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e. Reading Skills and Strategies
According to Grabe and Stoller 2002:17, “Strategies, for definitional purpose, are best defined as abilities that are potentially open to conscious
reflection and use.” When reading strategies are a set of abilities under conscious control of the reader, reading skills are automatic Anderson as edited by Nunan,
2003; Grabe and Stoller, 2002 . The connection between strategies and skills can be like what Grabe and Stoller say that 2202:16 “… strategies are skills under
consideration.” There are different strategies of reading for different situations Wallace,
1992: 57. The strategies a reader chooses will depend on the purpose for reading. For example, he might be reading for enjoyment, information, or to complete a
task. If he is exploring or reviewing, he might skim his reading. If he is searching for information, he might scan for particular words. Depending on the purpose of
reading, the type of the text, and the context of situation, a reader sometimes needs to adjust hisher reading strategies.
2. The Teaching of Reading
FL or L2 learners must be learners who have learned to read in one language. This part will discuss principles for teaching reading and stages in
teaching reading which can be used by teachers to teach learners who are already literate in at least one other language or first language and are learning how to
read in an L2 or an FL. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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a. Principles for Teaching Reading
To be successful in teaching reading in an FL, an FL teacher should adapt the principles for teaching reading. Anderson as edited by Nunan, 2003 offers
good Principles for teaching reading. According to him there are eight principles for teaching reading:
1 Exploit the reader‟s background knowledge Because background knowledge can influence reading comprehension, it
is important to activate students‟ background knowledge by setting goals, asking
questions, making predictions, teaching text structure and so on. 2 Build a strong vocabulary base
Students‟ strong vocabulary base can support their success in reading. The focus of teaching vocabulary explicitly in reading class is for teaching general,
basic vocabulary, while less frequent vocabulary are taught implicitly by teaching the students to use context to effectively guess the meaning.
3 Teach for comprehension Reading class should more emphasize on teaching students how to
comprehend the text rather than testing their comprehension. In doing so, the teacher can encourage students to use cognitive skills that include what strategies
they can use to comprehend the text and metacognitive skills to monitor their comprehension process.
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