Name : Islamiyah Nuryantina Hadiatmi

Nim : E1D115040

Class : V/B Pendidikan Bahasa Inggris Reguler Sore

DEVELOPING READING SKILLS

Reading and listening texts can be based on authentic extracts, but be slightly modified to
meet the presumed needs of a group.

Learners need to develop similarly flexible reading skills in other words, they need to be able
to read quickly to understand the gist of a text, or to find some very specific information and
also need to be able to read for more detiled understanding.

Students need a reason to read and can often be achieved in the classroom by setting a
meaningful task. Setting question is a way of focusing learners on the most important parts of
a text and therefore helping them to understand it. The students also need to have a chance to
think of what they already know about the subject becouse this too may help them with
decodding it.

Students not always necessary to pre- teach vocabulary and students need practice in dealing
with texts where they don’t know every word.

The typical stages that may be used in a reading or listening lesson can be summarised as
follows :

 Build interest
 Pre- teach vocabulary
 Set a gist or scanning task
 Learners read or listen
 Learners compare answers
 Learners check answers with the teacher
 Set an intensive reading or listening task
 Learners read or listen
 Learners compare answers
 Learners check answers with the teacher
 Set an extension activity

Not only format reading and listening lessons may take and the teacher may
wish to include an extra task for example by including both gist and scanning tasks.
There are some activities which may help learners in the early stages of learning to
read :
1. The teacher shows the class five pictures and check that they know the spoken
from for what is depicted in each picture. The teacher then gives the learnes
the words in written form and they have to match them to the pictures
2. The teacher gives the learnes five words which have similar written forms.
The teacher gives them in both lower and upper case. The learners have to
match the lower case example with the equivalent upper case one.
3. The teacher distributes a simple text made up of two or three sentences to the
learners. The teacher reads the text and the learners try to follow. The teacher
stops after every few words and asks what is the next word