55 text 1998: 143. Royes and Cunninghan 1978 in Urguhart suggest that texts
selected should be within the knowledge base of the candidates 1998: 143. From the above description it can be seen that in teaching needs analysis is
needed. As a teacher, one should engage all the learners to participate in every learning process. In determining material to be taught, teachers should address
learners’ need and interest.
b. Students’ Interest
The desire to learn comes from many causes. Perhaps the students love the subject or are interested to see what it is like. On the other hand, they may have a
practical reason for their study. For example, they want to learn an instrument so they can play in an orchestra, they learn English so they can watch American film
or work with English people, they study Tai Chi so that they can become fitter and more relaxed or go to cookery classes so that they can prepare better meals. Harmer
states that students who felt most warmly about a language and who wanted to integrate into the culture of its speakers were more highly motivated and learnt
more successfully than those who were only learning language as a means to an end 1998: 8. In other words, intrinsic motivation was more powerful than
extrinsic motivation. Whatever kind of motivation students have, it is clear that highly motivated students do better than ones without any motivation at all.
One of the main tasks for teacher is to make the students have motivation to learn. However, teachers are not ultimately responsible for their students’
motivation. They can only encourage by word and deed. Real motivation comes from within each individual. Harmer states that teachers must provoke interest and
56 involvement in subject even when students are not initially interested in it. It is
done by their choice of topic, activity and linguistic content that they may be able to turn a class around 1998: 8. It means that teachers should find ways to encourage
their students to accept the goals of classroom activities and seek to develop their skills.
To encourage the students, students should do something which is interested. Elliot and friends state that interest is an enduring characteristic expressed by a
relationship between a person and a particular activity or object. Furthermore, they state that interest occurs when a student’s needs, capacities, and skills are good
match for the demands offered by a particular activity 2000: 349. Furthermore, Elliot and friends state
... to facilitate the development of interest, teachers should structure their classroom around goals such as a inviting students to participate in
meaningful projects with connections to the world outside of the classroom, b providing activities that involve students needs and provide them
developmentally appropriate challenges, c allowing students to have a major role in evaluating their own work and in monitoring progress, d
facilitating the integration and use of knowledge, and e learning to work cooperatively with other students 2000: 349.
So it is important for teacher to know exactly what language will be taught in the lesson. The teacher needs to be aware of what skills he developed in the lesson:
speaking, listening, reading, or writing. If possible, the lesson should include practice of more than one skill-this will increase the variety and interest of the
lesson. To help students develop reading skills in a foreign language, it is important to
understand what is involved in the reading process itself. If the readers have a clear
57 idea of how ‘good readers’ read, either in their own or a foreign language, this will
enable us to decide particular reading techniques to help learners. Doff states In considering reading processes it is important to distinguish between two
quite separate activities. They are reading for meaning or silent reading and reading aloud. Reading for meaning is the activity we normally engage when
we read books, newspapers, road signs, etc. It is what you are doing as you read this text. It involves looking at sentences and understanding the
message they convey, in other words ‘making sense’ of a written text. Reading aloud is completely different activity, its purposes is not just to
understand a text but to convey the information to someone else. it is not an activity we engage in very often outside the classroom: common examples
are reading out parts of a newspaper article to a friend, or reading a notice to other people who cannot see it. Doff, 1990: 66-67
c. Selected Text
