Name: ANIS THAHIRAH

A. BACKGROUND
Reading is very important not only for the students but also for teachers.
Reading is believed as a required activity in learning most of all subjects since reading
has been proved in increasing students’ knowledge. Reading has functions as a means
to access information in the global era. It means that reading is a process of
combining information from a text and reader’s background knowledge to building
meaning (Nunan, 2003). Reading serves the wider role of extending our general
knowledge of the world (Wallace, 1992 p. 7), and also it can use to access written
worlds of ideas (Hood et al. 1996 p.33). Reading is not only for getting information
but also facilities us for language learning. Reading can improve other general
language skills and help to think in the target language, enlarge English vocabulary,
improve writing skill and a good way to find out about new ideas, facts and
experiences (Mikulecky and Jeffries, 1996 p. 1).
Concerning the importance of reading, students of junior high school are
expected to have reading skills. Students are demanded to understand the content of
various types of texts i.e. procedure, descriptive, recount, narrative and report
(English curriculum, 2003). This study concerned how the students could gain the
meaning from narrative text. The researcher chose narrative text because based on the
researcher’s observation in the research site, it was found that most students have
difficulties in understanding and recalling details of narrative text. They have
difficulties when asked to retell the events or response to the questions about the story
to demonstrate their comprehension.

B. APPROACH
1. Teory of Language
a. Reading approach is a way to start teaching beginning readers.
b. It is based on cognitive theory originally conceptualized by Albert Bandura.
2. Teory of Learning
a. Reading Comprehension level of understanding.
b. Round Robin reading following a set order.

C. DESIGN
1. Objectives
a. The students are able to identify meaning rather than letters or words.
b. The students are able to understand and read the text quickly.
c. The students are able to read actively.
2. The Syllabus
The syllabus based on the development of reading skill. How to make students have
the ability to comprehend what they read.

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3. Types of Teaching and Learning Activities
a. Skimming
It is an activity to read shorter texts to extract accurate detailed information.
Skimming is used to quickly identify the main ideas of a text. Skimming is done at a
speed three to four times faster than normal reading. People often skim when they
have lots of material to read in a limited amount of time. There are many strategies
that can be used when skimming. Some students read the first and last paragraphs
using headings, summarizes and other organizers as they move down the page or
screen. The students might read the title, subtitles, subheading, and illustrations.
Consider reading the first sentence of each paragraph. This technique is useful when
the students are seeking specific information rather than reading for comprehension.
Skimming works well to find dates, names, and places. It might be used to review
graphs, tables, and charts.
b. Scanning
It is a quickly reading a text to get the gist of it. Scanning is a technique that
often use when looking up a word in the telephone book or dictionary. The students
search for key words or ideas. Scanning involves moving eyes quickly down the page
seeking specific words and phrases. Scanning is also used when the reader first find a
resource to determine whether it will answer the questions. Once you’ve scanned the
document, you might go back and skim it.
When scanning, the students look for the author’s use of organizers such as
numbers, letters, steps, or the words, first, second, or next. They look for words that
are bold faced, italics, or in a different font size, style, or color. Sometimes the author
will put key ideas in the margin.
c. Extensive reading
Extensive reading is a reading longer text, usually for pleasure. Extensive
reading is an approach to language learning, including foreign language learning, by
the means of a large amount of reading. The students view and review of unknown
words in specific context will allow the student to infer the word’s meaning, and thus
to learn unknown words. While the mechanism is commonly accepted as true, its
importance in language learning is disputed. We can consider extensive reading as
private reading in width at a pace suited to the individual’s ability, taste, and mood.
Extensive Reading is the free reading of books and other written material that is not
too difficult nor too easy! Extensive Reading is sometimes called Free Voluntary
Reading.
Why use it? ESL students always want to learn more words, acquire more
grammatical structures and be better readers and writers. Doing extensive reading
will help students with all of the above, along with motivating them to enjoy reading
and learning independently.

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 The role of extensive reading in language learning:
a. It can provide ‘comprehensible input.
b. It can enhance learners’ general language competence.
c. It increases the students’ exposure to the language.
d. It can increase knowledge of vocabulary.
e. It can lead to improvement in writing.
f. It can motivate learners to read.
g. It can consolidate previously learned language.
h. It helps to build confidence with extended texts.
i. It encourages the exploitation of textual redundancy.
j. It facilitates the development of prediction skills

d. Intensive reading
It is a quickly going through a text to find a particular piece of information. It
is essentially reading in depth and is usually done in the class with each pupil having
the same text. Intensive reading involves students reading in detail with specific
learning aims and tasks. It can be compared with extensive reading, which involves
students reading texts for enjoyment and to develop general reading skills. The
Intensive Reading Technique is reading for a high degree of comprehension and
retention over a long period of time. For example, the students read a short text and
put events from it into chronological order.
4. Learner Roles
a. Recognizing the script of a language.
b. Translating the text.
c. Deducing the meaning of unfamiliar lexical items.
d. Understanding explicitly stated information.
5. Teacher Roles
Teacher should create situations in which learners are most suggestible and
then to present linguistic material in a way most likely to encourage positive reception
and retention by learners,Motivating learners,Encouraging to set reading
strategies,Supporting the students to develop reading comprehension
6. The Role of Instructional Materials
a. to get meaning from whole chunks of text
b. To have good vocabulary and integrate naturally with other class work.
D. Procedure
1. The students/ readers decode (figure out how to pronounce) each word in a text
and automatically comprehend the meaning of the words, as they do with their
everyday spoken language. There are specific comprehension strategies that some
teachers are now using in the classroom.
2. The teacher teaches students about prior knowledge. Prior knowledge is using
what you already know to help understand something new.

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 To help students comprehend and learn from a specific reading material, they can
access their prior knowledge on a subject to help them relate to the subject that
they are learning at the moment.
3. Making a connection is when a student can relate a passage to an experience,
another book, or other facts about the world. Making connections will help
students understand what the author’s purpose is and what the story is about. The
teacher can use connections with any fiction or non-fiction text that the students
read.
4. Questioning is another strategy that will greatly benefit a student. Dr. Neil
Postman has said, “All our knowledge results from questions, which is another
way of saying that question-asking is our most important intellectual tool”
(Response to Intervention). There are several types of questions that a teacher
should focus on: remembering; testing understanding; application or solving;
invite synthesis or creating; and evaluation and judging. Teachers should model
these types of questions through “think-alouds” before, during, and after reading a
text.
5. Visualization is when a student can create a picture or movie in their mind while
reading text. Use terms like “mental image” and asking sensory questions will
help students become better visualizers. Another way of looking at visualization,
is to think about bringing words to life.
6. Summarizing is a comprehension strategy that also needs to be taught.
Summarizing is telling what is important about the text. A summary might include
the answers to who, what, where, when, why, and how. You can have students
summarize any text that you are using the classroom.
7. Evaluation is about making judgments on what you read and then explaining why
you made those judgments (Into the Book). Some activities to help with
evaluating can be as easy as having a small group book talk or having students
rate a book. Evaluating non-fiction texts can be done by using a criteria checklist
(i.e. table of contents, index, titles, headings, etc.) to help students rate a text.
8. Synthesizing is putting the pieces together to see them in a new way (Into the
Book). Students will take what they already know about a subject along with their
reflections from the book to create their own interpretation and ideas about a
certain text.

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 BIBLIOGRAPHY
Mark, Robert. M. (1994). A Brief History of Teaching ESL Reading Approaches and
Implications For The Future.
Lamb, Annette and Johnson, Larry. 2001. Skimming and Scanning. Available:
http://42explore.com/skim.htm, accessed April 14, 2011.
West, Michael. (1937).“The Reading Approach and the New Method System.”The Modern
Language Journal. Available: http://www.jstor.org/stable/317672, accessed April 15,2011.