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    Silabus Reading V

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    Andi Asrifan
    This document provides an overview of the Reading V course offered at the Faculty of Language and Arts at Yogyakarta State University. The course focuses on developing students' critical thinking skills through interactive and extensive reading activities using authentic full-length texts from various disciplines. Students are expected to gain vocabulary mastery of 10,000 words, improve their reading comprehension skills, and learn to apply critical reading strategies. The course involves prereading, while-reading, and post-reading activities. Students will be assessed based on their class participation, oral presentations, writing assignments, online tasks, midterm exam, and final exam.

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    Silabus Reading V

    Uploaded by

    Andi Asrifan
    277 views4 pages
    This document provides an overview of the Reading V course offered at the Faculty of Language and Arts at Yogyakarta State University. The course focuses on developing students' critical thinking skills through interactive and extensive reading activities using authentic full-length texts from various disciplines. Students are expected to gain vocabulary mastery of 10,000 words, improve their reading comprehension skills, and learn to apply critical reading strategies. The course involves prereading, while-reading, and post-reading activities. Students will be assessed based on their class participation, oral presentations, writing assignments, online tasks, midterm exam, and final exam.

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    This document provides an overview of the Reading V course offered at the Faculty of Language and Arts at Yogyakarta State University. The course focuses on developing students' critical thinking skills through interactive and extensive reading activities using authentic full-length texts from various disciplines. Students are expected to gain vocabulary mastery of 10,000 words, improve their reading comprehension skills, and learn to apply critical reading strategies. The course involves prereading, while-reading, and post-reading activities. Students will be assessed based on their class participation, oral presentations, writing assignments, online tasks, midterm exam, and final exam.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    277 views4 pages

    Silabus Reading V

    Uploaded by

    Andi Asrifan
    This document provides an overview of the Reading V course offered at the Faculty of Language and Arts at Yogyakarta State University. The course focuses on developing students' critical thinking skills through interactive and extensive reading activities using authentic full-length texts from various disciplines. Students are expected to gain vocabulary mastery of 10,000 words, improve their reading comprehension skills, and learn to apply critical reading strategies. The course involves prereading, while-reading, and post-reading activities. Students will be assessed based on their class participation, oral presentations, writing assignments, online tasks, midterm exam, and final exam.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    UNIVERSITAS NEGERI YOGYAKARTA FAKULTAS BAHASA DAN SENI

    SILABUS MATA KULIAH : READING V


    FRM/FBS/19-00 Revisi : 00 31 Juli 2008 Hal.

    Faculty : Language and Art Study Program : English Education Subject & Code : READING V Code ENG 213 Number of Credit : Theory 1 SKS Practice : 1 SKS Semester : 5 (five) Pre-requisite Subject & Code : Lecturer : Anita Triastuti, M.A. I. COURSE DESCRIPTION

    As the continuation of the reading skills building developed in Reading IV (e.g. getting general and specific information from the text, getting the main ideas and detailed information from the text, deducing the meaning of words, phrases and sentences based on the context, and explaining relations between parts of the text through grammatical cohesive devices, and developing the skills of inferencing, analyzing, and synthesizing, and speed reading, evaluating texts or reading critically, understanding both printed and electronic reading resources, both extracts and full-scale texts of general and specific topics, understanding specialized texts such as brief, self-contained texts commonly used in TOEFL reading tests, summarizing and evaluating texts), Reading V focuses on an interactive approach to reading that engages the students to critical and extensive reading activities for developing critical thinking skills. This approach includes aspects of both intensive and extensive reading, which enables the students to develop their independent reading ability by means of authentic and full-scale texts of various disciplines while exercising particular aspects of critical reading strategies. In so doing, the students are encouraged to freely contribute in the selection of reading texts and to actively participate in classroom activities to develop critical reading requiring critical thinking skills.
    II. STANDARD OF COMPETENCE

    Upon the completion of the course, the students are expected to: (1) have gained vocabulary mastery of approximately 10.000 words and knowledge of grammatical structures, text organization, and cultural understanding required to comprehend various types of texts (2) acquire a good comprehension of various reading texts and of critical reading strategies (3) apply the skills and strategies for developing and enhancing critical reading and thinking skills (4) respond to various texts and participate in critical reading activities

    UNIVERSITAS NEGERI YOGYAKARTA FAKULTAS BAHASA DAN SENI

    SILABUS MATA KULIAH : READING V


    FRM/FBS/19-00 Revisi : 00 31 Juli 2008 Hal.

    III. TEACHING-LEARNING STRATEGIES

    In an intensive reading session, classroom activities generally follow the pattern of prereading, while-reading and post-reading activities. The lecturer plays the role of a facilitator, enabling the students to maximize the use of their prior knowledge to understand and discuss texts at hand. To make learning more meaningful, the discussion should be related as far as possible to the students experiences, interests, values, and future. In independent reading-related sessions, which constitute the major part of the course, individuals and groups present topics they have been assigned, followed by discussions. In the case of internet-based reading resources and activities, some of the tasks and feedback will be conducted through internet.

    IV. COURSE PROGRESSION

    Session 1 2

    Topics Introduction to the course Vocabulary Building

    Sub Topics -

    References/ Sources

    4 5

    6 7

    Class Orientation Strategies for building a powerful vocabulary - Learning new words from your reading - Inferring meaning from context - Word parts - Collocations Comprehension Skills: Reading Exercises Understanding Paragraphs & Patterns of Organization Comprehension Skills: Reading Exercises Skimming & Previewing Comprehension Skills: Reading Exercises Previewing Long Material: The Parts of a Book Comprehension Skills: Reading Exercises Making Inferences Comprehension Skills: Reading Exercises Drawing Conclusions & Predicting Outcomes Comprehension Skills: Reading Exercises

    UNIVERSITAS NEGERI YOGYAKARTA FAKULTAS BAHASA DAN SENI

    SILABUS MATA KULIAH : READING V


    FRM/FBS/19-00 Revisi : 00 31 Juli 2008 Hal.

    9 10 11 12 13

    14 15

    16

    Generalizing Mid-Semester Test Comprehension Skills: Study Reading Comprehension Skills: Summarizing Critical Reading Critical Reading: Evaluating Ideas: Fact & Opinion Critical Reading: Evaluating Ideas: Evidence Critical Reading: Evaluating Ideas: The Writers Technique (Style, Tone, Mood, Purpose, Point of View) Review & Reflection

    Reading Exercises Reading Exercises Reading Exercises Reading Exercises

    Reading Exercises Reading Exercises

    UNIVERSITAS NEGERI YOGYAKARTA FAKULTAS BAHASA DAN SENI

    SILABUS MATA KULIAH : READING V


    FRM/FBS/19-00 Revisi : 00 31 Juli 2008 Hal.

    IV. REFERENCES

    Various articles, journals Day, Richard R. (2004). Extensive Reading Activities for Teaching Language. Cambridge, UK: Cambridge University Press Dean, Michael. (2002). Test Your Reading. Harlow, England: Pearson Education Limited Mikulecky, Beatrice S. and Jeffries, Linda. (2007). Advanced: Reading Power, New York: Pearson Education, Inc. Scull, Sharon. (1987). Critical Reading and Writing for Advanced ESL Students. Englewood Cliffs, New Jersey: Prentice Hall, Inc. Wiener, Harvey S. and Charles Bazerman. (1988). Reading Skills Handbook. Boston: Houghton Mifflin Company

    V. ASSESSMENT

    The final assessment is primarily based on how well students follow and internalize the process in class. Taking into account are students participation or active contribution in all of the activities, and the accomplishment of all assignments given. In overall, the assessment of the students performance is based on the following points: (1) Attendance and classroom participation 10% (2) Oral presentation 15% (3) Written reports 15% (4) Internet-based task completion 15% (5) Mid-semester 20% (6) Final Test 25%

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