The children can acquire a lot vocabulary from reading texts book. The texts book should the children own likes and interests. The interesting texts
book can stimulate the reading habit. A common paradox in reading lesson is that while teachers are encouraging students to read for general understanding
without worrying about the meaning of every single word. “It seems contradictory to insist that student “read for meaning” while simultaneously
discouraging them for trying to understand the text at a deeper level than merely gist” walker, 1998:172 in Nunan. Clearly the students should have
ability to understand the general message without understanding every detail word and natural to understand the meaning of every single word. It means
that the students should comprehend the meaning from the text. Reading is a dynamic process in which the text elements interact with other factor outside
the text; in this case most particularly with the reader’s knowledge of the experiential content of the text. So, the purposes of reading are getting the
meaning of the text, naturally acquire new vocabulary, and getting some moral lessons for the students.
b. The Stages in Teaching Reading
According to Urquhart and Weir 1998:183, there are three stages in teaching reading which are called pre-reading, whilst reading, and post-reading.
1 Pre-reading Activities
It is the preparation to read a text. The activities of pre-reading such as: a.
Establish a purposes for reading
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b. Motivate the students to want to do the reading Durkin,1987
2 Whilst-reading Activities
The whilst - reading activities are the main part of reading activity. In this part, the learners gain new vocabularies so that they try to
comprehend of the text. The learners get the meaning from the text. 3
Post-reading Activities Post-activities are the evaluation of reading class activities. The
activities in this part such as problem solving discussion, concluding and summarizing text, role play etc. in addition, Nuttal 1996:167 also suggest
that the reading activities in this strategy may be done either orally or in written.
d. Vocabulary Mastery
Vocabulary is the total number of words in a language Hornby, 1995:1331. Learning vocabulary is the firs step to do before learning the
other skill or elements. Decarrico in Celle.2001 states that “vocabulary learning is central to language acquisition, whether the language is first,
second, or foreign”. Vocabulary is the core of language, without vocabulary, someone must not be able to learn language.
Nunan 2003: 135-140 also stated the principles for teaching vocabulary: 1
Focus on the most useful vocabulary first. According to Nunan 2003:235, the most useful vocabulary of every language that the
learners need whether they use the language for listening, speaking,
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reading, or writing or whether they use the language in formal and informal situations is the most frequent 1000 word families of
English. It means that the teacher should teach the vocabulary, which is mostly used by people or the high frequency words, to help learners
to cope with English in written or oral form. 2
Focus on the vocabulary in the most appropriate way. In this principle, we can use four strategies to learn vocabulary. Those are using word
parts, guessing from context, using word card, and using dictionaries. 3
Give attention to high frequency words across the four strands of a course. The words which are used should be the commonly used word
in communication through listening, speaking, writing, and reading skills.
4 Encourage learners to reflect on and to take responsibility for learning.
The student should be responsible in their own learning so that their learning will not be useless
e. Stories
