The
Indicator of Reading
The processes ones go through when reading a novel
are likely to be different from those ones use when we are looking for
someone’s number in a telephone directory. The use of these different skills
will frequently depend on what we are reading for. In the practice of English language teaching, Harmer (1983: 201)
states that several indicators of reading that students need to acquire as follows:
a. Identify
the main idea and the topic
Textbook chapters, articles, paragraphs, sentences, or
passages all have topics and main ideas. The topic is the broad,
general theme or message. It is what some call the subject. The main idea
is the "key concept" being expressed. Details, major and minor, support the main idea by telling
how, what, when, where, why, how much, or how many. Locating the topic, main
idea, and supporting details helps you understand the point(s) the writer is
attempting to express. Identifying the relationship between these will increase
your comprehension.
b. Identify
the specific information
The technique scanning or looking
for specific information is very useful when the students know exactly what
they are looking for in a text. Since they have a very specific goal in mind,
when they read, they only read the relevant part(s) and ignore the irrelevant.
c. Understanding
the purpose of the text
Before starting any reading, it is
important to establish a purpose.
Knowing the
purpose for reading allows the students to find the answer their looking for
with the minimum amount of muss and fuss.
d. Understanding
the explicit and implicit information
Explicit Information is any kind of information that is
precise, clear, visible and exposed publicly. Explicit Information is fully and
clearly expressed or demonstrated and leaves nothing merely implied, it is
clearly observable information. The Explicit Information can be codified,
articulated and stored in media systems and then readily transmitted to others.
Implicit information
is the learning
of complex information in an incidental manner, without awareness
of what has been learned.
e. Interpret the meaning of word
Arguably the most widely studied and
encouraged is the guessing of the meaning of unknown words from context
(hereafter referred to as the "guessing strategy").
f. Distinguish
the reference
Every text has a structure. It is not
just a random collection of sentences. The parts that make up the text are
related in a meaningful way to each other. Recognizing the way in which a text
has been organized will help the students to understand it better. In order to
understand the text, it is necessary to understand how the sentences are
related. Words like "it", "this", "that",
"here", "there" etc. refer to other parts of the text. The
students need to understand these connections or links.
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