Introduction For RRL

Related Literature
Instructional materials are essential and significant
tools needed for teaching and learning of school subjects to
promote teachers’ efficiency and improve students’
performance. It can make learning more interesting, practical,
realistic and appealing. Instructional materials also enable
both the educators and learners to participate actively and
effectively in lesson sessions. It can give the learners a
room for acquisition of skills and knowledge and development
of self- confidence and self- actualization. Ibeneme (2000)
defined teaching aids as those materials used for practical
and demonstration in the class situation by students and
teachers. Ikerionwu (2000) saw instructional materials as
objects or devices that assist the educators to present a
lesson to the learners in a logical and manner.
In his own perspective, Fadeiye (2005) cited that
instructional materials as visual and audio-visual aids,
concrete or non-concrete, used by teachers to improve the
quality of teaching and learning activities in Social Studies.
Agina-Obu (2005) submitted that instructional materials of all
kinds appeal to the sense organs during teaching and learning.
Isola (2010) also described instructional materials as objects
or devices that assist the teachers to present their lessons

logically and sequentially to the learners.Oluwagbohunmi and
Abdu-Raheem (2014) acknowledged that instructional materials
are such used by teachers to aid explanations and make
learning of subject matter understandable to students during
teaching learning process.
According to Abdullahi (1982), instructional materials
are materials or tools locally made or imported that could
make tremendous enhancement of lesson impact if intelligently
used.
Similar to what Agun (1988) refers to them as learning
materials, and usage help learners to learn faster and better.
Johnson (1989) also believes that instructional materials are
the collections and selection of resources from available
resources which are applied and integrated into a systematic
process of teaching and learning to make learning effective.
Moreover, Adekola (2008) states that instruction is a
deliberate arrangement of experience within the learning
space, classroom, and laboratory, workshop that aimed at
helping learners to achieve desirable changed in behaviour or
performance. Similar to Vilo (2008) says that Media is used
to think about television, satellite communication, computer
and other sophisticated modern technologies. Instructional
materials are any devices with instructional content or
function that is used for teaching purposes including books,

supplementary reading materials, audio visual and other
sensory materials, script for audio and television
instruction, programme for computer manage sets of materials
for construction and manipulation (Gbamanja, 2001).
Reading
Reading is one of the Basic Skills of English. It is
categorized as input skill. It means when people read
something they will get information from it. Nunan (2004: 68)
states, reading is a fluent process of reader combining
information from a text and their own background knowledge to
build meaning.
In the reading, readers combine the information from the
text and the information from their existing background
knowledge. As a skill, reading can be trained and developed.
People who want to be a good and effective reader, they must
master reading skill and its strategies and techniques. Each
reading passage has its own strategies and techniques to read
it. Soedarso (2004: 12) in his book Membaca Cepat (Speed
Reading), states that in the modern era people need to read
fast and effective because they have limited time. They need
to select the appropriate strategies and techniques in reading
according to their purpose.

Reading Comprehension
The main purpose of reading is to get comprehension. When the
students read a passage, they decode written information and
it is combined with the students’ background of knowledge in
their brains to produce comprehension. Anderson in McKay
(2006: 224) stated, reading is both process and product. The
product of reading is called reading comprehension, or an
internal construction of meaning; that is, there has been
understanding of what has been read. Smith and Robinson
(1980:5) defined reading comprehension as the understanding,
evaluating, and utilizing of information and ideas gained
through an interaction between the reader and the author.
Furthermore, Harris and Smith (1972:243) stated, reading is a
process intimately linked to think, and there three factors
influencing comprehension, i.e. background experience, ability
to use language, and intelligence.
To comprehend the written forms, there are so many skills
that can be used by the students. According to Johnson
(2008:110-111) reading comprehensian skills are strategies
readers use to retrieve information and construct meaning from
expository text. They are thinking process, broked down into
steps to comprehend. These comprehension skills can be easily
learned and flexibly sellected to a varieaty of reading
situations. Brown (2001: 308) stated, perhaps the most

valuable strategies for learners (as well as native speaker)
are skimming and scanning strategies. Several skills above can
be improved, trained and developed as the way the students
grow. Improving reading comprehension skills is valuable to
make them good reader and effective reader.
Day and Bamford, (2003) explains that reading as a simple
skill of decoding written marks on a page to a view of reading
as a complex process of information processing. Meaning is no
longer something to be extracted from a text, but it is the
result of each reader’s interaction with the text. In other
words, readers draw on their own knowledge of the subject and
knowledge on how information in texts tends to be structured
to construct meaning.
Grabe (1991) argues that reading instruction is not about
getting learners to behave as expert readers as quickly as
possible but rather a process in which learners need first to
go through a transitional phase where they are given a chance
to develop automaticity in letter recognition and word
identification.
Good or efficient reading requires that in order to
comprehend a text, a reader should connect new text with past
experiences in order to interpret, evaluate, synthesize and
consider alternative interpretations. While doing this task,

students need some strategies to help them make their reading
comprehension easy (Presley and Afflerbach, 1995).
Rayner, et.al (2001), also believe that reading
comprehension is the culmination of all the reading skills and
the ultimate goal of learning to read. Reading comprehension
is defined as the level of understanding of a text.
It is where understanding comes from the interaction
between the words that are written and how they trigger
knowledge outside the text, hence, reading for comprehension
is observed to be a multifaceted process (Nduka, 2003;
Offorma, 2009).
Accordingly, Nist and Holschul (2000) added that
interpretation of meaning which comes after the reader must
have constructed meaning from the reading passage, includes
the ability of the reader to understand the meanings of words
and realize the effect of the context upon meaning, to make
inferences or predictors; to identify the tone of the passage,
and to determine the authors attitude towards the reader.

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Related Literature

Instructional materials are essential and significant

tools needed for teaching and learning of school subjects to

promote teachers’ efficiency and improve students’

performance. It can make learning more interesting, practical,

realistic and appealing. Instructional materials also enable

both the educators and learners to participate actively and

effectively in lesson sessions. It can give the learners a

room for acquisition of skills and knowledge and development

of self- confidence and self- actualization. Ibeneme (2000)

defined teaching aids as those materials used for practical

and demonstration in the class situation by students and

teachers. Ikerionwu (2000) saw instructional materials as

objects or devices that assist the educators to present a

lesson to the learners in a logical and manner.

In his own perspective, Fadeiye (2005) cited that

instructional materials as visual and audio-visual aids,

concrete or non-concrete, used by teachers to improve the

quality of teaching and learning activities in Social Studies.

Agina-Obu (2005) submitted that instructional materials of all

kinds appeal to the sense organs during teaching and learning.

Isola (2010) also described instructional materials as objects

or devices that assist the teachers to present their lessons

Abdu-Raheem (2014) acknowledged that instructional materials

are such used by teachers to aid explanations and make

learning of subject matter understandable to students during

teaching learning process.

According to Abdullahi (1982), instructional materials

are materials or tools locally made or imported that could

make tremendous enhancement of lesson impact if intelligently

Similar to what Agun (1988) refers to them as learning

materials, and usage help learners to learn faster and better.

Johnson (1989) also believes that instructional materials are

the collections and selection of resources from available

resources which are applied and integrated into a systematic

process of teaching and learning to make learning effective.

Moreover, Adekola (2008) states that instruction is a

deliberate arrangement of experience within the learning

space, classroom, and laboratory, workshop that aimed at

helping learners to achieve desirable changed in behaviour or

performance. Similar to Vilo (2008) says that Media is used

to think about television, satellite communication, computer

and other sophisticated modern technologies. Instructional

materials are any devices with instructional content or

function that is used for teaching purposes including books,

sensory materials, script for audio and television

instruction, programme for computer manage sets of materials

for construction and manipulation (Gbamanja, 2001).

Reading is one of the Basic Skills of English. It is

categorized as input skill. It means when people read

states, reading is a fluent process of reader combining

information from a text and their own background knowledge to

In the reading, readers combine the information from the

text and the information from their existing background

knowledge. As a skill, reading can be trained and developed.

People who want to be a good and effective reader, they must

master reading skill and its strategies and techniques. Each

reading passage has its own strategies and techniques to read

it. Soedarso (2004: 12) in his book Membaca Cepat (Speed