Tugas 4 : Reading Comprehension Concept

Ferbawanti. S (47)

Reading Comprehension concept

Reading comprehension is a complex process in which the reader uses his ability to find information, it means that the reader must be able to comprehend the meaning of printed words. Some definitions of reading comprehension given by some researchers are provided below:
a) Clara Wong Kee (1997: 9) states that reading comprehension is a process of making sense of a written text. However, it is not a passive one-way decoding process. Instead, it is an active two-way process in which the reader and the text interact ie. the reader tests clues from the text against his knowledge to arrive at an understanding of the text acceptable to the reader.
b) Eksay in Amir (2004: 6) states, “Reading comprehension in general is viewed in this research as the resulting from the four way interaction between readers, text, task, structured activity. The success of this interaction depends of the availability of quality of content and strategist schemata to new problem solving situations.
c) Simanjuntak (1998: 4) states that reading comprehension is not just reading with aloud voice but reading is established to understand the meaning of words, sentences, and paragraph as well as sense relationship among the ideas. Whenever a student just read loudly but cannot understand the content of the text, it means that he fails in comprehending the passage.

We can also define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension entails three elements: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehension is a part.

*From the passages above, it can be assume that reading comprehension is reading process in which the readers use their capability and ability when they are reading in order to making sense of a written text.

Reference :

Novthami, M.Yosta.(2011). Definition Reading Comprehension. Retrieved from : (http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html)

Tugas 3 : The Theory of Efficient and Effective Reading

Name : Ferbawanti Srikandi (09250018)

Efficient Reading

According to Jill S.Russ (April 7, 2012), efficient readers are not only reading faster, but they are also reading with better comprehension. An efficient reader has learned the art of reading text in much the same way that most of us look at objects in the world around us. When an efficient reader comes across the word "blue", they don't repeat the word "blue" to themselves, then think about the meaning. Instead, an efficient reader will understand and visualize the color much in the same way most people do when they look up at a blue sky. When you look up at a blue sky, you are typically not saying "blue sky", then thinking about the meaning, but instead you simply absorb the meaning immediately and effortlessly.

And according to Ken Goodman (1997), efficient readers derive meaning using the least amount of time, energy, and visual input.

Effective Reading

According to the Commission on Reading of the National Council of Teachers of English (May 1, 2004), effective reading instruction helps learners make sense of written language.  It builds on what learners know at any given time to help them learn more. Effective instruction is grounded in a professional knowledge of how we read and how we learn to read. It is best provided by knowledgeable, caring teachers who organize instruction to meet the varying needs of all their students.

References :

Goodman, Kenneth.(1997). On Reading. Retrieved April 19, 2012 from: (http://www.amazon.com/On-Reading-Kenneth-S-Goodman/dp/0435072005)

Russ, Jill.(April 7, 2012). Efficient Reading = Reading Faster + Better Comprehension. Retrieved April 19, 2012 from: (http://www.mrsruss.com/Parents/efficien.htm)

The Commission on Reading of the National Council of Teachers of English.(May 1, 2004). On Reading, Learning to Read, and Effective Reading Instruction: An Overview of What We Know and How We Know It. Retrieved April 19,2012 from: (http://www.ncte.org/positions/statements/onreading)

From the passages above, I can assume that:

Efficient reading is reading with using the least amount of time and energy but get better comprehension. And effective reading is reading in order to comprehend or to understand what we read while we read. Depending on what you are reading and why, you will find some of the following strategies useful.

Tugas 2 : Skimming and Scanning Reading Strategy

Name : Ferbawanti. S (09250018)

Skimming and Scanning For Better Speed Reading

A big element of effective speed-reading is only reading those pieces of text that you actually need to read and not reading that which you don't need to read.

To help you find the information you actually need to read and to avoid the information you don't need to read it is important to practice skimming and scanning when reading text.

Skimming and scanning are actually two very different ways of going through text. Scanning while speed reading is the process of looking for a specific piece of information, like looking up a word in the dictionary for example. You don't read every word; you "scan" through the text to look for what you want and stop once you have found and absorbed the information you are looking for.

Skimming on the other hand involves going through the book page by page just looking at chapter titles and sub titles and categories and pictures and diagrams to get a general feel for the text and its layout to familiarize yourself with its structure. And to also help get an overview of the subject matter the book is on. And to get a general impression of what the text contains.

To help you be more effective and get the most out of both skimming and scanning text it can be useful to know what your purpose is for reading the book. Knowing why you are reading a book and what you are looking for will help to get your brain alert for any information that your are looking for in the text as you read.

References : Mc, Dan. (April 25, 2009). Speed Reading : Skimming and Scanning For Better Speed Reading. Retrieved April 12, 2012 from: (http://ezinearticles.com/?Skimming-and-Scanning-For-Better-Speed-Reading&id=2252181)

From the passages above, I tried to conclude that :

1.      Skimming is used to quickly identify the main ideas of the text in a limited amount of time.

2.      Scanning is a process of looking for a specific piece of information.

Tugas 1 : The differences between intensive and extensive reading

Name : Ferbawanti. S (09250018)

Programs Focused on Intensive Reading

o    Intensive reading calls attention to the details of a text such as grammatical forms, literal meaning and vocabulary. Programs focused on intensive reading ask students to read shorter texts, typically under 500 words. Texts are often re-read and analyzed for meaning. The Reading Recovery Program that some school districts use to help their lowest achieving students uses many intensive reading techniques. In the program, students work with a trained Reading Recovery teacher for a half-hour per day for 12 to 20 weeks until they achieve grade level. Working with the teacher one on one, the student practices letter identification and learns the connection of words and sounds. The specialist and student discuss the reading and its meaning. Professors Stanley Swartz and Adria Klein of the U of California---San Bernadino report that the program works and is cost effective because it is a limited-time intervention.

Programs Focused on Extensive Reading

o    Extensive reading intends to provide a broad, general understanding of a text. Rather than focusing on details, it focuses on getting the gist of the reading. School programs that use parent volunteers often offer help with extensive reading. The emphasis in these programs is on reading widely. It's rather like the summer reading programs offered by public libraries. Often there is an expression component that calls for the student to either speak or write about what she has read to reflect her understanding of the reading material.

Programs That Combine Intensive And Extensive Reading

o    Not surprisingly, most teachers use a combination of intensive and extensive reading practice with their students. Once the intensive reading practice gets students to an adequate level for successfully reading on their own, they are encouraged, or required, to read widely. The overall goal is not only reading competence, but also to instill in students a love of reading as well as an appreciation for the pleasures of reading and its practical value as a tool for learning.

Reference : Rossiter, Charlie.(2007). Types of Reading Programs. Retrieved April 12, 2012, from : (http://www.ehow.com/list_6376531_types-reading-programs.html)

From the passages above, I tried to conclude that :

1.       Intensive reading is reading which involves students reading with concentration and great attention in order to understand exactly the meaning of the text. In intensive reading, short and easy text areusually used. After reading, the students are asked to answer some questions related to the text.

2.       Extensive reading is reading which involves students reading long text such as books, journals, articles, papers. The aim is for general understanding with the intention of enjoying the text. After reading, the students are asked to write a summary of the text.