Teaching Of Reading - diadaptasi daripada tulisan Encik Shamsul Mhd Sayuti
Introduction Reading is a complex cognitive skill which we cannot break down into a series of steps that a teacher can take into a classroom and teach (Dubin, Eskey and Grabe 1986:5). However, there is no one definition of reading. Some definitions provided are as follows: Reading as interpreting means reacting to a written text as a piece of communication; in other words, we assume some communicative intent on the writer’s part which the reader has some purpose in attempting to understand. (Wallace 1992:4). Reading is a receptive language process. It is a psycholinguistic process in that it starts with a linguistic surface representation encoded by a writer and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading. The writer encodes thought as language and the reader decodes language to thought. (Carrell, Devine and Eskey 1992:12) Similar term to reading, there is no one definition of extensive reading. In extensive reading, students are encouraged to do plenty of reading on their own outside the classroom. It differs from intensive reading because the goal for extensive reading is to read fluently, students need not scrutinize a text and the level of comprehension required is lower whilst in intensive reading, the goal is to read accurately. The level of comprehension required is also much higher. For extensive reading, since the texts employed are texts which are below the students’ current linguistic competency, they are able to extract the meaning directly from the text without relying on their teacher or on translation. It is certainly less painful than intensive reading.