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| drama in reading developing |
By Adhyra Irianto
What Is Reading Ability :
Reading is the process of constructing meaning by coordinating
a number of complex processes that includes word reading, word and world knowledge and fluency. Meaning, learning,
and pleasure are
the ultimate goals
of learning to
read. Knowing how to read words has ultimately little value if the student
is unable to construct meaning from text. [1]
From
those statements and theories, we can conclude that English ability is an
ability from a person to acquire material, listen, speak, comprehending a text
and write something in English with a right way.
Based
on Anderson, there are 7 purposes from reading that are:
1. Reading for details or facts.
2. Reading for main ideas.
3. Reading for sequence or organization.
4. Reading for inference.
5. Reading to classify.
6. Reading to evaluate.
7. Reading to
compare or contrast.
According to the 2006 English Curriculum and its
supplement, the aspects of English ability that must be mastered by students
are speaking, listening, reading and writing.[2]
In the purpose of curriculum, minimal standard of competency
in English subject is said “the ability to speak, to read, to listen and/or to write
in English. To be considered truly proficient, one should have advanced
abilities in all for areas of communication”[3]
In reading comprehensive, the minimal standard of
competency says the ability to find the meaning from the text. It means that
students can answer the questions, make a short text, make the review, and/or tell
about the text which have done read by them.[4]
For Teacher, this is reading teaching technique
Many of the reading strategies that have been
associated with the highest effect sizes for students with learning
disabilities are those that to teach students’
strategies that prompt
them to monitor
and reflect before,
during, and after reading. These
strategies ask students to (1) consider their background knowledge on the topic
they are reading, (2) summarize key ideas, and (3) self-question while they
read.
Direct instruction, strategy instruction, or a
combination of both is associated with the highest effect sizes in reading
comprehension for students with learning disabilities. Both direct instruction
and strategy instruction have the following components in common:
1. Assessment and evaluation of
learning objectives, including orienting students to what they will be learning
2. Daily reviews of material taught to assure
mastery
3. Teacher
presentation of new material, including giving examples and demonstrating what students
need to do
4. Guided instruction, including
asking questions to determine understanding
5.
Feedback and correction
6. Independent practice and review
The skills and strategies that good readers use
include:
1.
Rapid and accurate word reading
2.
Setting goals for reading
3.
Noting the structure and organization of text
4.
Monitoring their understanding while reading
5.
Creating mental notes and summaries
6.
Making predictions about what will happen, checking them as they go
along, and revising and evaluating them as needed
