Tài liệu Using task based approach to improve student’s reading comprehension for grade 10 students at viet tri industrial high school

HUNG VUONG UNIVERSITY DEPARTMENT OF FOREIGN LANGUAGES PHUNG THI THANH TAM USING TASK-BASED APPROACH TO IMPROVE STUDENT’S READING COMPREHENSION FOR GRADE 10 STUDENTS AT VIET TRI INDUSTRIAL HIGH SCHOOL (Sử dựng phương pháp dạy học dựa trên những nhiệm vụ thực tế nhằm cải thiện kỹ năng đọc hiểu cho học sinh lớp 10 Trường THPT Công Nghiệp Việt Trì) B.A. GRADUATION PAPER Field: English Methodology Supervisor: DANG LUU NGOC HOA, M.A PHU THO, 2021 ACKNOWLEGGEMENT I would like to express my sincerest thanks to those who helped me to complete this graduation paper. First of all, I would like to thank M.A Dang Luu Ngoc Hoa for her help and guidance, helping me to complete my research paper. She guided and gave insightful comments to make my research more complete. I would like to acknowledge my thank to all lecturers of the Foreign Lnaguage Department at Hung Vuong University for their useful materials, guidance during my research. My special thanks also go to Viet Tri Industrial high school‟s teachers and students who helped me a lot in my experiment. With their support, my study completed successfully. I also extend my sincere thanks to my family and friends. It was their love and encouragement that gave me more confidence and the will to complete the research The writer realizes that this thesis is still far from being perfect. The writer will accept every comment and suggestion. Hopefully, this thesis will give benefit to everyone who concerns with action research. Viet Tri, May 2021 Phung Thi Thanh Tam ii ABSTRACT The research was set out in the attempt to overcome the reading comprehension of the students in grade 10 at Viet Tri Industrial high school. The research is also aimed to know whether or not the task- based approach can improve the students‟ reading comprehension and the students‟ attitude toward the use of task-based approach in improving their reading comprehension. The participant includes 74 students in class 10A and 10G at Viet Tri Industrial high school. The data were collected from survey questionnaire, pre-test and pro-test for students. Based on the result above, the researcher recommended some suggestions for teachers and students to help them apply task-based approach in teaching and learning reading comprehension more effectively. The study includes three main parts: Part 1: Introduction, Part 2: Content, Part 3: Conclusion. The result of the study showed that task-based learning can improve students reading comprehension. Using task-based learning has raised students‟ interest in reading. They were also actively involved in the teaching and learning process. Most of them were able to engage in activities that either helps them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. Their group work also enhanced since the researcher gave them group work project to finish their works. There was significant improvement of the mean scores of their reading comprehension from pre-test, post-test, task-based learning also improved the class situation, such as more enjoyable class environment, increasing students‟ participation, reducing teacher‟s domination, providing more chance for students to work in group. Based on the result of the study, the researcher concluded that the students‟ reading comprehension and classroom situation can be improved by implementing the task-based learning. Therefore, it is recommended that the teacher should apply the task-based learning in teaching reading skill. iii Table of Contents ACKNOWLEGGEMENT ....................................................................................................ii ABSTRACT ....................................................................................................................... iii LIST OF ABBREVIATIONS ............................................................................................. vi LIST OF TABLES .............................................................................................................vii LIST OF FIGURES .......................................................................................................... viii PART A: INTRODUCTION ................................................................................................ 1 1. Rationale ........................................................................................................................... 1 2. Previous studies ................................................................................................................ 2 2.1. In the world ................................................................................................................ 2 2.2. In Viet Nam ............................................................................................................... 5 3. Research purposes ............................................................................................................ 5 4. Research questions ........................................................................................................... 6 5. Research method............................................................................................................... 6 6. Significance of the research.............................................................................................. 6 6.1. Scientific significance ............................................................................................... 6 6.2. Practical significance ................................................................................................. 6 7. Research scope ................................................................................................................. 7 PART B. CONTENT ............................................................................................................ 8 CHAPTER 1. THEORETICAL BACKGROUND .............................................................. 8 1. Theoretical background of reading skill ........................................................................... 8 1.1. Definition of reading skill ......................................................................................... 8 1.2. Types of reading ........................................................................................................ 9 1.3. Reading process ....................................................................................................... 11 1.4. Stages of teaching reading skill ............................................................................... 13 1.5. What is reading comprehension?............................................................................. 14 1.5.1. Definition of reading comprehension ............................................................... 14 1.5.2. Strategies on Reading Comprehension............................................................. 15 1.6. Factors affecting reading comprehension............................................................ 16 2. An overview of task-based approach ............................................................................. 19 2.1. Definition of task ..................................................................................................... 19 2.2. Definition of task-based approach ........................................................................... 21 2.3. The task framework ................................................................................................. 22 2.4. The advantages of Task-based approach in teaching reading ................................. 26 CHAPTER 2. METHODOLOGY ...................................................................................... 28 iv 2.1. Research setting ....................................................................................................... 28 2.2. Participants of the research ...................................................................................... 29 2.3. Data collection instruments ..................................................................................... 30 2.3.1. Survey questionnaires ....................................................................................... 30 2.3.2. Tests: Pre-test, Post-test.................................................................................... 31 2.4. Data collection procedure ........................................................................................ 32 2.5. Data analysis ............................................................................................................ 34 CHAPTER 3. FINDINGS AND DISCUSSION ................................................................ 37 3.1. To what extent can task-based approach improve students‟s reading comprehension? .............................................................................................................. 37 3.1.1. General opinions of students on reading .......................................................... 37 3.1.2. General opinions of students on task-based approach on reading comprehension ............................................................................................................ 43 3.2. What are the students‟ attitude toward the use of task-based approach in improving their reading comprehension? ....................................................................... 46 3.2.1. The pre-test results of the experimental group ................................................. 46 3.2.2. The post-test results of the experimental group ............................................... 47 3.2.3. The comparison of the pre-test and post-test result in experimental group ..... 49 3.3. The test results between the control and experimental groups ................................ 50 3.3.1. The results of pre-test between the control and experimental group ............... 50 3.3.2. The results of post-test between the control and experimental group .............. 51 CHAPTER 4. SUGGESTED SOLUTIONS ...................................................................... 53 PART C. CONCLUSION .................................................................................................. 55 1. Summary of major findings ............................................................................................ 55 2. Limitations of the Study ................................................................................................. 55 3. Implications for Further Research .................................................................................. 56 REFERENCES ................................................................................................................... 57 APPENDICE ...................................................................................................................... 60 APPENDIX 1A............................................................................................................... 60 APPENDIX 1B ............................................................................................................... 62 APPENDIX 2A. PRE-TEST .......................................................................................... 64 APPENDIX 2B. POST-TEST ........................................................................................ 68 APPENDIX 3A. LESSON PLAN .................................................................................. 71 APPENDIX 3B. LESSON PLAN .................................................................................. 75 APPENDIX 4A: Results of pretest and posttest for Group A (Control group) ............. 80 APPENDIX 4B: Results of pretest and posttest for Group B (Experimental group) .... 81 v LIST OF ABBREVIATIONS CBLT: Content-based language teaching EFL: English as a Foreign Language ELT: English language teaching T: Teacher TBL: Task-based learning TBLT: task-based language teaching Ss: Students vi LIST OF TABLES Table 1. The comparison between extensive reading and intensive reading Table 2. The System of Scores Category Table 3. In your opinion, what are the benefits of using TBL activities in reading lessons? vii LIST OF FIGURES Figure 1. Structure of task-based approach (Nunan 2004) Figure 2. Interactive Mode of Data Analysis (Miles and Huberman, 1992) Figure 3. Do you think that reading skill in important? Figure 4. What best describes the atmosphere in reading lessons? Can you clarify? Figure 5. When you read, what are the difficult things for you? Figure 6. What do you do while you are reading a text? Figure 7. How do you rank your participation in reading lessons? Figure 8. What difficulties did you encounter in TBL activities? Figure 9. The pre-test results of the experimental group Figure 10. The post-test results of the experimental group Figure 11. The comparison of the pre-test and post-test result in experimental group Figure 12. The results of pre-test between the control and experimental group Figure 13. The results of post-test between the control and experimental group viii PART A: INTRODUCTION 1. Rationale Today, English is one of the most popular languages all around the world. It is used and spoken in almost all countries including Viet Nam. In some ways, English is an effective means of communication to help connect all people in the meetings of global leaders. Accordingly, we can see the importance and popularity of English in the contemporary context. For Viet Nam – a national integration and development, English is a foreign language with special attention. Understandingly, the Vietnamese education system has made English a compulsory subject in school since elementary years. English is also a compulsory graduation exam at all levels. To become a fluent language proficiency, one of the most important skills is reading skill. Reading is a receptive language process. It is the process of recognition, interpretation, and perception of written or printed materials. Reading proficiency plays a great role in understanding a written statement accurately and efficiently. Reading serves as an important tool in every field of professional service. In many situations reading is considered to be the indispensable channel of communication in an ever-widening world. Because it makes vocabulary richer and more vivid. The reader may not need to use the dictionary and guess the meaning of the new words in the context of the whole article. In this way, we will not only learn new words but also learn how to use them in specific contexts. Besides, textbooks are a great source of writing material. When reading an article in English, we can learn about the structure and expressions in the article to use in your writing. Reading is a skill that needs to be cultivated most frequently and in the longest term so that each individual can form and develop a sustainable learning capacity. Because of the importance of reading skills, finding a teaching method to improve student's reading comprehension is an issue of special concern for teachers of English. Accordingly, the appearance of many new teaching methods has brought to teachers a lot of options to help students improve their knowledge, especially the taskbased teaching method. It is generally known that reading is a skill that comes from experience and needs to be constantly improved through different types of reading material. However, it is a new idea that efficient reading involves many skills to be fostered in the classroom. To elucidate this point, some task-based reading activities 1 have been suggested for teachers of English to point out ways to inculcate independent reading habits in the students. In the article of British Council, task-based approach offers an alternative for language teachers. In a task-based lesson, the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task, and the language studied is determined by what happens as the students complete it. The lesson follows certain stages. The goal of the method is to be learner-centered and developing the necessary skills. The application of this method has yielded positive results. Viet Try Industrial high school is one of the leading units in the education of Viet Tri city. Established in 1973, continuing its glorious tradition, Viet Tri Industrial high school has been training generations of students with both virtue and talent, dedicating themselves to the development of the country. Moreover, the school is constantly innovating to improve the quality of teaching and learning for teachers and students, especially in English. Students are always given the best conditions in learning with modern support equipment and participated in activities to improve their skills. However, for 10th graders of Viet Tri Industrial High School, because of being new students of high school, they have just been exposed to a new learning environment, they still have many difficulties in learning English. Most of them find it extremely difficult to learn reading comprehension in finding information and understanding the text…One of the reasons may be that students do not have access to an effective learning method. For the above reason, I chose the study “Using task-based approach to improve student‟s reading comprehension for grade 10 students at Viet Tri industrial high school” for my research proposal. 2. Previous studies In the last decades, a large number of studies have been conducted on application of the task-based approach in teaching and learning reading comprehension in both Viet Nam and others countries in the world. 2.1. In the world Reading is a part of our daily lives. It is performed both for pleasure and information. Reading skills are important for the individuals since they foster 2 comprehension in reading. If the students do not have knowledge of reading skills, they cannot be expected to be successful readers. Thus, they cannot achieve the level of comprehension required to pass exams in their own departments ( Kaya, 2015). For this reason, Educational researchers always find suitable teaching methods to help students improve their abilities. Around the world, many studies to serve the development of reading comprehension skills of students have been conducted and achieved very encouraging results. As stated in “Implementing task-based learning with young learners” (Oxford University, 2001), Carless wrote an article released on ELT Journal Volume 56/4 October 2002. He drew the qualitative classroom observation data from case studies of three EFL class in Hong Kong primary schools. It analyses four themes relevant to the classroom implementation of task-based learning with young learners, namely, noise/indiscipline, the use of the mother tongue, the extent of pupil involvement, and the role of drawing or coloring activities. For each of these issues, he noted that there was significant improvement in implementing task-based learning with young learners though it was hard at the beginning. Teacher should have well prepared in implementing task-based learning by organizing the pair-work or group work well, be a good language model by using the target language as far as possible when interacting with their classes, and maximize the involvement of the students during group work by developing more inclusivity in the classroom, whereby all students are encouraged and supported to make oral contribution during lessons A recent study was done by Nazenin Ruso (Eastern Mediterranean University, Turkish Republic of Northern Cyprus, 2007) that is released on July 21st, 2011 on Asian EFL Journal 18 entitled „The Influence of Task-Base Learning on EFL Classroom‟. He focused his study on the influence of Task Based Learning on EFL Classrooms. The study examined the influence of TBL approach on students „classroom performance and motivation in EFL classrooms. Although the main focus was of this work on students‟ performance and motivation, he also investigated how implementing a TBL approach influenced the researcher‟s professional development. The analysis of data collected by different data collection methods revealed that both students and the classroom teacher were highly satisfied with TBL approach mainly in terms of adding variety to the classroom activities and increasing learning in class. The 3 findings of the students‟ and researcher‟s diaries revealed that TBL was helpful in students‟ motivation and learning. It encouraged students‟ practice opportunities of the target language receptivity in the lessons as a result of presenting various tasks. In the light of students‟ reflections for the tasks used during the study, which were very positive, it can be concluded that students were receptive to the idea of TBL while learning English as a second language. The findings of the semi-structured interviews revealed that students do not like their teachers talking too much. Although the students were not familiar with the concept of TBL which defined this change, they stated that their teacher presented them various tasks that create opportunities for practice. The students‟ thoughts about TBL were quite positive. They indicated that more emphasis was shown on interaction in class. This interaction was encouraged not individually but within group work as well. The students stated that their teacher presented various tasks in class and they made use of practice opportunities. They also indicated that an enjoyable classroom atmosphere developed as a result of the tasks and the nature of this enjoyable classroom learning situation affected their learning. In 2014, Mohammad and Arad carried out the study on “The effect of task-based language teaching and content-based language teaching on the Iranian Intermediate ESP learner‟s reading comprehension”. They divided students into two groups: control group and an experimental group from Islamic Azad University majoring in accounting. In group A, reading comprehension was taught to the subjects based on the principles of TBLT. However, in group B, reading comprehension was taught to the students through CBLT. The researcher used independent samples t-test and paired samples t-test to analyze the collected data. The data showed that TBLT group performed better on the reading comprehension post-test than CBLT group. It means that TBLT has been more effective than CBLT in teaching reading comprehension to Iranian ESP learners. In 2018, D. I. Prasetyaningrum did the research about “Improving agriculture student‟s reading comprehension through task-based language teaching (TBLT)”. This study conducted to investigate the effectiveness of task-based language teaching (TBLT) in improving students‟ reading comprehension. Collaborative classroom action research design was used, and the participants were 22 students. The data collected using the observation checklist, field notes, and reading test. The findings 4 showed that task based learning teaching could be implemented to improve student‟s reading comprehension in three steps: pre-task, task cycle, and post-task which included some specific activities. 2.2. In Viet Nam Not only in the world, teachers in Vietnam are also always researching and creating, applying modern teaching methods to help students improve their reading comprehension. Dinh Nhu Le (2016) did the research “Applying task-based teaching methods for students of the University of Transport and Communications according to the national foreign language project period 2008-2020”. The article analyzed the relevance of task-based learning model and the aim of communicative teaching approach to establish the language acquisition under the Common European Framework of Reference for languages of the National Foreign Languages Project 2020. The article also recommended it be methodology in the authentic educational environment at the University of Transport and Communications. In 2017, “Task based language teaching in Viet Nam: Misunderstanding and suggestions” was implemented by Chi Do Na from An Giang University. This paper therefore took as its aims the common misunderstandings when applying TBLT in Vietnamese education settings. The author investigated how TBLT is frequently mistakenly perceived by language educators and provides suggestions on how to design language tasks with specific implications of TBLT in an EFL classroom. These above researches studied about applying task-based in teaching and learning English reading skill, misunderstanding and suggestions when applying TBLT in Viet Nam and also provided valuable information indicating that using taskbased approach to help students improve students‟ knowledge and reading comprehension skill. However, there had no research about using task-based approach to help students improve student‟s reading comprehension skill for students of grade 10. So, I would choose research about this issue with hope that this method could help the students learn English reading skill more effectively. 3. Research purposes The research aims to achieve two purposes as follows: 5 - Finding out the current situation of teaching and learning reading skill in grade 10th. - Applying task-based approach in teaching to improve English reading comprehension skill for students of grade 10th. 4. Research questions To achieve the purposes, the research seeks answers to the following research questions 1. To what extent can task-based approach improve students‟ reading comprehension? 2. What are the students‟ attitude toward the use of task-based approach in improving their reading comprehension? 5. Research method - Theoretical research method: Study the related documents to gain knowledge about reading comprehension skill and task-based approach. - Investigating methods: In the research, the author conducted for students to make surveys and tests before and after the experiment. For the questionnaire, it was the purpose of the researcher to hand out the survey questionnaires to check students' awareness and attitudes before and after the treatment. In addition, the author also let students do pre-test and pro-test to check whether students could improve their reading comprehension skills through the use of task-based approach or not. - Mathematical statistical method: Calculate the data collected from survey questionnaires and TEST to get the final results. - Experimental method: Apply TBL to a group of students to investigate the efficiency of TBL on reading comprehension. 6. Significance of the research 6.1. Scientific significance Conducting this study firstly helped the researcher obtaining a comprehensive understanding about modifying reading activities in teaching and learning English reading comprehension skill for students and enhancing their motivation in learning. 6.2. Practical significance This research was carried out with the hope that it could apply activities to enhance English reading comprehension skill for grade 10 effectively. The activities paid the students‟ attention by using diversified reading activities. 6 In addition, the research also helped the teachers of English modify the reading activities to be suitable to teach English reading comprehension skill effectively and successfully, which made the lesson meaningful and interesting, helped students to get the best results in learning reading skill. 7. Research scope Due to limited time practice and restrictions of experience. So instead of doing extensive research, this study was only focusing on subject was grade 10 student ands in which the researchers chose two classes (10A and 10G) to study with the number of students are 74. The study was only done to find out the effect of task-based applying on reading and because of limitation of the research , so the author could not proceed on other English skills. 7 PART B. CONTENT CHAPTER 1. THEORETICAL BACKGROUND 1. Theoretical background of reading skill 1.1. Definition of reading skill Reading is a mental process. There are many definitions of reading. Reading is when someone looks into a written text and starts to absorb the information from the written linguistic message. In Longman Dictionary of Applied Linguistic, reading was said as: “Perceiving a written text in order to understand its contents. This could be done silently (silent reading). The understanding that result was called reading comprehension. Saying a written text aloud (oral reading). This could be done with or without understanding of the content.” Harison and Smith (1980) defined reading as the act of responding with appropriate meaning to print or written verbal symbols. It meant that reading is the result of interaction between the graphic symbols that represent language and the reader‟s language skill, and cognitive skills and knowledge of the words. In this process, the reader tried to recreate the meaning intended by the writer. According to Wallace (1992), reading as interpreting meant reacting to a written text as a piece of communication. In other words, we assumed that there is some communicative intent on the writer‟s part which the reader has some purposes in attempting to understand. According to Aebersold and Field (1997) reading was what happend when people look at a text and assigned meaning to the written symbols in that text. The similar definition stated by Nunan (1998) that reading was a process of decoding written symbols, working from a smaller unit (individual letters) to larger ones (words, clauses, and sentences). Based on those theories above, it could be concluded that reading is a much more complex process to obtain ideas or meaning from a text, which is symbolized in written or printed language.Based on those theories above, it could be concluded that reading is a much more complex process to obtain ideas or meaning from a text, which is symbolized in written or printed language. 8 1.2. Types of reading The two most important of reading styles are known as Intensive Reading and Extensive Reading. If you learn to master the what, how, and why of these two manners of reading, you will have two extremely powerful tools in your language learning arsenal, which will fuel your ability to acquire vocabulary indefinitely. According to Surbhi S (2021), Extensive means covering a substantial area and so, extensive reading refers to that type of reading in which students read and refer to large quantities of material, chosen by themselves. As against, intensive refers to indepth or concentrated. Therefore, intensive reading means that type of reading in which the material has to be read carefully and thoroughly, to get specific details. Table 1. The comparison between extensive reading and intensive reading BASIS FOR COMPARISON Meaning EXTENSIVE READING INTENSIVE READING Extensive reading is an approach Intensive reading is a reading to language learning in which method where inlearners are long text and a large amount of supposed to read the short text material are read by the students carefully and deeply so as to gain for general understanding. maximum understanding. Nature Supplementary Purpose For acquiring information or for For understanding the literal pleasure. meaning of the text. Reading of novels, magazines, Reading of textbooks. Covers Comprehensive newspaper. Material Reading material is selected by Reading material is decided and Selection the individual himself. recommended by the teachers. Involves Reading of a number of books on Reading of a book again and a similar concept or subject. again to extract its literal meaning. 9 BASIS FOR EXTENSIVE READING COMPARISON INTENSIVE READING Use of dictionary No Yes Helpful in Developing reading fluency Developing reading skills, vocabulary and grammatical knowledge. Extensive Reading could be defined as a casual reading performed for pleasure or gaining general understanding on a topic when the students are engrossed in a book, magazine or newspaper. In this approach students read long texts and refer to various supporting study material, only to enjoy the reading and gaining a better understanding of the concept. That is why, for extensive reading, the readers look for easy, interesting and amusing books, so as to improve their reading fluency and speed as well. The text is comparatively simple, containing a few unfamiliar words. The individual could select the book or material of his choice, on the topic that matches their interest. Further, there is no follow-up discussion to be held in the class for what the students have learnt during their reading. Extensive reading is just to encourage the habit of reading in students for pleasure and make them a voracious reader. Hence, it does not really matter as to whether the reader understands each word written in the text or not, to get the basic concept of the passage. In addition to this, the extensive reading method gives an opportunity to the students to read lots of material, which they select for themselves according to their reading speed and capability. Intensive reading could be understood as the reading method which requires intimate study of a text with the objective of getting its literary or linguistic meaning. The readers are supposed to read the text with concentration and due care, in detail, as it has certain learning aims and tasks. Basically, it is the in-depth reading of a comparatively shorter piece of reading material, to gain complete knowledge from it. It aims at identifying the answers to the 10 questions of reading comprehension. Moreover, it could be used for the purpose of skimming and scanning, and the concatenation of the sentences. It involves an analysis of the text by the deconstruction of the sentences and looking over each word, phrase and collocation which is not understandable with an aim of extracting the essence and meaning of the text as much as possible and learn the grammar and syntax rules. Further, the goals of intensive reading include understanding the gist and subject matter of the text, improving grammar and vocabulary, and understanding the thought of the author behind the text. The main focus of the learner is on the language used, rather than the text. In my research, I used intensive reading because almost texts in reading part (textbook) focus on closely following a shorter text, doing exercises with it, and learning it in detail. According to this approach, this helps language learners really understand the language‟s grammar and syntax. The proponents of this method use a range of exercises to complement the reading itself. Foreign language students could, for example, read a short paragraph and then answer questions about the text, order sentences, or find specific words. 1.3. Reading process Reading could be defined as the process of looking at and understanding the meaning of a piece of writing by interpreting the characters or symbols of which it is composed. In “Teaching language and literacy, K-6” was written by Hughes (2007), the reading process involves 5 stages: Prereading, reading, responding, exploring, applying. Throughout the reading process readers use a variety of strategies, sometimes multiple strategies at once, to help them make meaning from a text. According to Sangia (2018) in the research “The process and purpose of reading”, Reading is a complex cognitive process of decryption signs in order to create or originate meaning. It is a way of language acquisition, communication, and sharing information and ideas. Reading process requires continuous training, development, and improvement. Besides, reading requires creativity and critical analysis. Commercials literature make business with each piece, congenital deviate from the literal words to create an image that makes sense to them in an unknown place it describes. Because 11 reading is a complex process, couldnot be controlled or restricted to one or two interpretations. There is no concrete law in reading, but allows the reader to escape to produce their own products introspectively. This encourages deep exploration of text for interpretation. In reading activity is an aspect of language behavior with the apprehension of general process of interpretative which is covered communicative activity. It means that in reading, meaning is created by the reader base on of textual hints. This interpreting activity is not exclusive from the reading, but a packet with reading because reading is practical reasoning process that results the derived of meaning. In the process of deriving the meaning, the readers couldnot create and complete to get the full meaning, but the meaning that reader gets only the meaning which is sufficient for reader needs. As conclusion, the process of reading involved how meaning is negotiated in discourse. Reading activity is a process that drives two disparate levels of mental activity. The first activity is dealing with immediate apprehension of information and the other is related with the discrimination of this information into patterns of conceptual significance. In process of reading, the reader not only creates meaning but also meanings should be negotiated in discourse as process of reading strategy. Reading should not be reaction to meaning but as interaction between writer and reader mediated through the text. Thus, how to make an efficiency reading depends on how effective the text is. According to Simanjuntak there are three models of the reading process as follows: Bottom-up Model Simanjuntak (1988) denoted that the bottom-up model of the reading process is that „Reading is a precise process involving exact, detailed, sequential perceptions and identification of letters, words, spelling patterns and larger language units‟. This model assumes that a reader proceeds by moving his eyes from left to right across the page, first taking in letters, combining these to form words, then combining the words to form the phrases, clauses, and sentence of the text. Top-down Model The top-down model of the reading process deals with the general notion of reading as there construction of meaning based on a skillful sampling of the text, and 12