Selasa, 28 April 2015

TEACHING READING

*      Reading is a set of skills that involves making sense and deriving meaning from a printed word. (Brown )
*      Reading is a fluent process of readers to combine information from a text and their own background knowledge to build meaning. (According to Anderson in Nunan)
*      Reading is the process to get information, to catch the content.
*      Reading is useful for language acquisition. Provided that students m ore or less understand what they read, the more they read, the better they get at it. Reading also has a positive effect on students’ vocabulary knowledge, on their spelling and on their writing

    B.     BACKGROUND TEACHING READING
Reading comprehension refers to read meaning, understabding and entertanment. It involve higher-order thinking skills and is much more complex than merely decoding specific words.
*      Reading for pleasure
Thinking about how much fun it is to read or a listen to good a story. It make be able to make the connectionthat reading in general can provide pleasure.
*      Reading for information
Reading this book is to get information. This is enhanced if students have a chance to choose what they w ant to read, if they are encouraged to read by the teacher, and if some opportunity is given for them to share their reading experiences. Although not all students are equally keen on this kind of reading, we can say with certainty that the ones who read m ost progress fastest.
*      Intensive reading is usually accompanied by study activities. We may ask students to work out what kind o f text they are reading, tease out details o f meaning, look at particular uses o f gram m ar and vocabulary, and then use the inform ation in the text to move on to other learning activities. We will also encourage them to reflect on different reading skills.
*      Extensive reading refers to reading which students do often (but not exclusively) away from the classroom. They may read novels, web pages, newspapers, magazines or any other reference material. Involves reading for information.
  C.     THE GENRE OF THE TEXT
A reader must be able to anticipate those convention in order process of meaning effeciently.
*      Academic reading
General interst article (in magazine, newspaper,)
Reference material (dctionary)
Textbooks, essey, papers, text direction, editorials and opinion writing
*      Job-related reading
Messages
Letter/email, memos, report, schedules, label, sign, announcement, form, financial documents
*      Persoanl reading
Newspaper, magazine, letter, email, novel, short stories, quistionare
among the distinctive graphemes and onthographic pattern of english
Retain chunks of language of different lengths in short term memory
Process writing at an effecient rate of speed to suit the purpose
Recognize a core of words, and interpret word of patterns and their significant

D.    MICROSKILLS READING
*      Discriminate among the distinctive graphemes and onthographic pattern of english
*      Retain chunks of language of different lengths in short term memory
*      Process writing at an effecient rate of speed to suit the purpose
*      Recognize a core of words, and interpret word of patterns and their significant
*      Recognize grammatical word classes, system, patterns, rules, and elliptical forms
*      Recognize that a particular meaning may be expressed in different grammatical forms
*      Recognize cohesive device in written discourse and their role in signaling the relationship between and among clauses
MACROSKILL
*      Recognize the rethorical forms of written discourse and their significance for interpretation
*      Recognize the communicative function of written text
*      Infer context that is not explicit by using background knowledge
*      From described events, idea, deduce causes and effects
*      Distinguish between literal and implied meanings
*      Detect culturrally specific reference and interpret them in a context of a appropriate cultural schemate
*      Develop and use a battery of a readin strategies

  E.     STRATEGIES READING COMPREHENSION
*      Identify your purpose in a reading text
*      Apply speeling rules and convention for bottom-up decoding
*      Use lexical analysing
*      Guess at meaning
*      Skim the text for the gist and for main ideas
*      Scan the text for specific information
*      Use silent reading tecqniques for rapid processing
*      Use marginal notes, otlines, charts maps for understanding and retaining information
*      Distinguish between literal and implied meaning
*      Capatalize on discourse markers to process relationships


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