Reading: The Five Stages Of Reading Process

There are 5 stages of reading process proposed by Tompkins (2008, pp. 42-49), they are 1) pre-Reading, 2) Reading, 3) Responding. 4) Exploring and 5) Applying. In the pre- reading stage, teacher stimulates background knowledge, arrays purposes, introduces key vocabulary terms, and previews the text with the students. Teacher gives students information related to the text and explains about the purposes for reading the text. The second stage is reading, students begin reading using reading strategies, the examination of illustrations, reading from beginning to end, and note taking. The third stage is responding, the students respond to what they read through reading logs, journals, or grand conversations. In this stage, teacher lets the students

99) states that there are many objectives why students read English text. Some of them want to be able to read text in English for their careers, study purposes or for pleasure. Reading for pleasure should involve extensive reading. Extensive reading defines as reading that students do often away from the classroom, such as reading novel, web pages, newspapers, magazines or any other reference material. Furthermore Nation (2009, p. 49) says that extensive reading fits into the meaning-focused input and fluency development strand of course, it depends on the level of books which students read. While reading for an academic purpose involves intensive reading. intensive reading refers to the detailed focus on the construction reading text which students usually do in the classroom such as reading specific genre for specific purposes (such as business, science or nursing). In addition Nation (2009, p. 25) argues that intensive reading can be means of increasing students’ knowledge of language features and their control of reading strategies, so it also develop their comprehension

Reading is useful for language acquisition. By reading students can enrich their new vocabulary. It also gives positive effect for their spelling, grammar and punctuation. Another advantage is reading text provides good models for English writing. Students can learn how they construct sentences, paragraphs, and whole text. Then students have good models for their own writing. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and provide the springboard for well-rounded, fascinating lessons (Harmer, 2007, p.