READING TEXT

Oleh :

EVITA NOVARINI

061640111477

2 PJJ A

Dosen Pembimbing :

Eriza, S.Pd, M.Pd

POLITEKNIK NEGERI SRIWIJAYA

PALEMBANG
2017/2018
 ACKNOWLEDGEMENT

Thanks to Allah the most merciful who gives us guidance to finish this paper. We
would like to express gratitude to all those who help us to finished this paper, both morally
and materially in the form of encouragement, because we believe without the help and
support of them it is very difficult for us to finish it.
We realize that in preparing this paper is far from perfect, for that we look criticism
and suggestions that are built in this paper. We hope this paper usefull for the readers.

Palembang, Juli 2017

The writter
 CHAPTER I
INTRODUCTION

A. The background
Reading is an important part of learning English. This guide to how to improve your
reading skills will help you improve reading by using skills you use in your own language. In
other words, one of the best tips on improving reading is to think about how you read in your
own language. Start by thinking about how you read different documents. How do you read
the newspaper? How do you read novels? How do you read train schedules? and so on.
Taking time to think about this will help give you clues on how to read in English - even if
you don't understand every single word.
Ask yourself this question: Do I read every word in your own language when I am
reading a schedule, summary, or other outlining document?
The answer is most definitely: No! Reading in English is like reading in your native
language. This means that it is not always necessary to read and understand each and every
word in English. Remember that reading skills in your native language and English are
basically the same.
Here is a quick overview of the types of reading skills used in every language:
Skimming, Scanning, Previewing, Phrasing Stems And Affixes, Topic, Main Idea, Reading for
Specific Information Reading for Detail, Reference, Inference, Functional Text And Essay
Text.
You can use these reading skills in a number of ways to improve other areas of
English learning such as pronunciation, grammar and increasing vocabulary.

B. The Formulation of The Problem

The problem formulation in this paper are :
1. What is the definition of topic, main idea, detai question, context clues dan reference
in reading comprehension skills?
2. How was identify topic, main idea, detai question, context clues dan reference in
reading comprehension skills?

C. Purpose
The purpose of this paper are :
1. To tell about the definition of topic and the main idea and identify it from the text.
2. How to definition of detail question and identify it from the text.
3. How to find context clues from the text.
4. Describing definition of reference and identify it from the text.
 CHAPTER II
LITERATURATE REVIEW

1.1 Reading Comperhension

Reading comprehension, a phrase we often hear. Indeed, what is called reading
comprehension and why is it important in the reading process? Before getting to know more
about reading comprehension, it's good we understand first a paragraph below.

Reading is an activity we do to get information. Through this activity, we are

required to capture the idea and not just read it aloud. That is why there are questions related
to the text of reading after we read a discourse. The problems are done to test whether we
already understand the reading well or not.

What is Reading Comprehension?

After knowing that the purpose of reading is to capture the idea of a text, then we
proceed to the reading comprehension itself. Reading comprehension is a major pillar of
reading activity in which a reader builds an understanding of a text. It combines logical
thinking that belongs to the collection of letters, words, and sentences present in the text.

So, reading comprehension in English texts is not just about how you read well that
includes precise pronunciation and sound. However, reading comprehension is itself an
activity of building an understanding of the meaning of a text which can then be translated by
you and through your own language. Furthermore, such understanding can be useful to
others.

Why Reading Comprehension Is So Important?

Without reading comprehension, students are just like a parrot imitating a person's
language without understanding its meaning. Then, reading comprehension helps students to
become more than just copycat in the future. But they become a person who is able to take
knowledge and apply it using their creations.

Difficulties What's in Reading Comprehension?

Reading comprehension does look easy, but there are at least two difficulties that
ordinary students get. First, in an English text, many vocabulary that students do not
understand, thus inhibiting the understanding of the text itself. How is it possible, students
want to get an idea but not yet understand the meaning of the word. The introduction of new
vocabularies must also continue to be done so that they do not stutter when encountering
varying vocabulary.

Second, reading comprehension requires a process. This is not a capability we can

get instantly. To gain good comprehending ability, students must be trained to be able to
participate actively in the learning process so that later they can think critically. Critical
thinking brings firsthand accounts of what they receive and change their mental not just
accept something raw.
 When the mental you are able to present, then students can be more intelligent in
capturing an idea of the text. Therefore, use varied methods when you want to teach reading.
Not right if you are constantly using reading aloud or reading aloud as a learning technique in
the reading class.

1.2 Topic

Topic (Greek: topoi) is the main core of the entire contents of the writing to be
conveyed or better known as the topic of conversation. The topic is the first thing that is
determined when the writer will write. The initial topics are further developed by making the
coverage narrower or wider. There are several criteria for a topic that is said to be good, such
as the topic should cover the entire contents of the article, which is able to answer the
question of what problem to be written. The main feature of the topic is its coverage of a
general problem and is not described in more detail.

Common topics consist of one one two short words, and have similarities and
differences with the theme of the essay. The equation is both the topic and the theme of both
samasama can be used as the title of the essay. Meanwhile, the difference is that the topic still
contains the general thing, while the theme will be more specific and more focused in
discussing a problem.

1.3 Main Idea

The main idea is the most important thing the paragraph says about the topic. The
topic is what a paragraph is all about.

The main sentence, main idea, main idea, and main thought are four terms that can actually
be trimmed into two; The main sentence and main idea / main idea / main thought.

The main idea, main idea, and main thought are three different terms that point to the same
problem. The "Idea" in the Big Indonesian Dictionary (KBBI) is defined as the design that is
arranged in the mind. Meanwhile, "idea" means the result of thought. And "mind" is the
result of thinking. But in English the three terms refer to one term "Idea" although of course
the etymology will be different.
I conclude that "idea" is an absorption language for meaning which is also called "idea" or
"thought".

The main idea, main idea, and main thought in English is called "main idea". So we will
discuss the notion of "main sentence" and "main idea / main idea / main thoughts.

Main idea
The main idea or in English "main idea" simply can be interpreted as the core of the main
sentence. This understanding is the result of the approach of the application, not on the
creative process authorship. Because basically, the main idea will be forcibly or naturally
contained clearly in the main sentence.
In the example of the above paragraph, the main idea is "that signs of infection can be found
on their own by closely observing the child's skin."
 The main idea is abstract. That is, the main idea is not merely written in a paragraph. This
main idea will be written in the form of the main sentence. While the sentence can be various
forms and point of view.
From the description above, we will easily find the main idea of a paragraph when the main
sentence has been found. And vice versa, the main sentence will be easy to find, when the
main idea can be caught. However, since the main sentence is more applicative, then, it
would be more objective if the search for the main sentence takes precedence over the main
idea.
Understanding these two things is only possible through continuous training. In the
process of learning in school students should be directed to continue to practice to find two
things in one or three full discourses. Discourse can be taken from trusted newspapers or
other media.

Look for the main idea in the Orientation paragraph

Pay attention to this paragraph bellow!

On Friday I went to Mount Bromo. It is one of the mountains Iwant to see very much. It is
near Probolinggo. That is why I stayed at Nida and Hasan's house at Cemara Lawang,
Probolinggo.

Remember:
- main idea is the main idea (main idea) in a paragraph.
- main idea can be placed in front, middle or end of paragraph.
Example:
The main idea in the paragraph above is at the beginning of the paragraph: "On Friday I
went to Mount Bromo".

1.4 Detail Question

Detail questions ask you about information thats specifically stated in a small part
of the passage. They generally focus on the who, what, when, where, and why as
explained by the author.

Detail questions usually take one of these formats:

According to Paragraph X, _____ occurred because

According to Paragraph X, which is true of ____?

The authors description of _____ mentions which of the following?

There are two major traps that people fall into on detail questions. Both of them can
be avoided if youre careful not to choose an answer simply because it contains key words
from the passage. The first trap is to choose a true statement that was contained in the
passage, but that doesnt answer the question. The second mistake people make is to
accidentally choose an answer that contains a lot of words from the passage, but actually
states a different idea or changes the relationships between things (for example, sleeping
makes me happy is very different from happiness makes me sleep).
1.5 Context Clue

Context clues are hints that an author gives to help define a difficult or unusual word. The
clue may appear within the same sentence as the word to which it refers, or it may follow in a
preceding sentence. Because most of ones vocabulary is gained through reading, it is
important that you be able to recognize and take advantage of context clues.

There are at least four kinds of context clues that are quite common: 1)
a synonym (or repeat context clue) which appears in that sentence; 2) anantonym (or contrast
context clue) that has the opposite meaning, which can reveal the meaning of an unknown
term; 3) an explanation for an unknown word is given (adefinition context clue) within the
sentence or in the sentence immediately preceding; and 4) specific examples (an example
context clue) used to define the term.

There may also be word-part context clues in which a common prefix, suffix, or root will
suggest at least part of the meaning of a word. A general sense context clue lets the reader
puzzle out a word meaning from whatever information is available and this is the most
common kind of context clue. Others describe context clues in three ways: 1) semantic or
meaning clues, e.g., When reading a story about cats, good readers develop the expectation
that it will contain words associated with cats, such as tail, purr, scratch, and
whiskers; 2) syntactic or word order clues where the order of the words in a sentence can
indicate that a missing word must be (for example, a verb); and 3) picture clues where
illustrations help with the identification of a word.
 CHAPTER III
DISCUSSION

3.1 Reading Text

Technology

What is technology?

Etymologically the term technology comes from the combination of these two Greek
morphemes tkhn, (meaning art) and -loga (meaning study). It refers to the collection
of techniques, skills, methods and processes used in the production of goods or services or in
the accomplishment of objectives, such as scientific investigation.

The human species' use of technology began with the conversion of natural resources
into simple tools. The prehistoric discovery of how to control fire and the later Agricultural
Revolution increased the available sources of food. Likewise, the invention of the wheel
helped humans to travel in and control their environment. Later developments in historic
times, including the printing press, the telephone, and the Internet, have lessened physical
barriers to communication and allowed humans to interact freely on a global scale. The
steady progress of military technology has brought weapons of ever-increasing destructive
power.

The Greeks view about technology

Technology has been a subject of discussion in philosophy since the Greeks. The
Greek philosopher Democritus, for example, believed that technology is an imitation of
nature. House-building and weaving were first invented by imitating swallows and spiders
building their nests and nets, respectively.

Aristotle held the same view that technology is the consequence of imitation of nature, but he
added in his book Physics Book II that:

"generally art in some cases completes what nature cannot bring to a finish."

Aristotle also distinguishes between natural things and artifacts. According to

Aristotle, the former have their principles of generation and motion inside, whereas the latter,
insofar as they are artifacts, are generated only by outward causes. For example, animals,
which are natural things, can grow, move and reproduce. A wooden bed, which is an artifact
made by a human, cannot move, grow, or reproduce itself.

Contemporary view about technology

Today, technology is a subject of debate because it is considered to be a double-edged sword.

While it has helped humanity in extending its potential with outstanding inventions, it is
nonetheless threatening humankind through some other destructive ones. In addition to
polluting the earth in unprecedented ways, wars have become more and more devastating due
to technological inventions. Ethical dimensions of recent technological developments, such as
DNA engineering, have become a focal point of questioning and discussion. Philosophical
debates have arisen over the use of technology, with disagreements over whether technology
improves the human condition or worsens it.To make matters worse, a consensus definition
of technology has become more difficult to find due to recent evolution in science and its
applications. It is especially confusing to decide whether technology refers to the machines
(or more precisely the hardware), the rules that govern or make them work, the system that
operates them or the different applications of science that are related to them. What is sure is
that technology has shaped societies and adapted itself to people's changing needs.

Tools made by animals

Until recently, it was believed that the development of technology was restricted only to
human beings, but 21st century scientific studies indicate that other primates and certain
dolphin communities have developed simple tools and passed their knowledge to other
generations.

3.2 Topic and Main Idea

Topic : Technology

Main Idea :

1. 1st paragraph : The notion of technology is etymologically

2. 2nd paragraph : Use and discovery of the use of technology
3. 3rd paragraph : Belief about technology according to Greece
4. 4th paragraph : View of aristoles on technology
5. 5th paragraph : Differences of natural objects and artifacts according to
aristoles
6. 6th paragraph : Contemporary view about technology
7. 7th paragraph : Tools made by animals
 TABLE OF CONTENT

COVER
ACKNOWLEDGEMENT ............................................................................... ii
TABLE OF CONTENT ................................................................................... iii

CHAPTER I INTRODUCTION
A. The Background...............................................................................................
B. The Formulation of the Problem .....................................................................
C. The Objective of the Problem .........................................................................

CHAPTER II LITERATURE REVIEW

A. Reading Comperhension ..............................................................................
B. Topic ............................................................................................................
C. Main Idea .......................................................................................................
D. Detail Question .............................................................................................
E. Context Clues .................................................................................................
CHAPTER III DISCUSION
A. Reading Text ....................................................................................................
B. Topic and Main Idea ........................................................................................
REFERENCES
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organizational-patterns-of-paragraphs/

http://www.landmarkoutreach.org/publications/spotlight/finding-main-idea

http://academic.cuesta.edu/acasupp/as/309.HTM

http://esl.about.com/od/englishreadingskills/a/readingskills.htm

http://42explore.com/skim.htm