1. HOW TO TEACH READING
GROUP 4
Maya nanda rianti (001)
chusnul insani (006)
nurul hasanah (020)
shabroni (026)
M.shadri (030)
Adni firdausi (042

2. Sempu Island
If you like quiet place, where is no one around, isolated from the outside world, Sempu Island in
Indonesia is the right place for you.
The long journey to reach the lagoon in the heart of the island paid off after you see magnificent
white sand and blue water. Population is zero, no electricity and no drinkable water, except one
hidden oasis in the deep jungle.
Where is it?
Sempu Island is located in the south of East Java Province, the nearest big city is Malang in the
north. It is an isolated island with a small sea-lagoon, where most people camp on the sand nearby.
How to Get There?
The most popular hub to reach this place is Malang City. There is a daily train to reach Malang from
Jakarta with various accommodations; executive, business, or economy. You may find several
drivers in Malang Central Station offering you a pick up to the nearest harbour. They will cost you no
more than US$ 5, try to keep the price under that amount, as some drivers may give you higher
price. In some cases, you will be transferred to other drivers in Turen Market, it may cost you more.
Just make it sure with the driver.
After you reach the island, you still need to walk for an hour through the muddy jungle. Follow the
existing track or you might get lost, I did get lost, which doubled my journey’s time.

3. Why teach reading?
•To be able to read texts in English.
•Any exposure to English (provide students
understands it more or less) is a good thing for
language students.
•Reading texts also provide good models for English
writing.
•Reading texts also provide opportunities to study
language: vocabulary, grammar, punctuation, and
the way we construct sentences, paragraphs and
texts.

4. What kind of reading should
students do?
• The greatest controversy has centred on whether
the texts should be ‘authentic’ or not.
• A lot will depend on who the students are.

5. What reading skills should
students acquire?
• Students need to be able to scan the text for
particular bits of information they are searching for.
• Students need to be able to skim a text - as if they
were casting their eyes over its surface - to get a
general idea of what is about.
• Reading for detailed comprehension. When looking
for details, we expect students to concentrate on the
minutiae of what they are reading.

6. REVIEWING THE PRINCIPLES

7. 1. Reading is not passive skill.
• Reading is an incredibly active
occupation. We have to understand
what the words mean.

8. 2. Students need to be engaged
with what they are reading.
• When they are really fired up by the topic or the
task, they get much more from what is in front of
them.

9. 3. Students should be encouraged to
respond to the content of a reading
texts, not just to the language.
• It is important to study reading text for the
way they use language, the number of
paragraph they contain and how many
times they use relative clauses.But the
meaning, the message of the text, is just as
important and we must give students a
change to respond to that message in some
way.

10. 4. Prediction is a major factor
in reading.
• When we read texts in our own
language, we frequently have a good
idea of the content before we actually
read. Teachers should give students
‘hints’ so that they can predict what’s
coming too. It will make them better
and more engaged readers.

11. 5. Match the task to the topic.
• Once a decision has been taken about
what reading text the students are
going to read, we need to choose good
reading tasks – the right kind of
questions, engaging, and useful
puzzles etc.

12. 6. Good teachers exploit
reading texts to the full.
• Good teachers integrate the reading
text into interesting class sequences,
using the topic for discussion and
further tasks, using the language for
Study and later Activation.

13. What do reading sequences look like?
Engaging  studying  Activate

14. Thank You...
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