CHAPTER I

WHAT IS READING?

Objectives of The Study:

The students be able to understand the definition of reading, the type of

reading.

The students can explain the strategy of reading, Intensive dan extensive
Reading

A. Definition of Reading
Different people use the term reading in different ways, and much confusion
can arise from consequent misunderstanding. So, we had better start by
making sure that we are thinking about the same thing when we use the
term.

Reading simply can be defined as a process to understand and get

information from a text (Septiyana & Aminatun, 2021). Reading is the
process of interpreting written or printed text in order to understand and
derive meaning from it. It involves visually perceiving written symbols
(letters, words, sentences) and comprehending their significance, whether
for informational, educational, entertainment, or other purposes.

(Simanjuntak, 1988) design reading as “an active cognitive process of

interacting with printing and monitoring comprehension to establish
meaning.” It means that reading is the instantaneous recognition of various
written symbols, simultaneous association of these symbols with existing
knowledge, and comprehension of the information and ideas communicated.

Definitions of reading according to several experts and scholars in the fields

of education and linguistics:
1. Frank Smith (1971): Reading is the process of constructing
meaning from written text. Smith emphasizes that reading is an

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active activity where the reader connects their prior knowledge
with the information contained in the text.
2. Kenneth Goodman (1967): Goodman defines reading as a
"psycholinguistic guessing game" where readers use graphic,
syntactic, and semantic cues to guess or predict the meaning of the
text.
3. Jeanne Chall (1983): According to Chall, reading is a
developmental process that involves several stages, from
recognizing letters and words to reading for learning and reading
for pleasure. She emphasizes the importance of phonics
instruction in the early stages of learning to read.
4. Marie Clay (1991): Clay states that reading is a complex literacy
behavior involving both decoding and comprehension. She also
introduced the concept of "reading recovery" to help students
struggling with reading.
5. David Pearson (1984): Pearson defines reading as an interactive
process where the reader interacts with the text to construct
meaning. He emphasizes that reading comprehension involves
using various strategies, including activating prior knowledge and
making inferences.
6. Gough and Tunmer (1986): They introduced the "simple view of
reading" model, which states that reading consists of two main
components: decoding (the ability to translate written text into
sounds) and comprehension (the ability to understand and
interpret the meaning of the text).
7. Kintsch and van Dijk (1978): They developed the construction-
integration model, which posits that reading is the process of
constructing meaning through the integration of information from
the text and prior knowledge.
8. William Grabe (2009): Grabe defines reading as a process that
involves word recognition, comprehension, using reading
strategies, and constructing meaning through interaction with the
text. He also highlights the importance of academic and
professional reading in higher education contexts.

Based on the definitions above, reading is not merely recognizing words on

paper but also involves a complex process where readers connect new

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information with existing knowledge, employ various strategies to
understand the text, and integrate this information to construct meaning.

B. Reading in Different Ways to Different Purposes

Now think about the thing you have listed. Why did you read each one? What
did you want to get from it? What about the letters from home? The detective
novel? You will find that you had a variety of reasons for reading, and if you
compared notes with other people, you would find different reasons again.

You will probably have concluded that the way you tackled the task is
strongly influenced by your purpose in reading. For most of us, once we have
passed the early reading stage, reading aloud is not common outside the
classroom. Most of our reading is done silently, except for spectacles.

To return to the list of things you have read and your reason for reading
them: whatever the reasons were interested in pronunciation of what you
read except in a tiny minority of cases, and it is even less likely that you are
interested in the grammatical structure used. (Linderholm, 2006) stated that
in college-level courses, the vast majority of the students read expository
textbooks with a primary purpose in mind; to memorize, and hopefully
understand enough information to receive a particular grade on a course
exam. Reading is something many people use for purposes. People just read
with or without purpose. It is noted that so much of the world's population
can read a little more than 80 percent of the world's population can read to
some extent (Grabe, 2008).
a) Bottom-up Models
Bottom-up read process models regard reading as essentially a
method of translation, decoding, or encoding. The reader starts
here with letters or bigger units and begins to anticipate the
phrases they spell as he attends to them. They are decoded into
inner speech when the words are recognized, from which the
reader derives meaning in the same manner as listening.
Comprehension of reading is thought to be an automatic result of
precise word recognition in this process.

These models ' adherents asserted that reading is fundamentally

the translation of graphic symbols into an oral language

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approximation. These models are affected by behavioural
psychology and consequently structural linguistics in which they
are mostly suitable for starting readers.

b) Top-down Models
The cognitive and language skill of the reader plays a main role in
building significance from printed materials in top-down reading
models. Friedman (2019) states that in the top- down reading
model, the point is placed on a student's engagement with the text.
It is insufficient to get students to simply know the word they see,
understand its general meaning and know how to pronounce it if
reading aloud. The aim of the top-down reading theory is in order
to get students to become active readers. Active readers have
increased comprehension skills and larger vocabularies and are
more capable of engaging in abstract and logical consideration.

c) Interactive Models
The combination model can be done in connecting between
surface structure systems and deep structure systems. The
example of a surface system like the sensory and bottom-up
portion of reading. While the thinking or top-down is the deep
structure one. Thus, these aspects of reading are ways to build
meaning and memory for all learners. (Susanto, 2020)

C. The Type of Reading

Reading typically involves several cognitive processes:
a. Decoding: Recognizing and understanding the symbols (letters
and words) on the page or screen.
b. Comprehension: Making sense of the information conveyed by the
text, including understanding its context, main ideas, details, and
implications.
c. Analysis and Interpretation: Reflecting on and evaluating the
content, formulating opinions or interpretations based on the text.

The steps in teaching of reading were divided into three steps based on
(Williams, 1984) as follows:
a. Pre-reading

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The purpose of pre-reading was to assist the students to get the
most out of what they were going to read. This was done by
providing the students with pre-reading questions to activate
students to think and to relate their relevant background to the
text, to preview important points, and to set a purpose for reading.
b. While-reading
The while-reading phase was to help the students develop the
skills of eliciting from what they read. Students needed to use
bottom-up processes to analyse words, phrases and sentences in
texts to verify their anticipation from the reading phase and to
understand the details of the text.
c. Post-reading
The purpose of follow up was to help the students develop the
information gained from what they learned. It enabled students
not only to review or conclude what they have read from the text
but also to integrate the textual information into their own
experiences.

Reading can be done silently (to oneself) or aloud (for oneself or

for others). It is a fundamental skill that plays a crucial role in
education, communication, and everyday life, enabling individuals
to access and engage with a wide range of information and ideas
across various subjects and genres.

D. Intensive and Extensive Reading

a. Intensive Reading
Intensive reading is an activity that focuses on a deep
understanding and analysis of the text being read. The goal of
intensive reading is to comprehend the details and deeper
meaning of the text, as well as to study the structure and use of
language.

Intensive reading involves a more detailed and focused

examination of texts. This approach encourages students to
dissect sentences and paragraphs, which can lead to a deeper
understanding of word usage, collocations, and nuances. In
intensive reading, lecturers may include vocabulary exercises and

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activities that require students to define, use, and practice new
words encountered in the text. This deliberate practice
reinforces vocabulary acquisition. Intensive reading often
involves taking notes on key vocabulary words and phrases. This
process helps students actively engage with new vocabulary,
making it more likely to be remembered and integrated into their
active vocabulary. (Haswani & Erlita, 2023)

Objectives of Intensive Reading:

- Enhance deep understanding of the text being read.
- Enrich vocabulary and grammar comprehension.
- Develop critical and analytical thinking skills.
- Improve students' writing and speaking abilities.

In any intensive reading lesson, you will want to include some of

the following perhaps even all of them occasionally; (Ward, 2007)
1. Scanning, skimming, rapid reading practice
2. Tackling the interpretation of the text by mean of ;
✔ Utilizing non-text information
✔ Word attack skills
✔ Text attack skills
✔ And making use of various kinds of questions or other
tasks.
3. Producing some sort of outcomes based on the text as a whole.

Before the students begin to read the text, do a quite a lot to make
their task more explicit and their way of tacking it more effective,
considers these points;
1. Providing a reason for reading
2. Introducing the text
3. Breaking up the text
4. Dealing with a new language
5. Asking sign-post question

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The example:
The Magic Tree
*Once upon a time, in a small village, there was a tree that could
talk. This magic tree was very old and wise. It would tell stories to
the children who visited it. One day, a little girl named Anna found
a secret door at the base of the tree. She opened it and discovered a
hidden world inside. *

Steps of Intensive Reading:

1. Pre-reading Activity:
✔ Brainstorming: Discuss with the students what they know
about magical trees and fairy tales. Ask if they have ever
heard about a tree that can talk.
✔ Vocabulary Preview: Introduce new vocabulary from the
text, such as "village," "wise," "stories," "secret," and
"hidden." Explain the meanings of these words and provide
examples of their usage in sentences.
2. Reading Activity:
✔ First Reading: Read the text aloud to the students. Ask
them to listen carefully and try to understand the general
story.
✔ Second Reading: Read the text again, this time pausing
after each sentence or paragraph to give students a chance
to understand and analyse the text. Encourage them to pay
attention to details such as characters, setting, and plot.
3. Post-reading Activity:
✔ Comprehension Questions: Ask questions to test the
students' understanding of the text.
▪ Who found the secret door at the base of the tree?
▪ What did Anna discover inside the tree?
✔ Discussion: Discuss with the students why the magic tree
is important in the story. What lessons can they learn from
this story?
4. Language Focus:
✔ Grammar Analysis: Highlight the use of past tense in the
text and discuss how it helps in narrating past events.
Examples: "found," "opened," "discovered."

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✔ Vocabulary Practice: Ask students to create new sentences
using the vocabulary they have learned. Example: "The
wise owl told a story to the children."

5. Follow-up Activity:
✔ Creative Writing: Encourage students to write a
continuation of the story "The Magic Tree." What happens
after Anna discovers the hidden world inside the tree?
✔ Role Play: Divide students into groups and ask them to act
out the characters in the story. Students can play the roles
of Anna, the magic tree, or other children who listen to the
tree's stories.

Intensive reading helps students not only understand the surface

story but also analyse important elements within the text, deepen
their language comprehension, and apply new knowledge in
broader contexts.

b. Extensive Reading
Extensive reading involves reading a large quantity of material,
such as books, articles, and stories, at a comfortable pace. This
exposure to various contexts and genres allows students to
encounter unfamiliar words in a natural and meaningful context.
As students engage in extensive reading, they may encounter the
same words repeatedly in different texts. This repetition
reinforces their understanding and retention of these words,
making it more likely that they will remember them. In extensive
reading, students often obligate context clues to infer the
meanings of unfamiliar words. This process of guessing word
meanings from context encourages active vocabulary learning and
problem-solving skills. (Haswani & Erlita, 2023)

Extensive reading refers to the various terms, including reading

for pleasure, self-chosen reading, independent reading, and wide
reading. The purpose of the Extensive Reading program is to
increase learners’ target language exposure by allowing them to
read wide varieties of accessible and interesting materials. One

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week of one book is considered extensive enough to support
language improvement and build the reading habits. Extensive
reading is a procedure of language teaching where students have
to read large quantities of materials for general understanding,
and the primary goal of it is obtaining pleasure from the text (Taha
& Al Sukhon, 2023). Moreover,(Day & Bamford, 2002) stated that
extensive reading is an excellent strategy to enhance reading
proficiency and build linguistics competence, such as reading
skills, vocabulary, writing, and spelling skills. Extensive and
intensive reading can improve students' vocabulary acquisition
through complementary methods that expose learners to a
wide range of words and reinforce their understanding.

a) Key Features of Extensive Reading

1. Large Quantity of Reading Material:
- Students are encouraged to read as much as possible, across a
wide variety of genres and topics.
- Materials include books, articles, magazines, and other forms
of written text that interest the learner.
2. Appropriate Level of Difficulty:
- Texts chosen for extensive reading should be at or slightly
below the learner’s current reading level to ensure that
reading is a smooth and enjoyable process.
- The goal is to understand the text without frequently
stopping to look up words or phrases.
3. Focus on Meaning:
- Emphasis is on understanding the overall meaning and
enjoying the content rather than focusing on specific language
structures or vocabulary.
- Learners should read for comprehension and pleasure, which
helps in developing a positive attitude towards reading.
4. Self-Selected Material:
- Learners are often allowed to choose their own reading
material based on their interests, which increases motivation
and engagement.
- This autonomy helps learners feel more in control of their
learning process.

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5. Silent Reading:
- Extensive reading is typically done silently to promote
fluency and internalization of the language.
- Silent reading helps learners develop their ability to
process language more quickly and naturally.

b) Benefits of Extensive Reading

1. Vocabulary Growth:
- Extensive reading exposes learners to a wide range of
vocabulary in different contexts, which aids in natural
vocabulary acquisition.
- Words are encountered repeatedly in various contexts,
leading to better retention and understanding.
2. Improved Reading Fluency:
- Regular practice through extensive reading improves
reading speed and comprehension skills.
- Learners develop the ability to read more quickly and with
greater ease over time.
3. Enhanced General Language Proficiency:
- Extensive reading provides comprehensive exposure to
the target language, helping learners understand
grammar, syntax, and idiomatic expressions in context.
- This holistic exposure leads to improvements in speaking,
writing, listening, and overall language use.
4. Increased Motivation and Positive Attitudes:
- Reading material that learners find interesting and
enjoyable fosters a positive attitude towards reading and
language learning.
- The sense of accomplishment from finishing longer texts
can boost learners’ confidence and motivation.
5. Cultural Awareness:
- Reading a variety of texts exposes learners to different
cultures and perspectives, broadening their
understanding and appreciation of other societies.

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c) Implementing Extensive Reading in the Classroom
1. Create a Diverse Classroom Library:
- Provide a wide range of reading materials that cater to
different interests and proficiency levels.
- Include books, magazines, newspapers, and online
articles.
2. Set Aside Regular Reading Time:
- Dedicate time in the classroom schedule for silent reading
sessions.
- Encourage learners to read at home as well.
3. Encourage Learner Autonomy:
- Allow students to choose their own reading materials.
- Support them in selecting texts that match their interests
and reading levels.
4. Track Progress:
- Use reading logs or journals for students to record their
reading activities and reflect on their experiences.
- Conduct informal discussions or book clubs to share
insights and recommendations.
5. Provide Support and Guidance:
- Offer assistance in selecting appropriate reading materials
and provide strategies for dealing with difficult texts.
- Encourage learners to discuss any challenges they face and
offer solutions.

d) Example of Extensive Reading Program

1. Classroom Setup:
a. Reading Corner: Create a comfortable reading corner with
a variety of books, magazines, and other reading materials.
b. Reading Logs: Provide students with reading logs to track
the titles they have read, the number of pages, and their
personal reflections.
c. Reading Time: Allocate 20-30 minutes of classroom time
twice a week for silent reading. Encourage students to read
at least one book per month outside of class.

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2. Activities:
a. Book Reports: Have students write brief book reports or
summaries to share with the class, highlighting what they
enjoyed about the book.
b. Reading Circles: Organize reading circles where students
can discuss books they have read in small groups.
c. Library Visits: Arrange regular visits to the school or local
library to expose students to a wider range of reading
materials.

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