A.

Theoretical framework of Research

Reader’s Characteristic
Input (Reader & Texts)
Text Characteristic

 Social Context
 EFL
EAP  Andragogy
o English Depart Student

ACTIVE
Process (Activities)
Activate prior knowledge
Cultivate vocabulary
Think about meaning
Increase reading fluency
Verify reading strategies
Evaluate progress

Student Barrett
Assesment Texonomy

(Evaluation)
Reading Comprehension
Output

Direct influence
Feedbact
Framework Components

No Components Remarks
INPUT
Reader’s characteristics Age, interest, level of proficiency (mixed proficiency or
streamed according to level), attitudes to learning,
motivation, reasons for learning, preferred learning
styles, personality (McDonough & Shaw, 2003). Socio-
cultural background, fluent reader, beginning reader,
and so forth.

Text characteristics Length of text, source of text, original text, modified

text, genre, topics of the text etc.
Social context EFL vis-à-vis ESL, andragogy, national curriculum, global
goals of teaching reading, etc.
EAP Learning objectives of EAP
PROCESS
ACTIVE Paradigm, steps, etc.
Student Assessment Traditional vis-à-vis authentic assessment
Barret’s Taxonomy Adjusting instructional process with five levels of
reading comprehension
OUTPUT
Reading comprehension Levels of reading comprehension

Quick Note: Maaf Ibu, tampaknya perlu ada klarifikasi terkait paradigma yang akan ibu gunakan.

The first thing an English teacher should consider when s/he wants to teach reading is
the input i.e. the reader’s characteristic and the text characteristic. This very initial step is
tremendously important since it will lead to the next stage that is significant as well. The
characteristic of readers and text will influence the selection of the text type or purpose
whether it will be English for Academic Purpose, Social Context, EFL, or others.
In addition, the type of the text will affect the running of ACTIVE in the classroom.
The teacher activates students’ prior knowledge and cultivates the vocabulary related to the
text given. The vocabularies are cultivated by thinking about the meaning of the vocabularies.
After that, the teacher increases the students’ reading fluency by asking them to read aloud.
The next step will be highly related to the output. Teacher should verify the reading strategies
whether or not it works properly and evaluate the progress the students have achieved by
performing student assessment and carrying out Barrett Taxonomy.
 Barrett Taxonomy is carried out by giving the students comprehension questions. The
goal is to know the students’ reading comprehension. Meanwhile, student assessment aims to
obtain the students’ score for the reading lesson.
Students’ reading comprehension can be used as an evaluation or feedback for the ACTIVE
activities during the learning process. In addition, ACTIVE can also be used as a feedback in
determining the input.

4. The Proposed of an ACTIVE reading Instruction model

a. Components of an ACTIVE reading Instruction Model

1. Input ( Readers and Text) ; Reader characteristic, text characteristic, english academic

purposes, social context, EFL Andragogy, English Department students;

2. Process ( Activities), ACTIVE, Barett taxonomy, assessment)

3. Output (EFL knowledge, skills, attitude) , reading comprehension, evaluation

b. Steps of Active Implementation