classroom ecology”, all influence the reading comprehension of students.
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Peers can be positive or negative. The positive influence will appear when there is friendly competition among the students. Therefore,
it can be develop their reading ability. Beside, there is a cooperative venture among the students. In this activity, there is a group problem
solving and help each other. Therefore, it will be positive influence for students to increase their comprehension in reading. The negative
influence of peers related with their psychology as teenagers. But one’s peers can be mean. The can belittle scholarship to the point where a
student learns that it is best not to try very hard to do well.
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The teacher can minimize it by giving them the story motivation and understanding
that peers can become good partner to improve their knowledge.
3. Objectives of Reading
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Reading can be thought of in terms of levels of difficulty. Here are the following levels of reading proficiency, called the R-levels R stands for
“reading”:
a. Novice R0: Pre-functional Level. Suppose you want to take a short
trip to a foreign country and would like to be able to read a few words that are strongly supported by context, such as street signs, menus, and
forms. If you are studying a language related to your own and one that uses the same writing system, you will be able to do this in a relatively
short period of time.
b. Intermediate R1: Survival Level. This level describes you, if you
want to be able to read, with heavy reliance on a dictionary, simple texts such as newspaper announcements about who, when, where, that
contain the most common words and the simplest grammatical constructions. If you are studying a language related to your own, this
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Pearson and Johnson, Teaching Reading Comprehension, ... p. 19
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Pearson and Johnson, Teaching Reading Comprehension, ... p. 19
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John Rubin Irene Thompson, How To Be A More Successful Language Learner: Toward Learner Autonomy, USA: Heinle Heinle Publishers, 1994, p. 18-19
level can be achieved in a relatively short time and usually forges ahead of speaking ability. In languages with different script, the
situation may be reserved, and it can take longer to learn to read than to speak.
c. Advanced R2: Limited Working Proficiency. If your job requires
some reading ability in a foreign language, you will probably need to be able to understand the main ideas and some details in
uncomplicated but authentic prose that deals with straightforward topics and contains many common words and familiar sentence
patterns, such as news reports, encyclopedia entries, and short biographies, etc. People at this level usually can also read simple short
stories with a clear story line. At this level, you will have to do a good deal of rereading and will occasionally misread. Your reading
comprehension will be heavily dependent on subject matter
knowledge. d.
Superior R3: Professional Proficiency. This is the level you need if
you want to be able to read with almost complete comprehension and at normal speed most texts intended for educated native readers of the
language you are studying, for example, literary texts and expository prose on a wide variety of topics and of different genres editorials,
correspondences, general reports, technical material in your professional field, official documents, and political commentary. You
will have to know a good deal about the target language culture in
order to achieve this level of comprehension. e.
Distinguished R4: Near Native Proficiency. If you want to be able to
read as quickly and effortlessly in a foreign language as you can read in your native language, this is the level for you because you will be
able to read anything published in the foreign language without using a dictionary. You will be able to read all styles and forms of the
language pertinent to professional and academic needs, including intellectually challenging and artistic prose. You will be able to
understand nuances and subtleties, cultural and literary references and
associations, and have an appreciation of humor, irony, and sarcasm.
4. Strategies of Reading Comprehension
