Teaching a Content-Based Reading Lesson

reader only tries to locate specific information and she simply let his eyes over the text until she find what she looking for.

4. Teaching a Content-Based Reading Lesson

In contemporary, a reading lesson is usually divided into three phases those are pre-reading phase, while-reading phase and post reading phase. The pre-reading phase is the beginning phase; the phase when the students have not read the material yet. In this stage, the teacher activates the students’ prior knowledge, provides any language preparation that might be needed for coping the passage and motivates the students to want to read the text. 23 The teacher conducts many different kinds of techniques for those reasons. These could be entail or word association, discussion, and text surveys, among others. The while-reading phase is a middle phase; the phase while the students read the material. In this stage, the teacher helps the students to understand the specific content and to perceive the rhetorical structure of the text. The teacher’s guidance is required to ensure that the students assume active and questioning approach the material. This guidance can be supplied by a number of while-reading task consisting questions, which is divided three levels understanding; “the explicit level” that solicits literary stated information, “implicit level” that ask for information that can be inferred, and “applied level” that relate new ideas to previous knowledge or experiences. The third levels that have been explained above known in the term “A Three-level Guide”. 24 In addition, the guidance to the students through the text, but considerably more work for the teacher is “guide-o-rama” and “pattern study guides”. 23 Marianne Celce Murcia, ed. Teaching English as a Second or Foreign Language, Boston: Heinne and Heinle Publishers, 1991, p.202 24 Marianne Celce Murcia, ed. Teaching English …, p. 202 A guide-o-rama is a series of statement, instructions, and or questions that leads students through the assigned reading and indicates what is important, how a paragraph or section is organized, and what is to be learned. 25 Meanwhile, pattern study guide, which are somewhat more limited in scope, focus the students’ attention on the ways that paragraphs, or even larger units of text, are typically structured to represent the relationship between the main idea and subordinate detail, cause and effect, comparison and contrast, problem and solution, and so on. 26 The post-reading phase is an ending phase. 27 In this stage, the students review the content; work on bottom-up concerns such as grammar, vocabulary and discourse features; and consolidate what has been read by relating the new information to the learners’ knowledge, interest and opinion by doing the exercise given to check their comprehension. The three-phase approach above is need not carried out slavishly for every reading. It must be noted, under certain circumstances, it can be cut or curtain one or more of the stages.

B. Jigsaw Technique 1.