Page 12 - E-Modul Pembelajaran Bahasa Inggris SD

ideas and important words in the story are talked about and clarified. Then
the learner begins to read.

c. Independent Reading

In independent reading the learner chooses a book to read and

quietly gets on with reading it. During this quiet period of class time, the
teacher may also read or may use the time as an opportunity for individual

learners to come up to read to the teacher. In beginners’ classes there is a set
time each day for independent reading and learners are expected to read out

of class as well. Other names for extended independent reading are

sustained silent reading (SSR) and drop everything and read (DEAR).
Learning to read is also helped by learning to write and learning

through listening. In writing as in reading, first language teachers emphasize
the communication of messages and expect the learners gradually to

approximate normal writing over a period of time.

G. Principles for Teaching Reading

The following principles can guide the design and practice of a
reading programmed. For another list of principles, see Williams (1986).

1. Meaning-focused Input
a. Practice and training in reading should be done for a range of reading

purposes. A reading course should cover these purposes—reading to

search for information (including skimming and scanning), reading
to learn, reading for fun, reading to integrate information, reading to

critique texts, and reading to write.
b. Learners should be doing reading that is appropriate to their

language proficiency level. The course should include reading

simplified material at a range of levels, particularly extensive
reading of graded readers.

c. Reading should be used as a way of developing language
proficiency. Learners should read with 98 percent coverage of the

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