ng and scanning are useful skills. They do not remove the need for careful reading, but they enable a reader to select the texts, or the portions of the text, that are worth spending time on.strategy of semantic mapping or grouping the ideas into meaningful cluster, helps the reader to provide some order to the chaos. Making such semantis maps can be done individually, but they make for the productive group work technique as students collectively induce order and hierarchy to the passage [1, p.76]. Strategy is very broad on meaning. The students may guess the meaning of a word, the grammatical or discourse relationships, cultural references. Students should utilize all their skills and put forth as much efforts as possible to be on target with their hypothesis (Brown 1994:295 ). The key to the successful guessing is to make it reasonably accurate. We can help them to become accurate guessers by encouraging them them to use effective comprehension strategies in which they fill gaps in their competence by intelligent attempts to use whatever clues are available to them. Language based clues included word analysis, word associations, and textual structure.
3. Stages of conducting reading and reading activities
can be subdivided into three stages: pre-reading, while reading and after-reading. As was admitted by Hedge T. People reading in foreign language often need to be given support before they begin reading, an introduction which motivates reading by creating interest in the topic and which facilitates reading by developing background understanding and linguistic knowledge (Hedge 1998:96).
.1 Before-reading
are various things we can do before reading a text which will make it easier for students to understand the text and help them focus attention to it as they read.include:
- presenting some of the new words which will appear in the text;
- giving a brief intoduction to the text;
- giving one or two guiding question (orally or on the board) for students to think about as they read;
- suggest them to read the title of the text and try to guess what it is about.do not need to present all the new words in the text before the students read it; they may guess the meaning of the words from the context. An important part of reading is being able to guess the meaning of unknown words, and we can help students to develop their reading by giving them practice in this. It is important to introduce the theme of the text before we...
