e. Match the task to the topic. The most interesting text can be determined by asking boring and
inappropriate questions, the most commonplace passage can be made exciting with imaginative and challenging tasks.
f. Good teachers exploit reading texts to the full.
Any reading text is full of sentences, words, ideas, descriptions etc. It does not make sense just to get students to read it and then drop it to move
on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic discussion and further tasks,
using the language for study and later activation.
32
From the principles of teaching reading discussed above, the writer concludes that the teacher has an important role in teaching reading. The
teacher should motivate student by giving appropriate texts that are interested, explaining the material clearly, encouraging students to determine the
meaning of what they read, giving attention to students’ development that involve the students’ abilities to become efficient and skillful reader,
evaluating and giving the task match with the topic in order to accurately assess students’ comprehension and development skills.
5. The Types of Reading Text
There are several types of reading texts who learns by students in secondary high school. They are procedure, descriptive, recount, narrative,
and report.
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Students are expected to understand and master all of the texts after they learn English. They have to pass the test in the middle and the end
of the semester about those materials in order to pass the English subject.
32
Jeremy Harmer, How to Teach English: An Introduction to the Practice of English Language Teaching, Edinburgh: Wesley Longman, 1998, pp. 70-71.
33
DEPDKNAS, Standar Kompetensi dan Kompetensi Dasar SMPMTS, Jakarta: Badan Standar Nasional Pendidikan, 2006, p.124.
A procedure text is a text that gives an instruction to the reader for doing something.
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This text helps the reader to make easy their work or activity in doing the activity. This text contains some steps, ways, or methods.
The examples of procedure text are recipes, itineraries, instruction manual, or directions. A procedure text usually site on a piece of paper when we bought a
television, refrigerator, radio, or a toys. It can also find in the backside of the noodle, instant coffee which tells the reader about how to make it. A
procedure text could also find in the situation when some people ask someone how to make a clipart, book, table, or a direction to go to somewhere. A
recount text has some language features which tells the reader the step, such as: first, second, next, then, and finally.
In other hand, a descriptive text is a written text in English which describes about a concrete or an abstract object.
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The object that describes in the descriptive text can be a person, an animal, a tree, a house, a building, or a
place. It can also describe an abstract object such as wind or air. The descriptive text consists of two text structures: identification and description.
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Identification tells the reader about the phenomenon that want to be described, and the description tells the reader about the part, characteristics, or the
criteria of the phenomenon. The descriptive text can find in the museum; an explanation of a historical object.
Next, a recount text is a piece of English text that retells the reader about the past events or past activity.
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A recount text usually contains three generic structures: orientation, events, and conclusion or reorientations.
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The orientation tells the reader about the background information about who, what,
where, and when. Then, the events tell the reader about the series of events or paragraph. The events consists at least one paragraph or more. Then the last is
34
Mark Anderson, and Kathy Anderson, Text Types in English 2, South Yarra: Macmillan, 1997, p.50.
35
Sanggam Siahaan, and Kisno Shinoda, Generic Text Structure, Yogyakarta: Graha Ilmu, 2008, p.88.
36
Mukarto. et.al., English on Sky 2, Jakarta: Erlangga, 2007, p.19.
37
Mark Anderson, and Kathy Anderson, Text Types in English 1, South Yarra: Macmillan, 1997, p.48.
38
Ibid, p.50.
