Group 2 GET EPIC FOR Reading_ICT IN ELT.pptx

A mini workshop

1. GETEPIC! FOR READING SKILL Presented by: GROUP 2 Aprilia Helmiyati Alim (23021340168) Rizka Amin Setiawan (23021340) Tri Setiani (23021340157)

2. CONTENTS Definition of Reading Micro and Macro Skills of Reading Types of Reading Process of Reading About Getepic! The Advantages and Disadvantages of Getepic! What micro and macro skills of reading can be achieved with Getepic? Previous Related Research References

3. DEFINITION OF READING 01

4. Definition of Reading According to Spratt (2011) reading is one of the four language skills. It is a receptive skill. This means it involves responding to text, rather than producing it. reading involves making sense of written text. Grabe and Yamashita (2022) define reading is a learned skill that has profound effects on cognitive development and intellectual capabilities. According to the Center for Open Educational Resources and Language Learning at the University of Texas, reading is a process undertaken to reduce uncertainty about a text conveys. It also the process result from a negotiation of meaning between the text and its reader.

5. MICRO & MACRO SKILLS OF READING 02

6. Micro Skills of Reading According to Brown and Lee (2015), micro-skills for reading comprehension are as the following: (1) Discrimination between graphemes and typical English orthographic patterns, (2) Storing pieces of the language of different lengths in short term memory, (3) Processing writing with efficient speed to meet objectives, (4) Getting International Journal of Linguistics and Discourse Analytics to know the core words, and interpret word order patterns and their significance, (5) Recognizing grammatical words of class nouns, verbs, etc., Systems, for example, tense, agreement, pluralisation, patterns, rules, and elliptical shapes, (6) Knowing that certain meanings can be expressed in different forms of grammar, (7) Getting to know the cohesive tool in written discourse and its role in signaling the relationship between and between clauses.

7. Macro Skills of Reading According Brown and Lee (2015 ) macro skills for reading comprehension are as follows: (1) Recognizing the rhetorical form of written discourse and their importance for interpretation, (2) Recognizing the communicative function of the written text, according to its form and purpose, (3) Giving an explicit context using background knowledge, (4) from the events described, ideas, etc., concluding relationships and connections between events, deduce causes and effects, and detect relationships such as main ideas, supporting ideas, new information, the information provided, generalizations, and examples, (5) Distinguishing literal and implied meanings, (6) Detecting specific cultural references and interpret them in the context of an appropriate cultural scheme (7) Developing and using a series of reading strategies, such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemes for text interpretation.

8. TYPES OF READING 03

9. Skimming: This is a rapid reading style where the reader quickly glances through the text to get a general idea of the content. It's used to determine the main ideas or to find specific information without reading every word. Scanning: Similar to skimming, scanning involves looking through the text very quickly to find specific information, such as dates, names, or certain facts. It's useful for filling in specific details after the main ideas of the text are understood. Intensive Reading: This style is used when detailed comprehension is necessary. Intensive reading involves closely and carefully reading the text to fully understand the content and context. This type is often used in academic study or legal document review. Extensive Reading: This reading style is generally for pleasure, and it involves larger texts such as novels or lengthy articles. The goal is overall understanding and enjoyment, rather than detailed comprehension of every aspect of the text. Critical Reading: This type involves evaluating the arguments within the text, assessing the evidence presented, and forming judgments about the logic and credibility of the content. It's a deeper form of reading where the reader actively engages with the text to form an opinion or critique.

10. PROCESS OF READING 04

11. Bottom-Up and Top-Down Processing Bottom-Up Readers must first recognize a multiplicity of linguistic signals (letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistic data-processing mechanisms to impose some sort of order on these signals. Top-Down Through a puzzle-solving process, readers must infer meanings, decide what to retain and not to retain, and move on. This is where a complementary method of processing written text is imperative. Readers draw on own intelligence and experience to understand a text. Source: Brown & Lee (2015)

12. PRE-READING, WHILE-READING, AND POST-READING PHASES Pre-Reading Spend some time introducing a topic, encouraging skimming, scanning, predicting, and activating schemata. While-Reading Taking note about certain facts or rhetorical devices. Sense of purpose for reading rather than just reading. Post-Reading Answer comprehension questions and consider vocabulary study, identify the author’s purpose, discuss the author’s line of reasoning, and examine grammatical structures Source: Brown & Lee (2015)

13. ABOUT GETEPIC! 05

14. Getepic is the leading digital reading platform—built on a collection of 40,000+ popular, high-quality books from 250+ of the world’s best publishers that safely fuels curiosity and reading confidence for kids 12 and under.

15. THE ADVANTAGES AND DISADVANTAGES OF GETEPIC! 06

16. ADVANTAGES Equitable learning Free for teachers Offer many books There is Read-To Me option Provide a reading report Easy to search the material according to the grade of the students Many digital books provided DISADVANTAGES Digital book needs internet connection Needs time to browse Designed for educator There is limited hours (7 am - 3 pm) If the reader wants to get full access they can pay.

17. What micro and macro skills of reading can be achieved with Getepic? 07

18. MICRO SKILLS Phonemic Awareness: Some books on Getepic might include audio narration, helping learners to understand the sounds of language and how they correspond to letters and words. Phonics: Interactive books and activities on Getepic may support phonics instruction, helping learners to understand the relationship between letters and sounds. Fluency: Reading aloud features available in some books on Getepic can help learners practice fluency by reading with accuracy, speed, and expression. Vocabulary: Exposure to a wide range of texts on Getepic can expand learners' vocabulary, especially if they engage with interactive features like definitions or contextual clues. Comprehension: Interactive quizzes and activities accompanying books on Getepic can aid in assessing and reinforcing comprehension skills, such as understanding main ideas, making inferences, and identifying story elements.

19. MACRO SKILLS Reading Comprehension: Through exposure to diverse texts across various genres and subjects, learners can enhance their ability to comprehend complex texts, including fiction, non-fiction, and informational texts. Critical Thinking: Engaging with texts on Getepic can encourage critical thinking skills by prompting learners to analyze, evaluate, and interpret information presented in the texts. Research Skills: Access to non-fiction texts on Getepic can support the development of research skills by providing learners with opportunities to locate, evaluate, and synthesize information from multiple sources. Digital Literacy: Using Getepic as an online platform fosters digital literacy skills, including navigating digital texts, using interactive features, and evaluating online resources for credibility and relevance. Reading for Pleasure: Getepic offers a wide selection of engaging and entertaining books, encouraging learners to develop a love for reading and fostering a lifelong habit of reading for pleasure.

20. PREVIOUS RELATED RESEARCH 08

21. TITLE YEAR RESULT Platform “Get Epic” Sebagai Perpustakaan Digital di Masa Pandemi Covid-19 2022 The application of Get Epic as a means of digital reading resources provides benefits in the Nation Star Academy Junior High School environment. Initially, the library had no visitors, and the library could carry out borrowers with the platform for one-year reading activities.

22. REFERENCES Brown, H. D., & Lee, H. (2015). Teaching by principles : an interactive approach to language pedagogy . Ervianto, A. (2022). Platform “Get Epic” Sebagai Perpustakaan Digital di Masa Pandemi Covid-19. Tibanndaru : Jurnal Ilmu Perpustakaan Dan Informasi , 6 (2), 172. https://doi.org/10.30742/tb.v6i2.2556 Grabe W, Yamashita J. Reading in a Second Language: Moving from Theory to Practice. 2nd ed. Cambridge University Press; 2022 Spratt at al. (2012). Teaching Knowledge Test. Cambridge University Press. Singapore

23. THANK YOU