Developing Students’ Reading Strategies Using Subject Area Reading Materials

 

 

Armahedi

 

English is taught in all levels of education- in junior and senior high schools, and universities. By design there has been systematic relationship between the teaching of English in high schools and universities. In high schools, the teaching is aimed at providing students with basic knowledge of English in order to enable them to communicate within a limited range of contexts. The teaching of English in universities as a continuation of teaching in high schools is more specific in nature. The teaching serves as academic purposes especially to equip university students with the ability to acquire knowledge in their field of studies.

The increase of information transfer has made English as an important means of global communication. One of the impacts of this condition is the tighter competition among the university graduates in labor market. The proper English proficiency often becomes one of the requirements for them to be able to win in the competition.

Considering this condition, at a university in non-English departments, English credit loads have increased from 2 credit hours to 6 or 8 credit hours or even more that may be spread in two or three semesters. The function has also changed from one of the MKDUs (general basic subjects) to one of the MKDKs (supporting specific basic subjects).  It is also shown by the fact that the only subjects which still exist beyond the specific subjects are English and Bahasa Indonesia. This is, of course, with the hope that the English teaching in universities will be more successful and satisfying in fulfilling the students’ needs.

This is really a challenge for a teacher to think and to act more professionally in realizing this policy. The professionalism here means that a teacher should select the appropriate teaching materials and techniques based on theoretical principles in order to fulfill the students’ needs.

Since the goal of English teaching in non-English department is to equip students with the ability to acquire knowledge in their field, a teaching model of DEVELOPING STUDENTS’ READING STRATEGIES USING CONTENT AREA MATERIALS is presented. It is expected that the teaching can help students learn content information and improve their reading skills.

 

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Armahedi. (2003, October). Developing students’ reading strategies using subject area reading materials. Paper presented at the 51^st TEFLIN International Conference, Bandung, Indonesia.

 

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