We Need to Learn English
Why we need study more english? because english is an important language. But alot of people have adifferent accent to speak english. so this is the pepper how to read english well.
CHAPTER
I
INTRODUCTION
1.1 Background
Reading is an important part of
learning english. This guide to how to improve your reading skills will help
you improve reading by using skills you use in your own language. In other
words,one of the best tips on improving reading is to think about you read in
your own language. Start by thinking about how you read different
documents. You usually read alot of
documents such as, news paper, magazine, book and other.
Some people read english with
different accent it makes us not understand when we hear they are reading
english. So with that, now i want to make reading skill paper. I hope this
paper can help us to understand and know more how to read english well.
1.2 Limitations Of
Problem
Limitations
of this problem is to knowing about the reading material from the concept of
skimming, scanning, previewing, topic, main idea, reading for specific
information reading for detail, reference, inference, inference, functional
text and assay text.
1.3 Formulation Of
Problem
The
formulation of this problem is reading material.
1.4
Benefits Of Research
The benefits of this research to know
how to read english language with fast and right concept.
CHAPTER
II
DISSCUSION
2.1 concept of skimming
Skimming is one of the tools you
can use to read more in less time. Skimming refers to looking only for the general or main ideas, and
works best with non-fiction (or factual) material. With skimming, your overall
understanding is reduced because you don’t read everything. You read only what
is important to your purpose. Skimming takes place while reading and allows you
to look for details in addition to the main ideas.
How to skim? Many people think
that skimming is a haphazard process placing the eyes where ever they fall.
However, to skim effectively, there has to be a structure but you don’t read
everything. What
you read is more important than what you leave out. So what material do you read
and what material do you leave out?
Let’s say you are doing research
on a long chapter or a web site. By reading the first few paragraphs in detail,
you will get a good idea of what information will be discussed. Once you know
where the reading is headed, you can begin to read
only the first sentence of each paragraph. Also called topic sentences, they give you the
main idea of the paragraph. If you do not get the main idea in the topic
sentence or if the paragraph greatly interests you, then you may want to skim
more.
At the end of each topic
sentence, your eyes should drop down through the rest of the paragraph, looking
for important pieces of information, such as names, dates, or events. Continue
to read only topic sentences, dropping down through the rest of the paragraphs,
until you are near the end. Since the last few paragraphs may contain a
conclusion or summary, you should stop skimming there and read in detail.
Remember that your overall comprehension will be lower than if you read in
detail. If while skimming, you feel you are grasping the main ideas, then you
are skimming correctly.
When to skim.Because skimming is
done at a fast speed with less-than-normal comprehension, you shouldn’t skim
all the time. There are many times, however, when skimming is very useful.
Suppose you are taking a presentation skills class and have to deliver
an oral report in a few days about the first computers ever made. You locate
six books and four newspaper articles about this topic. Because you must be
ready soon, you do not have time to read each word, but you need a large
quantity of solid information.
Skimming will help you locate the information quickly while
making sure you use your time wisely. It will also increase the amount of
usable material you obtain for your research.
Suppose you have an exam in a few days. You need to review the
material you learned, but you don’t want to reread everything. By skimming, you
can quickly locate the information you haven’t mastered yet and study only that
material.
While reading, ask yourself the following questions to help you
decide whether or not to skim. If you answer yes to any of these, then skimming
is a useful tool.
If you have sufficient background
knowledge or believe you don’t need the information, then skip it! That’s
right—don’t read it at all! Believe it or not, skipping material may sometimes
be the best use of your time. Just because someone wrote something doesn’t mean
you have to read it. If you pick and choose carefully what you skim
and skip, you will be pleasantly surprised at the large amount of information
you can get through in a short period of time.
2.2 the concept of scanning
Scanning is another useful tool for speeding up your
reading. Unlike skimming, when scanning, you look only for
a specific fact or piece of information without reading everything. You scan
when you look for your favorite show listed in the cable guide, for your
friend’s phone number in a telephone book, and for the sports scores in the
newspaper. For scanning to be successful, you need to understand how your
material is structured as well as comprehend what you read so you can locate
the specific information you need. Scanning also allows you to find details and
other information in a hurry.
How to
scan. Because you already scan many different types of material in your
daily life, learning more details about scanning will be easy. Establishing
your purpose, locating the appropriate material, and knowing how the
information is structured before you start scanning is essential.
The material you scan is typically arranged in the
following ways: alphabetically, chronologically, non-alphabetically, by
category, or textually. Alphabetical information is arranged
in order from A to Z, whilechronological information is arranged in
time or numerical order.
Information can be also be arranged in non-
alphabetical order, such as a television listing, or by category,
listings of like items such as an auto parts catalog. Sometimes information is
located within the written paragraphs of text, also known as a textual sense,
as in an encyclopedia entry.
Learning
to use your hands while scanning is very helpful in locating specific
information. Do you do anything with your hands to locate a word in a
dictionary? To find a meeting time on your calendar? To read a train or bus
schedule? Using your hand or finger is extremely helpful in focusing your
attention and keeping your place while scanning a column of material.
Your peripheral vision can also help you scan effectively. When your hand moves
down a list of names, you see not only the name your finger is pointing to, but
also the names above and below. Let your eyes work for you when searching for
information.
Keep the concept of key words in mind while scanning. Your purpose will
determine the key words. Suppose you are looking for the time a train leaves
from New York City for Washington, D.C.The key words to keep in mind are “from
New York City” and “to Washington,D.C.” If you are looking for the cost of a
computer printer with the code number PX-710, the key word to locate in a list
of many printers is “PX-710.”
When to
scan.?You scan when your aim is to find specific pieces of information. If you
were doing the research for an oral presentation, you could scan the index of
books, web sites, and reference materials. You would discover whether they
contain any information you want and the pages where the information can be
found.
In the
past, you probably scanned without knowing you were doing it. Now with the
information provided in this section, you can use scanning more intentionally
and frequently. The more you practice, the more effective scanning will become.
Finally, the most important benefit of scanning is its ability to help you
become a more flexible reader. Scanning adds another high gear to your reading.
Permission
to not read everything.?Because you may be used to reading every word and may
be uncomfortable leaving some words out, you need to give yourself permission
to overlook some words by skimming, scanning, and skipping material according
to your reading purpose. I give you permission to NOT read everything!
2.3 the
concept of previewing
Previewing text helps to engage
and develop the background knowledge for students of all ages. It aids students
in making predictions about the text and can pique their interest, thereby increasing
their motivation to read. In addition, previewing allows students to focus
their reading on key information. Previewing may provide clues about the text
structure, preparing the reader to mentally organize the new information. After
previewing, the student is ready to better comprehend the text. This is
particularly true for students who have limited literacy skills.
Previewing a text should not give
away too much of the content of the text. Students should be reading
purposefully, so there should be some "mystery" about what is in the
text. The Iowa Core placed increased emphasis on having student engage with
complex text and to learn how to attack difficult text through close and
repeated readings. Dr.Timothy Shanahan offers some perspective in his blog, Shanahan on Literacy.
When previewing text with a small
group or with the whole class, a teacher can be alerted to misconceptions
students may hold, and be able to address those prior to reading.
A preview may vary based on the
type of text. A preview of a narrative text might include looking at the cover
and title, reading the "teaser" on the back book cover, looking at
pictures, and/or noticing chapter names. A preview of an expository text could
also include attention to text features such as headings and subheadings, maps
and charts, picture captions, and featured vocabulary.
Subject matter may dictate the
contents of a preview. A preview of a science text might focus on tables or
charts that will be key to understanding the text, while a preview of a history
text might include noting the author and how the author's perspective might
affect the point of view of the text.
Previewing text may be combined
with other pre-reading activities, such as questioning, predicting, or
Talk-alouds
2.4 the concept of topics
A topic is the one thing the
whole paraghraph is about. It is about inifying factor, which every sentence
and idea contained in the paraghraph relate to. To find the topic of
paraghraph.
2.5 the concept of main idea
The main idea of a passage or reading is the central thought or
message. In contrast to the term topic,
which refers to the subject under discussion, the term main idea refers to the point or thought being
expressed. The difference between a topic and a main idea will become clearer
to you if you imagine yourself overhearing a conversation in which your name is
repeatedly mentioned. When you ask your friends what they were discussing, they
say they were talking about you. At that point, you have the topic but not the
main idea. Undoubtedly, you wouldn’t be satisfied until you learned what your
friends were saying about this particular topic. You would probably pester them
until you knew the main idea, until you knew, that is, exactly what they were
saying about your personality, appearance, or behavior. The same principle
applies to reading. The topic is seldom enough. You also need to discover the
main idea.
Reading Tips:
1. As soon as you can define the topic, ask yourself “What general
point does the author want to make about this topic?” Once you can answer that
question, you have more than likely found the main idea.
2. Most main ideas are stated or suggested early on in a reading;
pay special attention to the first third of any passage, article, or chapter.
That’s where you are likely to get the best statement or clearest expression of
the main idea.
3. Pay attention to any idea that is repeated in different ways.
If an author returns to the same thought in several different sentences or
paragraphs, that idea is the main or central thought under discussion.
4. Once you feel sure you have found the main idea, test it. Ask
yourself if the examples, reasons, statistics, studies, and facts included in
the reading lend themselves as evidence or explanation in support of the main
idea you have in mind. If they do, your comprehension is right on target. If
they don’t, you might want to revise your first notion about the author’s main
idea.
5. The main idea of a passage can be expressed any number of ways.
For example, you and your roommate might come up with the same main idea for a
reading, but the language in which that idea is expressed would probably be
different. When, however, you are asked to find the topic sentence, you are being
asked to find the statement that expresses the main idea in the author’s words.
Any number of people can come up with the main idea for a passage, but only the
author of the passage can create the topic sentence.
6. If you are taking a test that asks you to find the thesis or theme of a reading, don’t let the terms confuse
you, you are still looking for the main idea.
2.6 reading
for specific information reading for detail
- What is reading for specific information?
Reading for specific information involves
understanding what information, or what kind of information, you’re looking
for, locating it and then reading the relevant part carefully to get a full and
detailed understanding. Sometimes, reading for specific information also
involves reading to see if information is contained in a text.
- Why is reading for specific information important?
In real life, we often only read parts of texts (the
parts that provide the information we’re interested in). For example, if you
want to know what’s on TV tonight, you won’t look at the programmes listed in
the TV listings for earlier in the day. In reading tasks in English exams, time
pressure forces candidates to find information quickly so doing this helps in
both real-life and exam situations.
What is suggested about reading tasks in exams?
A.
The exam rules determine which skills you need
to use.
B.
They require skills not used in normal
everyday life.
C.
They usually give you plenty of time to
achieve the task.
- How do you read for specific information?
After identifying the information you need, it’s
helpful to determine which part of the text it is in. Headings can help with
this, as can reading for gist. The main reading skill employed is scanning.
This involves moving very quickly over the text, ignoring unknown vocabulary
and focusing solely on key words, phrases and ideas. Scanning should enable you
to find the specific information. Then read that part more carefully to get a
full understanding.
Reading for gist can be helpful in
A.
Locating a specific word or phrase.
B.
Working out unknown vocabulary.
C.
Finding the general
location of an idea.
- How is reading for specific information important in Advanced?
It’s particularly important in Parts 5, 6 and 8. In
Part 5, you need to find the answers to multiple-choice questions. This will
almost certainly involve scanning the text and reading the relevant part
closely to find the required information. In Part 6, the specific information
relates to the writers’ opinions and attitudes. In Part 8, you won’t have
enough time to read the whole text slowly to find each answer so you need to
scan to find specific information and then read it carefully for detail.What is
suggested by the information about Part 6?
A.
Specific information is always factual and
objective in nature.
B.
Specific information is rarely factual and
objective in nature.
C.
Specific information does not have to be
factual and objective in nature.
2.7 the concept of
reading for details
Careful reading or reading
for detail is probably the most commonly used reading strategy. This is a
slower reading process that starts at the beginning of passage and proceeds to
the end. When reading for detail, student should reading every sentence, but
they should not try to know the exact meaning of each word. Even native
speakers infer the meaning of unknown words as they read. Reassure your student
that even when reading for information, they do not know every word on the page
but should try and guess its meaning from the context, a valuable skill in and
of itself. If students put too much pressure of themselveswhen it comes to new
vocabulary, the dictionary may become more of burden than the blessing. When
reading for detail, student should aim to undersatnd about eighty percent of
the information they read. If they need an answer to a particular question that
they have missed, they can always go back and scan of it.
Reading may sometimes
seem as easy as a, b, c, but infact there are strategic ways to make your
students reading more useful and productive. By teaching skimming and scanning
in addition to reading for detail, you will give your students the strategies
they need to be successful learners.
2.8 the concept of inference
An inference is an idea and conclusion drawn from evidence adn
reasoning. In inference is an educated guess.
We learn about somethings try experiencing them first hand, but we
gain other knowledgeby inference the procces of infering things based on what
already known. When you make an inference, you are reading the lines or just
looking carefully at the facts and coming to conclussion. You can also make
faulty inferences. If you hear a person’s weight is 250 pounds, you might make
the inference that they’re overweight.
2.9 the concept of essay text
An essay is generally a short piece of written from an authors
personal point of view, but the definition is vague, overlapping with those of
an article, a pamphlet and ashort story.
Essays can consist of anumber of elements, including : liberary
criticism, critical manifestos, learned arguments, observations of daily life,
recollections, and reflections of the author.
CHAPTER
III
CLOSSING
3.1
Conclusion
Reading
english with the right concept will create the right accent it makes another
people who hear it, can understand what they read.
3.2
Suggestions
Reading
english languange must with the right concept because if not it can be lowest
or fastest and so hard to understand fo the listeners.
REFERENCES
file:///C:/Users/asus/Downloads/Previewing%20Text%20%20%20AEA%20267%20English%20Language%20Arts.htm (accesed on July, 31th 2016)
file:///C:/Users/asus/Downloads/Reading%20Resources%20%20Main%20Idea.htm (accesed on July, 31th 2016)
file:///C:/Users/asus/Downloads/Skimming
And Scanning Two Important Strategies
For Speeding Up Your Reading
HowToLearn.com.htm (accesed on July, 31th 2016)
file:///C:/Users/asus/Downloads/Bayani%20Almost%20Juciwa%20%20Makalah%20Reading%203%20%20%20Skills%20of%20Reading%20Comprehension.htm (accesed on July, 31th 2016)
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