Extensive Reading Essay

at that place ar many experts who turn in the definition of see. One of them is Aebersold and Field. They say , interpretation is what happens when stack look at a text edition and assign meaning to the compose symbols in that text, further, the text and the subscriber be the deuce physical entities necessary for the reading subprogram to begin (1997 15). It elbow room that when just more or less angiotensin converting enzyme sees written symbols in a text, there willing be something construed on the reviewers mind. This process is c altogethered reading. A nonher expert, Williams (1999 2) states that reading is a process whereby 1 looks at and understands what has been written.In line with Williams, Heilman (1961 8) says that reading is a process of acquiring meaning from printed word symbols. It is non merely a process of do conventionalized noises associated with these symbols. In line with them, De Boer and Dallmann (1982 23) say that reading is a process in volving meaningful reaction to printed symbols. Wallace, in his book entitled Reading adds that reading is interpreting which heart and soul reacting to a written text as a piece of communication (1996 4). These four definitions have the same point.The point is that reading is a process of getting the meaning of written text and heavy(p) reaction of it as the form of communication between the endorser and the writer. diverse from some experts above, Davies defines reading from the other point of view. He says that reading is a private. It is a mental or cognitive process which involves a reader in trying to follow and respond to a sum from a writer, who is in distant space and time (1995 1). It authority that reading legal action connects the reader and the writer although they live in different places and action in different period.Reading is a mental cognitive process, so as the result of this activity the reader is fit to break up responses nigh the texts message. Beca drop reading is a private activity, the process of reading and responding is not now observable. Most notwithstandingts told in written texts ar sometime(prenominal) experiences both it is the writers experiences or the others. The success of reading activity is depending on the readers ability to visualize it in vagabond to be able to understand and interpret its meaning.Dealing with this fact, Kennedy says Reading is ability of an man-to-man to recognize a visual form associate the form with a sound and/or meaning acquired in the onetime(prenominal), and on the basis of past experience, understand and interpret its meaning (1981 5). Another expert, Grellet (1981 7), defines reading as a constant process of guessing, and what one brings to the text is often more than master(prenominal) than what one finds in it. It means that before the reader reads the text, he guessed the confine of the text and he had already had his birth concept.After he reads the text, the reader relates his own concept with the texts message. Based on some definitions above, it flock be cerebrate that reading is the process of bringing a concept to the text and relating it with the meaning got from the text, in which it is usually a past experience, visualizing it, understanding it, and giving responses as interpretation of this process. Kennedy (1981 188) says that comprehension is the ability of one to find, interpret, and use ideas.Then, in Oxford Advanced Learners dictionary, comprehension is be as a power to understand something (Hornby, 1995 235). According to these two definitions, it asshole be said that comprehension is the ability to understand something through finding interpreting, and utilise ideas. In line with the statement above, it stub be concluded that reading comprehension is the ability to get the meaning of written symbols, visualize it, and give responses as the interpretation of this process. bilgewater text There ar some approaches in t eaching reading one of them is genre found approach.According to Hartono (20054) the term genre is use to refer to particular text-types, not to traditional varieties of literature. It means that genre is a type or material body of text, defined in terms of its social purposes also the level of scope dealing with social purposes. Based on the communicative purpose, Pardiyono (200793-98) classifies the text into football team types, they be description, recount, narration, procedure, explanation, interchange, exposition, immatures item, report, anecdote, and review. However in this study, the text will be focuse on the communicative text.Considering the social business, generic structure, and language characters of write up text, narrative text washstand be defined as a text which tells about past activities or event which concerns on the knobbed experience and resolution in order to amuse and even give the moral messages to the reader. The explanation about social func tion, generic structure, and language features of narrative text is as follow 1. Social function The social function of a text is quite similar with the purpose of the text.Related to narrative text, the social function is to amuse, entertain and to deal with actual or several(a) experience in different ways. 2. Generic structure The generic structure of narrative text consits of three parts, those be orientation, complication, resolution, and sometimes completed by coda. The further explanation about these parts of narrative text is as follow a. Orientation Orientation is the introduction of the text. It includes what is inside the text, what the text dialog in general, who involves in the text, when and where it happen. b. Complication.In complication, the text talks about what happens with the participants. It explores the contravention among the participants. Complication is the main element of narrative. Without complication, the text is not narrative. The conflict notify be shown as natural, social or psychological conflict. c. resultant role Resolution is the end of narrative text. This is the phase where the participants solve the problem aro apply by the conflict. It is not matter whether the participants succeed or fail.The point is the conflict becomes ended. 3. vocabulary features According to Hartono (20057), the language features used in narrativetext are a. Focus on specific participants b. intake of past tense c. economic consumption of temporal conjunction d. Use of material (or action) processes picture as Media in Teaching 1. Media a. The Definition of Media Etymologically, the word media comes from Latin language medius.Literally, it means intercessor or companion. Media is the messages mediator or companion from the sender to the receiver (Arsyad, 20053) tie for education and communication technology (AECT) in Sadiman (20026) defines media as all forms and lines which are used by people to admit instruction.According to Gagne, media is many kinds of components in students environment that raft race them to study (Sadiman dkk, 20026). Based on those definitions above, it depose be concluded that media are all things that ass be used to deliver the message from sender to receiver so it backside stimulate the mind, feeling, attention, and students interest in order to attain the teaching and information process. b. Kinds of Media Media contribute be classified into three categories visual, speech sound, and auditory sensation recording visual. (http//edu-articles. com) 1) Visual media.There are two kinds of visual media those are unprojected media and projected media. a) Unprojected media Unprojected media outhouse be carve up into (1) Realia or real thing. The object essential not be presented in class, but students should be able to see and reward them. For display case the students observe the ecosystem, lay out, the diversity of living thing, et cetera. This media is able to give real ex periences to the students. (2) Model. Model is the extravaganza of real thing presented in three dimension form as substitution of the real thing.This media helps the teacher to present the object that cannot be brought into the class, for example digestion system, respiration system, excretion system, et cetera. (3) Graphic. The functions of graphic are to catch the students attention, clarify the lesson, and dilate the fact or forgettable concept. There are many kinds of graphic, much(prenominal)(prenominal) as picture, sketch, scheme, chart, and graph. b) Projected media There are two types of projected media (1) transparency of OHP. This is stated as the real media because the teacher must not agitate the lay out of the class and still able to face the students. enhancer media includes software (OHT) and hardware (OHP). (2) Bordered film or slide. This is a frank film that usually has measurement of 35mms and border 22 inches. The use of this media is the same as OHP, but the visualization of this media is better than OHP. 2) Audio media There are two kinds of audio media that are commonly used a) piano tuner. Radio is electronic tool that can be used to listen to the news, new important events, life problems, et cetera. b) Audio cassette.This tool is cheaper than the other because the supplying and the discussion cost are congenerly cheap. 3) Audio visual media There are many kinds of audio visual tool a) Video. This is one kind of audio visual media, besides film. In learning process, this tool is usually presented in the form of VCD. b) Computer. This tool has all the benefit of the other media. Computer is able to show text, picture, sound and picture, and can also be used interactively. Even, ready reckoner can be connected to internet to browse the unlimited learning sources.c. The Characteristics of Education Media Gerlach and Ely in Arsyad (2005 12-14) propose three characteristics of education media those are fixative holding, artful p roperty, and distributive property. 1) Fixative property This characteristic explains the ability of media to record, save, continue, and reconstruct an event or object. The event or object can be put in the secure order and rearranged using media such as photograph, boob tube enter, audio tape, computer disc, and film.By this characteristic, an event that justonce in a life time can be perpetuated and rearranged for education 2) Manipulative property This characteristic enables an event to be transformed, so the event that needs commodious time can be shorted in order to be showed in class, for example the process of metamorphosis, the record of motion in sport class, the plant treatment, et cetera. 3) Distributive property This kind of characteristics enables an object or event to be transported through space and be served together in a subprogram of students, in which each other get the same experiences.Once information was recorded, it can be reproduced for many times and b e together in many different places. d. The Importance of Media in Teaching The importance of media can be seen from its roles and functions in education. As stated by Prawiradilaga and Siregar, media have two main roles, those are media as AVA (audio visual aids) so it can give the students concrete experiences and media as communication so it can connect the students as receivers with the material in order that it can be get head (2004 6).In the next pages, Prawiradilaga and Siregar (20048-13) explain the detail functions of media are 1) Give the fellowship about the learning goals 2) Motivate the students 3) Present the information 4) Stimulate the discussion 5) Lead the students activities 6) Do the exercises and quizzes 7) Strength the learning process 8) Give the assumption experiences Meanwhile, Encyclopedia of Educational enquiry in Arsyad (2005 25) elaborates the functions of media in teaching as follow 1) Put on the concrete basics to think, so it decreases the verbali sm 2) correct the students attention.3) Put on the important basics for the tuition of study, so it makes the lesson more steady 4) Give real experiences for the students so they can effort by them self 5) Emerge the regular and continued thinking, especially about life pictures 6) Help the emerge of understanding that can help the students language development 7) Give experiences that cannot be achieved by the other way and give the power and variety in the way of study Besides, Nugraha adds the importance of media (http//yudinugraha. co. cc ), such as 1) The presentation of the material becomes more standard.2) The arrangement of the media that is structured and plan well helps the teacher teaches in the same quality and quantity for all classes. 3) The learning process is more interesting and interacting. 4) The students are more active. 5) It is good in using time. 6) The learning quality of the students can be improved. 7) Et cetera. e. The ways in Choosing Media in Teachi ng Sudirman (1991) in Nugraha (http//yudinugraha. co. cc ) proposes three principles of choosing media in teaching as follow 1) The goal of choosing media. The choosing of the media that will be used should be based on the goal of its choosing.2) The characteristic of media. Each media has its own characteristic so it should be adjusted with the material. 3) Alternative choices. Choosing media is the process of qualification decision and many of alternative choices. Besides the principles above, according to Aristo, the factors that should be interpreted into account in choosing media are (http//aristorahadi. wordpress. com) 1) Objectivity. A teacher should be objective. It means that a teacher cannot choose the media based own his own. 2) Learning program. The media that will be used should be suited with the level of the students.3) Technical quality. Technically, the media used should be checked whether it is filling the requirement or not. 4) The effectiveness. Are the media ca n help the students achieve the learning goal? 5) Time. How long time is requisite to prepare and present this media? 6) Cost. The cost that should be paid to present this media must be adjusted with the budget. 7) Availability. The easiness of finding this media should be considered too. If the media we look for are not available, we can substitute it with other media that are suitable. 2. Narrative Video a.The Definition of Narrative Video Video is one of media used to convey the learnings message. In Oxford Learners Dictionary, television receiver is defined as type of magnetic tape used for recording abject pictures and sound (1995 1327). It means that video has two elements, those are audio and visual. The audio enables the students to receive the message using their hearing and the visual enables the students to receive the message using their eyesight. According to Sadiman (2002 76), the message presented in the video can be a fact or fictitious, can be informative, educat ive, or instructive.It is informative, it means that much information from many experts in this realness can be recorded in video tape, so it can be received by the students everywhere they are. Video is also educative and instructive it means that the message of the video can give concrete experiences to the students, so they can apply it in their daily life. Related to narrative, narrative can be defined based on its social function, generic structure, and language feature as a text which says the past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader.Considering the definition above, narrative video can be describe as a certain kind of magnetic tape used for recording moving pictures and sound about past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. b. The Benefit of Using Narrative Vide o in Teaching Generally, the benefit of using narrative video in teaching is quite the same as the benefit of using other videos in teaching.According to Sadiman dkk, (200276-77) video has some benefits, those are 1) It can catch the students attention easily. 2) Much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. 3) The difficult demonstration can be prepared before, so the teacher is able to concern on his presentation. 4) It is more efficient in using time. 5) It can present good object that cannot be brought into the class. 6) The volume can be adjusted. 7) The picture can be frozen so it can be inserted the teachers comment.8) The light of the room does not need to be turn off. c. The Purposes of the Use of Narrative Video in Teaching Anderson (1994 104-105) proposes some purposes of the use of video in teaching. These purposes are divided into three aspect, for cognitive aspect, for psychom otor aspect, and for emotive aspect. These purposes are the same with the purposes of narrative video in teaching, those are 1) For cognitive aspect a) Develop the recall and motion skill. For example, the observation about relative speed and a moving object.b) able-bodied to show a series of motionless pictures, without sound, as photo or bordered film c) Able to give knowledge about certain laws and principles d) Able to show the right way in having attitude in a performance, especially about the students interaction 2) For psychomotor aspect a) Able to show the skill about motion well because it can speed up or guttle so the motion can be observed clearly. b) The students get the feedback directly and visually about a motion so they can whet their motion well. 3) For affective aspect Video can be a good media to influence the attitude and emotion.For example, play a short story that is suitable with the topic. BIBLIOGRAPHY Aebersold, Jo ann and Mary Lee Field. 1997. From Read er to Reading Teacher. USA Cambridge University sign up Anderson, Ronald. 1987. Pemilihan dan Pengembangan Media dalam Pembelajaran. Jakarta Rajawali Press Arsyad, Azhar. 2005. 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Jakarta Raja Grafindo Perkasa Wallace, Catherine. 1996. Reading. New york Oxford University Press Williams, Eddie. 1999. Reading in the Language Classroom.London Pheonix FLT Zainul, Asmawi and Noehl Nasoetion. 1997. Program Pengembangan Keterampilan Teknik Intruksional (pekerti) Untuk Dosen Muda. Jakarta Universitas Terbuka Jakarta Press. Zuber, Ortrun and Skerritt. 1996. New Directions in Action Research. London Falmer Press. www. smanbanyumas. sch. id www. youtube. com IMPROVING STUDENTS READING COMPREHENSION ON NARRATIVE TEXT USING NARRATIVE VIDEO (An Action Research at Tenth Grader of SMA Negeri Banyumas in Academic Year of 2010/2011) PRI WAHYUDI HERMAWAN K2208043 ENGLISH section FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY 2010.