ayam goremga

Reading vocabulary

CHAPTER I

INTRODUCTION

A.      Background of Study

English is the first foreign language in Indonesia. English is taught from Elementary level upto University level. English is also an international language, in written as well as in spoken communication. In addition, many books of science, technology, art and other published issues are written of English.

Reading is the most difficult aspect in language, especially in foreign language. In reading foreign language we have to know each meaning of word from the text. By understanding each word from the text, we will know the purpose of text.

Knowing vocabulary in reading is the way to know the purpose of the text.so that we have to understand what the vocabulary is and the meaning of it.and we can arrange easily of the context.with all of those we can get the pupose of the context.

B.       Problem Statement

Dealing with limitation of the problem, the researcher would like to formulate the problem as follow:

1.         What is the definition of reading?

2.         What is the definition context/paragraph?

3.         What is the definition of vocabulary?

4.         How is the way to understand vocabulary from the context?

C.      The Objectives of Study

The objectives of the research could be formulated as follow:

1.    To know the meaning of reading.

2.    To know the meaning of context/paragraph.

3.    To know the meaning of vocabulary.

4.    To know how to understand vocabulary from the context.

D.      The Uses of the Study

Theoretically:

1.    As the references for other researchers who are interested to identifying the meaning of reading.

2.    As the support for the theory of Uderstanding unknown vocabulary from the context in a paragraph.

Practically:

1.    As the information for all the teachers and the students to know strategies in Identiying unknown vocabulary from the context.

CHAPTER II

RESEARCH

2.1  READING

Reading is an activity to read some books, newspaper, articles, and etc. That’s the way a person to gets information, if we get information automatically it will increase our knowledge and we have to know well reading is one important way to improve the general language skill in English. A person can read using sight our touch, such us when a vision – impaired person reads Braille.

Reading is an intensive process in which the eye quickly moves to assimilate text. Very little is actually seen accurately. It is necessary to understand visual perception and eye movement in order to understand the reading process.

Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). Reading is   typically an individual activity, although on occasion a person will read out loud for the benefit of other listeners. Reading aloud for one’s own use, for better comprehension is a form of intrapersonal communication. Reading to young children is a recommended way to instill language and expression, and to promote comprehension of text.

The advantages of reading:

1.         Improve vocabulary

2.          Increase reading speed

3.         Improve reading comprehension

4.          Help improve writing

5.         Give you a chance to gain more knowledge

6.         Provide examples of the many different ways people speak and write in English.

2.2 CONTEXT/PARAGRAPH

           Context is any information that can be used to characterize the sutuation an entity. An entity is a person ,plaace or object taht is considered  relevant to the interaction betweena user and an application, including the user and applications themselves. Context is a part of paragraph.

Example :

1.      I miss my mum

2.      We usually go to France in the summer, but we’ve decided to give it a miss this year.

A paragraph is a group of sentences about a topic.  The topic is often explained in one sentence and developed in the rest of the sentences.  The sentence that announces the main point of the paragraph is called the topic sentence.  Though the topic sentence usually is the first sentence of the paragraph, it can appear anywhere in the paragraph.  It is also possible for a paragraph to have no explicit topic sentence.  However, even if a paragraph has no identifiable topic sentence, it must still have a clear main focus, and the reader should sense the connection among the sentences in the paragraph.

Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is especially true as authors compose paragraphs. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

2.3 VOCABULARY

 Vocabulary is a group or stock of words used in a particular way by a certain group of people regarding their language. It is simply the words of a language

A person's vocabulary is the set of words within a language that are familiar to that person. A vocabulary usually develops with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest challenges in learning a second language.

Types of vocabulary:

1.    Reading vocabulary

A literate person's reading vocabulary is all the words he or she can recognize when reading. This is generally the largest type of vocabulary simply because it includes the other three, though in some cases, notably Chinese characters, as in Chinese and Japanese, where the pronunciation is not transparent, some words may be part of the oral vocabulary but not the written. For example, a Chinese speaker may not recognize that 麒麟 (giraffe) is pronounced qi lin, a Japanese speaker may not recognize that 麒麟 (giraffe) is pronounced kirin.

2.    Listening vocabulary

A person's listening vocabulary is all the words he or she can recognize when listening to speech. This vocabulary is aided in size by context and tone of voice.

3.    Speaking vocabulary

A person's speaking vocabulary is all the words he or she can use in speech. Due to the spontaneous nature of the speaking vocabulary, words are often misused. This misuse – though slight and unintentional – may be compensated by facial expressions, tone of voice, or hand gestures.

4.    Focal  Vocabulary

“Focal vocabulary" is a specialized set of terms and distinctions that is particularly important to a certain group; those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary, its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception on things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan has an elaborate vocabulary to describe cattle. The Nuer has dozens of names for cattle because of the cattle's particular histories, economies, and environments. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers can also elaborate their snow and cattle vocabularies when the need arises.

The importance of a vocabulary

·       An extensive vocabulary aids expressions and communication.

·       Vocabulary size has been directly linked to reading comprehension.

·       Linguistic vocabulary is synonymous with thinking vocabulary.

·       A person may be judged by others based on his or her vocabulary.

·        

2.4 UNDERSTANDING VOCABULARY FROM THE CONTEXT

   The reader usually finds unknown vocabulary that will make the reader have trouble in reading. The old way that usually be done by some of the readers are:

a)    Look up in the dictionary.

b)   Ask the teacher.

c)    Ask another student / friends.

The readers are not reading as effectively and effectively as the reader could be. The best way to find the unknown vocabulary is guess the meaning from the context in the sentence. When the readers guess the meaning of unknown word, the reader uses the text around the unknown vocabulary.

Example:

·         Unknown vocabulary is misogynist.

·         Guess unknown vocabulary from the context

1.             He realized that his boss was a misogynist soon after he started working for him.

2.             It is difficult for woman to work for a misogynist. He is never sure of the reasons for his criticism.

3.             He knew that no woman would ever get a top-level job in a company owned by a misogynist.

CHAPTER III

CLOSING

3.1 CONCLUSION

This papers gives positive result, for student ,it is expected that this technique will help them to improve their reading skill. The student will be able to:

1.             Understand the meaning of reading skill.

2.             Understand the meaning of paragraph.

3.             Understand the detail information of vocabulary.

4.             Understand the how to know the vocabulary from the context

3.2 SUGGESTION

Based on those definitions above, strategies are any tools or tactics that employ to learn more effectively and more autonomously. All of those factors made the students to have low motivation in learning English, especially reading. Improve the students' motivation in learning.

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Reading passage

CHAPTER 1

INTRODUCTION

A.    Background of the Problem

Language is very important in human life. Language is means of communication. Without a language, a person cannot communicate with others. English is a language in the world. People call it a international language. In our school, the English language has been given since the fourth grade of the elementary school up to university.

Most people in the world from the different countries and nations speak language. Also, many scientific studies such as education, science, religion, technology, commerce or politic are written in the language.

English is the first foreign language in our country, which is taught from Elementary level to University level. There are four main skills in English: those are reading, listening, speaking, and writing. Reading and listening are called receptive skill, in which people need the ability to receive written or spoken language when they do it. While speaking and writing are called productive skill because when people do it, they need the ability to produce  skill because when people do it, they need the ability to produce written or spoken language (Harmer, 1998: 44).

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The reason for teaching reading to the students is because it belongs to the basic language skills in English, just as important as speaking, listening, and writing. Besides, reading is closely related with other subjects. Most of the materials given by the teacher (in English or other subjects) are presented in written form, for example in handbook, handout, et cetera. It means that to understand the materials, the students must have the ability to look at and get the meaning of written text, that is called reading skill.

            Reading, which belongs to receptive skill, can be defined as a process whereby one looks at and understands what has been written (Williams, 1999: 2). It means that, when someone reads, he looks at something written and tries to get the meaning to understand it. Because of that reading is very important to be thaugt to the student. We need to know about what the paragraph when we want to understand about our reading, so we will know what the meaning of text or other. What is this paragraph about?" Did you say to yourself, "This paragraph is about different ways to organize a paragraph"? That is the topic. First, we have some timing goals. We aim to complete an initial read-through of an RC passage in about 1.5minutes for shorter passages and about 3 minutes for longer passages. We should try to answer General questions (e.g., main idea) in about 30 seconds and Specific questions in about 1 minute.

I take short notes while I read through the passage; not everyone does, but I would argue that everyone should jot down at least a couple of words per paragraph. Notes will be heavily abbreviated; see the “Taking Notes” section below for more on this topic.

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Every passage has a topic and what we call The Point. The topic is what you would probably expect: the basic topic under discussion in the passage. The Point is the main reason why the author is writing this specific passage (you can also think of The Point as the thesis statement). For instance, a passage topic might be the curious decline of bees in recent years (entire hives have been dying, losing the ability to find their way back to the hive, and so on). The Point might be that, out of three possible causes (all mentioned in the passage), a certain pesticide is the most likely cause (according to the author). When we read the passage, we need to make sure we

All passages contain “twists,” or changes of direction. These changes, or contrasts, make for great test questions, so we need to identify all of the twists. Short passages tend to have only one major twist, while longer passages tend to have two or more.Keep an eye out for contrast language such as: but, however, although, yet, despite. Any such language indicates a change of direction, and we want to make sure we keep track of these twists in our notes.

For any passages with more than 1 paragraph, we also need to make sure we understand the purpose of each paragraph. These passages generally follow the same rules we’re supposed to use when we write an essay: each paragraph should have one distinct purpose or message (though there can be twists). Often – but not always – that message is delivered via a topic sentence, usually the first or second sentence of the paragraph.

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Finally, we also need to make sure that we do NOT fully understand or remember all of the detail in each paragraph for the longer or more complex passages. That “NOT” was not a typo. We only have a few minutes; we don’t have time to try to fully understand, let alone remember, all of the detail. Our goal is to know where the different kinds of detail reside – that’s all.

We get a way with not understanding the detail. This is where we can take advantage of the fact that the GRE is a standardized test. We are not going to be asked about every last detail in the passage, nor are we going to have to provide a written answer that would require us to have synthesized everything – in other words, this isn’t a school test. That little piece of knowledge has major implications for how we conduct the initial read-through.

We know that we’re going to have to understand The Point, because that permeates the entire passage and even, to some extent, every question. We also know that we will not get asked about every detail on the screen, because we’reonly going to see up to 4 questions (fewer, for shorter passages!). So why learn all of that annoying detail unless weknow that we’re going to get a question about it?

Instead, as we discussed above, our goal for the detail is to know where it resides. For one-paragraph passages, we want to have an idea of “beginning, middle, or end” of the paragraph. For longer passages, we want to know in which paragraph we can find these different details.

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That way, if we do get a question about the chemical mechanism by which the pesticide affects a bee’s nervous system, we’ll immediately know that we can find that detail in paragraph 2. We won’t have any idea how to answer the question yet; we’ll have to go to paragraph two and read that detail now to see whether we can figure it out. Note: did you hit a word you don’t know? Skip it. Is some sentence really convoluted? If it’s the first sentence of a paragraph, try to find the subject and verb, just to get a basic understanding of what it says. If it’s a “detail” sentence, skip it. So, a new passage pops up on the screen and we, naturally, start reading. Read the first sentence, then stop. Rephrase it in your mind (put it into words that you can understand very easily), and jot down a few words. Then do the same with the second sentence. If the passage has only that one paragraph, continue sentence by sentence. If there are multiple paragraphs, you can start skimming the remainder of a paragraph once you understand the purpose of that paragraph. While you skim, try to make this distinction: is this information just detail that goes along with whatever I decided was the purpose of this paragraph? Or is this information something new: does it represent a new idea or a change of direction? If it’s just detail, skip it or jot down a very short note (“bees dying”). If it represents a new idea or change of direction, then pay a little more attention and take some short notes.When you’re done, take a moment to articulate The Point to yourself. Is that already in your notes? Put a star next to it. If it isn’t in your notes, jot it down.

Taking notes, Your notes should be heavily abbreviated – much more aggressively abbreviated than notes you would typically take at work or school.

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In fact, if you look at your notes for a passage a few days later, you should have a lot of trouble figuring out what they say (without using the passage as a reference).

How can we get away with abbreviating this heavily? Again, we’re taking advantage of the nature of this test. You’re going to spend perhaps 3 to 6 minutes with this passage and then you can forget about it forever. You don’t need to commit anything to long-term memory, nor do you need to take notes from which you can study in a week. (Of course, if you’re just practicing, you are going to review your work later, but you should still practice as though it’s the real thing.)

Analyzing a work, Everyone already knows that it’s important to review your work on the problems you do, but did you know that it’s also important to review how you read and take your notes? When you’re done with a passage and the associated questions, start your review with the passage itself. When you were done reading (but before you answered questions), what did you think The Point was? What did you think the purpose of each paragraph was? Did that knowledge or understanding change as you worked your way through the questions? If you misunderstood something after the first read-through, why do you think you misunderstood it? Did you read too quickly and overlook something? Did you not take the time to rephrase what you read? How could you do this better next time?

Next, match your initial notes to your current knowledge of what information is contained in the passage.

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Were you able to find the right paragraph easily when answering a specific question? If not, why not? What should you have jotted down on the initial read-through to make that easier? Conversely, did you have too much information jotted down? Maybe you were able to answer a specific question just from your notes, or maybe you had a lot of detail written down that you never had to use. If so, you wrote down too much information and you spent too much time on the initial read-through.

B.     The Identification of problem

Based on the background above, the research identifies the problem as follow:

1.      The student will get understanding a passage

2.      The student will get understanding  detail  of passage

3.      The student will get understanding the analizying a passage

4.      The student will get understanding the analizying a detail

5.      The student will get understanding the participle of passage

6.      The student will get understanding about how to find detail and passage in a paragraph

C.    The formulation of Problem

1.      What is passage ?

2.      What is detail ?

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3.      How to analizying a passage ?

4.      How to analizying a detail in a passage ?

5.      What is the participle of passage ?

6.      How to find detail in passage of paragraph ?

The purpose of this paper is :

1.      Describing about what the meaning of passage

2.      Describing about  detaill

3.      To indentify how to analizying a passage

4.      To understanding analizying a detail in a passage

5.      To understand participle of passage

6.      To understand how to find detail in a passage of paragraph

D.    Advantage

1.      Giving knowledge about passage

2.      Giving knowledge about detail

3.      Giving knowledge how to analizying a passage

4.      Giving knowledge how to analizying a detail in a passage

5.      Giving knowledge about the participle of passage

6.      To increase about finding detail in a passage of paragraph

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 CHAPTER II

UNDERSTANDING PASSAGE

A.    Description a Passage

The act of passing; transit from one place to another; movement from point to point; a going by, over, across, or through; as, the passage of a man or a carriage; the passage of a ship or a bird; the passage of light; the passage of fluids through the pores or channels of the body.

Transit by means of conveyance; journey, as by water, carriage, car, or the like; travel; right, liberty, or means, of passing; conveyance.

Price paid for the liberty to pass; fare; as, to pay one's passage.

Removal from life; decease; departure; death.

Way; road; path; channel or course through or by which one passes; way of exit or entrance; way of access or transit. Hence, a common avenue to various apartments in a building; a hall; a corridor.

A continuous course, process, or progress; a connected or continuous series; as, the passage of time.

A separate part of a course, process, or series; an occurrence; an incident; an act or deed.

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A particular portion constituting a part of something continuous; esp., a portion of a book, speech, or musical composition; a paragraph; a clause.

B.     Description a Detail

An individual part or item; a particular or Particulars considered individually and in relation to a whole,A minor or an inconsequential item or aspect; a minutia: skipped the details to get to the main point, A minute or thorough treatment or account: went into detail about his travels.

 Detail is a major and minor, support the main idea by telling how, what, when, where, why, how much, or how many. Locating the topic helps you understand the point the writer is attempting to express. Identifying  will increase your comprehension.

C.    Analizying a Passage

In writing about literature or any specific text, you will strengthen your discussion if you offer specific passages from the text as evidence. Rather than simply dropping in quotations and expecting their significance and relevance to your argument to be self-evident, you need to provide sufficient analysis of the passage. Remember that your over-riding goal of analysis writing is to demonstrate some new understanding of the text.

D.    Analyze a Detail

1.              Read or reread the text with specific questions in mind.

2.           Marshal basic ideas, events and names. Depending on the complexity of  book, this requires additional review of the text.

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3.         Think through your personal reaction to the book: identification, enjoyment, significance, application.

4.        Identify and consider most important ideas (importance will depend on  context of class, assignment, study guide).

5.        Return to the text to locate specific evidence and passages related to the major ideas.

6.              Use your knowledge following the principles of analyzing a passage described below: test, essay, research, presentation, discussion, enjoyment.

7.              Take notes as you read. You can’t possibly recall every tiny piece of information from the passage, so a few careful notes as you read will help you recall much more information than memory alone. Keep them short and sweet – just 3-4 words per paragraph.

8.              Don’t skim. If you only read a sentence here and there, you’ll never grasp the “big picture” of the passage. It can be tempting to rush through the passage to get to the questions more quickly, but then you’ll be going back through the passage inch-by-inch, searching for the answers to those questions! Read at a relatively efficient pace, but read thoroughly the first time.

9.                   Keep in mind that Details support Functions. If a question asks you why the author includes a specific detail from the passage, consider that all the details within a paragraph are generally used to support the function of that paragraph.

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10.               To answer specific LSAT detail questions, sometimes you need to take a step back and ask, what’s the function of the paragraph that the detail is found in?

11.               Look for the big picture, not the details. When you read the first time, think more about how the passage is put together, structurally. How does each paragraph fit into the author’s main idea? How does the author develop his views of the topic? You can always go back for the tiny details, and if you worry too much about them up front it’s easy to get overwhelmed, especially if it is especially complex or unfamiliar.

12.               Keep an eye out for concessions. Sometimes the author will have a very strong opinion and argue it throughout the passage, and then will unexpectedly  make a concession to the opposing side, seemingly weakening his own argument. Don’t worry about it. Whatever the author spends the most time focused on is his true thesis – he may just have some reservations about one or more aspects of it.

13.               Did you know Grockit offers private tutoring for the LSAT? At $50/hr, you can get personal one- on-one time with an LSAT instructor via Skype. Ask questions to difficult questions, and review your weaknesses together.

E.     Principles of analyzing a passage

1. Offer a thesis or topic sentence indicating a basic observation or assertion about the text or passage.
2. Offer a context for the passage without offering too much summary.

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3. Cite the passage (using correct format).
4. Then follow the passage with some combination of the following elements:
• Discuss what happens in the passage and why it is significant to the work as a whole.
• Consider what is said, particularly subtleties of the imagery and the ideas expressed.
• Assess how it is said, considering how the word choice, the ordering of ideas, sentence structure, etc., contribute to the meaning of the passage.
• Explain what it means, tying your analysis of the passage back to the significance of the text as a whole.
5. Repeat the process of context, quotation and analysis with additional support for your thesis or topic sentence.

F.     Sample analysis paragraphs

1. The author is primarily concerned with

A) Proposing that a new philosophical foundation for modern biochemistry be developed.
B) Describing the various processes that take place in a living cell.
C) Drawing analogies between different scientific fields.
D) Revealing a discrepancy between a scientific theory and some experimental results.
E) Questioning the assumptions behind experimental methods in science.

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Type: Main Idea
(D) The third sentence in the second paragraph tells us that the author's primary concern is that actual experimental observations deny the assumptions of scientific theory. ("But actual experimental observations deny the second and crucial part of this assumption."). The last paragraph emphasizes this discrepancy. This question asks you to find the best summary of the author's ideas, and therefore requires an understanding of the passage as a whole. (difficulty level 500 on a scale from 200 to 800)

2. The author provides information that would answer which of the following questions?

I. What have test-tube experiments revealed about the role of DNA?
II. What viruses interfere with DNA replication?
III. What methods have been developed to allow scientists to observe a living cell?

A)  I only
B) II only
C)  I and III only
D) II and III only
E) I, II and III

Type: Detail of the passage
(A) The first option, “What have test-tube experiments revealed about the role of DNA,” is supported by the passage in the second paragraph.

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No information is provided for the other options. This question requires one to look back to the passage for evidence of each choice. (difficulty level 300 on a scale from 200 to 800).

3. The author's argument is directed against which of the following?

I. The use of test-tube experimentation alone to establish the validity of scientific theories
II. The exclusion of experimental facts from the formation of scientific theories
III. The observation of certain cellular components in isolation.

A)  I only
B)  I and II only
C)  I and III only
D)  II and III only
E)  I, II and III

Type: Detail of the passage
(E) The last sentence of the third paragraph shows that the author is against the use of test-tube experimentation alone to establish the validity of scientific theories. The last paragraph also tells us that the author is against options II and III. Hence, (E) is the correct answer. This question requires a scanning of the entire passage. I and II deal with our author's crusade of experimentation versus dogma. III is our author's concern with complexity versus simple isolation. (difficulty level 400 on a scale from 200 to 800).

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4. The author refers to the results of test-tube experiments involving the replication of DNA primarily in order to

A) Question the validity of experimental results that describe the structure of DNA.
B) Provide evidence to contradict the theory that DNA alone governs protein synthesis.
C) Show the way in which DNA acts as a self-duplicating molecule.
D) Explain the internal structure of DNA.
E) Reveal how nucleic acid can influence the synthesis of proteins.

Type: Function of a part of the passage
(B) In the last three sentences of the second paragraph, the author says that there was "an admittedly unproven assumption that, whereas nucleic acids can guide the synthesis in other nucleic acids and of proteins, the reverse effect is impossible. However, actual experimental observations deny the second and crucial part of this assumption." Other test-tube experiments show that agents besides DNA have a guiding influence. The answer relates to experiment vs. established dogma. The answer is directly available from the second paragraph but requires an understanding of the context. (difficulty level 300 on a scale from 200 to 800)

5. According to the passage, a metal cannot become super conductive unless

A) The voltage through the metal is increased.

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B) The metal's atomic structure has been destroyed.
C) The metal is exposed to very low temperatures.
D) Electrons in the metal interact with one another at ordinary temperatures.
E) Electrical flow is provided by a battery

Type: Detail of the passage
(C) The third sentence of the fourth paragraph states that “At temperatures near absolute zero, metals exhibit superconductivity; a unique property that causes an electric current to flow for months after the voltage is cut off." This question is just a fact check from the essay and doesn't test any real understanding. (difficulty level 200 on a scale from 200 to 800)

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CHAPTER III

CONCLUSSION AND SUGGESTION

A.    Congclussion

Every passage has a topic and what we call The Point. The topic is what you would probably expect: the basic topic under discussion in the passage. The Point is the main reason why the author is writing this specific passage (you can also think of The Point as the thesis statement). For instance, a passage topic might be the curious decline of bees in recent years (entire hives have been dying, losing the ability to find their way back to the hive, and so on). The Point might be that, out of three possible causes (all mentioned in the passage), a certain pesticide is the most likely cause (according to the author). When we read the passage, we need to make sure we understand The Point, not just the topic.

B.     Suggestion

Take away how to find a detail of paragraf

1.      You do NOT want to learn or memorize every single thing that the passage says.

2.       Know your goals

3.      Find The Point

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4.      Find the purpose of each paragraph

5.      Know where (in which paragraph) to find different kinds of detail

6.      Practice sticking to your timing and practice abbreviating heavily

7.      When you review your work, also review how you read and took notes on the passage.

REFERENCE

http://www.answers.com/topic/detail#ixzz1yZFuK7uu

http://www.thefreedictionary.com/passage