The Principles of Teaching Reading Skill for Educational Section

Language is a means of communication. Human beings use a language to communicate with each other in order to express their minds and accomplish their needs. World wide communication, technology, politics, literature, agriculture and science mostly used English as the language. Reading is an important activity in every language. Reading enables people to find out information from a variety of texts, written or printed information from newspapers, magazines, advertisements, brochures and soon. Good English reading comprehension is really needed to be mastered especially by students to face this global era in which the English is the language that is used. Reading comprehension is taught since the first year of junior high school till the university. It indicates that reading comprehension is important.By this skill students can get more information not only from the school, they also can get information from the English magazine, book, journal or everything written in English


Definition of Reading
The definition of reading can be variable according to its level of proficiencies. For the classroom activities at school, it is thought to learn the formal aspects and principles of a language. 1 Reading widely is a highly effective means of extending our command of language, so it has an importance place in classroom where language learning is the central purpose. However the students also need to learn how to read for meaning, and it is not always possible to teach for both purposes at the same time or with the same text.
Reading comprehension is making sense out of text. From an interaction perspective, reading comprehension is acquiring information from context and combining disparate element into 1 Sanggam Siahaan, Issues In Linguistics (Yogyakarta: Graha Ilmu,2008), p. 105 Tafhim Al-'Ilmi : Jurnal Pendidikan dan Pemikiran Islam ISSN: 2252-4924, e-ISSN: 2579-7182 Terakreditasi Nasional SK No : 148/M/KPT/2020Volume 12, No. 2 Maret 2021 above, reading may be described in many ways by different experts. Yet, there are points of general agreement among reading experts. One such point is that comprehension is the purpose of reading. Thus, Reading can be concluded as an activity that aims primarily at understanding orconstructing meaning from the written texts. Students will get many benefits by reading written materials due to the importance of reading that has three aspects such as every aspect of live involves reading, reading is enjoyment, and reading means an activity to obtain information. Realizing the importance of reading ability in the present time, it is a must that students should have avid reading as reading will lead them to obtain so many kinds of information and knowledge. Somehow, the students should also be motivated to understand that in the process of reading there is a communication between a writer and reader. In this activity, reading deals with decoding and the comprehension process in which a reader tries to understand what a writer has put in a text. In the activity, the reader actively has to relate his or her prior knowledge or schemata to comprehend the text better

The important of reading
Realizing the importance of reading ability in the present time, it is a must that students should have avid reading as reading will lead them to obtain so many kinds of information and knowledge. Somehow, the students should also be motivated to understand that in the process of reading there is a communication between a writer and reader. In this activity, reading deals with decoding and the comprehension process in which a reader tries to understand what a writer has put in a text. In the activity, the reader actively has to relate his or her prior knowledge or schemata to comprehend the text better to understand the content of a particular text, one must go through a process. According to Barrentine the reading process provides an explanation of "how reading happens". To construct meaning, readers draw on or sample language information available to them. During the reading process, a reader might use three process of reading; bottom-up, top-down and interactive model .3

Reading ability
A good reading exercise directs the learners' attention to features of the text that can be found in almost any text, or to strategies for dealing with any text, with the aim "to develop in the 3  language learner the ability to comprehend texts, not to guide him to comprehension of a text". To put it another way, when learners study a reading text, we want them to gain knowledge that will help them to understand tomorrow's reading text. We want them to learn things that apply to all texts. We want them to gain knowledge of the language and ways of dealing with the language rather than an understanding of a particular message. If a reading exercise does not focus on generalisable features of a text, it does not provide much opportunity for any useful, cumulative learning to take place. This requirement is particularly important for teaching reading.
A good reading exercise directs the learners' attention to the reading text. That is, the learners need to read the text or at least part of it in order to do the exercise. It is also important that some reading exercises require the learners to consider parts of the text in relation to their wide context, that is, other parts of the text, and information from outside the text.
A good reading exercise provides the teacher and the learners with useful information about the learners' performance on the exercise. If the learners were not successful on some parts of the exercise, then they should be aware of what they have to learn in order to do the exercise successfully with another text. Also, the teacher can get guidance from the learners' performance to improve teaching. Good exercises provide useful feedback for the teacher and the learners. Also, if the teacher understands what an exercise is trying to teach, they can judge the value of the exercise according to what they thin A good reading exercise is easy to make. Teachers have to choose texts suited to the particular needs of their learners, and if these texts do not have satisfactory exercises, the teachers must make their own. Often teachers may want the learners to work with a textbook that issue in another discipline they are studying, and so they will have to4make their own exercises. This should require a minimum of skill and time. If the preparation of language teaching materials becomes the job only of experts, then language teachers will have lost the flexibility needed for successful

Interest in reading.
For students in particular, interest in reading is something very necessary for those that are expected to facilitate the learning process. With self-interest in reading the students will likely be able to motivate them to learn to be independent so it can help to achieve the maximum learning achievement.
To develop interest in reading, students are guided to learn to feel not as an obligation but as a necessity. Therefore, it can be concluded that the definition of interest in reading is a situation arising from the desire to perform reading activities and to achieve a goal. Basically an interest in reading among individuals to each other differently depending on the size of motivates them to read. Student interest in reading can be defined as a situation arising as a result of students in themselves a strong desire to perform reading activities. Students who like reading can facilitate learning and improve academic achievement.

Reading techniques
Reading techniques is a trick that is used to make a process of teaching learning especially on reading comprehension skill more effective. There are many kinds of reading techniques as follows: Reading Deeply and Critically Another major assumption of this course is that, in addition to reading broadly, it is also important for you to read recent research deeply and critically. To this end, you willselect and critique a total of 4 articles in the professional FN on teaching reading at the middle andhigh school levels.

Reading Broadly
One of the major assumptions of this course is that reading professional literature is tool to inform your own, as well as others', thinking about teaching reading at the middle school and highschool levels. Therefore, in addition to required texts, a packet of required articles has been prepared for this course. Prior to each class, you will be asked to respond to the reading(s) for that day. At differenttimes during the course, responses will take different forms: written, oral, artistic, dramatic, etc. The purpose of this requirement is to enable students to read broadly and use these

Reading aloud
It is not the same as reading silently. It is a separate skill and not one which most people have that much use for outside the classroom.But it can be useful especilly with beginners in language. Traditionally reading aloud is often thought of as reading round the class one by one, and although many student seem to enjoy it. 5 The other definition is the students take turn reading sections of a passage, play, or dialog out loud.At the end of each studentturn, the teacher uses gestures, pictures,realia, examples, or ot her means to make the meaning of the section clear. 6

Silent reading
It is a simple reading method that has been well known and implemented in Australia and other developed countries.is what remains with most people for the rest of their lives. Nobody can guarantee that all your pupils will love books, but a possitive attitude to books and reading from the beginning will help.
When teaching beginning level of students, the particular strategy will not apply because they are still struggling with the control of a limited vocabulary and grammatical pattern. The intermediate-to-advanced level students need not be speed-readers, but they can increase efficiency by applying a few silent reading rules. Do some words get more than one fixation?

Pronominal questions
Does every word get afixation?
These are similar to yes/no questions. As with yes/noquestions the learners have a 50 percent chance of guessing correctly.The learners look at each sentence and decide if it is true or falseaccording to the passage. The learners answer by writing True orFalse, or by copying the sentences that are true and not copyingthe false sentences. This last way provides an opportunity for morelearning to take place.A good reader makes about ten fixations per second.Most jumps are from one word to another.The learners may also be asked to rewrite the false sentences makingchanges so that they are now true.

Multiple-choice sentences
This type is easy to mark. If four choices are given,the learners have only a 25 percent chance of guessing correctly. Ifthe questions are not well made, often the learners' chances are higher.
Good multiple-choice questions are not easy to make andoften they are more difficult than they should be. This is because thewrong choices must seem possible and not stupid. If they are possiblethen they might be partly correct. The learners complete sentences by filling theempty spaces to show that they understand the reading passage. Thesentences come after the reading passage. There are four differenttypes of sentence completion.
(i) The sentences are exact copies of sentences in the passage.
(ii) The missing words can be found in the passage.
(iii) The sentences are not exactly the same as the sentencesin the passagealthough they talk about the same idea.
(iv) The missing words are not in the passage so the learners mustuse their knowledge of vocabulary to fill the empty spaces.

A skilled reader makes about fixations per 100 words.
A skilled reader makes around fixations per minute.
The learners are helped if there is a short line for each letter of themissing word, if the first letter is given and so on. 8

Translation
The learners must translate the passage into anotherlanguage. Although translation is often a special skill, it can also showareas of difficulty that the learners have in reading. It also showsclearly where the learners do not have any difficulty. It is a very searching test of understanding, but it includes other skills besides reading.

Strategies for Reading Comprehension
For most second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies.

Silent reading
Silent reading is form of school-based student recreational reading, or free voluntary reading, where students read silently in a designated time period every day in school. An underlying assumption of SSR is that students learn to read by reading constantly. 10 Successful models of SSR typically allow students to select their own books and require Have students select two to three books that will "keep them happy" for the entire silent reading period so that time is spent reading, not going back and forth to the classroom library.
The teacher should take a quick glance at books selected in order to help students reselect books at a more appropriate level if necessary.
• During Silent Reading: The teacher reads, too! To model good silent reading practices and to demonstrate an interest in books and a love of literature, spend the first five minutes looking at books, too.
Encourage those students who struggle with reading or are pre readers to picture-read the story and connect words from the text to the pictures.
Remind those readers who say, "I've read all the books in the room" that favorite books can be enjoyed again and again to make new discoveries on every page.
• After Silent Reading: Permit students to keep one book from the classroom library in their desk that they have not yet finished.
Remind students to return books they have finished to the classroom library so that it remains as well stocked as possible. A few times a week make time for students to recommend books from the classroom library to classmates. Silent reading is different from oral reading as it involves students reading solely to themselves. This kind of reading is quite beneficial to both the teachers and the students.
According to studies in the educational field, students who were given time to silently read and understand their topics had far better grades than other students. More benefits of silent reading are shown in the following article. 13

• Provides deeper insight
Silent reading benefits the user as it provides them a better understanding of whatever they are reading. This is largely because the meaning of the text is more important to silent readers than the word pronunciation in those who read orally. In addition, silent readers normally absorb the text content quickly while oral readers do not as they only focus on pronunciation.
• More effective Students who silently read their learning materials finish their work much quicker in contrast with those who use oral reading. The reason for the effectiveness of silent reading is that there are no delays that are linked to the vocalization of difficult words. Actually, vocalization greatly limits and reduces the speed at which oral readers read their materials, an issue that does not affect those who silently read.
• Avoids distraction If a student who has an accent is told to read orally to the class, other students are going to be distracted from the actual text as they listen to the new accent.
Similarly, if an unskilled reader reads orally in a classroom, other better readers will be affected by the slow reading of the unskilled person. Silently reading is therefore the most appropriate option in such cases as all students are encouraged to read at a pace that is comfortable to them.
Silent reading does have its restrictions, including the fact that a student can pretend to read even when he or she is really not reading. 13 Ibid. e. Encourage learners use a pointer or a finger to help with eye tracking and to learn to stay with the correct line of type. Placing the edge of a bookmark or paper under the correct line can also help with tracking. Most people will gradually learn to do without these aids, but there is no harm in starting with them, especially if they help.

Conclusion
There are four kinds of reading techniques can be used by the reader to comprehend the information on the text they are reading. They are reading aloud, reading deeply, reading broadly and silent reading. The whole kinds can be done by skimming or even scanning. By those ways the reader can get easily understand about the text. Of course by choosing the suitable technique on the text is read.