17 5 Teach reading strategies
Students need to learn how to use a range of reading strategies that match their purposes for reading. A good technique to sensitize students to the strategies
they use is to get them to verbalize their thought processes as they read. 6 Encourage readers to transform strategies into skills
The use of the strategy is conscious during the learning and practice stages. The strategies move from conscious to unconscious, from strategy to skill.
The goal for explicit strategy instruction is to move students from conscious control of reading strategies to unconscious use of reading skills.
7 Build assessment and evaluation into your teaching Assessing growth and development in reading skills from both a formal
and informal perspective requires time and training. Both qualitative and quantitative assessment activities should be included in the reading classroom.
8 Strive for continuous improvement as a reading teacher Reading teachers need to be passionate to view themselves as facilitators,
helping each student discover what works best, and teaches students what to do.
3. Task-Based Learning
Willis 1996 states that task-based learning is an approach in teaching and learning activities. Task-based learning requires students to complete the task
individually, in pairs, or in a group. When the students complete the task, they have opportunities to interact with other students. The interaction gives students
opportunities to share information to solve the task given.
18 Task-based learning also gives the teacher an opportunity to be as creative
as possible to assign tasks for the students. It means the teacher should prepare interesting materials for the students to make them motivated. Willis explained
that in this approach, the teacher generally is as a monitor and motivator. As a monitor, teacher let the students accomplish the tasks individually or in groups.
Teacher should make sure that students are doing the right task. As a motivator, teacher should encourage students to take part, no matter how weak their
language. a. Task Types
According to Pattison 1987, as stated by Nunan 2004, there are seven task types, namely:
1. Questions and answers These activities are based on the notion of creating an information gap by
letting students make a personal and secret choice from a list language items which all fit into a given frame.
2. Dialogues and role plays These activities require students to participate more willingly and learn
more thoroughly than when they are told to simply repeat a given dialogue pairs. 3. Matching activities
In these activities, the task for the students is to recognize matching items, or to complete pairs or sets.
