27
Figure 2.1. A componential
approach to reading comprehension Randi et.al, 2005, p.35
2.1.2.1 Models of Reading Comprehension
In this section, this study goes to explain three main models of reading comprehension. Smith 1979 in Smith deliberately divides reading
comprehension into two radical divergent points of view related the reading nature. He broadly identified them as “inside-out” and “outside-out. Nowadays,
these two terms are well known as “top-down” or “bottom-up”. And the last model is “interactive” model that permits the reader to combine those both
models. These models could facilitate the readers to get the point of reading Memory: what do these words mean?
Does this text make sense?
Analytical: what do I think this teaxt means? Why do I think so? Where is the evidence?
What makes this text what it is?
Practical: what does this text mean to me? Does it remind me of something or someone I know?
What can I learn from this text?
Creative: what question do I want to ask this author? if I were the author of this text, wht would I write?
Authenthic assessment of reading comprehension Analytical: How unusual is my interpretation of this text?
Practical: Will others accept my interprtation? Creative: What can I write that is both the same and different
from this text-something that keep the essence what makes this text what it is
and yet pushes the envelope beyond the model? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28 passage easier. As suggested by Ahmadi et.al 2013, these three models of
reading comprehension could help the students or readers to develop their ability in reading field and it also support first and second language learning cognitive
process. For instance, Top-down model enables the readers to re-track their experience to help them decode the meaning within the text. Furthermore,
Bottom-Up model also allow the readers to construct the meaning systematically such as word by word, then phrase stage and gradually move to sentences and
linguistics stage. Eventually, interactive model that comes to be the combination between those both models give the readers the means to collaborate top-down
and bottom-up models situationally. Specifically, those three models of reading comprehension will be discussed as below.
2.1.2.1.1 The Top –Down Model
Smith 2004, p.232 defines top-down model as model that enables the readers determine how text will be approached and interpreted. This model
suggests the readers to use prior knowledge or experience to understand the reading passage. In other words, the human’s prior knowledge and their
expectations will guide the gains of information Treiman 2001, p.3. Furthermore, this model has a concept that background knowledge has
significant role i n determining readers’ performance. It can be construed as that
background knowledge links the old experience of readers and new information they are facing. “On the other hands, contexts themselves have no meaning in the
top-down reading model but they are readers who construct the meaning of the texts by fitting them into
hisher background knowledge” Ahmadi et.al 2013,p.239.
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