MODEL-MODEL PEMBELAJARAN MEMBACA

SEBAGAI INOVASI DALAM MENGEMBANGKAN BAHAN AJAR

MEMBACA
IHSAN MAULANA FEBRIANI
Ihsan.sama02@gmail.com
TBI 4B

Abstract
Kemampuan membaca peserta didik sangat berpengaruh terhadap kemampuan berbahasa yang lain,
terutama kemampuan berbicara dan menulis. Untuk itu, para pengajar dan peneliti selalu melakukan
inovasi dalam meningkatkan kemampuan membaca peserta didik dengan cara memberikan model
pembelajaran membaca yang menarik dan efektif. Walaupun pada kenyataannya pada setiap model
pembelajaran membaca yang diterapkan memilikI kelebihan dan kekurangan. Hal ini, ditunjukkan
dengan penggunaan model pembelajaran yang belum selaras dengan bahan ajar membaca yang
dikembangkan. Belum lagi bahan ajar yang selalu berganti setiap waktu karena dipengaruhi
beraneka ragam faktor. Faktor terjadinya perubahan penggunaan model bahan ajar membaca yang
menjadi perhatian utama para pelaku pendidikan yaitu dikarenakan perubahan kurikulum dan
perubahan pengembangan bahan ajar membaca yang digunakan. Penulisan makalah ini bertujuan
untuk menjelaskan beberapa model pembelajaran membaca yang digunakan oleh pengajar bahasa
Indonesia yang dapat digunakan juga dalam mengembangkan bahan ajar membaca. Metode
penulisan dalam makalah ini menggunakan metode studi pustaka atau studi literatur. Teknik
pengumpulan data mengggunakan teknik dokumentasi. Teknik analisis data dalam penulisan makalah
ini dengan langkah-langkah, yaitu reduksi, analogi, sintesis, interpretasi, dan kesimpulan. Hasil
penulisan makalah ini yaitu beberapa model pembelajaran membaca yang dapat digunakan dalam
menerapkan bahan ajar membaca yang dikembangkan, yaitu: model Anticipation Guide, model
Model DRTA, Model SQ3R, model ECOLA, model Jigsaw Learning, model Index Card Match, model
Card Sort, model OH-RATS, Model Directed Inquiry Activity, model KWLA, model pembelajaran
ARIAS, model PORPE, model membaca berdasarkan pola berpikir, model pembelajaran berbasis
genre, dan Model CLIL.
Keywords: model pembelajaran membaca, inovasi, pengembangan, bahan ajar membaca.

A. Preliminary
Reading has a major role, not only for language learning Indonesia itself, but also for the
purposes of learning the fields of other studies, because almost all knowledge in each field of study is
presented in the form ofwritten (Ngalimun & Alfulaila, 2014: 34). By reading, students will acquire
and master knowledge and skills that are useful for the growth and development of reasoning, social,
and creative powers and can be useful for achieve the desired learning goals.
Reading will also bring students closer to science, technology, culture, art, and other things
related to development information. Harvey & Goudvis (2013:432-439) explains that in achieving and
fulfilling competition and increasingly complex global challenges, strategies are needed reading
comprehension so that students are able to convert information into knowledge and can be actively
used.
The reading ability of students in Indonesia is still relatively low compared to other countries.
This is evidenced by the results of the Progress in International Reading Literacy Study (PIRLS) in
2011 which showed that The reading ability of elementary school students in Indonesia is in the 42nd
position out of 45 countries (Mullis, Nartin, Foy, & Drucker, 2012). This provides information that
the reading ability of students in Indonesia is still in the low category.
 Then, according to the results research conducted by Central Connecticut State University
United States (CCSU) (in Mohamad, 2016), compiled a ranking of reading skills with more than 60
countries. It is surprising that the result, the country of Indonesia is in 60th place, level above
Botswana, and still below Thailand at 59 or Morocco at 58. Some of this information indicates that
students in Indonesia still experiencing difficulties in understanding reading in the text.
Teachers, both teachers and lecturers, in implementing reading learning are often faced with
students who have difficulty learning to read, especially in class low. The teacher's role as a facilitator
is very influential on learning improvement development child. Children's learning success is not
regardless of the way the teacher guides and educate their students. In addition, the teacher must
consider meeting the needs of students' senses of learning. It means, learning carried out by the
teacher
together with students must be able to meet the needs of students who are dominant both in visual,
auditory, and kinesthetic. In addition, Indonesian language teachers must role in creating creative
learning and critical thinking.
One way in improve students' reading skills, namely providing learning steps in reading
activities by using the right learning model in accordance with the teaching materials used by the
teacher. Reading learning model which will be explained in this paper are the Anticipation Guide
model, the DRTA (Directed Reading-Thinking Activity) model, the SQ3R (Survey, Question, Read,
Recite, Review) model, the ECOLA model. (Extending Concept through Language Activities), model
Jigsaw Learning, Index Card Match model, Card . model Sort (Kartu Sortir), model OH RATS
(Overview, Headings, Read, Answer, Test-Study), model Directed inquiry Activity, model KWLA
(What I Already Know, What I Want to Know, What I Learned, and The Affect of the Story), ARIAS
Learning model
(Assurance, Relevance, Interest, Assessment, Satisfaction), Model PORPE (Predict. Organize,
Rehearse, Practice, and Evaluate), Reading models based on thinking patterns, genre-based learning
models, and Content and Language Integrated Learning (CLIL) models.
It is hoped that by explaining some of the reading learning models above, they can become a
reference for Indonesian language teachers in using the reading learning model and hopefully can
improve students' reading skills. In addition, in using the reading learning model can not only be
applied in Indonesian language learning can also be applied to several other subjects that have the
same character.
B. Research methods
In this paper, the method of literature study or literature study is used, which is assisted by content
analysis. The data in this paper is information related to reading learning models. Technique data
collection using documentation techniques obtained from books, journals, and proceedings. Data
analysis techniques in writing this paper with steps, namely reduction, analogy, synthesis,
interpretation, and conclusion. Test the validity of the data in This paper uses triangulation techniques
from several reference sources.
C. Result and Discussion
the reading learning model has been widely applied by teachers, especially language teachers
Indonesia. Multiple models The learning is collaborated into reading teaching materials so that they
can actually improve reading skills. Some reading learning models that can improve students' reading
skills are as follows.
1. Model Anticipation Guide
The Anticipation Guide model is also included in the strategy to improve reading skills
understanding developed by language teaching experts, namely Erickson, Bean, Hubler, Smith, and
McKenzie in 1987. The Anticipation Guide model was described by Tierney, et al. (1990:38) as a
useful learning model to help students think critically. Model This learning is carried out with how to
ask students to react to several statements related to the content of the text material. The reactions that
appear can be predictions or predictions an estimate of the content of the material to be be read. The
Anticipation Guide model aims for students to be able to stimulate information and anticipate it so
that students are able to provide critical responses to several statements that are made is in the
reading. This learning model is also able to familiarize students with speaking skills through
discussion activities when predicting a reading content. Then, according to Wiesendanger (2001:78),
the Anticipation Guide model serves to improve critical thinking skills by preparing students to read,
then asking them to react to several statements related to the content of the reading material. When
reacting to some statements, students anticipate or predict what the content of the material will be
read. The Model Anticipation Guide consists of a number of declarative statements (information) that
can be used at the beginning of a section of text. Teacher gives students a number of statements and
ask them, do they agree or disagree with each of those statements. This is done so that students realize
that they are actually processing the information that will be help them to understand the reading
material better. Technique This allows students to relate what they already have know with the new
information contained in the text.
The Anticipation Guide model can improve students' understanding by ask them to react to
statements about the topic before they read the text. It activates prior knowledge as a motivational
device so that students are involved in understanding the text material to be read. This model can also
be used well in reading expository and narrative texts, and can applied to each grade level.
Wiesendanger (2001) explains several steps in implementing the Anticipation Guide model, as
following:
a) Read the material and identify the main concepts.
b) Anticipating knowledge previously on students to the topics presented.
c) Considering the concepts Importantly, write down at least 3 to 10 broad statements. The most
effective statement is statement containing information with background knowledge enough
students.
d) Present the statements to students in the same chronological order as students would find in
the reading material.
e) Placing the guide on the whiteboard, OHP/LCD, or hangouts so that they can be easily read
by the whole class. Read the instructions aloud to students.
f) In class, discuss each statement briefly and ask students if they agree or disagree with any
given statement. Then, encourage students to evaluate their answers and listen to the opinions
of their peers.
g) After discussing the statement, have students read the text. After the reading is complete, ask
students to respond once again to the statements. Then, asking for student responses different
from that before because now their understanding was based on read text. If students disagree
with the author, ask students to support their conclusions based on the information in the text.
Focus this final activity on the comparison of statements in the guide before and after reading
Theory.
2. DRTA (Directed Reading Thinking Activity) model
The DRTA (Directed Reading Thinking Activity) model was developed by Stauffer in 1996.
DRTA is a technique that guides students through reading, making predictions, rereading, and
confirming or readjusting predictions. This model helps students in developing understanding reading
(narrative text) and critical thinking skills (Wiesendanger, 2001). This model involves students in
predicting what the content of the story is thinking about them. This DRTA model in the form of
activities in cycles which include: predicting, reading, and prove because of reading activities is a
thinking activity, which involves the reader using his own experience to reconstruct the author's ideas.
Then, according to Kubowitz (2012:202), the DRTA model is a that combines students with
steps, namely reading, make predictions, reread, and prove or confirm return the predictions that have
been made. This DRTA model involves participants students in predicting what the content of the
story they think so that they can reconstruct the ideas that conveyed by the author in the reading. This
model can be used on any readership level, can be in groups or individuals and usually in the form
ofnarrative discourse and exposition.
Several learning steps using the DRTA model, as follows:
a) Give each student a copy of the reading that has been selected. Ask students to study the title
and image on first page. Apply questions such as the following: What do you think about the
story with this title? What do you think about the events in this story? Which of your
predictions fits?
b) When the first time Introducing the Directed Reading Thinking Activity, familiarize students
with strategies for dealing with unfamiliar words: read the end of sentences, use pictures if
available, say words aloud, and ask others for help.
c) Instruct students to silently read part of the story to check their predictions. Make sure that
students read for meaning. Observe performance read them and help students who need help
with words that may be difficult to understand.
 d) After students have read the passage first, ask them to close their books. Do the following
questions guide students to evaluate the findings and their new prediction: are you right, what
do you think now, and what do you think will happen? Then, encourage students to filter
some of their ideas and to make predictions about events that will occur later in the reading.
e) Ask students to continue other reading activities. In each reading section, continue the
predict-read-proven cycle (Wiesendanger,2001).
3. Model SQ3R (Survey, Question, Read, Recite, Review)
The SQ3R (Survey, Question, Read, Recite, and Review) model is a strategy developed by
Adams, Carnine, & Gersten in 1982; Mangrum & Strichart 1996; Scott 1994; and Stahl, King and
Eilers, 1996. This model includes activities predict and elaborate used to improve literal
understanding and help in the formation of learning skills (Wiesendanger, 2001). SQ3R is a strategy
that introduces organizing, predicting, and understanding. Students survey, ask, read, ponder, and
review the text material read. Strategy this can improve students' understanding of written information
and help them retain information for discussion, quizzes, and test.
Learning Survey, Question, Read, Recite, and Review is very structured and helps in
remembering material and can be used for grades 5-12, both with narrative texts as well as expository.
The learning steps using the SQ3R model are as follows:
a) Survey, by asking students to do the following: (a) read the title and think about its meaning;
(b) read the introduction which is usually found in the first or second paragraph; (c) read the
part of the text next to the sub-chapter for learn what the text contains; (d) check all images
that are exists and reads the information there is; and (e) read the conclusion which is usually
found in paragraphs last or second.
b) Question, by asking students to do things the following: (a) change the title to one or two
questions. Use keywords to complete questions: who, what, where, when, why, and how; (b)
change the chapters in one or two questions. Use keywords to complete the question: who,
what, where, when, why, how; and (c) write down the question.
c) Read, by asking students to do the following: a) read to answer questions; b) change questions
needed to answer the author's questions; and c) write answers to questions to complete notes.
d) Recite, by asking students to do the following: (a) read the questions and answer aloud; (b)
read the questions with hard; then look away and say the answer out loud; (c) reading
questions hardly; then with your eyes closed say the answer out loud; and (d) repeat.
e) Review, by doing the same thing as in step 4 (Wiesendanger, 2001).
4. Model ECOLA (Extending Concept throught Language Activities)
The Extending Concepts through Language Activities (ECOLA) learning model was
developed by Smith-Burke in 1982 and aims to integrate reading, writing, speaking, and listening to
ability development reading skills. The model is appropriate to use for students at the level of middle
school (SMP and SMA/SMK) (Tierny, Reading, & Dishner, 1995). The stages of implementing
ECOLA are as follows :
a) Determine the goals communicative to read.
b) Read silently.
c) Create participant understanding learn through writing activities by writing feedback that fits
the purpose expected.
d) Discussion and clarification of meaning.
e) Write the results of understanding and compare (Tierny, Readence, & Dishner, 1995).
In addition to these approaches and strategies, learning to read can be done by: various techniques
or strategies, such as STUDY, PQRST, OK5R, EVOKER, etc. These various techniques can be
carried out in various ways so that it can prevent student boredom in learning to read.
5. Jigsaw Learning (Learn Jigsaw Models)
Jigsaw Learning Models is an interesting model to use if the material to be studied can be
divided into several parts and the material is not requires order of delivery. The advantages of the
Jigsaw Learning model are: can involve all students in learn and teach at the same time to other
people. Steps learning in this model is as follows :
 a) Divide students into several groups according to the number of segments.
b) If the number of students is 50 while the number of segments is 5, then each group consists of
10 people. If this number is considered too large, divide again into two so that each group
consists of 5 people, then after the process has been completed combine the two groups of
fractions.
c) Each group gets the task of reading and understanding the material different lessons.
d) Each group sends its members to the group others to share what they have learned in the
group.
e) Return the class atmosphere to the way it was before then ask if there is a problem that is not
solved in groups.
f) Ask some questions to students to check their understanding to the material.
6. Index Card Match (Find a Partner)
This model is used in reading skills by pairing the cards. Students were previously assigned to
read or study a specific topic. Learning steps in this model is as follows :
a) The teacher opens the lesson by conveying the learning objectives/competencies.
b) The teacher determines the topic according to the basic competence.
c) Students read the reading text that has been prepared.
d) The teacher prepares cards as many as the number of students, half questions and half
answers.
e) Students get a card at random and each student looks for a partner the card.
f) After finding their partner, the students explain the meaning in the card.
g) The teacher and students conclude the lesson.
h) Students summarize the material in the assignment book.
7. Card Sort (Kartu Sortir)
Sort Card Model is part of cooperative learning in which students move actively and
dynamically looking for a pair of cards. The steps for learning Sort Cards are as follows :
a) The teacher opens the lesson by informing learning objectives/competencies.
b) The teacher prepares as many cards as students according to the category.
c) The teacher asks students to study reading texts that are related to the KD encyclopedia.
d) The teacher distributes cards to students and students look for groups with the same category.
e) Students who have gathered with Each group is asked to discuss and stick the card to the
paper.
f) Students display and present results group while other groups can provide comments.
g) The teacher and students conclude the lesson.
h) Students summarize the material in the assignment book.
8. Model OH-RATS (Overview, Headings, Read, Answer, Test-Study)
The OH-RATS model developed by Berrent in 1984 includes reading, select relevant
information, and review. The OH-RATS model consists of overview, headings, read, answer, and test-
study. This strategy is not a method for writing notes, but it is suitable for students who are learning to
write notes based on what is read (Wiesendanger, 2001). The learning steps in the OH-RATS model
are as follows:
a) Overview stage. In order to develop the overview. stage to read, students are required to
determine the type of text which will appear later. First, ask students to look at chapter and
subchapter titles to develop what they are expected to be. Ask students to determine if there is
an introduction and a summary of that section. On At this stage, ask students make possible
questions can be answered in the text that will read later.
b) Heading stage. Ask students to use notebooks only for one purpose. At the beginning of each
separate page, ask students to write title and page numbers and fold each sheet of paper. On
the left, students are asked to write several questions for each title or subtitle.
c) Read stage. Ask students to read the text aloud overall with the technique of reading silently.
Don't let participants students read too long in a passage of text. Share the text into several
parts to make it easier for students. The teacher can determine the limit of the title or subtitle
as the material that students read.
 d) Answer stage. Ask students to determine the correct information and place it in the right
column of the folding page. Remind students that this must contain important points and ask
students to complete it for each part of the text.
e) Test Study Stage. Ask students to use notes that they made to complete their final review.
With notes them on the page folded in half, ask students Read the questions in each section
and try to answer them without looking at the text on the right. Ask students to use notes only
if needed (Wiesendanger, 2001).
9. Model Directed Inquiry Activity
The Directed Inquiry Activity model was developed by Lehr in 1980 and Thomas in 1978.
This model helps improve the reader's understanding in learning read various fields of study. This
model helps students in choosing important information and categorize the information especially in
information from textbooks (Wiesendanger, 2001). This strategy helps students in organizing,
processing, and understanding text material assigned.
The use of six questions helps students understand the text, both narrative text and expository
text. The steps used in the Directed Inquiry Activity model are as follows:
a) Have students look over the assigned text section.
b) Ask six questions: who, what, when, where, why, and how.
c) Record student predictions on the blackboard with the appropriate category. Use examination
questions and elaboration techniques so that students can remember important information
related to the text.
d) Have students read the text in its entirety and make any necessary changes to their
predictions.
e) Use pre-reading charts to modify the strategies used as pre-reading and post-reading strategies
(Wiesendanger, 2001).
10. Model KWLA (What I Already Know, What I Want to Know, What I Learned, and The Affect of
the Story)
KWLA (What I Already .) models Know, What I Want to Know, What I Learned, and The
Affect of the Story) was developed by Carr and Ogle in 1987, and Mandeville in 1994. This model
not only helps students to relate what they know, but also allows students toto self-assess the
suitability, interest, and personal value of their learning experience. This model focuses on the
elaboration and monitoring of student understanding. Model This can be used before reading, during
reading, or at the end of reading.
The KWLA model can be used in learning to read narrative or expository texts. This strategy
is suitable for students of all abilities from elementary to high school (Wiesendanger, 2001). The steps
of the KWLA learning model are as follows.
a) Create a table with four columns.
b) Ask students what they already know about the topic to be read. Write that information in the
first column.
c) Ask students what questions they will answer about the topic they will be studying be read.
Write this question in column two.
d) After reading, ask participants learn to answer questions and other information in the column
three.
e) Use column four for write answers to questions influential first. Wrong one example question:
what is intrigued me. Students by reflex has important information by the answer to the
question: why is this information important to me and how to help me find out the
information.
f) Explain to students if they can also use the fourth column to respond with a new attitude
about their learning. For example students may take notes about crickets and insects others
have a good place in Asian culture.
g) Then discussion activities. If the teacher asks students to listen to the responses of their peers,
and talk about their own responses, and then their written responses will be of better quality
(Wiesendanger, 2001).
11. ARIAS Learning Model (Assurance)
Relevance, Interest, Assessment, Satisfaction) In terms of learning to read, students when
doing reading activity will try to maximally understand the contents of the reading text. In
understanding reading, of course, students need a process that motivate himself to reading the ARIAS
model is very helpful for students in motivating students in reading activities. Multiple step model
ARIAS learning, as follows:
a) Assurance, students are given a sense of confidence by the teacher about students' ability to
understand reading.
b) Relevance, the teacher connects the content of the reading with the student's experience.
c) Interest, the teacher directs students' interest and attention to something they are learning.
d) Assessment, the teacher gives awards to students on the results of the evaluation or
assessment of student learning progress in determining the content of the reading.
e) Satisfaction, the teacher teaches students a sense of pride and satisfaction with the results
achieved even though the results are still small.
12. Model PORPE
PORPE (Predict. Organize, Rehearse, Practice, and Evaluate) is a learning strategy developed
by Simpson (1986) which is designed to assist students in (1) actively plan, monitor, and evaluate
their learning about reading content; (2) study the convoluted processes of exam preparation essay;
and (3) using the writing process to study the content of the reading. The stages of the Porpe model
are as follows:
a) Predict by making predictions in the form of essay questions.
b) Organize by organizing concepts in the form of mind mapping.
c) Rehearse by retraining by presenting in front.
d) Practice with practice, namely rewriting in their own language.
e) Evaluate the way students answer essay questions made by the teacher.
13. Reading Model Based on Thinking Pattern
The reading model based on the mindset emphasizes reading comprehension which is based
on the same mindset applied in the reading process. Multiple reading models based on mindset called
the reading metaphor, namely bottom-up views, top-down views, and interactive or integrative views
(Hedgcock & Ferris, 2009:17). The following is an explanation of the three types of reading models
based on these thinking patterns.
a. Bottom-Up Model
The bottom-up model is a process of obtaining the meaning of a text that relies on written
information by using how to understand word by word or sentence by sentence. In other words the
steps in learning begin by reading part of the lowest linguistic level, namely from letters to the level of
The highest is the sentence. This model is suitable for early reading learning that does not require
prior or prior knowledge from the reader.
Multiple step model bottom-up learning according to Rahim (2011), as follows:
1. Start by looking at the letters.
2. Later letters identified and voiced.
3. Recognize words.
4. Words done grouping into class grammar and sentence structure.
5. The meaning received from the sentence.
6. Then, the meaning is connected with thought.

b. Model Top-Down
The top-down reading model is a process of reading activities with the process of interpreting or
interpreting the text based on the knowledge possessed by the reader (Mulyati, in Wartika, 2015:5).
Model Top-down reading has advantages, namely simple, practical, and innovative. This model is
used to improve reading ability and motivation in reading.
According to Tarigan (2013), the top-down reading learning model can be done with the
following steps.
1. The eye immediately looks at the text.
2. Thinking and guessing about the meaning that exists in accordance with existing knowledge
and experience.
3. Look at the sentence as a whole example to find meaning.
4. The process of seeking further meaning, the reader looks at the words.
5. If it is still not certain, the reader looks again at the letters.
 6. Then, do a search for meaning in the thoughts that have been obtained by being associated
with knowledge.

c. Model Interactive
The interactive model exists because of dissatisfaction with reading comprehension offered by the
bottom-up and top-down models. Actually the interactive model combines the working concepts of
bottom-up and top-down models. The interactive model can be taught by making connections
between text and text, and text with the world before, during, and after reading.
In applying the interactive reading model it is necessary consider the following points: 1)
interactive model provides flexibility for readers to make good use of reading skills, between bottom-
up and top down abilities; 2) the interactive model is rightly applied with the assumption that students
have some knowledge and experience; and 3) background knowledge is very helpful for students in
understanding the meaning of the text. This is in accordance with Moreillon's opinion (2007:25) that
in assessing and building background knowledge provides important support for understanding
reading.
14. Genre-Based Learning Model
General steps of the model genre or text-based learning, consisting of four stages of activity,
namely: context building, text modeling, co-texting, and independent text composing (Rose & Martin,
2012). Furthermore, the genre learning model according to Rose & Martin (2012) can be applied in
learning to read with the following steps.
a. Building Context
This stage is the initial steps taken by the teacher and students to direct thoughts into the subject
matter that will be discussed in the reading material by presenting several types of text. The given text
can be in the form of authentic texts, adapted texts, modified texts, teacher-made texts, or texts
provided by relevant genre-based approach experts.
b. Examining Text Model/Deconstruction
This stage contains about discussion of the text given as a learning model. The discussion is
directed at all linguistic aspects that make up the text as a whole. At this stage, skills are developed
students' critical thinking through discussing and answering questions whose answers are not listed in
the text, such as who is the author, to whom is the message in the text the text is addressed, where it
can be found, in what context the text is used, is it every text or every statement that exists? in the text
is relevant to the student's life, is each statement that is in the text will be accepted by all readers,
whether what is said in the text is relevant to the student's experience or relevant to texts that have
been read before by students on the same topic.
c. Guided Practice (Joint Construction)
At this stage, students practice using all the things they have understood at the stage previously.
Students go through the stages of brainstorming, drafting, revising, editing, proofreading, and
publishing.
d. Independent Construction (Independent Construction)
At this stage, students are given the opportunity to write independently, with the guidance of a
qualified teacher minimum, only when necessary. After writing the text independently, students can
also reflect on what has been written or what has been written done, or what has been learned during
the lesson, and when comparing the text they wrote with the text written by his friend. Students can
also retell what they have written in front of the class.
15. Model Content and Language Integrated Learning (CLIL)
CLIL model according to Juan Garau & Salazar-Noguera (2015:255) is a learning model that
integrate between language and content whose purpose is to extend language learning experience and
motivation basic in communication. Learning to read in this case trying to integrate language
activities with reading learning. Read for example can be integrated with aspects of language,
literature, themes or ideas, and language skills in the learning process.
The CLIL model is focused on students' understanding of reading after going through the
reading process that, students actualize the ability to read and perform performance, both orally and
writing. Need to pay attention in integrating language and content need to integrate language learning
with its sub-disciplines or it can be interdisciplinary by means of integrate at the level of concepts,
topics, and processes.
 D. Conclusion
Deep learning model improve students' reading skills that have been and can be applied by Indonesian
language teachers, namely the Anticipation Guide model, the DRTA model, SQ3R model, ECOLA
model, Jigsaw Learning model, Index Card model Match, Card Sort models, OHRATS models,
Directed Inquiry Activity models, KWLA model, ARIAS learning model, PORPE model, reading
model based on thinking patterns, genre-based learning models, and CLIL. Some of these reading
learning models can be an option in using reading teaching materials developed with adapt to the
design of teaching materials developed.

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