CHAPTER
I
INTRODUCTION
1.1 Background of the Study
English is taught language is one of the
foreign language to be taught at school. As an international language, English
is taught to the students from junior high school up to university.
It is certain that students still find
some difficulties. They still get confused in mastering English language
because learning English language is different from learning the native
language. As we know that English has an important role in international
relationship as an international that is used in many countries in the word.
Based on gbpp garis-garis besar program pengajaran 1997 the aims of the language teaching course
are very much often defined with references to the four language skills, they
are listening, speaking, reading and writing.
Reading comprehence is one of the
English skill, it consist of several materials such as guessing meaning,
context clue, text structure, summary, and inferring. All of the materials are
benefit to improve our English skill.
It is not really difficult to construct
a series of inferences, each dependent upon its predecessor and each simple in
itself. SIR ARTHUR CONAN DOYLE (1859-1930) BRITISH AUTHOR,”SHERLOCK HOLMES”
Considering that not really difficult to make
a inferrence from poems, the writer is very interest in in studying how to
inference some poems well. Sometimes an author doesn’t tell you exactly what’s
happening, but gives you lues so you can figure it out yourself.
1.2 Reason for Choosing the Topics
The main reason in choosing the topic is
that poems is one of the execellent literature, most of the people like to read
poems. To understand about poems, the
writer only focuses the study on the inferring materials. If the reader can
infer the poems well, so they an understand about the literature value or they
can catch the moral value from that literature.
1.3 Research Question
Based on the background of study above,
the writer formulated the statement of the problem as follows:
1.
How to make a
logical guesses into poems?
2.
What are some
difficulties to inferring poems?
1.4 Objectives of the Study
Based on the formulated of the problem
above, the main objective of this study can be stated as follows:
1.
To identify some
ways to make a logical guesses into poems
2.
To know some
difficulties to inferring poems.
1.5 Significances of the Study
the writer hopes that after this study has been com
pleted, it would give some significant values for the writer her self, and the
reader.
1.
Writer
The
writer can get more knowledge and experience in making library research about
inferring
2.
Reader
The
reader can understand the poems well by making inference
CHAPTER
II
THEORITICAL BACKGROUND
2.1 DEFINITION OF
INFERRING
Reading comprehension is the ability to make meaning from written text. Inference is one skill used to comprehend both spoken and written texts. Readers actively search for inference when engaging with a text by making reasonable predictions, by drawing on background knowledge or personal experience and by making
judgments. Interpreting by Making Inferences The following is the PAT‐R definition for the reading skill using inference:
‘This aspect of reading requires ‘reading between the lines’ to identify
information that is suggested or implied by the passage, such as a character’s
feelings, the unstated outcome of an event, the purpose of a persuasive text or
a likely explanation. Generally, students need to recognise the expression of
ideas, thought, feelings or possibilities that are supported by clues in the
passage, but are not directly stated.’
ACER PAT‐R 4th Edition Teacher Manual page 3
NOTE: Making an inference and drawing a
conclusion are very similar skills. Each
requires the reader to fill in blanks left out by the author. An author may not include information for
several reasons: they may think you already know it, it may not seem important
to them, or they may want you to find the result.
Skillful
readers infer in order to:
- figure out the antecedents for pronouns
- determine meanings of unknown words form context clues
- figure out the grammatical function of unknown words
- understand intonation of characters’ words
- identify character’s beliefs, personalities, and motivations
- understand characters’ relationships to each other
- provide details about the setting
- provide explanations for events or ideas in the text
- offer details for events
- understand the author’s view of the world
- recognize the author’s biases
- relate what is happening in the text with their own lives
- offer conclusions from facts based in the text
Making inferences is common in standardized tests like MAP and PASS.
Questions tend to sound something like, “What can you conclude/deduce/infer
from the following text?” In this standardized-testing context, synonyms for
“infer” are:
- conclude,
- deduce,
- assume, and
- make/come to a conclusion.
Additionally, test questions might ask:
- What does the author imply in this text?
- Based on this passage,
- which of the following is likely/probable/possible?
- what conclusion can you draw about…?
- What does this passage/the author suggest about … ?
Inferential thinking is
often called “reading between the lines.” It’s like mathematics in a way,
because the answer is not given in an arithmetic problem. One has to figure out
the correct answer from the information that is given. “Every reader, if
he has a strong mind, reads himself into the book, and amalgamates his thoughts
with those of the author” ~Johann Wolfgang von Goethe~
Good readers interact
with text without even realizing that they are doing it. Poor readers, on the
other hand, often are unaware that this is what they are supposed to do. They
read literally without bringing in prior knowledge. Reading comprehension can
be affected by prior knowledge about the subject. Readers who possess rich
prior knowledge about the topic of a reading often understand the reading
better than classmates with low prior knowledge. It is critical that readers
relate their world knowledge to the content of a text in order to make sense of
what they are reading. Students use prior knowledge to make inferences about
the text that they are reading. Inferences are evidence-based guesses. They are
the conclusions a reader draws about the unsaid in a passage based on what is
actually said by the author. Inferences drawn while reading are much like
inferences drawn in everyday life. Students make inferences throughout their
school day based on their peers’ physical appearance, actions, speech, or based
on their teachers’ facial expressions, and body language. Students need to be
taught how to transfer these skills and strategies to their interactions with
text. Drawing inferences while reading requires
willingness to look at the evidence and come to a conclusion that has
not been expressed in words. Drawing inferences in everyday life requires the
same skills. Only in reading, the evidence for inference consists solely on
words rather than actual events, expressions, or gestures. To infer as students
read is to go beyond literal interpretation and to open up a world of meaning
that is deeply connected to their lives. When children read and comprehend
text, a whole world opens up for them. In opening up the world, students learn
to read with joy and understanding, learn and grow through reading, and read
critically and thoughtfully. “It can be a conclusion drawn after considering what
is read in relation to one’s beliefs, knowl- edge, and experience. Inference
can be a critical analysis of a text: a mental or expressed argument with an
author, an active skepticism about what is stated in the text, or recognition
of propaganda. Inference is, in some situations, synonymous with learning and
remembering. . .” Mosaic of Thought, Keene & Zimmerman, 153
2.2 The steps to conduct good inferences
How to make an
inference or draw a conclusion
Observe all the facts, arguments, and
information given by the author
Consider what you already know from your
own experiences
When faced with multiple choice answers,
determine whether each is true or false
based on the information in the passage.
Example:
The woman waited nervously in line. When the counter was empty, she carefully
unloaded her items from her cart. Lines creased her forehead as if to show the
calculations ringing up in her head. Finally, the cashier began ringing up
items as the woman clutched her purse. Inference/conclusion: The woman may not have enough money to
cover the cost of her groceries.
Think about the facts of the passage and
what may result from them
Think about causes and effects
The writer may only provide a list of
effects, so you have to figure out the cause.
Example : The child stood on the sidewalk
clenching her ice cream cone. Beads of sweat collected on her little nose as
she furiously licked at the ice cream dripping down her hand.
Inference/conclusion:
It must me a hot day because her ice cream is melting, she is sweating.
Try saying “If …then”
If the girl is sweating, then it may be warm
outside.
Remember
Most writing suggests more than it says
By making inferences, you get more from the
story
Conclusions may be missing from the things
you read, so you have to draw your own
CHAPTER III
RESEARCH METHOD
3.1 RESEARCH DESIGN
This research is designed by qualitative
library research. Qualitative research is a
considerable amount of quantitative research exists which provides
detailed knowledge of current library usage patterns. In this report presents
the results of research carried out to gain a qualitative understanding of user
needs and motivations, and to investigate about understanding in inferring
materials.This research is intended to provide directional guidance for the
implementation of the report . the writer do not use some sample or populatian
but she collected some report about inferring poems.
3.2 Data Collecting Procedure
Data is the most important sources for the writer to
solve the mastery of a problem. There are many methods of obytaining data such
as : observation, documentation, interview, and test.
To obtain data from study field, the writer collects
the data by explain the method and procedure of collecting the data as follow.
Procedure of collecting data:
1. The
writer begin to read some article and journal about inferring
2. Read
some article about poem
3. Try
to inferrence some poems
4. Figure
out unimportant data
5. Construct
them in to good paper
CHAPTER IV
FINDING AND DISCUSSION
1. How to make a logical guesses into poems?
A poem is a collection of words that express an
emotion or idea, sometimes with a specific rhythm. There some ways to guess the
meaning or inferrence the poems.
HOW
TO ANALYZE A POEM :
1. TO BEGIN
Read
the poem all the way through at least twice. Read it aloud.
2.
LITERAL MEANING AND THEME
Before you can understand the poem as a whole, you
have to start with an understanding of the individual words. Get a good
dictionary. Look up, and write down, the meanings of:
• words you don’t know
• words you “sort of know”
• any important words, even if you do know
them. Maybe they have more than one
meaning (ex. “bar”), or maybe they can function as
different parts of speech (ex. “bar” can be a noun or a verb). If the poem was
written a long time ago, maybe the history of the word matters, or maybe the meaning
of the word has changed over the years (“jet” did not mean an airplane in the
16th century). An etymological dictionary like the Oxford English Dictionary
can help you find out more about history of a particular word.
3. TITLE
Start
your search for
the theme by
looking at the
title of the
poem. It was probably carefully chosen. What information does it give you? What
expectations does it create? (For example, a poem called “The Garden of Love”
should cause a different response
from the one called “The Poison Tree.”)
4. TONE
Next you might consider the tone. Who is peaking?
Listen to the voice. ? Is it a man
or a
woman?
Someone young or
old? Is any particular
race, nationality, religion,
etc. suggested? Does the
voice sound like
the direct voice of the poet speaking to you, expressing
thoughts and feelings? Is a separate character being created, someone who is
not necessarily like the poet at all (a persona)?
Is the speaker addressing someone in particular? Who
or what? Is the poem trying to make a point, win an argument, move someone to
action? Or is it just expressing something without requiring an answer (ex. A poem about
spring may just want to express joy about the end of winter, or it may attempt
to seduce someone, or it may encourage someone to go plough in a field.
What is the speaker’s mood? Is the speaker angry,
sad, happy, cynical? How do you know?
This is all closely related to the subject of the
poem (what is the speaker talking about?) and the theme (why is the speaker
talking about this? What is the speaker trying to say about this subject?).
5. STRUCTURE
How is the
poem organized? How
is it
divided up? Are there
individual stanzas or numbered sections? What does each section or stanza
discuss? How are the sections or
stanzas related to each other? (Poems don’t usually
jump around randomly; the poet probably has some sort of organization in mind,
like steps in an argument, movement in time, changes in location or viewpoint,
or switches in mood.)
If there are no formal divisions, try breaking down
the poem sentence by sentence, or line by line. The poet’s thinking process may
not be absolutely logical, but there is probably an emotional link between
ideas. For example, you might ask a friend to pass mustard for a hotdog and
suddenly be reminded of a summer romance and a special picnic. It doesn’t
look rational from the outside, but it makes
emotional sense.
6. SOUND AND RHYTHM
Poetry
is rooted in
music. You may
have learned to
scan poetry-to break
it into accented/unaccented
syllables and feet per line. There are different types of meter, like
iambic pentameter, which is a 5-beat line with
alternating unaccented and accented syllables. You can use a glossary of
literary terms to find a list of the major types of meter.
Not all poems, however, will have a strict meter.
What is important is to listen to the rhythm and the way it affects the meaning
of the poem. Just like with music, you can tell if a
poem is sad or happy if you listen carefully to the
rhythm. Also, heavily stressed or repeated
words give you a clue to the overall meaning of the
poem.
Different parts of a poem may have different sounds;
different voices may be speaking, for
example. There are lots of possibilities. No matter
what, though, the sound should enforce
the meaning.
7. LANGUAGE AND IMAGERY
Every conclusion you have drawn so far has been
based on the language and imagery of the poem. They have to be; that's all you
have to go on. A poem is only words, and each has been carefully chosen. You
began by making sure you understood the dictionary meanings of these words (their
denotative meaning). Now you have to consider their visual and emotional
effects, the symbols and figures of speech (the connotative meaning).
2. What are some difficulties to inferring poems?
A common mistake that many students make when
choosing a poem to inferren is picking the one which is the shortest, since the
poem’s length is often associated with its complexity. However, the shortest
poems can be the most difficult to inferren, as they often convey their meaning
in sharp and tactful ways. Taking this into consideration, don’t rush when
choosing a topic; if a teacher didn’t assign you a specific poem, conduct a
thorough selection. Read through the poems you liked several times, and choose
the one that you understand best of all, or that evokes intense sentiments in
you.
CHAPTER
V
CONCLUSION
AND SUGGESTION
1.1
Conclusion
As we know that English is
international language, so we must improve our English ability. One of the
skill is reading comprehence. By reading we can open our mind to the world. We
can not imagine if as there are no body able to read. It is very embrassing,
because today there are many ways to study read in English. To support our mind
in order to like read in English, we can use
some strategies such as read novel, news, poem, poetry and etc. Most of
people like to read poem, because the compotion of the word is very nice. To
help them uderstand about the poem, the writer try to give them solution by
inferring the poems.
3.2 Suggestion
English as a foreign
language must be learned by Indonesians although they already have a language.
Because today in modern era, something is in English.
CHAPTER
VI
REFERENCES
CHAPTER
VII
APPENDICES
REPORT
MINI
RESEARCH
INFERRING
POEMS
This
Assignment is Submitted
To
Fulfil The Final Project Of
ANALYTICAL
READING
Lecturer:
Mrs. Renita Donasari, M. Pd
Tulungagung,
December 20th 2013
Arrenged by:
KHOIROTIN NI’MAH 281312309
ENGLISH EDUCATIONAL PROGRAM 3C
STATE ISLAMIC COLLEGE OF TULUNGAGUNG
ACADEMIC YEARS 2013/2014
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