many students reach the success because of the usefulness of while-reading activities.
Paran 1996:2 in Alyousef 2006 believes that teachers can design a balanced approach to teaching reading by intergrating both top-down and
bottom-up processes and providing the students flexibility in choosing the reading tasks.
3. Post-reading Haller 2000:21-24 in Alyousef 2006 modeled a number of school-
based post-reading activities which enhance learning comprehension through the use of matching exercises, cloze exercises, cut-up sentences, and
comprehension questions.
b. Micro- and Macro-skills of Reading
In accordance to reading learning principles, teachers also should understand the micro- and macro-skills of reading to apply in teaching
reading. The aspects can also be used as consideration in developing reading materials and obtain reading objectives in the learning and teaching process.
These are the lists of micro- and macro-skills of reading skills proposed by Brown 2004:187.
1.Micro-skills a. discriminating among the distinctive graphemes and orthographic
patterns of English. b. retaining chunks of language of different lengths in short term
memory c. processing writing at an efficient rate of speed to suit the purpose
d. recognizing grammatical word classes nouns, verbs, etc, system e.g. tense, agreement, and pluralisation, patterns, rules and
elliptical forms. e. recognizing that a particular meaning may be expressed in different
grammatical forms, and f. recognizing cohesive devices in written discourse and their rule in
signalling the relationship between and among clauses. 2. Macro-skills
a. recognizing the rhetorical forms of written discourse and their significance for interpretation.
b. recognizing the communicative functions of written texts, according to form and purpose
c. inferring context that is not explicit by using background knowledge
c. inferring links and connections between events, deduce causes and effects, and detect such relations as a main idea, supporting
idea, new information, given information, generalization and exemplification.
d. distinguishing between literal and implied meanings. e. detecting culturally specific references and interpret them in a
context of appropriate cultural schema, and f. developing and use a battery of reading strategies such as
scanning and skimming, detecting discourse markers, and guessing.
Those skills are important to use in order to improve students’ reading skills. In accordance to develop effective reading materials, there should be a
guidance to design good tasks and units in the materials. The next part will discuss the materials development process.
4. Materials Development a.
Definition of Learning Materials
Materials as one of the essential things to considerin order to make students become successful in their learning are defined asanything that can be
used to facilitate the learning of a language, including coursebooks, videos,
