Backround: Reading is an essential part of language teaching at every level because it supports learning in multiple ways. Reading skills can often be challenging to teach. Some students are natural readers; others need extra help and guidance to improve their reading level. Though your student must be self-motivated and willing to learn, you can do much in your role as teacher to encourage him and help speed the process of improving his reading.Teachers can help students learn when and how to usereading strategies in several ways.• By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word.• By allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value.• By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context.• By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.The aim of the researchThe aim of the research is to investigate how studentsthink about reading and do they like to read.The research method: A “questionnaire” is used to determine students’ enjoyable experience in learning the reading.Result from questionnaire: This questionnaire is taken from 1 year students of “Monos” institute. There were involved 78 students. 67 percent of students answered that they sometimes read about their reading habit. That means reading is non-regular activity for our students.In this case students answered that they read a book. Reading a book is possible data about reading habit. That means 86% of the students read and understand the text in English slowly.60% of students answered “yes”. That means our students think reading in English is useful for them to learn English. 41% of students answered that they understand the main idea of the text after reading two times. That means our students’ reading ability is not too bad.Conclusion1. As you look at this questionnaire students still liketo read in English, which is very good sign.2. As teachers we need to encourage them as well asmake them understand the marvel reading.3. Without reading no reflecting and without reflecting you can’t speak in any language, also it belong to mother language.References1. Max Koller . English teaching Forum 20072. Vale D. Practical English 20043. Smith B. Through Writing to Reading. London4. www.liaconferences.com

Backround: Reading is an essential part of language teaching at every level because it supports learning in multiple ways. Reading skills can often be challenging to teach. Some students are natural readers; others need extra help and guidance to improve their reading level. Though your student must be self-motivated and willing to learn, you can do much in your role as teacher to encourage him and help speed the process of improving his reading.Teachers can help students learn when and how to usereading strategies in several ways.• By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word.• By allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Allocating class time to these activities indicates their importance and value.• By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning from context.• By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.The aim of the researchThe aim of the research is to investigate how studentsthink about reading and do they like to read.The research method: A “questionnaire” is used to determine students’ enjoyable experience in learning the reading.Result from questionnaire: This questionnaire is taken from 1 year students of “Monos” institute. There were involved 78 students. 67 percent of students answered that they sometimes read about their reading habit. That means reading is non-regular activity for our students.In this case students answered that they read a book. Reading a book is possible data about reading habit. That means 86% of the students read and understand the text in English slowly.60% of students answered “yes”. That means our students think reading in English is useful for them to learn English. 41% of students answered that they understand the main idea of the text after reading two times. That means our students’ reading ability is not too bad.Conclusion1. As you look at this questionnaire students still liketo read in English, which is very good sign.2. As teachers we need to encourage them as well asmake them understand the marvel reading.3. Without reading no reflecting and without reflecting you can’t speak in any language, also it belong to mother language.References1. Max Koller . English teaching Forum 20072. Vale D. Practical English 20043. Smith B. Through Writing to Reading. London4. www.liaconferences.com