Chapter II theoretical foundation

Level of Reading Comprehension

Crowfod (2000: 38) in his articles explain there are three levels of comprehension, they are:

1. Literal comprehension

It refers to nothing and relating details, looking for context clues, identifying text patterns and development. And this level, teachers can ask some quenstions such as distinguishing relevant from irrelevant points, using clues to understanding meaning of unfamiliar words. Beside that question used illicit this types of thinking are who, what, when, and where questions.

2. Inferential comprehension

It refers to drawing conclusions and predicting outcomes based on information in the text e.g. guessing motivation of a character in a text using the dialogue or description, generalizing ideas presented in the text, identifying the title, the type, the generic structure, the purpose of the text and getting the implicit information. The types of question asks open-ended, thought-provoking question like why, what if and how.

3. Critical comprehension

It refers to distinguishing facts from opinions and evaluating tone, implications, propaganda tools, e.g. questioning claims made by author, analyzing, evaluating, expressing opinions about ideas in the text, interpreting the meaning based on the context and making judgment. In this level we are analyzing or synthesizing information and applying it to other information.
Looking at the three levels of comprehension, most of the sample in the research include to inferential comprehension, since
they focus to understand the text types that includes in Hartatory Exposition, the generic structure of Hartatory Exposition, the purpose of the Hartatory Exposition and they can get the implicit information that author present in the text.

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