14 grades. The reading activities including the texts and the tasks students encounter
are considerably different. Different activities and their changing behavior may result several factors that make students deals with the lesson differently. Thus,
Many, Ariah and Fox propose several factors to be taken into account by a teacher in teaching reading for adolescent students. Many et al. in Lapp and Fischer
2011: 53 say that adolescent students must develop and be able to regulate a repertoire of language and literacy strategies. Other important factors are students’
personal interests and motivation. Finally, it is important for a teacher to design a reading lesson that reflects an awareness of students’ development as adolescents
and as language users while taking into hisher consideration the demands of various texts to be taught.
Teachers should also take into account how to make students enjoy reading and feel motivated to read. This point is also emphasized by Harmer.
Harmer 2007:84 suggests that the class should make the students “pursuing a learning goal with enthusiasm”. It should make students feels connected and
engaged with the material which is relevant and involving. Thus, reading lesson should make the students feel the motivation to read a text comes from
themselves.
c. Teaching Reading at the Junior High Schools
There is a swift of curriculum from School-Based Curriculum SBC into 2013 Curriculum. However, the implementation of the 2013 Curriculum has not
done yet by every school in Indonesia. The government has chosen several schools to implement this curriculum. SMP 13 Yogyakarta has not yet
15 implemented this curriculum in the first semester of the academic year of
20132014. It still uses the School-Based Curriculum. The School-Based Curriculum arranged how the teacher teaches reading in
school. Although the development of the School Based Curriculum is taken references on the Content Standard and the Graduate Competence Standard, a
teacher can develop the teaching method and techniques in the English teaching and learning process based on the syllabus. However, there are several important
components in this curriculum that need to be considered when a teacher develops their syllabus. They are the standard of competence and the basic competence.
The teachers determined the materials, the learning activities, the evaluation, the time allocation, and the source of learning which were adjusted with the standard
of competence and the basic competence. Based on the standard of competence and basic competence, the areas of
reading for the Junior High School include the ability in understanding written texts to reach the functional literacy and the ability in understanding many kinds
of short functional texts and genres such as procedure, descriptive, recount, report and narrative. The following table shows the expected reading competence of the
first semester of the eighth grade students in the junior high school:
