Extensive Reading/ Finni Fisachrini/ 031104006/ VIII-A/ Univ. Pakuan

Title : Lanang
Author : Yonathan Rahardjo
Editor : A. Fathoni
Publisher : Alvabet Sastra
Year : 2008
Page : 440
Size : 12,5 X 20 cm

Summary :
Dewi was a holder of doctorate who worked as a henchman of foreign
corporation. She had a duty for supplying genetic engineer product
from foreign country. She created transgenic animal that was able to
spread the virus of disease named wild boar bird or Burung Babi Hutan.
Since appearing of this peculiar animal, the area of dairy cow where
Lanang worked suddenly attacked by the mysterious disease. Lanang was
a clever veterinarian. With the government and the society, they tried
to find out the cause of the dairy cow's death. He had made some
researches, but he still failed to solve it. When he had been out of
ideas, an animal shaman declared his statement that the cow's of the
dairy cow's death was an animal with supernatural powers which was
called Burung Babi Hutan. Traditional mysticism polemic versus modern
biotechnology made the problem become hard to be solved.

Teaching Reading

Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.

This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.

The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

Reading Purpose and Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.

The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers

• Read extensively
• Integrate information in the text with existing knowledge
• Have a flexible reading style, depending on what they are reading
• Are motivated
• Rely on different skills interacting: perceptual processing, phonemic processing, recall
• Read for a purpose; reading serves a function

Reading as a Process

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.

Reader knowledge, skills, and strategies include

• Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences
• Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another
• Sociolinguistic competence: knowledge about different types of texts and their usual structure and content
• Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)

The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.

Taken from: http://www.nclrc.org/essentials/reading/reindex.htm

ESP

Dear Mrs. Atti,,, I have read the materials evaluations and evaluations. In my oppinion, this material is not easy. To conduct this materials wei must find the criteria - subjective analysis - objective analysis - matching. In this subject I realize assesment is really important to know how far the students' ability. we as a teacher should give the student exercise to know their ability.
SUMMARY
#Materials Evaluation#
-There are three possible ways of turning course design into actual teaching materials:
1.Select from existing materials: materials evaluation.
2.Write your own materials:materials development.
3.Modify exixting materials:materials adaption.

-There are 4 major steps on the evaluation process:
1.Defining criteria,
2.Subjective analysis,
3.Onjective analysis, and
4.Matching.
Thank you for your attention
Finni Fisachrini ( 031104006)