According to the fundamental principle of schema theory, in relation to the

comprehension of human being is that the text does not have meaning embedded on it. It is a
way in which a human comprehension establish a connection between a specific text and other
data that will build a pockets of data we called the meaning (An, 2013) in this way a human
being is able to comprehend systematically and logically.

As stated to schema theory, comprehending a text requires an interaction between the

reader’s background knowledge and text. As Anderson (1977, p.369) point out, "every act of
comprehension involves one’s knowledge of the world as well". Reading comprehension works
in two directions, from the bottom to the top and from the top to the bottom of the hierarchy.
Bottom- up processing is activated by specific text data, while top- down processing generally
starts to confirm these predictions. These two types of processing occur simultaneously and
interactively, which adds to the concept of interaction or understanding between bottom- up and
top- down processes (Carrel and Eiserhold, 1983. Cited in An, 2013).

Casanave (1998; 283) attested the theory towards the traditional view for it is a two
component process: decoding and comprehension, points out that reading comprehension comes
after the concept of decoding which is the learner tends to visually analyze the printed words to
get the meaning of the decoded words. Many researchers proposed another component which is
metacognition, suggested that it is “the ongoing activity of evaluating and regulating one’s
understanding of written (or spoken) text”. (cited in Davis 1988; 615).

Comprehension is affected by the reader’s background, as for example questioning the

text truthfulness. As (Williams and Moran, 1989) mentions that reading is an interactive process
that allows reader to have a knowledge that includes grammar, syntax, and semantics, and the
world in general, and language. In such a way it will coordinate and interact to the
comprehension of the text.
Motivation, purpose and interest are essential in reading comprehension. Lack of interest
creates a major possibility of low comprehension. Sandford claims that “even when the materials
are easy in terms of vocabulary and structure it will remain incomprehensible to the reader who
is not interested”. (op.cit., p.375). However reading can be force due to the fact the it has
purpose, just like collecting information. Interest can also be created through the author’s way of
using reading materials or adding styles to his works.