b. Reading to skim quickly
Reading to skim is a common part of many reading tasks and a useful skill in its own right. It is combination of strategies for guessing where important
information might be in the text. c.
Reading to learn from text It is typically occurs in academic and professional contexts in which a person
needs to learn a considerable amount of information from a text. d.
Reading to integrate information It requires additional decision about the relative importance of
complementary, mutually supporting or conflicting information and the likely restructuring of rhetorical frame to accommodate information from multiple
sources. e. Reading to write
People read a text to represent common academic tasks that call upon the reading abilities needed to integrate information.
f. Reading to critique texts
The reader evaluates the information so that the reader can decide what information to integrate and how to integrate it for the readers’ goal.
g. Reading for general comprehension
It is actually more complex than commonly assumed, because it requires very rapid automatic processing of words, strong skills in forming a general
meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints.
The objectives of reading abovestate in KTSP. Teaching reading in KTSP is aimed at developingstudents’ comprehension to comprehend variety of text. It
means, the students can get information from the text they read. The developments of reading objectives in KTSP are stated in school’s syllabus.
3. Instructional Objectives of Reading Indicators
In school-based curriculum, each school has different way in teaching in order to reach the goals and objectives, and here the explanation of the indicators that
second grade students’ of SMAN 24 KabupatenTangerang have to reach, the indicators of reading by KTSP are :
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1Membacanyaringbermaknawacanaragamtulis yang
di bahasdenganucapandaninformasi yang benar, 2Mengidentifikasitopikdariteks
yang dibaca,
3Mengidentifikasiinformasitertentudariteksfungsionalpendek. 4Mengidentifikasimaknadalamteks
yang dibaca,
5Mengidentifikasikomplikasidalamsebuahceritanarasi, 6
Mengidentifikasikejadiandalamteks yang
dibaca, 7Mengidentifikasiciri-
ciridaribendaorang yang
dilaporkan, 8Mengidentifikasikasus
yang dibahasdalamteks,
9Mengidentifikasi argument
yang diberikan,
10Mengidentifikasilangkah-langkahretorikadariteks, 11
Mengidentifikasitujuankomunikasiteksdibaca, 12Mengidentifikasiinformasitertentudari
banner, poster,
pamphlet, 13Mengidentifikasimakna
kata dalamteks
yang dibaca,
14Mengidentifikasimaknakalimatdalamteks yang dibaca, 15Mengidentifikasi setting dalamsebuahceritanarasi, 16Mengidentifkasi saran yang diberikan.
By knowing the indicators of reading above, it can be seen the materials that should be taught are procedure text, narrative text, banner, poster, pamphlet,
report text, analytical exposition, spoof text, and hortatory exposition. The materials could be short story, advertisement or etc. In learning process, besides
reading material, teaching methodology also plays as an important role. The way teachers deliver the material influence the situation of the class and students’
comprehension.
4. Materials of Teaching Reading
Teaching materials are key component in most language programs. Whether the teacher uses textbook, institutionally prepared materials generally serve as the
basis for much of the language input learners receive and the language practice that occurs in the classroom. Some teachers use instructional materials as their
primary teaching resource. For learners, materials may provide the major source of contact they have with the language apart from the teacher.
The materials are tool for a teacher in the teaching-learning process. It is something that can be presented and something that can be used for classroom
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Silabus, Mata PelajaranBahasaInggrisKelas XI SMAN 24 KabupatenTangerang.
activities. It provides the language elements such as grammar or list of vocabularies.
However, in school-based curriculum teaching reading materials for second grade of senior secondary school are:
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a. Procedure text
b. Narrative text
c. Banner, poster and pamphlet functional text
d. Report text
e. Analytical exposition
f. Spoof text
g. Hortatory exposition
5. Text Types of Reading
Text is a part that couldn’t be separated from reading activities. It is a part of passages. According to the curriculum, there are nine kinds of reading texts that
are learnt in second grade of senior high school; procedure text, narrative text, banner, poster, pamphlet, report text, analytical exposition, spoof text, and
hortatory exposition. Here are the explanations about those kinds of texts from some resources as follows:
a. Procedure Text
A procedure text is a piece of text that tells the reader or listener how to do something. Its purpose is to provide instructions for making something, doing
something or getting somewhere.
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- Generic structure
There are three sections in constructing a procedure text; introductory statements or title, a list of materials required to complete the procedure and
sequence of steps in the order they need to be completed. -
Language features
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School Syllabus
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Mark Anderson and Kathy Anderson, Text Types in English, South Yarra: Macmillan Education Australia Pty ltd, 1998, p. 28.
