Reading Strategies

dalam reading test terdapat 5 strategi diantranya adalah :

1. Mengidentifikasi ide dan topik utama.

contoh pertanayaan tentang idea

a. paragraph1 ......... tell us about....
b. The main idea of the paragraph is......
c. Thetopic of the paragraph is....

ide utama sangat sering muncul dalam kalimat induk sedangkan topik sering muncul dalam bentuk frase - frase. karena muncul dalam bentuk kalimat induk, maka ide utama tak mungkin muncul dalam bentuk anak kalimat. cara mengetahui anak kalimat:
a. Diawali dengan konjungsi atau kata sambung : because, since, although, when, if , while, dsb.
kalau anak kalimat berada di awal , maka induk kalimat selalu di belakang dengan "koma" (,) contoh because many people need to keep their money safe, induk kalimat .......

b. Diawali dengan preposisi : in, under, at, before, after, ror, up, dsb.
contoh : After the pollutan came to the river, induk kalimat...........

c. Diawali dengan kalimat sambung : that, who, whice, where, dsb
contoh : I know the problem that they talked yesterday.

d. Diawali dengan kata ganti : it, they, he, she, that, these,those, dsb.
contoh : The moon travels around the earth once omonth. It moves in a complete circle.

e. Diawali dengan kata yang bermakna contoh : for example, for instance, such as, like as, ds

# Menentukan ide dan topik utama.

a. Tehknik Deduktif
Deduktif adalah suatu tehknik yang mengungkapkan pernyataan umum kemudian didukung oleh fakta - fakta yang lebi rinci. tehknik ini sangat bermanfaat untuk menemukan ide utama bacaan listening.

b. TehknikInduktif
dengan tehknik ini kita dapat mengungkapkan dari fakta - fakta yang adakemudian di tarii satu kesimpulan umum.

2. Menjawab Detil

a. biasakan membaca pertanyaan dulu, kemudian sambil membaca sambil menemukan bacaanya.

b. kalau ada kata yang tidak tahu artinya jangan teralu di pikirkan karena mungkin kata itu tidak ditanyakan., jika di tanyakan maka tindakan yg dilakukan adalah menebak arti kata itu dengan memahami konsep kalimat

c. kalo ada pertanyaan mana yg benar / salah masing 2x jawaban harus di cek satu2x.


3. Menemukan makna kata

caranya:

1. Definition Clue
artinya klue yang mengkontekan makna yang berdasarkan definisi kata tersebut.

2. comparison clue
artinya kita dapat menemukan makana kata yang mendukung kata - kata seperti also atau like yang membandingkan dua ide yang mirip.

3. Contras Clue

penanda ini sering sekali ditandai oleh beberapa kata seperti : but, however, not, on the other hand, unlike,instead

contoh my jeans are filthly, but my T-shirt is clean

yang dibandingkan kata filthly dan clean

4. example clue

dengan ini kita akan memperoleh informsi tamabahan , contoh such as, for instance.

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Uncountable Nouns

Uncountable Nouns adalah benda yang tidak dapat di hitung contohnya seperti milk, sugar, water, ect. an other sample are :

• music, art, love, happiness
• advice, information, news
• furniture, luggage
• rice, sugar, butter, water
• electricity, gas, power
• money, currency

penggunaan uncountable pada kata similar / tunggal :

• This news is very important.
• Your luggage looks heavy

dalam uncountable noun kita tidak menggunakan a/an, tetapi menggunakan a something of

kita juga bisa menggunakan a little and much

• I've got a little money.
• I haven't got much rice.

exercice

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Countable Nouns

Countable Nouns adalah benda yang dapat dihitung contohnya seperti :
* dog, cat, animal, man, person
* bottle, box, litre
* coin, note, dollar
* cup, plate, fork
* table, chair, suitcase, bag

Countable nouns can be singular or plural/ benda yg dapat dihitung bisa berupa jamak atau tunggal contohnya :

* My dog is playing.
* My dogs are hungry.

kita bisa menggunakan a/an with countable nouns:

* A dog is an animal.

ketika sebuah countable noun adalah singular, kita harus menggunakan kata seperti a/the/my/this with it:

* I want an orange. (not I want orange.)
* Where is my bottle? (not Where is bottle?)
ketika sebuah countable noun adalah plural, we can use it alone:

* I like oranges.
* Bottles can break.

We can use some and any with countable nouns:

* I've got some dollars.
* Have you got any pens?

We can use a few and many with countable nouns:

* I've got a few dollars.
* I haven't got many pens.

EXERCISE 1

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toefl reading strategies

A debate is raging in my classes on how to attack the TOEFL Reading section. In CESL we still have the Institutional TOEFL, which gives a Reading section, 50 questions, 55 minutes, questions divided into about 5-8 distinct passages, 6-10 questions each, more or less.

As far as I know, the difficulty is evenly and randomly distributed, both within each set of questions, and throughout the entire section, so that if passage one is statistically harder than passage two, it's only a coincidence, and may not hold up on every test. The questions are distributed in relative spatial order, that is, questions derived from line 4 will appear before questions derived from line 7, but questions from the entire passage could be placed anywhere, and are.

The three pertinent attack strategies are:
1. Read the entire passage once through, trying to get main idea and purpose of the paragraphs; if you are unable to, read again. THEN do the questions. (this is my favorite)
2. Read the questions first. Then you know what you're looking for as you read.
3. Read the first and last sentence of each paragraph before you start. That way you know what the main purpose of the passage is.

I have vocally chosen #1 but told my students, by all means, practice a lot; try all three; do whatever works best. It's my impression that #2 and #3 were originally developed for native speakers (for use on tests like the SAT, ACT, GRE, etc.); because they have quicker and better inferencing and skimming skills, they can spot it more easily when the first sentence doesn't match the rest of the paragraph, or when a question requires careful clue-digging. But I feel that for international students, particularly lower-level ones trying to improve from 420 to 480, #2 & #3 are not the best choices.

I am curious about what the TOEFL world says about this issue. I would like to do research. I would like to know more.

Here's another question: Is using CCCCC at the end, still better than BBBBB? or AAAAAA? I stuck my neck out and said no, TOEFL was onto that, long ago, and changed it to get the CCCCs & teach them a lesson. Besides, if you get to the end, and have to go CCCCCC, you've already lost. You're staying in AE2. You failed to follow the cardinal rule of TOEFL Reading, which is FINISH & GET THE EASY ONES. You're a poor gambler. You shouldn't even be asking that question!

More later. By the way, it's an open debate. Your comments are welcome. Any pertinent sources, etc. would also be appreciated.

source : http://tomleveretts.blogspot.com

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Reading is Strategic

We change our reading strategies (processes) depending on why we're reading. If we are reading an instruction manual, we usually read one step at a time and then try to do whatever the instructions tell us. If we are reading a novel, we don't tend to read for informative details. If we a reading a biology textbook, we read for understanding both of concepts and details (particularly if we expected to be tested over our comprehension of the material.)

Our goals for reading will affect the way we read a text. Not only do we read for the intended message, but we also construct a meaning that is valuable in terms of our purpose for reading the text.

Strategic reading also allows us to speed up or slow down, depending on our goals for reading (e.g. scanning newspaper headlines v. Carefully perusing a feature story).

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Reading Strategies for Different Types of Questions

There are several types of questions on most tests. Let’s look at some of
these and identify a strategy to help answer the questions.

1. Multiple-Choice Questions. These questions require you to select one
answer from several possibilities. First, read the question then read all
the options before choosing an answer. If the multiple-choice question
is about a story or long article, go back to the article and skim for
information from the questions. If there are pictures, maps, or graphs
on the page, be sure you understand what information you need to
answer the question. (Show learners a sample of a multiple-choice
question.)

2. Main Idea Questions. These types of questions usually ask about paragraphs
that you have read. The main idea is the subject that you are
reading about. The main idea can be stated or it can be implied. Sometimes
you can find the main idea easily because it is stated in the first
paragraph. However, if it is not stated, but implied, you will need to
carefully read the entire passage. Use the STAR method. Stop—Slow
down and relax. Think—Think it through. Think about each sentence.
How are all the sentences related? Act—Skim the passage and ask what
is the writer trying to say? Choose the best answer. Review—When you
have completed the section, go back and quickly review your work.

3. Fill-in-the-Blank Questions. Read the sentence with each of the
choices then select the one that makes the most sense.

4. Questions that refer to visuals. Read all the charts, maps, posters, diagrams,
and pictures. Be sure to look for the most important information
on the visual. There may be a lot of information presented, but
try to narrow the information down to the most important. For example,
if the visual is an advertisement from the paper, look carefully to
find what the ad is about. Does the visual explain what the passage is
about? Does the visual give you information that is not in the passage?
You will need to understand what the question is asking. This will give
you the clues you need to answer the question. You may have to take
your answer directly from the visual or you may have to analyze the
information on the visual in order to answer the question.

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Reading Strategies

Overview: This lesson on the reading standard and reading strategies

will be specific to taking standardized tests.We all know that reading is a
critical skill, but if adults are unable to use reading strategies to improve
their test-taking skills, their performance will always be hindered.
Educational Goal: The goal of this lesson is for the learners (1) identify specific
strategies that would improve their test-taking ability and (2) respond
positively to the information and how it relates to their lives and goals.
Objectives:
Cognitive: — Define reading.
— Summarize reading strategies that would improve their
test-taking skills.
Affective: — Receive and listen to the information.
— Respond to the value of the reading strategies.
Skill Connections: The learners will read with understanding, interpret
written information, and identify strategies to monitor their comprehension.
Learners will listen actively and ask questions. This lesson has connections
with the Tennessee KSA – Reading, GED – Reading, and the EFF
Standard – Read With Understanding. (Appendix II)
Teaching Strategy: The teacher will use a variety of reading material to
demonstrate the different purposes for reading. There are many factors
that can hinder a learner’s performance on a test. Often the learner does
not understand the question that is being asked, or she is unfamiliar with
the format of the test.

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Perjalana Pulang dari Jember

kita sedang bersiap-siap pindah insus dari jember menuju problolinggo jatim

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Tentor Terlucu

Siganteng ini merupakan salah satu tentor yang sangat lucu karena dimanapun dan dalam waktu kapanpun bisa membuat suasana menjadi hidup dan ramai

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kinds of TOEFL strategies

First of all do not study for this exam for more than a week.
This is really sufficient. The material I used was Kaplan, Longman, Cambridge.

Most of this material can be found on the net and downloaded for free.
Cambridge tests were very close to real tests.

Here are specific strategies I used:

Reading:

1)Scan the passage in 2-3 minutes. This includes reading first & last passage completely, and reading first and last lines of remaining paragraphs. Get the sense of main idea, structure or organization of passage.
2)15 minutes complete all the questions.
3)Review the questions 2 minutes.
4)Need to be careful about chart / summary questions.
5)Vocabulary / reference questions should be tackeled fast.
6)Answer to specific detail question should always be located in passage.
7)Answers to NOT or EXCEPT questions are generally found in options C or D.
8)Take a moment for deep breathing before starting new passage. This helps keeping concentration intact.

Listening:

1)Note taking is most important.
2)Pay attention to Main idea and details that associate with main idea while listening to lectures. There will be sure question on main idea, some classification, or organization of lecture. Also it is important to note the examples that are cited to support the ideas.
3)In campus situation. Purpose of the visit is often the first question asked.Keep attention to idiomatic expressions used. Observe the speaker’s intonation to find out important parts. These are often stressed. Student meets prof, librarian, counsellor. Pay attention to students problem. What is suggested by prof , librarian or counsellor to do next.
4)Be careful about the questions where multiple answers are correct / chart / organization type questions. Notes should directly help you answer these.

Speaking:

1)Task 1: Some background preparation is must. Think about the 50-52 topics available in forum before going for the test. Include one example. My breakup is 2-3 sentences about the main topic.2-3 sentences about example. 1 sentence conclusion.
2)Task 2: Take any position quickly. 2-3 sentences about position (agree/ disagree) , 2-3 sentences about example. 1 sentence conclusion.
3)Task 3: (Follow the template) There is an announcement / notice regarding (Situation) posted on … notice board. The man and woman are discussing this announcement / notice. What to note : From reading passage note only what the notice is about. ( increase in fares / cancellation of prof Allen’s lecture). State women’s opinion . Reasons… in the format First…, Second…, last….Therefore, because of aforesaid reasons women feels..(opinion)
4)Task 4: Read the passage and grasp main idea. Write down main idea. (3-4 words). Lecture take notes. Start with opening sentence. The lecture and the passage discuss… ideas….. During the break think of the answer from the lecture notes. To conclude major ..difference / similarity / point is..
5)Task 5: Describe the women’s problem 1-2 sentences. Man suggests following solutions to women’s problem. First.. Second…Third… etc. If I were her/ him … I would do … first / second or third…because…doing this would help women solve (her problem).
6)Task 6: In this academic lecture on “ “ , professor discusses …most important is taking notes and identifying main idea, supporting ideas, and example.

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Specifics of Reading Comprehension

You will be given 44 or 60 questions in 70 or 90 minutes. This section contains reading passages of varying difficulty and questions about the passages. This section is not computer-adaptive, so you'll be able to go back to previous questions within the section if you want to. It's meant to measure your ability to read and understand short passages similar in topic and style to those that ETS thinks North American college and university students encounter in their courses. After you have read a passage and are ready to answer the questions, both the passage and the questions will appear on the screen together. Some questions require that you interact with the text on the screen. For example: You may be asked to choose (click on) an appropriate word or sentence in the text, or you may be asked to indicate the best place within the text for an additonal sentence. Other questions will be multiple choice where you choose the best of four possible answers. Questions are linear, so you can skip a question or go back to check or change previously answered questions.

Back

---

Regular ReadingIf we can do it, you can too ...

multiple choice--main ideas/details
explicit and implied information

---

Computer-Specific Reading

Insert a sentence in a paragraph.

Click on a word (pronoun referent), phrase, sentence or paragraph.

source : esl.about.com

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Specifics of Writing

You will be given 30 minutes for one essay. On this section, You have to write an essay about an assigned essay topic. You are given the option of typing your essay on the same computer where you take the multiple choice sections or handwriting your essay on an answer sheet provided. You also can use scratch paper for making notes or outlining your essay, but notes on this paper are not scored.

This section measures your ability to write a clear, coherent English essay on an assigned topic. Your essay is scored according to its grammatical correctness and writing style, as well as the content of your ideas and your ability to support them with good examples. More than 100 possible writing topics are listed in the TOEFL Bulletin of Information so you can become familiar with them in advance. The topic is given on the day of the test, and is presented on the computer screen.

Students are given a topic and 30 minutes to write or type a response.

source: www.gettoefl.com

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Specifics of Structure

You will be given 20 or 25 questions in 15 or 20 minutes. There are two types of questions in this section: Sentence Completion and Error Identification. Most questions in this section have four answer choices, and you will choose your answer on the screen by using the mouse and clicking on the answer you think is best. However, some of the questions have special directions for answering. In such cases, follow the directions which will appear on the screen. This section is meant to measure your ability to recognize "Standard Written English" - the language used in academic textbooks.

Regular Structure

Underlined sentences--mark the error

Sentence completion

source: esl.about.com

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Specifics of Listening

You will be given 30 or 50 questions with either 20 or 30 minutes although you will spend a total of 40 or 60 minutes on this section, because the time spent listening to the prompts for the questions is counted separately. The total amount of time left to answer all the questions in the section will appear on the computer in a clock-like display.

This section contains two parts: Part A short conversations; and Part B longer conversations and talks. You will use individually controlled headphones to listen to the test. As you listen, pictures of the speakers and other related information will appear on the screen. You will hear the questions on your headphones and see them on the screen at the same time. You can use as much time as you need to answer a question, but there is an overall time limit for each section. So, it is best to answer quickly as without rushing. Each question in this section has four answer choices. You will choose your answer on the screen by using the mouse and clicking on the oval next to the best answer choice. Questions are presented one at a time. You must answer each question as it appears. You cannot skip a question or go back to previous questions.You are not allowed to take notes or have any paper at your computer during this section.

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TOEFL Test Tips and Techniques

he information offered in this Tactics and Strategies Report is intended for general educational purposes only. No warranty is either expressed or implied about the benefits to be obtained from using this information as a study aid for the TOEFL.

These tips should only be used as an adjunct mechanism for preparing to take the TOEFL and obtain the best possible score. Students should also practice speaking English, listening to English, and reading printed materials in English. Further, you should study vocabulary words, as well as the fundamentals of English language word construction (prefixes, roots, and suffixes).

OVERALL TEST TACTICS:

1. Learn the section directions now. Use the time saved during the test to work on questions.
2. Successful answers to the earliest questions in computer adaptive versions of the test
will lead to higher scores.
3. Do not write on any test booklet or materials.
4. Use the process of elimination to decide which answers are wrong.
5. In the computer adaptive section, Double check your work and answer before you click on the screen bubble. You cannot skip any question and you cannot go back after you've answered a question.
6. Answer every question, making educated guesses if you have to. Just try to eliminate one or more choices before guessing.
7. Don't spend too much time on any one question. You should spend only seconds on the easiest questions, and hesitate to spend more than 1/2 minute on even the hardest ones.
8. Practice, practice, practice!
9. Bring a watch to the test center. You can't be guaranteed that there'll be a working clock there.
10. Bring a couple of IDs to the test center. Make sure at least one of the pictures actually looks like you. Also bring any authorization voucher you may have received from the Educational Testing Service.

================================================================
SPECIFIC SECTIONAL STRATEGIES
SENTENCE COMPLETION:

1. If there is no main verb, you should first identify the 'subject' of the sentence.
Then, you can eliminate any choice that does not contain a conjugated verb.
Further, any selected conjugated verb must agree with the subject (in number and tense).
2. If there is no main subject, you should identify what the verb in the sentence is.
Then plug in the choices and verify that the one you select agrees with the verb.
3. Eliminate choices that contain extra words, especially pronouns, verbs, or modifiers.
4. If the sentence contains a main subject and a main verb, you should eliminate any choice
that is an incorrect part of speech, or does not agree in form, number, or tense
with the rest of the sentence.
5. If the sentence contains neither a main subject nor a main verb, you can eliminate any
choice that does not provide both a subject and a verb, and does not agree completely
with the remainder of the sentence.

WRITTEN EXPRESSION:

1. Learn about verb tense and agreement. Each verb must agree (in tense, form, number)
with the noun it references.
2. Observe whether a noun is singular or plural. Learn the most common 'collective' nouns (such as money, or audience, or amount) that refer to a group or quantity of things or people.
3. Learn about pronouns. They must agree with the noun they replace in number, case, and gender.
4. Recognize when a pronoun is required in a sentence.
Missing pronouns are a common error that may be seen in questions.
5. Learn also when a pronoun is not necessary.
Extra pronouns are often added after a noun in a sentence, as they sometimes are in other languages.
6. Be wary of questions that use a noun in place of a verb form; many words look very close to one another.
7. Be wary of questions that confuse an adjective for an adverb, or a noun for an adjective.
8. Items in a list or series must be in the same grammatical form.
This usually appears as a series of sentence elements separated by commas.
9. When a sentence indicates a quantity of a countable noun, you should use words like fewer or many or number.
10. When a sentence indicates a quantity of a non countable noun, you should use words like much, amount, or less.
11. When comparing two items, use the -er ending for comparisons.
12. When comparing three or more items, use the -est ending for comparisons
SOURCE : www.testinfo.net

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TOEFL

Taking the TOEFL is a necessary step for any non US educated student wanting to study at a North American university. It is also increasingly required from other educational institutions throughout the world as well as a desired or mandatory job qualification.

While it is true that the TOEFL is an extremely difficult test there are a number of resources to help students prepare for the test. Luckily the Internet has an ever expanding treasure trove of study materials. Most of these areas require registration and payment however a number of the sites do offer some free services. If you are interested in taking the TOEFL it will probably be necessary to purchase some of these services. This guide shows you a number of the free services available on the Internet. By using this feature you can get an excellent headstart on your studies without paying a dime.

What is the TOEFL?

Before beginning to study for the TOEFL it is a good idea to understand the philosophy and purpose behind this standardized test. Here is an excellent detailed description of the Internet based test. Finally, here is an excellent introduction at Get TOEFL.

What can I expect from TOEFL?

There are a number of resources available to help you discover exactly what grammar listening and reading skills will be expected on the TOEFL. One of the most thorough of these resources is Testwise.Com

which explains each type of question in terms of the grammar or skill required to answer that type of question successfully.

How do I approach the TOEFL?

One of the most important skills to acquire before taking the test is not a language skill. It is TOEFL test taking strategy. To get up to speed on test taking, this guide to taking tests can help you understand general test taking preparation. The TOEFL, like all standardized American tests, has a very particular structure and typical traps for you to fall into. By understanding these traps and structures you can go a long way to improving your score. Here is a great introduction to taking the test at Get TOEFL :

Listening

Structure

Reading

Writing

The writing section of the TOEFL requires that you write an essay based on a set topic. Testmagic.com has a wonderful selection of sample essays

discussing common mistakes and giving examples of essays with various scores to show you the range expected on the essay.

source : esl.about.com

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Simple Past Tenses

1. Simple Past

USE Completed Action in the Past

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

Examples:

• I saw a movie yesterday.
• I didn't see a play yesterday.
• Last year, I traveled to Japan.
• Last year, I didn't travel to Korea.
• Did you have dinner last night?
• She washed her car.
• He didn't wash his car.

USE 2 A Series of Completed Actions

We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.

Examples:

• I finished work, walked to the beach, and found a nice place to swim.
• He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.
• Did you add flour, pour in the milk, and then add the eggs

  USE 3 Duration in Past

• The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.

  Examples:

  • I lived in Brazil for two years.
  • Shauna studied Japanese for five years.
  • They sat at the beach all day.
  • They did not stay at the party the entire time.
  • We talked on the phone for thirty minutes.
  • A: How long did you wait for them?
    B: We waited for one hour.

  USE 4 Habits in the Past

• The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as "used to." To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.

  Examples:

  • I studied French when I was a child.
  • He played the violin.
  • He didn't play the piano.
  • Did you play a musical instrument when you were a kid?
  • She worked at the movie theater after school.
  • They never went to school, they always skipped class

  
  

  Past Continuous

• FORM

  [was/were + present participle]

  Examples:

  • You were studying when she called.
  • Were you studying when she called?
  • You were not studying when she called.

  
  

  Past Perfect

  FORM

  [had + past participle]

  Examples:

  • You had studied English before you moved to New York.
  • Had you studied English before you moved to New York?
  • You had not studied English before you moved to New York.

  
  

  Past Perfect Continuous

• FORM

  [had been + present participle]

  Examples:

• You had been waiting there for more than two hours when she finally arrived.
• Had you been waiting there for more than two hours when she finally arrived?
• You had not been waiting there for more than two hours when she finally arrived

EXERCISE

Past Perfect and Past Perfect Continuous

Present Perfect / Past Perfect
Present Perfect Continuous / Past Perfect Continuous

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Preparing Before going to work

INI adalah persiapan sebelum berangkat kerja di hotel widowati saya bersama rekan kerja Ardi

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Suasana Trenggalek Jatim Saat Malam Hari

Ini adalah bangunan pure / candi yang dibuat pemerintah daerah trenggalek, candi ini terletak dekat dengan hotel widowati. bangunan ini di hiasi dengan aneka lampu hisa seperti yg dapat kita lihat di foto ini. cantik bukan????/


suasana kota saat jm 11 malam sudah sepi senyap krena biasa dh waktunya istirahat, tapi saya sangat senang sekali bisa sampai trenggalek dan bisa menikmati indahnya kota tranggalek dan jatim

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