Teaching Reading Comprehension
The aim of teaching reading is to help students to find the information they want quickly, besides to show the students that understanding just a few words is often sufficient to get the message.
In the language class, reading is considered as the most important activity, not only as a source of information and pleasurable activity but also as a means of extending one’s knowledge of language, This is supported by Williamson (1988:8) states that in language acquisition, reading is considered as an important activity because it promotes better spelling, better writing, higher reading comprehension, and a more advanced vocabulary.
The teaching of reading for the foreign language to the students is necessary. Besides giving students opportunity to read and widen their knowledge about the world, teaching of reading will also provide the students with good strategies of comprehending a reading passage.
The purpose of equipping the high school students with particular reading comprehension is to train them to get general and specific information from the text. Students are also asked to practice the academic skill of finding the main idea, making inferences, and drawing conclusion (Zukowski & Faust, 2002 in Korniaty, 2008)
Teaching Reading Approach
There is three-phase approach to teach reading in the classroom. They are pre-reading phase; while-reading phase and post-reading phase, (William, 1984: 45 in Jansen, 2008).
A pre-reading phase is anything teachers do in class before students begin to read the selection and can affect comprehension. The researcher gives the students the preparatory activity, such as brainstorming.
The while-reading phase or during-reading activity draws the students on text and involves them in the thinking process. The activities in this stage help the learners understand the writer’s purpose, the text structure, and the context.
The post-reading phase is a follow-up of pre-reading phase and during-reading phase. The activities in this stage encourage learners to make use of acquired information to express their opinion and form ideas. Ideally, post—reading work should contribute to the writing, speaking, and listening skills. Students; activities can be varied such as writing, drawing, interviews, discussion research.