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1 Scan Successful readers can scan things they read to locate facts or specific
information. To scan is to read quickly in order to locate specific information.
2 Skim Skim is to read quickly in order to get general idea of a passage. They can
skim a text to get the general idea on a passage. For example, many of readers can read a magazine headline and the first paragraph or two to determine what it is.
3 Reading for Detailed Comprehension It means that they read to understand and in detail the total meaning of a
passage. This kind of reading is often done in academic and other settings where complete comprehension is necessary.
2.4.1 Purpose and Skills of Reading
Teachers recognize the importance of reading to their students because it will help students the purpose why they read something. It can be useful for students to
study how other readers process text for different purposes as they asses their own task representation and text processing. Grabe and Stoller 2002:13 state that the
purposes of reading are as follows: 1 Reading to search simple information
We are scanning the text for specific of information. 2 Reading to skim quickly
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Reading with running one’s eyes over a text to get information. 3 Reading to learn from texts
We should remember the main ideas, organize the information in the text and link the text to the reader’s knowledge.
4 Reading to integrate information Reading to write and reading to critique texts are variants of reading to
interpret information. 5 Reading to write and reading to critique texts
Both require abilities to compose, select and critique information from a text.
6 Reading for general comprehension. Reading for general comprehension is an alternative process between
reader’s knowledge and text.
2.4.2 Reading Principles
Harmer 2007: 100 states that reading has many principles, they are: 1 Encourage students to read as often and as much possible.
The more students read the better they learn to think in English. Everything we do should encourage them to read extensively as well.
2 Students need to be engaged with what they are reading. When students are reading extensively, they should be involved in joyful
reading that is the teacher try to help them get much pleasure in reading.
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3 Encourage students to respond to the context of a text and explore their feelings about it, not just concentrate on its instruction.
It is important for students to study reading texts in class in order to find out such things as the way they use language, the numbers of paragraph they
contain. But the meaning, the message of the text, is just as important as this. 4 Prediction is a major factor in reading.
When we read texts in our own language, we frequently have a good idea of the content before we actually start reading. In class teacher should give
students ‘hints’ so that they also have a chance to predict what is coming. 5 Match the task to the topic when using intensive reading texts.
We need to choose good reading tasks, the right kind of question, appropriate activities before, during and after reading, and useful study
exploitation. 6 Good teachers exploit reading texts to the full.
Any reading text is full of sentences, words, ideas, descriptions, etc. it doesn’t make sense, in class, just to get students to read and then drop it and
move on to something else. Good teachers integrate reading text into interesting lesson sequences, using topic for discussion and further tasks,
using the language for study and then activation and using a range of activities to bring the text to life.
From the explanation above, it means that purpose of teaching reading is to develop in each child abilities and skill necessary for using reading as a means of
securing information and deriving pleasure. The more specific goals of reading
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program is the development of fundamental reading skill is recognizing words, securing word meaning, comprehending and interpreting what is read.
2.5 Teaching Reading at Year Seven of Junior High School
