CRITICAL JOURNAL BOOK

Course Materials for Reading 1

Lecturers

: Drs. Willem Saragih, Dipl.,M.Pd.

Lesson : Reading

Compiled By:

RIPI HAMDANI PURBA

2161121034
Dik Reguler B 2016

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016

Chapter I
Introduction
Reading is an important part of learning English. This guide to how to improve your
reading skills will help you improve reading by using skills you use in your own language. In
other words, one of the best tips on improving reading is to think about how you read in your
own language. Start by thinking about how you read different documents. How do you read the
newspaper? How do you read novels? How do you read train schedules? and so on. Taking time
to think about this will help give you clues on how to read in English - even if you don't
understand every single word.
Ask yourself this question: Do I read every word in your own language when I am
reading a schedule, summary, or other outlining document?
The answer is most definitely: No! Reading in English is like reading in your native language.
This means that it is not always necessary to read and understand each and every word in
English. Remember that reading skills in your native language and English are basically the
same.
Here is a quick overview of the types of reading skills used in every language: Skimming,
Scanning, Previewing, Phrasing Stems and Affixes, Topic, Main Idea, Reading for Specific
Information Reading for Detail, Reference, Inference, Functional Text And Essay Text. You can
use these reading skills in a number of ways to improve other areas of English learning such as
pronunciation, grammar and increasing vocabulary.

Chapter II
Summary of the book
Reading is a complex cognitive process of decoding symbols in order to construct or
derive meaning (reading comprehension). Reading is a means of language acquisition,
communication, and of sharing information and ideas. Like all languages, it is a complex
interaction between the text and the reader which is shaped by the readers prior knowledge,
experiences, attitude, and language community which is culturally and socially situated. The
reading process requires continuous practice, development, and refinement. In addition, reading
requires creativity and critical analysis. Consumers of literature make ventures with each piece,
innately deviating from literal words to create images that make sense to them in the unfamiliar
places the texts describe. Because reading is such a complex process, it cannot be controlled or
restricted to one or two interpretations.
Getting a massage a text, this done by giving and taking and talking information. The
writer has massage in his mind which he wants to share and the reader taking the massage by
reading. The reading skill, the reader has to know the combinations of letters which signal
different sounds. The reader has to recognize word and expressions from native language. The
reader deciphers a part of the text with the help of a bilingual dictionary of word list. Developing
reading skills, the reader need to be encouraged to read for the content of the material as they do
in their own language. Preparing vocabulary you can find all of the other forms of the same word
(noun, verb, and do on). Second. You can find words that come from same stem or root.
Guessing word meanings from context, to guess the meaning of such words correctly we did
demine the meaning of verb unfamiliar word by study the context of the sentence. We can use
context to locate or infer word by meanings so that we will have less need to use a dictionary
when read, guessing word meanings by word analysis, if the context of a word does not give you
clues it meaning, you may be able to determine the meaning by word analysis. This means
breaking the words is not is parts and using the meaning of the whole word. The suffix a word
comes at the end, and its purpose is to indicate the parts of the speech (noun, verb, adjective, and
adverb). Skimming, notice how these titles relate to one another. Examine pictures, charts, and
other illustrations in the chapter to get information about the chapter contents. Scanning is the
method to use when you need to search a page quickly for information that you require.
Recognize definitions, some definitions are very easy to recognize a writer will sometimes put

the definition an important word in parentheses next to the word. Understanding paraphrasing, to
thoroughly understanding and use the information you read in your textbooks, you should be
able to recognize when an author has restated reworded, as, idea saying, with another way.
Samples of Type-Based Text
1.Narrative
Purpose: To amuse/entertain the readers and to tell a story
Generic Structure:
Orientation, complication, and resolution
Dominant Language Features:
Using Past Tense, using action verb, chronologically arranged
2. Recount
Purpose: To retell something that happened in the past and to tell a series of past event
Generic Structure:
Orientation, event(s), reorientation
Dominant Language Features:
Using Past Tense, Using action verb, Using adjectives
3. Descriptive
Purpose: To describe a particular person, place or thing in detail.
Dominant Generic Structure:
Identification, description
Language Features:
Using Simple Present Tense, using action verb, using adverb, using special technical terms
4. Report
Purpose: To presents information about something, as it is.
Generic Structure:
General classification, description
Dominant Language Feature:
Introducing group or general aspect, using conditional logical connection, using simple present
tense

5. Exploitation
Purpose: To explain the processes involved in the formation or working of natural or socio
cultural phenomena.
Generic Structure:
General statement, explanation, closing
Dominant Language Features:
Using Simple Present Tense, using action verbs, using passive voice, using noun phrase, Using
adverbial phrase, using technical terms, using general and abstract noun, using conjunction of
time and cause-effect
6. Analytical Exposition
Purpose: To reveal the readers that something is the important case
Generic Structure:
Thesis, arguments, reiteration/Conclusion
Dominant Language Features:
Using modal, using action verbs, using thinking verbs, using adverbs, using adjective. using
technical terms, using general and abstract noun, using connectives/transition
7. Hortatory Exposition
Purpose: To persuade the readers that something should or should not be the case or be done
Generic Structure:
Thesis, arguments, recommendation
Dominant Language Features:
Using simple present tense, using modals, using action verbs, using thinking verbs, Using
adverbs, Using adjective, Using technical terms, Using general and abstract noun, Using
connectives/transition.
8. Procedure
Purpose: To help readers how to do or make something completely
Generic Structure:
Goal/Aim, materials/Equipments, steps/Methods
Dominant Language Features:
Using Simple Present Tense, using Imperatives sentence, using adverb, using technical terms

9. Discussion
Purpose: To present information and opinions about issues in more one side of an issue Generic
Structure:
Issue, arguments for and against, conclusion
Dominant Language Features:
Using Simple Present Tense, use of relating verb/to be, using thinking verb, using general and
abstract noun, using conjunction/transition, using modality, using adverb of manner
10. Review
Purpose: To critique or evaluate an art work or event for a public audience
Dominant Generic Structure:
Orientation, evaluation, interpretative Recount, evaluation, evaluative Summation
Dominant Language Features:
Focus on specific participants, using adjectives, using long and complex clauses, using metaphor
11. Anecdote
Purpose: To share with others an account of an unusual or amusing incident
Generic Structure:
Abstract, orientation, crisis, reaction, coda.
Dominant Language Features:
Using exclamations, rhetorical question or intensifiers, using material process, using temporal
conjunctions
12. Spoof
Purpose: To tell an event with a humorous twist and entertain the readers
Generic Structure:
Orientation, event(s), twist
Dominant Language Features:
Using Past Tense, using action verb, using adverb, chronologically arranged
13. News Item
Purpose: To inform readers about events of the day which are considered newsworthy or
important
Generic Structure:
Newsworthy event, background events, sources

Dominant Language Features:

Short, telegraphic information about story captured in headline, using action verbs, using saying
verbs, using adverbs : time, place and manner
4. Reading Tips
a. Thinking about a topic before you read helps provide a context for the reading and can
make it easier to understand.
b. In addition to practicing guessing which questions will be on a test, it is useful to practice
writing the answer to them under time pressure.
c. Learning large number of word relating to a scientific topic makes reading on that topic
much easier. Knowing synonym an antonym is one way to way build a topic based
vocabulary.
d. Scanning involves looking quickly though a text to find specific word or piece of
information. There are often times when it is necessary to do this such as when studying
for a test or writing a paper so it a useful skill to practice.
e. Trying to predict what information will be in a before you read is a good habit it
motivates you read the text carefully to find out if your predictions were correct.
f. It is important to develop effective strategies for dealing whit the difficult or unfamiliar
vocabulary that you are going to come across in your reading, and others.

Chapter III
Strengths and Weaknesses
This book has a good introduction so that when we can read his preliminary understand
the content of the book, and the book also uses polite language, and the contents of the book
describes in detail so it is nice to use for learning medium for students to continue their study.
Equipped with a complete bibliography and author, has a reference and has a modest size.
Overall this book is good and worthy to be used as supplementary learning materials with the
strengths, but there are still some shortcomings in terms of writing. There are also deficiencies in
writing, a lot of words wrong in his writing so readers a little hard to understand when reading

Chapter IV
Implications
In examining the various theories of reading comprehension one is struck by the
proliferation of different terms, and what superficially appear to be different theories. There
seems to be a tendency for researchers to coin a new term whenever they propose a new
perspective on the reading comprehension process, leaving it up to the reader to discern whether
and how this is different from or similar to other theories. We are beginning to integrate the
reading process into larger theories of cognitive development and learning. For the mature
reader, reading is an active process and understanding what you read is as much what is already
in your head as what is on the page. The process of learning from written material must be made
more efficient. Students need to be compensated for taking risks and speculating about meaning.
If the teacher will give trust and confidence to students, se/he will find them more willing to
relate how a passage may have a specific meaning for them. This process leads to free exchange
of ideas about why passages have various interpretations for different people. The class may thus
avoid the numbing process of the teacher's evaluating interpretations by "absolute" authority.

Chapter V
Conclusions and Suggestions
A. Conclusions

Of the various terms reading the above, it can be drawn the conclusion that the act of reading
is to understand the content, or ideas expressed or implied in the text. Thus, understanding into
products that can be measured in reading, not the physical behavior at the time of reading. The
nature or essence of reading is comprehension and overall this book is good and worthy
to be references coupled with the strengths.
A. Suggestions

From the various descriptions above are still some shortcomings in writing that there are
words that writing her wrong and criticisms and suggestions from readers that are relevant and
material at the top and can add insight and can be beneficial to us all the advice that the author
presented to the author to be Being able to continue the spirit in applying the new knowledge that
has been received. As well as the service will become a better and maximize the writing of the
book. For readers as a whole to be able to take advantage and make a comparison reference if
you want to keep learning related.

References
Bryne, D, (1980). English Teaching Perspectives. Singapore, Longman Singapore Publisher. Pte
Ltd.
Baar, Pauline et al (1981) Advanced reading Skills. London: Longman.
Carrell, P.L. et al. (1988). Interactive Approaches to second Language Reading. Cambridge:
Cambridge university Press.
Grellet, Fransqoise (1981). Developing Reading Skills: A Practical guide to Reading
Comparison. Cambridge University Press.
Hamdani, M. Dkk. (1984). Reading and Study Skills: A Rethorical Approach. New York:
Macmillan Publishing Company.
Kimmelman, et al. (1984). Reading and Study Skills: new Jersey: Prentice Hall Regents
Nuttal, Christine (1982). Teaching Reading Skills in a Foregin Language. London:Heineman
Educational Books Ltd.
Seal, B. (1997). Academic Enconters: Reading Study Skills and Writing. United Kingdom.
Cambridge University Press.
Wassman, R and Rinsky, L.A. (1988). Effective Reading in Changing World. New Jersey:
Prentice Hall.