ANNOUNCEMENT
From : Mr. Rohani
For : TEFL 2 (25 March 2009)
Re : CLASS CANCELATION
The class on 25 March in canceled. You are assigned to do the following:
1) Read: Brown, HD, Teaching by Principles, Chapter 18: Teaching Reading
2) Write an essay (650-700 words).
3) The essay reflects important points you have learned from the chapter.
4) Upload your essay to: http://tefl-2.blogspot.com/
5) Write down your name and student number on top of your essay.
Uploading Tips:
1) Type your essay in Microsoft Word.
2) Edit it carefully.
3) When you have finished with the editing you can publish it.
4) To start publishing it click on the link “comment” below this instruction.
5) Copy your text and paste it on the "leave your comment" space.
6) Click on the icon “publish your comment”.
7) If you do not have any Google or Blogger account, you have to sign up first
Good luck.
Mr. Rohani
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ReplyDeleteNAME : NINDYA PRADITA
ReplyDeleteNIM : 2201406055
STUDY GROUP : 6
WEDNESDAY, 309-310
TEFL 2
TEACHING READING
Approach to teaching reading skills explained. First approach is bottom-up (data-driven) and top-down (conceptually driven) processing by Goodman’s (1970). The combination of both has come to be called interactive reading. Second, Schema theory and background knowledge approach by Mark Clarke and Sandra Silberstein (1977). There are two categories about schemata, content schemata (include what we know about people, world, culture and universe) and formal schemata (consist of our knowledge about discourse structure). Third, the role of affect and culture means that the ‘love’ of reading has propelled many a learner to successful acquisition of reading skills. Similarly, culture plays an active role in motivating and rewarding people for literacy. Fourth, the power of extensive reading is a key to student gains in reading ability, linguistics competence, vocabulary, spelling and writing. Finally, adult literacy training, skills-based (bottom-up) and strategies-based (top-down) approaches are both used in the adult literacy training.
There are literally hundreds of different types of written language texts. Basic characteristics of written language are explained. First, written language is permanent so that the reader has an opportunity to return again to a word or phrase or sentence, or even a whole text. Next, processing time that the readers gains. Then, distance, the written word allows messages to be sent across two dimensions: physical distance and temporal distance. The pedagogical significance of this centers on interpretation. In addition, orthography, sometimes punctuation, pictures, or charts lend a helping hand and a writer can describe the aforementioned phonological cues. Moreover, complexity, writing and speech represent different modes of complexity and the most salient difference is the nature of clauses. Then, vocabulary, written English typically utilizes a greater variety of lexical items than spoken conversational English. Finally, formality, writing is quite frequently more formal than speech. Formality refers to forms that certain written messages must adhere to. We have rhetorical or organizational, formality in essay writing that demands a writer’s conformity to conventions like paragraph topics.
Reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. First, identify the purpose in reading. Make sure students know their purpose in reading something. Second, use graphemic rules and patterns to aid in bottom-up decoding. One-to-one grapheme-phoneme correspondence will be acquired with ease. Third, use silent reading techniques for relatively rapid comprehension. Teacher can help them increase efficiency by teaching a few silent reading rules. Fourth, skim the text for the main ideas. Skimming consists of quickly running one’s eye across a whole text for its gist. Being able to predict the purpose, main topic, message and supporting ideas is the benefit of it. Fifth, scan the text for specific information. Scanning is quickly searching for some particular piece or pieces of information in a text without reading through the whole text. Look for name, date, definition of a key concept usually use scanning. Sixth, use semantic mapping or clustering. It helps the reader to provide some orders to the chaos. Seventh, guess when you aren’t certain. Guess the meaning, grammatical and discourse relation, infer implied meaning, culture reference and content message are the benefit of it. Eighth, analyze vocabulary. Ninth, distinguish between literal and implied meanings. Not all language can be interpreted appropriately by attending to its literal, syntactic surface structure makes special demands on readers. Implied meaning usually has to be derived from processing pragmatic information. Finally, capitalized on discourse markers to process relationships, a clear comprehension of such markers can greatly enhance learner’s reading efficiency.
Classroom reading performance are divided into two, they are oral reading and silent reading. Silent reading are broken down into, intensive reading (involve linguistic and content) and extensive reading (involve skimming, scanning, and global).
Principles for designing interactive reading techniques are divided into eight roles, as follows, first, make sure that you don’t overlook the importance of specific instruction in reading skills. Next, use techniques that are intrinsically motivating and relevant to the goals. Then, balance authenticity and readability in choosing texts. In addition, encourage the development of reading strategies. Then, include both bottoms-up and top-down techniques. Next, Follow the SQ3R (Survey, Question, read, Recite, Review). Moreover, subdivide your techniques into pre-reading, during-reading and after-reading phases. Finally, build some evaluative aspect to your techniques.
HERLINA DYAH MEGAWATI
ReplyDelete2201406054/ ROMBEL 6
TEFL-2
TEACHING READING
A significant invention has been found by researcher, that is:
1.Bottom-up and top-down processing
Readers must recognize a multiplicity of linguistic signals. A complementary method of processing written text is imperative: top-down, or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
2.Schema theory and background knowledge
Two categories of schemata: content and formal schemata. Content schemata include what we know about people, the world, culture and the universe. Formal schemata consist of our knowledge about discourse structure.
3.The role of affect and culture
Affective factors play major roles in ultimate success, and then reading is subject to variability within the affective domain.
4.The power of extensive reading
The continuum of possibilities is highlighted in debates over conscious and subconscious acquisition, explicit and implicit learning, focal and peripheral processing.
5.Adult literacy training
Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
TYPES OF WRITTEN LANGUAGE
There are literally hundreds of different types of written texts, a much larger variety than found in spoken texts. Each has certain rules or conversations for its manifestation.
CHARACTERISTICS OF WRITTEN LANGUAGE
Firstly, permanence. Written language is permanent; the reader has opportunity to return again. Second, processing time. Most reading contexts allow readers to read at their own rate, but readers can indeed capitalize on the nature of the printed word and develop very rapid reading rates. Third, distance. The written word allows messages to be sent across two dimensions: physical distance and temporal distance. Fourth, orthography. Spoken language, have phonemes that correspond to writing’s graphemes. But also have stress, rhythm, juncture, intonation, etc. Then, complexity. Writing and speech represent different modes of complexity, and the nature of clauses. Next, vocabulary. Written English utilizes a greater variety of lexical items than spoken conversational English. The last, formality. Writing is quite frequently more formal than speech. Rhetorical formality in essay writing, demands a writer’s conformity to conventions like paragraph topics.
STRATEGIES FOR READING COMPREHENSION
1.Identify the purpose in reading.
Make sure that you know what you’re looking for and potentially distracting information.
2.Use graphemic rules and patterns to aid in bottom-up decoding.
The purpose is making correspondences between spoken and written English.
3.Use efficient silent reading techniques for relatively rapid comprehension.
Manage the silent reading to accomplish by allocating whatever time to complete the material.
4.Skim the text for main ideas.
Skimming consists of quickly running one’s eyes across a whole text.
5.Scan the text for specific information.
The purpose is to extract specific information without reading through the whole text.
6.Use semantic mapping or clustering.
The strategy of semantic mapping is helps reader to provide some order to chaos.
7.Guess when you aren’t certain.
The key to successful guessing is to make it reasonably accurate.
8.Analyze vocabulary.
The techniques are prefixes, suffixes, recognizing the meaning, grammatical context, semantic context.
9.Distinguish between literal and implied meanings.
Implied meaning usually has to be derived from processing pragmatic information.
10.Capitalize on discourse markers to process relationships.
A clear comprehension can greatly enhance learners’ reading efficiency.
TYPES OF CLASSROOM READING PERFORMANCE
Oral and silent reading served as an evaluative check bottom up processing skills. But oral reading is not very authentic language activity. In silent reading we have Intensive and extensive reading. Intensive reading, students focused on the linguistic or semantic details. Extensive reading is carried out to achieve a general understanding.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1.In interactive curriculum, don’t overlook the importance of specific instruction in reading skills.
2.Use techniques that are intrinsically motivating.
3.Balance authenticity and readability in choosing texts.
4.Encourage the development of reading strategies.
5.Include both bottom-up and top-down techniques
6.Follow the “SQ3R” sequence( Survey, Question, Read, Recite, Review)
7.Subdivided techniques into pre-reading, during-reading, and after-reading phases.
8.Build in some evaluative aspects to your techniques.
TWO READING LESSONS
LESSON 1
Illustrate the use of natural, authentic language and tasks at the beginning level
LESSON 2
Illustrate the use of an article from a popular magazine for advanced level classes.
Name : Yuanita Novikasari
ReplyDeleteStudent number : 2201406523
Rombel: 6
RESEARCH ON READING A SECOND LANGUAGE
Significant findings that will affect you and your approach to teaching reading skill:
1. Bottom-up and top-down processing
Bottom-up, readers must first recognize a multiplicity of linguistic signals and use their linguistic data-processing mechanism to impose some sort of order on these signals.
Top-down, readers draw on their own intelligence and experience to understand a text.
2. Schema theory and background knowledge
Schema theory, the reader brings information, knowledge, emotion, experience, and culture to the printed work.
3. The role of affect and culture
The “love” of reading has propelled many learners to successful acquisition of reading skills.
4. The power of extensive reading
It’s a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
5. Adult literacy training
“Skills-based” (bottom-up) and “strategies-based” (top-down) approaches are both used in adult literacy training.
TYPES OF WRITTEN LANGUAGE
Example:
Non fiction: reports, editorials, essays and articles, reference (dictionaries, encyclopedias)
Fiction: novels, short stories, jokes, drama, poetry.
Letters: personal, business
Greeting cards
Academic writing: short answer test responses, reports, essays and papers.
Etc.
CHARACTERISTICS OF WRITTEN LANGUAGE
The characteristic will be some help for you in:
diagnosing certain reading difficulties
pointing your techniques toward specific objectives
reminding students of some of the advantages of the written language over spoken
The characteristic are:
Permanence: written language is permanent
Processing time: allow readers to read at their own rate
Distance: physical distance and temporal distance
Orthography: highly predictable from its spoken counterpart
Complexity: has longer clauses and more subordination
Vocabulary
Formality
MICROSKILLS FOR READING COMPREHENSION
Discriminate among the distinctive graphemes and orthographic patterns.
Retain chunks of language.
Process writing at an efficient rate of speed.
Recognize a core of words.
Recognize grammatical word classes, systems, patterns, rules, and elliptical forms.
Recognize that a particular meaning may be expressed in different grammatical forms.
Recognize cohesive devices in written discourse.
Recognize the rhetorical forms of written discourse.
Recognize the communicative functions of written text.
Infer context that is not explicit by using background knowledge.
Infer links and connections between events, ideas, etc. deduce causes and effects.
Distinguish between literal and implied meanings.
Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.
Develop and use a battery of reading strategies such as scanning and skimming.
STRATEGIES FOR READING COMPREHENSION
Identify the purpose in reading.
Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners).
Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance levels)
Skim the text for the main ideas.
Scan the text for specific information.
Use semantic mapping or clustering.
Guess when you aren’t certain.
Analyze vocabulary.
Distinguish between literal and implied meanings.
Capitalize on discourse markers to process relationship.
TYPES OF CLASSROOM READING PERFORMANCE
Oral and silent reading.
The disadvantages:
a) Not a very authentic language activity
b) While one student is reading, others can easily lose attention
c) It may have the outward appearance
Intensive and extensive reading
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
Use techniques that are intrinsically motivating.
Balance authenticity and readability in choosing texts.
Encourage the development of reading strategies.
Include both bottom-up and top-down techniques.
Follow the “SQ3R” sequence.
Subdivide your techniques into pre-reading, during-reading, and after-reading phrases.
Build in some evaluative aspect to your techniques.
TWO READING LESSONS
1. Lesson 1 (Beginning Level)
Some attention is given to bottom-up skills, but not at the expense of top-down processing, even at this level.
2. Lesson 2 (Advanced Level)
Mostly top-down processing is emphasized on the assumption at this level.
Name : Atmayana Ike Pertiwi
ReplyDeleteStudent number : 2201406504
Rombel : 6
TEACHING READING
Reading ability: writing, listening, and speaking activities.
Reading: in the perspective of the whole picture of interactive language teaching.
RESEARCH ON READING A SECOND LANGUAGE
1. Bottom-up and top-down processing
Bottom-up: recognize a multiplicity of linguistics signals and use their linguistics data-processing mechanisms to impose some sort of order on these signals.
Top-down: draw on intelligence and experience to understand a text.
2. Schema theory and background knowledge
Schema theory: a text doesn’t by itself carry meaning. The reader brings information, knowledge, emotion, experience, and culture – that is, schemata – to the printed word.
Two categories of schemata:
1. Content schemata: people, the world, culture, and the universe.
2. Formal schemata: knowledge about discourse structure.
3. The role of affect and culture
The “love” of reading has propelled many learners to successful acquisition of reading skills.
4. The power of extensive reading
Extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
5. Adult literacy training
“Skills-based” (bottom-up) and “strategies-based” (top-down) approaches are both used in adult literacy training.
TYPES OF WRITTEN LANGUAGE
non-fiction; fiction; letters; greeting cards; diaries, journals; memos; messages; announcements; newspaper “journalese”; academic writing; forms, application; questionnaires; directions; labels; signs; recipes; bills; maps; manuals; menus; schedules; advertisements; invitations; directories; and comic strips and cartoons.
CHARACTERISTICS OF WRITTEN LANGUAGE
1. Permanence
2. Processing time
3. Distance
4. Orthography
5. Complexity
6. Vocabulary
7. Formality
MICROSKILLS FOR READING COMPREHENSION
A breakdown of what students of ESL need to do to become efficient readers.
STRATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading
2. Use graphemic rules and patterns to aid in bottom-up decoding
3. Use efficient silent reading technique for relatively rapid comprehension
4. Skim the next for main ideas
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren’t certain
Guess the meaning of a word, a grammatical and discourse relationship, a cultural reference, and content messages; and infer implied meaning.
8. Analyze vocabulary
Look for prefixes, suffixes, roots, and grammatical context; and look at the semantic context.
9. Distinguish between literal and implied meanings
Not all language can be interpreted appropriately by attending to its literal, syntactic surface structure makes special demands on readers. Implied meaning usually has to be derived from processing pragmatic information.
10. Capitalize on discourse markers to process relationships
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral and silent reading
Advantages of oral reading: serve as an evaluative check on bottom-up processing skills, double as a pronunciation check, and serve to add some extra student participation.
Disadvantages of oral reading: oral reading is not a very authentic language activity, while one student is reading, others can easily lose attention, and it may have the outward appearance of students participation when in reality it is mere recitation.
2. Intensive and extensive reading
Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like.
Extensive reading helps learners get away from their tendency to overanalyze or look up words they don’t know, and read for understanding.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills
2. Use techniques that are intrinsically motivating
3. Balance authenticity and readability in choosing texts
Three criteria for choosing reading texts for students: suitability of content, exploitability, and readability.
4. Encourage the development of reading strategies
5. Include both bottom-up and top-down techniques
6. Follow the “SQ3R” sequence
SQ3R: Survey, Question, Read, Recite, and Review.
7. Subdivide your techniques into pre-reading, during-reading, and after-reading phases
a) Before reading: introducing a topic, encouraging skimming, scanning, predicting, and activating schemata.
b) While reading: give students a sense of purpose for reading.
c) After reading: comprehension questions, vocabulary study, the author’s purpose, and the author’s line of reasoning, grammatical structures, and exercises.
8. Build in some evaluative aspect to your techniques
The responses indicate comprehension: doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, and conversing.
NINDA RATI JULIANA PUTRI
ReplyDelete2201406533
ROMBEL: 6
RESEARCH ON READING A SECOND LANGUAGE
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. Some of the high-light:
1. Bottom-up and top-down processing
A reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says.
2. Schema theory and background knowledge
Two categories:
Content = what we know about people, the world, culture, and the universe.
Formal = our knowledge about discourse structure.
3. The role of affect and culture
Culture plays an active role in motivating and rewarding people for literacy, we cannot simply assume that cognitive factors alone will account for the eventual success of second language readers.
4. The power of extensive reading.
Extensive reading is a key to student gains in reading ability, linguistic, competence, vocabulary, spelling, and writing.
5. Adult literacy training
The 5 major issues:
-The role of cognition in reading
-The role of automaticity in word recognition
-The role of conscious strategies in learning to read a second language.
-Effective techniques for activating schemata
-Relationship of reading to writing
TYPES OF WRITTEN LANGUAGE
a) non-fiction
b) fiction
c) letters
d) greeting cards
e) memos
f) messages
g) announcements
h) newspapers ‘journalese”
i) academic writing
j) questionnaires
k) directions
l) labels
m) signs
n) recipes
o) bills
p) maps
q) manuals
r) menus
s) schedules
t) advertisements
u) invitations
v) directories
w) comic strips, cartoons
CHARACTERISTICS OF WRITTEN LANGUAGE
a) Permanence
b) Processing time
c) Distance
d) Orthography
e) Complexity
f) Vocabulary
g) Formality
STRATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading.
2. Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners).
3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels).
4. Skim the text for main ideas.
5. Scan the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when you aren’t certain
8. Analyze vocabulary.
9. Distinguish between literal and implied meanings.
10. Capitalize on discourse markers to process relationships.
Types of discourse markers:
a) Enumerative
b) Additive
c) Logical sequence
d) Explicative
e) Illustrative
f) Contrastive
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral and silent reading
Oral reading can
a. Serve as an evaluative check on bottom-up processing skills.
b. Double as a pronunciation check
c. Serve to add some extra student participation if you want to highlight a certain short segment of a reading passage.
The disadvantages:
a. Oral reading is not a very authentic language activity.
b. While one student is reading, others can lose attention.
c. It may have the outward appearance of student participation when in reality it is mere recitation.
2. Intensive and extensive reading
a. Intensive reading is usually a classroom-oriented activity in which students focus on the linguistic or semantic details of a passage.
b. Extensive reading is carried out to achieve general understanding of a usually somewhat longer text.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2. Use the techniques that are intrinsically motivating.
One popular and intrinsically motivating approach to reading instruction is the language experience approach (LEA), where students create their own material for reading.
3. Balance authenticity and readability in choosing texts.
3 criteria for choosing reading texts:
a) Suitability
b) Exploitability
c) Readability
4. Encourage the development of reading strategies.
5. Include both bottom-up and top-down techniques.
6. Follow the “SQ3R” sequence.
5 steps:
a) Survey
b) Question
c) Read
d) Recite
e) Review
7. Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8. Build in some evaluative aspect to your techniques.
a) Doing
b) Choosing
c) Transferring
d) Answering
e) Condensing
f) Extending
g) Duplicating
h) Modeling
i) Conversing
DINI AGISTA
ReplyDelete2201406520
TEACHING READING
When we talk about written word, it will become a boring, serious, and not enjoyable subject. Some students always feel that reading written word is not an easy activity. In the reading class, frequently students are compelled to mastery the whole text and tested their comprehension by a test.
In this case, we as a teacher is better to know what kind of factors that give effects in our reading class and how to make our class more enjoyable. Actually, there are two beliefs in the reading class. First, is the belief that readers must recognize a multiplicity of linguistic signals and use their linguistic processing mechanism to impose some sort of order of these signals, it is usually called as the bottom-up processing. The second draws on our intelligence and experience to understand a text, this one is usually called as top-down processing. However the recent research advices that interactive reading (combination of the two processing) is considered as a better way.
Reading is sometimes considered as a subjective activity. It is because the reader brings their own information, knowledge, emotion, experience, and culture when they are reading. It is why reading sometimes brings some different senses for each person.
Before teaching reading all of teacher must know that there are some factors that can influence the effectiveness of a reading class. The “love of reading”, autonomy gained through the learning of reading strategies, culture and the effectiveness of extensive reading are some factors considered giving implications in the reading class.
The kinds of written language also add our job as a reading class teacher. We must be able to enlighten our students on features of these genres and help them to develop strategies for extracting necessary meaning from each.
In order to make strategies for reading comprehension, we as a teacher also have to understand that written language has different characteristics from spoken language. Arranging strategies in the reading comprehension becomes a vital activity since it will decide whether our reading class will become helping the students or confusing them.
There also exist two types of classroom reading performance; oral and silent reading; and, intensive and extensive reading. We must have ability in deciding when we must apply silent performance or oral performance, and when we have to apply intensive or extensive reading to our students. This kind of choice will help the teacher herself to reach the reading class objective/ goals.
One more thing that must be considered by a reading teacher is the right principles before they design their interactive reading techniques. By all the explanation above hopefully a reading teacher will be able to construct a better reading class, a class where the students will enjoy the reading material and do not feel bored.
A satisfied result will be gotten by constructing a class which is suitable with our student’s condition and stage. Why our reading class in the junior or senior high school becomes an unmemorable activity is because of the wrong techniques. Some teacher lead a reading class without any preparation and just teaching their students based on the reference books. This kind of teaching and learning process ignores the student’s feeling and encouragement. A reading class which is unstructured will make a problem for the students and also the teacher herself. For students, they will not be able to enjoy a reading class and of course gain the knowledge from the reading material. On the other hand the teacher herself will be hard to reach the objective.
Construct our reading class includes before reading activity, while reading activity, and after reading activity, hopefully can help the teacher and students reach the objective of the reading class. The teacher can guide their students to improve their comprehension by a class preparation. A reading teacher also has to choose the right technique that is suitable with the reading class goals. Making the students feel enjoy is the first step in gaining the student’s attention before helping them in developing their comprehension. After the warming class in order to make the students enjoy the reading material, we can continue the class as we prepare before the class.
FIDYA MARTIYANI P
ReplyDelete2201406528
TEACHING READING
Reading is one of important skill for learner when learning a second language beside the other skills. As teacher, we need to consider some important features below, before teach reading.
According to Kenneth Goodman’s theory, there are two process on reading second language; bottom-up and top-down processing.
In bottom-up processing, readers must recognize a multiplicity of linguistics signals (letters, morphemes, syllables, words, phrases, grammatical cues, and discourse makers) and use their linguistic data processing mechanisms to impose some sort of order on these signals. Than, in top-down processing, readers draw on their own intelligence and experience to understand a text or conceptually driven. Now days, the combination between those two is used to teach reading which called interactive reading.
Like schema theory said, a text does not carry meaning by it self. That is why, when reading a text, reader need to bring information, knowledge, emotion, experience, and culture they have to the printed. It is done in order to construct meaning. There are two categories of schemata; content schemata (include what we know about people, the world, culture, and the universal) and formal schemata (consist of our knowledge about discourse structure).
Culture, “love of reading”, autonomy gained through the learning of reading strategies, and extensive reading are some factors which is plays an active role in motivating learner to succeed in acquisition of reading skills. These are keys to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
Then, for adult literacy training, “skills-based” (bottom-up) and “strategies-based” (top-down) approaches are used.
There are hundreds of different types of written texts, for example; articles, novels, announcements, etc. Students may encounter difficulties, so that teacher must help students to develop strategies for differentiate meaning from each.
Written language or known as text has characteristics which differentiate it with spoken language; permanence, time processing, distance, orthography, complexity, vocabulary, and formality. That is why, we as teachers, need to do some strategies for teaching reading and students will comprehend it well.
Here are some strategies for comprehend a reading text:
1. Identify the purpose in reading.
2. Use graphemic rules and patterns to aid bottom-up decoding
(beginning level).
3. Use efficient silent reading techniques for relatively rapid comprehension
(intermediate to advanced level).
4. Skim the text for main ideas.
5. Scan the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when you aren’t certain.
8. Analyze vocabulary.
9. Distinguish between literal and implied meanings.
10. Capitalize on discourse markers to process relationships.
There are two types of classroom reading performance; oral and silent reading. Oral reading can be applied for beginning and intermediate levels, than for advance level it will be more appropriate to apply silent reading (intensive and extensive reading).
Before designing interactive reading techniques that will be applied in class, teachers should consider the principles. Following are the principles:
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction of reading skills.
2. Use techniques that are intrinsically motivating.
Use texts that the material is giving motivation for students, such as; about their goals in learning English, about real life, etc.
3. Balance authenticity and readability in choosing texts.
Criteria in choosing text for students:
Suitability
Exploitability
Readability
4. Encourage the development of reading strategies.
5. Include bottom-up and top-down techniques.
6. Follow the “SQ3R” sequence.
a) Survey.
b) Question
c) Read
d) Recite
e) Review
7. Subdivided your techniques into pre-reading, during- reading, and after- reading phases.
a) Before reading: Spend some time introducing a topic, encouraging skimming, scanning, predicting and activating schemata.
b) While reading: Give students a sense of purpose for reading rather than just reading because you ordered it.
c) After reading: Comprehension questions, vocabulary study, examining grammatical structures, etc.
8. Build in some evaluative aspect into techniques.
a) Doing
b) Choosing
c) Transferring
d) Answering
e) Considering
f) Extending
g) Duplicating
h) Modeling
i) Conversing
After learning and considering all the explanation above, we as second language teachers should apply it, so that our reading class will not be boring and it will be more attractive. Finally, our students can get the skill reading acquisition.
Veny Nur Aini
ReplyDelete2201406090
Tefl 2 / Rombel 6
TEACHING READING
RESEARCH ON READING A SECOND LANGUAGE
There are some significant findings that will affect you and approach to teaching reading skills :
1. Bottom-up and top-down processing
In bottom-up processing, readers must first recognize a multiplicity of linguistic signals ( letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers ) and use their linguistic data-processing mechanisms to impose some sort of order on these signals.
Then top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
2. Schema theory and background knowledge
The sorts of questions addressed by what has come to be known as schema theory. It consists of content ( about people, the world, culture, the universe ) and formal ( about discourse structure ) schemata.
3. The role of affect and culture
Both of them to be motivators on students’ learning reading. Affect when students’ self-esteem is high, and culture for literacy.
4. The power of extensive reading
The focus approach, strengthens the notion that an extensive reading component ( skimming, scanning, global ) in conjunction with other focused reading instruction is highly warranted.
5. Adult literacy training
A training to know a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
TYPES OF WRITTEN LANGUAGE
It has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text, for examples :
Non-fiction : report, essays
Fiction : novels, poetry, stories, drama
Letters : personal, business
Greeting cards
Diaries, journals
Etc
CHARACTERISTICS OF WRITTEN LANGUAGE
1.Permanence
2.Processing time
3.Distance
4.Orthography
5.Complexity
6.Vocabulary
7.Formality
STRATEGIES FOR READING COMPREHENSION
1.Identify the purpose in reading.
2.Use graphemic rules and patterns to aid in bottom-up decoding ( especially for beginning level learners ).
3.Use efficient silent reading techniques for relatively rapid comprehension ( for intermediate to advance levels ).
4.Skim the text for main ideas.
5.Scan the text for specific information.
6.Use semantic mapping or clustering
7.Guess when you aren’t certain.
8.Analyze vocabulary
9.Distinguish between literal and implied meaning.
10.Capitalized on discourse markers to process relationships.
TYPES OF CLASSROOM READING PERFORMANCE
There are two kinds of classroom reading performance, Oral and Silent reading. Silent reading may be subcategorized into intensive ( Linguistic, Content ) and extensive ( Skimming, Scanning, Global ) reading.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1.In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2.Use techniques that are intrinsically motivating.
3.Balance authenticity and readability in choosing texts.
4.Encourage the development of reading strategies.
5.Include both bottom-up and top-down techniques.
6.Follow the “SQ3R” sequence.
7.Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8.Build in some evaluate aspect to your techniques.
Consider some of the following overt responses that indicate comprehension :
a.Doing – the reader responds physically to a command.
b.Choosing – the reader selects from alternatives posed orally or in writing.
c.Transferring – the reader summarizes orally what is read.
d.Answering – the reader answers questions about the passage.
e.Condensing – the reader outlines or takes notes on a passage.
f.Extending – the reader provides an ending to a story.
g.Duplicating – the reader translates the message into the native language or copies it ( beginning level, for very short passages only ).
h.Modeling – the reader puts together a toy, for example—
i.Conversing – the reader engages in a conversation that indicates appropriate processing of information.
TWO READING LESSONS
Following are excerpts from two different ESL, first is for beginners, and second is for advanced students :
Lesson 1 ( beginning level )
Some attention is given to bottom-up skills, but not at the expense of to-down processing, even at this level.
Lesson 2 ( advanced level )
Mostly top-down processing is emphasized on the assumption that at this level, the greater need is for activating schemata (note the “Before You Read” section) and understanding the organization and purpose of the article.
Anisa Eka Trihastuti
ReplyDelete2201406037/PBI
TEFL 2, Rombel 06
Wednesday, 311-312
TEACHING READING
After reading the Chapter 18 of the Book entitled Teaching by Principles written by H. Douglas Brown, Teaching Reading, I’ve got a lot of beneficial things which relate to how to teach reading well. Those things will be explained briefly in my short essay.
First of all, there are some of the highlights of reading a second language research:
Bottom-up processing in which readers must recognize firstly a multiplicity of linguistic signals and use their linguistic data-processing mechanisms and top-down, or conceptually driven, is processing in which we draw on our own intelligence and experience to understand the text. However, an interactive reading which is a combination of top-down and bottom-up processing is more preferable due to the fact that both processes are crucial.
Schema theory is a theory that explains the readers’ comprehension about a certain text.
Moreover, schemata is a compilation of information, knowledge, emotion, experience and culture that brought by the readers. It’s divided into content schemata include what we know about people, the world, culture, and the universe, and formal schemata consist of our knowledge about discourse structure.
Because of the fact that reading is subject to variability within the affective domain, the “love” of reading has propelled many a learner to successful acquisition of reading skills. Furthermore, culture plays an active role in motivating and rewarding people for literacy.
The power of extensive reading is the key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
The last is the researchers and the teachers have to focus on literacy-level teaching of adult based on their psycholinguistic and pedagogical domains of inquiry.
Secondly, the book tells us about the types of written language, a genre of written language such as non-fiction, fictions, letters, academic writing, etc. Knowing the type of written language helps us to bring various schemata to bear on the message that we have chosen to retain.
Another thing is characteristics of written language that are permanence, processing time that the reader gains, written word allows messages to be sent across two dimensions: physical and temporal distance, orthography in writing is graphemes, complexity in writing is different from spoken, that is, has longer clauses and more subordination, written English utilizes a greater variety of lexical items (vocabulary) than spoke, and obviously, writing is quite more formal than speech.
I also learn about the micro skills for reading comprehension, for instance, discriminate, retain chunks, process, recognize, infer, distinguish, detect, develop, and use the written language texts in their daily life.
In order to comply the micro skills, there are some strategies: Identify the purpose in reading because the efficient reading consists of clearly identifying the purpose in reading something. Ensure that the readers know their purpose in reading something so they know, exactly, what they are looking for and what they need. Then, use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners) because in many cases, learners find it difficult to learn English spelling conventions, use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels), skim the text for main ideas, scan the text for specific information, use semantic mapping or clustering, guess when we aren’t certain, analyze vocabulary, distinguish between literal an implied meanings, and capitalize on discourse markers to process relationships.s
The book provides us the types of classroom reading performance that are derived more from the variety of texts, such as, oral and silent reading and intensive in which students focus on the linguistic or semantic details of a passage and extensive reading is carried out to achieve a general understanding of longer text.
Last but not least in our discussion is principles for designing interactive reading techniques, that are, ensure we don’t overlook the importance of specific instruction in reading skills, use technique that are intrinsically motivating, balance authenticity and readability in choosing texts, encourage the development of reading strategies, include both bottom-up and top-down techniques, follow the “SQ3R” sequence, subdivide our techniques into pre, during, and after-reading phases, and last build in some evaluative aspect to our technique.
In short, before designing an interactive reading teaching well, we need to prepare and consider the best technique situationally, the passages itself that not only give knowledge but also moral value to the students before the lesson, and so on.
LINA FRANSISKAWATI
ReplyDelete2201406005
Rombel 6
Reaching Reading
Reading skill is a skill to interpret or understand the meaning of written or printed words or symbols. As a teacher, it is important to know everything related to the teaching reading. And keep in mind that interactive, integrated approaches to language teaching emphasize the interrelationship of skills. So, reading ability will be developed test in association with writing, listening and speaking activities. From the book teaching by Principles by H.D. Brown chapter 18 about teaching reading, I get many important points to enrich my knowledge about teaching reading. They are knowledge of research on reading a second language, type of written language, characteristics of written language, strategies for reading comprehension, types of classroom reading performance and principles for designing interactive reading technique.
There are some researches on reading a second language:
1. Bottom-up (skills- based) & Top-down (strategies-based) processing.
In bottom–up processing, readers most recognize multiplicity of linguistic signals and use their linguistic data processing mechanism to impose some sort of order on these signals. While top-down is processing in which we draw on our own intelligence and experience to understand a text.
2. Schema theory & background knowledge.
In schema theory, the reader brings information, knowledge, emotion, experience, and culture to the printed word.
a. Content (i.e., what we know about people, the world, culture & the universe)
b. Formal (i.e., our knowledge about discourse structure).
3. The role of affect and culture.
Reading is subject to variability within the affective domain. Culture plays on active role in motivating and rewarding people for literacy.
4. The power of extensive reading.
Krashen’s (1993) said that extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, & writing.
5. Adult literacy training which a specialized field of research and practice that derives from a number of psycholinguistic and pedagogical domains of inquiry, for example “skill– based “(bottom-up) and “strategies-based” (top-down) approaches.
In our society especially in literate society, there are hundreds of different types of written texts that a much larger than in spoken texts. Each has certain rules or conventions for its manifestation. So as a teacher, our job is to enlighten our students on features of the genre of the texts and to help them to develop strategies for extracting accessory meaning from each.
The characteristic or written language:
1. Permanence
2. processing time
3. distance
4. orthography
5. complexity
6. vocabulary
7. formality
The strategies for reading comprehension:
1. Identifying the purpose in reading
2. using graphemic rules and patterns to aid in bottom-up decoding
3. using efficient silent reading techniques for relatively rapid comprehension
4. skim the text for main ideas
5. scanning the text for specific information
6. using semantic mapping or clustering
7. guessing when you aren’t certain
8. analyzing vocabulary; distinguishing between literal and implied meanings
9. Capitalizing on discourse markers to process relationships.
In the language classroom there are varieties of types of classroom reading performance that we can apply to our students. Classroom reading performance is divided into two performances that are:
1. Oral reading
2. Silent reading.
a. Intensive reading
b. Extensive reading
The principles for designing interactive reading techniques:
1. In an interactive curriculum, we make sure that we don’t overlook the importance of specific instruction in reading skills.
2. Using techniques that are intrinsically motivation.
3. Balancing authenticity and readability in choosing texts.
There are three criteria for choosing reading texts for students proposed by Christine Nutfall (1996):
a. Suitability of content
b. Exploitability
c. Readability.
4. Encouraging the development of reading strategies.
5. Including both bottoms-up & top-down techniques.
6. the “SQ3R” sequence (survey, question, read, recite, review)
7. Subdividing our techniques into pre-reading, during-reading, and after reading phases.
8. Building in some evaluation aspect to our techniques.
Here are some overt responses that indicate comprehension:
1. doing
2. choosing
3. transferring
4. answering
5. condensing
6. extending
7. duplicating
8. modeling
9. conversing
From this chapter I begin to scratch the surface of knowledge about how to teaching reading effectively. These points are important thing as guidelines to make an interactive, effective, and communicative atmosphere during process of teaching and learning reading in the classroom.
WIDYA OKTARINA
ReplyDelete2201406048
TEFL 2
CHAPTER 18
TEACHING READING
1) RESEARCH READING A SECOND LANGUAGE
a). Bottom-up and top-down processing
In bottom-up processing, readers must first recognize a multiplicity of linguistic signals. While in top-down processing, reader draw on their own intelligence and experience to understand a text.
The latest research in teaching reading shows that a combination of top-down and bottom-up processing (interactive reading) becomes a successful teaching methodology.
b). Schema theory and background knowledge. Skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world.
Two categories of schemata :
- content schemata, include what we know about people, the world, culture, and the universe.
- formal schemata consist of our knowledge about discourse structure.
c). The Role of Affect and Culture
The autonomy gained through the learning of reading strategies be a powerful motivator. Similarly, culture plays an active role in motivating ang rewarding people for literacy.
d). The Power of Extensive Reading
Instructional programs in reading should give strong consideration to the teaching of extensive reading and strengthen the notion that an extensive reading component in conjunction with other focused reading instruction is highly warranted.
e). Adult Literacy Training
Teaching literacy is a specialized field of research an practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
2) TYPES OF WITTEN LANGUAGE
They are :
- non-fiction - journals
- fiction - memos
- letters - messages
- greeting cards - announcements, etc.
When we encounter one of the above, we bring various schemata to bear on the message that we’ve chose to retain. Our part as a teacher is to enlighten our students on features of these genres and to help them to develop strategies for extracting necessary meaning from each.
3) CHARACTERISTIC OF WRITTEN LANGUAGE
a). Permanence
Written language is permanent and therefore the reader has the opportunity to return again and again, to word/phrase/sentence, or even a whole text.
b). Processing Time
Must reading contexts allow readers to read at their own rate. They aren’t forced into following the rate of delivery.
c). Distance
The task of the reader is to interpret language written in some other placed at some other time with only the written words themselves as contextual clues.
d). Orthography
In spoken language, we have phonemes. In writing we have graphemes. Because of the frequent ambiguity that is present in writing, readers must do their best to infer, and to “read between the lines”.
e). Complexity
Writing and speech represent different modes of complexity. Writing has longer clauses and more subordination. Readers have to retool their cognitive preceptors in order to extract meaning from the written code.
f). Vocabulary
Written English utilizes a greater variety of lexical items.
g). Formality
Writing is more formal than speech. We have organizational, formality in essay writing that demands writer’s conformity to conventions like paragraph topics.
4). STRATEGIES FOR READING COMPREHENSION
a. Identify the purpose in reading
Efficient reading consist of clearly identifying the purpose of reading something. When teaching reading technique, make sure students know their purpose in reading something.
b.Use graphemic rules and patterns to aid in bottom-up decoding.
Students may need hints and explanations about certain English orthographic rules and peculiarities.
c.Use efficient silent reading techniques for relatively rapid comprehension
Few silent reading rules :
Don’t need to “pronounce” each word.
Try to visually perceive more than one word at a time.
Infer word meaning from its context.
d.Skin the text for main ideas.
Skimming gives readers the advantage ex of being able to predict the purpose of the passage, the main topic/message.
e.Scan the text for specific information.
The purpose of scanning is to extract specific information without reading the whole text.
f.Use semantic mapping or clustering grouping ideas into meaningful clusters, helps he reader. It is suggested that making the maps done in group as students collectively induce order and hierarchy to passage.
g.Guess when you aren’t certain.
We can help learners to become accurate guessers by encouraging them to use effective compensation strategies in which they fill gaps in their competence by intelligent attempts to use whatever clues available to them.
h.Analyze vocabulary
Several techniques :
look for prefixes
look for suffixes
look for roots
look for grammatical and semantic context.
i.Distinguish between literal and implied meaning. Implied meaning usually has to be derived from processing pragmatic information.
j.Capitalize on discourse markers to process relationships.
Many discourse markers in English signal relationship among ideas. A clear comprehension of markers can greatly enhance learners’ reading efficiency.
5). TYPES OF CLASSROOM READING PERFORMACE
Variety of reading performance in the language classroom is derived more from the variety of text.
a. Oral and silent reading
- Serve as an evaluative check on bottom-up processing skills.
- double check of pronunciation.
- serve to add student participation
b. Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, and rhetorical relationships.
Extensive reading is carried out to achieve a general understanding of a usually longer text.
6). PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES.
a. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
It is important to make sure that the students have ample time for extensive reading.
b.Use techniques that are intrinsically motivating chouse material that is relevant to the goal.
Language Experience Approach (LEA)
Encourage students to create their own material for reading. Carefully sequenced readings and instructional strategies that are success oriented give further intrinsic involvement in the process.
Another way is to offer opportunities for learners to gauge their progress through periodic instructor-initiated and self-assesments.
c.Balance Authenticity and read ability in choosing texts.
It is important to distinguish between simple and simplified texts and understand sources of complexity in reading material.
Three criteria for choosing reading texts for students :
suitability
exploitability, and
readability
d.Encourage the development of reading strategies.
e.Include both bottom-up and top-down techniques give enough classroom time to focusing on the building blocks of written language, geared appropriately for each level.
f.Follow the “SQ3R” sequence
survey
question
read
recite, and
review
g.Subdivide your techniques into pre-reading during-reading, and after-reading phases.
- Before you read : spend some time introducing a topic, encouraging skimming, scanning, predicting and activating schemata.
- While you read : give students a sense of purpose for reading rather than just reading.
- After you read : Give students follow up writing exercise
h. Build in some evaluative aspect to your techniques. It is important to be able to accurately assess students’ comprehension and development of skills. Indicate these comprehensions :
- doing
- choosing
- transffering
- answering
- condensing
- extending
- duplicating
- modeling
- conversing
Name : PIPIN NUR AZIZAH
ReplyDeleteNIM : 2201406030
ROMBEL : 6
TEACHING READING
After reading Teaching by Principle written by Douglas Brown, we may see that teaching reading is different from teaching listening. Although both of them are passive skills, the sources used in teaching reading are in written form. In teaching reading, we have to be able to construct the way of our students’ thinking about our lesson. Based on some researches done by some researchers, there are two techniques that can us use as reading methodology, those are bottom-up level and top-down processing. To construct meaning from text, learners should know the schema theory and background knowledge. They also should know the role of affect and culture. That culture plays an active role in motivating and rewarding students for literacy.
We’d better gaining their curiosity about our reading class. Fortunately, there are many kinds of genre in of written language that can be sources for our reading class. We can use essays, editorials from newspaper, and reports as non-fiction sources. Or may be we can use novels, poetry, drama script, and short story as fiction sources. We still can use label, signs, recipes, bills, maps, menus, comic strips and many more as our reading materials.
The written language will serve easy way to teach reading because it has some characteristics that differentiate it from spoken language.
Written language is permanence
It uses processing times
It includes distance
It serves orthography
Complexity
Rich of vocabulary
More formal
Besides preparing interesting reading material, we also have to prepared strategies for reading comprehension.
We have to identify the purpose of our reading material or our reading class.
When we teach beginning level learners and using bottom-up decoding, we’d better use grapheme rules and patterns as aid
In teaching intermediate to advance learners, we use efficient silent reading techniques for relatively rapid comprehension.
Teach them to skim the text for main ideas.
Also let them scan the text for specific information.
Use semantic mapping or clustering.
Learners can use guessing when they aren’t certain.
Analyze vocabulary together.
Distinguish between literal and implied meanings.
Capitalize on discourse markers to process relationship.
It’s time for us to lead reading class and choose whether we will use oral and silent reading or intensive or extensive reading. At the beginning and intermediate learner's level, we can use oral reading because it:
a) Serve as an evaluation check on bottom-up processing skills.
b) Double as a pronunciation check.
c) Serve to add some extra student participation.
On the contrary, silent reading can be defined as intensive and extensive reading. Here, students focus on the linguistic or semantic details of a passage. Extensive reading can sometimes help students get away from their tendency to over look up words they don't know, and read only for understanding.
Whatever type of classroom reading performance we lead, it is very important to design interactive reading class. When we use principles for designing interactive reading techniques, hopefully learners will enjoy the class and absolutely they will catch the lesson easily. Moreover it will help to emphasize other skills.
In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skill.
Use techniques that are intrinsically motivating.
Balance authenticity and readability in choosing texts.
Encourage the development of reading strategies.
Include both bottom-up and top down techniques.
Follow “SQ3R” sequences. Those are survey, question, read, recite, and review
Subdivide your techniques into pre-reading, during reading, and after reading phases.
Before you read: spend time to introduce the keyword, the purpose of the text, and what media you use in this reading class.
While you read: you can illustrate it. So learners will feel that they want to read the text, not only they have to read it because you order them
After you read: discuss with your students the author’s purpose, the vocabulary exist in the text and examine the grammatical structures.
Build in some evaluative aspect to your techniques.
Name : DWI YULIANA
ReplyDeleteNIM : 2201406507
Rombel 6
TEACHING READING
There are many kinds of written words in our surrounding. We can find it in the newspapers, magazines, novels, books, and the other mass media. Sometimes we can find them in the advertisement, announcement even in the electronic media like TV or in the paper sheet in the road. That written words have to be read by us, so that we can get any information which help us to face our life. We need a method to read them, so that we can understand and know what is the meaning of them.
In teaching-studying activities, reading is very important. It need a technique in reading. Reading ability will be developed best in association with writing, listening, and speaking activities. Reading as a component of general second language proficiency, but ultimately it must be considered only in the perspective of the whole picture of interactive language.
There are many kinds of research on reading a second language. They are:
1. Bottom-up and top-down processing
It led by Goodman’s work at 1970 and told about the distinction between both of them. In bottom-up, the readers have to recognize a multiplicity of linguistic signals first and use their linguistic data-processing mechanisms to improve some of order on these signals. And about top-down processing is processing in which we draw on our own intelligence and experience to understand a text.
2. Scheme theory and background knowledge
Schema theory is the theory that shows how the readers construct meaning, how they decide what to hold on to and having made that decision, and how they infer a writer’s message. And about background knowledge, mean the skill in reading that depends on the efficient interaction between linguistic knowledge and knowledge of the world.
3. The role of affect and culture
It needs a motivation in reading and always doing it as our culture, so that we need to love them in order to increase reading ability.
4. The power of extensive reading
Extensive reading is a free voluntary reading. It is a key to students gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
5. Adult literacy training
It use “skill-based” and “strategic-based”. It challenge focus of effort for researchers and teachers, in using both models of reading.
Those are kinds of research in reading, and talking about types of written language, there are many of them which is needed for us to read them. They are non-fiction, fiction, greeting cards, diaries, memos, messages, announcements, newspaper ‘journalese’, academic writing, etc.
They have some characteristics which help us in diagnosing certain reading difficulties arising, pointing our techniques toward specific objectives, and reminding students of some of the advantages of the written language over spoken. That characteristics are:
1. Permanence (written language is permanent)
2. Processing time (most reading contents allow readers to read at their own rate)
3. Distance ( the writing word allows messages to be send across two dimensions: physical and temporal distance)
4. Orthography (in writing there is graphemes)
5. Complexity (writing is more complex)
6. Vocabulary (written English typically utilize a greater variety of lexical items than spoken English)
7. Formality (writing is quite more formal than speech).
In reading skill, is known about reading comprehension. It is primarily a matter of developing appropriate, efficient comprehension strategies. That strategies are identify the purpose in reading, use graphemes rules and patterns to aid in bottom-up decoding, use efficient silent reading techniques for relatively rapid comprehension, skim the text for main ideas, scan the text for specific information, use semantic mapping or clustering, guess when we aren’t certain, analyze vocabulary, distinguish between literal and implied meanings, and capitalize on discourse markers to process relationships.
And how about teaching performance in the classroom?? There are many kinds of classroom reading performance like oral and silent reading, and also intensive and extensive reading. In teaching reading, don’t forget to do principles for designing interactive techniques like using techniques that are intrinsically motivating, balancing authenticity and readability in choosing texts, etc.
Teaching reading is not easy for us, so that we need a good method to teach our students and make them love reading.
Rochyani Lestiyanawati
ReplyDelete2201406589
TEFL 2 ( Rombel : 6 )
According to the book, I could learn that in language teaching we also need the interactive and integrated approaches that emphasize the interrelationship of skills. It means that we couldn’t only give priority to one skill and ignore the other ones. Reading ability, for instance, will be developed best in association with writing, speaking, and listening.
In reading, there are some methodology; among others are bottom-up and top-down. In bottom-up processing, readers must first recognize a multiplicity of linguistics signals and use their linguistics data-processing mechanisms to impose some sort of order on these signals. Whereas top-down, or conceptually driven, processing in which we draw on our intelligence and experience to a text. Yet, there’s also what to be called interactive reading, a successful teaching methodology that combine top-down and bottom-up processing.
A schema theory is a theory that deal with text, that a text does not by itself carry meaning, in which the reader brings information, experience, knowledge, and culture (schemata) to the printed work. There are 2 kinds of schemata; that are: content schemata, include what we know about people, the world, culture, and the universe; whereas formal schemata, consist of our knowledge about discourse culture.
Affect and culture have their own role in a successful reading process. Affective factors such as language ego, self-esteem, empathy, and motivation play major roles in reading. Culture, however, plays an active role in motivating and rewarding people for literacy. Extensive reading, moreover, is a key to student gains a reading ability, linguistic competence, vocabulary, spelling, and writing.
In written language, there are different types of written text, in which represents a genre, all of which have certain rules or conventions. Such those text enable us to identify a genre and to know what to look for within a text. Or, in other words, we will recognize our purpose in reading a text.
The characteristics of written and spoken language are quite different. Thus, we have to familiar with characteristics of written language in order not to interfere our understanding about the meaning of a text. Those are:
a.permanence
b.processing time
c.distance
d.orthography
e.complexity
f.vocabulary
g.formality
In order to gain our understanding of a text we have to recognize reading strategies. All of the reading comprehension strategies listed below could be applied in the classroom.
1.Identify the purpose in reading
2.Use graphemic rules and patterns to aid in bottom-up decoding
3.Use efficient silent reading techniques for relatively rapid comprehension
4.Skim the text for main ideas
5.Scan the text for specific information
6.Use semantic mapping or clustering
7.Guess when you are uncertain
8.Analyze vocabulary
9.Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationship
There are two types of classroom reading performances, oral and silent reading; and also intensive and extensive reading. Oral reading can serve as an evaluative check on bottom-up processing skills, double as pronunciation check, and serve to add some extra student participation if you want to highlight a certain short segment of a reading passage. While intensive reading is usually a classroom oriented activity in which students focus on linguistic or semantic details of a passage; extensive reading, on the contrary, is to achieve a general understanding of a usually somewhat longer text.
When we are going to design interactive reading techniques, we need to follow some principles below:
1.In an interactive curriculum, make sure that you don't overlook the importance of specific instruction in reading skills
2.Use techniques that are intrinsically motivating
3.Balance authenticity and readability in choosing text
4.Encourage the development of reading strategies
5.Include bottom-up and up-down techniques
6.Follow the "SQ3R" sequence, in which consist of five steps: survey, question, read, recite, and review.
7.Subdivide your techniques into pre-reading, during-reading and after reading phases
8.Build in some evaluative aspect to your techniques. Therefore, we should consider some overt responses indicating comprehension.
In short, in order to reach our goal and to gain comprehension in reading, we have to recognize, identify, and pay attention to all of those important factors.
Name : Nur Alif Fitriyani
ReplyDeleteNIM : 2201406571
Rombel : 6
TEACHING READING
From chapter 18 of Teaching by Principles, I have learned some important points:
There are some methodologies for reading, they are bottom-up and top-down processing. If we combined those methodologies, it will be intensive reading.
While the theory is schema theory which is a theory which answers some questions like: how do readers construct meaning? How do they decide what to hold on to and having made that decision, how do they infer a writer's message? In the schema theory, the reader brings information, experience, knowledge, and culture (schemata) to the printed work. There are 2 kinds of schemata: content schemata and formal schemata. Content schemata include what we know about people, the world, culture, and the universe. Formal schemata consist of our knowledge about discourse culture.
Affective factors such as language ego, self-esteem, empathy, and motivation play major roles in reading. While culture plays an active role in motivating and rewarding people for literacy.
Extensive reading is a key to student gains a reading ability, linguistic competence, vocabulary, spelling, and writing.
There are many types of written language, they are: non fiction, fiction, letters, greeting cards, diaries, journals, memos, messages, announcements, questionnaire, labels, signs, maps, invitations, etc. It is important to know the differences among them.
This chapter is also explained about characteristics of written language:
permanence (the reader can return again to the previous text as he wants),
processing time (the readers can read at their own rate)
distance (the written word allows the messages to be sent across physical distance and temporal distance)
orthography (there are graphemes like punctuation, pictures, or charts)
complexity (writing has longer clauses and more subordination than reading)
vocabulary (written English utilizes a greater variety of lexical items than spoken conversational English)
formality (written is quite more formal-the prescribed forms that certain written messages must adhere to)
While the strategies for reading comprehension to be applied in the classroom are:
1.Identify the purpose in reading
2.Use graphemic rules and patterns to aid in bottom-up decoding
3.Use efficient silent reading techniques for relatively rapid comprehension
4.Skim the text for main ideas
5.Scan the text for specific information
6.Use semantic mapping or clustering
7.Guess when you are uncertain
8.Analyze vocabulary
9.Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationship
There are two types of classroom reading performances, oral and silent reading; and intensive and extensive reading. Oral reading can serve as an evaluative check on bottom-up processing skills, double as pronunciation check, and serve to add some extra student participation if you want to highlight a certain short segment of a reading passage.
Intensive reading is usually a classroom oriented activity in which students focus on linguistic or semantic details of a passage. It calls student's attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationship, and the like. Extensive reading is to achieve a general understanding of a usually somewhat longer text.
There are some principles for designing interactive reading techniques:
1.In an interactive curriculum, make sure that you don't overlook the importance of specific instruction in reading skills
2.Use techniques that are intrinsically motivating
3.Balance authenticity and readability in choosing text
4.Encourage the development of reading strategies
5.Include bottom-up and up-down techniques
6.Follow the "SQ3R" sequence. It consists of five steps, they are: survey, question, read, recite, and review.
7.Subdivide your techniques into pre-reading, during-reading and after reading phases
8.Build in some evaluative aspect to your techniques. We should consider some overt responses that indicate comprehension: doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, and conversing.
This chapter also included two examples of reading lessons. The first lesson is for beginning level and illustrates the use of natural authentic language and the tasks. The second lesson is for advance lesson. In this lesson, the student should activate the schemata, understand the organization and purpose of the article.
Name : Satiti Ayu Kusumawati
ReplyDeleteNim : 2201406513
Rombel : 06
Chapter 18
TEACHING READING
Even in those courses that may be labeled “reading”, your goals will be best achieved by capitalizing on the interrelationship of skills, especially the reading-writing connection. So, we focus here on reading as a component of general second language proficiency, but ultimately reading must be considered only in the perspective of the whole picture of interactive language teaching.
RESEARCH ON READING A SECOND LANGUAGE
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. Some the highlights are reviewed here.
1. Bottom-up and top-down processing
Led by Goodman’s (1970)work, the distinction between bottom-up and top-down processing became a cornerstone of reading methodology for years to come.
2. Schema theory and background knowledge
3. The role of affect and culture
4. The power of extensive reading
5. Adult literacy training
TYPES OF WRITTEN LANGUAGE
• Non-fiction : reports, editorials, assays and articles, reference (dictionaries, encyclopedias)
• Fiction : novels, short stories, jokes, drama, poetry
• Letters : personal, business
• Greeting cards
• Diaries, journals
• Memos : (e.g.,interoffice memos)
• Messages: (e.g.,phone messages)
• Announcement
• Newspaper
• Academic writing : short answer test responses, reports, essays, and papers, theses, and books.
• Forms, applications
• Questionnaires
• Directions
• Labels
• Signs
• Recipes
• Bills ( and the other financial statements )
• Maps
• Manuals
• Menus
• Schedules (e.g., transportations information)
• Advertisement : commercial, personal
• Invitations
• Directions (e.g., telephone, yellow pages)
• Comic strips, cartoons
CHARACTERISTIC OF WRITTEN LANGUAGE
1. Permanence
2. Processing time
3. Distance
4. Orthography
5. Complexity
6. Vocabulary
7. Formality
STRATEGIES FOR READING COMPREHENSION
a. Identify the purpose in reading
Efficient reading consist of clearly identifying the purposes in reading something.
b. Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners)
At the beginning levels of learning English, one of the difficulties students encounter in learning to read is making the correspondences between spoken and written English.
c. Use efficient silent reading technique for relatively rapid comprehension (for intermediate to advance levels)
The rules to increase efficiency by teaching a few silent reading:
You don’t need to “pronounce” each words to yourself
Try to visually perceive more than one word at a time, preferably phrases.
Unless a word is absolutely crucial to global understanding, skip over it and try to infer its meaning from its context.
d. Skim the text from main ideas
Skimming give readers the advantage of being able to predict the purpose of the passage, the main topic, or message, and possibly some of the developing or supporting ideas.
e. Scan the text for specific information
The purpose of scanning is to extract specific information without reading through the whole text.
f. Use semantic mapping or clustering
The strategy of semantic mapping or grouping ideas into meaningful clusters, helps the reader to provide some order to the chaos.
g. Guess when you aren’t certain
Learners can use guessing to their advantage to
Guess the meaning of the word
Guess a grammatical relationship
Guess a discourse relationship
Infer implied meaning
Guess about a cultural reference
Guess content messages
h. Analyze vocabulary
One way for learners to make guessing pay off when they don’t immediately recognize o word is to analyze it in terms of what they know about it.
i. Distinguish between literal and implied meanings
Implied meaning usually has to be derived from processing pragmatic information.
j. Capitalize on discourse markers to process relationships
Many discourse markers in English signal relationships among ideas as expressed through phrases, clauses, and sentences.
TYPES OF CLASSROOM READING PERFORMANCE
Classroom reading performance
Oral silent
Intensive extensive
Linguistic content skimming scanning global
Intensive reading analogous to intensive listening. Intensive students calls students’ attention to grammatical forms, discourse markers, and other surface structure details or the purpose of understanding literal meaning, implications, rhetorical relationships, and the like.
Extensive reading is carried out to achieve a general understanding of a usually somewhat longer text (book, long, article, or essays )
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2. Use techniques that are intrinsically motivating.
3. Balance authenticity and readability in choosing texts.
4. Encourage the development of reading strategies.
5. Include both bottom-up and top-down techniques.
6. Follow the “SQ3R”sequence
a. Survey : skim the text for an overview of main ideas.
b. Question : the reader asks questions about what he or she wishes to get out of the text.
c. Read : read the text while looking for answers to the previously formulated questions.
d. Recite : reprocess the salient points of the text through oral or written language.
e. Review: assess the importance of what one has just read and incorporate it into long- term associations.
7. Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8. Build in some evaluative aspect to your techniques.
Doing the reader responds physically to command .
Choosing the reader selects from alternatives posed orally or in writing.
Transferring the reader summarize orally what is read.
Answering the reader outlines or takes notes in a passage.
Extending the reader provides an ending a story.
Duplicating the reader translates the message into the native language or copies it.
Modeling the reader puts together a toy
Conversing the reader engages in a conversation that indicates \appropriate processing of information.
NAME : WIGIT FITRIANI
ReplyDeleteNIM : 2201406052
TEFL 2
ROMBEL 6
TEACHING READING
This essay will emphasize in teaching reading. In chapter 18 Teaching Reading, stated that reading as component of general second language proficiency, but ultimately reading must be considered only in the perspective of the whole picture of interactive language teaching.
There are some aproach in teaching reading. First is bottom-up (data-driven) and top-down (conceptually driven). The combination called interactive reading. Second, Schema theory and background knowledge. There are two categories about schemata, content schemata (include what we know about people, world, culture and universe) and formal schemata (consist of our knowledge about discourse structure). Third, the role of affect and culture means that the ‘love’ of reading has propelled many a learner to successful acquisition of reading skills. Fourth, the power of extensive reading is a key to student gains in reading ability, linguistics competence, vocabulary, spelling and writing. Fifth, adult literacy training, which focus of effort for reseachers and teachers has been literacy –level teaching of adults.
It can be denied that reading can be separated from written language. So many genre of written language. Our students may encounter the difficultes when read English, it is our duty as a teacher to give them enlightment on features of these genres and its meaning.
English writing so different from students’ native language. Some of characteristics of written language will help us as a teacher.
First, written language is permanent so that the reader has an opportunity to return again to a word or phrase or sentence, or even a whole text. second, processing time, here reading context requires the readers to read in their own rate. Third, distance, the written word allows messages to be sent across two dimensions: physical distance and temporal distance. Fourth , orthography, could be punctuation, pictures, or charts phonological cues. fifth, complexity, writing and speech represent different modes of complexity and the most salient difference is the nature of clauses. Six, vocabulary, it is a greater variety of lexical items in written language than spoken. the last, formality, writing is quite frequently more formal than speech. Formality refers to forms that certain written messages must adhere to.
In teaching reading, we have some strategies which can be applied. First, identify the purpose in reading. Make sure students know their purpose in reading something. Second, use graphemic rules and patterns to aid in bottom-up decoding. One-to-one grapheme-phoneme correspondence will be acquired with ease. Third, use silent reading techniques for relatively rapid comprehension. Teacher can help them increase efficiency by teaching a few silent reading rules. Fourth, skim the text for the main ideas. Skimming consists of quickly running one’s eye across a whole text for its gist. Being able to predict the purpose, main topic, message and supporting ideas is the benefit of it. Fifth, scan the text for specific information. Scanning is quickly searching for some particular piece or pieces of information in a text without reading through the whole text. Look for name, date, definition of a key concept usually use scanning. Sixth, use semantic mapping or clustering. It helps the reader to provide some orders to the chaos. Seventh, guess when you aren’t certain. Guess the meaning, grammatical and discourse relation, infer implied meaning. Eighth, analyze vocabulary. Ninth, distinguish between literal and implied meanings. Not all language can be interpreted appropriately by attending to its literal. Finally, capitalized on discourse markers to process relationships, a clear comprehension of such markers can greatly enhance learner’s reading efficiency.
Also, there are two types of classroom reading performance which are oral reading and silent reading. Silent reading are broken down into, intensive reading focuses on the linguistics or semantic details of a passage and extensive reading is carried out to achieve a general understanding of longer text.
As a teacher we should create interactive reading class. Here are Principles for designing interactive reading techniques. First,in an interactive curriculum make sure that you don’t overlook the importance of specific instruction in reading skills. Then, use techniques that are intrinsically motivating. Next, balance authenticity and readability in choosing texts. Next, encourage the development of reading strategies. Then, include both bottoms-up and top-down techniques. Next, Follow the SQ3R (Survey, Question, read, Recite, Review).subdivide your techniques into pre-reading, during-reading and after-reading phases. Finally, build some evaluative aspect to your techniques.
By the theory given above, hopefully our reading class can be an interesting class for our students.
Fitri Yuni Asih
ReplyDelete2201406033
Rombel o6
Chapter 18 “Teaching Reading”
(Teaching by Principles An Interactive Approach to Language Pedagogy)
by H. Douglas Brown
After reading chapter 18 about “Teaching Reading” from book entitle Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition that is written by H. Douglas Brown from San Francisco State University. I have learned a lot of knowledge about teaching English especially teaching reading from Research on Reading a Second Language, Types of Written Language, Characteristics of Written Language, Micro skills for Reading Comprehension, Strategies for Reading Comprehension, Types of Classroom Performance, Principles for Designing Interactive Classroom Reading Techniques, until Two Reading Comprehension. Also, this chapter provides the readers topics for discussion, action, and research, and some references of further reading for the readers. These new information are very useful for a prospective teacher to improve their skills and knowledge about teaching English especially teaching reading for the students.
New knowledge that I have learned from the chapter that I have read such as, there are five approaches to teaching reading skills. First of all is Bottom-Up and Top-down processing. These approaches led by Goodman’s in 1970. in bottom-up processing, the readers must first recognize a multiplicity of linguistics signals, such as letters, morphemes, syllables, words, phrases, grammatical cues, and discourse makers and use their linguistic data-processing mechanisms to improve some short of order on these signals. In the contrary, top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
Next approach that I learn from this book is scheme theory and background knowledge, Mark Clarke and Sandra Silberstein (1997:336-337) capture the essence of this theory. In this theory, there are two categories content and formal scheme. The next theory is the power of extensive reading approach, Khrashen’s (1993) The Power of reading and Day and Bamford (1998) both made the case that extensive reading ( Free voluntary reading (FVR) as Kharshen called it) is a key to the students gains in reading ability, linguistics competence, vocabulary, spelling, and writing.
All of this research suggests that instructional programs in reading should give strong consideration to the teaching of extensive reading. In addition, adult literacy has major issues touched on above, a multitude of other topics are grist for current researchers.
According to this book, there are some types of written language such as non fiction, fiction, letters, advertisement, invitation, comic strips, etc. written language has some characteristics. They are performance, processing time, distance, orthography, complexity, vocabulary, and formality. There are fourteen micro skills for reading comprehension. And the strategies for reading comprehension consist of the strategies that are related to bottom-up procedures and others enhance the top-down processes, some of them are identify the purpose in reading, skim the text for main ideas, scan for specific information, etc.
We can also learn about types of classroom reading that consist of two parts. First is oral and silent reading and second one is intensive and extensive reading. And each type has advantages and disadvantages. Then, the principles for designing interactive reading techniques are divided into eight parts. First, in an interactive curriculum, make sure that you do not overlook the importance of specific interaction in reading skills. Second, use techniques that are intrinsically motivating, balance authentically and readability in choosing text, encourage the development of reading strategies, include both bottom-up and top-down techniques, follow the “SQ3R” sequence subdivide your techniques into pre-reading, during reading, and after reading phases, and build in some evaluation aspect to your techniques. The “SQ3R” technique itself is a process consisting of the following five steps. They are survey, question, read, recite and review.
Finally, I can conclude that the H. Douglas Brown book especially chapter 18 “Teaching Reading” is very useful for both the teacher and a prospective teacher who want to make their reading class understand the reading material efficiently and successfully. Since, the material of this chapter gives the readers guidelines and many advantages so it is necessary for the teacher and the prospective teachers to read it to enrich their knowledge and their teaching reading skills.
SITI AJI KHOZANAH
ReplyDelete2201406036
ROMBEL 03
TEACHING READING
Reading on Reading a Second Language
The researches that have been done for three decades recently reveal some significant findings that will affect the language teachers and their approach to teaching reading skill. Some of the highlights are reviewed here. First is bottom-up and top-down processing. In bottom-up processing, readers must first recognize a multiplicity of linguistic signals and use their linguistic data-processing mechanisms to impose some sort of order on these signals. Whereas top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
Next is schema theory and background knowledge. Schema theory are sorts of questions addressed by what has come to be known. And schemata is what the reader brings to the printed out.
There are two categories of schemata, they are; content and formal schemata. Content schemata include what we know about people, the world, culture, and the universe, while formal schemata consist of our knowledge about discourse structure.
Research proved that the “love” of reading has propelled many a learner to successful of reading skills. Similarly, culture plays an active role in motivating and rewarding people for literacy.
Krashen’s and Bamford both made the case that extensive reading (free voluntary reading) is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
Then, as ESL materials and methods continue to apply both bottom-up and top-down models of reading to programs and curricula, one particularly challenging focus of effort for researchers and teachers has been literacy level-teaching of adults.
Types of Written Language
In our highly literate society, there are literally hundreds of different types of written texts, as much larger variety than found in spoken text. They are: non-fiction text, fiction, letters, etc.
Characteristics of Written Language
The first characteristic is permanence. Written language is permanent (or as permanent as paper and computer disks are), and therefore the reader has an opportunity to return again, if necessary, to a word or phrase or sentence, or even a whole text.
The next characteristic is processing time. Most reading contexts allow readers to read at their own rate.
Then, distance is the next characteristic. The written word allows messages to be sent across two dimensions; physical distance and temporal distance. The task of the reader is to interpret language that was written in some other time with only the written words themselves as contextual clues.
In spoken language, we have phonemes. However, in writing we have graphemes and sometimes punctuation, pictures, or charts lend a helping hand. Writing is also more complex than speech. Writing has longer clauses and more subordination. Written English typically utilizes a greater variety of lexical items than spoken conversational English. Finally, writing is quite frequently more formal than speech. Formality here refers to prescribed form.
Strategies for Reading Comprehension
It is important to the teachers to follow these strategies, each of which can be practically applied their classroom techniques. First of all, efficient reading consists of clearly identifying the purpose in reading something. Whenever you are teaching a reading technique, make sure students know their purpose in reading something. Then, you have to use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners). Whereas for intermediate to advanced level, you may use efficient silent reading techniques for relatively rapid comprehension.
The next strategy is skimming the text for main ideas, scanning the text for specific information, using semantic mapping or clustering, guessing when you aren’t certain, analyzing vocabulary, distinguishing between literal and implied meanings, and capitalizing on discourse markers to process relationship.
Types of Classroom Reading Performance
At the beginning and intermediate levels, it’s better to use oral reading, but at advance d level it’s better to use silent reading. Silent reading may be subcategorized into intensive and extensive reading.
Principles for Designing Interactive Reading Techniques
In an interactive curriculum, you have to make sure that you don’t overlook the importance of specific instruction in reading skills. The other principles are, using techniques that are intrinsically motivating, balance authenticity and readability in choosing texts, encouraging the development of reading strategies, including both bottom-up and top-down techniques, following the SQ3R sequence, subdividing your techniques into pre-reading, during reading, and after reading phases, and the last is building in some evaluative aspect to your techniques.
Andhika Hadiyanto W
ReplyDelete2201406581
Rombel 6
After reading the chapter 18 of H. Douglas Brown’s book which entitled Teaching Reading by Principles, I figured out that there are a lot of important things that we can learned. In this essay, I would like to try to explain those important aspects of teaching reading briefly.
First of all, if we talk about teaching reading, then what we will put in our mind is a boring class and also a lot of written words which make our students uncomfortable. It is our duty as a teacher to make a reading class more enjoyable, so that our students will be easier to mastery the reading skills which is also become an important skills when we learn English as a second language.
A glance through what is now three decades of research reveals some significant findings that will affects our approach to teaching reading skills. Some of the highlights are:
1. Bottom up and top down processing
In this processing, readers must first recognize a multiplicity of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistic data processing mechanisms to impose some of order on these signals. Meanwhile, in the top down processing, we draw our own intelligence and experience to understand a text. More recent research on teaching reading has shown that a combination between those two processes above or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important.
2. Schema theory and background knowledge
Schema theory is a theory which explains the readers’ comprehension about a certain text. In this theory, there are two categories of schemata that are content and formal schemata. Content schemata include what we know about people, the world, culture, and the universe. On the other hand, formal schemata consist of our knowledge about discourse structure.
3. The role of affect and culture
Due to the fact that reading is subject to variability within the affective domain, the love of reading has propelled many a learner to successful acquisition of reading skills. In this part, I also realized that culture plays an active role in motivating and rewarding people for literacy.
4. The power of extensive reading
The power of extensive reading is the key to student gains in reading ability, linguistic competence, vocabulary, spelling and also writing.
5. Adult literacy training
Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry. Beside that, I also figured out that there are five major issues in this points, they are:
The role of cognition in reading
The role of automaticity in word recognition
The role of conscious strategies in learning to read a second language
Effective techniques for activating schemata
Relationships of reading to writing
This chapter also tells us about the different types of written texts. There is literally hundreds of it, a much larger variety than found in spoken texts and as a teacher, it is our job to enlighten our students on features of those genres of the texts and to help them to develop strategies for extracting necessary meaning of each.
Furthermore, I also learned about some characteristics of written language, they are:
Permanence
Processing time
Distance
Orthography
Complexity
Vocabulary
Formality
Those characteristics above are very useful for helping us in diagnosing certain reading difficulties arising from the idiosyncrasies of written language, pointing our techniques toward specific objectives, and reminding students of some of the advantages of the written language over spoken.
On the other section in this chapter, I learned about some strategies for comprehend a reading text, they are:
1.Identify the purpose in reading
2.Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners)
3.Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels)
4.Skim the text for main ideas
5.Scan the text for specific information
6.Use semantic mapping or clustering
7.Guess when you are not certain
8.Analyze vocabulary
9.Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationships
Next one is the types of classroom reading performance which is derived more from the variety texts. Classroom reading performance are divided into two parts, they are oral reading and silent reading. Then, the silent reading are also broken down into intensive reading (consists of linguistic and content) and extensive reading (consists of skimming, scanning and global).
What I learned from the last section of this chapter is the principles for designing interactive reading techniques that divided into eight roles, they are:
1.In an interactive curriculum, make sure that you don’t overlook thee importance of specific instruction in reading skills
2.Use techniques that are intrinsically motivating
3.Balance authenticity and readability in choosing texts
4.Encourage the development of reading strategies
5.Include both bottom-up and top-down techniques
6.Follow the “SQ3R” techniques (Survey, Question, Read, Recite, Review)
7.Subdivide your techniques into pre-reading, during reading, and after-reading phases
8.Build in some evaluative aspect to our techniques
To make a conclusion, I want to emphasize that as a teacher we hold an important role to help our students to help them developing their reading comprehension ability. It is our job to make our students interested in our reading class by applying those methods above in our class appropriately.
CICIK WULANDARI
ReplyDelete2201406590/ROMBEL 6
TEACHING READING
Related to the reading teaching there is some approach that is used in teaching. The first is bottom-up and top-down which are stated by Goodman (1970). The second is schema theory and background knowledge. In this case the reader may bring his information, knowledge, emotion, experience and culture. Third, the role of affect and culture, in which the reader is connected the love of the taste of reading a text. The fourth is the power of extensive reading. The last is adult literacy training. Teaching literacy is a specialized field of research and practice hat derives insight from a number of psycholinguistic and pedagogical domains of inquiry.
There are many types of written English, such as non fiction (reports, editorials, essays, and articles, references), fiction (novels, short stories, jokes, drama, and poetry), letters (personal, business), greeting cards, diaries and journal, memos (for example interoffice memos), announcement and so on.
Written languages have its own characteristics which is different from spoken language. They are:
1. Permanence
Spoken language is fleeting. Speaker expresses his ideas and tells the listener, and in his mind the listener saves the message conveyed. It happens in a short time. The listener could brush up on the line to line of the speaker said but he could recall the message of the topics. In other hands, written language can record safely. In short written language is permanence.
2. Processing time
While reading, reader allows reading at his rate. It is absolutely different from the spoken language which the listener should listen in speed of speaker.
3. Distance
The written words allow messages to be sent across two diminutions: physical and temporal distance.
4. Orthography
While spoken language related to the pronunciation, rhythm, and stress and soon, written language stick with orthography.
5. Complexity
Writing language is more complex than speech. It is because of the clauses which are used in writing language. The clauses of it is longer then speech.
6. Vocabulary
Words can present stumbling blocks to learners. So, the writer will choose the best word to represent the idea to make a good description which is made comprehension to the reader.
7. Formality
Written language is different from spoken language. Written language is more formal. Formality means represent the certain form of written message obey the passage.
In teaching reading, it needs some certain technique in improving students’ reading comprehension. The first is to identify the purpose in reading. While student understand the purpose, they will be more interested in reading the passage. Second, use graphemic rules and pattern to aid in bottom-up decoding the third is to use efficient silent reading technique for relatively rapid comprehension. Fourth, skim the text for main ideas. Skimming is used to help student to get the topic, message and even developing or supporting ideas. The fifth is scanning the text for specific information. The purpose of scanning is getting the main information without reading all the text at first. Sixth, use semantic mapping or clustering. Seventh, guess when you aren’t certain. Eight, analyze vocabulary. Ninth, distinguish between literal and implied meanings. And the last is capitalized on discourse marker to process relationship. Many discourse makers English signal relationship among ideas as expressed through phrases, clauses, and sentences.
Classroom reading performances are broken down into oral and silent. Silent reading divided into two part, intensive (linguistic and content) and extensive (skimming, scanning, and global)
There are some principles for designing interactive reading techniques and just follow them.
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skill.
2. Use techniques that are intrinsically motivating.
3. Balance authenticity and readability in choosing texts.
4. Encourage the development of reading strategies.
5. Include both bottoms-up and top-down technique.
6. Follow the SQ3R (survey, question, read, recite, review) sequence.
7. Subdivide your techniques into pre-reading (before you read), during-reading (while you read), and after-reading (after you read) phrases.
8. Built in some evaluation aspect to your techniques.
Ratih Mariana Dewi
ReplyDelete2201406047
Rombel 06
Teaching reading
I have read chapter 18 of the book which titled “Teaching by Principles an Interactive Approach to Language Pedagogy Second Edition”. It is written by H. Daughlas Brown. I get a lot of information that make my knowledge about teaching reading become richer. It makes me know that on teaching reading can not be separated with other skills. They are listening, writing, and speaking.
It also reviews the highlight of some research on reading a second language. They are:
1. Bottom-up and top-down processing
After reading the research about it, I can know that it is important to combine both bottom-up and top-down processing.
2. Schema theory and background knowledge
I become realize that skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. It is necessary for us to know the two categories of schemata: content and formal schemata requirement to understand a reading passage.
3. The role of effect and culture
It gives me information that our successfulness in having reading acquisition of skills depend on our self-esteem, motivation, ego, and empathy. Similarly, culture plays an active role in motivating and rewarding people for literacy.
4. The power of extensive reading
I am as would be teacher and I think I will teach extensive reading for my students because it is a key for them to gain in reading ability, linguistic competence, vocabulary, spelling, and writing.
5. Adult literacy training
It suggest that it is perhaps more important to lay some basic foundation for the developing of an effective teaching approach.
The explanation of every research gives me new knowledge that in teaching reading, we should consider some aspects and techniques that we will use our reading class.
After reading this book, I can identify the written language and to look for within the text. So, it will be useful for me to decide what kind of written text that I will use as the materials on my future reading class.
From this book I can get new knowledge about the characteristic of written language. Knowing them will help me in diagnosing certain reading difficulties arising from the idiosyncrasies of written language, pointing my future technique toward specific objectives, and reminding my future students of some of the advantages of the written language over spoken.
The characteristic of written language are: a) Permanent, the readers have the opportunity to return again and again. b) Processing time, a good deal of emphasis is placed on reading speed in our fast-paced, time- conscious society. c) Distance, the written word allows messages to be sent across two dimensions: physical and temporal distance, etc.
I can learn the strategies on teaching reading that will be applied to my future classroom techniques. There are ten strategies. They are identify the purpose in reading, use grapheme rules and patterns to aid in bottom-up decoding ( especially for beginning learners), use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance levels), skim the text for main ideas, scan the text for specific information, etc.
It is useful to read this book because I can imagine types of classroom reading performance. It can be oral or silent reading and intensive or extensive reading. Every types of them has advantages and disadvantages so we should consider about the effectiveness of using the type by thinking about the purpose, level of students, and the text.
It is important for the teachers to create interactive reading techniques. From this book I can learn how to do it because it explains some principles for design interactive reading techniques. They are: 1) In an interactive curriculum, make sure that you don’t over look the importance of specific instruction in reading skills. 2) Use techniques that are intrinsically motivating. 3) Balance authenticity and readability in choosing texts. 4) Encourage the development of reading strategies. 5) include both bottom-up and top-down techniques. 6) Follow the “SQ3R” sequence. 7) Subdivided your techniques into pre-reading, during-reading, and after reading phases. 8) Build in some evaluative aspect to your techniques.
Finally, it is an amazing book that should be read by prospective teacher who want to make their reading class interactive and succeed.
FARIDA LIYANA
ReplyDelete2201406051
TEFL 2
Wednesday, 9-10
TEACHING READING
RESEARCH ON READING SECOND LANGUAGE
Some significant findings that affect the approach to teaching reading skills are:
1. Bottom-up and top-down processing
Here, readers must first recognize a multiplicity of linguistic signals and use their linguistic data processing mechanisms to impose some sort of order on these signals.
Recent research on teaching reading has shown that a combination of top-down and bottom-up processing, or what has come to be called interactive reading, is almost always a primary ingredient in successful teaching methodology because both processes are important. As Nuttal 1996-17 said “I practice, a reader continually shifts some from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says”
2. Scheme Theory and Background knowledge
A full understanding of this story and its humorous punch line requires that the reader know two categories of schemata: content and formal schemata.
3. The role of affect and culture
Similarly, culture plays an active role in motivating and rewarding people for literacy.
4. The power of extensive reading.
Instructional programs in reading should give strong consideration to the teaching of extensive reading. It does not suggest, of course, that focused approaches to specific strategies for intensive reading ought to be abandoned, but strengthen the notion that an extensive reading component in conjunction with other focused reading instruction is highly warranted.
5. Adult literacy training
Teaching literacy is specialized field of research and practice that derives insight from a number of psycholinguistic and pedagogical domains of inquiry.
Aside from the five major issues touched on above, a multitude of other topics is grist for current researches’ mills:
• The role of cognition in reading
• The role of automaticity in word recognition
• The role of conscious strategies in learning to read a second language
• Effective techniques for activating schemata
• Relationship of reading to writing
TYPES OF WRITTEN LANGUAGE
Each has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text. Consider the following non-exhausted list:
• Non-fiction: reports, editorials, essays and articles, reference (dictionaries, encyclopedias)
• Fiction: novels, short stories, jokes, drama, poetry
• Letters: personal, business
• Greeting cards
• Diaries, journals
• Memos (e.g., interoffice memos)
• Etc
CHARACTERISTIC OF WRITTEN LANGUAGE
1. Permanence
The reader has an opportunity to return again, if necessary, to a word or phrase or sentence, or even a whole text.
2. Processing time
A good deal of emphasis is placed on reading speed in our fast-paced, time conscious society, which is good news or bad news.
3. Distance
The tasks of the readers is to interpret language that was written in some other place at some other time with only the written words themselves as contextual clues.
4. Orthography
English orthography itself, in spite of its reputation for being “irregular”, is highly predictable from its spoken counterpart, especially when one considers morphological information as well.
5. Complexity
Readers-especially second language readers who may be quite adept in the spoken language –have to retool their cognitive preceptor in order t extract meaning from the written code.
6. Vocabulary
Written English typically utilizes a greater variety of lexical items than spoken conversational English.
7. Formality
Formality refers to prescribed forms that certain written massages must adhere to.
MICROSKILLS FOR READING COMPREHENSION
Strategies for Reading Comprehension
Following are 10 such strategies, each of which can be practically applied to your classroom techniques:
1. Identify the purpose in reading
2. Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners)
3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels)
4. Skim the text for main ideas
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren’t certain
8. Analyze vocabulary
9. Distinguish between literal and implied meanings
10. Capitalized on discourse markers to process relationships
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral and silent reading
2. Intensive and extensive reading
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills
2. Use techniques that are intrinsically motivating
3. Balance authenticity and readability in choosing texts
4. Encourage the development of reading strategies
5. Include both bottom-up and top-down techniques
6. Follow the “SQ3R” sequence
SQ3R are the process following the 5 steps which are:
Survey
Question
Read
Recite
Review
7. Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8. Build in some evaluative aspect to your techniques.
IDA ROHMAWATI
ReplyDelete2201406022
ROMBEL 6/TEFL 2
TEACHING READING
Reading is one of the activities in teaching English language. Besides reading activities, there are three other steps in learning language. They are listening, speaking, and writing. These steps must be taught systematically from listening, and then speaking, next is reading, and finally is writing. This chapter concerns about teaching reading as a component of general second language proficiency, especially interactive language teaching.
Actually, there are two process of teaching reading here. They are bottom-up and top down processing. These two processing have distinction between each other.
In bottom-up processing, readers must first recognize a multiplicity of linguistics signals and use their linguistics data-processing mechanisms to impose some sort of orders on these signals. However, this process involves a risk because readers must decide what to retain and not to retain, and move on. That is why the readers move on to top-down, or conceptually driven, processing in which we draw on our intelligence and experience to understand a text.
More recent research has shown that a combination between top-down and bottom-up processing, or what has come to be called interactive learning, is almost ingredient in successful teaching methodology because both processes are important.
Schema theory, the hallmark of which is a text does not by itself carry meaning, can bring information, knowledge, emotion, experience, and culture from the readers to the printed word. There are two categories of schemata: content and formal schemata.
•Content schemata include what we know about people, the world, culture, and the universe.
•Formal schemata consist of our knowledge about discourse structure. Those also reveal some implied connections.
The “love” of reading can bring a learner to successful acquisition of reading skills. Dole and Brown (1996) stated that instruction has been found to be effective when students’ self-esteem is high. Moreover, Bamford and Day (1998) declared that the autonomy gained through the learning of reading strategies has been shown to be a powerful motivator.
Extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing. John Green and Rebecca Oxford (1995) found that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency.
After applying the models of bottom-up and top-down process, the researchers have a challenging focus on literacy-level teaching of adults. Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
Reading cannot be separated from written text. Teachers must be able to understand about the text types or genre of written text. In genre, each type has certain rules or conventions for its manifestation. By having the understanding of this, we can identify a genre and to know what to look for within the text.
Written language has some characteristics, which will be mentioned below:
1.Permanence
2.Processing time
3.Distance
4.Orthography
5.Complexity
6.Vocabulary
7.Formality
As second language learners, we need some strategies to get the meaning in reading comprehension such as:
1.Identify the purpose of reading.
2.Use graphemic rules and pattern to aid in bottom-up decoding.
3.Use efficient silent reading techniques for relatively rapid comprehension .
4.Skin the text for main ideas.
5.Scan the text for specific information.
6.Use semantics mapping or clustering.
7.Guess when you aren’t certain.
8.Analyze vocabulary.
9.Distinguish between literal and implied meanings.
10.Capitalize on discourse markers to process relationships.
Classroom reading performance has several types such as: oral and silent reading. Moreover, silent reading consists of intensive and extensive reading.
Principles for designing interactive reading techniques will be mentioned in the below:
1.In an attractive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2.Use techniques that are intrinsically motivating.
3.Balance authenticity and readability in choosing text
4.Encourage the development of reading strategies.
5.Include both bottom-up and top-down techniques.
6.Follow the “SQ3R” sequence.
7.Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8.Build in some evaluate aspect to your techniques.
JELISHA ERLYSTYANA
ReplyDelete2201406517
rombel: 6
Teaching Reading
By the 1970s, first language reading research had been flourishing for a couple of decades as solutions were being sought to why some children couldn’t read. But research on reading in a second language was almost nonexistent. Led by Goodman’s work, the distinction between bottom-up and top-down processing became a cornerstone of reading methodology for years to come. In bottom-up processing, readers must recognize a multiplicity of linguistic signals ( letters, morpheme, syllables, words, phrases, grammatical cues, discourse markers ) and use their linguistic data-processing mechanisms. This is where a complementary method of processing written text is imperative: top-down, or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text. Most research on teaching reading has shown that a combination of top-down and bottom-up processing, or to be called interactive reading. Second, schema theory and background knowledge. A full understanding of this story and its humorous punch line requires that the reader know two categories of schemata : content and formal schemata. Content schemata include what we know about people, the world, culture, and the universe, while formal schemata consist of our knowledge about discourse structure. Third, the role of affect and culture. The “love” of reading has propelled many a learner to successful acquisition of reading skills. Fourth, the power of extensive reading. All of this research suggests that instructional programs in reading should give strong considerations to the teaching of extensive reading. Fifth, adult literacy training. As ESL materials and methods continue to apply both bottom-up and top-down models of reading to programs and curricula, one particularly challenging focus of effort for researchers and teachers has been literacy-level teaching of adults. Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistics and pedagogical domains of inquiry.
In our highly literate society, there are literally hundreds of different type of written texts, a much larger variety than found in spoken texts. Each of the types listed below represents, or in example of, a genre of written language. Each has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text.
There are quite a number of salient and relevant differences between spoken and written language. Students already literate in their native languages will of course be familiar with the board, basic characteristics of written languages ; however, some characteristics of English writing, especially certain rhetorical conventions, may be so different from their native language that reading efforts are blocked. The characteristics will also help for you in : diagnosing certain reading difficulties arising from the idiosyncrasies of written language, pointing your techniques toward specific objectives, and reminding students of some of the advantages of the written language over spoken.
The characteristics are : Permanence, Processing Time, Distance, Orthography, Complexity, Vocabulary, Formality.
There are ten strategies related to bottom-up and procedures, and others enhance the top-down processes. There are : Identify the purpose in reading, Use graphemic rules and patterns to aid in bottom-up decoding, Use efficient silent reading technique for relatively rapid comprehension, Skim the text for the main ideas, Scan the text for specific information, Use semantic mapping or clustering, Guess when you aren’t certain, Analyze vocabulary, Distinguish between literal and implied meanings, Capitalize on discourse markers to process relationships.
Variety of reading performance in the language classroom is derived more from the variety of texts to which you can expose students than from the variety of overt types of performance first, oral and silent reading ; second intensive and extensive reading. The principles for designing interactive reading techniques : Make sure that you don’t overlook the importance of specific instruction in reading skills, Use techniques that are intrinsically motivating, Balance authenticity and readability in choosing texts, Encourage the development of reading strategies, Include both bottom-up and top-down techniques, Follow the “ SQ3R” sequence, Subdivide techniques into pre-reading, during-reading, and after-reading phases, Build in some evaluative aspect the techniques.
Name: Nurul Falah Rahmawati
ReplyDeleteNIM : 2201406588
rombel: 6
TEACHING READING
In 1970, Kenneth Goodman's work led reading methodology to apply bottom-up and top-down processing. In bottom-up processing, readers must recognize the linguistic signals and use their linguistics data-processing to understand these signals. While in top-down processing, readers are invited to draw on their own intelligence and experience to understand a text. More recent research on teaching reading has shown the use of combination between bottom-up and top-down processing which is called interactive reading.
In reading a text, sometimes we need to build our own decision about the message of the text. It's called schema. Usually there is a text that not carry meanings by itself. Therefore, we need to use a schema theory to help us get the meaning or the message of the text. There are two categories of schemata. The first is content schema that include what we know about people, the world, culture, and the universe. Then, the second is formal schema that consist of our knowledge about discourse structure.
In reading, we also need to involve the role of affect and culture. But, the more effective factor is the feeling of loving reading. Reading will be easier and more effective if students' self-esteem is high. To improve students' ability in reading, we need to teach them the extensive reading. Extensive reading is a reading technique where students read faster and don't need to look up the meaning of difficult words.
Reading means that we interpret written language. There are seven characteristics of written language. Written language must pay attention to the permanence, processing time, distance, orthography, complexity, vocabulary, and formality. If a text consist of those characteristics, so it seems that it's a good text to read.
Before starting teaching reading, we need to prepare everything. There are some strategies for reading comprehension. First, we have to identify the purpose and make sure that students know their purpose in reading something. Second, in teaching beginning level learners, we should use graphemic rules and patterns to help them understand the text. Next, if we are going to teach intermediate or advanced level learners, we can use efficient silent reading techniques. The students don't need to be speed in reading but the teacher can help them to increase efficiency by teaching in this way. Then, the next strategy is we can teach students to skim and scan a text. Skimming helps students predicting purposes, main topic, or message of the text, while scanning help them to get specific information without reading the whole text. To make students understand the text easily, we can teach them how to make semantic mapping and guess words when they aren't certain about the words. The next strategy is that if we can't interpret a text in literal meaning, we can do it in implied meaning. Then, the last strategy is that a teacher should capitalize on discourse markers because it can help students reading efficiency.
Moreover, in reading class, we can use not only oral and silent reading, but also intensive and extensive reading. Oral reading can be used to check student's pronunciation, while silent reading includes in intensive and extensive reading which help students to understand the content or message in a text.
In teaching reading, there are some principles to design interactive reading. The first principle is that we should make sure that we don't look at the importance of instruction. Second is to make sure that we use relevant materials to the goal and intrinsically motivating. Third principle is we should choose an understandable and readable text to use. Next, we have to develop the reading strategy and include bottom-up and top-down technique in teaching reading. Then, the effectiveness of reading a text can be got by following “SQ3R”, Survey, Question, Read, Recite, Review. In reading process, it's better for us to subdivide our techniques into pre-reading, during-reading, and after-reading phases. And the last principle is that we need to evaluate the technique we use, so that we can assess students' development accurately. By applying all of those strategies and principles, we can make a reading class that is efficient and better.
Harinda Rarasati
ReplyDelete2201406057
Rombel 6
CHAPTER 18
TEACHING READING
Research on Reading a Second Language
In 1970, Goodman developed bottom-up and top-down processing as a reading methodology. In bottom-up processing, readers must recognize a multiplicity of linguistics signals (letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and comprehend their meanings first. Otherwise, in top-down processing readers involve a guessing game to infer meanings through a puzzle-solving process. Both bottom-up and top-down processing are important and their combinations usually be called interactive reading.
Mark Clarke and Sandra Silberstein, then, developed schema theory and background knowledge. In this case, the reader brings information, knowledge, emotion, experience, and culture while they are reading in order to easily understand what they read. There is also the role of affect and culture. Affective and culture factors are powerful motivators which play major rules in reading success of second language readers.
Other linguists tried to develop the power of extensive reading which is the key to learners gain in reading ability, linguistic competence, vocabulary, spelling and writing. They found that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency. Then in adult literacy learning, researchers used both “skill-based” (bottom-up) and “strategies-based” (top-down) approaches.
Characteristics of Written Language
Written language has several basic characteristics. First, it is permanent. The reader has an opportunity to return again and again, if necessary, to a word or phrase or sentence, or even a whole text. Second, it needs processing time. Most reading contexts allow readers to read at their own rate. The written word also allows messages to be sent across two dimensions: physical distance and temporal distance. Another characteristic is orthography. In writing we have graphemes like punctuation, pictures or charts which we should notice. Next is complexity. Written and spoken languages are different in complexity and the most difference is in the nature of clauses. Spoken language tends to have shorter clauses connected by more coordinate conjunctions, while writing has no longer clauses and more subordination. It is also true that written language typically utilizes a greater variety of lexical items than spoken language. It means spoken language has limited vocabulary. The last characteristic is formality. Writing is quite frequently more formal than speech.
Strategies for Reading Comprehension
The first strategy is to identify the purpose in reading. Then we can use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning level learners) and use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels). Next, we should skim the text for main ideas, scan the text for specific information, use semantic mapping or clustering, and guess when you aren’t certain. Analyzing vocabulary is also needed. The last strategies are distinguishing between literal and implied meanings and capitalizing on discourse markers to process relationships.
Types of Classroom Reading Performance
There are two types of classroom reading performance. First is oral and silent reading and another is intensive and extensive reading. Oral reading can serve as an evaluative check on bottom-up processing skills, double as a pronunciation check and serve to add some extra student participation in reading. However, it also has disadvantages which is not a very authentic language activity and is mere recitation. Silent reading may be subcategorized into intensive and extensive reading. In intensive reading the readers have to notice the grammatical forms, discourse markers and other structures whereas in extensive reading the readers should get a general understanding of the text without looking up the words they don’t know.
Principles for Designing Interactive Reading Techniques
In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills and you should use techniques that are intrinsically motivating. Don’t forget to balance authenticity and readability in choosing texts. Then, you have to encourage the development of reading strategies. Including both bottom-up and top-down techniques is also important. Next, you should follow the “SQ3R” sequence which are survey, question, read, recite and review. You should also subdivide your techniques into pre-reading, during-reading, and after-reading phases and build some evaluative aspect to your techniques.
Name: Tri Budi Setiyaningsih
ReplyDeleteNIM: 2201406524
Rombel: 6
TEACHING READING
Research on Reading a Second Language
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. There are some of the highlights are reviewed here. They are; in bottom-up or data-driven operation obviously requires a sophisticated knowledge of the language itself. In top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text. Next, schema theory and background knowledge, schema theory is known as the sorts of questions addressed by what has come, the hallmark of which is that a text does not by itself carry meaning. A full understanding of this story and its humorous punch line requires that the reader know two categories of schemata: content and formal schemata. The role of affect and culture is also one of the highlights. It is readily apparent from just a cursory survey of research on second language acquisition that affective factors play major roles in ultimate success. The other one is the power of extensive reading. Krashen’s (1993) T he Power of Reading and Day and Bamford (1998) both made the case that extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing. Finally, adult literacy training, teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
Types of Written Language
There are literally hundreds of different types of written texts and we are thus able immediately o identify a genre and to know what to look for within the text. Characteristics of Written Language
There are seven characteristics of written language, they are: permanence, therefore the reader has an opportunity to return again and again. Processing time, a corollary to the above is the processing time that the reader gains. Most reading context allows readers to read at their own rate. Distance, they can transport themselves back through a time machine and “see” the surrounding context. Orthography, English orthography itself, in spite of its reputation for being “irregular,” is highly predictable from its spoken counterpart, especially when one consider morphological information as well. Complexity, the linguistic differences between speech and writing are another major contributing cause to difficulty. Vocabulary, written English typically utilizes a greater variety of lexical items than spoken conversational English. Formality refers to prescribed forms that certain written messages must adhere to.
Strategies for Reading Comprehension
Some strategies are related to bottom-up procedures and others enhance the top-down processes. The ten strategies can be practically applied in classroom. First technique is identifying the purpose in reading, efficient reading consists of clearly identifying the purpose in reading. Second, use grapheme rules and patterns to aid in bottom-up decoding (especially for beginning level learners), at the beginning levels of learning English need hints and explanations about certain English orthographic rules and peculiarities. Third, use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels), intermediate level students need not be speed readers, but you can help them increase efficiency by teaching a few silent reading rules. Fourth, skim the text for main ideas, skimming consists of quickly running one’s eyes across a whole text for its gist. Fifth, scan the text for specific information, scanning or quickly searching for some particular text. Sixth, use semantic mapping helps the reader to provide some order to the chaos. Seventh, guess when you aren’t certain, you can help learners to become accurate guessers by encouraging them to use effective compensation strategies. Eighth, analyze vocabulary. Ninth, distinguish between literal and implied meanings. And the last capitalize on discourse markers to process relationships.
Principles for designing Interactive Reading Techniques
In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills. Then, use techniques that are intrinsically motivating. Next, balance authenticity and readability in choosing texts. After that, encourage the development of reading strategies. Then, include both bottoms-up and top-down techniques. Next, follow the “SQ3R” sequence and subdivide your techniques into pre-reading, during-reading, and after-reading phases and the last build in some evaluative aspect to your techniques.
NAME : GALIH INDRA
ReplyDeleteNUMBER : 2201406597
ROMBEL : 06
Teaching Reading Text
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.
NAME : SEPFIANA ARUM DIAS W
ReplyDeleteNUMBER : 2201406599
ROMBEL : 06
TEACHING READING
Ask learners to read the passage concerned silently, and on their own.
Do not always read a passage aloud and explain or paraphrase it. Remember that our main aim is to help learners become independent readers. However, where necessary, you can explain or paraphrase a text after learners have read it. Read out a text only when the focus of the lesson is on showing learners how a text should be read aloud with correct pronunciation, word stress, sentence stress, intonation and pauses.
Always set a reasonable time limit for your learners to read a passage silently. It is useful to ask them to read the passage once in order to get its global idea. A more detailed reading of the passage should follow when learners can attend to the local content of the passage.
Tell learners that while they are reading a text they should look up the glossary provided.
After learners have finished reading the text in question, start probing their comprehension of it. A good way of beginning this phase of the lesson is by asking a few students to attempt an oral summary of the text (especially in the case of stories).
Almost as a rule, the comprehension tasks should be worked orally before learners are asked to write down their responses to some of the questions.
Remember not to turn the reading comprehension sessions into memory tests. Our focus here is not on recall but on comprehension. Encourage learners to refer to the text as they work through the comprehension questions.
Do not turn reading comprehension sessions into mere question-answer sessions. It is important to encourage learners not only to come up with responses but also to justify them.
Always remember to give learners feedback on their responses. Explain whether a particular response is acceptable or not and why it is so. In the case of evaluative comprehension questions, where reader responses might vary, avoid insisting on one correct answer. What is crucial is the justification offered by individual learners in support of their responses.
On occasions, it might be necessary for you to add to the questions in the reading section so as to make it more accessible and meaningful.
In the final part of the reading comprehension session, attempt a recapitulation of the reading text.
NAME: TIARA TISNA DEWI
ReplyDeleteNIM: 2201406514
TEACHING READING
Research on reading a second language
By the 1970s, first language reading research had been flourishing for a couple of decades as solutions were being sought to why some children could not read. Some of the highlights are reviewed here.
1.Bottom-up and top-down processing
In bottom-up processing or data-driven, readers must first recognize a multiplicity of linguistic signals and their linguistic data-processing mechanism to impose some sort of order on these signals.
While in top-down or conceptually driven we should draw on our own intelligence and experience to understand a text.
2.Schema theory and background knowledge
A text does not carry meanings itself it is known as schema theory. How do readers construct meaning? How do they decide what to hold on to, and having made that decision, how do they infer a writer’s message? These questions are some examples of schema theory. The reader brings information, knowledge, emotion, experience, and culture – that is schemata – to the printed word.
3.The role of affect and culture
It is proved that the affective factors play major roles in ultimate success. The ‘love’ of reading has propelled many a learner to successful acquisition of reading skills. Similarly, culture plays an active role in motivating and rewarding people for literacy.
4.The power of extensive reading
Extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing. John Green and Rebecca Oxford found that reading for pleasure and reading without looking up all the unknown words were both highly correlated with overall language proficiency.
5.Adult literacy training
Types of written language
There are literally hundreds of different types of written text, such as:
Non-fiction
Fiction
Letters
Greeting cards
Etc.
Characteristics of written language
1.Permanence
2.Processing time
3.Distance
4.Orthography
5.Complexity
6.Vocabulary
7.Formality
Micro skills for reading comprehension
1.Discriminate among the distinctive graphemes and orthographic patterns of English.
2.Retain chunks of language of different lengths in short-term memory.
3.Process writing at an efficient rate of speed to suit the purpose.
4.Recognize a core of words, and interpret word order patterns and their significance.
5.Recognize grammatical word classes, systems, patterns, rules, and elliptical forms.
6.Recognize that a particular meaning may be expressed in different grammatical forms.
7.Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
8.Recognize the rhetorical forms of written discourse and their significance for interpretation.
9.Recognize the communicative functions of written texts, according to form and purpose.
10.Infer context that is not explicit by using background knowledge.
11.Infer links and connections between events, ideas, etc., deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
12.Distinguish between literal and implied meaning
13.Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.
14.Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from the context, and activating schemata for the interpretations of texts.
Strategies for reading comprehension
1.Identify the purpose in reading
2.Use graphemic rules and patterns to aid in bottom-up decoding
3.Use efficient silent reading techniques for relatively rapid comprehension
4.Skim the text for main ideas
5.Scan the text for specific information
6.Use schematic mapping or clustering
7.Guess when you are not certain
8.Analyze vocabulary
9.Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationship
Types of classroom reading performance
1.Oral and silent reading
2.Intensive and extensive reading
Principles for designing interactive reading techniques
1.In an interactive curriculum, make sure that you do not overlook the importance of specific instruction in reading skills
2.Use techniques that are intrinsically motivating
3.Balance authenticity and readability in choosing text
4.Encourage the development of reading strategies
5.Include both bottom-up and top-down techniques
6.Follow the “SQ3R” sequence
7.Subdivide your techniques into pre-reading, during-reading, and after-reading phases
8.Build in some evaluative aspect to your techniques
TEFL 2 Assignment
ReplyDeleteAn Essay about Chapter 18 of the book ‘Teaching by Principles’
Ummi Ashim Azzahra
2201406060
STUDY GROUP : 6
WEDNESDAY, 309-310
TEFL 2
Teaching Reading
At every turn, we who are members of a literate society are dependent on twenty-some-odd letters and a handful of other written symbols for significant, even life-and-death, matters in our lives. How do we teach second language learners to master this written code? What do we teach them? What are the issues?
Keep in mind that interactive, integrated approaches to language teaching emphasize the interrelationship of skills. Reading ability will be developed best in association with writing, listening, and speaking activities. Even in those courses that may be labeled “reading” your goals will be best achieved by capitalizing on the relationship of skills, especially the reading-writing connection. So, we focus here on reading as a component of general second language proficiency, but ultimately reading must be considered only in the perspective of the whole picture of interactive language teaching.
Research on Reading a Second Language
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. Some of the highlights are reviewed here.
1. Bottom-up and top-down processing
Christine Nuttall (1996:16-17) compares bottom-up processes with the image of a scientist with a magnifying glass or microscope examining all the minute details of some phenomenon, it has purpose to predict probable meaning of a passage, while top-down processing is like taking an eagle’s eye view of a landscape below, means to check whether that is really what the writer says. The combination between the two has come to be called interactive reading.
2. Schema Theory and Background Knowledge
How do readers construct meaning and infer message from the writer is being known as schema. The readers bring information, knowledge, emotion, experience, and culture-that is schemata.
3. The power of extensive reading
Krashen’s (1993) “The Power of Reading” and Day and Bamford (1998) both made the case that extensive reading (free voluntary reading-FVR) is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
4. Adult Literacy Training
Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
Types of Written Language
• Non fiction
• Fiction
• Letters
• Greeting cards
• Diaries, journals
• Memos
• Messages
• Announcements
• Newspaper
• Academic writing
• Forms, application
• Questionnaires
• Directions
• Labels
• Signs
• Recipes
• Bills
• Maps
• Manuals
• Menus
• Schedules
• Advertisements
• Invitations
• Directories
• Comic strips, cartoon
Characteristic of Written Language
a. Permanence
b. Processing time
c. Distance
d. Orthography
e. Complexity
f. Vocabulary
g. Formality
Strategies for Reading Comprehension
For most second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. Some strategies are related to bottom-up procedures, and others enhance the top-down processes. Following are ten such strategies which can be practically applied to your classroom techniques.
1. Identify the purpose of reading
2. Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning levels learners)
3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels)
4. Skim the text for main ideas
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren’t certain
8. Analyze vocabulary
9. Distinguish between literal and implied meanings
10. Capitalize on discourse markers to process relationship.
There are two types of classroom reading performance; they are (a) oral and silent reading; and (b) intensive and extensive reading.
Principles for Designing Interactive Reading Techniques
1. Don’t overlook the importance of specific instruction in reading skills.
2. Use technique that intrinsically motivating
3. Balance authenticity and readability in choosing texts
4. Encourage the development of reading strategies
5. Include both bottom-up and top-down techniques
6. Follow the SQ3R sequence
7. Subdivide your techniques into pre-reading, during-reading, and after reading phases
8. Build in some evaluative aspect to your techniques
Name : Prapasa Aji Setiawan
ReplyDeleteNIM : 2201406635
TEFL 2 : Rombel 06
TEACHING READING
Reading is one linguistic skill. In my opinion, reading is such a positive activity which is able to give the reader some information within the reading passage. English reading passage is quite a bit different from Indonesian reading passage. In English reading, we only read the passage and get the core valuable message, but we have to understand the technique as well.
A half century ago, reading specialists argued that the best way to teach reading is through bottom-up methodology rather than top-down. In bottom-up processing, readers must first recognize some kinds of linguistic signals (letters, morphemes, words, phrases, grammatical cues, and discourse markers). Meanwhile top-down processing is merely focusing on our experience, intelligence and skill coming from ourselves in order to understand a text. Than, they combined both became interactive reading.
Virtually, reading is affected by mostly background knowledge of ours. In addition, vocabulary items are also strongly influencing. Because the meaning of unknown words still can’t be predicted easily from their context, and because the overall meaning of a sentence or paragraph is nevertheless still unclear, learners should refrain from the frequent use of bilingual dictionary.
Unfortunately, we are extremely using guessing when we got the difficulty to predict or find out the meaning. As long as it is logical upon the context, it is acceptably okay, but if it turns away the context, of course it can destruct the whole meaning. That’s why; readers should read all the passage from the beginning to the end even though they don’t know some important points of vocabulary.
There are many strategies in reading comprehension such as skimming, previewing, and scanning. Especially, the purpose of scanning is to extract specific information without reading through the whole text. For academic English, scanning is absolutely essential. In vocational and general English, scanning is important in dealing with genres like schedules, manuals, forms, etc.
On the other hand, types of reading performance consist of oral, silent, intensive and extensive reading. For advanced level, usually only advantage can be gained by reading orally. As a rule of thumb, you want to use oral reading to serve these purposes because the disadvantages of too much oral reading can be easily come. In most readers, they almost use the silent reading because it shows the comfortable conditions in any circumstances.
Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like. Meanwhile, extensive reading is the way to speed reading. It usually achieves in a general understanding the long passages by reading the first line of each paragraph then skip the rests to continue the other paragraphs. Intensive reading occurs inside the classroom when the class begun. Next, extensive reading is performed outside of class time.
The advantage of extensive reading can sometimes help learners to get away from their tendency and overanalyze or look up words they don’t know and read for understanding background knowledge.
All of this research suggests that instructional programs in reading should give strong consideration to the teaching of extensive. It doesn’t suggest, of course, that focused approaches to the specific strategies for intensive reading ought to be abandoned, but strengthens the notion that the extensive reading component in conjunction with other focused reading instruction is highly warranted.
Some suggestion we can draw in reading phases is that based on three points of view. Those are before you read, while you read, and after you read. First, before you read, we have to set up our mind to focus on the topic early. Try to understand what the topic implies. Second, while you read, in this section we should catch a sense of purpose for reading because it contains a lot of information. We may choose the comfortable situation in reading because everyone has their own convenience. One prefers reading in silent to crowd circumstance. And the last one is that, after you read, it comprehends the questions you draw by yourselves in order to achieve the message.
Eventually, by teaching reading, it is supposed to teach the learners activity whether inside or outside of classroom.
Aant Adhi Hartadi
ReplyDelete2201406049
TEACHING READING
Highlight of approach in teaching reading
1. Bottom-up and top-down processing
- In bottom-up we must first recognize the linguistic signals then use them to understand the text.
- In contrary, in top-down we can use our own knowledge and intelligence for understanding the text.
2. Schema theory and background knowledge
- A text does not by itself carry meaning. The reader brings the information, knowledge, emotion, experience and culture.
3. The role of affect and culture
- The affective factors are the students’ motivation, empathy, and self-esteem.
- Culture can motivate and rewarding us to read.
4. The power of extensive reading
- Extensive reading makes students easier gaining reading ability, linguistic competence, vocabulary, spelling and writing.
5. Adult literacy training
- In this we applied both bottom-up and top-down approaches.
TYPES OF WRITTEN LANGUAGE
CHARACTERISTICS OF WRITTEN LANGUAGE
1. Permanence, can be read again and again.
2. Processing time, we can read in our own speed.
3. Distance, can be send both physical (through place) and temporal (through time).
4. Orthography, it’s written.
5. Complexity, more complex than spoken. Longer clauses and more subordinate.
6. Vocabulary, greater variety of lexical items than spoken.
7. Formality, written is more formal than spoken.
STATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading, efficient reading should have clear purpose.
2. Use graphemic rules and pattern to aid in bottom-up decoding (especially for beginning level learner)
3. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance levels)
4. Skim the text for main ideas, to predict the purpose of the passage, the main topic, and some supporting ideas.
5. Scan the text for specific information, to extract specific information without reading through the whole text.
6. Use semantic mapping or clustering, to provide some order to the chaos.
7. Guess when you aren’t certain, make it reasonably accurate.
8. Analyze vocabulary in term what they know about that word.
9. Distinguish between literal and implied meanings.
- Literal: syntactic surface structure
- Implied: derived from processing pragmatic information.
10. Capitalize on discourse markers to process relationships.
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral (beginner level) and silent reading (advance level)
2. Intensive (classroom oriented) and extensive reading (outside classroom).
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2. Use techniques that are intrinsically motivating
3. Balance authenticity and readability in choosing texts.
4. Encourage the development of reading strategies.
5. Include both bottom-up and top-down techniques
6. Follow the “SQ3R” sequence.
- Survey, skim the main idea
- Question, what is the text about
- Read, while looking for the answer
- Recite, reprocess the salient point
- Review, assess the importance one’s just read.
7. Subdivide your techniques into pre-reading, during reading, and after-reading.
a. Before you read: spend some time to introduce the topic
b. While you read: give the students a sense of purpose of the reading.
c. After you read: give them some comprehension questions.
8. Build in some evaluative aspect to your techniques.
- Accurately assess the students’ reading comprehension and their skill development.
M. Gilar Yudha Pratama
ReplyDelete2201406544
TEACHING READING
A. RESEARCH READING A SECOND LANGUAGE
1. Bottom-up and top-down processing
In bottom-up processing, readers must first recognize a multiplicity of linguistic signals, and use their linguistic data-processing mechanisms to impose some sort of order on these signals.
2. Schema theory and background knowledge.
The sort of questions addresed by what has come to be which the he reader brings information, knowledge, emotion, experience, and culture to the printed word.
Two categories of schemata :
a. content schemata (include what our knowledge about people, the world, culture, and the universe.)
b. formal schemata (consist of our knowledge about discourse structure.)
3. The Role of Affect and Culture
Culture plays an active role in motivating and rewarding people for literacy, we cannot simply assume that cognitive factors alone will account for the eventual success of second language readers.
4. The Power of Extensive Reading
It’s a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
5. Adult Literacy Training
Teaching literacy is a specialized field of research an practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
B. TYPES OF WITTEN LANGUAGE
1. non-fiction => journals
2. fiction => memos
3. letters => messages
4. greeting cards => announcements, etc.
C. CHARACTERISTIC OF WRITTEN LANGUAGE
1. Permanence
2. Processing Time
3. Distance
4. Orthography
5. Complexity
6. Vocabulary
7. Formality
D. STRATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading
2. Use graphemic rules and patterns to aid in bottom-up decoding..
3. Use efficient silent reading techniques for relatively rapid comprehension
Few silent reading rules :
a. Don’t need to “pronounce” each word.
b. Try to visually perceive more than one word at a time.
c. Infer word meaning from its context.
4. Skin the text for main ideas.
5. Scan the text for specific information.
6. Use semantic mapping or clustering grouping ideas into meaningful clusters
7. Guess when you aren’t certain. (Guess the meaning of a word, a grammatical and discourse relationship, a cultural reference, and content messages; and infer implied meaning.)
8. Analyze vocabulary
Several techniques : (look for prefixes, look for suffixes, look for roots, and look for grammatical and semantic context.)
9. Distinguish between literal and implied meaning.
10. Capitalize on discourse markers to process relationships.
E. TYPES OF CLASSROOM READING PERFORMACE
Variety of reading performance in the language classroom is derived more from the variety of text.
1. Oral and silent reading
a. Advantages of oral reading (serve as an evaluative check on bottom-up processing skills, double as a pronunciation check, and serve to add some extra student participation.)
b. Disadvantages of oral reading (oral reading is not a very authentic language activity, while one student is reading, others can easily lose attention, and it may have the outward appearance of students participation when in reality it is mere recitation.)
2. Intensive and extensive reading
a. Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like.
b. Extensive reading helps learners get away from their tendency to over analyze or look up words they don’t know, and read for understanding.
F. PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES.
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2. Use techniques that are intrinsically motivating.
3. Balance Authenticity and read ability in choosing texts.
Three criteria for choosing reading texts for students (suitability, exploitability, and readability)
4. Encourage the development of reading strategies.
5. Include both bottom-up and top-down techniques.
6. Follow the “SQ3R” sequence (survey, question, read, recite, and review)
7. Subdivide your techniques into pre-reading during-reading, and after-reading phases.
a. Before you read => introducing a topic, encouraging skimming, scanning, predicting and activating schemata.
b. While you read => give students a sense of purpose for reading rather than just reading.
c. After you read => give students follow up writing exercise
8. Build in some evaluative aspect to your techniques. (doing, choosing, transferring, answering, condesing, extending, duplicating, modeling, and conversing)
Dian hartadi
ReplyDelete2201406506
TEACHING READING
Remember that interactive, integrated, approaches to language teaching emphasize the interrelationship of skills. Reading will be developed best association with writing, listening and speaking activities.
RESEARCH ON READING A SECOND LANGUAGE
Some research reveals some approach to teaching reading skills.
1.Bottom-up and top-down processing
Christine Nuttall (1996: 16-17) compares bottom-up processes a with the image of a scientific with a magnifying glass or microscope examining all the minute details on the phenomenon, while top-down processing is like talking an eagle’s eye view of a landscape bellow.
2.Schema theory and background knowledge
The readers bring information, knowledge, emotion, experience, and culture-that is schemata (plural)-to the printed word. The readers know two categories of schemata: content and formal schemata. Content schemata include what we know about people, the world, culture and the universe while formal schemata consist of our knowledge about discourse structure.
3.The role of effect and culture
The ‘love’ of reading has propelled many a learner to successful acquisition of reading skill instruction. Instruction has been found to be effective when students’ self-esteem is high. Culture plays an active role in motivating and rewarding people for literacy.
4.The power of extensive reading.
Bamford (1998) and Krashen’s (1993) both made the case that extensive reading is a key to student gains in reading ability, linguistic competence, vocabulary, spelling and writing. All of this research suggest that instructional program in reading should give strong consideration to the teaching of extensive reading.
5.Adult literacy training
Teaching literacy is a specialized field of research and practice that derives insight from a number of psycholinguistic and pedagogical domain domains of inquiry.
TYPES OF WRITTEN LANGUAGE
Each of the types listed below represents the example of a genre of a written language.
Non-fiction
Fiction
Letters
Greeting card
Diaries, journals
Memos
Messages
Announcements
Newspaper
Academic writing
Forms, applications
Questionnaires
Directions
Labels
Signs
Recipes
Bills
Maps
Manuals
Menus
Schedules
Advertisements
Invitations
Directories
Comic strips, cartoons
CHARACTERISTIC OF WRITTEN LANGUAGE
The characteristics of written language
a.Diagnosing certain reading difficulties arising from the idiosyncrasies of written language
b.Pointing your techniques toward specific objectives
c. Reminding students of some of the advantages of the written language over spoken
a)Permanence
Written language is permanent and therefore the readers have an opportunity to return again and again.
b)Processing time
A good deal of emphasis is placed on reading in our face-paced, time-conscious speed society, which is good news and bad news. The good news is that reader s can indeed capitalize on the nature of the printed word and develop very rapid reading rates. The bad news is that many people who are ‘slow’ readers are made to feel inferior.
c)Orthography
English orthography itself, in spite of its reputation for being ‘irregular’, is highly predictable for its spoken counterpart, when one consider morphology.
d)Complexity
Writing and speech represent different modes of complexity and the most salient difference in nature of clauses
e)Vocabulary
The written English utilities a greater variety of lexical items than spoken English because writing allows the writer more processing time.
f)Formality
Formality refers to prescribed forms that certain written message must adhere to.
MICROSKILLS FOR READING COMPREHENSION
STRATEGIES FOR READING COMPREHENSION
Following are ten strategies can be practically applied in the classroom:
1)Identify the purposes in reading
2)Use graphemic rules and patterns to aid-in bottom up decoding
3)Use efficient silent reading techniques for relatively rapid comprehension
4)Skim the text for main ideas
5)Scan the text for specific information
6) Use semantic mapping or clustering
7)Guess when you aren’t certain
8)Analyze vocabulary
9)Distinguish between literal and implied meaning
10)Capitalize on discourse makers to process relationship
TYPES OF CLASSROOM READING PERFORMANCE
1)Oral and silent reading
2)Intensive and extensive reading
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUE
1)In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skill
2)Use techniques that are intrinsically motivating
3)Balance authenticity and readability in choosing texts
4)Encourage the development of reading strategies
5)Include bottom-up and top-down techniques
6)Follow the “SQ3R” sequence
7)Subdivide your techniques into pre-reading, during-reading, and after-reading phases
8)Build in some evaluate aspect to your techniques
YENNY PUSPITA RINI
ReplyDelete2201406526
TEACHING READING
We can find word everywhere, even it is arround us. We use it to communicate. Everything that is written, usually can be read. The interrelationship between reading and writing will be developed well in association with listening and speaking. These skills should be mastered by language learners. The highlights of reading are: First, Bottom-up and Top-down processing. In Bottom-up processing, readers must first recognize a multiplicity of linguistic signals and use their linguistic data processing mechanisms to impose some sort of order on these signals. While Top-down processing is draw on our own intellegence, and experience tyo understand a text. These processing became a cornerstone of reading methodology for years to come. More recent research on teaching has come to be called Interactive reading. Second is Schema theory and background knowledge. The hallmark of schema theory is that a text doesn’t by itself carry meaning. The reader brings information, knowledge, emotion, experience, and culture – that is schemata. There are two categories of schemata: content and formal schemata. Content schemata include what we know about people, world, culture, and the universe, while formal schemata consisit of our knowledge about discourse structure. Third, The role of affect and culture. It is readily apparent from just a cursory survey of research on second language acquisition that affective factors play major roles in ultimate success. The ‘love’ of reading has propelled many a learner to successful acquisition of reading skill. Fourth, The power of extensive reading. All of this rresearch suggests that instructional programs in reading should give strong consideration. Fifth, adult literacy training. As ESL materials and methods continue to apply both bottom-up and top-down models of reading to programs and curricula, one particularly challenging focus of effort for researchers and teachers has been literacy-level teaching of adults. Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistics and pedagogical domains of inquiry.
There are literally hundreds of different type of written texts, a much larger variety than found in spoken texts. Each of the types listed below represents, or in example of, a genre of written language. Each has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text. There are quite a number of salient and relevant differences between spoken and written language. Students already literate in their native languages will of course be familiar with the board, basic characteristics of written languages ; however, some characteristics of English writing, especially certain rhetorical conventions, may be so different from their native language that reading efforts are blocked. The characteristics will also help for you in : diagnosing certain reading difficulties arising from the idiosyncrasies of written language, pointing your techniques toward specific objectives, and reminding students of some of the advantages of the written language over spoken. Those characteristics are: Permanence, processing time, distance, orthography, complexity, vocabulary, and formality.
For most second language learners who are already literate in a previous language, reading comphrehension is primarily a matter of developing appropriate, efficient comphrehension strategies. There are ten strategies: Identify the purpose in reading, Use graphemic rules and patterns to aid in bottom decoding, Use efficient silent reading technique for relatively rapid comprehension, Skim the text for the main ideas, Scan the text for specific information, Use semantic mapping or clustering, Guess when you aren’t certain, Analyze vocabulary, Distinguish between literal and implied meanings, and Capitalize on discourse markers to process relationships.
Variety of reading performance in the language classroom is derived more from variety of texts to which you can expose students than from the variety of overt types of performance. There are two types of classroom reading performance: Oral and silent reading (serve as an evaluate check on bottom-up processing skills, as a pronunciation check, serve to add some extra students participation) and intensive and extensive reading (Intensive reading is a classroom oriented activity in which students focus on the linguistic or semantic details, while extensive is carried out to achieve a general understanding of usually somewhat longer text).
Tri Aryanti
ReplyDelete2201406039
TEFL 2
Chapter 18 “Teaching Reading”
After reading chapter 18 about “Teaching Reading” from book entitle Teaching by Principles An Interactive Approach to Language Pedagogy Second Edition that is written by H. Douglas Brown from San Francisco State University. I have learned a lot of knowledge about teaching English especially teaching reading . These new information are very useful for a prospective teacher to improve their skills and knowledge about teaching English especially teaching reading for the students.
1. New knowledge that I have learned from the chapter that I have read such as, there are five approaches to teaching reading skills. First of all is Bottom-Up and Top-down processing. These approaches led by Goodman’s in 1970. in bottom-up processing, the readers must first recognize a multiplicity of linguistics signals, such as letters, morphemes, syllables, words, phrases, grammatical cues, and discourse makers and use their linguistic data-processing mechanisms to improve some short of order on these signals. In the contrary, top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
Schema theory and background knowledge
Next approach that I learn from this book is scheme theory and background knowledge, Mark Clarke and Sandra Silberstein (1997:336-337) capture the essence of this theory. In this theory, there are two categories content and formal scheme. The next theory is the power of extensive reading approach, Khrashen’s (1993) The Power of reading and Day and Bamford (1998) both made the case that extensive reading ( Free voluntary reading (FVR) as Kharshen called it) is a key to the students gains in reading ability, linguistics competence, vocabulary, spelling, and writing.I become realize that skill in reading depends on the efficient interaction between linguistic knowledge and knowledge of the world. It is necessary for us to know the two categories of schemata: content and formal schemata requirement to understand a reading passage.
The role of effect and culture
It gives me information that our successfulness in having reading acquisition of skills depend on our self-esteem, motivation, ego, and empathy. Similarly, culture plays an active role in motivating and rewarding people for literacy.All of this research suggests that instructional programs in reading should give strong consideration to the teaching of extensive reading. In addition, adult literacy has major issues touched on above, a multitude of other topics are grist for current researchers.
The power of extensive reading
I am as would be teacher and I think I will teach extensive reading for my students because it is a key for them to gain in reading ability, linguistic competence, vocabulary, spelling, and writing.We can also learn about types of classroom reading that consist of two parts. First is oral and silent reading and second one is intensive and extensive reading. And each type has advantages and disadvantages. Then, the principles for designing interactive reading techniques are divided into eight parts. First, in an interactive curriculum, make sure that you do not overlook the importance of specific interaction in reading skills. Second, use techniques that are intrinsically motivating, balance authentically and readability in choosing text, encourage the development of reading strategies, include both bottom-up and top-down techniques, follow the “SQ3R” sequence subdivide your techniques into pre-reading, during reading, and after reading phases, and build in some evaluation aspect to your techniques. The “SQ3R” technique itself is a process consisting of the following five steps. They are survey, question, read, recite and review
Adult literacy training
It suggest that it is perhaps more important to lay some basic foundation for the developing of an effective teaching approach.
According to this book, there are some types of written language such as non fiction, fiction, letters, advertisement, invitation, comic strips, etc. written language has some characteristics. They are performance, processing time, distance, orthography, complexity, vocabulary, and formality. There are fourteen micro skills for reading comprehension. And the strategies for reading comprehension consist of the strategies that are related to bottom-up procedures and others enhance the top-down processes, some of them are identify the purpose in reading, skim the text for main ideas, scan for specific information, etc.
students, and the text.
It is important for the teachers to create interactive reading techniques. From this book I can learn how to do it because it explains some principles for design interactive reading techniques. They are: 1) In an interactive curriculum, make sure that you don’t over look the importance of specific instruction in reading skills. 2) Use techniques that are intrinsically motivating. 3) Balance authenticity and readability in choosing texts. 4) Encourage the development of reading strategies. 5) include both bottom-up and top-down techniques. 6) Follow the “SQ3R” sequence. 7) Subdivided your techniques into pre-reading, during-reading, and after reading phases. 8) Build in some evaluative aspect to your techniques.
I can learn the strategies on teaching reading that will be applied to my future classroom techniques. There are ten strategies. They are identify the purpose in reading, use grapheme rules and patterns to aid in bottom-up decoding ( especially for beginning learners), use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance levels), skim the text for main ideas, scan the text for specific information, etc.
.
Finally, I can conclude that the H. Douglas Brown book especially chapter 18 “Teaching Reading” is very useful for both the teacher and a prospective teacher who want to make their reading class understand the reading material efficiently and successfully.
yahya karademir
ReplyDelete2201406100
TEFL 2 Assignment
An Essay about Chapter 18 of the book ‘Teaching by Principles’
RESEARCH ON READING A SECOND LANGUAGE
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. Some of the high-light:
1.Bottom-up and top-down processing
A reader continually shifts from one focus to another, now adopting a top-down approach to predict probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says.
2.Use graphemic rules and patterns to aid in bottom-up
3.Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels).
4.Skim the text for main ideas.
5.Adult literacy training
A training to know a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
TYPES OF WRITTEN LANGUAGE
It has certain rules or conventions for its manifestation, and we are thus able immediately to identify a genre and to know what to look for within the text, for examples :
Non-fiction : report, essays
Fiction : novels, poetry, stories, drama
Letters : personal, business
Greeting cards
Diaries, journals
Etc
CHARACTERISTICS OF WRITTEN LANGUAGE
1.Permanence
2.Processing time
3.Distance
4.Orthography
5.Complexity
6.Vocabulary
7.Formality
STRATEGIES FOR READING COMPREHENSION
1.Identify the purpose in reading.
2.Use graphemic rules and patterns to aid in bottom-up decoding ( especially for beginning level learners ).
3.Use efficient silent reading techniques for relatively rapid comprehension ( for intermediate to advance levels ).
4.Skim the text for main ideas.
5.Scan the text for specific information.
6.Use semantic mapping or clustering
7.Guess when you aren’t certain.
8.Analyze vocabulary
9.Distinguish between literal and implied meaning.
10.Capitalized on discourse markers to process relationships.
TYPES OF CLASSROOM READING PERFORMANCE
There are two kinds of classroom reading performance, Oral and Silent reading. Silent reading may be subcategorized into intensive ( Linguistic, Content ) and extensive ( Skimming, Scanning, Global ) reading.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1.In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills.
2.Use techniques that are intrinsically motivating.
3.Balance authenticity and readability in choosing texts.
4.Encourage the development of reading strategies.
5.Include both bottom-up and top-down techniques.
6.Follow the “SQ3R” sequence.
7.Subdivide your techniques into pre-reading, during-reading, and after-reading phases.
8.Build in some evaluate aspect to your techniques.
Consider some of the following overt responses that indicate comprehension :
a.Doing – the reader responds physically to a command.
b.Choosing – the reader selects from alternatives posed orally or in writing.
c.Transferring – the reader summarizes orally what is read.
d.Answering – the reader answers questions about the passage.
e.Condensing – the reader outlines or takes notes on a passage.
f.Extending – the reader provides an ending to a story.
g.Duplicating – the reader translates the message into the native language or copies it ( beginning level, for very short passages only ).
h.Modeling – the reader puts together a toy, for example—
i.Conversing – the reader engages in a conversation that indicates appropriate processing of information.
TWO READING LESSONS
Following are excerpts from two different ESL, first is for beginners, and second is for advanced students :
Lesson 1 ( beginning level )
Some attention is given to bottom-up skills, but not at the expense of to-down processing, even at this level.
Lesson 2 ( advanced level )
Mostly top-down processing is emphasized on the assumption that at this level, the greater need is for activating schemata (note the “Before You Read” section) and understanding the organization and purpose of the article.
omer faruk
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TEFL 2 Assignment
Teaching Reading
At every turn, we who are members of a literate society are dependent on twenty-some-odd letters and a handful of other written symbols for significant, even life-and-death, matters in our lives. How do we teach second language learners to master this written code? What do we teach them? What are the issues?
Keep in mind that interactive, integrated approaches to language teaching emphasize the interrelationship of skills. Reading ability will be developed best in association with writing, listening, and speaking activities. Even in those courses that may be labeled “reading” your goals will be best achieved by capitalizing on the relationship of skills, especially the reading-writing connection. So, we focus here on reading as a component of general second language proficiency, but ultimately reading must be considered only in the perspective of the whole picture of interactive language teaching.
Research on Reading a Second Language
A glance through what is now three decades of research reveals some significant findings that will affect you and your approach to teaching reading skills. Some of the highlights are reviewed here.
1.Bottom-up and top-down processing
Christine Nuttall (1996:16-17) compares bottom-up processes with the image of a scientist with a magnifying glass or microscope examining all the minute details of some phenomenon, it has purpose to predict probable meaning of a passage, while top-down processing is like taking an eagle’s eye view of a landscape below, means to check whether that is really what the writer says. The combination between the two has come to be called interactive reading.
2.Schema Theory and Background Knowledge
How do readers construct meaning and infer message from the writer is being known as schema. The readers bring information, knowledge, emotion, experience, and culture-that is schemata.
3.The power of extensive reading
Krashen’s (1993) “The Power of Reading” and Day and Bamford (1998) both made the case that extensive reading (free voluntary reading-FVR) is a key to student gains in reading ability, linguistic competence, vocabulary, spelling, and writing.
4.Adult Literacy Training
Teaching literacy is a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
Types of Written Language
Non fiction
Fiction
Letters
Greeting cards
Diaries, journals
Memos
Messages
Announcements
Newspaper
Academic writing
Forms, application
Questionnaires
Directions
Labels
Signs
Recipes
Bills
Maps
Manuals
Menus
Schedules
Advertisements
Invitations
Directories
Comic strips, cartoon
Characteristic of Written Language
a.Permanence
b.Processing time
c.Distance
d.Orthography
e.Complexity
f.Vocabulary
g.Formality
Strategies for Reading Comprehension
For most second language learners who are already literate in a previous language, reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. Some strategies are related to bottom-up procedures, and others enhance the top-down processes. Following are ten such strategies which can be practically applied to your classroom techniques.
1.Identify the purpose of reading
2.Use graphemic rules and patterns to aid in bottom-up decoding (especially for beginning levels learners)
3.Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advanced levels)
4.Skim the text for main ideas
5.Scan the text for specific information
6.Use semantic mapping or clustering
7.Guess when you aren’t certain
8.Analyze vocabulary
9.Distinguish between literal and implied meanings
10.Capitalize on discourse markers to process relationship.
There are two types of classroom reading performance; they are (a) oral and silent reading; and (b) intensive and extensive reading.
Principles for Designing Interactive Reading Techniques
1.Don’t overlook the importance of specific instruction in reading skills.
2.Use technique that intrinsically motivating
3.Balance authenticity and readability in choosing texts
4.Encourage the development of reading strategies
5.Include both bottom-up and top-down techniques
6.Follow the SQ3R sequence
7.Subdivide your techniques into pre-reading, during-reading, and after reading phases
8.Build in some evaluative aspect to your techniques
INDRA DHANI KUSUMA
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TEACHING READING
Reading is one of important skill for learner when learning a second language beside the other skills. As teacher, we need to consider some important features below, before teach reading.
RESEARCH ON READING A SECOND LANGUAGE
There are some significant findings that will affect you and approach to teaching reading skills :
1. Bottom-up and top-down processing
In bottom-up processing, readers must first recognize a multiplicity of linguistic signals ( letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers ) and use their linguistic data-processing mechanisms to impose some sort of order on these signals.
Then top-down or conceptually driven, processing in which we draw on our own intelligence and experience to understand a text.
2. Schema theory and background knowledge
The sorts of questions addressed by what has come to be known as schema theory. It consists of content ( about people, the world, culture, the universe ) and formal ( about discourse structure ) schemata.
3. The role of affect and culture
Both of them to be motivators on students’ learning reading. Affect when students’ self-esteem is high, and culture for literacy.
4. The power of extensive reading
The focus approach, strengthens the notion that an extensive reading component ( skimming, scanning, global ) in conjunction with other focused reading instruction is highly warranted.
5. Adult literacy training
A training to know a specialized field of research and practice that derives insights from a number of psycholinguistic and pedagogical domains of inquiry.
TYPES OF WRITTEN LANGUAGE
non-fiction; fiction; letters; greeting cards; diaries, journals; memos; messages; announcements; newspaper “journalese”; academic writing; forms, application; questionnaires; directions; labels; signs; recipes; bills; maps; manuals; menus; schedules; advertisements; invitations; directories; and comic strips and cartoons.
CHARACTERISTICS OF WRITTEN LANGUAGE
1. Permanence
2. Processing time
3. Distance
4. Orthography
5. Complexity
6. Vocabulary
7. Formality
MICROSKILLS FOR READING COMPREHENSION
A breakdown of what students of ESL need to do to become efficient readers.
STRATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading
2. Use graphemic rules and patterns to aid in bottom-up decoding
3. Use efficient silent reading technique for relatively rapid comprehension
4. Skim the next for main ideas
5. Scan the text for specific information
6. Use semantic mapping or clustering
7. Guess when you aren’t certain
Guess the meaning of a word, a grammatical and discourse relationship, a cultural reference, and content messages; and infer implied meaning.
8. Analyze vocabulary
Look for prefixes, suffixes, roots, and grammatical context; and look at the semantic context.
9. Distinguish between literal and implied meanings
Not all language can be interpreted appropriately by attending to its literal, syntactic surface structure makes special demands on readers. Implied meaning usually has to be derived from processing pragmatic information.
10. Capitalize on discourse markers to process relationships
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral and silent reading
Advantages of oral reading: serve as an evaluative check on bottom-up processing skills, double as a pronunciation check, and serve to add some extra student participation.
Disadvantages of oral reading: oral reading is not a very authentic language activity, while one student is reading, others can easily lose attention, and it may have the outward appearance of students participation when in reality it is mere recitation.
2. Intensive and extensive reading
Intensive reading calls students’ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical relationships, and the like.
Extensive reading helps learners get away from their tendency to overanalyze or look up words they don’t know, and read for understanding.
PRINCIPLES FOR DESIGNING INTERACTIVE READING TECHNIQUES
1. In an interactive curriculum, make sure that you don’t overlook the importance of specific instruction in reading skills
2. Use techniques that are intrinsically motivating
3. Balance authenticity and readability in choosing texts
Three criteria for choosing reading texts for students: suitability of content, exploitability, and readability.
4. Encourage the development of reading strategies
5. Include both bottom-up and top-down techniques
6. Follow the “SQ3R” sequence
SQ3R: Survey, Question, Read, Recite, and Review.
7. Subdivide your techniques into pre-reading, during-reading, and after-reading phases
a) Before reading: introducing a topic, encouraging skimming, scanning, predicting, and activating schemata.
b) While reading: give students a sense of purpose for reading.
c) After reading: comprehension questions, vocabulary study, the author’s purpose, and the author’s line of reasoning, grammatical structures, and exercises.
8. Build in some evaluative aspect to your techniques
The responses indicate comprehension: doing, choosing, transferring, answering, condensing, extending, duplicating, modeling, and conversing.
Name : Dhian Setyarini
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rombel : 05
The members:
1.Putriana Maghfiroh (2201406538)
2.Aprilian R Adisti (2201406540)
3.Aan Safuroh (2201406554)
4.Heni Tri Wardani (2201406561)
REFLECTION ESSAY
My group did the microteaching on April 13th 2009, at 04.00 p.m, at Gazebo. At that microteaching we were asked to teach about reading text, and I chose procedure text as my material. Procedure text is a piece of text that gives us instructions for doing something, such as, recipe, instruction manuals, directions, and itineraries. For fulfilling this assignment I chose the recipe text, the recipe was about how to make an “Ice Teler”, the favorite beverage in Indonesia. The objective of my lesson is by the end of the study the students will be able to answer the questions that related to the text and the students will be able to retell how to make an ice teler in their own words.
I prepared 4 kinds of reading exercises; synonims(the students were asked to find out words that had the similar meaning with the words given), multiple choices(the students were asked to choose one of the right answer), cloze procedure(the students were asked to fill the missing words on the passage), and puzzles(the students were asked to cross the words that the teacher meant).
The exercises I used in the microteaching were not too effective because the time was limited, so some of the exercises were not discussed by us. But the students could do most of the exercises, maybe they had understand the material well.
By preparing the reading material and the exercises, I could do the microteaching well, because everything was planned and organized well. I could teach easily, and the teaching learning process went well and more effective. As a result, the students could understand the material better. By doing the microteaching I could practice teaching better, because more practices made me better in teaching. I could see and fix my weaknesses, and I can improve my teaching skill.
Like what I said above, for improving my teaching skill I have to do more practices in teaching and making my students understand what I teach, because it’s not easy to make other people understand well what we teach. So what I should do is practice, practice, and more practice. For improving my material, I have to find out sources that relate to my material as much as possible, then adapt them. So I can give the best material to students.
Name : Aan Safuroh
ReplyDeleteNim : 2201406554
rombel : 5
Members :
Dhian Setyarini(2201406551)
Aprilian R. Adisti(2201406540)
Heni Tri Wardani(2201406561)
Putriana Maghfiroh(2201406538)
TEFL 2
Friday, 13th April 2009 at 04.00 in Gazebo my friends and I have already prepared materials for our microteaching. And I teach about Discussion text. By the end of my lesson, the students be able to:
•Find out specific information from the text deeply.
•Can read the text in good pronunciation and intonation.
•Find out the main idea from the text.
My reading text title “Boxing”. This text is about two arguments about wether Boxing should be banned. In this text there are two different arguments from two side. It’s pro and contra side. Pro side is agree with the statement that boxing should be banned. Boxing is dangerous sport, it can hurt even it can make die. But the other side argue that Boxing is fun sport, the player and the audiences enjoy it.
To make sure my student understand my reading text, I have prepared the exercis. I asked my students fill the blank. They have to fill the blank based on the text, so I know how far they mastery the text. I think it is effective enough to make my student read the text seriously and carrefully. But I think they are not enjoy my class enought. So I have to prepare another kind of exercise to my teaching reading lesson whic is more interesting. And I think I should make a variety text and exercise. I also will use a real media for support my lesson. I hope the students will more motivated to join my reading class. So, their pronounciationwill be more good.
In preparing the micro teaching, I learn many things; I feel more confidence in delivering materials and easier. I learn that preparing is an important thing before doing something. All of the result is depend on the preparation.
In my microteaching I still find difficulties in teaching reading. So I will more practice in teaching to improve my ability. And I think I should increase my knowledge for supporting my teaching.
HENI TRI WARDANI 2201406561
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APRILIAN R. ADISTY 2201406540
DHIAN SETYARINI 2201406551
AAN SAFUROH 2201406554
PUTRIANA MAGHFIROH 2201406538
MICROTEACHING REFLECTION
April 13th 2009, 04.00 p.m, Gazebo
The reading passage is titled ‘dolphins’. The objectives of the lesson are by the end of the lesson the students should be able to understand the content of the reading text and by the end of the lesson the students are able to give respond of the reading text.
As stated before, the reading passage is titled ‘dolphin’. So, the reading passage is about dolphins. They belong to the marine mammals that are closely related to whales and porpoises. The name is originally from Ancient Greek and can be interpreted as meaning ‘a fish with a womb’. There are almost forty species of dolphins in seventeen genera. They are found in worldwide, mostly in the shallower seas of the continental shelves. They are carnivores. They most eat and squid. They are considered to be most intelligent of animals and their friendly appearance and seemingly playful attitude have made them popular in human culture. They occasionally leap above the water surface and sometimes performing acrobatic figures. Scientists are not quite certain about the purpose of this behavior and the reason for it may vary.
Play is a very important part of dolphins’ live, and they can be observed playing with seaweed or play-fighting with other dolphins. They also seem to enjoy riding waves and frequently surf coastal swells and the bow waves of boats. Occasionally, they are also willing to playfully interact with human swimmers. That is the reading passage about.
From the reading passage, I have prepared two kinds of reading exercises. They are true or false questions and cloze procedure. The two kinds of exercises can be used to measure the students’ comprehension about reading passage and also the students’ ability to give response of the reading passage. There are five questions in true or false questions and five questions in cloze procedure. All those questions can be answered if the students really understand about the reading passage.
The exercises that were used effective enough in microteaching. Almost the students can answer the questions and they had the good reason for that.
Preparing the reading exercises and doing microteaching had given me a lot of experiences. From that, I learned how to choose the reading passage that I and also the students interested in then develop it onto an interesting lesson. I also learned how to arrange or develop the reading exercise by myself and how to manage the feeling during I was teaching, nervousness, which sometime uncontrolled. Using media is one of ways to gain the students’ attention. The reading passage can be more understood by the students by using media, in this case dolphin doll. Their curiosity helps them to build knowledge of field about the reading passage. At the end they can understand what the reading passage about.
Perfect teaching needs a lot of practice. Because of that, I have to do more practice. To improve the material and the microteaching itself, I should find the material which the students will interest in and using an appropriate media to make the students really understand and enjoy the lesson. So, they will get something after the lesson end.