by asking the students to try to guess what topic that will be going to learn just by talking the important words that may give a big influence to
comprehend the text, by showing a picture which can tell the sequence events of the story so that the students can guess how the story will be
going on. This activity can also activate the students’ schemata since it can build the background knowledge before doing the main task. Lastly,
giving the students with the different genre of the text will help them to get familiar with a certain genre or topic.
In addition, Brown 2001, 298:299 states that in teaching reading there are three ways that can be highlighted; those are bottom-up, top-
down and interactive reading. Bottom-up processing emphasizes the recognition of linguistic signals, such as letters, morphemes, syllables,
words, phrases, grammatical cues, and discourse makers, before understanding the whole text. Meanwhile, top-down processing starts
reading from the whole text. It supposes the students to activate their background knowledge to guess the unfamiliar words connected with the
context. Moreover, the interactive reading which is the combination of bottom-up and top-down processing places the two processes as the
important things to be implemented in teaching reading. The two processes cannot be separated each other and should be implemented
continuously.
b. Teaching Materials of Reading
The materials used in teaching reading intensely influence to the success of the student’s reading. The readability level of the reading
material will influence the student’s reading comprehension. For instance, the reading material which involves the high-frequency words
in almost all of the text causes the difficulties of reading comprehension. Therefore, the suitable reading materials are required to use in teaching
reading so that they will cover the students’ needs. According to Tomlinson 2012: 143, the materials for language
learning can be chosen based on the students’ needs in order to facilitate them with the appropriate materials to learn since they have different
ways of learning the language. In this context, the consideration of choosing the suitable materials is based on the students’ level of learning
the language whether they are beginning, intermediate, or advanced learners. For instance, the English Young Learners involve the children
who are in the age range of elementary or primary schools. They have different needs of learning than do they the adult learners. They also
should be given a gracious material to cover their primary need. The high-quality materials there are the instruction how to deal with the
tasks can be considered as the best materials for the students since they still need the clues in doing all of the tasks.
Furthermore, Brinton in Nunan 2004:133 proposes that the texts and tasks to teach should be authentic. On the other hand, Harmer
2001:205 asserts that the authentic materials are too difficult to read by
the young learners since there are many things that they cannot understand. The students’ motivation to read will extremely decrease. For
that reason, the teacher is supposed to give the materials that are understandable for them.
In addition, Harmer 2001:207-208 states that the primary point that will lead to the success of teaching reading as the receptive skill is
the choice of comprehension task. One thing that must be considered by the teacher in teaching reading is the purpose of teaching reading itself
whether it is teaching for testing or the real teachings that will make the students perform more. In improving the students’ receptive skill like
reading, it will be better if the tasks given are to engage the students to learn rather than to test them by looking at their final scores. In the
practice, the process of teaching will lead the students to understand the tasks like how to deal with such kinds of questions. The discussion
between the students and the teacher or among the students will help them to comprehend the text. The second component that must be
considered as the reading materials is the appropriate level of the texts and tasks. The portion must be balanced between the task and the text. It
does not matter if the text is difficult, but there must be a solution by making an easier task so that the students can do it appropriately.
c. Theory of Classroom Activities
The other thing that must be considered in teaching is classroom activities. The activities should be chosen based on the criteria that the
students have, such as the age, the students’ characteristics, the classroom size, and the materials that will be going to teach. As stated by
Lindstromberg 2004:1, the criteria of choosing the classroom activities for teenagers should cover the three purposes: giving positive value,
motivating the students to learn and usable in medium to larger class. Teaching the junior high school students means that we teach the
teenagers in which their age are in between childhood and adulthood. There must be some characteristics of the students that the teacher must
know to make the classroom activities more acceptable. According to Brown 2001:92, teens enter the period of ultrasensitive so that their
emotional will be easily to change up and down especially related to their physical appearance. Thus, the teacher’s role here is to improve their
self-esteem by avoiding the students’ embarrassment in all aspects, praising the students’ aptitudes and strengths, enabling the students in
making mistakes and errors, and creating small-group work to ease the students in doing the tasks.
Apart from that, the teacher must consider in designing classroom activities is the students’ motivation. In this case, the activities should be
able to engage the students’ motivation to learn. The students’ motivation in learning should be known in order to do the further activity that will
fulfill their needs. If the students do not know themselves related to the
