HOW TO TEACH READING FOR SENIOR HIGH SCHOOL

CHAPTER I
INTRODUCTION

Teaching is an activeties who done by someone to give a knowledge  for student  to know about subject or materi. Reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.

Much of what we know about reading is based on studies conducted in English and other alphabetic languages. The principles we list in this booklet are derived from them, but most also apply to non-alphabetic languages. They will have to be modified to account for the specific language. Learning to read is an important educational goal. For both children and adults, the ability to read opens up new worlds and opportunities. It enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on. Most people learn to read in their native language without difficulty. Many, but not all, learn to read as children. Some children and adults need additional help. Yet others learn to read a second, third or additional language, with or without having learned to read in their first language.

Reading instruction needs to take into account different types of learners and their needs. Research has shown that there is a great deal of transfer from learning to read in one language to learning to read in a second language. The principles outlined below are based on studies ofchildren and adults, native speakers as well as those learning to read in a second or foreign language. They deal with different aspects of reading that are important in the planning and design of instruction and materials. The practical applications are based on general learning principles, as well as on research. Briefly stated, these learning principles start with the learner in mind. The type of learner will affect the type of methods and materials to be used.

The context of learning is also important. For instance, children and adults who are learning to read in a language different from their native language will also need to learn about the culture of the second or foreign language. Because texts are written with a specific audience in mind, cultural knowledge is present in texts and it is assumed that the reader is familiar with such knowledge. Both research and classroom practices support the use of a balanced approach in instruction. Because reading depends on efficient word recognition and comprehension, instruction should develop reading skills and strategies, as well as build on learners’knowledge through the use of authentic texts.

Purpose

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

CHAPTER II

DISCUSSION

2.1 What is Teaching?

Teaching is the work that a teacher does in helping students to learn and particular person, group of people, or religion are all the ideas and principles that they teach.

Teaching also is the action of a person who teaches; the profession of a teacher and teaching is imparting knowledge or skill.

A work of teaching is undertaking certain ethical tasks or activities the intention of which is to induce learning.

2.2 Teaching English as a Foreign Language

What is Teaching English as a Foreign Language (TEFL)?

English as a foreign language (EFL) is the instruction of English to speakers of other languages (e.g., Arabic, Chinese, Japanese, Portuguese, Russian, Spanish, Thai or Vietnamese) while the instructor is living outside of the United States. EFL instructors can work for private language schools, public and private elementary, middle, or high schools and universities/community colleges. English is typically the language of instruction, but is does help if the teacher knows something of the language of that culture. Individuals who obtain either a TEFL minor or TEFL certificate may go abroad individually or with an organization like the Peace Corps or the Fulbright Exchange. Check out our frequently asked questions page on the TEFL homepage for more information

Teaching ESL (or any other language) has much in common with any other teaching, but also has its own unique challenges. Among other things, it needs some understanding of how language works, quite a bit of patience, and considerable showmanship, as non-verbal techniques, gesture, facial expressions, are needed to scaffold the weaker linguistic understanding of the learner.

Teaching English as a second language is significantly different than teaching English literature and composition to a high school class of (mostly) native speakers, though of course there is some overlap as well. For one thing, even intelligent adult second language learners make grammar and pronunciation errors on things any four-year-old native speaker knows; an ESL teacher has to teach and correct those. Also, you have to monitor and adjust your own English, speaking slowly and clearly, avoiding slang, sometimes explaining terms, and so on.

At any level, the teaching needs to be highly interactive. Too much talk by the teacher is fatal; you cannot teach language-using skills either by lecturing or (except in tiny groups) with a series of one-on-one interactions between the teacher and different students. You must set up situations for students to actually use the language. Often this means introducing some vocabulary and/or grammatical structures on the board or in a listening or reading exercise, then setting up some sort of pairs or group task where students can try it out. Various sorts of discussion, role-playing or game activities are often used.

A whole range of props are often used — maps to practice giving directions, newspaper clippings for reading comprehension or summary-writing practice, menus for a restaurant role-play, pictures for parts-of-the-body or parts-of-a-car, cartoons to provoke discussion, and so on. Sometimes the teacher must find or invent these; sometimes the school has a stock, as in the picture, or they can be borrowed from other teachers. It is fairly common for teachers working overseas to ask friends at home to mail them posters and other props, or to collect props themselves on visits home. If you are going abroad to teach, bring props or mail yourself a batch before leaving home.

Getting beginners started speaking English is difficult. Techniques include translation, mime, pictures, and a lot of repetition. With young learners, you may be able to make a game of it.

Tips for Teaching English as a Foreign Language

Have you ever wondered what it would take to start teaching English as a foreign language? For native English speakers, there are often many opportunities for traveling overseas and teaching English language arts to students in another country. You may be wondering if you have to already know another language when teaching English to others, but some of the best English lessons are often the result of a teacher who only knows English and therefore forces the students to speak in English to communicate. This method of teaching where you force your students to only speak English is known as the direct method or the natural method of teaching a foreign language, and focuses heavily on correct pronunciation and gaining conversational skills.

The first skill you will need to master to start successfully teaching English as a foreign language is the ability to use body gestures and signs effectively. Many students find that they learn a new language better when they are forced to speak only English in the classroom. By refusing to use your student's native language, you force them to learn English by first using your body language and gestures to teach them new words, and then using what they've learned to build even more knowledge. This pattern of learning closely mimics the way babies and infants learn a language, and therefore this method of teaching often 'sticks' better than using rote memorization of English words.

Another important strategy when teaching English is to have your students practice common phrases until they feel completely comfortable with those phrases. This technique is often used with diplomats and allows the student to focus heavily on correct pronunciation and accent. For example, teaching the English equivalent of common greetings, questions, and idioms can go a far way towards teaching English language arts. It's important when teaching any language to focus on the most useful and common phrases first, so your students are able to start conversing right away. There are hundreds of English teaching guides that will help you choose what sorts of phrases and words to focus on first.

2.3 Reading

2.3.1 The Meaning of Reading

1. Frank Smith in Reading Without Nonsense (2001)

Reading is asking questions of printed text. And reading with comprehension becomes a matter of getting your questions answered.

2. Kenneth Goodman in Journal of the Reading Specialist (2003)

Reading is a psycholinguistic guessing game. It involves an interaction between thought and language. Efficient reading does not result from precise perception and identification of all elements, but from skill in selecting the fewest, most productive cues necessary to produce guesses which are right the first time. The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate what has not yet been heard is vital in listening.

2.3.2. Types  Reading

1. Scanning

Scanning is used when a specific piece of information is required, such as a name, date, symbol,  formula, or phrase, is required. The reader knows what the item looks like and so, knows when he has located  what he was searching for. It is assumed then, that very little information is processed into long-term memory  or even for immediate understanding because the objective is simply matching.

2. Skimming

Skimming is a more complex task than scanning because it requires the reader to organize and remember some of the information given by the author.

2.3.3 Kinds of Reading

1.Reading for Information

The first kind of reading Hall identies is reading for information. Materials like newspapers are designed to be read quickly in order to find facts. Most newspaper sentences are no more than fifteen words; paragraphs, no longer than three sentences. The text appears in narrow columns so the reader's eye can quickly move down the page. Typically, readers do not read every word, but skim the page for key facts. Hall describes reading for information as .

2.Reading for Ideas

Unlike reading for information, reading for ideas is slow, and sometimes torturous. Ideas require careful thought in order to be understood. The fact that John F. Kennedy was assassinated on Nov. 22nd, 1963, is a straightforward fact and easily understood. The answer to the question What were the immediate and long lasting effects of Kennedy’s assassination on the American psyche? requires careful thought and consideration.

While students can scan for information, ideas have to be appropriated which requires careful reflection. Students may need to re-read the material, take notes, spend time thinking about what was written, define words, research background and context, or discuss the material with a teacher or friend in order to comprehend complex ideas.

3.Reading to Escape

Most people read novels to escape. What is sometimes called genre fiction or sometimes "pulp" fiction includes inexpensive and mass produced works of entertainment that people read to while away their time or ease their stress. While there is nothing wrong with some relaxing reading for pleasure, this type of reading seldom comes into play in the academic world. Hall describes escape reading as "narcotic reading" (Hall 165)

4.Reading to Engage

Unlike escape fiction, literature is meant to engage the reader in lived experience, so that readers wrestle with the emotional dilemmas that characters face. Hall suggests that , if we read a work of literature properly, we read slowly, and we hear all the words. If our lips do not actually move, it's only laziness.

2.3.4 The Reading Process

To accomplish this goal, instructors focus on the process of reading rather than on its product.

• They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

• They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.

• When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.

• They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.

• They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.

• They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.

• They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.

2.4.Techniques For Teaching Reading

2.4.1 Teaching techniques

Creative teaching

In order to teach creativity, one must teach creatively; that is, it will take a great deal of creative effort to bring out the most creative thinking in your classes. Of course, creativity is not the only required element for creative instructors. They must also know their fields and know how to create an appropriate learning environment. When will it be most important for you to offer direct instruction? When is discovery most important? What are your expectations and how can you best communicate them?

Because answers to these questions are so diverse — even for individual instructors teaching different courses or at various times of the semester — no one technique will fit all needs. Here are several approaches or techniques for teaching creatively, both general and specific to certain fields.  More examples of field-specific approaches or techniques appear in the Creative teachers section.

General Techniques

These creative thinking techniques were culled from the Internet and summarized by Yao Lu, a graduate student in AESHM (Apparel, Educational Studies, and hospitality Management).

Some of the techniques listed below:

1. Assumption Busting

An assumption is an unquestioned, assumed truth. Assumption busting is particularly effective when one is stuck in current thinking paradigms or has run out of ideas. Everyone makes assumptions about how the world around us, which in creative situations, can prevent seeing or generating possibilities. Deliberately seeking out and addressing previously unquestioned assumptions stimulates creative thinking.

2. Brainstorming

Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process by which students are asked to develop ideas or thoughts that may seem crazy or shocking at first. Participants can then change and improve them into original and useful ideas. Brainstorming can help define an issue, diagnose a problem, or possible solutions and resistance to proposed solutions.

3. Negative (or Reverse) Brainstorming

Negative brainstorming involves analyzing a short list of existing ideas, rather than the initial massing of ideas as in conventional brainstorming. Examining potential failures is relevant when an idea is new or complex or when there is little margin for error. Negative brainstorming raises such questions as: "What could go wrong with this project?"

4. Concept Mapping

Concept maps represent knowledge graphic form. Networks consist of nods, which represent concepts, and links, which represent relationships between concepts. Concept maps can aid in generating ideas, designing complex structures, or communicating complex ideas. Because they make explicit the integration of old and new knowledge concept maps can help instructors assess students' understanding.

5. Role-playing

In most role-playing exercises, each student takes the role of a person affected by an issue and studies an issue or events from the perspective of that person. Role plays should give the students an opportunity to practice what they have learned and should interest the students. Provide concrete information and clear role descriptions so that students can play their roles with confidence. Once the role play is finished, spend some time on debriefing. See also Role-Playing Games: An Overview.

6. Storyboarding

Story-boarding can be compared to spreading students' thoughts out on a wall as they work on a project or solve a problem. Story boards can help with planning, ideas, communications and organization.

7. DO IT

Do It  stands for Define problems, be Open to many possible solutions, Identify the best solution and then transform it into effective action. Ten catalysts or prompts are designed to help students with each of these steps.When time allows, students can take advantage of incubation (unconscious thinking) and research processes (find out what ideas have already been tried).

8. Random Input

Random input, a lateral thinking tool, is useful for generating fresh ideas or new perspectives during problem solving.Select a random noun, whether from a prepared set, from the dictionary, or one's own list of 60 words. It is helpful to get new insight by selecting a word from outside the field being studied. List the word's attributions or associations, then apply each to the problem at hand. With persistence, at least one of these may catalyze a creative leap.

9. Decision Tree

A decision tree is a visual and analytical decision support tool, often taught to undergraduate students in schools of business, health economics, and public health.They are simple to understand and interpret, have value even in the absence of hard data, and can be combined with other decision techniques.

10. Questioning activity

In this exercise in questioning, students create a list of 100 questions. There are no directions regarding what questions to ask and no judgments or criticism of questions.Students will ask a wide range of questions, increasing student productivity and motivation. As students focus on what they want to discover and generate their own questions, they pursue answers without prodding. Questions can be general or based on a particular topic or reading; instructors can give several examples from their own lists.

11. Slip writing

This method can gather ideas from large groups, numbering from the dozens to the hundreds. Participants are given slips of paper and asked to write down ideas which are discussed or evaluated.This method collects a large number of ideas swiftly and creates a sense of participation or ownership at the same time.

12. Laddering

Laddering or the "why method" involves toggling between two abstractions to create ideas. Laddering techniques involve the creation, reviewing and modification of hierarchical knowledge. In a ladder containing abstract ideas or concepts, the items lower down are members or sub-sets of the ones higher up, so one moves between the abstract and concrete.Laddering can help students understand how an expert categorizes concepts into classes, and can help clarify concepts and their relationships.

13. Exaggeration

Exaggeration includes the two forms of magnify (or "stretch") and minimize (or "compress"), part of the SCAMPER heuristic.This method helps in building ideas for solutions. It is useful to illustrate a problem, by testing unspoken assumptions about its scale. It helps one think about what would be appropriate if the problem were of a different order of magnitude.

14. Brain-sketching

To solve a specific problem, students make sketches and then pass evolving sketches to their neighbors.

15. Reversal

The reversal method takes a given situation and turns it around, inside out, backwards, or upside down. Any situation can be "reversed" in several ways.Looking at a familiar problem or situation in a fresh way can suggest new solutions or approaches. It doesn't matter whether the reversal makes sense or not.

16. Fishbone

The fishbone technique uses a visual organizer to identify the possible causes of a problem. This technique discourages partial or premature solutions and demonstrates the relative importance of, and interactions between, different parts of a problem.

17. The Mystery Spot

Instructors set up a mystery story (videos, animations) that evolves a key concept such as DNA. Students try to solve the mystery by applying their knowledge. Meanwhile, the story evolves as students investigate on the problem, allowing the instructor to incorporate different knowledge/concepts, and different knowledge depths. The mystery integrates science learning within an exciting narrative. The narratives have wide appeal and involve students in learning. It is also a very flexible tool with which instructors can invent stories based on their lesson purposes/ targeted key points.

2.4.2 Teaching Techniques in Reading

Teaching Reading is Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.

The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

 Reading Purpose and Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.

The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers

• Read extensively

• Integrate information in the text with existing knowledge

• Have a flexible reading style, depending on what they are reading

• Are motivated

• Rely on different skills interacting: perceptual processing, phonemic    processing, recall

• Read for a purpose; reading serves a function

2.4.3. Techniques for Teaching Reading

Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.

The Reading Process

 To accomplish this goal, instructors focus on the process of reading rather than on its product.

 They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

 They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.

 When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.

 They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.

 They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.

 They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.

 They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.

By raising students awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the  confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language.

 Integrating Reading Strategies

Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading.

Before reading: Plan for the reading task

• Set a purpose or decide in advance what to read for

• Decide if more linguistic or background knowledge is needed

• Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)

During and after reading: Monitor comprehension

• Verify predictions and check for inaccurate guesses

• Decide what is and is not important to understand

• Reread to check comprehension

• Ask for help

After reading: Evaluate comprehension and strategy use

• Evaluate comprehension in a particular task or area

• Evaluate overall progress in reading and in particular types of reading tasks

• Decide if the strategies used were appropriate for the purpose and for the task

• Modify strategies if necessary

Using Authentic Materials and Approaches

For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.

1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.

When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used.

Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading.

2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.

To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.

3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

 Reading Aloud in the Classroom

Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning they carry individually and together. Word calling is not productive for the student who is doing it, and it is boring for other students to listen to.

• There are two ways to use reading aloud productively in the language classroom. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language.

• Use the "read and look up" technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.

2.5. The application of Teaching Reading

Example of reading text for Senior High School Students

Narrative Text

A narrative is a written text  that happened in past time and the writer wants to amuse and entertain the reader. There are various kinds of narratives such as fairy stories, mysteries, science fictions, romance, horror, etc. This type of text can be found in short story books, magazines, novels, movies etc. Narrative is popular because they present a plot which consists of complications and resolutions. They make people feel curious and anxious with the ends of the stories.

The generic structure of narrative usually has four components (but the one is optional):

(1) Orientation, (2) Complication (3) Resolution and (4) Re-orientation (it is optional).

A. Generic Structure of Narrative

1. Orientation : sets the scene and introduces the participants (characters) of the

     story, the time and place the story happened (Who, what, when and where)

2. Complication : a crisis arises. A series of events in which the main character

    attempts to solve the problem.

3. Resolution : the crisis is resolved, for better or worse.

4. Re-orientation: it is optional. The ending of story. It sometimes contains the solution.

B. Generic Features

1. A narrative focuses on specific participants.

2. There are many action verbs.

3. It usually uses Past Tense

4. Linking words are used, related with time

5. There are sometimes some dialog and the tense can change

6. Descriptive language is used to create listener’s or reader’s imagination

7. Temporal conjunctions are also used.

C. Example of narrative text

The two Princes and their missing King Dad

Once upon a time there was a little boy named Prince William. Prince William was bored so he decided to take a walk through the Magical Forrest. The Magical Forrest was a special place where all the trees and leaves talked. Prince William had enjoyed many afternoons laughing and talking with the leaves. Today was no different; if he entered the Forrest, he always happy.

Prince William joined in with the laughing leaves but off in the distance he heard a whisper. He left the pile of laughing leaves and followed the whisper through the woods. He ran into a tree that had something important to say. The tree was old and hard to understand but the old tree told Prince William that King Daddy was missing.

Prince William was so worried about King Daddy that he immediately left the old tree and forgot all about the laughing leaves. He started looking everywhere he could think for King Daddy but had no luck. Soon enough Prince William had run into another little boy, he was Prince Riley. The two princes' were brothers so Prince William told Prince Riley all about how Kind Daddy was missing. Just like Prince William, Prince Riley was just as concerned and he left the tree he was climbing to help.

The two prince's looked everywhere for king Daddy. They looked high; all the way up in the trees’ branches. They looked low, way low in the grass and dirt. They looked in things like holes and the water in the pond. They looked everywhere they could think and they were getting exhausted. Prince William had come up with a brilliant plan to go back and ask the old tree if he had any other information.

The two Princes wasted no time and raced off to find the old tree. Dodging branches and jumping rocks they managed to find the old tree in no time at all. Out of breath, both Prince William and Prince Riley tried to explain to the tree that they needed help.

While the tree was old he was very wise and knew what the boys wanted. The tree waved his branches starting a breeze to cool the two prince's down. Once the two were calm the old tree started to tell the story of how he knew King Daddy was missing.

  "Early this morning I saw King Daddy walking through the leaf piles talking with all the leaves. I heard one of the leaves give King Daddy a riddle about the magical cabin at the end of the Forrest. The Magical cabin is full of silly tying rope."

  So as the old tree finished his story the boys calmly thanked the old tree and raced to the end of the Forrest. Just like the old tree said they found the magical cabin. Inside the magical cabin they found King Daddy tied up with rope on the floor. The Two princes' did not hesitate; they pulled out their swords, cut the ropes, and saved the King Daddy!

A. Answer this questions  by choosing a, b, or c

1. Who was the names of  the Prince  in the story?

a. Prince William and Prince Riley c. Prince Riley and Prince Steven

b. Prince Robert and Prince Riley  

2. Where was the favorite place of  Prince William if he felt bored?

a. Magical Forrest c. Palace

b. Garden

3. Where did the prince find the King Daddy?

a. Magical cabin c. Forrest

b. Garden

4. Why did he immediately left the old tree and forgot all about the laughing leaves?

a. Because he heard a whisper through the woods that important to say

b. Because he wanted  to move to another place to entertain himself

c. Because he wanted to meet his little brother Prince Riley.

5. Did the tree which told about King Daddy was young?

a. Yes, it was c. Yes, it did.

c. No, it wasn’t

B. Choose “True” if the statement is correct and “ False” if  the statement is wrong.

1. Prince Riley was a little brother of Prince William.                                             (.....)

2. The Magical Forrest was a special place where all the trees and leaves talked   (.....)

3. Prince William went to garden if he felt bored                                                     (.....)

4. Prince William joined the laughing and left them because he heard the whisper(.....)

5. The tree was young                (.....)

6. King Daddy was a father of  Prince William and Prince Riley                            (.....)

7. They was happy because their father was missing                                               (.....)

8. The two of prince found that their father was in magical cabin                           (.....)

C. Choose the right antonym for this words

1. Luck a. Princess

2. Forgot b. Relax

3. Hesitate c. Benefitted

4. Wasted d. Nowadays

5. Exhausted e. Lose out

6. Found f. missing

7. Once upon a time g. Individual

8. Prince h. Sure

9. Joined i. Remember

D. Answer this questions with the correct answer

1. Where did the story take place?

2. According to text, how different was the Magical Forest from other forests?

3. How did the Prince William know that the King Daddy was missing?

4. How did the Prince Riley feel when he knew that the King Daddy was missing?

5. What was the bright plan Prince William got before finding King Daddy?

6. What probably happened if the two Princesses could not find King Daddy at the right time?

7. What is the text about?

8. Was King Daddy a father of  Prince William and Prince Riley?

9. The two Princes wasted no time and raced off to find the old tree.

     The word ‘wasted’ in line 7 could best be replaced by....

10. The Two princes' did not hesitate ….

      What is the meaning of ‘hesitate’?

CHAPTER III

CONCLUSION

Teaching is an activeties who done by someone to give a knowledge  for student  to know about subject or materi. Reading is about understanding written texts. It is a complex activity that involves both perception and thought. Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text.

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts. The purpose for reading also determines the appropriate approach to reading comprehension. There are two types of reading, namely scanning and skimming.

The first skill you will need to master to start successfully teaching English as a foreign language is the ability to use body gestures and signs effectively.

There are many tecnique to teach reading, namely Assumption Busting, Storyboarding, Negative (or Reverse) Brainstorming, Concept Mapping Role-playing, Storyboarding, Do it, Random Input, Decision Tree, Questioning activity, Slip writing, Exaggeration, Brain-sketching Reversal, fishbone, The Mystery Spot.

Also there are many type of text for Senior High School , namely Anecdote, Analytical Exposition, Commentary, Discussion, Descriptive, Explanation, Hortatory exposition, Narrative, News item, Procedure, Recount, Report, Review, and Spoof.

Mata Kuliah TEFL semester 5 qu ni teman2

Semoga bermanfaat

Gb

:)

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