhetorical relationship, and the like.
Extensive reading is carried out to achieve a general understanding of a usually somewhat longer text such as book,
long article, or essay, etc. Most extensive reading is performed outside class time and for pleasure.
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Brown, H. Dauglas, Teaching by Principles: An Interactive Approach to Language Pedagogy, New York: Addison Wesley Longman, Inc. United
States of America: Longman, 2007, pp. 371 − 373.
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Classroom reading performance Oral
Silent Intensive
Extensive Linguistics Content Skimming Scanning Global
Figure 2.1 Type of Classroom Reading Performance Adapted from
figure 20.2 in Brown, H. Dauglas, 2007 Furthermore, William provides a consideration of intensive
reading as the appropriate style for foreign language learners since their reading English language texts might not be for
information, interest, or pleasure, but rather to learn English. The foreign language students‟ lack knowledge of the language
often results in slow and intensive reading. In order to become an effective reader, the students need to possess appropriate
texts and appropriate tasks that allow them not only to develop their language, but to develop purposeful reading style as well.
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Based on some theories above, the researcher can infer that reading comprehension is a complex process in which the reader
interacts with the text and then decodes the written symbols, it is begun from smaller units individual letters to larger ones
words, clauses and sentences. In addition, in order to support comprehension, it requires reading skills involving explicit
information, implicit information, main idea and communicative function.
Similar to Brown‟s statement, the researcher thinks that oral
reading does not give any benefit to the readers from high levels. They tend to lose their attention and cannot focus on their
reading.
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William, op. cit., p. 11.
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The researcher has different point of view with William about the best reading style for foreign language learners. Based
on the experience and the situation of the class, extensive reading is the best reading style for foreign language learners.
They not only read to learn English, but also they want to look for new information they need and get knowledge they have not
known. Besides, interest and pleasure have influence in reading activity because both of them are importa
nt to increase learners‟ willingness to read, especially for longer text.
b. Teaching Reading Principles
