INTRODUCTION
A. ISSUE BACKGROUND
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 reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. There a 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. There are no concrete laws in reading, but rather allows readers an escape to produce their own products introspectively. This promotes deep exploration of texts during interpretation. Readers use a variety of reading strategies to assist with decoding (to translate symbols into sounds or visual representations of speech) and comprehension. Readers may use context clues to identify the meaning of unknown words. Readers integrate the words they have read into their existing framework of knowledge or schema (schemata theory).
Other types of reading are not speech based writing systems, such as music notation or pictograms. The common link is the interpretation of symbols to extract the meaning from the visual notations or tactile signals (as in the case of Braille).
B. PURPOSE.
1. For to know inference
2. For to know making prediction
3. For to know critical reading
CHAPTER II
THEORITICAL STUDIES
A. DEFINITION INFERENCE
Inference is using observation and background to reach a logical conclusion. You probably practice inference every day. For example, if you see someone eating a new food and he or she makes a face, then you infer he does not like it. Or if someone slams a door, you can infer that she is upset about something.
Before you can begin to practice inference in literature, you should know what you are looking for. Your goal is to find the intended meaning of the text. Intended meaning is what we think the author is trying to teach us.
Why is it important to make inferences? When writing a story, an author will not include all the information for us. He/she will expect us to read between the lines and reach conclusions about the text. When making inferences, you are looking beyond what is stated in the text and finding the ideas to which the author only hints. This makes you a more active reader and critical thinker. It also makes it easier to understand what the author is sharing with you.
1. How to Practice Making Inferences
When reading, we make inferences through the author, the text and our response. The first step to reaching a conclusion of the intended meaning of a writing is to look at the author. You should spend time reading the author's biography. Look at his/her other works and see what they have in common. Also, look at the historical and cultural context of the writing. This will help give you a background of the writing that you can use in the next step of reading.
After you have taken time to read about the author, you are ready to start to read the writing. Your goal as you read is to make conclusions. These conclusions are not stated, but you should read between the lines to understand what the author is trying to say. As you read, make guesses. Try to guess what will happen next in the story, what a character may say or think or even what other characters not in the scene are doing. Next, ask questions.
a. Why are the characters acting a certain way?
b. What are they thinking? Where are they going?
c. What are they feeling?
d. What do you already know?
e. What is missing?
f. Why is the author not including information?
After this, you should make predictions.
a. What do you think will happen next?
b. How will a character react?
c. What will the outcome be?
Finally, you should find connections in the details. After you have made predictions, see what is missing or stated in the details and make connections. Fill in the missing information using your questions, guesses and predictions.
When you finish reading the text, you should take time to fill in between the lines by looking at your response and experience. Take time to review the guesses and predictions you had made and see which ones are correct.
B. MAKING PREDICTION.
Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text.
Students may initially be more comfortable making predictions about fiction than nonfiction or informational text. This may be due to the fact that fiction is more commonly used in early reading instruction. Students also tend to be more comfortable with the structure of narrative text than they are with the features and structures used in informational text. However, the strategy is important for all types of text. Teachers should make sure to include time for instruction, modeling, and practice as students read informational text. They can also help students successfully make predictions about informational text by ensuring that students have sufficient background knowledge before beginning to read the text.
Predicting is also a process skill used in science. In this context, a prediction is made about the outcome of a future event based upon a pattern of evidence. Students might predict that a seed will sprout based on their past experiences with plants or that it will rain tomorrow based on today’s weather. Teachers can help students develop proficiency with this skill by making connections between predicting while reading and predicting in science. Students will not necessarily make these connections independently, so teacher talk and questioning are important.
Sometimes, teachers will usea the terms prediction and hypothesis interchangeably in science. While the terms are similar, there are subtle differences between the two. A hypothesis is a specific type of prediction made when designing and conducting an investigation in which a variable is changed. For example, students might write a hypothesis about what will happen to a plant’s growth if the amount of water is increased. A hypothesis is often written as an “If…then…” statement.
The distinction between a prediction and a hypothesis is not something that elementary students need to understand and explain. However, teachers can be cognizant of how they use these words during science instruction – using prediction for statements of what might happen based on prior knowledge or evidence and hypothesis only when an investigation calls for a variable to be changed
C. CRITICAL READING.
To the critical reader, any single text provides but one portrayal of the facts, one individual’s “take” on the subject matter. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author.
A non-critical reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events. A critical reader might read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to particular understanding.
What a Text Says, Does, and Means: Reaching for an Interpretation Non-critical reading is satisfied with recognizing what a text says and restating the key remarks. Critical reading goes two steps further. Having recognized what a text says , it reflects on what the text does by making such remarks. Is it offering examples? Arguing? Appealing for sympathy? Making a contrast to clarify a point? Finally, critical readers then infer what the text, as a whole, means , based on the earlier analysis.
These three steps or modes of analysis are reflected in three types of reading and discussion:
• What a text says – restatement
• What a text does – description
• What a text means – interpretation .
You can distinguish each mode of analysis by the subject matter of the discussion:
• What a text says – restatement – talks about the same topic as the original text
• What a text does – description – discusses aspects of the discussion itself
• What a text means – interpretation — analyzes the text and asserts a meaning for the text as a whole
Goals of Critical Reading
Textbooks on critical reading commonly ask students to accomplish certain goals:
• to recognize an author’s purpose
• to understand tone and persuasive elements
• to recognize bias
Notice that none of these goals actually refers to something on the page. Each requires inferences from evidence within the text:
• recognizing purpose involves inferring a basis for choices of content and language
• recognizing tone and persuasive elements involves classifying the nature of language choices
• recognizing bias involves classifying the nature of patterns of choice of content and language
Critical reading is not simply close and careful reading. To read critically, one must actively recognize and analyze evidence upon the page.
Analysis and Inference: The Tools of Critical Reading
These web pages are designed to take the mystery out of critical reading. They are designed to show you what to look for ( analysis ) and how to think about what you find ( inference ) .
The first part —what to look for— involves recognizing those aspects of a discussion that control the meaning.
The second part —how to think about what you find— involves the processes of inference, the interpretation of data from within the text.
Recall that critical reading assumes that each author offers a portrayal of the topic. Critical reading thus relies on an examination of those choices that any and all authors must make when framing a presentation: choices of content, language, and structure. Readers examine each of the three areas of choice, and consider their effect on the meaning.
CHAPTER III
CONGCLUSIONS AND SUGGESTIONS
A. CONCLUSION
Conclution readeng to write the reading passage tps with learning inference, making prediction and critical reading.
1. Inference is using observation and background to reach a logical conclusion. You probably practice inference every day. For example, if you see someone eating a new food and he or she makes a face, then you infer he does not like it. Or if someone slams a door, you can infer that she is upset about something.
2. Making predictions is a strategy in which readers use information from a text (including titles, headings, pictures, and diagrams) and their own personal experiences to anticipate what they are about to read (or what comes next). A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying his or her predictions. This strategy also helps students make connections between their prior knowledge and the text.
3. To the critical reader, any single text provides but one portrayal of the facts, one individual’s “take” on the subject matter. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author.
B. SUGGESTION
Similarly, we can describe the material that is the subject of this paper, of course, there are still many shortcomings and weaknesses, because they lack the knowledge and the lack of reference or the reference has to do with the title of this paper. Author much hope dear readers, providing constructive criticism and suggestions for the perfect paper to the author in the writing of the paper in the next opportunities.
Hopefully this paper is useful for writers in particular are also dear readers in general. Such review this time, may be useful for you and also inspire.
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