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The Issues and Approaches in Teaching Reading: Aminah Nadia Izzati Riri Algafar

The document discusses issues and approaches in teaching reading. It outlines bottom-up and top-down reading processes and principles for teaching reading such as meaning-focused input and output, and language-focused learning. The document also differentiates between intensive and extensive reading, with intensive focusing on comprehension, vocabulary and grammar, while extensive involves large quantities of self-selected, enjoyable reading. Common problems in teaching reading in Indonesia are identified as large class sizes, limited teaching time and resources, and lack of teacher training.

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Aminah Rosa
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58 views15 pages

The Issues and Approaches in Teaching Reading: Aminah Nadia Izzati Riri Algafar

The document discusses issues and approaches in teaching reading. It outlines bottom-up and top-down reading processes and principles for teaching reading such as meaning-focused input and output, and language-focused learning. The document also differentiates between intensive and extensive reading, with intensive focusing on comprehension, vocabulary and grammar, while extensive involves large quantities of self-selected, enjoyable reading. Common problems in teaching reading in Indonesia are identified as large class sizes, limited teaching time and resources, and lack of teacher training.

Uploaded by

Aminah Rosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The Issues and Approaches

in Teaching Reading
Aminah
Nadia Izzati
Riri Algafar
Reading

Reading is a process of a source of learning and a


understanding written language source of enjoyment

As a source of learning,
reading can establish
previously learned
vocabulary and grammar
Factors that affect the difficulty of learning to read in
another language
Reading Processes

Bottom-Up Process

Phonemes
and
grapheme Pronun
Print s matched ciation

Every Blending Meaning


letter
discriminat
ed
4
Top-down Process

Past experience,
language Selective Sound,
intuitions & aspects of Meaning pronuniation if
expectation print necessary
Principle for Teaching Reading
1. Meaning-focused input 2. Meaning-focused Output ‐ 3. Language-focused Learning
• Reading should have • Reading should be • Learners should be helped to
purposes. related to other language develop their reading skills
skills.
• Learners should be • Practice in a range of reading
doing reading that is strategies.
appropriate to their • Learners should become familiar
language proficiency 4. Fluency Development with a range of text structures
level. • Learners should be helped
• Students should and pushed to develop
fluency in reading.
understand 98% of the
reading and the 2% can • Learners should enjoy
reading and feel motivated
be learned by guessing
to read.
through the context.
• 6
Types of Reading

Intensive Reading

Extensive Reading

7
Intensive reading

Improve students’ comprehension skill, vocabulary, and


grammar knowledge

Short texts

The classic procedure used is grammar-translation


approach where the teacher works with the learners

It focuses on comprehension of a particular text with no


thought being given to whether the features studied in this
text will be useful when reading other texts.
Extensive Reading
Reading is a source of learning and a source of enjoyment.

Long texts/books.

Learners should be interested in what they are reading and


should be reading with their attention on the learning of the text
rather than on learning the language features of the text.

Day and Bamford (1998) characterise extensive reading as


involving a large quantity of self selected and enjoyable
reading.

Can occur within the class or outside the class time.


Focuses in Intensive Reading

1. Comprehension. 2. Regular and 3. Vocabulary. 4. Cohesion


irregular sound-
spelling relations.

5. Grammar 6. Information structure 7. Genre features 8. Strategies.


Extensive Reading

‐ Reading should be the main activity and other activities should occupy only a
very small proportion of the time so that time is not taken away from reading.
For this reason, most extensive reading programmes do not require learners to
do elaborate comprehension tests or exercises on the books they read
‐ One way an extensive reading programme can contribute to proficiency
development is through vocabulary growth.
Extensive Reading

suggestions that may boost vocabulary learning from extensive reading.

1. Before reading a text, the learner quickly skims it and selects five or six words to focus
on while reading.
2. While reading the learner can collect new words that are repeated in the text to put on
word cards for later deliberate study.
3. A more formal follow up to this is for learners to report to the class on a word that they
met while reading—explaining what it means, how it was used in the text, its word parts,
its etymology, and any unusual features about it.
4. The use of a dictionary while reading should also have positive effects (Knight, 1994),
although this tends to increase the time it takes to read a text (Hulstijn, 1993)

12
Issues on Teaching Reading

‐ The facts of teaching reading in secondary schools have brought problems to the
English teachers is because of some existence conditions. Traditionally, the
problems arise from the condition of ineffective classroom. Scholars of Indonesian
teaching, such as Sadtono (1997) and Baradja (1984) have put several
problems that are responsible on this matter. The problems include: big class
size, limited frequency of teaching, low motivated students, unprofessional
teachers, and limited teaching facilities.
‐ English teachers are confused to apply the relevant teaching strategies in the
context of classroom teaching learning processes

13
the mastery of
the basics
knowledge

the habit
exercises
to include According to
of slow
Solikhah, 2018, the reading
problem of
teaching reading in
Indonesia are :

text figuring out


inferences,implicati
selection ons and main ideas
Sources

‐ Solikhah, Imroatus. 2018. Insufficient Preparation of Teaching Reading:


What Should Teacher Challenge? IJOTL-TL (2018), 3(3): 71-84. DOI:
10.30957/ijolt-tl.v3i3.499.
‐ Nation, I.S.P. 2009. Teaching ESL/EFL Reading and Writing. New York.
Routledge
‐ Nunan, David. 1991. Methodology in Second Language. Teaching: a
textbook for teachers. New York. Prentice Hall

15

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