The variation of the information in the text and the reader’s background
knowledge could help students in the process of comprehending a text.
3. The Process of Reading Comprehension
Realizing that reading comprehension is a process, there are some views related to it. Johnson 2008: 7 classifies the process of
comprehension into receptive process listening and reading and productive process speaking and writing. Both of them are necessary in
the comprehension process, not only about receptive but also productive. Then, these are the process of reading comprehension according to
Grabe 2009: 14 : a rapid process, b efficient process, c comprehending process, d interactive process, e strategic process, f flexible process, g
purposeful process, h evaluative process, i learning process, j linguistic process. It shows that reading comprehension is complex and detail.
4. Types of Reading Comprehension
Bos and Vaughn 2009: 314 propose three types of comprehension. The first is textually explicit in which the readers could
find all information in the text. They do not need their background knowledge to understand the text because the meaning and information are
stated clearly there. The second is textually implicit. The readers should use a bit of their background knowledge to understand the text because not
all information is stated clearly. The background knowledge is necessary to help the readers comprehending the text. The last one is scriptually
implicit which force readers to use their background knowledge to
understand a text. In this type, the meaning of the text is not stated explicitly.
In addition, Brown 2001: 312 classifies reading comprehension into two types. They are silent oral reading and intensive extensive
reading. Silent and oral reading are about reading by heart and reading aloud. While, intensive reading focuses on linguistic details of a text and
the form of extensive reading is reading for pleasure.
5. Strategies in Reading Comprehension
In order to be successful in reading comprehension, students need certain strategies of how to comprehend a text. Janzen in Richards and
Renandya 2002: 287 states about what reading strategy is. It is plans to solve problems encountered in constructing meaning. It means that reading
strategy is a device which can help readers in catching the meaning of a text.
Brown 2001: 306 also explains some strategies of reading comprehension:
a. Identifying the purpose of reading
b. Using graphemic rules and pattern to aid in bottom-up decoding
especially for beginning level learners c.
Skimming the text for main ideas d.
Scanning the text e.
Guessing when you are not certain f.
Analyzing vocabulary g.
Distinguishing between literal and implied meaning h.
Capitalizing on discourse makers to process relationship
6. Teaching Reading Comprehension in Junior High School
a. Aims and Objectives Curriculum
Reading comprehension is a required component of all middle school language arts curriculum. Middle school students should have
adequate decoding skills by the time they reach middle school or junior high school. However, many students would not fully and
accurately understand what they read. Reading comprehension skills are necessary for being successful in understanding English as a
foreign language. Thus, reading comprehension strategies should be taught and practiced diligently.
Teaching reading to Junior High School students in Indonesia is reasonable. Based on the curriculum of English for Junior High
School students, there is a standard competency with some basic competencies in it related to reading skill. Here are the competencies
stated by Depdiknas 2006 which should be learned by students: Standard Competency
Understanding the meaning of simple short essays in the form of descriptive and recount to interact with the social circumstances.
Basic Competencies 1.
Reading aloud and meaningful functional text and simple short essay in the form of descriptive and recount with acceptable
