11
measure how much progress has been made. Both forms of assesment are needed for effective reading instruction.
k. Culture factors. Culture knowledge affects reading comprehension.
Having rich but different types of cultural knowledge will affect undesrtanding and appreciation of written text.
l. Practice. Readers make progress by reading more.
There are six principles in teaching reading according to Jeremy Harmer. First, reading is not a passive skill; second, students need to be engaged with what
they are reading; third,students should be encouraged to respond to the content of a reading text, not just to the language; fourth, prediction is a major factor in
reading; fifth, the the task to the topic; and sixth, good teachers oxploit reading text to the full.
20
B. PARAPHRASING
1. Definitions of Paraphrase
According to kennedy paraphrasing is translating the author’s ideas into
our owns words.
21
Harry Shaw stated that “The paraphrase is a kind of report on reading that is frequently requie
rd in collage work. Where as a pre’cis is digest of the essential meaning of an original passage, a paraphrase is a full lenght
statement of that meaning. A paraphrase presents a free rendering of the sense of a passage, fully and proportionately, but in words different from the
original.
22
Meanwhile legget defined a paraphrase is kind of report on reading that is frequently required in college work. It is represents a free passage, fully and
proportionally, but in words different from the original.
23
A paraphrase is a short summary of a writer’s statement usually no more than a sentence in your own words concentrate only on what you think are the
20
Jeremy Harmer, How to Teach English, England: Addison Wesley Longman Limited,1998.p.70
21
Kennedy, Mary Lynch, William J. Kennedy, Hardly M. Smith, Writing in The Diciplines, New Jersey : Simon Chuster, 1987, p.20
22
Shaw, Harry, The Harper Handbook of Collage Composition 15th ed , New York : Harper and Row, 1981, p. 524
23
Legget, Glenn, C.D Mend Melinda G. Kramer, Handbook for Writers, New Jersey : Simon A Schuster, 1988, p. 470
12
main points a writer is making, the ones for which supporting arguments are found.
24
Linda Simon stated that “ paraphrase means to rephrase an author’s statement in your own words. When your paraphrase in your paper, you always
cite the source in a footnote or endnote. You need to refer your reader to the author of the idea you are presenting
“.
25
From the statements above the writerconclude that a paraphrase is presentation a message from the authors’ ideas in our own words of all the
information in a brief passage. Paraphrasing or wording something along side from the original. It is make the meaning of the passage’s is clearer and more
concise. And it is a usefull skill for almost any field of study or work specially in academic reading and academic writing.
2. The Stategies in Paraphrasing
Paraphrasing is expressing someone else’s ideas or restates a passage in our own words. There are some strategies in paraphrasing. Kennedy the former
out the systematic paraphrasing strategies as follow :
26
1. Write a loose paraphrase and record necessary contextual information,2. Substitute
synonyms,3. Change the order of ideas,4. Compare your completed paraphrase to your loose paraphrase and the original.
According to Valiukenas another point to begin paraphrase : first, try summarizing what the original has said, then elaborate on it to whatever extent
your discussion of ideas requires. Finally, when you’re revising the first draft at your paper, polish up the paraphrase as well.
27
Kathleen use the following suggestions to paraphrase effectively: 1. Read slowly and carrefully, 2. Read the material through entirely before writing
24
Eric Gould, Robert Diyanni, William Smith, The Art of Reading, New York : Random House, 1987, p. 31
25
Linda Simon, Good Writing A Guide and Sourcebook for Writing Across the Curriculum , New York : ST. Martin’s Press,
, p. 2
26
Kennedy, Mary Lynch, William J Kennedy, Hardly M. Smith, Writing in the Diciplines, New Jersey; Simon Schuster, 1987, p. 21
27
Valiukenas Delign J, Writing with Authority, New York : Random House, 1987, p.109
13
anything, 3. As you read, focus on both exact meaning and relationship among ideas, 4. Begin paraphrasing sentence by sentence, 5. Reading each sentence and
identify its core meaning, 6. Don’t try to paraphrase word by word, 7. For words or phrases about which you are unsure of the meaning, check a dictionary to
locate a more familiar meaning, 8. You may combine several original sentences into a more concise paraphrase, 9. Compare your paraphrase with the original for
completeness and accuracy.
28
Writing a good paraphrase is not easy, for it requires that we think and think about what we read. It is need effort to undestand the passage what we read.
C. SUMMARIZING 1. Definitions of Summary
Summary is important aspect of academic writing but also linked to academic reading. It is a selection of main ideas all taking and writing involves
same degree of summary. Kennedy also say that a summary is a clear and brief work which contains
only the main ideas of a text. As a consideration or compression, a summary is much shorther that the work it summarizes.
29
In short, we can say that the goal of summarizing is making the original passage shorter withou
t changing it’s meaning. According to Eric Gould a summary is a short statement in your own
words which contains your interpretation of the most important ideas in a text. A summary can be a couple of statement long if it covers a short passage, or it can
beconsiderablysegments there of.
30
Meanwhile Linda Simon defined a summary is picks out the main points of a book, article, or other source and restates these
28
Kathleen T. McWhorter, Efficient and Flexible Reading, New York: Harper Collins Pulishers, 1992, p.301
29
Kennedy, Mary Lynch, William J Kennedy, Hardly M. Smith, Writing in the Diciplines, New Jersey : Simon Schuster, 1987, p. 25
30
Eric Gould, Robert Diyanni, William Smith, The Art of Reading, New York : Random House, 1987, p. 37
14
points in your own words. By highlighting these main points, you will be left with a condensed version of a longer piece.
31
Based on the statements above, the writer can conclude that a summary is restatement from the author’s ideas giving only the key points of a passage. It is
not a long side from the original. We just select the information presented in the original.
2. The Strategies in Summarizing
There are some strategies in summarizing. According to Kennedy, those are 1. We delete redundancy and unimportant detail,2. We provide a general
term to cover several specific the original text,3.We locate and emphasize topic sentences, and invent ones if none are found,4. We combine ideas in sentences
and paragraph.
32
Mean while Simon writes : 1. We read the text once, and try to state the point of the text in a single sentence,2. We read the text again, and ask
our self if our sentence about the author’s meaning makes sense,3. We go through the text paragraphs by paragraphs, and for each paragraph we give the
main point in a sentence, 4. We rewite a draft by assembling our sentences in a good order, 5. We revised, add appropriate transitional material, change words,
and turn our sentences into a readable summary.
33
Kathleen use the following steps as a guide in writing a summary: 1. Read the entire original work first, 2. Reread and underline key points, 3. Review your
underlining, 4. Write sentences to include all remaining underlined information, 5. Present ideas in the summary in the same order in which they appeared in the
original, 6. Revise your summary.
34
Mean while Jordan writes the advice and suggestions for writing summaries:
31
Linda Simon, Good Writing A Guide and Sourcebook for Writing Across the Curriculum ,
New York : ST. Martin’s Press, , p.
32
Kennedy, Mary Lynch, William J Kennedy, Hardly M. Smith, W riting in the Diciplines, New Jersey : Simon Schuster, 1987,p.26
33
Simon, Linda, Good Writing A Guide, and Source Book For Writing Across the Curriculum ,
New York : ST. Marti’s Press, , p.
34
Kathleen T. McWhorter, Efficient and Flexible Reading, New York: Harper Collins Publishers, 1992, p.310
