Beruflich Dokumente
Kultur Dokumente
By :
Ekki Saputra
1511204008
Endah Suci Rahayu
1511204011
Asri Az’aliah
1511204016
Muhammad Yani
1511204013
a. Survey
1) Think about the title: “What do I know?” “What do I want to
know?”
2) Glance over headings and first sentences in paragraphs.
3) Look at illustrations and graphic aids.
4) Read the first paragraph.
5) Read the last paragraph or summary.
b. Question
1) Turn the title into a question.
2) Write down any questions that some to mind during the survey.
c. Read Actively
d. Recite
1) Look away from the answers and the book to recall what was
read.
e. Review
3. Post-reading activities
These strategies are not really drawn directly from strategies used
by native-speaker readers but were created as a means of enhancing a
students involvement with the text, recognizing the experience a
student has with a text is not exactly the same as a native-speaker’s.
However, since studies of effective native-speaker readers
demonstrated that involvement with the text led to increased
comprehension, these post-reading tasks are meant to simulate the
questioning and other means of working with ideas or content that
would take place in the mind of a native speaker reader while reading
the text. Because it’s often too much to expect that a student trying for
comprehension might be effectively able to work with the text while
reading, placing these tasks after the text was seen as the next best
thing – although in many cases native speaker do not use any post-
reading strategies.
These activities are not meant to be confused with while-reading
tasks that are delayed to after the initial reading (see previous section
above) but are tasks that have been added on to increase student
interaction with the text. The most common form of post-reading tasks
- and those that dominate coursebooks – are those that involve
answering questions about the text that were assigned prior to reading.
a. Give the evaluation of the text
b. Formulate a return text content with own words
c. Answer questions
Instructors can help students learn when and how to use reading
strategies in several ways.
1. By modeling the strategies aloud, talking through the processes of
previewing, predicting, skimming and scanning, and paraphrasing.
This shows students how the strategies work and how much they can
know about a text before they begin to read word by word.
2. By allowing time in class for group and individual previewing and
predicting activities as preparation for in-class or out-of-class reading.
Allocating class time to these activities indicates their importance and
value.
3. By using cloze (fill in the blank) exercises to review vocabulary items.
This helps students learn to guess meaning from context.
4. By encouraging students to talk about what strategies they think will
help them approach a reading assignment, and then talking after
reading about what strategies they actually used. This helps students
develop flexibility in their choice of strategies.
When language students use reading strategies, they find that they
can control the reading experience, and they gain confidence in their
ability to read the language.
C. Conclusion
Language instructors are often frustrated by the fact that students
do not automatically transfer the strategies they use when reading in their
native language to reading in a language they are learning.
Reading includes some skills in the process of teaching can be
grouped into three phases or steps, pre-reading, whilst-reading, and post-
reading.
While reading we can use SQ3R. SQ3R is a five-step study plan to
help students construct meaning while reading. It uses the elements of
questioning, predicting, setting a purpose for reading, and monitoring for
confusion. SQ3R is survey, question, read, recite, and review.
Strategies that can help students read more quickly and effectively.
Instructors can help students learn when and how to use reading strategies
in several ways. When language students use reading strategies, they find
that they can control the reading experience, and they gain confidence in
their ability to read the language.