2.2 Reading Strategies

2.1.2 Reading Strategies
2.1.2.1 Kinds of Reading Strategy
Buehl (2001) has classified abundance strategies that can be used in a reading class. He made such indexes that classify majorly strategies based on students’ activity and their cognitive process.
2.1.2.1.1 Reading Strategies Based on Students Activity
There are eight general activities in a reading class. They are developing vocabulary, brainstorming of ideas, learning cooperatively, promoting discussion, interactive reading, encouraging writing, representing information graphically, and building study skills. To ease students engage with the activity, teachers need to introduce them with specific activities that might best see in below table.

Table
It can be inferred that SMART can be properly used as it combines two activities that can be done as one. Using SMART then, a reading class is purposed to hold in groups and it will create interactive-active atmosphere.
2.1.2.1.2 Reading Strategies Based on Cognitive Process
Cognitive process deals with how the brain works. When a student learns something new, he will get through these phases.

Figure 2.3 Buehl’s Cognitive Process of Learning
Then, for each phase, some strategies is provided to maximize the process of thinking for students. Those strategies have been categorized as
The first process is microprocesses including chunking and microselection. It happens in the first protocol Read as the students read the text aloud so the teacher may know whether or not the students have comprehended the text. Then the next activity Self Translate in the protocol include the three comprehension processes: innegrative [rocesses, macroprocesses, and elaborative processes. The last activity Troubleshoot in the protocol represents metacognitive processes as the students may analyze their problems and find the solution toward it.
2.1.4 Reading Materials
Reading materials can be anything. It can be in the form of books, magazines, newspaper, advertisement, pamphlets, and so many others. The important part of reading materials is the existence of texts. Texts, then, majorly can be divided into interpersonal texts, transactional texts, short functional texts, and long functional texts. Dealing with the use of SMART strategy, long functional text will be the text chosen as students’ reading material.
2.1.4.1 Long Functional