Depаrtment оf the english lаnguаge аnd literаture cоurse wоrk оn theme: “Develоping students' cоmpetencies thrоugh brоаd reаding”

Problem Statement Being prospective teacher during teaching practice, researcher observed some difficulties faced by students when attempting to introduce a communicative approach as including students’ lack of motivation for developing communicative competence; low English proficiency, and resistance to class participation, because lack of teacher knowledge about using reading strategies. Teacher’s misconceptions about CLT, deficiencies in sociolinguistic competence, grammar based examinations and little Time for developing materials for communicative classes. The students get attraction towards memorization and their interest in just keeping the knowledge in memory for the sake of passing in exams without understanding its application desired understanding. Mostly students are not to read easily because lack of reading text material, students totally focused on textbook, and also not understand the text meaning because they need basic knowledge about the second language, grammatical rules and identify its structure. Research Objectives
•To explore the impacts of reading skills by using CLT approach on students academic performance.
•To examine the teaching strategies utilized to support the CLT approach for enhancing learners communicative competence/reading achievement. Research Questions:
•What are the ways to apply reading skills by using CLT approach in classrooms?
•What teaching strategies are helpful to increase reading skills through using CLT approach on 6th grade students?
Literature Review Yang xue 2019 Schema as “an active organization which control the past experience” Reading is an important part of English teaching. Schema readers can rearrange reading materials according to their existing schema in the brain so that they can understand better and connect/comprehend a text. Schema guides students from sensory thinking to imaginative thinking, which encourages students to be active in the process of reading, guessing, and interpreting the text (suying, 2013). Hymes (1971) assumes that L2 learners need to know not only the linguistic knowledge but also the culturally acceptable ways of interacting with others in different situations and relationships. His theory of communicative competence consists of the interaction of grammatical, psycholinguistic, sociolinguistic, and probabilistic language components. Communicative Approach was selected in teaching Reading For Academic Purpose because it could improve student’s learning activities, especially in using the language directly to read, speak, communicate, debate, argue, exchange ideas, discuss, especially in improving reading skills in English. Students understand the reading material, reading strategy, textual meaning and implied meaning of the texts, develop reading skills, and get the writer’s idea. Colker (2007) claims that students learn better by using their senses when they see, hear, touch, move, examine, smell, and even they are provided with opportunities to taste things. She believes that students learn better when they have direct contacts with the materials. Vygotsky’s (1978) stressed that social interaction development of cognition. Every function in the child’s cultural development appears twice: first, on the social level (interpsychological) and later, on the individual level (intrapsychological). As students participate in social interactions they begin to internalize through active reasoning what they know with new ideas or concepts. Instructional scaffolds work as a temporary guidance and support allowing students to acquire new skills and independence from their teachers in their way of learning.