A MODEL FOR TEACHING READING COMPREHENSION  AT JUNIOR HIGH SCHOOLS

Ermita Ermita

doi:10.24036/ld.v1i1.7345

A MODEL FOR TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOLS

Ermita Ermita⁽¹⁾,
(1) SMP Negeri 13 Padang

Indonesia

Corresponding Author
Copyright (c) 2017 Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa

DOI : https://doi.org/10.24036/ld.v1i1.7345

Full Text:

Language : en

Abstract

This article reveals an alternative model for teaching reading comprehension at junior high school. This model is a combination of ‘interactive mdel’ and ‘cognitive mode’. The discussion covers two levels of reading comprehension: the lowest level (literal comprehension) and the highest level (evaluation and appreciation). There are four trainings given dealing with these levels; (1) literal comprehension training, (2) inferential comprehension training, (3) evaluation training, and (4) appreciation training. The last coverage of this article is about the advantages of proposed model. This model is designed and hopefully will be useful for language teachers who are training or planning to train learners to have good reading comprehension strategies, particularly at junior high school .

Keywords

model, reading comprehension, interactive, cognitive training

References

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Goodman, Kenneth. 1988. The reading process. In Carrell, P.L., J. Devine, and D. E. Eskey. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.

Grabe, William. 1988. Reassessing the term ‘interactive’. In Carrell, P.L., J. Devine, and D. E.Eskey. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.