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Make Reading as Eating !

By : Ardiani Samti Nur Azizah*

Reading. It’s very usual activity right!. Perhaps we always do it everyday. Or per
haps we just read a book ,just to face the test from lecturer or teacher ?. Don’t
worry there are many people do it. Because they waiting time until tomorrow and
tomorrow , and the result is they forget to read the book.
Reading must be a habit. Reading is not just pronouncing words—it requires underst
anding. Most experienced readers use a variety of strategies to understand text:
Make Predictions; Visualize; Ask and Answer Questions; Retell and Summarize; Co
nnect the Text to Life Experiences, Other Texts, or Prior Knowledge.”
“Predict and Confirm: Ask yourself, "What word do I expect to see?", "What do I th
ink will happen next?", "Did that make sense?", or "Am I finding the answers to
my questions about this topic?...Skip, Read On, and Go Back: Sometimes you can s
kip an unfamiliar word and read to the end of the sentence or paragraph, thinkin
g about what would make sense. Then, using the context, go back and reread...”
The numerous studies which indicate that the (guessing) strategy is effective p
rovide validation for a strategy that is in itself intuitively appealing and app
ears to offer many advantages over laborious, time-consuming, methodical instruc
tion in vocabulary and collocation.
Another claim in support of the guessing strategy is that it involves generaliza
ble skills of interpreting surrounding text, predicting, and testing predictions
while reading, which enhance reading skills as a whole....In addition, guessing
has been advocated instead of dictionary use because stopping to use a dictiona
ry interrupts the flow of reading.”
The use of contextual clues can be one of the best ways to improve students rea
ding skills. Unfortunately, students often insist on understanding each word whe
n reading. Realizing that a text can be understood in a general sense by using c
ontextual clues can go a long way towards helping students cope with increasingl
y difficult texts. At the same time, the use of contextual clues can also provid
e a means by which students can rapidly increase their existing vocabulary base.”
Various kinds of evidence suggest that many emergent and less proficient readers
find it easiest to learn whole words, and to derive phonics knowledge from them
. In order to do this, they have to spend a lot of time reading. And as they rea
d to become more proficient readers, they will still need to use context as a te
mporary support to get words they don t recognize.
Part of what needs to happen is a chain reaction: using context will help less
proficient readers get the words; repeated exposure to words will make the words
identifiable on sight; an increased repertoire of sight words will facilitate k
nowledge of letter/sound relations; and the ability to use sight words, phonics,
and increasingly sophisticated aspects of context will enable children to becom
e more involved, proficient, effective, and competent readers: to actively learn
and achieve through reading.”
Let’s reading….!!!. and become powerful people.

*is a student of biology FMIPA


State University of Malang

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