132387_Modul MPK Bahasa Inggris.pdf

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ENGLISH FOR

ACADEMIC PURPOSES

MPK Bahasa Inggris

University of Indonesia

Prepared by

Grace Wiradisastra, S.S., M.Ed.

Sisilia Setiawati Halimi, Ph.D.

Dra. Çintavhati Poerwoto

Dra. D.J. Sulichah, M.Sc.

Rahmarni Sawitri, S.S.

Harumi M. Ayu, S.Hum.

Nur Basuki Rachmanto, S.S.

PENDIDIKAN DASAR PERGURUAN TINGGI

UNIVERSITAS INDONESIA

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Grace Wiradisastra

English for academic purposes/Grace Wiradisastra

Sisilia Setiawati Halimi — Jakarta: Lembaga Penerbit Fakultas Ekonomi UI, 2012.

ISBN 978-979-24-5256-3

1. Bahasa Inggris

I. Judul

II. Sisilia Setiawati Halimi

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MPK Bahasa Inggris

University of Indonesia

Prepared by

Grace Wiradisastra, S.S., M.Ed.

Sisilia Setiawati Halimi, Ph.D.

Dra. Çintavhati Poerwoto

Dra. D.J. Sulichah, M.Sc.

Rahmarni Sawitri, S.S.

Harumi M. Ayu, S.Hum.

Nur Basuki Rachmanto, S.S.

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MATA KULIAH PENGEMBANGA N KEPRIBADIAN TERINTEGRASI

Grace Wiradisastra

English for academic purposes/Grace Wiradisastra

Sisilia Setiawati Halimi — Jakarta: Penerbit Universitas Indonesia

(UI-Press), 2007.

ISBN 979-456-327-7

1. Bahasa Inggris

I. Judul

II. Sisilia Setiawati Halimi

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MATA KULIAH PENGEMBANGA N KEPRIBADIAN TERINTEGRASI The English component of the MPK program aims to prepare students to use English in an academic environment.

The objectives of the English component of the MPK program are:

1. to activate students’ English so that they will be able to communicate effectively in English; 2. to enable students to develop the learning strategies and study skills needed to finish their study

successfully and to continue learning on their own after taking the MPK program (to develop independent learners).

By the end of the course, students should be able to:

 listen to, understand and take notes of key information in academic lectures of between 5 - 10 minutes length;

 improve their listening skills through various listening material and procedures;

 speak confidently, ask questions in and contribute to small group discussions;

 use different reading strategies needed to the effective readers;

 improve their reading skills through extensive reading material;

 develop skills in connecting ideas using appropriate transitions and conjunctions;

 work as part of a group to prepare and deliver a 25-minute presentation on an academic topic using appropriate organization, language and visual aids;

 write a summary of a short academic article;

 write an expository paragraph;

 write a short essay.

Student evaluation

The following scoring system is used in assessing the students:

1. Mid-term Test 25% 2. Final Test 30% 3. Presentation Peer Evaluation 5% Teacher Evaluation 10% 4. Assignments

Paragraph & Summary Writings 10%

Essay Writing 10%

5. Reading and Learning Journal 10%

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Table of Content

Section Topic Page

Introduction Table of Content v

The English Component of MPK Program viii

Syllabus xi

Language 1. What Sort of Language Learner are You? 2 Learning Skills 2. My Language Learning Experience 4 3. Extending Vocabulary and Using a Dictionary 5

4. Using Context Clues 11

5. Vocabulary Building–Word Formation 15

Reading 1. Thinking about Your Reading Habits 20

2. Scanning 26

3. Skimming 28

4. References 33

5. Fact and Opinion 38

6. Paragraph Reading: Topic and Main Idea 44

7. Paragraph Reading: Main Idea 46

8. SQ3R–A Reading/Study System 48

9. Recognizing Organization of a Passage 49

11. Reading a Popular Science Article 51

12. Appreciating a Literary Text 54

13. Reading a Newspaper 57

14. Non-linear Text 64

15. Reading an Academic Text 70

Reading Articles for Social Science:

The Nature of Prejudice 77

Why We are Touched by the Sound of Music 81

Bones to Phones 85

Reading Articles for Hard Science:

Glass 88

Water-related Diseases 92

Structure 1. Warm-up 98

2. Reviewing Basic Grammar 99

Review of Tenses 104

3. The Passive 107

Review of Active–Passive 109

4. Types of Sentences 112

Review of Adverb Clause 118

Review of Adjective Clause 121

Reduced Clauses 125

Noun Clauses 127

Clause Review 130

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Writing 1. Principles of Paragraph Writing:

What is a Paragraph? 136

Supporting Sentences 139

Patterns of Organization 142

Concluding Sentence 144

Getting Peer Feedback 147

Symbols for Editing Writing 148

2. Summary Writing 151

3. Principles of Essay Writing:

Diagram of an Essay 156 Selecting a Topic 159 Thesis Statement 160 Paragraph Relationship 162 Essay Outlining 163 The Introduction 166

Writing the Body 170

Transition Signals between Paragraphs 171

Writing the Conclusion 173

4. Peer Evaluation Guide 176

Speaking 1. Discussion

Discussion Skills 178

The Language of Discussion 179

Mini-case for Discussion 182

Discussing a Problem 183

2. Presentation

Giving Successful Presentation 184

Useful Language for your Presentations 185

Practising your Presentation 187

Giving your Presentation 188

Listening 1. How to Hear English Everywhere 190

2. Communication and Culture 191

3. Listening to News 193

4. Listening & Note-taking 195

Selecting What to Record and Writing Your Notes 196

Linear/Outline Notes 198

Visual/Pattern Notes 199

5. Lecture Comprehension and Note-taking practice:

Lectures and Note-taking 200

English: A Global Language? 201

Right and Wrong on the Net 205

It’s in the DNA 209

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Extensive Reading

Introduction to Extensive Reading 216

Human Aggression 217

Splendor in the Glass 219

Taking Responsibility 221

Learning the Hard Way 223

Achy Breaky Heart 226

Emotional Intelligence 227

Wanted: Mars … Dead or Alive? 229

The Exodus of Languages 231

Alien Species: Fitting In 233

Is Pop Culture Dumbing Us down or Smartening Us up? (1) 235 Is Pop Culture Dumbing Us down or Smartening Us up? (2) 237 The Naked Face:

Can you read people’s thoughts just by looking at them? (1) 239 The Naked Face:

Can you read people’s thoughts just by looking at them? (2) 241 The Naked Face:

Can you read people’s thoughts just by looking at them? (3) 243

Appendices

Article Review Form Form–1 246

Peer-Evaluation Sheet for Presentations Form–2 247

Paragraph Evaluation Guide Form–3 248

Criteria for Evaluating an Essay 250

Examples of Referencing 251

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ENGLISH COMPONENT SYLLABUS

WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

I

Week

2 Language Learning

Skills

pp. vii, 1-5

Language Learning

Skills

pp. 5-10

Developing different

learning strategies to learn

a foreign language

Introducing the course and

the class participants

Learning to expand

vocabulary

-

Getting to know each other

-

Writing about language

learning experience and

competence

-

Understanding strategies to

learn the four language skills

independently

- Choosing and employing

appropriate language learning

skills

-

Learning about the course :

aims, methodology,

procedures and regulations

- Strategies for vocabulary

building

- Learning to use the dictionary

Language Learning

Skills

pp. 11-12

Reading Skills

pp. 19-32

Using context clues

Learning various reading

strategies

- Guessing meaning using

context clues

- Predicting & previewing a text

to facilitate reading

- Scanning text for specific

information

-

Learning faster reading skills

-

Skimming a text for general

ideas

Reading Skills

pp. 33-37

pp. 38-43

Extensive Reading

Learning textual cohesive

devices

Learning to read critically

Learning the importance of

extensive reading

- Identifying reference

(anaphoric & cataphoric)

- Differentiating fact from

opinion by recognizing

indicators in a text

-

Reading four articles during

the semester

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Structure

pp. 99-111

Reviewing basic grammar

-

Reviewing: Tenses

Active-passive

Week

3 Vocabulary building

skills

pp. 15-18

Structure

pp. 112-117

Reading Skills

pp. 44-47

Speaking skills

pp. 190-209

Learning to expand

vocabulary

Reviewing compound

sentences

Reading a paragraph

Learning to participate in a

discussion

- Learning word forms

- Learning different kinds of

conjunctions

- Combining simple sentences

into

compound sentences

-

Identifying topic &main idea

in a paragraph

-

Finding supporting ideas of a

paragraph

-

Reading different kinds of

paragraphs

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

4 Week

5

4.1 Structure

pp. 116-120

Listening skills

p. 191

Structure

pp. 121-124

Listening skills

p. 193

Reviewing complex

sentences

Listening to a conversation

Reviewing complex

sentences

Listening to news

broadcasts

-

Combining simple sentences

into

complex sentences (using

adverb clauses)

-

Listening for specific

information

-

Combining simple sentences

-

into complex sentences (using

adjective clauses)

-

Recognizing the organization

of a news broadcast

-

Distinguishing main ideas

from supporting details

Speaking skills

p. 183

Reading skills

pp. 48-50

Structure

p. 125

Writing skills

p.p. 136-138

Learning to participate in a

discussion

Recognizing organization

of a passage

Reviewing reduced clauses

Learning to write a basic

academic paragraph

- Solving a problem

- Making an outline of a passage

- Identifying clauses and reduced

clauses

- Reducing clauses

-

Identifying the parts of a good

paragraph

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

6 Reading skills

p. 51

Writing Skills

p. 139

Structure

Writing Skills

p. 144

Learning to read a popular

science article

Learning to write a basic

academic paragraph

Reviewing complex

sentences

Learning to write a basic

academic paragraph

- Putting all the reading skills

learnt to analyze a popular

science text

- Writing the supporting

sentences using examples,

facts, etc.

- Combining simple sentences

into complex sentences (using

noun clauses)

- Writing the concluding

sentence

- Practicing writing a paragraph

- Giving peer feedback

- Revising and editing the first

draft

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

7 Week

8 Review

Midterm Test

Preparing for the midterm

test

Evaluating students’

progress

-

Reviewing all material

- Evaluating listening, reading

and writing skills

Reading and writing

skills

Speaking skills

p. 184

Listening skills

p. 200

Learning to take notes

from a text

Writing a summary

Learning to give an

effective presentation

Learning to take notes

from a short lecture

- Identifying the organization of

a text

- Developing note-taking

techniques

- Practicing note-taking

- Learning what a summary is

- Practicing writing a summary

-

Learning key features of a

good presentation

-

Learning ways of organizing a

good presentation

-

Making a good introduction

(students are to prepare a group

presentation)

- Identifying the organization of

a short lecture

- Developing note-taking

techniques

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

9 Writing skills

p. 156

Reading skills

p. 54

Writing skills

p. 160

Reading skills

Learning to write a basic

academic essay (the five

paragraph essay)

Appreciating a literary text

and discussing various

issues related to the text

Learning to write a basic

academic essay (the five-

paragraph essay)

Learning to read a

newspaper efficiently and

effectively

- Learning what an essay is

- Identifying the parts of a basic

academic essay

- Selecting a topic

- Generating and organizing

ideas

-

Reading a literary text for

enjoyment

-

Expressing opinions and

discussing issues arising from

the text

(students are to bring an English

newspaper to class in the next

reading class)

-

Writing a thesis statement

- Skimming for a general

overview

- Scanning for specific

information

- Identifying different parts of a

newspaper

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

10 Week

11 Speaking skills

Writing skills

Reading skills

Learning to give a formal

presentation (1 group)

Learning to write a basic

academic essay (the five-

paragraph essay)

Learning to write a basic

academic essay (the five-

paragraph essay)

Learning to read different

non-linear texts

Learning to describe a

non-linear text

- Using all the skills learnt to

give a presentation

-

Learning to ask questions

- Evaluating a presentation

-

Studying a model essay

-

Writing an outline for the

model essay

-

Writing the introduction

- Understanding different non-

linear texts

-

Describing tables, graphs and

charts

Writing skills

p. 170

Reading skills

p. 77

Writing skills

p. 173

Speaking skills

p. 187

Learning to write a basic

academic essay (the five-

paragraph essay)

Learning to read an

academic text

Learning to write a basic

academic essay (the five-

paragraph essay)

Learning to give a formal

presentation (2 groups)

- Writing the body

-

Putting together all the

reading skills learnt to

understand an academic text

- Writing the conclusion

- Using all the skills learnt to

give a presentation

-

Learning to ask questions

- Evaluating a presentation

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

12 Week

13 Speaking skills

p. 180

Listening skills

p.p. 200-210

Speaking skills

Writing skills

p. 176

Giving a group

presentation (2 groups)

Learning to take notes

from a short lecture

Giving a group

presentation (1 group)

Learning to evaluate and

edit an essay

- Using all the skills learnt to

give a presentation

-

Learning to ask questions

-

Evaluating a presentation

-

Understanding a lecture

-

Practicing note-taking

- Using all the skills learnt to

give a presentation

-

Learning to ask questions

-

Evaluating a presentation

-

Giving content and language

feedback on peer essay

- Editing the first draft

Speaking skills

Reading skills

Listening skills

p.p. 190-204

Giving a group

presentation (1 groups)

Learning to read an

academic text

Learning to read an

academic text

Learning to take notes

from a short lecture

- Using all the skills learnt to

give a presentation

-

Putting together all the

reading skills learnt to

understand an academic text

-

Putting together all the

reading skills learnt to

understand an academic text

-

Understanding a lecture

-

Practicing note-taking

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WEEK

_{LANGUAGE SKILL}

_AIMS

_OBJECTIVES

Week

14 Week

15 Listening skills

Reading skills

Review

Learning to take notes

from a short lecture

Learning to read an

academic text

Rounding up the course

-

Understanding a lecture

-

Practicing note-taking

-

Putting together all the

reading skills learnt to

understand an academic text

-

Revising problem areas

-

Course Evaluation (answering

a questionnaire)

Final Exam

Evaluating student's

progress

-

Evaluating students' listening,

reading & writing skills

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1. W

HAT SORT OF LANGUAGE LEARNER ARE YOU

?

2. M

Y LANGUAGE LEARNING EXPERIENCE

3. E

XTENDING

V

OCABULARY AND

U

SING A

D

ICTIONARY

4. U

SING

C

ONTEXT

C

LUES

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Tick (

√

) your answers to the questions.

Usually Sometimes (Almost) never

Don’t know 1. Did/do you get good result in grammar

tests?

2. Do you have have a good memory for new words?

3. Do you hate making mistakes?

4. In class, do you get irritated if mistakes are not corrected?

5. Is your pronunciation better when you read aloud than when you have a conversation?

6. Do you wish you had more time to think before speaking?

7. Did/do you enjoy being in a class? 8. Do you find it difficult to pick up more

than two or three words of a new language when you are on holiday abroad?

9. Do you like to learn new grammar rules, words, etc., by heart?

How to calculate your score:

Score:

3 points for each

Usually

2 points for each

Sometimes

1 points for each

Almost never

or

never

0 points for each

Don’t know

Total Score

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Now reflect on your own past experiences in learning English. Here are some questions for you to consider:

1. How long have you been learning English? 2. How did you learn it? Did you take English

lessons? Did you have a pen friend? 3. Is there anything/anyone that helped you in

learning English?

4. Why do you think this was helpful?

5. Is there anything that made it difficult for you to learn English? If yes, what and why?

6. Were you able to overcome this difficulty? If so, what did you do? Share your experience and ideas with your friends in the group.

A. Ask and answer the following questions:

1. Do you think you are good at learning languages? Why or why not? 2. What do you think is the best way to learn a new language? Why? 3. What kinds of activities do you think should be included in your

course? Why?

B. Discuss your ideas with the rest of your class. Then read the following article about how to be a successful language learner.

A Profile of the Successful Language Learner

Some people seem to have a knack for learning languages. They can pick up new vocabulary, master rules or grammar, and learn to write in the new language more quickly than others. They do not seem to be any more intelligent than others, so what makes language learning so much easier for them? Perhaps if we take a close look at these successful language learners we may discover a few of the techniques which make language learning easier for them.

First of all, successful language learners are independent learners. They do not depend on the book or the teacher; they discover their own way to learn the language. Instead of waiting for the teacher to explain, they try to find the patterns and the rules for themselves. They are good guessers who look for clues and form their own conclusions. When they guess wrong, they guess again. They try to learn from their mistakes.

Successful language learning is active learning. Therefore, successful learners do not wait for a chance to use the language: the look for such a chance. They find people who speak the language and

they ask these people to correct them when they make mistake. They will try anything to communicate. They are not afraid to repeat what they hear or to say strange things; they are willing to make mistakes and try again. When communication is difficult, they can accept information that is inexact or incomplete. It is more important for them to learn to think in the language than to know the meaning of every word.

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Finally, successful language learners are learners with a purpose. They want to learn the language because they are interested in the language and the people who speak it. It is necessary for them to learn the language in order to communicate with these people and to learn from them. They find it easy to practice using the language regularly because they want to learn with it.

What kind of language learner are you? If you are a successful language learner, you have probably been learning independently, actively, and purposefully. On the other hand, if your language learning has been less than successful, you might do well to t

ry some of the techniques

above.

C. Home assignment: Write a one-page (approximately 250 words) summary of your experience of learning English (your strengths and weaknesses), your expectations of the course and your plans for improving your English.

E

XTENDING

V

OCABULARY AND

U

SING A

D

ICTIONARY

I. Extending Vocabulary

How do you feel about learning vocabulary?

Brigette and Adel have different feelings about learning English vocabulary. Brigette, Switzerland:

“I really like learning new words. I think it’s so important if you want to express yourself well.”

Adel, Algeria:

“I don’t think it’s necessary to learn lots of new words. I can always get round it somehow if I don’t know the exact word.”

1. What are the positive and negative aspects of these two opinions about vocabulary learning? 2. How do you feel about learning English vocabulary?

3. Find out what other people in your group feel.

What do you know about English vocabulary?

Knowing a word

What do you think ‘knowing’ a word means? Look at the following list: i. to understand it when it is written and/or spoken

ii. to recall it when you need it iii. to use it with the correct meaning iv. to use it in a grammatically correct way

v. to pronounce it correctly vi. to use it in the right situation

vii. to know if it has positive or negative associations

These points may not all be equally important to you for ‘knowing’ a particular word or phrase. Their importance may depend on whether you need to recognize a word passively or whether you want to use it actively.

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How do you prefer to learn vocabulary?

1. Personal strategies

We interviewed some students to find out what strategies they use for learning new words. Luis, Portugal:

“I have to see the word written down. If you just say it I can’t remember it.”

Anne, Belgium:

“I think I remember words best by listening and then repeating them aloud.”

Andre, France:

“I think it’s a good idea to learn vocabulary by topic, for example, types of furniture, parts of the car, because if I think back, some of them remind me of others.”

2. Some strategies to learn new words a. Grouping words

Research has shown that people often remember words in groups which have something in common. They way we group the words is always very personal.

Common features

i. Here are some words which have been sorted into groups. Can you see what each group has in common?

Group 1 Group 2 Group 3

shoe shop shout shine sheep

biology psychology geology sociology

run jump hop sprint jog

ii. Sort the following words into groups. When you have finished, find out if another learner has the same answer like you:

blackberry, banana, kitchen, walnut, hazelnut, wok, knife, gooseberry, raspberry, chestnut, saucepan, tomato, pear, peach, plate, strawberry.

Word network

Grouping word according to their meanings can be useful way to remember them. Here is an example of one way of one way of doing this.

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(2) What is the first word that comes into your mind which is connected in some way with it? Write the word anywhere you like on the paper and join it to the first word.

(3) Continue in this way, adding new words as you think of them.

Each word network you create is unique because you have thought of the words, and made the connections. Your word network can be as large as you like.

If you decide to try this strategy, test yourself later on and you will probably be amazed at how many new words you can remember.

b. Making associations

Word bag

Research has also shown that people remember words by making associations in their minds. For this activity you will need a large plastic carrier bag and some small pieces of card.

(1) When you meet a new word that you want to learn, write it, or cut it out and stick it, on a piece of card.

(2) Look at the word and try to recall the whole sentence and its meaning. Make up pictures/associations in your mind to help you remember it. Be imaginative!

(3) Put the word in your word bag.

(4) Later, take out a card. Look at the word on the card and try to recall its meaning. You will probably find that your picture/association will help you.

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3. Your own strategy

The dictionary is a source of many kinds of information about words. Look at this sample entry carefully; notice how much information the dictionary presents under the word prefix.

Your dictionary may use a different system of abbreviations or different pronunciation symbols. It is important for you to become familiar with your English dictionary and with the symbols that it uses. Look up

prefix in your dictionary, and compare the entry to the sample entry. Discuss the differences that you find.

Exercise 1

Use the sample entry above and your own dictionary to discuss this exercise.

1. When a dictionary gives more than one spelling or pronunciation of a word, is the first one always preferred?

2. Look at the same entry. How many syllables are in prefix? What symbol does this dictionary use

to separate the syllables? Which syllable is accented in the preferred pronunciation of the verb

prefix?

3. Why would you need to know where a word is divided into syllables? 4. What are derived words?

5. Dictionary entries sometimes include usage labels such as archaic, obsolete, slang, colloquial, poetic, regional, and informal. Why are these labels useful?

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Exercise 2

In this exercise you will have to read a page of a dictionary on page 10. Read each question, find the answer as quickly as possible, then write it in the space provided. These questions will introduce you to several kinds of information to be found in a dictionary.

1. Would you find the word glory on the page? ____________________________________________

2. How many syllables are there in glossolalia? ___________________________________________

3. Which syllable is stressed in the word glutarnic?

4. What are the key words that tell you how to pronounce the o in the preferred pronunciation of glycerol? ________________________________________________________________________

________________________________________________________________________________ 5. What is the preferred spelling of the plural of glottis? _____________________________________

6. What is the past tense of to glue? _____________________________________________________

7. What is the adverb derived from glower? ______________________________________________

8. What word must you look up to find glossographer? ______________________________________

9. For whom was gloxinia named? ______________________________________________________

________________________________________________________________________________ 10. From what two languages has glucose developed? _______________________________________

________________________________________________________________________________ 11. Is the intransitive verb gloze commonly used today? ______________________________________

12. How many synonyms are listed for the word glum? Why are these words defined here? __________

_______________________________________________________________________________ _______________________________________________________________________________ 13. When was Christoph Willibald Gluck born? ____________________________________________ 14. What is the population of Gloucester, Massachusetts? ____________________________________

15. List the different kinds of information you can find in a dictionary. __________________________ ________________________________________________________________________________ ________________________________________________________________________________

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USING CONTEXT CLUES

What do you usually do when you come to a word that you do not know in your reading? Do you a. look it up in the dictionary?

b. ask your teacher?

c. ask another student or a friend? d. Try to guess what it means?

If you answered a, b, or c, then you are not reading as effectively and efficiently as you could be. In fact, the

best strategy for dealing with an unknown word is to try to guess what it means. This strategy

 is fast because you don’t interrupt your reading.

 helps your comprehension because you stay focused on the general sense of what you are reading.

 helps build vocabulary because you are more likely to remember the words.

 allows you to enjoy your reading more because you don’t have to stop often.

Context clues exercises are designed to help you improve your ability to guess the meaning of unfamiliar words by using context clues. (Context refers to the sentence and paragraph in which a word occurs.) In using the context to decide the meaning of a word, you have to use your knowledge of grammar and your understanding of the author’s ideas. Although there is no formula that you can memorize to improve your ability to guess the meaning of unfamiliar words, you should keep the following points in mind:

1. Use the meanings of the other words in the sentence (or paragraph) and the meaning of the sentence as a whole to reduce the number of possible meanings.

2. Use grammar and punctuation clues that point to the relationships among the various parts of the sentence.

3. Be content with a general idea about the unfamiliar word; the exact definition or synonym is not always necessary.

4. Learn to recognize situations in which it is not necessary to know the meaning of the word.

Example: Do you know what ‘misogynist” means? If not, try to make a guess:

A misogynist is _________________________________________________________

______________________________________________________________________ ______________________________________________________________________

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Now read these sentences. Try again to guess what misogynist means.

a. She realized that her boss was a misogynist soon after she started working for him.

b. It is difficult for a woman to work for a misogynist. She is never sure of the reason for his criticism.

c. She knew that no woman would ever get a top-level job in a company owned by a misogynist.

We know from sentence a that a misogynist is a man. From sentence b we learn that a misogynist criticizes

women’s work. Then from c we understand that a misogynist has negative feelings about women.

Exercise 1

In each of the following items, there is a word you may not know. Guess the meaning of the word from the context of the sentences. Than compare your work with another student.

1. What does “ravenous” mean?

_____________________________________________________________________

 Could I have a piece of bread? I missed breakfast and I’m simply ravenous.

 The poor horse was ravenous and it ate the leaves and bark off the trees.

2. What does “gaudy” mean?

____________________________________________________________________________

 She was wearing such gaudy clothes that it was easy to find her in the crowd.

 My mother always said that old ladies shouldn’t wear bright colors. She thought that they would look gaudy and foolish.

3. What does “dike” mean?

____________________________________________________________________________

 After so much rain, the river flowed over the dike and into the fields.

 People in this area began building dikes many centuries ago. It was the only way to keep the sea out

of their villages. 4. What does “sallow” mean?

____________________________________________________________________________

 The poor child had sallow skin and very thin, bony arms and legs.

 You could tell from his sallow complexion that he had lived in an unhealthy climate for many years.

5. What does “shred” mean?

____________________________________________________________________________

 He read the letter carefully and then tore it to shreds.

 Sammy was a real mess when he came home; his clothes were in shreds and he was covered with

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6. What does “mold” mean?

____________________________________________________________________________

 The liquid plastic was poured into a mold and left there until it was hard.

 The dentist first makes a mold of his patient’s teeth. From that he makes a model of the teeth to

decide how to correct any problems. 7. What does “eaves” mean?

____________________________________________________________________________

 Some birds had built a nest high up on the eaves of our house.

 Houses in the mountains have wide eaves so the snow will not pile up against the windows.

8. What does “porch” mean?

____________________________________________________________________________

 On nice days, old Mrs. Willows always sat out on her porch and watch the people pass by.

 From the second floor porch, there was a wonderful view of the ocean.

9. What does “imp” mean?

____________________________________________________________________________

 What an imp he was! Little Tommy was always getting into trouble, but making us laugh about it.

 With her pointed little chin, bright eyes and impish expression, we didn’t know whether to believe

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Exercise 2

Guess the meaning of the word in italics using the context of the sentences.

1. Labor union leaders have been bitter foes of job specialization and scientific management, yet they

complain that job enrichment programs are management ploys to get more work out of employees

for less money.

foe _________________________________________________________________________ ploy ________________________________________________________________________

2. Self-monitoring includes designing artificial feedback where natural feedback does not occur. Production staff might have gauges on computer feedback system installed so they can see how

many errors are made on the production line.

gauge ______________________________________________________________________

3. One person’s consumption of the security provided by our national defense system doesn’t decrease the security of someone else—defense is nonrival.

nonrival ____________________________________________________________________

4. Creativity flourishes when employees are given freedom deciding how to accomplish tasks and solve

problems.

flourish _____________________________________________________________________ accomplish __________________________________________________________________

5. Employees may have reward power by extolling praise and extending personal benefits within their

discretion to other co-workers.

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VOCABULARY BUILDING – WORD FORMATION

Learning the use and meaning of words in English can be made easier, and even enjoyable, if you understand something about one way in which many English words are formed, which is called word formation.

The stem of a word is its basic form, the fundamental element which is common to all the other forms of the

word.

A prefix is a form which is fixed to the beginning of a stem.

A suffix is a form which is fixed to the end of a stem.

For example:

stem = measure suffix = measureable prefix = immeasureable

A prefix usually changes the meaning of a word, while a suffix usually changes its part of speech. For example, the suffix –able changes verbs into adjectives (breakable, enjoyable). The prefix im- changes the meaning to the opposite: measureable means “capable of being measured”; immesureable means”not capable of being measured.”

Notice the numerous words formed on the stem

Prefix + act act + suffix Prefix + act + suffix

react action reaction enact active enactment reenact actively reenactment

interact actionless reactor

transact actable reactive

activity reactivate activation reactivation actor interaction actress transaction inactive inaction By learning only a few prefixes and suffixes, you will be able to recognize or guess the meaning of hundreds of English words.

Prefixes and suffixes

In the list below are some of the most common prefixes and suffixes. The meaning is given as an area of meaning, because most often there is no single specific meaning. Find example of words that use the prefix.

Your dictionary will provide examples. Choose those which are familiar or potentially useful to you.

prefix / suffix Area of meaning Examples anti– against, opposite

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prefix / suffix Area of meaning Examples auto– self

inter– between, among mis– wrong, unfavourable re– again

–able / –ible capable of being

–ation / –tion condition, or the act of –dom state, condition,

dignity, office

–er / –or the one who………… –less without, loose from….

Changing parts of speech

As mentioned above, a suffix usually changes its part of speech. List some examples of suffixes that can change:

1. verbs into nouns: __________________________________________________________

2. adjectives into nouns: ______________________________________________________

3. nouns into adjectives: ______________________________________________________

4. verbs into adjectives: _______________________________________________________

5. adjectives into adverbs: _____________________________________________________

6. nouns and adjectives into verbs: ______________________________________________

Word stems

Prefixes and suffixes are added to word stems. Sometimes a word stem can be used by itself, such as the

word act or form. Most often a word stem can be used only in combination with a prefix or a suffix. For example, the word stem dict has a root meaning of “to say or to speak,” but it is never used alone. Prefixes

can be used before the stem (predict, contradict), or suffixes added after the stem (diction, dicator).

Most word stems in English come from Latin and Greek. If you learn the most common of these, you will be able to analyse the meaning of many words without having to look them up in a dictionary.

In the following examples, some of the most common word stems are listed. The meaning of the stem is given as an area of meaning because most often there is no one single specific meaning. In the space on the

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word stem area of meaning examples anthro man, mankind

bibl book chron time duc, duct lead

fort strong homo same

log, logy speech, word, study

phil like, love

Exercise 1

Identify the stem, prefix / suffix in each of the underlined word and explain its meaning.

1. What does the conductor of an orchestra literally do?

2. No one dares to make a prediction of the likely outcome of the next general election in Indonesia. 3. Andi bore his pain with commendable fortitude.

4. What is the inductive reasoning?

5. Cereals are food which are fortified with iron and vitamins, so they are good for children.

Exercise 2

Complete each of the following sentences with another form of the underlined word.

1. Although the critics often said unkind things about the writer’s work, he refused to be discouraged by their _____________________________

2. They told me to practice economy but I’m not sure how to _______________________

3. You need to determine the benefits of each plan before you can decide which is most _______________________

4. Synthetic rubber was not widely available before World War II. It took time to learn how to _______________________

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1. T

HINKING ABOUT YOUR READING HABITS

2. P

REVIEWING

&

P

REDICTING

3. S

CANNING

4. S

KIMMING

5. R

EFERENCES

6. D

ISTINGUISHING BETWEEN

F

ACT AND

O

PINION

7. R

EADING

P

ASSAGE

8. P

ARAGRAPH

R

EADING

9. R

EADING A

P

OPULAR

S

CIENCE

A

RTICLE

10. A

PPRECIATING A LITERARY

T

EXT

11. R

EADING A

N

EWSPAPER

12. N

ON

-L

INEAR

T

EXTS

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THINKING ABOUT YOUR READING HABITS

Reading can help much more if you can read well. That means being able to read many different materials and being able to understand them. How well you read depends a lot on your reading habits. Answer all of the questions in the questionnaire below according to your own experience.

For each statement, circle Y (Yes) or N (No)

1. I always read every word of a passage. Y N

2. Reading aloud helps me improve my reading. Y N

3. When I read in English, I track with my finger along the line. Y N

4. I use different reading methods in my native language and in English. Y N

5. When I read in English, I understand more when I read slowly. Y N

6. If I don’t know the meaning of a word in English, I always look it up in the

dictionary. Y N

7. To read well in English, I must be able to pronounce every word. Y N

8. I read books from cover to cover. Y N

9. I start reading before I have worked out what I need to know, or what I am

looking for. Y N

10. I keep checking back along the line, rereading what I have just read Y N

11. I read difficult sections before I have worked out the general gist Y N

Compare your answers with another student. Do you agree? Look at questions which you answered similarly and questions answered differently, and then, discuss your reading habits.

READING FASTER

How can you improve your reading habit? Bill Cosby, a well-known black American comedian and TV star wrote an article that explains the ways to improve our ability to deal with new information effectively. Before you read the article, discuss in groups how you can improve your reading speed.

How to Read Faster Bill Cosby

When I was a kid in Philadelphia, I must have read every comic book ever published. (There were fewer of them than there are now.)

I zipped through all of them in a couple of days, then reread the good ones until the next issues arrived.

Yes indeed, when I was a kid, the reading game was a snap.

But as I got older, my eyeballs must have slowed down or something! I mean, comic books started to pile up faster than my brother Russell and I could read them!

It wasn’t until much later, when I was getting my doctorate, I realized it wasn’t my eyeballs that were to blame. Thank goodness. They’re still moving as well as ever. The problem is, there’s too much to read these days, and too little time to read every word of it.

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Now, mind you, I still read comic books. In addition to contracts, novels, and newspapers. Screenplays, tax returns and correspondence. Even textbooks about how people read. And which techniques help people read more in less time.

I’ll let you in on a little secret. There are hundreds of techniques you could learn to help you read faster. But I know of 3 that are especially good. And if I can learn them, so can you—and you can put them to use immediately.

They are commonsense, practical ways to get the meaning from printed words quickly and efficiently. So you’ll have time to enjoy your comic books, have a good laugh with Mark Twain or a good cry with War and Peace. Ready?

Okay. The first two ways can help you get through tons of reading material—fast—without reading every word.

They’ll give you the overall meaning of what you’re reading. And let you cut out an awful lot of unnecessary reading.

1. Preview—If It’s Long and Hard

Previewing is especially useful for getting a general idea of heavy reading like long magazine or newspaper articles, business reports, and non-fiction books.

It can give you as much as half the comprehension in as little as one tenth the time. For example, you should be able to preview eight or ten 100-page reports in an hour. After previewing, you’ll be able to decide which reports (or which parts of which reports) are worth a closer look.

Here’s how to preview: Read the entire first two paragraphs of whatever you’ve chosen. Next read only the first sentence of each successive paragraph. Then read the entire last two paragraphs.

Previewing doesn’t give you all the details. But it does keep you from spending time on things you don’t really want—or need—to read.

Notice that the previewing gives you a quick, overall view of long, unfamiliar material. For short, light reading, there’s a better technique.

2. Skim—If It’s Short and Simple

Skimming is a good way to get a general idea of light reading—like popular magazines or the sports and entertainment sections of the paper.

You should be able to skim a weekly popular magazine or the second section of your daily paper in less than half the time it takes you to read it now.

Skimming is also a great way to review material you’ve read before. Here’s how to skim: Think of your eyes as magnets. Force them to move fast. Sweep them across each and every line of type. Pick up only a few key words in each line.

Everybody skims differently.

You and I may not pick up exactly the same words when we skim the same piece, but we’ll both get a pretty similar idea of what it’s all about.

To show you how it works, I circled the words I picked out when I skimmed the following story. Try it. It shouldn’t take you more than 10 seconds.

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My brother Russell thinks monster live in bedroom closet at night. But I told him he is crazy.

“Go and check then,” he said.

I didn’t want to. Russell said I was chicken. “Am not,” I said.

“Are so,” he said.

So I told him the monsters were going to eat him at midnight. He started to cry. My Dad came in and told the monsters to beat it. Then he told us to go to sleep.

“If I hear any more about monsters,” he said, “I’ll spank you.” We went to sleep fast. And you know something? They never did come back.

Skimming can give you a very good idea of this story in about half the words—and in less than half the time it’d take to read every word.

So far, you’ve seen that previewing and skimming can give you a general idea about content—fast. But neither technique can promise more than 50 percent comprehension, because you aren’t reading all the words.

(Nobody gets something for nothing in the reading game.)

To read faster and understand most—if not all—of what you read, you need to know a third technique.

3. Cluster—To Increase Speed and Comprehension

Most of us learned to read by looking at each word in a sentence—one at a time. Like this:

My—brother—Russell—thinks—monsters.

You probably still read this way sometimes, especially when the words are difficult. Or when the words have an extra-special meaning—as in a poem, a Shakespearean play, or a contract. And that’s O.K.

But word-by-word reading is a rotten way to read faster. It actually cuts down on your speed. Clustering trains you to look at groups of words instead of one at a time—to increase your speed enormously. For most of us, clustering is a totally different way of seeing what we read.

Here’s how to cluster: Train your eyes to see all the words in clusters of up to 3 or 4 words at a glance.

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My brother Russell thinks monster live in bedroom closet at night But I told him he is crazy.

“ Go and check then,” he said.

I didn’t want to. Russell said I was chicken. “Am not,” I said.

“Are so,” he said.

So I told him the monsters were going to eat him at midnight. He

started to cry. My dad came in and told the monsters to beat it. Then he told us to go to sleep. “If I hear any more about monsters,” he said, “I’ll spank you.” We went to sleep fast.

And you know something? They never did come back.

Learning to read clusters is not something your eyes do naturally. It takes constant practice.

Here’s how to go about it. Pick something light to read. Read it as fast as you can. Concentrate on seeing 3 to 4 words at once rather than one word at a time. Then reread the piece at your normal speed to see what you missed the first time.

Try a second piece. First cluster, then reread to see what you missed in this one. When you can read in clusters without missing much the first time, your speed has increased. Practice 15 minutes every day and you might pick up the technique in a week or so. (But don’t be disappointed if it takes longer. Clustering everything takes time and practice.)

So now you have 3 ways to help you read faster. Preview to cut down on unnecessary heavy reading. Skim to get a quick, general idea of light reading. And cluster to increase your speed and comprehension.

With enough practice, you’ll be able to handle more reading at school or work—and at home—in less time. You should even have enough time to read your favourite comic books—and War and Peace!

Selecting the main Idea.

Exercise

Which of the following statements do you think best expresses the main idea of Bill Cosby’s article? Why is it better than the other two?

1. Moving your eyes fast across each line will give you a general idea of the content of reading material in much less time than it would take to read every word.

2. It is necessary to choose your method of reading according to the kind of material you have to read and the amount of comprehension you need.

3. You should preview long and heavy readings, skim simple ones, and read in groups or clusters when you have to understand most of the material quite well.

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Comprehension Questions

1. Is previewing a useful technique for all kinds of reading?

2. How many 100-page reports should you be able to preview in an hour? 3. Exactly how do you preview?

4. When is it better to skim than preview? 5. How do you skim?

6. Why is it better to skim rather than preview? 7. How do you cluster?

8. What do you think the author means by “heavy” reading and “light” reading? Can you give examples of each of these?

You can tell a lot about a book from its cover, photographs or illustrations.

Exercise 1

Read the information from book covers given below and make some predictions about each book. Which book would you choose? Why? Tell a student next to you about your choice. Did you choose the same book?

Book 1

Things Fall Apart by Chinua Achebe. This book was first published in England in 1958. it is the author’s first and most famous novel. A classic of modern African writing, it is the story of a man whose life is dominated by fear and anger. It is a powerful and moving story that has been compared with Greek tragedy. The writer’s style is uniquely and richly African. Subtly and ironically, Achebe shows his awareness of the human qualities common to people everywhere.

Things Fall Apart is also a social document. It shows traditional life among the Ibo people in a Nigerian village. The novel documents life before Christianity, and demonstrates how the coming of white people led to the end of the old tribal ways.

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Exercise 2

Make predictions about what might be in the article based on the photograph below

Exercise 3

Find a book that you have not read. Use the previewing and predicting list below to find out all you can about the book from its cover.

Title: Author: Type of book:... Fiction ...Non-fiction Front and back cover information

Based on your preview, what can you predict about this book? Would you like to read it? Why?

Book 2

This Rough Magic by Mary Stewart. This novel was on The New York Times best-seller list for eight months, and the reviewer wrote that the tale is “ a magical concoction...warm and sunny for all its violence.

Stewart tells the story of a beguiling young actress, Lucy Waring, who visit Corfu for a holiday. With no warning, she stumbles into strange violence and is threatened with terror and death.

Other reviewers call this book “romantic, suspenseful, delightful....rating A” and “a polished and lively novel...luscious from start to finish.”

Book 3

Black Cherry Blues by James Lee Burke. Winner of the Edgar Award for best novel, this 1989 detective story is “full of low-lifes and rich crooks. Burke shows that ‘serious’ literary craftsmanship is compatible with the hard-boiled genre” of the crime novel.

Burke’s story leads his hero from Louisiana to Montana as he strives to escape a phony murder charge, protect his little girl, and find a professional killer. Reviewers call this novel ‘a fine book, tough and vital.’

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SCANNING

Efficient readers determine beforehand why they are reading a particular selection and they decide which strategies and skills they will use to achieve their goals.

To scan is to read quickly in order to locate specific information. Practice in scanning will help you learn to skip over unimportant words so that you can read faster. The steps involved in scanning are the following:

1. Decide exactly what information you are looking for, and think about the form it may take. For example, if you want to know when something happened, you would look for a date. If you want to find out who did something, you would look for a name. You do not read every word, only the words that answer your question.

2. Next, decide where you need to look to find the information you want. You probably would not look for sports scores on the front page of the newspaper, nor look under the letter S for the telephone number of Sandra Wijaya.

3. Move your eyes as quickly as possible down the page until you find the information you need. Read it carefully.

4. When you find what you need, do not read further.

The exercise below is designed to give you practise in scanning in everyday life.

Exercise

Read each question. Then scan the following television programs to locate the correct answer. Work quickly!

a. How many films are on? ... b. Which film would you recommend to someone who likes westerns?

... c. If you like taking photographs, which programmes should you watch?

... d. Which music programs are on? Which channel?

... e. Are there any cartoons? ... f. Is there a comedy program on between 9.00 and 10.00?

... g. How many times can you see the news?... h. If you like gardening or cooking, which channel should you watch?

... i. What sort of programme is the Friday Alternative, Channel 4 at 7.30?

... j. Which channel ends first? Which channel ends last?

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SKIMMING

It is sometimes useful to obtain a general impression of a book, article, or story before deciding whether or not to read more carefully. To skim is to read quickly in order to get a general idea of a passage. Unlike scanning, which involves searching for details or isolated facts, skimming requires you to note only information and clues that provide an idea of the central theme or topic of a piece of prose.

When you skim, it is necessary to read only selected sentences in order to get the main idea. You should also use textual clues such as italicized or underlined words, headlines or subtitles, spacing, paragraphing, etc. Do not read every word or sentence.

Once you have a general idea about an article, you may decide to read the entire selection carefully, or only to scan for specific pieces of information in order to answer questions that have occurred to you.

This exercise is designed to give you practice in skimming. The following partial entries from an encyclopedia are from biographies of famous people. Preceding each selection is a question concerning a research topic. You must skim each passage to decide if a careful reading would provide information on the topic given. Indicate your answer by checking Yes or No.

The following are examples and exercises showing specific aims of skimming. Aim I:

Specific aim: To prepare students to skim by asking them whether a particular passage should be read carefully.

Skills involved'. Skimming.

Reading the passage in one minute to find out whether students are interested in the topic.

Example: In one minute, skim this passage and indicate if the selection should be read carefully.

Would you do more research on Jane Addams if you were interested in women's contribution to modern elementary education?

___Yes ___ No

ADDAMS, JANE (1860-1935), American social worker who founded the Chicago social welfare center known as Hull House. She was born in Cedarville, III, on Sep. 6, 1860, the daughter of a prosperous merchant. She graduated from Rockford College (then Rockford Seminary) in 1881. Travelling in Europe, she was stirred by the social reform movement in England and especially by a visit to Toynbee Hall, the first university settlement. In 1889, with her college classmate Ellen Gates Starr, she founded Hull House in the slums of Chicago.

Hull House grew rapidly and soon became the most famous settlement house in America. Many reformers came there, not so much to serve as to learn. Jane Addams was the leader and dominant personality. Hull House pioneered in child labour reform and in the fight for better housing, parks, and playgrounds. It initiated steps toward progressive education and attempts to acclimatize immigrants to America.

Jane Addams was a practical idealist and an activist. She favoured prohibition and woman suffrage, and she campaigned for the Progressive party in 1912. She went beyond politics, however, for politics to her was part of a larger movement to humanize the industrial city.

She had always been a pacifist, and when World War I broke out in 1914, she became chairman of the Woman’s Peace party and president of the International Congress of Women. In 1915 she visited many countries in Europe, urging the end of the war through mediation. She remained a pacifist when the United States entered the war in 1917, and as she result she was denounced by many Americans. In 1931 she was awarded the Nobel Peace Prize (sharing the award with Nicholas Murray Buttler).