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learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategies to skills.
3 Post reading activities According to Bonnie and Jean 2002: 87, post reading activities should help
students do something with what they have just read in order to tighten the connection between their background knowledge and information in the text. The
teacher needs to encourage them to think creatively and critically about what they have read and to apply and extend their new learning. The activities include further
questioning, discussion, drama, writing music, application and outreach in the real word.
e. Conclusion
It can be concluded that according to Pearson and Fielding’s generative learning, there are three phases of teaching reading. The first phase is pre reading
activities. It is important to prepare the students to read a selection of material. There are three basic principles for pre reading, the first one is to activate background
knowledge. It has the function for the readers actively search for what they are reading related to their background knowledge. Reader’s background knowledge can
influence reading comprehension. The second one is to build a vocabulary base. It has the function to use context to effectively guess the meaning of less frequently
used vocabulary. There are also three questions to enhance vocabulary instruction: what vocabulary do the students need to know? How will they learn this vocabulary?
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How can a teacher best see what the students need to know and what they now know? The second principle is to set purpose and direction for teaching. It has the
function to help the students focus their attention on what to look for as they read and help them to connect their background knowledge with new information. It can
be done by asking a question about the text and they can find the answer in the text. The second phase in teaching reading is while reading activities. It should
facilitate or enhance the students’ reading comprehension. There are three basic principles in it. The first one is teach for comprehension. It has the function to
monitor comprehension by questioning the author. The question may include; what does the author try to say here? What is the author’s message? The second principle
is to teach reading strategies. According to Oxford, strategies refer to the tools for active and self directed involvement. According to National Reading Panel,
strategies may include retelling drawing inferences, getting the main idea, summarizing and many others. According to Neil Anderson, the students need to
learn how to use a range of reading strategies that match with their purpose of reading. The third principle is to encourage students to transform strategies into
skills. According to Kawai, Oxford and Iran Nejad, an important distinction can be made between strategies and skills.
The third phase is post reading activities. According to Bonnie and Jean, post reading activities should help students do something with what they have just read.
The activities include further questioning, discussion, drama, writing music, and etc.
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3. Reading Works of Literature
