INTRODUCTION

 
Nowadays, English becomes an international language. It demands all the society in
every background especially for students to master it well. Mastering English becomes a
need for students who want to be success later. In Indonesia, The government has
already said that English must be a prior language that should be taught as a second
language. It shows that, teaching English as L2 is a very important thing. Many experts
give their opinion about the condition of teaching English as a second language. They
agreed that teaching English especially in Indonesia is still not good. It is also have an
impact to the English achievement of students that still low.

The successful of teaching English as a second language comes from many factors,  such
as from the teacher, students, or outside both of them like facilities, approaches which is
used by teacher etc. Here, we will talk about one of factor that gives a big influence to
the successful of teaching English that is Approaches. Approaches or method is the
teacher’s way to transfer knowledge to the students; the way to transfer is depend on the
student’s need and teacher creativity. Teacher should use an appropriate approach in
order to achieve learning goal.

Reading approach is one of methods that can be used by teacher. It is one of way that
will help students to solve their problem in reading. In reading approach, students will
improve their knowledge and get something new because they are demanded to read
more. Reading becomes important because it is an active skill which involves
inferencing, guessing, predicting etc. It also has, more often than not, a communicative
function. By reading students will know about the tenses, kinds of tenses and how to use
it. They also will know about the different of culture by reading cross cultural
understanding, and they will learn how to pronounce the words correctly. In reading
approach, many things that will be achieved by students and they can master English
well. So, Because of the important of reading that have already mentioned before,
teacher should teach and emphasized the students to read effectively by using reading
approach.

READING APPROACH
A Brief History
Reading approach or reading method was first devised for English learners in India and
French or German learners in the United States of America who have not the time to
master the “active” or oral use of the language. It has also been advocated in England for
pupils of inferior language-learning ability. Reading approach is like GTM (Grammar
Translation Method) since it also stressed on written skills. Only the grammar necessary
for reading comprehension and fluency is taught. But, it was flexible approach as far as
the teaching is concerned.

Theory of Language
q  Reading approach is a way to start teaching beginning readers.

q  It is based on cognitive theory originally conceptualized by Albert Bandura

 
Theory of Learning
 Reading Comprehension level of understanding
 Round Robin reading following a set order
Design
Objective
–          The students are able to identify meaning rather than letters or words
–          The students are able to understand and read the text quickly

–          The students are able to read actively

Syllabus
The syllabus based on the development of reading skill. How to make students have the
ability to comprehend what they read.

Types of Teaching and Learning Activities

 
Skimming
It is an activity to read shorter texts to extract accurate detailed information. Skimming
is used to quickly identify the main ideas of a text. Skimming is done at a speed three to
four times faster than normal reading. People often skim when they have lots of material
to read in a limited amount of time. There are many strategies that can be used when
skimming. Some students read the first and last paragraphs using headings, summarizes
and other organizers as they move down the page or screen. The students might read the
title, subtitles, subheading, and illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when the students are seeking specific information
rather than reading for comprehension. Skimming works well to find dates, names, and
places. It might be used to review graphs, tables, and charts.

 
Scanning
It is a quickly reading a text to get the gist of it. Scanning is a technique that  often use
when looking up a word in the telephone book or dictionary. The students search for key
words or ideas. Scanning involves moving eyes quickly down the page seeking specific
words and phrases. Scanning is also used when the reader first find a resource to
determine whether it will answer the questions. Once you’ve scanned the document, you
might go back and skim it.
When scanning, the students look for the author’s use of organizers such as numbers,
letters, steps, or the words, first, second, or next. They look for words that are bold
faced, italics, or in a different font size, style, or color. Sometimes the author will put key
ideas in the margin.
 

Extensive reading
Extensive reading is a reading longer text, usually for pleasure. Extensive reading is an
approach to language learning, including foreign language learning, by the means of a
large amount of reading. The students view and review of unknown words in specific
context will allow the student to infer the word’s meaning, and thus to learn unknown
words. While the mechanism is commonly accepted as true, its importance in language
learning is disputed. We can consider extensive reading as private reading in width at a
pace suited to the individual’s ability, taste, and mood. Extensive Reading is the free
reading of books and other written material that is not too difficult nor too easy! 
Extensive Reading is sometimes called Free Voluntary Reading.
Why use it?  ESL students always want to learn more words, acquire more grammatical
structures and be better readers and writers.  Doing extensive reading will help students
with all of the above, along with motivating them to enjoy reading and learning
independently.

The role of extensive reading in language learning:

1. It can provide ‘comprehensible input.

2. It can enhance learners’ general language competence.
3. It increases the students’ exposure to the language.
4. It can increase knowledge of vocabulary.
5. It can lead to improvement in writing.
6. It can motivate learners to read.
7.  It can consolidate previously learned language.
8. It helps to build confidence with extended texts.
9. It encourages the exploitation of textual redundancy.
10. It facilitates the development of prediction skills
 

Intensive reading
It is a quickly going through a text to find a particular piece of information. It is
essentially reading in depth and is usually done in the class with each pupil having the
same text. Intensive reading involves students reading in detail with specific learning
aims and tasks. It can be compared with extensive reading, which involves students
reading texts for enjoyment and to develop general reading skills. The Intensive Reading
Technique is reading for a high degree of comprehension and retention over a long
period of time. For example, the students read a short text and put events from it into
chronological order.
 

Kinds of instructional experiences and materials

 Reading aloud by the teacher is an important component of the struggling
reader’s literacy program. Teacher is as model in reading process and students listen
 and respond to the teacher. Teachers should select stories, poems, and informational
texts to read aloud that help expand and strengthen the background knowledge of
their students.
Materials: storybooks, content materials, poetry, charts.
Choice: usually teacher’s choice.
Grouping format: usually whole group.
Purposes:
–    To stretch students beyond their reading levels, particularly in content areas under
study; expand vocabulary; develop concepts.

–    To expose students to varied forms of text (fiction, nonfiction, poetry)

–    To enlist varied forms of response (discussion, writing, drama, art, movement, etc.)

–    To study various genres, literary devices, writer’s craft.

Struggling readers benefit from listening, responding, and expanding their knowledge,
vocabulary, and concepts.

 Shared reading. Teacher leads and students participate. This is extremely

valuable for the child who is having trouble figuring out what reading is all about.
The teacher reads a text while the student observes and follows along silently. This
method helps build reading fluency and comprehension.
Materials: primarily enlarged texts visible to students; may include content materials,
storybooks, charts, poems, songs.
Choice: usually teacher’s choice.
Grouping format: whole group or small group.
Purposes:
–    To teach concepts about print and print conventions.

–    To teach comprehension and interpretation.

–    To analyze textual features: word study (e.g. phonics, word analogies, structural
analysis)

Struggling readers benefit from highly visible demonstration of the reading process.
Concepts and conventions of print are made very accessible for them. Examination of
textual features (letters, words, and part of words) helps develop an understanding of
the alphabetic principle and the nature of written language.

 Word study. Teacher leads and students participate. Word study fosters
recognition of the individual sounds of words and an understanding of the alphabetic
principle and its application to reading and spelling. Activities involve phonemic
awareness, phonics, structural analysis, and the development of sight vocabulary.
At prekindergarten level: largely oral activities fostering phonemic awareness.
At kindergarten level and above: phonics, structural analysis, and sight vocabulary.
Materials: core program, trade books, charts, environmental print.
Choice: usually teacher’s choice.
Grouping format: whole group or small group.
Purposes:
–    To provide systematic, focused instruction at the word level.

–    To provide additional support for students who need it.

Struggling readers benefit from focused instruction and direct experiences applying the
alphabetic code and sight vocabulary. The examination of textual features and linguistic
patterns helps to support reading and spelling.

 Guided reading involves teachers’ structuring learning situation in which

children work in small group on material that is modestly challenging to them.
Teacher monitors for application of strategies.  A student reads with the assistance of
an instructor as it is needed. When an unfamiliar word appears, the instructor either
tells the student the word or assists the student in decoding the word. During the
story, the teacher stops at certain points and questions the student in order to
determine/guide comprehension. This helps build practice in comprehension,
decoding, sight word vocabulary, and oral reading.
Materials: books or materials that modestly challenge the reader.
Choice: usually teacher’s choice.
Grouping format: small group.
Purposes:
–       To practice application of specific strategies/skills in highly focused manner.

–       To provide opportunity to teacher-monitoring of application of skills and

strategies.

–       To provide instruction as close as possible to students’ instructional levels while

gradually increasing the difficulty of the material.

Struggling readers benefit when they read materials with which they can practice what
they have learned.

 Independent reading is as important for low-achieving children as for any

others. Independent reading is what struggling readers most need to practice.
Struggling readers should be encouraged to select books that match their interest
and reading abilities. Teacher can assist them in finding appropriate books by giving
them tips on how to select books on their own. Teacher monitors for time on task.
Materials: books or materials with minimal challenge; varied types.
Choice: usually student’s choice; maybe negotiated choice (teacher and student agree).
Grouping format: individual, pairs, small group (response circles).
Struggling readers develop fluency, automatically, and confidence from frequent,
intensive

practice in reading familiar or new texts of minimal challenge.

Learner Roles
–                Recognizing the script of a language.

–                Translating the text.

–                Deducing the meaning of unfamiliar lexical items.

–                Understanding explicitly stated information.

Teacher Roles
Teacher should create situations in which learners are most suggestible and then to
present linguistic material in a way most likely to encourage positive reception and
retention by learners.

–                Motivating learners

–                Encouraging to set reading strategies

–                Supporting the students to develop reading comprehension

The Role of Instructional Materials

–                to get meaning from whole chunks of text

–                To have good vocabulary and integrate naturally with other class work.

Procedure
The students/ readers decode (figure out how to pronounce) each word in a text and
automatically comprehend the meaning of the words, as they do with their everyday
spoken language. There are specific comprehension strategies that some teachers are
now using in the classroom.

1. The teacher teaches students about prior knowledge. Prior knowledge is using
what you already know to help understand something new. To help students
comprehend and learn from a specific reading material, they can access their prior
knowledge on a subject to help them relate to the subject that they are learning at the
moment.
2. Making a connection is when a student can relate a passage to an experience,
another book, or other facts about the world. Making connections will help students
understand what the author’s purpose is and what the story is about. The teacher can
use connections with any fiction or non-fiction text that the students read.
3. Questioning is another strategy that will greatly benefit a student. Dr. Neil
Postman has said, “All our knowledge results from questions, which is another way
of saying that question-asking is our most important intellectual tool” (Response to
Intervention). There are several types of questions that a teacher should focus on:
remembering; testing understanding; application or solving; invite synthesis or
creating; and evaluation and judging. Teachers should model these types of
questions through “think-alouds” before, during, and after reading a text.
4. Visualization is when a student can create a picture or movie in their mind while
reading text. Use terms like “mental image” and asking sensory questions will help
students become better visualizers. Another way of looking at visualization, is to
think about bringing words to life.
5. Summarizing is a comprehension strategy that also needs to be taught.
Summarizing is telling what is important about the text. A summary might include
the answers to who, what, where, when, why, and how. You can have students
summarize any text that you are using the classroom.
6. Evaluation is about making judgments on what you read and then explaining
why you made those judgments (Into the Book). Some activities to help with
evaluating can be as easy as having a small group book talk or having students rate a
book. Evaluating non-fiction texts can be done by using a criteria checklist (i.e. table
of contents, index, titles, headings, etc.) to help students rate a text.
7. Synthesizing is putting the pieces together to see them in a new way (Into the
Book). Students will take what they already know about a subject along with their
reflections from the book to create their own interpretation and ideas about a certain
text.
 
Advantages of Reading Approach
There are some benefits in utilizing reading approach:

1. Reading approach can be used in a big class.

2. In reading approach, students can know much vocabulary because they have to
read the passage.
3. Students focus what they are studying because they only learn grammar.
4. The reading method requires little teaching skill since the lesson-form is a
standardized and fixed procedure.
5. The reading method is economical of time since the pupils all read
simultaneously.
6. The reading method does not demand deep knowledge of the language on the
part of the teacher, since the teacher does not have to compose the sentences and
questions: everything is supplied in the book.
 

Disadvantages of Reading Approach

Reading approach also has limitation since there is no single teaching method that is
chategorized as the best based on some consideration such as: the curriculum, students’
motivation, financial limitation, number of students, etc.

The main disadvantages of reading approach are as follow:

1. Since reading approach is only focused on written skill, this approach is lack in
speaking skill.
2. Reading approach is oppressive approach because the vocabularies and grammar
are controlled.
 

CONCLUSION
 
There are many factors that influence the successful of teaching English. One of them is
approach. Approach is the way of teacher to transfer the knowledge to the students
besides encourages their motivation to learn. Teacher should be creative and smart in
choosing and using an appropriate approach. Teacher can use Reading approach as the
way they teach.

In this approach, students focus on identifying meaning, understanding the text quickly,
and reading actively. Reading approach also has some weakness and some benefits. It is
a fact that no approach or method is perfect, But the important thing that can not be
ignored is reading is a very important thing. By doing reading students will get many
things, and can understand everything related to the language learning especially
English. So, it is important to know how to read effectively by using reading approach.

PENGANTAR

Saat ini, bahasa Inggris menjadi bahasa internasional. Ini menuntut semua masyarakat di setiap latar
belakang terutama bagi siswa untuk menguasainya dengan baik. Menguasai Bahasa Inggris menjadi
kebutuhan bagi siswa yang ingin sukses nanti. Di Indonesia, pemerintah telah mengatakan bahwa
bahasa Inggris harus menjadi bahasa sebelumnya yang harus diajarkan sebagai bahasa kedua. Ini
menunjukkan bahwa, mengajar bahasa Inggris sebagai L2 adalah hal yang sangat penting. Banyak ahli
memberikan pendapat mereka tentang kondisi mengajar bahasa Inggris sebagai bahasa kedua. Mereka
sepakat bahwa mengajar bahasa Inggris khususnya di Indonesia masih kurang baik. Hal itu juga
berdampak pada prestasi belajar Bahasa Inggris siswa yang masih rendah.

Keberhasilan mengajar bahasa Inggris sebagai bahasa kedua berasal dari banyak faktor, seperti dari
guru, siswa, atau di luar keduanya seperti fasilitas, pendekatan yang digunakan oleh guru dll. Di sini, kita
akan berbicara tentang salah satu faktor yang memberikan pengaruh besar terhadap keberhasilan
pengajaran bahasa Inggris yaitu Pendekatan. Pendekatan atau metode adalah cara guru untuk
mentransfer pengetahuan kepada siswa; cara transfer tergantung pada kebutuhan siswa dan kreativitas
guru. Guru harus menggunakan pendekatan yang tepat untuk mencapai tujuan pembelajaran.

Pendekatan membaca adalah salah satu metode yang dapat digunakan oleh guru. Ini adalah salah satu
cara yang akan membantu siswa untuk memecahkan masalah mereka dalam membaca. Dalam
pendekatan membaca, siswa akan meningkatkan pengetahuan mereka dan mendapatkan sesuatu yang
baru karena mereka dituntut untuk membaca lebih banyak. Membaca menjadi penting karena itu
adalah keterampilan aktif yang melibatkan menyimpulkan, menebak, memprediksi dll. Ia juga memiliki,
lebih sering daripada tidak, fungsi komunikatif. Dengan membaca, siswa akan tahu tentang bentuk kata,
jenis kata, dan bagaimana menggunakannya. Mereka juga akan tahu tentang perbedaan budaya dengan
membaca pemahaman lintas budaya, dan mereka akan belajar bagaimana cara mengucapkan kata-kata
dengan benar. Dalam pendekatan membaca, banyak hal yang akan dicapai oleh siswa dan mereka dapat
menguasai bahasa Inggris dengan baik. Jadi, karena pentingnya membaca yang telah disebutkan
sebelumnya, guru harus mengajar dan menekankan siswa untuk membaca secara efektif dengan
menggunakan pendekatan membaca.

PENDEKATAN BACA

Sejarah Singkat

Pendekatan membaca atau metode membaca pertama kali dirancang untuk pelajar bahasa Inggris di
India dan pelajar Perancis atau Jerman di Amerika Serikat yang tidak memiliki waktu untuk menguasai
penggunaan bahasa yang “aktif” atau lisan. Ini juga telah diadvokasi di Inggris untuk siswa dengan
kemampuan belajar bahasa yang lebih rendah. Pendekatan membaca seperti GTM (Metode Terjemahan
Tata Bahasa) karena juga menekankan pada keterampilan menulis. Hanya tata bahasa yang diperlukan
untuk pemahaman membaca dan kefasihan yang diajarkan. Tapi, itu adalah pendekatan yang fleksibel
sejauh menyangkut pengajaran.

Teori Bahasa

q Pendekatan membaca adalah cara untuk mulai mengajar pembaca awal.

q Ini didasarkan pada teori kognitif yang awalnya dikonsepkan oleh Albert Bandura

 
Teori Belajar

 Membaca Tingkat pemahaman Pemahaman

 Pembacaan Round Robin mengikuti urutan pesanan

Desain

Objektif

- Para siswa dapat mengidentifikasi makna daripada huruf atau kata-kata

- Para siswa dapat memahami dan membaca teks dengan cepat

- Para siswa dapat membaca secara aktif

Silabus

Silabus didasarkan pada pengembangan keterampilan membaca. Cara membuat siswa memiliki
kemampuan untuk memahami apa yang mereka baca.

Jenis Kegiatan Belajar Mengajar

Peluncuran

Merupakan kegiatan membaca teks yang lebih pendek untuk mengekstrak informasi terperinci yang
akurat. Skimming digunakan untuk mengidentifikasi ide-ide utama teks dengan cepat. Skimming
dilakukan dengan kecepatan tiga hingga empat kali lebih cepat dari pembacaan normal. Orang sering
membaca sekilas ketika mereka memiliki banyak bahan untuk dibaca dalam waktu terbatas. Ada banyak
strategi yang bisa digunakan saat skimming. Beberapa siswa membaca paragraf pertama dan terakhir
menggunakan judul, ringkasan, dan penyelenggara lainnya saat mereka bergerak ke bawah halaman
atau layar. Para siswa dapat membaca judul, subtitle, subjudul, dan ilustrasi. Pertimbangkan membaca
kalimat pertama dari setiap paragraf. Teknik ini berguna ketika siswa mencari informasi spesifik daripada
membaca untuk pemahaman. Skimming bekerja dengan baik untuk menemukan tanggal, nama, dan
tempat. Ini dapat digunakan untuk meninjau grafik, tabel, dan grafik.

Jenis Kegiatan Belajar Mengajar

Peluncuran

Merupakan kegiatan membaca teks yang lebih pendek untuk mengekstrak informasi terperinci yang
akurat. Skimming digunakan untuk mengidentifikasi ide-ide utama teks dengan cepat. Skimming
dilakukan dengan kecepatan tiga hingga empat kali lebih cepat dari pembacaan normal. Orang sering
membaca sekilas ketika mereka memiliki banyak bahan untuk dibaca dalam waktu terbatas. Ada banyak
strategi yang bisa digunakan saat skimming. Beberapa siswa membaca paragraf pertama dan terakhir
menggunakan judul, ringkasan, dan penyelenggara lainnya saat mereka bergerak ke bawah halaman
atau layar. Para siswa dapat membaca judul, subtitle, subjudul, dan ilustrasi. Pertimbangkan membaca
kalimat pertama dari setiap paragraf. Teknik ini berguna ketika siswa mencari informasi spesifik daripada
membaca untuk pemahaman. Skimming bekerja dengan baik untuk menemukan tanggal, nama, dan
tempat. Ini dapat digunakan untuk meninjau grafik, tabel, dan grafik.

Memindai

Ini adalah membaca teks dengan cepat untuk mendapatkan intinya. Memindai adalah teknik yang sering
digunakan ketika mencari kata di buku telepon atau kamus. Para siswa mencari kata atau ide kunci.
Pemindaian melibatkan gerakan mata dengan cepat ke bawah halaman mencari kata dan frasa tertentu.
Pemindaian juga digunakan ketika pembaca pertama kali menemukan sumber daya untuk menentukan
apakah itu akan menjawab pertanyaan. Setelah Anda memindai dokumen, Anda mungkin kembali dan
membaca sekilas.

Saat memindai, siswa mencari penggunaan pengatur oleh penulis seperti angka, huruf, langkah, atau
kata-kata, pertama, kedua, atau berikutnya. Mereka mencari kata-kata yang dicetak tebal, miring, atau
dalam ukuran font, gaya, atau warna yang berbeda. Terkadang penulis akan menempatkan ide-ide kunci
di margin.

Bacaan luas

Membaca ekstensif adalah membaca teks yang lebih panjang, biasanya untuk kesenangan. Membaca
ekstensif adalah pendekatan untuk belajar bahasa, termasuk pembelajaran bahasa asing, dengan cara
membaca dalam jumlah besar. Siswa melihat dan meninjau kata-kata yang tidak dikenal dalam konteks
tertentu akan memungkinkan siswa untuk menyimpulkan makna kata, dan dengan demikian untuk
belajar kata-kata yang tidak dikenal. Meskipun mekanismenya secara umum diterima sebagai hal yang
benar, kepentingannya dalam pembelajaran bahasa masih diperdebatkan. Kami dapat
mempertimbangkan bacaan luas sebagai bacaan pribadi lebar dengan kecepatan yang sesuai dengan
kemampuan, selera, dan suasana hati individu. Extensive Reading adalah pembacaan gratis buku-buku
dan bahan tertulis lainnya yang tidak terlalu sulit dan juga tidak mudah! Membaca Ekstensif kadang-
kadang disebut Bacaan Sukarela Gratis.

Kenapa menggunakannya? Siswa ESL selalu ingin belajar lebih banyak kata, memperoleh lebih banyak
struktur tata bahasa dan menjadi pembaca dan penulis yang lebih baik. Melakukan membaca ekstensif
akan membantu siswa dengan semua hal di atas, bersama dengan memotivasi mereka untuk menikmati
membaca dan belajar secara mandiri.

Peran membaca ekstensif dalam pembelajaran bahasa:

1. Dapat memberikan ‘input yang dapat dipahami.

2. Ini dapat meningkatkan kompetensi bahasa umum peserta didik.

3. Itu meningkatkan eksposur siswa ke bahasa.

4. Dapat meningkatkan pengetahuan kosa kata.

5. Ini dapat mengarah pada peningkatan dalam menulis.

6. Ini dapat memotivasi peserta didik untuk membaca.

7. Dapat mengkonsolidasikan bahasa yang dipelajari sebelumnya.

8. Ini membantu membangun kepercayaan diri dengan teks-teks tambahan.

9. Ini mendorong eksploitasi redudansi teks.

10. Ini memfasilitasi pengembangan keterampilan prediksi

Membaca intensif

Ini adalah cepat melalui teks untuk menemukan informasi tertentu. Ini pada dasarnya membaca secara
mendalam dan biasanya dilakukan di kelas dengan setiap siswa memiliki teks yang sama. Membaca
intensif melibatkan siswa membaca secara rinci dengan tujuan dan tugas belajar tertentu. Ini dapat
dibandingkan dengan bacaan yang luas, yang melibatkan siswa membaca teks untuk kesenangan dan
untuk mengembangkan keterampilan membaca umum. Teknik Membaca Intensif adalah membaca
untuk tingkat pemahaman dan retensi yang tinggi dalam jangka waktu yang lama. Sebagai contoh, siswa
membaca teks pendek dan memasukkan peristiwa ke dalam urutan kronologis.