statement questioning, comparing, and evaluating. It is the action of giving a judgment of the worth, validity, and authenticity of the written materials. The
students give question, comments, and critics about reading text which is given to them.
d. Creative Reading
In order to expand understanding and develop thinking and imagination, students are able to use the related reading text. In this stage, students are capable
of solving problems by utilizing the content of the reading text. They are also expected to be able to produce new ideas and perspectives.
Cushenberry 1985 suggests that “reading should not be thought of as
single skill ability,” p. 58. There is a large number of comprehension skills involved in reading process. In reading classroom, it is the t
eacher‟s job to promote students to read detailed information, to find main ideas, to deduce
meaning from context, to read for specific information, to summarize the content and so forth. The mastery of reading skills is the basis for the comprehension
achievement.
2. Content-Based Instruction CBI Method
According to Richard and Rodgers 2001, “people learn second language
most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal
” p. 204. Based on this theory, language learning is more motivating when learners focus on something other
than language. Language is the main tool that promotes thinking, develop reasoning, and supports cultural activities. It can be expressed through reading
and writing Vygotsky, 1978. Therefore, if students are interested and accustomed to learning English, they will master and understand everything in
English easily, especially in improving their reading skill because all of the materials and sources in Psikologi Belajar dan Pembelajaran course are in
English. The use of CBI method
to improve students‟ reading skill reviewed the patterns of instruction for reading in a second language that were recommended at
the time. As a skill which supports other language skills, reading instruction is seen as a process based on typical first-language instructional model, such as
skimming and scanning, the use of pre-questions, oral reading, vocabulary, and techniques to be used.
a. The Roots of Content-Based Instruction Language Teaching
Current interest in language-teaching methods which emphasize the mastery of particular informational content as an integral element of second
language instruction represents of practical experience and theory. In light of the assumption that language can be effectively taught through the medium of subject
matter, CBI method becomes the target language largely as the vehicle through which subject matter content is learned rather than as the immediate object of
study. At the same time teachers recognize that important gains in language proficiency occur incidentally, as language is used in the understanding and
expression of meaning. Thus, the traditional focus of both native and second language classes on awareness of linguistic is largely subordinated to a focus on
acquiring information through the second language. Such an method has been PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
