commit to user always invite a few students to read it aloud to the class, being as outrageously
dramatic as they dare. Invite students to fun with the strategy. And expect them to remember more of what they read. Teacher report it almost always works out that
way.
a. Indicator of reading Comprehension Competence.
To comprehend information in the reading, it can be viewed from some indicators that students are able to:
1. Finding main idea. The indicator, they can show or find the author’s main point, one or two sentences from that state what the whole thing is about.
2. Find vocabulary. The indicator, they can find the words meaning, synonym, and antonym.
3. Find detail. The indicator, they can find the factual information state in a passage or retell the reading well.
4. Find inference. The indicator, they can infer how the character in the text.
b. Stages in teaching Reading
Another possible is to give text related tasks. They are three basic types:
1 Pre-Reading: used not just to test or compensate for linguisticsocio-cultural
inadequacies but also used to activate exiting schemata;
2 While-Reading: used to encourage the learner to be a flexible, active reader
also to promote a dialogue between reader and writer;
3 Post-Reading: often are read questions that follow a text, used to test
understanding but sometimes a good schema will be enough. Rather than just simplifying the text by changing its language, it can be made more approachable by
eliciting students’ existing knowledge in pre-reading discussion, reviewing new vocabulary before situations where it would take place outside reading and asking to
get the mean idea or scanning for specific information, before they begin intensive reading. The reading approach must be directed too. Students should read the text in a
way that matches the read purpose, the type of text, and the way people normally read. This means that reading aloud and silent will take place only in the classroom.
commit to user Reading is an activity with a purpose for reading guides the reader’s selection of
texts. The purpose for reading also determines the approach to reading comprehension.
B. Rationale
Reading comprehension is a process of simultaneously extracting and constructing meaning through interaction and involvement with written language. In
doing so, the reader involve so many reading skills. Among them are finding mean idea, inference and paraphrasing.
In fact, some students encounter problems to activate those skills in reading comprehension. These difficulties were indicated as student’s incorrectly interpreted
mean idea with specific details; they could not relate between one clue to another; and they failed in determining the key point of sentence. The classroom situation
made these situations even worse. The students were passive during the lecturing. They even showed on interest toward the subject. Then, their low cooperation
completed their negative response to reading class. The students’ passivity in the classroom was indicated as students kept silent during lecturing and they also had no
response when they were asked questions. In addition to the passivity, the students also showed no interest toward reading classroom; many of them make the class
noisy, play with their mobile phone, talk to another topic and often go out of the class. Furthermore, they low cooperation was identified as they had no courage to
share ideas with friends; tended to work individually, and talk with their topic out of the discussion.
Teacher had also contribution for such students’ difficulties. The teaching learning process showed that, it was monotonous. Teacher less monitored the
students’ activity. The technique which was applied during teaching learning process made the students in such passive situation as they often got broad oral explanation
from their teacher. Besides, the teacher broad oral explanation is even considered fast to the students.
