Novalita Fransisca Tungka,A Suggested Model For Teaching 1 A SUGGESTED MODEL FOR TEACHING EXPOSITORY TEXT COMPREHENSION FOR EFL UNIVERSITY STUDENTS Novalita Fransisca Tungka Sintuwu Maroso University, Sulawesi Tengah Abstract: Reading course in university level is supposedly designed to promote EFL students’ reading comprehension skills and strategies, in order to assist them in comprehending information as delivered by reading text. However, it is considered that EFL students often face have difficulties in comprehending English text, specifically English expository text. Therefore, appropriate model for teaching expository text comprehension for the students who experience difficulties in comprehending expository text is highly needed. Appropriate comprehension instructions, such as questioning and analyzing text structure, should become the focus of teaching reading to students to achieve this main goal of reading course objective. If these instructions are combined with video, under the framework of experiential learning theory, students will have rich experiences in promoting their reading comprehension skills and strategies. This article discusses the possibility of integrating video in reading course and proposes the possible activities of integrating video with reading comprehension activities. Keywords: video, expository text, reading comprehension, analyzing text structure, questioning Reading is fundamental in the learning process, since the ability to understand reading text highly influences the readers’ success in educ ation in furthermore in their life. Current EFL and ESL reading programs generally focus on developing the students’ reading skills such as reco gnizing main ideas, supporting information, and organizational patterns in order to understand the meaning of a written text. To enable the students to develop those skills in comprehending the text, reading activity should become an interactive process between the teacher and the students, between the students, and between the students and the texts. However, since reading is a skill, it is not automatically possessed and mastered by the reader. As a result, reading activity can be very challenging for readers, especially for EFL students. THEORETICAL FRAMEWORK The theories and models of L2 reading comprehension have emphasized that the comprehension process of reading is an interactive process of bottom-up (from text to reader) and top-down (from reader to text) processing (Hudson, 2011; Grabe; 2009; Tracey & Morrow, 2006; Kintsch & van Dick, 1978), rather than merely bottom-up or top-down. Interactive model of comprehension