readingstrategis Bagian 1

7/25/2019 readingstrategis Bagian 1

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Assignment

Reading for Authentic Text

FACULTY OF LETTER AND CULTURE

UDAYANA UNIVERITY

!Y "ROU# $

D%i Inra&asa '(()

ur&a Adi a*utra '()(

+isnu Adi #utra '()$

u,manar #ra&udha '()-


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Techni.ues in efficient reading

There are many techniques in reading comprehension, some of them are scanning, surveying the

text, Skimming, Intensive reading, Extensive Reading, Understanding texts, identifying reference

in a text, Summarizing and note taking.

)/ canning

Scanning is a technique used to find specific information y !ooking at the text to find

information "e need. #e used scanning to read schedu!es, meeting p!ans, and phoneook, etc in

order to find specific detai! "e "ant. If "e see "ords or phrases that "e do not understand, "e

shou!d not stop our scanning.

Scanning is a!so used to discover required information to comp!ete a given task such as

making decision aout "hat on T$, or "hich museum to visit "hi!e visiting a foreign city.

Student do not necessari!y need to read the excerpt efore they egin the exercise, ut rather, to

focus on comp!eting the task ased on "hat the question requires. It is proa!y a good idea to

raise some a"areness of the various types of reading ski!!s that they use natura!!y in their o"n

mother tongue efore eginning this exercise.

Exam*0es of canning

The %"hat on T$& section of our ne"spaper 'n airp!ane schedu!e

' conference guide.

1/ ,imming

Skimming is used to quick!y gather the most important information, or the gist of the

text. #hen "e conduct skimming of a certain text, run our eyes over the text and nothing

important information. Skimming is fast reading technique suita!e for current usiness situation.

In skimming, it is not essentia! to understand every "ord in the text.

Examp!es of skimming

The ne"spaper. #e usua!!y read quick!y to get the genera! ne"s of the day.


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(agazines. )enera!!y, "e read quick!y to discover "hich artic!es "e "i!! read in

more detai!.

*usiness and trave! *rochures. #e read quick!y the rochures to get genera!

information.

$/ Intensi2e reading

Intensive reading is used on shorter texts in order to extract specific information. It

inc!udes very accurate reading for detai!. #e used intensive reading ski!!s to grasp the detai! of a

specific situation. In this case, it is important that "e understand each "ord, a numer of fact.

(oreover, intensive reading invo!ves !earners reading in detai! "ith specific !earning aim and

task. +or examp!e, the !earners read a short text, such as a contract and put events from it intochrono!ogica! order.

+urthermore, intensive reading activities inc!ude skimming a text for a specific

information to ans"er true or fa!se statement or fi!!ing gaps in a summary, scanning a text to

match heading to paragraphs, and scanning um!ed paragraph and then reading them carefu!!y

to put them into the correct order.

Exam*0es of intensi2e reading

' ookkeeping report

'n insurance c!aim

' contract

3/ Extensi2e reading

Extensive reading is used to otain a genera! understanding of a suect and inc!udes

reading !onger texts for p!easure, as "e!! as usiness ooks. #e used extensive reading ski!!s to

improve our genera! kno"!edge of usiness procedures. #e shou!d not "orry if "e do not

understand each "ord.

Exam*0e of extensi2e reading

The !atest marketing strategy ook.


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' nove! "e read.

(agazine or ne"spaper artic!es that interest us.

4/ #redicting

-redicting is a strategy in "hich readers think aout "hat they are going to read ased on

c!ues from the reading. It is an ongoing process that active!y engages the reader in t"o "ays The

reader/s mind is a ump ahead, trying to figure out "hat is coming next 0making ne"

predictions1, "hi!e at the same time the reader is revising and refining the o!d predictions.

(aking predictions keeps the students active!y engaged in the reading process, and eing

engaged is key to comprehension. *y constant!y thinking aout their predictions to confirm or

revise them, readers remain motivated and focused.

Source Eng!ish for 'cedemic -urpose *y 2onathan Sar"ono and 3udhi -ur"anto

What are text types?

Texts are "ritten for a variety of purposes, using different forms and standards of

composition. These forms of "riting are kno"n as text types. *road!y speaking, there are t"o

main text types, factua! and !iterary. #ithin these are many more narro"!y defined text types.


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+actua! text types inc!ude such types as factua! description, recount, or persuasive. 4iterary text

types inc!ude such types as poetry, narrative or persona! response.

)/ NARRATIVE-urpose To amuse5entertain the readers and to te!! a story

)eneric Structure

6. 7rientation

8. 9omp!ication

:. Reso!ution

;. Reorientation


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7n the "ay home, Romeo chanced upon his friend (ercutio arguing "ith Tya!t,

a memer of the 9apu!et c!an. That qurre!ing !ast caused (erquito died. Romeo "as re!uctant no

!onger. Ae dre" his s"ord and s!e" Tya!t died. Romeo rea!ized he had made a terri!e mistake.

Then +riar 4a"rence advised Romeo to trave! to (antua unti! things coo! do"n. Ae promised to

inform 2u!iet.

In the other hand, 2u!iet>s father had decided the time for her to marry "ith -aris. 2u!iet

consu!ted +riar 4a"rence and made a p!ot to take a s!eeping potion for 2u!iet "hich "ou!d

simu!ate death for three days. The p!ot proceeded according to the p!an. 2u!iet "as s!eeping in

death.

Unfortunate!y, The +riar>s !etter fai!ed to reach Romeo. Under the cover of

darkness, he roke into 2u!iet>s tom. Romeo kissed the !ips of his 2u!iet one !ast time and drankthe poison. (ean"hi!e, the effects of the s!eeping potion "ear off. 2u!iet "oke up ca!!ing for

Romeo. She found her !ove next to her ut "as !ying dead, "ith a cup of poison in his hand. She

tried to kiss the poison from his !ips, ut fai!ed. Then 2u!iet put out his dagger and p!unged it into

her reast. She died

1/ RECOUNT

-urpose to rete!! something that happened in the past and to te!! a series of past event

)eneric Structure

6. 7rientation

8. Event0s1

:. Reorientation


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Barrative and recount in some "ays are simi!ar. *oth are te!!ing something in the past so

narrative and recount usua!!y app!y -'ST TEBSEC "hether Simp!e -ast Tense, Simp!e -ast

9ontinuous Tense, or -ast -erfect Tense. The "ays narrative and recount to!d are in

chrono!ogica! order using time or p!ace. 9ommon!y narrative text is found in story ookC myth,

fa!e, fo!k!ore, etc "hi!e recount text is found in iography.

The thing that makes narrative and recount different is the structure in "hich they are

constructed. Barrative uses conf!icts among the participants "hether natura! conf!ict, socia!

conf!ict or psycho!ogica! conf!ict. In some "ays narrative text comines a!! these conf!icts. In the

contrary, "e do not find these conf!icts inside recount text. Recount app!ies series of event as the

asic structure

Exam*0e of this t&*e6

$isiting *a!iC a recount text

There "ere so many p!aces to see in *a!i that my friend decided to oin the tours to see as

much as possi!e. (y friend stayed in Duta on arriva!. Ae spent the first three days s"imming

and surfing on Duta each. Ae visited some tour agents and se!ected t"o tours. The first one "as

to Singaraa, the second "as to Uud.

7n the day of the tour, he "as ready. (y friend and his group drove on through

mountains. Singaraa is a city of aout F thousands peop!e. It is a usy ut quiet to"n. The

street are !ined "ith trees and there are many o!d


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Identification paragraph, descriptive text "i!! exp!ore to ans"er the question of "ho, "hat "hen

and "here. The detai! description "i!! inc!ude a description to ans"er ho" it !ooks, "here it is

sees, "hat it does, and "hat it make it specia!.

3/ RE#ORT

-urpose to presents information aout something, as it is.

)eneric Structure

6. )enera! c!assification

8.


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0ca!5gm1 of energy, protein ;.F ca!5gm and fat G.F ca!5gm. Each food contains different proportion

of these sustances.These three chemica! sustances are a!! important for ody staying hea!thy.

Re*ort Text Notes

Report often starts discussion "ith rief definition or c!assification aout the thing

discussed. The first paragraph matches "ith the rief definition of ody energy.

'fter rief definition or c!assification paragraph, report text is common!y fo!!o"ed y the

important fact aout the topic. The second and third paragraphs te!! the important information

aout the ody energyC ho" it comes from and "hat form it is avai!a!e.

Report text is common!y featuring technica! or scientific term. 9a!ories, carohydrate,

protein, fat etc are some of the examp!e.

4/ E7#LANATION

-urpose To exp!ain the processes invo!ved in the formation or "orking of natura! or socio=cu!tura!

phenomena.

)eneric Structure

6. )enera! statement

8. Exp!anation

:. 9!osing


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H. Using adveria! phrase

. Using technica! terms

J. Using genera! and astract noun

G. Using conunction of time and cause=effect.

Exam*0e of this t&*e 6

8o% da& and night ha**en9

The sun seems to rise in the morning, crosses the sky during the day and sets at night.

Ao"ever the sun does not actua!!y move around the earth. Earth>s turning on its axis makes it!ook as if the sun is moves.

The earth makes a comp!ete turn on its axis for 8; hours. It is ca!!ed as rotation. It

causes day and night. The earth a!so moves around the sun. It takes :H days or a year. This

process is ca!!ed revo!ution. The revo!ution process causes the changes of the season.

:/ ANALYTICAL E7#OITION

-urpose To revea! the readers that something is the important case

)eneric Structure

6. Thesis

8. 'rguments

:. Reiteration59onc!usion


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6. Using moda!s

8. Using action vers

:. Using thinking vers

;. Using advers

H. Using adective

. Using technica! terms

J. Using genera! and astract noun

G. Using connectives5transition


The *o%er of music in our 0ife


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of the famous and !egendary (ichae! 2acson>s Aea! the #or!d. It can arouse humanism of a !ot

peop!e in this "or!d.

So "hat "ou!d the "or!d e !ike "ithout music@ It "ou!d e !one!y.

;/ 8ORTATORY E7#OITION

-urpose to persuade the readers that something shou!d or shou!d not e the case or e done

)eneric Structure

6. Thesis

8. 'rguments

:. Recommendation


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point is the important thing to do. *ut for the question? Ao" shou!d student do for his exam@?

"i!! e good to e ans"ered "ith hortatory. It is to convince that the thing shou!d e done


Use eng0ish 8F68 deserves credit for offeat casting. 9usack supp!ies his trademark hangdog

charm. (c9arthy has perhaps his est ro!e ever as -eet>s cocky.


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a!so che"s the scenery as a ug=eyed radio prophet trying to "arn his !isteners aout

'rmageddon.

'!! in one, 8F68>s cinematography, production design and visua! effects are a"ards=

"orthy. (usic a!so prope!s the movie. It presents 'merican Ido! runner=up, 'dam 4amert, "ho

provides a rousing anthem over the end credits.

))/ ANECDOTE

-urpose to share "ith others an account of an unusua! or amusing incident

)eneric Structure

6. 'stract

8. 7rientation

:. 9risis

;. Reaction

H. 9oda.


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There "as a !ack fami!y in Scot!and years ago. They "ere 9!ark fami!y "ith nine

chi!dren. They had a dream to go to 'merica. The fami!y "orked and saved. They "ere making

p!an to trave! "ith their chi!dren to 'merica. It had taken severa! years ut fina!!y they had saved

enough money. They had gotten passport. They had ooked seats for the "ho!e fami!y memer

in a ne" !iner to 'merica.

The entire fami!y "as fu!! of anticipation and excitement "ith their ne" !ife in 'merica.

Ao"ever fe" days efore their departure, the youngest son "as itten y a dog. The doctor

se"ed up the oy. *ecause of the possii!ity of getting raies, there "ere eing quarantined for

!ong days. They "ere in quarantine "hen the departure time came. The fami!y dreams "ere

dashed. They cou!d not make the trip to 'merica as they had p!anned.

The father "as fu!! of disappointed and anger. Ae stomped the dock to "atch the ship

!eaved "ithout him and his fami!y. Ae shed tears of disappointment. Ae cursed oth his son and

)od for the misfortune.

+ive days !atter, the tragic ne"s spread throughout Scot!and. The ship, the mighty Titanic,

had shank. It took hundreds of passenger and cre" "ith it. Titanic "hich had een ca!!ed the

unsinka!e ship had sunk. It "as une!ieva!e ut it "as.

The 9!ak fami!y shou!d have een on that ship, ut ecause of the itten son y a dog,

they "ere !eft ehind. #hen the father heard the ne"s, he hugged the son and thanked him for

saving the fami!y. Ae thanked )od for saving their !ives. It "as a !essing ehind a tragedy.

0'dapted from 4ook 'head 81

"eneric tructure Ana0&sis

A=stract Everyody has a dream. 3ou have and so do I. #hen the dream "i!! come true, there

is something "rong !ast minute efore it. #hat "i!! "e fee!@ #hat "i!! "e do@

Orientation the 9!ak fami!y !ived in Scot!and. They had dream to trave! to 'merica. They

prepared "e!! for their p!an

Crisis fe" days efore they "ent to 'merica, his youngest son "as itten y a dog. It made they

"ere eing quarantined. They had to forget their p!an.

Incident the fami!y "as fu!! of disappointment and anger. The father "as angry "ith his son and

)od. The fami!y fai!ed to trave! to 'merica and the father cou!d not accept it.


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Coda the father thank to his son "hen he hear the ship sank. Ae thank to )od ecause of saving

the fami!y from sinking. Ae thought !eaving ehind the ship "as not a tragedy ut a !essing.

)1/ #OOF

-urpose to te!! an event "ith a humorous t"ist and entertain the readers

)eneric Structure

6. 7rientation

8. Event0s1

:. T"ist


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#hen he arrived in the party, noody !ooked at him and noody gave him a seat. Ae got

no food in the party so he "ent home and change his c!othes

Bext he put on his est c!othes. Ae "ore his ne"est coat and "ent to the party again. The

host at once got up and came to meet him. The host offered him the est ta!e and gave him agood seat and served him the est food

Basreddin sat and put off his coat. Ae put his coat and saidC %Eat the food, 9oatK& the

hosts and guests "ere very surprised and asked BareddinC %#hat are doing@& Basreddin rep!ied

ca!m!yC %#hen I came here "ith my o!d c!othes, noody !ooked at me. Then I "ent home and

put on my est c!othes. I came ack in my ne"est coat and you a!! give me this est food and

drink. So, you give food to my coat instead of me&. )etting Basreddin>s ans"er, they ust shook

the head.

"eneric tructure Ana0&sis

7rientation one day, Basreddin "as invited to a dinner party

Event 6 Ae "as in the party "ith his o!d c!oth

Event 8 Ae "as in the party "ith his est ne"est coat

T"ist 'mong the hosts and guests, he aske his coat to eat the served food

)$/ NE+ ITE>

-urpose to inform readers aout events of the day "hich are considered ne"s"orthy or important


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:. Using saying vers

;. Using advers time, p!ace and manner.


+inning A%ard for Air*ort Toi0et

Suraaya>s 2uanda Internationa! 'irport has "on the 9u!ture and Tourism (inistry>s 8FF

toi!et a"ard, eating out 8FFJ "inner s Bgurah Rai 'irport, "hich no" drops to fourth.

Indonesia>s main gate"ay, Soekarno=Aatta Internationa! 'irport, ust outside 2akarta, moves up

from fourth in 8FFJ to second, in the iennia! ?Sapta -esona 9!ean -u!ic Toi!et '"ard?.

The a"ard "as first handed out in 8FFJ, and has so far invo!ved on!y internationa!

airports. 'cting 9u!ture and Tourism (inister (uhammad Buh said he expected the a"ard in

future to a!so cover pu!ic toi!ets at tourist sites across the country.

?)ranting the a"ard to those running pu!ic toi!ets at tourist sites is expected to improve

the qua!ity of products and services, particu!ar!y in term of c!ean!iness . as part of efforts to

enhance the image of nationa! cu!ture,? Buh said during the a"ard presentation ceremony.

!2 $inds o texs arranged by %ulyadi &yahputra..

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