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e Reading for detail It enables students to find the detail information in the reading passage.
f Reading between lines The reader reads each line of the text in order to have a better understanding
toward the text. g Deducing meaning from context
The activity requires the students to discover the meaning of the passage of a great number of unfamiliar words from the text.
3 Post-reading Activities This is the last part of reading. There are some evaluation questions that must
be asked in order to know the personal responses about the text. It can also in terms of reflective questions which are asked to relate the text to their outside
world. It can be done both in spoken or written way.
e. Interactive Models for Second Language Reading
Briefly, an interactive model of reading assumes that skills at all levels are interactively available to process and interpret the text Eskey and Grabe, 1988, p.
224. They also add that this model incorporates the implications of reading as an interactive process, that is, the use of background knowledge, expectations,
context, and so on. Krashen 1982 has argued that the subject matter of second language
classes should be both interesting and relevant, a claim that is especially appropriate to reading. Then, it is the teacher who must stimulate interest in
reading, who must project his or her enthusiasm for books, and who must help
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students to see that reading can be of real value to them Eskey and Grabe, 1988, p. 229. In fact, it is also the teacher who must choose, or edit, or modify, or
create the appropriate materials for students with varied needs and purposes. Widdowson 1979 as cited in Carell 1988 has discussed that reading is
an interactive process, as the process of combining textual information with the information a reader brings to a text. Reading is thus viewed as a kind of dialogue
between the reader and the text. Because of that, the teacher should provide the materials which can provide the learners with opportunities to use the target
language to achieve communicative purposes. Ellis 1990 said that ideally teaching materials should provide opportunities for such interaction in a variety of
discourse modes ranging from planned to unplanned. For Second Language Reading SLA, teacher is responsible for providing
interactive reading materials. Teacher may choose, edit, modify or create the appropriate materials based on the learners’ characteristics. The materials will
activate the learners when they can achieve the impact. It is achieved when materials have noticeable effects on learners that are when the learners’ curiosity,
interest, and attention are attracted Tomlinson, 1998, p. 8. According to Tomlinson 1998, materials can achieve impact through:
a. Novelty e.g. unusual topics, illustrations, and activities; b. Variety e.g. breaking up the monotony of a unit routine with an unexpected
activity; using many different text types taken from many different types of sources; using a number of different instructor voices on a cassette
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c. Attractive presentation e.g. the use of attractive colors, pictures, graphics, or photographs, lots of white space
d. Appealing content e.g. topics of interest to the target learners, topic which
offer the possibility of learning something new, engaging stories, universal themes, local references, authentic materials
7. Curriculum
