11 4 Recognizing structural clues and comprehend structural patterns.
5 Comprehending the plain meaning of a sentence or any complete sequence of words.
6 Perceiving relationship and sequence of ideas. 7 Comprehend paragraph and longer units of prose and select the main idea and
other significant features. 8 Drawing conclusion, making inference, and “read between the lines”
c. The Importance of Motivation to the Reading Process
There are many basic factors which are important for the teacher to observe if the student is to achieve a satisfactory level of reading achievement.
Positive motivation is essential since it provides greater effort, encourages concentration, and increases cooperation with those involved in the instruction
process. According to Cushenbery 1985:97, there are a number of principles which appear to be vital to every content teacher in understanding the vital topic
of motivation as it refers to the process of developing and learning the basic skills of reading. Those principles are:
1 Teachers need to understand that they are important role models for the vast majority of their students.
2 The curriculum needs to be fashioned in such a manner to permit some success and achievement for all students regardless of their previous academic
background. 3 Motivation to read should involved both intrinsic and extrinsic aspects.
4 The physical aspects of the classroom may have both positive and negative effects with respect to the motivational level of students.
12 5 Content teachers should provide guidance to students as they undertake
everyday reading assignments. 6 Teachers should understand that there are many influences in the life of a
young student which have a direct bearing on the motivational level of learner.
7 A cooperative effort should be undertaken with parents to help build a student’s motivation to read class assignments.
d. The Need of Suitable Reading Materials
Woods 1991: 124 suggest seven consideration keys in selecting reading materials for the students. The seven keys are:
1 Topics are familiar to the students. The teacher should select texts which topics are familiar with the students. In
this study, the topics should be appropriate for Language Program of Senior High School Students Year XI.
2 Topics that are in line with students’ interest. Interest level affects level of students’ participation and performance. If the
students find the topics of the material interesting, they will involve the reading activities without any force from the teacher. If the students are active
in reading, it would no wonder contribute to success in their reading comprehension.
3 A substantive plotmessage system. If the teacher wants the student to exhibit their opinion and enjoy in reading
process, they should select texts that are completely written and worth reading.
