Secondly, extensive reading is developed at the student’s own pace according to his individual ability (Rivers, 1968 and Suhirman, 2002).Īccording to hadi (1988: 56) that is an experimental design is one of the precise methods to examine the cause and effect because of the fact, instruction toward a group and experimental sample. To the same extent, Finnonchiro (1983) also glanced that the intensive reading when the student’s attention should be focused on all expression, nations sound, structure and cultural allusions will be unfamiliar to them in passage. In this type of reading, control from a teacher is compulsory and it will provide a basis for elucidation of difficulties of structure, and for the extension of vocabulary. Firstly, intensive reading is reading activity that is being related to further progress in language learning under the teacher guidance. This model has been developed using the concepts, scientific methodology, and terminology of psycholinguistics, the interdisciplinary science that is concerned with how thought and language are interrelated. Furthermore, the effort has been to create a model of the reading process powerful enough to explain and predicate reading behavior and sound enough to be a base on which to build and examine the effectiveness of reading instruction. It means that the questions on the passage are able to facilitate the pupils understanding of the passage the children are playing hide and seek in the playground, and the question are (1) who is playing hide and seek in the playground? (2) What are the children playing in the playground? (3) What are they doing in the playground and where are they playing hide and seek? (a) reading is not a single skill but an interrelated process of many skill, (b) reading is development process, in other words, reading comprehension develops sequentially as pupils nature, (c) there are developmental pattern from grade to grade and from year to year, but wide variations in reading ability exist among pupils in any grade or of any age, and (d) there are no basic reading comprehension which can be taught or learned once or for all, they are merely simpler or more difficult levels of reading proficiencies, which can be taught to pupils who are ready to learn.īoth views are non-productive at best and the worst seriously impede progress. The questions are to help the pupils understanding every detail on the passage, for example, the passage is about “hide and seek”.
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