Syllabus Extensive Reading

UNIVERSITAS NEGERI YOGYAKARTA       FAKULTAS BAHASA DAN SENI

SILABUS         MATA KULIAH : READING V

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

 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	Topics	Sub Topics	References/ Sources
1	Introduction to the course	- Class Orientation
2	Vocabulary Building	- Strategies for building a  powerful vocabulary - Word parts - Collocations
3	Comprehension Skills: Understanding Paragraphs & Patterns of Organization	Reading Exercises
4	Comprehension Skills: Skimming & Previewing	Reading Exercises
5	Comprehension Skills: Previewing Long Material: The Parts of a Book	Reading Exercises
6	Comprehension Skills: Making Inferences	Reading Exercises
7  & 8	Comprehension Skills: Drawing Conclusions & Predicting Outcomes	Reading Exercises

9	Mid-Semester Test
10	Comprehension Skills: Study Reading	Reading Exercises
11	Comprehension Skills: Summarizing	Reading Exercises
12	Critical Reading	Reading Exercises
13	Critical Reading: Evaluating Ideas: Fact & Opinion	Reading Exercises
14	Critical Reading: Evaluating Ideas: Evidence	Reading Exercises
15	Critical Reading: Evaluating Ideas: The Writer’s Technique (Style, Tone, Mood, Purpose, Point of View)	Reading Exercises
16	Review & Reflection

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%