uses the format and one would rarely consider assessing reading without some component of the assessment involving impromptu reading and responding
questions. c
Short-Answer Tasks In short-answer tasks, the test-takers are given a reading passage then they
read questions that must be answered in a sentence or two. d
Editing Longer Tasks The editing technique that is used in intensive reading is same with the
one that is used in selective reading. The different item is just the length of the texts. The texts interactive reading for editing tasks are among 200 to 300 words.
e Scanning
Scanning is a strategy used by all readers to find relevant information in a text. Assessment of scanning is carried out by presenting test-takers with a text
prose or something in a chart or graph format and requiring rapid identification of relevant bits of information.
f Ordering Tasks
One of the types of ordering task that usually used is giving students some sentence and assembling them into a story. This activity is called the strip story.
g Information Transfer: Reading Charts, Maps, Graphs, Diagrams
In information transfer reading, the test-takers have to comprehend specific conventions of various types of graphic; comprehend labels, headings,
numbers, and symbols; comprehend the possible relationship among elements of the graphic; and make inferences that are not presented.
4 Extensive Reading
a Skimming Tasks
Skimming is a strategy that is used to give the readers senses of the topic and purpose of the text, the organization of the text, the perspective or point of
view of the writer. In the assessment of skimming strategy, the test-takers usually skim a text and answer questions.
b Summarizing and Responding
In summarizing and responding, the test-takers have to write a summary of a text.
c Note-Taking and Outlining
Students gain in retaining information through marginal notes that highlight key information. They may be assessed through an evaluation of a
process of note-taking andor outlining.
3. Teaching Reading Comprehension in SMP a.
Students’ Characteristics
Instead of understanding the theories of teaching reading, it is necessary to understand student
s’ characteristics. The age of the students is a major factor in determining how and what to teach. People in different ages have different needs,
competences, and cognitive skills Harmer, 2007. Teachers should take this fact as a main consideration in setting and designing English course. Students can be
divided into three groups based on their age. According to Harmer 2007, the groups of students comprise young children 0-12 years old, adolescents 12-18
years old, and adult 19-60 years old.
In terms of this study, students at Junior High School Level are categorized at adolescents. Adolescent students are often seen as problem
students Harmer, 2007:83. At this age, students have a greater ability to think abstractly and they also begin to be more passionate with their commitment to
what they are doing. Most of them understand the need of learning and can be responsible with their duty as leaners. Adolescence search for their identity and
need for self-esteem. Adolescents must acquire a totally new physical, cognitive, and emotional
identity. Their egos are affected not only in how they understand themselves but also in how they reach out beyond themselves, how they relate to others socially,
and how they use the communicative process to bring on affective equilibrium Brown, 2001:64.
Adolescents need to feel good about themselves and valued. It is reflected in the secondary school students who convincingly argued that a good teacher ‘is
someone who knows our names’ Harmer, 2007, as cited by Harmer, 2007:83. Hence, teachers of secondary school should be aware of the student
s’ characteristics and engage them with material which is relevant and involving. It
is also teachers’ job to do actions that boost their students’ self-esteem and be conscious of their need for identity.
There are some factors to take into account that influence the success in learning a new language. Basically, in learning a new language, all ages are really
influenced of following three important factors: the affective filter, motivation,
and resiliency Lems, 2010. Affect, or emotional state, is closely associated with language learning outcomes.
The emotional aspects that influence language learning are referred to as the affective filter Dulay Burt, 1977, cited in Lems, 2010:8, that is, the
emotional response to the language learning situation. Motivation refers to the purposes for which a person learns a new language. Motivation enables students
to make use the skills taught Hirai et al., 2010. Motivated students achieve more than students who are not motivated. Motivation for learning a new language can
be divided into integrative motivation, instrumental motivation, assimilative motivation, and intrinsic motivation Gardner Lambert, 1972; Graham, 1984,
cited in Richard-Amato, 1988, 2003; cited in Lems, 2010.
b. School-Based Curriculum
School-based curriculum in Indonesia
PerMenDikNas
No. 232006 and its Attachment concerns with five kinds of communicative competence models.
It is written in English subject domain for
SMPMTs
part. The five models are the action, linguistic, sociocultural, strategic, and discourse competence. Approach
used and became a trend particularly in Indonesian English teaching process in this curriculum is Genre-Based Approach GBA.
According to Feez 1998: 24, Genre Approach or what so-called Genre- based teaching which was first developed in Australia is based on three
assumptions of language learning. First, it is based on the assumption that learning language is social activity. Second, it is based on the assumption that
learning occurs more effectively if teachers are explicit about what is expected of
the students. Third, it is based on the assumption that the process of learning language is a series of scaffold developmental steps which address different
aspects of language. The Genre-based Approach then is implemented through its teaching-
learning cycle. The cycle of the teaching-learning activities consists of a number of stages to help students gain independent control of a particular text-type.
According to Feez 1998: 28, there are five stages of teaching-learning activities in the Genre-based Approach. Those are building the context, modelling and
deconstructing the text, joint construction of the text, independent construction of the text, and linking related texts. Each of them is presented as follows:
1 Building the Context
Building of the context is the first stage of the teaching-learning cycle in the Genre-based Approach. At this stage, teachers introduce particular text-types
to students. The social contexts of the text is introduced to the students. Examples of the activities are presentation, through pictures, field-trip, etc.
2 Modelling and Deconstructing the Text
Modelling and deconstructing the text is the second stage of teaching- learning cycle in the Genre-based Approach. After students are introduced with a
particular text-type, they are asked to investigate the structure and language features of the text. In finding out the structure pattern and the language features
of the text, clause, and expression level as well as still concerning to the social purpose and meaningful text. Examples activities are sorting sets of the texts,
