intensive reading.
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Good readers involve both intensive and extensive reading in their reading activity. These two activities help readers to develop their ability in
reading. Extensive reading can be defined as reading a large quantity of text for
general comprehension that helps vocabulary acquisition, content knowledge, familiarity with syntactic structure, knowledge of genres, and reading rate.
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The overall comprehension of characters and events rather than on the specific details
of either language or story content is the main concern of this kind of reading. This activity encourages students to choose what they want to read and gives them
some opportunities to share their reading experiences. In contrast to this, intensive reading refers to the detailed focus on the
construction of reading texts which takes account in the classrooms. It focuses on linguistic, grammar, or semantic details of reading to be analyzed by the readers.
Intensive reading is characterized by study activities, such as the particular uses of grammar and vocabulary items.
Extensive reading and intensive reading are required by all readers to develop their ability in reading. Extensive reading can help readers to improve
their vocabulary, content knowledge, familiarity with syntactic structure, knowledge of genres, and reading rate. On the other hand, intensive reading
allows readers to improve their proficiency in linguistic, grammar, or semantic details of reading. It is important to employ these two kinds of reading in the
reading activity so that readers can get maximum benefit or reading activity.
4. Exposition Text
a. Concept of Exposition
Exposition etymologically means a definitive statement intended to give an explanation of a difficult material. Oxford Advance Learner’s Dictionary
provides the meaning of exposition as a full explanation of a theory, plan, etc..
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Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises, Cambridge: Cambridge University Press, 1981, p. 4.
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Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners, New York: The Guilford Press, 2010, p. 183.
Exposition can be conveyed through a spoken or written language and can be found everywhere. Non-fiction books, magazines, or newspaper article
generally categorized as exposition that used to inform the reader about the topic. At school, students are required to submit school exams and research papers,
which are take form in an exposition, as a means for their teachers to grade their progress.
Moreover, people are required to produce business reports and memorandums to inform their superiors and co-workers about the occurrences
that take place at other levels of the company by using exposition. In addition, oral exposition is primarily observed in oral academic presentations, business
talks, and speeches that are delivered to a group of people. In short, it can be simply concluded that exposition is an exposing of
information or ideas. Exposition is one way writers and speakers can deliver their own thinking about certain topic explicitly to the readers or listeners so that the
readers or listeners can infer what issue is being delivered.
b. Concept of Text
Text is defined by Peter Knapp and Megan Watkins as language as a system of communication which is organized as cohesive units.
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As stated in Webster II New Riverside University Dictionary, text is the words or wording of
something written or printed. There are two main categories of text, literary text and factual text.
Different types of text have distinctive characteristics, depending on what they are made to do. A piece of poetry, for instance, is immediately and characteristically
different from a scientific description because each is doing a vastly different thing with language.
Literary text is a text that used to entertain or elicit an emotional response by using language to create mental images. Literary texts often use language to
create images in readers’ minds; the language enables readers to engage with the
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Peter Knapp, and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching and Assessing Writing, Kensington: UNSW Press, 2005, p. 29.
