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B. Teaching Reading
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. Teaching may be defined as showing or
helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or
understand Brown, 1994: 7. It can be concluded that teaching is a process of helping and guiding students to learn and develop their knowledge.
In English language teaching, getting students to read English text is an important part of the teacher’s job as stated by Harmer 1998: 68. He argues
that students want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. He adds that reading provide rich
exposure to language in use. Some of the languages stick in their minds as part of the language acquisition and if the reading text especially interesting and
engaging, acquisition is likely to be even more successful. Furthermore, reading text also provide good model for English writing. When we teach the
skill of writing, we will need to show students models of what we are encouraging them to do. Then, reading texts provide opportunities to study
language: vocabulary, grammar, punctuation and the way we construct sentences, paragraphs and texts. Lastly, good reading texts can introduce
interesting topics, stimulate discussion, excite imaginative responses and be springboard for well rounded, fascinating lesson. From that statement, it can
be assumed that teaching reading especially to read English text is better to started earlier. Through reading, learner can practice language in order to re-
use it in writing and also to make a sense of text in order to extract the information they read.
According to Burns 1984: 20, there are twelve principles of teaching reading, as follows.
1. Reading is a complex act with many factors that must be considered 2. Reading is the interpretation of the meaning of printed symbols
3. Learning to read is continuing process 4. There is no one correct way to teach reading
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5. Students should be taught word recognition skills that allow them to unlock the pronunciations and meanings of unfamiliar words
independently 6. The teacher should diagnose each student’s reading ability and use the
diagnosis as a basis for planning instruction 7. Reading and the other language arts are closely interrelated
8. Reading is an instruction within the educational program 9. The students needs to see why reading is important
10. Enjoyment of reading 11. Readiness for reading
12. Reading should be taught in a way that allows each child to experience success
According to William 1996: 37, there are three main phases that were needed in teaching reading activity:
1. Pre-Reading A teacher who starts the lesson in this way is likely to motivate the
learners. The phase of pre-reading tries to introduce and arouse interest in the topic, motivate the learners by giving a reason for reading, and
provide some language preparation for the text 2. While-Reading
The aims of this phase is to help learners understand the writer’s purpose, text structure and to clarify the content of the text. While-
reading work should begin with general or global understanding of the text, and then move to smaller units such as paragraphs, sentences and
words. The learners may ask to find the answers to questions given at the text
3. Post-Reading The aims of this phase are; consolidate or reflect upon what has been
read and relate the text to the learners’ own knowledge, interest and views. Post-reading may also include any reactions to the text and the
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while-reading work, for example, learners say whether they liked it and found it useful or not.
The three phases approach respects and makes use of the student’s own knowledge of language and uses this as a basis of involvement, motivation
and progress. It also leads to integration of the skills in coherent manner, so that reading session is not simply isolated.
From the explanation above, it can be concluded that teaching reading is a
process of helping and guiding students to learn and develop their knowledge to make a sense of text in order to extract the information they read.
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C. Review on Reciprocal Teaching
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