MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION

OF THE REPUBLIC OF UZBEKISTAN

SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES
FACULTY OF ENGLISH PHILOLOGY AND TRANSLATION
STUDIES

KUCHKAROVA DILAFRUZ BAXTIYOROVNA

COURSE PAPER
THEME: THE IMPORTANCE OF EXTENDED READING IN EFL CLASSES

Mutaxassislik: 5120112- Filologiya va tillarni o’qitish: ingliz tili(kechki)

“HIMOYAGA TAVSIYA ETILDI” “ILMIY RAHBAR”

Ingliz tili nazariyasi va amaliyoti kafedrasi D.F. Raxmatullayeva
Mudiri: A.A.Shermatov_______________ __________________
“_____” ___________________2023 “____ “_________2023

Samarkand 2023
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 CONTENTS
INTRODUCTION…………………………………………………….……………3
CHAPTER.IMETHODS OF TEACHING READING TO CHILDREN
1.1.About interesting reading activities…………………..………………..………16
1.2.Teaching methods of reading resources…………….……….…………..…..……....18
CHAPTER.II. THE READING OF FOREIGN LANGUAGE TEACHING
PROCESS
2.1. The activities are used to develop reading strategies…………………………20
2.2.The teaching reading strategies………………………………………………………………........24
CONCLUSION………………………………………………….………..............26
LIST OF USED LITERATURE………………………………………..………..28

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 INTRODUCTION
Reading is the skill should be mastered in learning English as foreign
language. Kinds of text books and materials are written in English. It needs
comprehension in reading the text to get better in catch the idea and information.
According to Weaver reading is a process to determine, what the reader’s brain,
emotions and beliefsbring to the reading. It means that reading is the reader’s
way in interpreting the printed words. It is supported by Linse argues that
reading is making sense of printed word.However, teaching reading
comprehension is not an easy job for the teacher. The teachers need improve
their teaching method or strategy in order to help the students get the point in
reading the text.
The actuality of the course paper : Our President Sh.M. Mirziyoyev
noticed “The most important aim of the independent and strong state is a human,
his interests, rights and freedom. In order to reach it we understand that the
system of education should be improved. We should get modern knowledge and
pay attention to upbringing of our children”.

In the frame of realization of the Law of the Republic of Uzbekistan “About

the Education system” there created the complex system of teaching foreign
languages, directed to the formation of harmoniously developed, highly educated,
thinking in modern way, growing generation and further integration of the
republic into world cooperation.

Considering these most important principles and the experiences of

developed countries of the world, the Republic of Uzbekistan has recognized its
main direction of educational development. They are as follows:

1.Modification and further perfection of the education and socialization

content

2.Development of new school, curriculum and textbooks

3.Stress on individual ability and talent

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 4.Vocational and Professional development in accordance with change
economical needs. Integrating Uzbekistan with world educational standards.
The subject of the course work: In knowing the meaning of printed
word in reading, the readers need reading comprehensively. Sanchez states
reading comprehension is emphasizing both what the author had written and
readers’ ability to use their background knowledge and thinking ability to make
sense of text.
The object of the course work: It can be said that reading comprehension
not only “read” the text directly, but also get something from the text. To be able
in reading comprehension, the reader needs to know the components of reading.
Klingner suggests that the reader needs to attend four indicators of reading
comprehension such as vocabulary, refers to knowing what the words mean in
context. The students have to know word meaning based on context from the
text. Decoding is word reading. It is the process of sounding out or analyzing
individual letters and words. Fluency refers to accuracy and speed reading. It
is about the process in reading with good pronunciation, spelling, intonation,
and stress. World knowledge refers to have sufficient background knowledge to
benefit from reading the text. According to Brown there are some indicators of
reading; specific topic and main idea, interpreting and identifying the meaning
of the word and sentences of the text, identify factual information, guess
meaning of vocabulary, synonym, and antonym, inference of the text, analyze
generic structure, social function of kind of text.
The expectation of teaching English curriculum asks the teacher to do the
better effort in teaching English. It is the reason of the teacher to apply kinds of
approaches, methods, techniques and strategies in teaching English. One of the
methods that can be applied in teaching reading called Directed Activities
Related to Text. According to Vester , DART is activity which get students to
interact with texts. The purpose is to improve the students’ reading
comprehension and to make them to be critical readers; it can be done by
individual or groups. Therefore, Brindley insists that DART is the central value
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 placed on exchanges by pupils in small group. Those, this paper will describe
the application of DART method in teaching reading for senior high school
students. It can be used as information of the DART procedure that can be
applied by the teacher in teaching reading comprehension.

The structure of study: Consist of introduction, chapter. I and chapter. II

conclusion, list of used literature.

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 CHAPTER.IMETHODS OF TEACHING READING TO CHILDREN
1.1.About interesting reading activities

Learning how to read is one of the most important things a child will do
before the age of 10. That’s because everything from vocabulary growth to
performance across all major subjects at school is linked to reading ability. The
Phonics Method teaches children to pair sounds with letters and blend them
together to master the skill of decoding. The Whole-word Approach teaches kids
to read by sight and relies upon memorization via repeat exposure to the written
form of a word paired with an image and an audio. The goal of the Language
Experience Method is to teach children to read words that are meaningful to
them. Vocabulary can then be combined to create stories that the child relates to.
Yet while there are various approaches to reading instruction, some work better
than others for children who struggle with learning difficulties. The most
common kind of dyslexia, phonological dyslexia, causes individuals to have
trouble hearing the sounds that make up words. This makes it difficult for them
to sound out words in reading and to spell correctly. Dyslexic learners may
therefore benefit from a method that teaches whole-word reading and de-
emphasizes the decoding process. Orton Gillingham is a multi-sensory approach
that has been particularly effective for dyslexic children. It combines visual,
auditory, kinesthetic, and tactile learning to teach a program of English phonics,
allowing children to proceed at a pace that suits them and their ability. No two
students will learn to read in exactly the same way, thus remaining flexible in
your approach is key. It can be useful to combine methods, teach strategies and
provide the right classroom accommodations, particularly for students who have
specific learning differences.  Remember that motivation is key and try to be
patient so as to avoid introducing any negative associations with school and
learning.[1,274]
Learn more about motivating children to read, different kinds of
dyslexia, identifying dyslexia, the Orton-Gillingham approach to reading,
and strategies to help children with dyslexia in these posts. Children begin
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acquiring the skills they need to master reading from the moment they are born.
In fact, an infant as young as six months old can already distinguish between the
sounds of his or her mother tongue and a foreign language and by the age of 2
has mastered enough native phonemes to regularly produce 50 words. Between
the ages of 2-3 many children learn to recognize a handful of letters. They may
enjoy singing the alphabet song and reciting nursery rhymes, which helps them
develop an awareness of the different sounds that make-up English words. As
fine motor skills advance, so does the ability to write, draw and copy shapes,
which eventually can be combined to form letters. There are plenty of ways
parents can encourage pre-literacy skills in children, including pointing out
letters, providing ample opportunities for playing with language, and fostering
an interest in books. It can be helpful to ask a child about their day and talk
through routines to assist with the development of narrative skills. Visit your
local library and bookstore as often as possible. The more kids read with their
parents, teachers and caregivers, the more books become a familiar and
favourite pastime. Young children should be encouraged to participate in
reading by identifying the pictures they recognize and turning the pages.The
smallest word-part that carries meaning is a phoneme. While we typically think
of letters as the building blocks of language, phonemes are the basic units of
spoken language. In an alphabetic language like English, sounds are translated
into letters and letter combinations in order to represent words on the page.
Reading thus relies on an individual’s ability to decode words into a series of
sounds. The Phonics Method is concerned with helping a child learn how to
break words down into sounds, translate sounds into letters and combine letters
to form new words. Phonemes and their corresponding letters may be taught
based on their frequency in English words. Overall there are 40 English
phonemes to master and different programs take different approaches to
teaching them.[2,90]
Some materials introduce word families with rhyming words grouped
together.
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 The Phonics Method is one of the most popular and commonly used methods.
In the beginning progress may be slow and reading out loud halting, but
eventually the cognitive processes involved in translating between letters and
sounds are automatized and become more fluent. However, English is not
always spelled the way it sounds. This means some words can’t be sounded out
and need to be learned through memorization. This method teaches reading at
the word level. Because it skips the decoding process, students are not sounding
out words but rather learning to say the word by recognizing its written form.
Context is important and providing images can help. Familiar words may
initially be presented on their own, then in short sentences and eventually in
longer sentences. As their vocabulary grows, children begin to extract rules and
patterns that they can use to read new words.
 Reading via this method is an automatic process and is sometimes called sight-
reading. After many exposures to a word children will sight-read the majority of
the vocabulary they encounter, only sounding out unfamiliar terms.
 Sight-reading is faster and facilitates reading comprehension because it frees up
cognitive attention for processing new words. That’s why it is often
recommended that children learn to read high frequency English vocabulary in
this way. The Dolch word list is a set of terms that make-up 50-75% of the
vocabulary in English children’s books.
Learning to read nonsense words in a black-and-white activity book is not
always the most effective approach. The Language Experience Method of
teaching reading is grounded in personalized learning where the words taught
are different for every child. The idea is that learning words that the child is
already familiar with will be easier. Teachers and parents can then create unique
stories that use a child’s preferred words in different configurations. Children
can draw pictures that go with them and put them together in a folder to create a
special reading book. You can look for these words in regular children’s fiction
and use them to guess at the meaning of unknown words met in a context – an
important comprehension strategy that will serve kids in later grades.Turn a
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reading lesson into a scavenger hunt! Give each student or pair of students a piece
of text, then speak the first secret word. Once they find it, have them circle it in a
specific color, or circle and number, then report back to you for word. Keep this
word search up for as long as you like — we recommend choosing about 8 to 10
words for students to find. It’s one part competition, one part scavenger hunt!
Choose a prize for each team to receive when they complete the activity. Or
celebrate everyone reaching the end with a classroom dance party! It’s a great way
to keep your kids moving and learning.Kids are never too old to hear a story read
aloud. Reading aloud as a class is a great way to keep kids engrossed in a story.
Since you are most familiar with the text, you can keep the flow going during the
dramatic moments. Then hand it off to your students to take their turns.Want to
add a new element to your classroom read-aloud? Pass around a ball or stuffed
animal to indicate the next reader. It’s a variation of popcorn reading to help
minimize reading anxiety, and it gives kids the power to pass it on after spending a
short time reading. Sometimes trying to get the whole class to read together is just
too much. To encourage more reading time, pair up your students for partner
reading. 
During partner reading, each child will get more time to practice their skills.
And being corrected privately by one friend may be better for a struggling reader’s
confidence. Try to pair a confident but patient reader with those who need some
extra help and watch them both learn to succeed.For younger students, a word
search is a challenging way to encourage early reading. You can do this much like
our scavenger hunt-style games, but instead of saying the words aloud, provide a
list.[3,220] 

They can search for one word at a time, with you providing the next word to
the team once the first is found. Or provide a full list from the beginning and let
them work individually. Add in some color matching (marking the word in the
same color as printed on the list) to keep this game fun and engaging.Looking for a
calmer alternative to the secret word game? Have each child work individually in a

9
game of reading bingo. Choose a grade-level text and compile a list of words
found in the passage. Read each word aloud, giving about 15 seconds before
moving on to the next. It’s a race against your clock to find the words, or they can
try to remember them while looking for the others. When they find the words, they
can mark them out. Once the list is done, allow 20 more seconds to wrap up any
remaining words, then pencils down and count. Whoever finds the most words,
wins! Decoding games focus on letter sounds and phonemic awareness. A favorite
game for pre-readers is to say a letter and have students find an object that starts
with that letter. As they bring the object back, reinforce the sound that letter
makes. Other decoding games can focus on the mechanics of reading — such as
reading a word or sentence from left to right. This is a great time to utilize finger
puppets, following along with a finger as you sound the words out together. When
you’re teaching letter sounds, it’s fun to get creative. In this game, you’ll call your
students to the front of the class by their names — minus the first letter. For
example, Stacy becomes tacy and Roland becomes oland. Let the kids guess who
you’re calling up, then have them decode the missing letter.  You can do the same
thing for objects, or drop middle letters for older children. Just be sure to prepare
your words ahead of time to avoid any slip-ups!  This game can be played in a
couple of different ways, and both are great for reading comprehension. First, try
giving clues so your child can guess their favorite characters. These favorites can
be from books or TV. You can mention physical characteristics, some of their best
friends, or things that happen to them. Keep giving clues until they guess correctly.
The second way to play is to invite a favorite character over and then discuss what
you’ll need for their visit. A special kind of bed, their favorite foods, or a place for
their pet to stay are all things to consider. This is a fun way to create your own
story around your child’s favorite characters.[4,178]

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 1.2.Teaching methods of reading resources
Today's post features some of the best educational websites to help your
students develop strong reading skills. They (websites) provide access to a
treasure trove of resources, lesson plans, activities, interactive games, web tools,
and several other reading materials to enhance students reading
comprehension. You will be able to find reading materials for all levels from
beginners to advanced readers. We have also included a collection of digital
libraries you can use with young learners to help them search for, find and
access books and digital stories designed specifically for kids. We invite you to
check them out and share with us on our Facebook page if you have other
suggestions to add to the list.Every elementary school teacher is a reading
teacher and is essential in helping each child on his or her reading journey.
When we provide the resources to meet the literacy needs of our students
beginning as early as prekindergarten, students and teachers will feel both
confident and competent in teaching and learning to read.[5,13] 
While helping students learn to read, it is also important to create a love of
reading. Students who read voluntarily report less negativity about reading than
those who are required to read. Motivation is the key in promoting a love of
literacy in children. One of the best resources I have found for creating
motivation is a shelf filled with books that match students’ interest level and
reading level. They should be surrounded by titles that reflect the lives of
themselves as well as their classmates. When students find titles with characters
that look like them and families that resemble their own or their neighbors, their
interest level increases. Making these connections also increases student
comprehension.Students should be provided with books that represent all genres
so that they can determine what they most enjoy reading. Unless a child is given
the opportunity to read poetry, mysteries, historical fiction, biographies,
autobiographies, and science fiction, he or she may not know all of the types of
stories that are created for readers of all ages. Student book choice is the first

11
step in getting children hooked on reading. When students have ownership of
their reading, successful, independent readers begin to bloom. Teachers can be
the best book matchmakers for their students. While teachers are building
relationships with their students in the beginning of the year, they can also
conduct one-on-one interviews or give interest surveys to each child. This
practice will help teachers learn the strengths, challenges, likes, and dislikes of
their students. This information helps teachers select the best book to spark a
child’s interest in reading. 
Peers can be a great resource for helping students find what books they will
love to read. Encourage classmates to be book matchmakers by creating
personalized book recommendations for their peers. It's easy to create a
recommendation template that can be stacked in the class book nook. When
students find a book they think would match the interests and hobbies of
classmates, they can fill out the personalized book recommendation form and
give it to their classmate. Literacy diagnostic tools such as running records or
anecdotal notes can also be used to understand the instructional and independent
reading levels of students. During one-on-one or small-group reading
instruction, teachers can note the reading behaviors they observe, including any
errors made during reading, students’ responses to comprehension questions, or
details about their expression, tone, or reading rate.Through daily guided
reading, teachers can introduce students to high-interest instructional text across
genres. Daily individualized reading practice gives students the opportunity to
read books of choice on their independent reading level and grow as readers.
Introduce children to multiple genres of books during small-group reading
instruction. When children find a book of interest, they can turn the book into
their choice book for independent reading time.[6,199]
Background knowledge about a topic or subject matter can help students
engage in the reading. For example, if a child has never been to a farm, he or she
may not understand how the setting of the barn is crucial to the plot of a story
that takes place on a farm. If a student has no prior knowledge about the roaring
12
twenties, he or she will not fully comprehend an article about the Great
Depression. Making stories and articles relevant to everyday life and current
events is one more way to increase background knowledge. In order to build
background knowledge before reading, teachers should consider taking students
on virtual or live field trips or giving them access to real objects.Assume that
students have no understanding of the vocabulary words or content of the text.
Allow them to make predictions, make connections, and ask questions before
every reading experience to gauge their knowledge. These three comprehension
strategies inform a teacher of the students’ proficiency about a particular topic.
Encourage readers to use the title and pictures to make a prediction about what
the book is about before reading it. During reading, students confirm their
prediction and make a connection. Ask questions such as, “What does this text
remind you of?” or “What is going to happen next?” to build comprehension. 
Give students daily experiences in instructional guided reading,
independent reading, and choice. Exposure them to culturally relevant and
diverse genres, and guide them with comprehension strategies to enhance a love
of reading.[7,22]

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 CHAPTER.II. THE READING OF FOREIGN LANGUAGE
TEACHING
PROCESS
2.1. The activities are used to develop reading strategies

The four basic language skills, listening, reading, speaking and writing are
indispensable parts of a language teaching. For successful and effective
education and training in foreign language courses, these four basic language
skills need to be developed and reinforced in accordance with the level and
needs of the learners. The aim of the research is to reveal how the students who
are learning foreign languages approach the four basic language skills in general
terms, their opinions about the feelings and thoughts, and thus identify important
problems within this subject. The problem is not to determine the position of
four core skills in foreign language teaching, or to question its definition, but the
problem is to show how the students approach and master these four basic skills.
This research is a qualitative study and the data that is the basis of the research
has been prepared with the help of a questionnaire to determine the opinions of
the university students studying foreign language teaching about the four basic
language skills. The results of the research have shown that the skills that
students most want to develop, pay attention to and feel lacking are speaking
skills. Students will be more successful and willing in foreign language lessons
when they hear and understand it correctly and they can speak it correctly and
effectively. This study reveals how important these skills are for verbal
communication and how much it is necessary to acquire them with different
approaches and methods in foreign language lessons.[8,42]
There are four basic language skills, listening, reading, speaking and
writing in foreign language education and training and they are indispensable
parts of a language teaching. In language teaching these are divided into two; the
ability to understand and read, and the ability to speak which are also regarded
as speech and writing. On the other hand, the other indispensable elements in

14
foreign language teaching are grammar and vocabulary. For successful and
effective education and training in foreign language courses, these four basic
language skills need to be developed and reinforced in accordance with the level
and needs of the learners. Taking into consideration the stages in which a child
learns his mother tongue, it has been adopted to teach basic language skills in
that sense in a foreign language course. When looked at textbooks in education,
it is seen that there is often listening-comprehension, after that reading comes
followed by talking and finally writing. In many national and international
literatures, it is possible to find articles about these skills in terms of their
significance and purpose, thus this study will focus only on the aims and specific
features that are intended to clarify the results of the student opinions in the
research. The purpose of this study is not to question and describe the definition
of the four basic skills in detail, its contribution to foreign language education;
because this type of work has only been done in the direction of the opinions of
teachers and linguists by focusing on a certain skill. For this reason, the aim of
this research is to reveal how the students who are learning foreign languages
are approaching the four basic language skills in general terms, their opinions on
emotions and thoughts by identifying important issues within this framework.
The problem is not to determine the position of four core skills in foreign
language teaching, or to question its definition, but to show how the students
approach the problem and master these four basic skills. The purpose of
listening-comprehension teaching is not a skill which can be defined as the
ability to listen, but rather an effective stage because it can perceive the
transmission from the speaker exactly and correctly. When it is spoken at
normal speed, even if all the discourse of the speaker is not understood, it is
expected to perceive what it means. For this reason, students are asked to
recognize the changes in the meaning of the aim, the emphasis and themost
language experts emphasize that speaking skills and listening skills are
intertwined. Listening is more difficult than reading because you can have a

15
chance to read the text a few more times; but the person who does not
understand what you are saying has no chance of listening again.[9,32]
A good scanning activity is a “running race.” To do this activity, prepare 9
or 10 questions about the details of a text; these questions should not be
subjective but have one clear objective answer. This activity can work both
before students read the text or as a review activity when students have finished
the reading. Put students into pairs with each student having a copy of the text in
front of them and make enough copies of the questions for each pair. Cut the
questions so they are in strips of paper, and give each pair question number one
only. When you tell students to start, they should race to find the correct answer
to the first question, and then one partner should run their written answer to your
desk to show you. If the student is correct, give them question number two, and
so on until a group has answered all of the questions correctly. This activity
works well with any textbut can be especially challenging if you give students
the classifieds section of the newspaper. For more advanced students, you can
mix-up the order of your questions so that they do not follow in order with the
text.
Another scanning activity is to do a “find the word” race. With the text in
front of them, write down a word on the board that only occurs once in the text.
When students find the word, they should stand up. Wait until all students are
standing to have the first student point out the sentence that the word is in. A
more challenging alternative is to only say the word aloud without writing it
down. This is a good way to pre-teach vocabulary by drawing students’ attention
to these words and discussing the meaning of these words. This activity also
works as a way to preview the text as it can lead to a discussion of what the
students believe the story will be aboutbased on the words you select from the
text.
Give students the “6W questions” to ask about the author’s purpose after
reading an entire text. Who is writing this text and who did the author want to
read this text? What is the author saying? Why is the author saying
16
this? When did the author write this story? Where does this story take
place? How did the author write this story? By getting the basics of the author’s
purpose, we can more easily understand what the main idea is.[10,58]
Alternatively, you can try the main idea builder after reading a text in its
entirety. Ask students to close their books and tell you what this article is about
in one word. For example, is we had just read a story about the ancient Mayan
civilization and some of their customs, the one word response would be “The
Mayans.” After giving you one word, then ask them to put more description on
that one word, such as “Mayan civilizations.” Slowly add onto your description
one or two words at a time until you get a full, complex sentence that highlights
the main idea of the story. An alternative to this activity is to have students close
their books, and then describe their article to a partner, but they must pretend
that their partner has never read the story. You can also have students write a
letter to their family member describing the story to them.
Another activity that emphasizes main idea is outlining. Give students a
blank outline form that asks them to fill in the author’s thesis, main points,
details, and examples. If the text you’re working with doesn’t lend itself well to
the rigid structure of an outline, have students write down one sentence for each
paragraph that expresses the main idea that paragraph. When they are finished,
they should be able to put their main idea sentences for each paragraph together
to find the main idea of the whole story.

17
 2.2. The teaching reading strategies

Over the centuries there were various methods of foreign language teaching,
teaching goals and objectives, schools and teaching approaches. The new
teaching methods were developed due to the demand of the state at first and
society later in foreign language learning. The scholars tried to find the universal
teaching method in different sciences: Philosophy, Psychology, Linguistics etc.
Nowadays the foreign language teacher at high school is to help the students to
correct the gaps in their language knowledge at the short time and to teach them
using the foreign language as a tool of getting professional knowledge and skills
as well. It should be mentioned that the theory and practice knowledge of foreign
language teaching at various stages enables the teacher “to see the methodical
thought in the broad educational prospect,”and combine different methods and
approaches in the work, taking into account their advantages and disadvantages.
The following scientists studied the history of foreign language teaching methods:
B. Bjorkman, K. A. Ganshina, N. I. Gez, G. O. Hellekjær, B. Kumaravadivelu, V.
E. Raushenbakh, Jack Richards, E. Roulet, L. V. Shsherba, F. C. Sierra.
Academician A. A. Mirolyubov made a great contribution into foreign language
teaching methods structuring, having published his book “The History of Native
Foreign Language Teaching Methods”.[11,90]

According to the analysis of scientific-pedagogical and methodical literature,

foreign language learning can be traced back into ancient days. In her book
“Studied in Rus. History of Education in Russia” Olga writes that already in 1988
A.D. three hundred children were taken “to be taught bookish”. The first
“bookish teachers” were Greek priests invited specially to teach Russian people
the Greek language. The teaching, of course, had a practical nature, as the
spreading of the new world outlook required literate people who were able to
translate and rewrite liturgical books. The country needed the educated priests
speaking not Greek and Latin but the native language understandable to the
Russian people. Over the years Russia was turning into the great power with
18
developed trade links. In the 18thcentury the Russian state needed not only priests
but craftsmen, merchants and service class. The cornerstone of education was the
written language since only it reflected the true language. Therefore, the texts
were the main material the education was based on, P. Gleizer and EH. Pettsol'd
stated that “ The texts for reading were chosen according to their suitability to
reflect the grammar material being studied in the best way.” Some proponents of
this method considered the educational text content was to repulse but not to
attract schoolchildren for in studying grammar it was important to master the
grammar not the text. To control the level of understanding grammar the students
were to translate from the native language, the sentences not being connected
with each other in the meaning:” Lions, bears and elephants are strong”, “This
bear has a niece and a nephew ”, “These camels wrote their lesson of Russian
language”. The vocabulary was considered to be only the illustration for grammar
learning. The words were recommended to learn out of context as the isolated
units since they were supposed to differ from each other only by sound and
graphic but not by the meaning, compatibility etc. In spite of the fact that this
method made it possible to understand the grammar of the language being learned
thoroughly it couldn’t provide elementary communicative skills. The students
could hardly express their thoughts and were not able to communicate with the
native speakers. Also, translating word for word is wrong because exact
translation is not always possible or correct. Moreover, translation is nowadays
considered an index of one’s language proficiency.[12,156]
th
At the end of the 18 century there appeared a variety of the grammar-
translation method –textual-translation method. According to the representatives
of this method the training goal was the students’ overall development in reading
classical literature. The content and stylistic features of the text became more
important. In some textbooks there was the line arrangement of the texts: in the
first line there was a text in a foreign language, in the second line there was its
transcription and the third line contained its literal translation, with the grammar

19
structure being the same as in the foreign language. Having repeated the text after
the teacher many times and having read the transcription the students were to
analyze the translation and propose the appropriate literature translation. The
pronunciation was practiced, the analysis, vocabulary and grammar learning was
carried out. Unlike the representatives of the grammar-translation method the
proponents of the textual-translation method didn’t study the grammar in detail
they used and analyzed only the material that was in the text. Therefore, the
grammar teaching was irregular. The vocabulary, as before, was formed by the
mechanical learning of separate words and texts in the foreign language. The
representatives of this method, however, made a great contribution in the
language teaching methods having used for the first time the translation from the
native language into the foreign one. We quite agree with the conclusions of the
authors of the book “Foreign Language Teaching Methods at the Secondary
School” that for the first time in the history of teaching methods the translation
methods of the foreign language teaching had serious drawbacks. Firstly, they
were badly directed towards the language acquisition as communication means
even for reading training. The main task was only general education, it being
understood as the development of logical thinking as a result of grammar learning
and as the general development as a result of accidental grammar learning during
text studying. Secondly, the characteristic feature of these methods was form and
content separation. In the grammar-translation method all attention was focused
on the form, with the content being disregarded. In the textual-translation method
the texts were not always available since the grammar was studied
unsystematically and the students were badly prepared to its perception. Thirdly,
the language learning was based on the grammar and logic identification, on the
dead language recognition as the ideal and on the disregarding of the living
languages specific features.[13,382]
The school itself didn’t influence the teaching methods but it became the
intermediate link between the logical school (it studied the language in its relation
to thinking and knowledge) and the neogrammarian school (it considered the
20
language as an individual psychophysical and psychophysiological activity). The
neogrammarian school made a great influence on the language teaching theory.
The scholars of this school studied the similarities in the language based on the
psychological associations in the mind of the person speaking. The achievements
in Psychology also influenced the direct method development. In the works
devoted to the language the founder of the experimental psychology W. Wundt,
being a follower of the associanism, stated that the speech was a kind of activity
where acoustic and motoric sensations were of great importance. During speaking
the sentence arises in the man’s consciousness as an integral product. It is this
thought that is traced in the natural method proponent concept who considered the
sentence to be the center of an oral statement. Another method was represented by
the Würzburg school studying the man’s thinking and its forms. The scholars of
this school stated the proposition was neither connected with speech nor with
sensory perception. The speech was to be taught by mechanical way. The foreign
language teaching methods were also influenced in some way by Geshtalt
psychology. The scientists of this school considered the primary and foremost
learning task to be the understanding the whole but not the separate elements.
They paid great attention to the imitation during teaching, especially language
teaching. Hence, it follows that the Pedagogics couldn’t stay at the same place. It
required the reforms meeting the social necessities of that time for foreign
language fluency. The new school, however, was created by theorists-practicians
having no sufficient proof for scientific explanations of their methods. They were
guided only by their teaching feeling. There developed the direct teaching
methods among them natural approach, direct, audiovisual and aural-oral methods.
The most distinguished representatives of the natural method M. Berlitz, F. Gouin,
M. Walter thought that to learn a foreign language quickly and thoroughly was
possible only by reconstructing the verbal environment. Despite some differences
their teaching concepts had something in common namely the total exclusion of
the native language from the foreign language immersion process. “ If we give the
meaning of a new word, either by translation into the home language or by an
21
equivalent in the same language, as soon as we introduce it, we weaken the
impression which the word makes on the mind”. The main goal was practical oral
speech acquisition. The teaching was to proceed by intuition like the child
mastered his native language.[14,124]
Up to date in some countries there are schools where teaching is based on
Berlitz’s methods. He believed that it was necessary to exclude the native
language entirely from the foreign language teaching and moreover it was quite
essential to teach thinking in a foreign language. The lesson based on his
methods consists of the following basic stages: explaining the new vocabulary by
means of objects (or their pictures), gestures, explanations in a foreign language
etc.; the teacher’s conversation with the audience or with himself; conversations
or short descriptions of the pictures by the students. Berlitz advised to teach the
grammar first as the vocabulary and not systematically but occasionally. The
abstract concepts were to be explained by revealing their meanings from the
context. Berlitz’s system pursued the specific practical goals.The other
representatives of this school F. Gouin and M. Walter adhered to the same
teaching concepts but they introduced new techniques for creating the natural
verbal environment. In the field of Pedagogics Gouin followed J. Pestalozzi’s
ideas and his doctrine about sense-visual perception and in the field of
Psychology he followed H. Steinthal’s ideas who considered the language
processes to be the reflection of man’s mental activity. Having studied the
teaching and methodical literature we found out an interesting fact that while
observing the children Gouin revealed that in the native language the children
accompanied their playing with toys with comments in the chronological
sequence. It was this case that caused the creation of his own original methods
that was based on the following principles: the natural language teaching is
connected with the man’s needs to express his feelings; the teaching basis is to be
a sentence but not a word; the most reliable and effective perception is the
auditory one therefore the primary teaching means is to be oral speech but not
reading and writing. The center of any sentence is the verb that is the key to its
22
understanding. The new feature of his system is that the vocabulary
semantization is carried out by means of “internal visualization” that is based on
the logic sequence of the actions being made.[15,524]

23
 CONCLUSION

Reading is a receptive skill on English teaching process. In reading, the

students are taught how to read and understand a text well. The purpose of
reading is to get information from a reading text. Then, understanding the
reading text needs some skills that should be mastered by the reader. Reading
needs ability to understand the text. Many people can read, but not all can
understand what they have read. There are some problems in understanding
reading text. Therefore, the students need to be provided with the necessary
support and strategies to help them read. RAP is a strategy that can improve the
reading comprehension of students with and without disabilities and is
extremely flexible. It can be used for elementary, middle, and high school
students across many different content areas. The RAP strategy is a reading
comprehension strategy that asks students to find main ideas and details from
each paragraph that is read and then to paraphrase orally that information. The
purpose of this strategy is to help students become actively engaged in reading
through searching for main ideas and details in paragraph and then transforming
that information through paraphrasing to make it personally meaningful.After
describing and analyzing the data, the writer can draw a conclusion based on the
result of the observation of teaching learning process especially in reading
comprehension to the sixth students of. The techniques of teaching reading
comprehension found are : group discussion, silent reading, reading a loud, and
answer and question. Group discussion technique or group learning is an
instructional strategy which organizes students into small groups so that they
can work to gather to maximize their own and each other’s learning. Discussion
technique is structured and focused to make sure that learning is taking place.
The teacher chooses the groups to reflect a diversity of viewpoint, abilities,
gender and other characteristic. Discussion technique create the classroom
community which involves students in a kind of interdependence whereby
responsible for different aspect of content and teaching in other members of
group. Group discussion consist only four to five students. In implementing
24
cooperative learning techniques, teachers should explain the process and its
purpose to their students. The cooperative learning process includes the
discussion and sharing of ideas with students as active participants. Here,
students should understand exactly what is expected of them during group
activities and they need to have a thorough understanding of the topic.
Theteacher assigns students to groups which are formed prior to giving out
assignments. Observations can help teachers know when and how to adjust
group membership and group activities. Silent reading is where the teacher asks
to students to read the text without a sound. Reading a loud is the writer delivers
what is written on a page that the content is easily understood and the students
are asked to read the some text loudly. Question and answer is the teacher gives
some question and the students must answer it. The process of teaching reading
comprehension consists of pre reading actively, while-reading actively, and
post-reading activity. Pre-reading activity means before the lesson is beginning,
the teacher asks to students about the text with related which the text. While-
reading activity is the teacher explain about the text with detail. Post-reading
activity is the teacher give some questions to students and they must answer it.
The strengths which is showed by the students and teacher here, the students can
share their opinion one another that they can solve their problems in discussion
and be active in any occasions, besides that they can solve problem together.
They can also develop speaking, writing, and listening skills while they are
accomplishing the reading task, they can develop language elements too, such as
grammar, vocabulary, pronunciation and spelling. The other side, teacher can
provide the needs of the students in learning English. It motivated them to learn
it continuously.

25
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