The Model of Reading

for the students like improving their reading comprehension and making reading time more efficient. So, basic vocabulary should be taught clearly and the students should be taught to use context to guess the meaning of unfamiliar vocabulary effectively. 26 c. Teach for comprehension Teachers should focus on teaching the students how to comprehend the text instead of focus on testing reading comprehension by verifying that the predictions made by the students are correct and make sure that the students get familiar to the reading material when they don’t get the meaning. 27 By teaching the students how to comprehend the text, the students comprehension will increase as they predict the meaning of the text correctly during reading activity. d. Work on increasing reading rate Teachers should understand that the focus of reading class is not to develop speed readers, but fluent readers. 28 Teachers can help students become more fluent by engaging them in repeated readings for real purposes and modeling fluent reading by reading aloud to students daily so that the students realize what fluent reading sounds like. 29 Teachers also have to find out the way to balance both assisting students to improve their reading rate and developing their reading comprehension skills by reducing students’ dependence on a dictionary, telling the students to not focus on move through the passage one word at a time but spend more time analyzing and synthesizing the content of reading. 30 26 Nunan, op. cit. 27 Ibid., p. 75. 28 Ibid., p. 76. 29 Pardo, op. cit., p. 273. 30 Nunan, loc. cit., p. 76. e. Teach reading strategies Reading strategies is associated with a conscious and strategic plan to improve one’s performance in reading. 31 One good technique to make the students aware of the reading strategy they use that match their purpose for reading is to get them verbalizing their thought process as they read such as listening to the verbal report of another reader who has just read the same material. 32 f. Encourage readers to transform strategies into skills As learners consciously learn and practice specific reading strategies, the strategies which is defined as conscious actions that learners take to achieve desired goals move to become a skill, a strategy that has become automatic. 33 It means that reading strategy that have been mentioned on the previous point is purposed to increase students ability in reading by changing conscious action into unconscious. When the students succeed to achieve this, reading activity and comprehension will be easier to achieve. g. Build assessment and evaluation into your teaching Quantitative assessment such as information from reading comprehension tests as well as reading rate data and qualitative assessment activities such as reading journal responses, reading interest surveys, and responses to reading strategy checklists should be included in reading classroom. 34 h. Strive for continuous improvement as a reading teacher The success of students at school cannot be separated from the quality of the teacher as an individual. Reading teachers need to be passionate about their work, view themselves as facilitators, and helping each reader discover what 31 Peter Afflerbach, P. David Pearson, and Scott G. Paris, Clarifying Differences Between Reading Skills and Reading Strategies, The Reading Teacher, 615, 2008, p. 366. 32 Nunan, op. cit., p. 76. 33 Ibid., p. 77. 34 Ibid.