The Paper Intensive Reading: To Fulfill The Assignment of Reading Academic Context
The Paper Intensive Reading: To Fulfill The Assignment of Reading Academic Context
INTENSIVE READING
Arranged by:
ENGLISH EDUCATION
2019
FORWARD
First of all, we thank to Allah SWT. until we can solve this problem by the tittle
“INTENSIVE READING ”. Formulating this paper in order to fulfill one of the courses. We
hope, we can add insight and knowladge, especially in the field of English.
Realizing a lot mistakes in making this paper. Because of that, we really expect
criticism or suggestions from readers to complete all teh short coming and errors of this
paper.
That's where all of this success begins, hopefully all this can give you a little
happiness and lead to a better step. Although the author hopes the contents of this paper are
free from shortcomings and errors, but there is always something lacking.
The author realizes that this paper is far from perfect. This is solely because of the
limitations of the author's own abilities. Therefore, the authors really expect positive and
constructive suggestions and criticisms from all parties so that this paper will be better and
Author
I
Table of Content
CHAPTER I INTRODUCTION...............................................................................................1
Background.............................................................................................................................1
Problem Formula....................................................................................................................2
Purpose of Writting................................................................................................................2
CHAPTER II DISSCUSSION...................................................................................................3
CONLUSION.......................................................................................................................10
REFERENCES.........................................................................................................................11
I
I
1
CHAPTER I
INTRODUCTION
A. Background
life requires reading activities. Reading is a learning milestone thet will last for life.
Therefore, reading skills may be the key to success in education and a broader life
than the ability to read does not appear by itself in us. The ability to shape through
practice. Needed the right way for reading learning activities. Proper stimulation is
The level of interest in reading will also affect the reading skiils of someone
who will learn from reading. In order not to overdo our students, we must also help
dterminine the future level of our nation’s future. It needs to be kept in mind really
Reading is also not free from reading skills. Reading skills are strongly related
between speaking and reading, and the relationship between oral speaking and
skills will be discussed. In the reading lesson there are many parts that read. The skills
Reading is very important for human life, but in reality many adults and
children who have not made reading a habit. We have not made reading a necessity or
culture. The low interest in reading in the community, related to language skills which
B. Problem Formula
C. Purpose of Writting
Reading.
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CHAPTER II
DISSCUSSION
content areas makes reading a more flexible, interactive and reflective process that
involves a bond between reading strategies and technique, and the critical thinking
Richard & Achmidt (2002:194) explains that intensive reading : “ Refer to it as a kind
teaching strategy to make students develop their reading comprehension ability and
Brown (1989) explains that intensive reading "calls attention to grammatical forms,
discourse markers, and other surface structure details for the purpose of understanding
Long and Richards (1987) say it is a "detailed in-class" analysis, led by the teacher, of
reading selections by the same author or several texts about the same topic. When this
occurs, content and grammatical structures repeat themselves and students get many
Reading" on improving reading comprehension is based on the premise that the more
familiar the reader is with the text, either due to the subject matter or having read
Characteristics:
4. Students focus on surface structure details such as grammar and discourse markers
Materials:
1. Usually very short texts - 2. Not more than 500 words in length
chosen to provide the types of reading and skills that the teacher wants to cover in the
course.
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Activities:
3. Making inferences
3. Learning new skills such as making inferences and identifying main idead
1. There is little actual practice of reading because of the small amount of text.
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2 In a class with multi-reading abilities, students may not be able to read at their own
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3. The text may or may not interest the reader because it was chosen by the teacher.
4. There is little chance to learn language patterns due to the small amount of text.
5. Because exercises and assessment usually follow intensive reading, students may
Intensive Reading
much meaning from it as possible. This is done by taking a text, and systematically
This is an activity that requires great mental effort and focus. Because of this, the
guidelines, or else risk boredom and burnout. Specifically, if you wish to read a text
intensively, you must take care to read texts that are interesting and short, to read only
for brief periods of time, and to do so when you have the most mental energy.
•Texts for intensive reading must be interesting, because if you do not enjoy what you
read, you will quickly forget the content, and have more mental resistance to the
• Texts for intensive reading must be short, because the end goal is to understand the
text down to the most minute detail. The longer a text is, the more laborious it is to
complete such a deep analysis, so it is better to stick to shorter texts in order to avoid
mental exhaustion.
1. News articles
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2. Wikipedia articles
3. Short stories
4. Blog posts
5. Intensively read for brief periods of time specifically to avoid the mental
exhaustion that is described above. It takes much focus and effort to go from zero (or
6. Intensively read only when you have the most mental energy, in order to further
boost your capacity for learning, and to reduce the risk of mental exhaustion that
comes with deep analysis of even the shortest texts. Of course, mental energy levels
fluctuate throughout the day—and even differ greatly from person to person—so
exactly you should intensively read is something you need to determine for yourself.
reading method used to help students remember what is read. P stands for preview
which means to read cursory quickly, Q stands for question means to ask, and 4R
stands for read means to read, reflecty means reflection, recite means question and
The steps that must be taken in the PQ4R learning strategy are as follows.
1. Preview
Students can start by reading the main subtopic topics of headings and subtitles,
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that is not available, students can check each page quickly, read one or two sentences
here and
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there so as to get a little picture of what will be learned. Pay attention to the main
2. Question (Ask)
The second step is to ask yourself questions for each article in the reading
material. Use "main titles and subtitles or topics and sub-topics". Begin the question
by using the words "what, who, why and how". For example: What problems are
discussed in the chapter and in its subtitles? What problem is this chapter thinking and
answering? Thus, you have been involved and entered the essence of the chapter. If at
the end of the chapter there is a list of questions made by the author, read them first.
Experience has shown that if someone reads to answer a number of questions, it will
make them read more carefully, carefully, and can help remember what they read.
3. Read
Now read the essay carefully and carefully paragraph by paragraph. Perform
the activity quickly and comfortably. If the main thoughts as a whole are combined
into a single unit it will reflect the main ideas of a series of paragraphs in a chapter.
You must be able to get to know the main thoughts in order to follow the author's
sequence of thoughts.
4. Reflect
Reflect is an essential component of the third step. During reading students not
only simply memorize or memorize, but try to understand the information read. You
do this by (1) linking the information with things you already know, (2) linking
subtopics in the text with key concepts or principles, (3) trying to solve the
contradictions in the information presented and, (4) try to use the material to solve
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Students are asked to reflect on the information they have learned. Write a
summary of all the parts that are read in your own sentence. This is important because
you have captured the essence of reading by stating important points aloud and asking
and answering questions. You can review the notes that have been made and use the
Look again at the notes that have been made and keep in mind the main ideas
that he has suggested. Review the chapter and make sure that you can state precisely
the contents of each of the parts. From the notes that have been made in the previous
step and based on existing ideas, you are asked to make the essence of the material
6. Review
Students are asked to read the short notes they have made repeating the entire
contents of the reading if necessary and once again answer the questions asked.
Previewing and asking questions before the reader activates the initial knowledge and
begins the process of making connections between new information and what is
already known. Studying the major titles and topics helps the reader become aware of
the organization of these new materials so that they can be easily transferred from
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CHAPTER III
CLOSING
CONLUSION
students reading selections by the same author or several texts about the same topic.
When this occurs, content and grammatical structures repeat themselves and students
Jacobs, George & Renadya, W. & Baford. J. (2000) “annatated, Bilbiography of Works on
No.1,p.449-552.
Dole, J.A. Duffy, G.G., Roehler, L.R., and Pearson, D.D. (1991). Moving from the old to the
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