In order to enrich the learners‟ vocabulary, the learners have to know how the words are organized and how they organize the words. They can draw
on connections between words especially through synonym two or more words that have the same meaning, antonym a word opposite in
meaning, and hyponymy hierarchical categories of a word.
2. Teaching Reading to Junior High School Students
As stated before, reading is the important skills that have to be taught. Moreover, teaching has a strong relationship with many sources that have to be
read. Brown 2007 defines teaching as providing help, instructions, guidance or knowledge in doing, learning or understanding something.
Harmer 2001 states that the English teachers should emphasize that reading is not a passive activity, make the students understand the arguments and
predict what will happen right after they read, encourage the students to respond not only to the language itself, but also to the content of the texts, match the tasks
to the topic and also exploit the texts. Those principles of teaching reading proposed by Harmer 2001 may lead the English teachers to teach reading skills
through tasks which provide active learning. Here, Task-Based Language Teaching TBLT approach can be applied in
teaching reading since TBLT promotes active learning through tasks in the real- world context. Moreover, Prabhu 1987 deserves credit for originating task-based
teaching and learning based on the concept that effective learning occurs when the
students are fully engaged in a language tasks rather than just learning the language.
a. Characteristics of Junior High School Students
The learners‟ age is a key factor that affects the decision about what and how to teach. Teaching teenagers is the most complex, interesting and challenging
tasks. It is commonly believed that teenagers are in the transition stage. They are not children and they are not adults either. According to Harmer 2008, one of
the features that distinguish teenage learners from younger learners is that they have something to do with their increased cognitive abilities, which allows them
to process abstract things. In addition, Anderson 2008 states that they start to take responsibility for their own learning.
Scales 2010 suggests that teenage learners need activities related to the real life concept. It makes the input become meaningful for them. Nowadays,
teenagers sit around with their gadgets in their hands all day long. Related to this issue, Burns and Richards 2012 argue that these teenagers not only learn to
expand their social relations through social media such as Facebook, Twitter, Path, Instagram, etc., but also to express who they really are through some
representations on the internet. Internet provides amounts of multi-model texts. Further, Manning and Butcher 2012 state that teenage learners need to
have challenging tasks. Based on the explanation above, teenage learners are good learners, but, considering that they are developing their identities, the appropriate
