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of inferences that cited most in reading activity.
Below:
a. Inter-sentence inferences b. Gap-filling
inferences
b. Local inferences or coherent representation at the
local level of sentences and paragraphs
c. Global inferences or a coherent representation
covering the whole text
d. On-line inferences or inferences drawn
automatically during reading
e. Inferences drawn strategically after reading
2.2 Close Reading
Close reading can be said as the new way of teaching
thinking of thinking or metacognition that is needed
in 21
st
century. Metacognition involves the
comprehension monitoring and metacognition
control as Cromley (2005) claimed. Close reading is
a technique that directed reader’s attention merely to
the text and it was different with other traditional
reading instruction e.g. shared or guided reading
(Burke, 2013). It is one of instructional routine that
promote metacognition thinking (Houck, (2017).
Close reading is better compare to the early model of
reading e.g. bottom-up and top-down (Nunan, 1991)
or interactive model (Rumelhart and McClelland,
1982) tend to make reader became a passive.
Now, we need to emphasize on how to make
student became self-aware, continuous the cognitive
behaviour during the reading or active reader. In close
reading, there are phases in teaching students based
on the comprehension level that demand them to
coming back to the text for evidence and thinking
differently whenever a new question is given.
Fisher & Frey (Fisher and Frey, 2015) listed the
phases of close reading through questions such as
“what does the text say? How does the text work? and
How does the text
mean?”.
These questions also show
the intense phases in close reading. The first phase, it
starts with the “what does the text says?” where
literal level of comprehension are demanded and
students capable of finding the text’s general
understanding and key details. The second phase, it
works on “How does the text work?” where the
vocabulary, text structure and author’s craft of the
text are discussed, this phase still belong to literal
level. As for the next phase, “How does the text
mean?” focuses on the inferential level of
comprehension where inferences, opinions and
argument, and inter-textual connection take place.
There are common elements that close reading has
and it helps teacher to make students getting intense
with the text. According to (Fisher and Frey, 2013)
there are four things to be considered in close reading.
Below:
a. Short worthy/complex passages
In close reading using short passage is useful
rather than long text type since reading closely
needs quite some time to be closed to. The passage
was selected by current complexity Fisher, Frey, &
Lapp (2012) made three dimensions of complexity,
in order to get the right text to be read closely. First,
qualitative dimensions of text complexity are where
teacher analysing the text’s content or the
readability of the text etc. Second, quantitative
dimensions of text complexity is done by measuring
the lexical density of the text by using the Fry (Fry,
2002) etc. Last, reader and task consideration are
where teacher should consider the reader’s
experience, language proficiency, background
knowledge, and motivation of their students.
Teacher should consider the given questions to
influence students to return to the text for an answers
(text-based questions) and teacher also need to be an
expert as she/he decided to use a text for the student
to read closely based on experience, professional
judgment, and the subject and knowledge of their
students.
b. The practice of rereading/ Repeated reading
Repeated reading is an act of coming back to the
text for evidences. According to Fisher & Frey
(Fisher and Frey, 2013), repeated reading was one
the reason students engage in close reading. They
both continued that repeated reading could be
done alone, with group, with read-aloud by teacher,
or any combination of those. Repeated reading is an
effective way to improve students reading fluency,
accuracy, and comprehension (Han and Cheng-ling,
2010). Teacher could do the close reading with some
help from other teaching technique likewise read-
aloud. Read-aloud can enhance students’ fluency,
vocabulary development, oral language, developed
critical thinking and problem solving skills.
Especially when teacher read-aloud with narrative
text (Johnston, 2015).
c. Annotation
Annotation is traces made by the reader.
Annotation helps teacher to know what is important
to students during and after reading. Fisher & Frey
(2013) listed the type of annotating in close reading:
Highlight the main points of the passages, circle
unknown/new words, use a question mark for
something you are going to ask late, write an
exclamation mark for things that unusual or
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