6 The teacher should exploit reading texts to the full.
Exploiting reading texts to the full means that the teacher does not ask the students to read a text and then move to another activity having no
relation to the text. However, the teacher should cover all the things that the students can work out with the text. The teacher has to discuss the text
fully, study the language, and give additional tasks to the students. Therefore, teachers are needed not only in motivating the students for
being actively involved in the teaching and learning process of reading, but also to provide supports for their students through scaffolding.
c. Teaching Methods
Another key component in teaching reading is the teaching methods. Feez 1998 proposes the genre approach which implements teaching and learning
cycle. The cycle consists of five stages i.e.: 1
Building the context For this first stage, the teacher introduces the social context of the text
to the students so they can explore features of the general cultural context in which the text-type is used and the social purposes the text-type achieves.
2 Modeling and deconstructing the text
At this stage, the teacher shows the structural patterns and language features of the model text through general or class discussion so the students can
investigate them. A comparison of the model with the other examples of text types also can be done in this stage.
3 Joint construction of the text
As the students begin to contribute to the construction of the whole examples of the text-type, the teacher gradually reduces the contribution at this
stage. 4
Independent construction of the text At this construction part, students work independently with the text
while the teacher can assess their performance and achievement. 5
Linking related text At this last stage, the teacher leads the students to investigate how
what they have learnt in this teaching and learning cycle can be related in the same or similar contexts and future or past cycles of teaching and learning.
There are many other kinds of methods such as PPP procedure which stands from Presentation, Practice, and Production. Harmer 1998 defines the
procedure in which the teacher introduces a situation which contextualizes the language to be taught. The language, too, is then presented. The students now
practice the language using accurate reproduction techniques such as choral repetition, individual repetition, and cue-response drills.
Both methods and procedures introduce the model text by contextualizing it first and then defining the language aspects right after. Yet, in
the genre-based approach, it clearly has different sequences in contextualizing the text and modeling the text while in the PPP both step are in the same phase i.e.
Presentation. A method containing more specific phase would work well towards reading learners.
5. Authentic Materials
