Teaching reading in junior high school
This study aims to determine the form of teaching reading at the level of Junior High School, especially in grade VII. The sample was taken at K. S. Junior High School of Denpasar. The analysis is limited to the type of reading, assignment given, and the micro and macro reading skills that need to b...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Politeknik Negeri Bali
2018-12-01
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| Series: | Journal of Applied Studies in Language |
| Subjects: | |
| Online Access: | http://ojs.pnb.ac.id/index.php/JASL/article/view/1064 |
| _version_ | 1818058744363220992 |
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| author | Yusma Rita Kurnia Ni Luh Evit Erawati |
| author_facet | Yusma Rita Kurnia Ni Luh Evit Erawati |
| author_sort | Yusma Rita Kurnia |
| collection | DOAJ |
| description | This study aims to determine the form of teaching reading at the level of Junior High School, especially in grade VII. The sample was taken at K. S. Junior High School of Denpasar. The analysis is limited to the type of reading, assignment given, and the micro and macro reading skills that need to be taught in Indonesian subjects. The data were analyzed and presented qualitatively according to the Assesing Reading theory (Brown, 2004). The results of this study show that teaching reading in Junior High School begin with the type of interactive and extensive reading. Interactive reading assignments applied are trough Editing (longer tasks), Scanning, and Ordering Tasks. While the extensive reading assignments are Skimming Tasks and Summarizing. Micro skills that need to be taught are mastering pieces of language with different lengths in short-term memory, reading at an efficient speed according to purpose, recognizing the word core and interpreting patterns or word order and its meaning systematically, recognizing the grammatical word class, cohesive device in discourse and its role in signifying the relationship between and among clauses. While the macro skills that need to be taught include recognizing the rhetorical form of written discourse and its significance for interpretation, the communicative function of the text, the unexplained context, summing up the relationship among events, causality, distinguishing literal and implicit meanings, developing and using reading strategies such as scanning and skimming, guessing the meaning of words from the context and interpreting the text. |
| first_indexed | 2024-12-10T13:05:30Z |
| format | Article |
| id | doaj.art-9e6ef5893b0c4ec8bbed3f3e1c132f5a |
| institution | Directory Open Access Journal |
| issn | 2598-4101 |
| language | English |
| last_indexed | 2024-12-10T13:05:30Z |
| publishDate | 2018-12-01 |
| publisher | Politeknik Negeri Bali |
| record_format | Article |
| series | Journal of Applied Studies in Language |
| spelling | doaj.art-9e6ef5893b0c4ec8bbed3f3e1c132f5a2022-12-22T01:47:53ZengPoliteknik Negeri BaliJournal of Applied Studies in Language2598-41012018-12-012210210810.31940/jasl.v2i2.1064Teaching reading in junior high schoolYusma Rita Kurnia0Ni Luh Evit Erawati1Program Studi S-2 Linguistik, Universitas Udayana, IndonesiaProgram Studi S-2 Linguistik, Universitas Udayana, IndonesiaThis study aims to determine the form of teaching reading at the level of Junior High School, especially in grade VII. The sample was taken at K. S. Junior High School of Denpasar. The analysis is limited to the type of reading, assignment given, and the micro and macro reading skills that need to be taught in Indonesian subjects. The data were analyzed and presented qualitatively according to the Assesing Reading theory (Brown, 2004). The results of this study show that teaching reading in Junior High School begin with the type of interactive and extensive reading. Interactive reading assignments applied are trough Editing (longer tasks), Scanning, and Ordering Tasks. While the extensive reading assignments are Skimming Tasks and Summarizing. Micro skills that need to be taught are mastering pieces of language with different lengths in short-term memory, reading at an efficient speed according to purpose, recognizing the word core and interpreting patterns or word order and its meaning systematically, recognizing the grammatical word class, cohesive device in discourse and its role in signifying the relationship between and among clauses. While the macro skills that need to be taught include recognizing the rhetorical form of written discourse and its significance for interpretation, the communicative function of the text, the unexplained context, summing up the relationship among events, causality, distinguishing literal and implicit meanings, developing and using reading strategies such as scanning and skimming, guessing the meaning of words from the context and interpreting the text.http://ojs.pnb.ac.id/index.php/JASL/article/view/1064type of readingreading assignmentmicro and micro skill of reading |
| spellingShingle | Yusma Rita Kurnia Ni Luh Evit Erawati Teaching reading in junior high school Journal of Applied Studies in Language type of reading reading assignment micro and micro skill of reading |
| title | Teaching reading in junior high school |
| title_full | Teaching reading in junior high school |
| title_fullStr | Teaching reading in junior high school |
| title_full_unstemmed | Teaching reading in junior high school |
| title_short | Teaching reading in junior high school |
| title_sort | teaching reading in junior high school |
| topic | type of reading reading assignment micro and micro skill of reading |
| url | http://ojs.pnb.ac.id/index.php/JASL/article/view/1064 |
| work_keys_str_mv | AT yusmaritakurnia teachingreadinginjuniorhighschool AT niluheviterawati teachingreadinginjuniorhighschool |