Principles and Strategies teaching reading in TEFL by Arni Erliana
Name: Arni Erliana
Nim : 1610117120005
Nim : 1610117120005
PRINCIPLES AND
STRATEGIES TEACHING READING IN TEFL
Abstract
Reading
is a lifelong skill to be used at school and throughtout life. Reading is
importan thing that every people should appply in their life but many people
still confuse or they feel reading is difficult . So that from this article
will delivered the principle and strategies in learning reading process base on
TEFL course.
Key word
Reading,
principle of teaching reading, criteria in choosing reading text, and
strategies of teaching reading
Introduction
Reading is a process of the
understanding activity when read the text or material from a course. Acording
to Described also by Tarin (1985 ) that reading is a
process undertaken and used by readers to obtain the message , a method used to
communicate with yourself and sometimes others, which communicates the meaning
contained or implied in the written symbols. Futhermore, reading not only read
a text but the reader should be understand about the material that they have to
read, so that they will get the meaning or the content from the text. in this
case, the students has trouble when they read something so that they need a
principle to make them more easier in reading because in reading course many
students not insteresting with this course, they said that reading is boring
course.
So
that from this case the teacher should search the good alternative especially in
teaching, such as good method, good material for read, or give the students
time to chooce the material for them,and they can explore their potential
especially in reading, in indirect way they can make reading as a their habbit.
According toBrown (2004) has classified strategies into two kinds. The
first kind is direct strategies or what are also called
cognitive strategies. These include a number of different ways of remembering
more effectively and of using all possible cognitive processes and compensating
knowledge. The second kind is indirect strategies which focus on some
aspects, such as organizing and evaluating learning, managing the emotions and
learning from others but in a learning process itself reading has principle about the ways of
teaching reading. in this case the teacher will easier to teach their students.
There
are some principle for teaching reading that every people should know the the
first is in an integrated course, include a focus on reading skills, the goals
is to make the students can focus in one material in reading , so that they can
decided or easier to understand the meaning or content from the text. second,
offer reading on relevant, interesting, and
motivating, with this way the students can explore their skill in
reading for example they can choose the material that appropiate to read. So
that they will get motivated to read because the materials are interesting for
them. And then, with this way the sudents can develop their invesment in
reading or their reading ability. Nuttall (1996) offered three criteria for
choosing reading texts for students that is :
a. Suitability of content : material that
students will find interesting, enjoyable, challenging, and appropiate for
their goals in learning english
b. Exploitability : a text that
facilitates the achievement of certain language and content goals, that is
exploitable for instructional tasks and techniques and that is integratable
with other skills ( listening, speaking and writing )
c. Readability : a text with lexical and structural difficulty
that will challenge students without overwhelming them.
The
third is encourage the development of reading strategies, in this principle the
teacher should can give the encouragement for their students so that they can
develop their reading ability with teacher’s strategies in the learning
process. The five is include both bottom-up and top-down techniques, in this
principle the teacher should give enough time to focuss and cath the meaning
from the text or material that students read. The sixth is follow the “SQ3R”,
from the principle the teacher should use five step that is :
a.
survey,
skim the text for an overview of main ideas.
b.
Question,
the readers asks question about what he or she wishes to get out of the text.
c.
Read
, read the text while looking for answer to the previously formulated
questions.
d.
Recite,
reprocess the salient points of the text through oral or written language.
e.
Review,
assess the importance of what one has just read and incorporate it into long-term
associations.
That is SQ3R
process that the teacher used and one of the approaching technique.
The seven
principle is design pre-reading, while reading and post-reading phase from the
principle expalin that there are some tips for teaching reading the first is
before you read or pre-reading it’s mean like spend some time introducing a
topic, encouraging skimming, scanning, predicting and activating schemata so
that the students can bring the best of their knowledge and skills to a text
when they have been given a chance to ease into the passage. Second is while
you read or while-reading when the reader or students read a text they should
know the meaning or main idea from the text that they have read, they should
have a purpose in reading not only read for fun or only for high score. The
third is after you read or post-reading the purpose from the text is
comprehension questions are only one form of activity appropiate for post-reading.
also consider vocabulary study, identifying the author’s purpose, discussing
the author’s line of reasoning, examining grammatical structures or steering
students toward a follow-up writing exercise.
The
last principle is build ongoing ( informal) assessment into your techniques
from the principle explain that reading,
or listening comprehension is totally unobservable ( we have to infer
comprehension from other behaviour) it is
on of important thing in reading as it is in listening to be able to
accurately assess students comprehension and development of skills.
Furthermore after the principle , the teacher
should know the strategies in teaching reading such as according to Duffy
(2007) has mentioned some strategies for teaching reading comprehension in the
classroom. First, teaching of reading is knowledge-based. Thus, teachers are
acquired to have knowledge related to the material so that they can explain the
material to their students. Therefore, a good teacher has to prepare himself
for it. Second, reading is a complex cognitive and linguistic process. It
involves decoding alphabetic symbols, drawing upon experiences and language,
and using strategies effectively to make meaning. The teacher has to realize that
reading is a multidimensional process.
Third, learners are different, this means that every student is different,
either their ability or their behavior or both. Students have a variety of
abilities, especially for comprehending the meaning of a text. Therefore
teachers need to analyze the abilities of their students’ in order to help
themselves to manage the classroom situation.
The last strategy of Duffy is that teachers
are informed decision-maker who makes many instructional decisions every
lesson. In order to make instructional decisions that will positively affect
the reading achievements of the students, teachers must be knowledgeable about
the reading processes, effective instruction, the diversity of communities they
serve, and the expectations for the teaching of reading as outlined in the
curriculum.
In
conclusion, reading is important thing in our live, with reading every people
can know the world, but many people still difficulties if they try to read,
although they know the benefit of reading. In this case as a teacher we should
teach reading to our students of course with a good principle and good
strategies so they can enjoy and then when teach our students especially in
teaching reading give them a change for them to decide which the book or
material that they will read, so that they can develop their competence in
reading and they can explore themselve. Because teaching reading not only about
read a text, etc but we should know the meaning or we can know how the ways and
information that we get from the reading.
References
Tarin.
(1985). Generating self-questions after
reading: A comprehension assist forelementary students. Journal of
Education Research.
Brown,
H.Douglas. 2015. Teaching by principles:
an interaktif approach to language pedagogi:
san fransisco state university
Nuttall,
C. (1996). Teaching reading skills in a
foreign language (2nd ed). Oxford, UK: Heinemann.
Brown,
H. D. (2004). Teaching by Principles. New York: Longman.
Duffy,
G. (2009). Explaining Reading. New York: The Guilford Press
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