1. Home
  2. Perusahaan menengah dan kecil

Approaches to Teach Reading

commit to user

3. Approaches to Teach Reading

In order to guide the students to good comprehension, a good and suitable approach is needed. Aebersol and Field 1997: 43-44 categorize two kinds of approaches, as follows: a. The Extensive Approach. It is based on the belief that when students read for general comprehension of large quantities of texts of their own choosing, their ability to read will consequently improve. Grellet 1981: 4 says that extensive reading is a reading longer text for one’s own pleasure. This involves a fluency activity, mainly global understanding. The emphasis in extensive reading courses is to use reading as a means to an end. In other words, reading is used to accomplish something else, such as a written summary, a written report, an oral report, a group discussion, a debate. In this type of course, students are usually given more freedom to choose reading materials that attract them and more responsibility in finding materials within their language proficiency range. The text that they read may be completely of their own selection or to some extent selected by the teacher. The text is always to be read for comprehending of main ideas, not of every detail and word. Students are frequently asked to read more on the same topic. The more texts they read on the same topic, the more they will understand because they will bring more background knowledge to each new text they read. commit to user b. The Intensive Approach Intensive approach deals with short texts. Murcia and Mclntosh 1979: 150 says that intensive reading consists of short reading selections which can be read and discussed in one class in one meeting. This is an accuracy activity involving reading for detail Grellet, 1981: 4. In this approach, each text is read carefully and thoroughly for maximum comprehension. Intensive reading involves approaching the text under the guidance of a teacher. It means that teacher provides direction and help before, sometimes during, and after reading. The aim is to arrive at an understanding Nuttal, 1983: 38. Students do many exercises that require them to work in depth with various selected aspects of the text. Brown 2001: 312 says that intensive reading is usually a classroom- oriented activity in which students focus on the linguistic or semantic details of a passage. Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implication, and rhetorical relationship.

4. Reading Materials

Dokumen yang terkait

IMPROVING THE TENTH YEAR STUDENTS’ DESCRIPTIVE WRITING ABILITY THROUGH GENRE- BASED APPROACH AT SMA NEGERI 4 JEMBER IN THE 2009/2010 ACADEMIC YEAR

1 57 8

IMPROVING THE TENTH YEAR STUDENTS’ SPEAKING ABILITY THROUGH THREE STEP INTERVIEW TECHNIQUE AT SMA PLUS AL-AZHAR JEMBER IN THE 2010/2011 ACADEMIC YEAR

0 6 13

IMPROVING THE TENTH YEAR STUDENTS’ SPEAKING ABILITY THROUGH THREE STEP INTERVIEW TECHNIQUE AT SMA PLUS AL-AZHAR JEMBER IN THE 2010/2011 ACADEMIC YEAR

0 3 13

Improving students' writing ability through clustering technique (A classroom action research in the second year of SMP al-hasra Bojongsari- Depok)

4 11 109

IMPROVING STUDENTS’ WRITING SKILL USING EDUBLOG (A Classroom Action Research at the Tenth Grade of SMA Negeri 1 Boyolali in the Academic Year of 2010 2011)

0 0 126

IMPROVING STUDENTS’ ENGLISH SKILL THROUGH NUMBERED HEADS TECHNIQUE (A CLASSROOM ACTION RESEARCH AT THE SECOND YEAR STUDENTS OF SMP 8 MUHAMMADIYAH SURAKARTA IN 2009 / 2010 ACADEMIC YEAR).

0 0 8

INTRODUCTION IMPROVING STUDENTS’ SPEAKING SKILL THROUGH SEMANTIC MAPPING A Classroom Action Research of the Tenth Grade Students in SMK Negeri 2 Karanganyar in the Academic Year 2009 / 2010).

0 0 12

IMPROVING THE STUDENTS’ WRITING ABILITY BY USING PEER EXCHANGE (A Classroom Action Research at the Third Semester of English Department Students of IKIP PGRI Madiun in the Academic Year of 2010/2011).

0 0 15

IMPROVING READING ABILITY OF THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH KUDUS IN THE ACADEMIC YEAR 20112012 BY USING PROBLEM-BASED LEARNING (A CLASSROOM ACTION RESEARCH)

0 0 18

IMPROVING STUDENTS’ SPEAKING ABILITY THROUGH BAMBOO DANCE TECHNIQUE (A Classroom Action Research at Tenth Grade Students of SMAN 4 Purwokerto in Academic Year 20142015)

0 1 13