Using grapheme rules and patterns to aid in bottom-up reading.

There are some reasons why teachers should teach reading to their students. In the first place, many of the students want to be able to read texts in English either for their careers, study purposes, or simply for pleasure. The second reason stated by Harmer 1998: 68 is that any exposure to English is a good thing for language students. At very least, some of the language sticks in their minds as a part of the processes of language acquisition, and, if reading text is especially interesting and engaging, acquisition is likely to be even more successful. Harmer 1998: 68 also adds that reading texts provide good models for English writing. When we teach the skills of writing, we will need to show students models of what we are encouraging them to do. According to him, reading texts also provide opportunity to study language: vocabulary, grammar, punctuation, and the way sentences, paragraphs, and texts are constructed. The last reason stated by him is that good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses, and be the springboard for well-rounded, fascinating lessons. Teachers who teach reading not only transfer the knowledge to their students but also play other important roles in order to enhance the students’ reading ability. The teachers have to guide or show the way to the students in gaining knowledge and skills of reading. Then they also have to facilitate the learning process through giving some interesting activities which motivate their students to interact with the reading materials, teachers, and other students. In order to enable the students to read, the teachers should give appropriate reading materials to them and those should be adjusted with some factors such as students’ characteristics, ages, needs, and interests. It is also significant for the teacher to create engaging condition and fun class atmosphere that can raise stu dents’ motivation to read.

b. Principles of Teaching Reading

To conduct reading activities, teachers should attend some principles of teaching reading. Harmer 1998: 70 mentions six principles of teaching reading. 1 Reading is not a passive skill. Reading is an incredibly active occupation so the students have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we agree with them. 2 Students need to be engaged with what they are reading. Students who are not engaged in the reading activities are less likely to benefit from it. When they are really fired up by the topic or the task, they get much more from what is in front of them. 3 Students should be encouraged to respond to the content of a reading text, not just to the language. The teachers have to give students a chance to respond to the message of the text by asking their feeling about the topic. 4 Prediction is a major factor in reading. There are some hints that the readers can find in the books from the covers, photographs, and headlines. The moment when they get this hint, their brain starts predicting what they are going to read. Expectations are set up and the