UNIT 10 TEACHING READING
C. Three General Strategies for Reading
f. Review
Regular review times should be included in the classroom as an effective method for information retention. Regular reviews assist students in remembering more knowledge, hence altering the nature of exam preparation. Preparing for an exam might include a review of familiar information and rehearsal tactics such as trying old tests, rather than relearning material that has been lost since students haven't looked at it since reading or writing it down. As the course progresses, the amount of content to review grows, while the amount of time required to review prior material decreases. Students should review their outlines and notes and be prepared to relate what they have learned in their own terms.
Students should look for connections in the content. If they are unable to do so, the teacher may need to demonstrate how to look for relationships to the students. Students should practice recalling key ideas and minor points to test their memory.37
C. Three General Strategies for Reading
- Evidence that supports your idea
b. Take advantage of the Table of Contents and Indexes
The use of a table of contents and an index allows you to go directly to the relevant information. This can save time and support a more focused approach. Use the notes you get from lectures to identify key words in the table of contents and indexes.
c. Previewing (pratinjau)
Take a quick look at your material in a few minutes.
Don't take notes, don't underline, just read at a glance the material. Read at a glance (sekilas)by thinking about your purpose for reading. Read at a glance your material by reading the abstract section (introduction), list of goals, titles, sub-titles, conclusions, and questions at the end of the chapter. Pay attention to pictures, graphs, and diagrams by reading the caption on each picture or graph. Often it will be easier to understand an idea if it is expressed with pictures or diagrams. Reading at a glance will give you an overview of a chapter, article, or other reading material and will tell you the direction of the material.
d. Skimming (fast reading)
Speed reading or skimming is a process to find out the location of specific information from a number of reading material. You might look for definitions, research results from an author, keywords, and so on. You can use your fingers and eyes to move quickly page after page until you find the relevant part. Then you read more slowly to read the relevant section thoroughly. The key of this skimming is Look for phrases such as "on the other side ...",
"conclusions", "Basics ..." and "finally ..." to help you more easily and quickly understand the author's arguments and conclusions. Skimming is different from reading thoroughly
and should only be done to save time for finding the location of information.
e. Take notes
Writing notes will help you to be more focused and read actively.
- Be selective and don't write all information. Don't be a photocopy man, if indeed you need all the words then just copy your reading
- Identification of major and minor arguments and supporting evidence
- React to what you read (agree, disagree, or question).
- Make sure you do not record repeatedly as a way to understand a complex problem.
- Use highlighter pens (highlighter) and write notes above Post-it to help you read more actively.
6. Discussing Notes
You need to review and discuss your notes to remember and position them in the perspective of the essay. The discussion will show: Have you answered the questions; Are your questions relevant to the purpose of your reading; Identify weak parts and concepts that are not fully understood.
2. Speed Reading (Quick Reading)
Learning to increase your reading speed can save the time you need to read, but it is only useful if you can understand and remember what you read as much as you need.
3. Critical Reading (Critical Reading)
The concept of Critical Reading is a way to look for an idea / understanding of a library material by not seeing a library material / sentence as it is listed but seeing if there are other ideas / understandings. This is usually the answer to an assignment that asks for your opinion of an article or when you are asked to do an
analysis. Critical reading is not only read it carefully and thoroughly, but you have to actively look for patterns and analyze the "evidence" in the text.
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SYNOPSIS
This reference book is entitled “Teaching of English as a foreign Language”. This book is prepared for the students whose English language is a major program as a reference book. Contents of this book, including description of teaching foreign language, principal views of language teaching, methodology, approach, method, procedure and technique, theories of learning .
Four units of this book, the author included theories of leaning, such as behaviorism, cognitivism, constructivism, and humanism.
Behaviorism learning theory including learning theory by Edward Lee Thorndike, learning theory by Waston, learning theory by Clark Leaonard Hull, learning theory by Edwin Ray Guthrie, learning theory by Burrhusm Frederic Skinner, and application of behavioristic theory in learning activities.
Cognitivism learning theory comprises of leaning theory by Jean Piaget's theory of development, learning theory by Jerome Bruner, learning theory by David Ausubel, application of Cognitive learning theory in Learning.
Constructivism learning theory including, characteristics of expected future human, constructing of knowledge, learning process according to constructivistic learning theory, knowledge construction by Lev Vygotsky, and comparison of behavioristic learning and constructivistic earning.
Humanism learning theory including definition of learning according to humanistic theory, David A. Kolb's view on learning, Peter Honey and Alan Mumford's views on learning, Jurgen Habermas's view on learning, Benjamin Samuel Bloom and David Krathwohl views on learning, and application of humanistic theory in learning activity.
Methods of language teaching such as grammar-translation method, direct method, audio-lingual method, community
language learning method, communicative language teaching Method there are also in this book. Teaching of four language skills, such as teaching speaking, teaching listening, teaching writing, and teaching reading are included in this book.
GLOSSARY
Approach : A set of correlation assumptions dealing with the nature of language teaching and learning. An approach is axiomatic, it describes the nature of the subject matter to be taught.
Agree : Standing in the same position
Approximation : The learner uses of a single target language vocabulary item or structure, which the learner knows is not correct, but which shares enough semantic features in common with the desired item to satisfy the speaker.
Appeal for assistance
: The learner asks for the correct term or structure to any capable peers.
Based strategies : The learner has various possibilities for coping with communicative problems by using his IL system.
Behaviorism learning theory
: Learning is a change in behavior as a result of the interaction between stimulus and response.
Content Based Instruction (CBI)
: CBI, teachers want the students to master both language and content.
CLT : Communicative Language Teaching
Code switching : The learner uses a form in the non L2/TL language.
Cognitivism learning theory
Learning theory that focuses on the processes involved in learning rather than on the observed behavior.
Cohesive : Connected between line Coherence : Unity of idea
Constructivism : Constructivism is the theory that says learners construct knowledge rather than just passively take in information.
As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).
Communicative : Relating to the ability to communicate Communication
strategies
: A mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared
Competence : Ability to do something effectively Cooperative
strategies
: These involve a joint problem solving effort by the learner and his interlocutor.
Cross movement : More large-scale movement of the body of parts of the body
Discourse competence
: The selection and sequencing of utterances or sentences to achieve a cohesive and coherent spoken or written text given a particular purpose and situational context.
EFL : English as Foreign Language
Exploratory : Phase where the learner utilizes knowledge into practice
Facials : Related to the mimics of someone
Fluency : Condition of being able to transfer the
idea smoothly Formal reduction
strategies
: Learner attempts to do away with a problem and give up part of his original communicative goal.
Foreign Language Teaching (FLT)
: Teaching of a language to nonnative speaker in which the language is commonly used outside of the native environment spoken
Generalization : The learner replaces one L2 form with another.
Gestures : Body language
Guessing : Predicting the future possibility
Humanism : Humanistic learning theory, the learning process must be initiated and aimed at the interests of humanizing humans themselves.
Illocutionary : The manner on delivering the locution Interaction : Communication or direct involvement
with someone or something.
Interlingual transfer
: The learner makes use of other than the L2.
Interactive teaching
: Instructing whereby
the teachers actively involve the students in their learning process by way of regular teacher-
student interaction, student- student interaction, use of audio- visuals, and hands-on demonstrations.
Intralingual transfer
: The learner makes use of alternative L2 forms.
Language Switch : The learner uses a form in the non L2/TL language
Laughing : The learner asks for the correct term or structure to any capable peers.
Literal translation :. The learner translates word for word from the native language
Mediation : Signs or symbols used by a person to understand something beyond his understanding.
Message Strategy : Strategy to deliver information
Methodology : System of practices and procedures that a teacher uses to teach.
Method : Overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach.
Morphology : Study of words’ formation
Nodding : Body language (head) that showing agreement
Non-linguistic strategies
: The learner compensates, using non- linguistic means such as mime and gesture.
Native language :
Paraphrase : The learner replaces an L2 item by describing or exemplifying it.
Procedure : The step-by-step measures to execute a method
Phonological : Related to phonology, the study of speech sounds
Posture : Related to body language
Problem : Situation that is unsatisfactory and causes difficulties to people
Proximity : Both a matter of personal style and of culture: what may seem normal to a speaker from one culture may appear unnecessarily close or distant to a speaker from another.
Psycholinguistic : The scientific study of language in relation with the human brain and mind Restructuring : The learner develops an alternative
constituent plan.
Rehearing : Re-listen to the information
Reinforcement : The process of encouraging or establishing a belief or pattern of behavior, especially by encouragement or reward.
Response The reaction that is raised by students when learning, which can also be in the form of thoughts, feelings, or movements/actions.
Schema : Background knowledge of the field Smiling : The corners of mount curve up and
sometimes showing teeth
Speakers : Someone who produce voice or sound with meaning
Spoken : Spoken production
Strategies : General plan as inetneded to achieve the goal
Stimulus : Anything that can stimulate learning activities such as thoughts, feelings, or
other things that can be captured through the senses.
Target Language : Language which becomes the goal of learning or practice
Task Based Instruction (TBI)
: Facilitating the students’ language learning by engaging them in a variety of tasks that have a clear outcome.
TEFL : Teaching of English as aForeign Language
TELL : Technology Enhanced Language
Learning
Technique : Implementation - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective.
TESOL : Teaching English to speakers of other languages
TESL : Teaching English as a Second Language
CURRICULUM VITAE
Syarifudin is an associate professor of English Language Education Program at Faculty of Education and Teacher Training, State Islamic University of Mataram. He finished his undergraduate (S1) Program at English Language Education Department of State Islamic University of Allauddin Makassar in 1995. In the same year he got scholarship from Ministry of Religion Affair (MORA) to take undergraduate (S1) program for double degree at Faculty of Arts, University of Indoneisa (UI) Jakarta and finished in 1998. His master and doctor degrees obtained from State University of Jakarta in 2005 and State University of Malang in 2015 in field of English Language Education. His interest is in field of English Language Education (ELE), including Teaching English as a Foreign Language, Methodology of Educational Research, Research Methods in ELT, and Sociolinguistics. Affiliation Address: TBI-FTK UIN Mataram, Kampus 2, Jalan Gajah Mada No. 100 Jempong-Baru, Mataram NTB-Indonesia; email: [email protected].