of teaching reading to EFL students. Meanwhile, the second point deals with the framework of teaching of reading to EFL students in which it is used to develop the
activities in teaching reading to EFL students. Thus, in order to have a clear description of those two points, the discussion of those two points is presented below.
a. Objectives of Teaching Reading to EFL Students
Teaching reading to EFL learners may be critical. What should be taught and how to teach are the aspects which should be considered in teaching of reading.
Besides, how reading activities influence the learners’ language proficiency should take into account. According to Richard and Renandya 2002, there are two main
goals which should be fulfilled in teaching reading. First, teaching reading should promote the ability of understanding texts in the target language for the students since
it becomes the learners’ purpose in learning a second language. Second, extensive exposure to comprehensible written texts can help the process of second language
acquisition Richard and Renandya, 2002: 273.
b. The Stages in Teaching Reading to EFL Students
According to Armbruster and Osborn 2002, there are three stages which can facilitate the learners to relate their background knowledge to the texts they are
reading. Those three stages are:
1 Pre-Reading Before Reading
Pre-reading is important to prepare the students before they read the whole text. According to Stoller and Grabe 2003, the purpose of pre-reading instructions is
to help students access background information that can facilitate subsequent reading,
to provide specific information needed for successful comprehension, to stimulate students’ interests, and to set up students’ expectations and reading strategies that
students can later use on their own. Therefore, the activities in this stage include: a
Activate background knowledge To activate background knowledge, a teacher can ask hisher students about
what they already know about the topic. Besides, asking students to make prediction about what will be discussed in the text from the title is also possible. Thus, it can
help students recognize and use the information they already possess. However, if students have inadequate background knowledge, the teacher should build hisher
students’ background knowledge in order to help them understand the text that they are going to read. Providing students with a preview about the text is one of the ways
to build their background knowledge. b
Build vocabulary Teaching vocabulary in pre-reading activity may be necessary in order to
help the students acquire good understanding about the text. Moreover, the success in comprehending a text depends on the students’ vocabulary. Furthermore, Stahl 1999
states that teaching vocabulary in pre-reading activity should comprise definitional and contextual knowledge. It means that the definition of a word is not enough since
the word definition can change with different contexts. Thus, the contextual information is needed to broaden the students’ knowledge on vocabulary. According
to Anderson 2003, the students should be taught to use context to effectively guess the word meaning. However, the teacher’s instruction should focus on vocabulary
that is important to understanding the text, rather simply interesting novel vocabulary that is not closely related to the main idea of the selection Armbruster and Osborn,
2002: 65. This is important because it will promote the students’ ability of guessing the word meaning within the context.
2 While-Reading During Reading
In while-reading activity, the thing which should be considered is how to improve the students’ reading comprehension during reading process. Then,
providing the questions to the students can be one of the ways. The questions in while-reading activity are essential since it can monitor the students’ comprehension
and determine whether the students have difficulties in reading a text. In addition, Armbruster and Osborn 2002: 86 suggest some activities in while-reading. Those
are: •
Ask the students to try to find the answers to questions they posed or confirming or disconfirming predictions they made.
• Remind the students to complete the reading guide as they read, if the teacher has
prepared it. •
Ask the students to record main ideas and supporting details, outline, summarize, and make graphic organizers.
• Ask the students to record their responses in journals or engage in other informal
writing activities, such as note taking, as the read.
3 Post-Reading After Reading
The activities included in post-reading are: a
Further questioning This activity promotes the students to apply, synthesize, or elaborate the
information and ideas in the material they have read. The questions in this activity are the follow-up questions to pre-reading and while-reading questions.
b Discussion
The students will exchange ideas freely in order to gain new understandings or perspective.
c Writing
Through writing, it assists the students to connect what they already know with new information in the text. The forms of writing can be varied such as
summaries, journals, reports, stories, letters, and so on. d
Role-play This is an alternative form for the students to enhance or demonstrate their
knowledge and understanding. Besides, this activity can break the monotonous teaching-learning process.
e Application and outreach in the real world
Application may be done by asking the students to implement the concepts described in the text, such as following direction for how to conduct an experiment or
make a certain kind of map. The purpose of this activity is to help the students to strengthen the connection between background knowledge and reading.
Taking into consideration that those stages can give an appropriate sequence of teaching reading to EFL students, this study implements the stages as the
framework to organize the activities in the instructional reading materials.
B. Theoretical Framework
Referring to the Theoretical Description that has been discussed above, this study adapts Kemp’s and Yalden’s instructional model to create the writer’s
instructional model which is used to design the reading instructional materials using Content-Based Instruction for the tenth grade students of SMA BOPKRI I
Yogyakarta. The purpose of combining those two models is to achieve the systematic steps of designing the reading instructional materials for the tenth students of SMA
BOPKRI I Yogyakarta. In addition, the writer also added the Six-T’s Approach as the part of the steps of the writer’s instructional model. The Six-T’s Approach is
implemented since the Six-T’s Approach is the framework for developing CBI course.
The first step of the writer’s model, namely needs survey, is adapted from Yalden’s instructional model. The reason of selecting the needs survey from Yalden’s
instructional model is that the needs survey becomes the strength in Yalden’s instructional model. According to Yalden 1987: 107, the information about the
students is the prior step before beginning the program in order to establish the
