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The Objective of the Study

reading is a process to get meaning from a text that has read with through the process of recognition, interpretation, perception and evaluation of meaning.

2. Reading Comprehension

The essence of reading act is comprehension: it becomes a primary challenge in teaching or learning of reading skill. In order to learn or understand the massage of the author, the students are hoped to have the ability to comprehend the written textbook. Ellen K. Closs define reading comprehension as ―the process of readers interacting and constructing meaning from text, implementing the use of prior knowledge, and the information found in the text .‖ 4 In some paragraphs, the topic sentence may not state the complete main idea. The topic may be stated in one sentence, and the writers idea about the topic may be expressed in another sentence or in several sentences in the paragraph. In this case, the reader must combine ideas from several sentences to infer the complete main idea. To know that it is really expressing a complete idea, the main idea statement should always be stated in a complete sentence with a subject and verb. The statement above is also suppor ted by Barbara Hawkins that stated ―Viewed in the past as either a top- down or bottom-up process, we now thinking reading comprehension results from interactive variables that operate simultaneously rather than sequentially.‖ 5 In line with this, reading comprehension ability is the major goal of reading comprehension. There are many skills that have to be completed in order to reach comprehension ability. As Guy and Eva said ―Comprehension is made up of a number of basic abilities, including skill in recognizing words and their meanings, in grouping words into thought units and in giving the proper emphasis to the thought units so that the sentences may be understood.‖ 6 In short, to develop 4 Ellen K. Closs, ―Teaching Reading Comprehension to Struggling and at Risk Reader: Strategies That Work ‖ in The Reading Teacher. Nov. 2004. p. 272. 5 Marianne Celce-Murcia eds., Teaching English as A Second or Foreign Language, Boston: Heinle Heinle Publisher, 1991, p. 170. 6 Guy L. Bond and Eva Wagner, op. cit., p. 200.

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