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6. Reading in the Language Classroom
Aebersold and Field 2000: 42-46 stated that there are two approach to teaching reading. They are extensive approach and intensive approach. However,
sometime it is possible for teacher to use the combination of both. An extensive approach of teaching reading is based on the belief that
students’ ability to read will consequently improve when they read for general comprehension large quantities of texts of their own choosing. Students are then
free to choose reading materials that interest them. The texts that they read maybe completely selected by the students or to some extent selected by the teacher. The
texts are always to be read for comprehension of main ideas, not of every detail and word. The texts do not have reading exercise since students work on authentic
materials. In this approach, the reading is done outside of class without peer support or teacher aid.
In contrast to extensive approach an intensive approach to reading currently reigns in most classroom and books. Reading text is treated as an end in the
teaching itself. Each text is read carefully and thoroughly for maximum comprehension. Since the reading is in the classroom, direction and aid are
provided by teachers before, sometimes during, and after the reading. Unlike the reading in extensive approach that do not have any exercise, there are many
exercises to be done by the students. The exercises generally cover the followings: 1 looking at different levels of comprehension main ideas vs. details; 2
understanding what is implied versus what is stated; 3 discussing what inferences a reader can reasonably make; 4 determining the order in which
information is presented and its effect on the message; 5 identifying words that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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connect one idea to another; 6 identifying words that signals movement from one section to another; and 7 noting which words indicate authors’ certainty
about the information presented. In addition, Nuttal 1996: 33 explains five roles of students in
comprehending a text. Those are: a taking an active part in learning reading is learnt rather than taught and only the learners can do learning, and this means they
should be active; b monitoring comprehension, students need to understand text works and what should have a skill about how to make a dialogue with a text by
frequently practicing to talk about text in class; d taking risk, they should be brave to take the risk of making mistakes or they won’t learn much if they don’t di
this; and e learning not to cheat oneself, students should have a belief that learning reading is learning to give an enormous advantage in life. When they
cheat, although nobody will suffer, they are wasting their chance to get the enormous advantage in their life.
7. Factors Affecting Comprehension Skills
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