IN-DEPTH READING

This paper is arranged in order to fulfill the TEFL MID-TEST of

M. Syamsuli Akbar, M.Pd

By:
Lina Fauziyyah A. (12188203122)
2012-D

STKIP PGRI PASURUAN

Jl.Ki Hajar Dewantara 27-29 Pasuruan
Telp.(0343) 421948 Fax.(0343) 411086

THE 4 METHOD OF IN-DEPTH READING

In-depth reading is a reading method in which used to understand the concepts and
arguments that the text contains. The purpose of reading by using this method is used to
gain deeper meaning and comprehension of a text, research detailed information for an
assignment, read difficult sections of a text. There are 4 methods of In-Depth Reading:
a. The RAP strategy
b. The RIDA strategy
c. The Five S strategy
d. The SQ3R Method

A. The RAP Strategy

1.

Definition
The RAP strategy is related for textbook explanations and research articles.
The RAP Strategy for Reading Comprehension is use to get the readers to understand
the main ideas and supporting details of a paragraph by emphasizing paraphrasing
skills. The three-step approach involves reading, asking questions, and paraphrasing.
RAP may be used by students on their own words or with the help of facilitators. The
approach may be modified for use in group activities lead by the instructor. Readings
from most subject areas are amenable to the strategy. RAP, however, lacks the initial
surveying and questioning steps found in other approaches. However, the brevity of
the strategy allows for ease of implementation. Below are the three components of the
RAP strategy. This is a strategy that can be used to study any content reading material

or to comprehend any reading text. It forces the student to be an active reader and to
analyze the information after each paragraph. Excellent reading comprehension gains
have been shown through the use of this strategy. Good readers often stop and think
about what they have read. This strategy will help you develop your skills as a good
reader.
2. Principles
Read the sentence
One paragraph of the text is read at a time. Reading may be done by the
facilitator, but it is more effective if the student completes the reading. The
student may read silently or aloud.
Ask Yourself what it was about (the main ideas)
Think about it/ ask yourself: What is this paragraph about? What does it
tell me about? The next step involves the reader asking him/herself what the
main idea of the paragraph is. He/she should also identify details supporting the
main idea.
Put the answer about the main idea & details by using their own words (paraphrasing)
The information is then paraphrased into the reader's own words and
recorded on paper or audio tape. Written material from several paragraphs should
be organized using outlines, word maps, matrixes, or other organizational tools.
-

Write a sentence in your own words to explain what the paragraph was about.
Check your sentence to be sure that it makes sense

3. Example

Teaching reading using RAP strategy

1. The teacher describes the strategy, set up lesson. (During this stage, the teacher
described what RAP is used for, when it can be used, and why it should be used.)
The teacher used to make sure that students are already understands about the
RAP strategy.
2. Describe the strategy in detail (noting to think of RAP-ing or paraphrasing as
talking to oneself), the general situations where the strategy can be used (with
expository text/passages.
3. Create a slide and poster
4. Introduce and describe each step of RAP.
5. Note R for Read read the text by chunking each paragraph. During this first
step, the student must read one paragraph or section of a text.
6. Note A for Ask ask yourself questions to locate the main idea and the key
details of a paragraph.
7. Note P for Paraprashing put the main idea and key details in own words.
8. Pass out copies of RAP, index cards, glue sticks, and tape.
9. Direct students to glue a copy of RAP on to an index card with a glue stick and
then tape the index card to her or his desk or in her or his English journal.
10. While talking aloud with RAP slide projected on whiteboard by computer, model
for students how they are to follow RAP using a stanza from one of the poems to
be studied, such as from Countee Counts To the Swimmer.
11. Then with you guiding them to think aloud, have the students model using RAP to
increase their reading comprehension.
12. Then have the students rehearse the strategy with a partner or in a small group
you assign stating what are the purpose and process of the strategy as well as
describe each step for the same passage.
13. Provide feedback and suggestions to students individually.
14. Have students do this with up to five passages at their reading levels until you
know each student is applying RAP correctly.

15. Then have the student do this with up to five passages at the grade level of the
course and continue to provide guided feedback and suggestions after each
passage is practiced.

B. The RIDA Strategy

1. Definition
RIDAstrategy relates to descriptive and narrative texts
2. Principle
Read One paragraph of the text is read at a time. Reading may be done by the
facilitator, but it is more effective if the student completes the reading.
Imagine the scene you have just read about the text. Maybe in the text any
picture or if without picture you can imagine from the scene.
Describe it to yourself. After you read and you have imagine the text you can
describe with your own language.
Add more detail as you read
3. Example
Teaching reading using RIDA strategy
1. The teacher describes the strategy, set up lesson. (During this stage, the teacher
described what RIDA is used for, when it can be used, and why it should be used.)
The teacher used to make sure that students are already understands about the
RIDA strategy. If the students are able to understand about it, then the teacher
starts the lesson by applying this strategy.
2. First, applying the R that stands for Read. The students are encouraged to read
the paragraph. (It also can be done by the teacher).

3. Second, applying the I that stands for Imagine. The teacher encourages students
to imagine the scene based on what they have just read about. If there is any
picture, that could help student to build their imagination.
4. Third, applying the D that stands for Describe. After the students have read and
imagined the text, they can describe with their own language.
5. Fourth, in order applying A that stand for Add, the students used to add more
details such like places, people action and events as students read.
6. At last, the teacher gives a feedback to students work.
7. Teaching reading by using RIDA Strategy is suitable for reading a descriptive or
narrative text.

C. The FIVE S Strategy

1. Definition
The Five S Method is a power-reading method that reminds students to
use the appropriate reading style and save time. This method is found by Gawith
in 1991.
2. Principles
Skim: Read the introduction, summary and first and last sentences of each
paragraph.
Scan: Where is the information on ?
Select: Do you need to read all chapters? Select sections that you need to
know more about.
Slurp: Read in-depth and more slowly selected sections. Can you tell
yourself about this concept now? Read again if necessary.

 Summarise: Use a map, keywords, index cards, or questions as a framework

for some notes. Take no more than 10 minutes
3. Examples
1. The teacher explains the strategy.
2. Teachers implement this strategy with the task of reading tasks.
3. At first, the students read the text (such as reading text)
4. Using the same text, students using S Five ''. Skimming, as learning activities,
teachers should teach students to read the text carefully and do the skimming
when they read.
5. Then Scanning, teachers should instruct students to perform scanning while
they read to find specific information.
6. After the Select and Slurp, teachers should guide students to choose the part of
verse if they think that it is important, and the teacher can ask them to find out
more or to analyze more about the section to understand the meaning or point of
the text they read.
7. And last Brief, teachers instruct students to summarize the text.
8. As a reflection or feedback to students: Students articulate new learning for the
session and reflect on what they now know that they did not know before.
Students are then asked, "How can we use this lesson in another way?"

D. The SQ3R Strategy

1. Definition

SQ3R is a Reading formula designed to help process and increase retention of

written information. The acronym SQ3R stands for the steps that the student follows in
using the method: Survey, Question, Read, Recite, and Review. These five steps of the
SQ3R Method, if applied and practiced, is result in an increase in reading comprehension,
an improved ability to identify important points and better retention of the material.
2. Principles
S = SURVEY
Scan the piece of writing to establish its purpose and get the main ideas. Look for:

Titles and Headings Indicate the main topics and concepts being
developed.

Pictures, questions, bold or italicized print emphasize important

information

Introduction and conclusion May give the topics being covered as well as
the purpose. First and last sentences in paragraphs

Footnotes

Q = QUESTION
Write questions to give purpose and improve concentration.

This aids

comprehension. Turn main headings and pictures into questions. Jot down questions
that you may have as you survey the material.
R = READ
Search for answers to your questions. Make notes and highlight main ideas
that support the concept. The reader should definitely have in mind what he wants to
learn as he reads each section and not just passively read it line by line.

 R = RECITE
Reciting helps to put the information into your long-term memory. Put what
you have learned into your own words.
R = REVIEW
It is important to review the material to understand and remember it. Did you
answer all of the questions and understand the information? Reviewing each time
you study will eliminate the need to cram for a test.

3. Example
1. Explain to students that effective readers do many things while reading, including
surveying, questioning, reading, reciting and reviewing.
2. Choose a content area passage to read and model the five SQ3R steps.
3. During each step, make sure to explain what you're doing and why you're doing it.
4. After your modeling session, invite students to independently read a selection and
practice applying the SQ3R steps. This could be completed as an in-class or takehome assignment.
5. Afterwards ask students to review their notes and reflect on the process. Were they
surprised by how much they remember by using the SQ3R method?
6. Students may not be "sold" on this strategy the first time they try it. Not all readings
will be worth the time it takes to complete the SQ3R steps, so help students to
understand not just how to apply it, but when to apply it.

REFERENCES
http://462reading.wikispaces.com/10.+The+5-S+Strategy
http://www.ucc.vt.edu/academic_support_students/online_study_skills_workshops/SQ3R_i
mproving_reading_comprehension/index.html
http://en.wikipedia.org/wiki/5S_%28methodology%29