32 f Students are motivational if they live in a secure environment.
g Students are motivated when they have the opportunity to express their psychological needs for success, recognition, and approval.
h Students are motivated if they feel the learning is for them and not for the teacher.
i Students are motivated when the subject matter is interesting. j Students are motivated when they have some opportunity to make
decisions, enter into planning, and feel responsibility for participating.
k Students are motivated when they experience more success than failure. If they feel incapable, they will give up.
3. Confidence
Confidence also determines the students‟ performance abilityin reading comprehension. Ash 2010: 3 encodes that when people face up a
problem, no matter how bad the situation is and how they feel related to it, as long as they have the confidence to believe, it will improve much better in
learning. The feeling of confidence make students is able to express their opinion as well as enhance the sense of confidence make students is able to
express their opinion as well as enhance the sense of thinking while reading.
4. Learning styles and learning strategies
Learner‟s learning style may be an important factor for the success of teaching and may not necessarily reflect those that teachers recommend. In a
33 study of the learning style of adult ESL students. Willing 1985 in Richards
2002: 224 found four different types in the population he studied: a. Concrete learners: These learners preferred learning by games,
pictures, films and video, talking in pairs, learning through the use of cassettes, and going on excursions;
b. Analytical learners: These learners liked studying grammar, studying English books, studying alone, finding their own
mistakes, having problems to work on, and learning through reading newspapers;
c. Communicative learners: This group liked to learn by observing and listening to native speakers, talking to friends in English,
watching TV in English, using English in shop, and so on, learning English words by hearing them and learning by conversation;
d. Authority-oriented learners: These students liked the teacher to explain everything, writing everything in a notebook, having their
own textbook, learning to read, studying grammar, and learning English words by seeing them.
According Brown 2000there are some strategies in reading; a. Identify the purpose in reading
b. Use grapheme rules and patterns to aid in bottom up decoding especially for beginning level learners
c. Skim the text for main ideas
34 d. Scan the text for specific information
e. Use semantics mapping or clustering f. Analyze vocabulary
g. Distinguish between literal and implied meaning h. Capitalize on discourse markers to process relationships
Teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading.
1. Before reading: Plan for the reading task a. Set a purpose or decide in advance what to read for
b. Decide if more linguistic or background knowledge is needed c. Determine whether to enter the text from the top down attend to the
overall meaning or from the bottom up focus on the words and phrases 2. During and after reading: Monitor comprehension
a. Verify predictions and check for inaccurate guesses b. Decide what is and is not important to understand
c. Reread to check comprehension d. Ask for help
3. After reading: Evaluate comprehension and strategy use a. Evaluate comprehension in a particular task or area
b. Evaluate overall progress in reading and in particular types of reading tasks
c. Decide if the strategies used were appropriate for the purpose and for the task
35 d. Modify strategies if necessary
e. Using Authentic Materials and Approaches To develop communicative competence in reading, classroom and homework
reading activities must resemble or be real-life reading tasks that involve meaningful communication to the students. They must therefore be authentic in three
ways. a. The reading material must be authentic: It must be the kind of material that
students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
b. The reading purpose must be authentic: Students must do reading for reasons that make sense and have relevance to them. Because the teacher assigned it
is not an authentic reason for reading a text. c. The reading approach must be authentic: Students should read the text in a
way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud or reading should be done
silently.
5. Intelligence
