Types of Classroom Performance
26 reading, story comprehension improves. Consider classroom activities that
connect their real life or experiences to the book they read. 4
Establishing Reading Goals Even after students get the big picture, it is motivating for them to
know why the text is important enough to be worth their effort. In addition to the real world interests and connections they develop during big picture
activities, consider how each student in the class can develop personally meaningful goals to keep him or her engaged and focused during the reading.
When part of their goals includes finding information to support their predictions or to answer their questions, students approach the reading with
more motivation. Their goals can give them a purpose for reading, encourage them to monitor their comprehension, and stimulate active thinking as they
read. Considering the activities in pre-reading phase proposed above,
activating background knowledge becomes one of the important parts in pre –
reading phase. It relates what the students already had in their head with the new information in the text. It helps them to prepare themselves in facing a
new text and to comprehend an English text easily. Teachers should follow the reading lesson sequences in the teaching
and learning process of reading in order to make it become successful. One of the steps in the sequences, i.e., pre-reading phase is considered as the most
important step in the teaching and learning of reading. It is because in pre- reading step, the teacher must be able to attract students‘ attention toward the
27 text. The more the students are interested in the topic, the more they are
motivated to read the text. The teacher in this phase should prepare the students by relating what in the text to what they face in their real life so that
they can get the general idea of the text. Based on the above explanation, pre- reading phase influences how successful teaching and learning process of
reading is.