CONCEPT READING
A. Definition
of Reading
Different
definitions of reading are given some people, but the definition share similar
sense of meaning.
Reading
is the receptive skill in the written mode. It can develop independently of
listening and speaking skills, but often develops along with them, especially
in societies with a highly-developed literary tradition. Reading can help build
vocabulary that helps listening comprehension at the later stages,
particularly.[1]
Reading is a silent
and individual activity, since the writer’s expectation was that the text would
be read, not heard. There are indeed some written texts which are meant to be
read aloud and listened to, such as news bulletins on television and radio.[2]
Reading is a means of language acquisition,
of communication, and of sharing information and ideas. Like all
language, it is a complex interaction between the text and the reader which is
shaped by the reader’s prior knowledge, experiences, attitude, and language
community which is culturally and socially situated. The reading process
requires continuous practices, development, and refinement.[3]
By looking over
those definition above, it can be indicated that reading is an active thinking
process where the reader try to gain information given by the author and
understand what actually the purposes of author.
Therefore, the
writer said that reading is important because if the students don’t understand
what they have read, they can not catch the idea of the writer through reading.
B. Types
of Reading
To achieve the purpose of reading one should
read effectively. The effective reading means being able to read accurately and
efficiently and to understand as much of the passage as you need as you need in
order to achieve your reading purpose.
Depending on the purposes of reading it also
can be classified into two types of activities, intensive and extensive
reading.
1.
Intensive reading
Intensive
reading is used on shorter texts in order to extract specific information. It
includes very close accurate reading for detail. Use intensive reading skills
to grasp the details of a specific situation. In this case, it is important
that you understand each word, number or fact.
2.
Extensive reading
Extensive reading is used to obtain a general
understanding of a subject and includes reading longer texts for pleasure, as
well as business books. Use extensive reading skills to improve your general
knowledge of business procedures. Do not worry if you understand each word.[4]
Aims
of Reading
A person may read for many purposes, and
purpose helps to understand more what is read by people. If he is reading for
pleasure or reading for pure recreation and enjoyment, he may read either
quickly or slowly based on the way he likes or feels. But if reads for studying
or setting information such news, science or same line, which are part of his
study or assignment he does it very slowly and carefully.
According
Widyamartaya (1992), there are seven aims of reading.
1. Reading
for details and fact is reading to know what is done by the subject of the
story.
2. Reading
for main ideas is reading to get the problem statement.
3. Reading
for sequence of organization is reading to know each part of the story.
4. Reading
for inference is reading to know what is the writer meant by its story.
5. Reading
for classifying is reading to find unusual things.
6. Reading
for evaluating is reading to know the value of the story.
7. Reading
for comparing or contest is reading to compare the way of life of the story
with the way of life of the reader.[5]
[1]Sil international, reading skill,
written in 1999, http://www.sil.org/lingualinks/language
learning/otherresources/gudlnsfralnggandcltrlrnngprgrm/readingSkill.htm, accessed 13th of August 2011
[2]Gery abbott,dkk.,The Teaching Of English As An International Language, (London:
Collins Glasgow and London, 1981), p. 81
[4] Kenneth Beare, Improve Reading Skill, http://esl.about.com/od/englishreadingskill/a/
readingskills.htm,
accessed 13th of August 2011
[5]A
Widyamartaya, Seni Membaca Untuk Studi (Yogyakarta: Kanisius, 1992),
p.90
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