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, 31^th 2016)

file:///C:/Users/asus/Downloads/Reading%20Resources%20%20Main%20Idea.htm (accesed on July, 31^th 2016)

file:///C:/Users/asus/Downloads/Skimming And Scanning  Two Important Strategies For Speeding Up Your Reading   HowToLearn.com.htm (accesed on July, 31^th 2016)

file:///C:/Users/asus/Downloads/Bayani%20Almost%20Juciwa%20%20Makalah%20Reading%203%20%20%20Skills%20of%20Reading%20Comprehension.htm (accesed on July, 31^th 2016)