Rabu, 11 Mei 2016
KATA PENGANTAR
Dengan
menyebut nama allah yang maha pengasih dan penyayang. Puji dan Syukur kita
panjatkan kepada Allah SWT yang telah memberikan kesehatan dan keimanan kepada
kita semua. Shalawat serta salam marilah kita panjatkan kepada Baginda Alam
nabi kita Nabi Muhammad SAW, Keluarga dan Para Sahabat, dan mudah-mudahan kita
semua sebagai umatnya mendapatkan Syafa’atnya di hari akhir kelak.
Tidak
lupa juga kami ucapkan terima kasih kepada Bapak/Ibu kami yang selalu mendoakan
kami agar selalu menjadi orang-orang yang bermanfaat, dan atas doa mereka juga
akhirnya kami dapat menyelesaikan makalah kami ini yang membahas tentang The Intention and the purpose of the text dalam
matakuliah Extensive Reading yang di bimbing oleh dosen kami Drs. Abd Hannan
EF,M.Ag. pada semester genap ini.
Tidak
ada manusia yang sempurna, manusia adalah tempatnya salah dan kebenaran adalah
datangnya dari Allah SWT. Begitulah pepatah mengatakan, maka dari itu kami
sadar bahwa makalah yang kami buat ini jauh dari kata sempurna dan masih banyak
terdapat kesalahan-kesalahan di dalamnya karena kami masih dalam tahap
pembelajaran. Untuk itu kami memohon kepada Bapak/Ibu dosen khususnya, umumnya
para pembaca untuk meberikan koreksian yang bersifat membangun agar pada
kesempatan berikutnya kami akan berusaha lebih baik lagi dalam pembuatan
makalah dan berusaha untuk mendekati sempurna.
Bandung,15
Februari 2013
Kelompok
1
BAB I
PENDAHULUAN
A. Latar
Belakang
Dalam
proses pembalajaran seringkali kita melewatkan hal-hal yang telah menjadi dasar
dalam suatu proses belajar dan mengajar. Biasanya hal-hal yang kecil sering
kita lupakan dan bahkan terkadang di abaikan seperti, proses mebaca yang sering
kita jumpai banyak orang-orang yang membaca secara asal-asalan dan tidak tahu
apa makna yang terkandung di dalam bacaan tersebut.
Dalam
proses membaca juga terdiri dari beberapa bagian-bagian dasar seperti, Tekhnik
membaca yang baik, Cara mencari makna yang terkandung dalam teks bacaan
tersebut dan masih banyak lagi. Hal yang paling berkaitan dalam membaca adalah
teks bacaan itu sendiri, jelas kami sebut demikian karena kita tidak akan mampu
membaca tanpa adanya bacaan atau teks yang mengandung makna.
Terlebih
ketika kita membaca dalam bahasa bahasa asing seperti Bahasa Inggris, seperti
pada matakuliah ini ( Extensive Reading ). Ketika membaca dalam Bahasa Inggris
tentunya lebih rumit dan susah karena membaca dalam Bahasa Indonesia saja masih
banyak yang tidak kita ketahui maksud dan arti yang tersimpan dalam bacaan
tersebut.
Membaca
adalah salah satu kegiatan yang sangat penting bagi pelajar ( Mahasiswa ),
karena dengan membaca kita akan banyak tahu, dengan membaca akan banyak sekali
pengalaman yang di dapat, dengan membaca semua akan menjadi lebih mudah karena
kita meiliki pengetahuan yang cukup.
B. Rumusan Masalah
1.
The intention of a text
2.
The purpose of text
3.
Exploring the writer’s thought
BAB II
PEMBAHASAN
1. The intention of a text
The
Intention of the text
In
reading, you search for the intention of the text, you cannot isolate this from
understanding it, they go together and the title may be remote from the content
as well as the intention. Two texts may describe a battle or a riot or a
debate, stating the same facts and figures, but the type of language used and
even the grammatical structures ( passive voice, impersonal verbs often used to
disclaim responsibility ) in each case may be evidence of different points of
view. The intention of the text represents the SL writer’s attitude to the
subject matter.
A
piece about floors may be ‘pushing’ floor polishes ; about newspapers, a
condemnation of the press; about nuclear weapons, an advertisement for them
always there is a point of view, somewhere, a modal component to the
proposition, perhaps in a word ‘unfortunately’ , ’nevertheless’ , ’hopefully’.
What
is meant by ‘that was clever of him’? Is it ironical, openly or implicitly? ( In
a text showing that BBC Radio 2 is a pale imitation of commercial radio, the
irony may only be implicit and obscure to a non-British reader, and the
translator may want to make the point more explicitly.) Clemente, Notre justice
repressive?. Writes a journalist meaning ‘Our repressive judicial system is far
from lenient’, or is it a bluff, mainly nonsense, for amusement? It may be
‘iceberg’ work to find out, since the tone may come through in a literal
translation, but the translator has to be aware of it.
Again,
in a detailed, confused piece about check-ups on orderly patients who may have
to undergo chemotherapy the author’s intention is to show that patients must
have a thorough physical check-up before they start a course of drugs : if
physical problems are cleared up first, there may be no need for psychiatry.
A
summary of this nature, which uses only a few key words form the original,
appears to be isolated from the language, simply to show what happen in real
life, and it is indispensable to the translator. But he still has to ‘return’
to the text. He still has to translate the text, even if he has to simplify,
rearrange, clarify, slim it of its redundancies, pare it down.
2. The purpose of the text
2.1 How to Find the Author's Purpose
Knowing
what author's purpose questions look like is one thing. Finding it is quite
another! On a standardized test, you'll have answer choices to help you figure
it out, but distractor questions will often confuse you. On a short answer
test, you'll have nothing but your own brain to figure it out, and sometimes it
isn't as easy at it seems.
2.2 Author's Purpose Practice
Look
For Clue Words To Find Author's Purpose
Figuring
out why an author wrote a particular passage can be as easy (or as difficult)
as looking at clues inside the passage. I've mentioned in the "What is the
Author's Purpose" article several different reasons an author would have
to write a passage of text, and what those reasons mean. Below, you'll find
those reasons, with the clue words associated with them.
1. Compare:
Author wanted to show similarities between ideas
2. Clue
Words: both, similarly, in the same way, like, just as
3. Contrast:
Author wanted to show differences between ideas
4. Clue
Words: however, but, dissimilarly, on the other hand
5. Criticize:
Author wanted to give a negative opinion of an idea
6. Clue
Words: Look for words that show the author's negative opinion. Judgment words
like "bad", "wasteful", and "poor" all
demonstrate negative opinions.
7. Describe/Illustrate:
Author wanted to paint a picture of an idea
8. Clue
Words: Look for words that provide descriptive detail. Adjectives like
"red", "lusty", "morose", "striped",
"sparkling", and "crestfallen" are all illustrative.
9. Explain:
Author wanted to break down an idea into simpler terms
10. Clue
Words: Look for words that turn a complicated process into simple language. A
"descriptive" text will use more adjectives. An
"explanatory" text will usually be used with a complicated idea.
11. Identify/List:
Author wanted to tell the reader about an idea or series of ideas
12. Clue
Words: Text that identifies or lists, will name an idea or series of ideas
without providing much description or opinion.
13. Intensify:
Author wanted to make an idea greater
14. Clue
Words: Text that intensifies will add more specific details to the idea. Look
for superlative adjectives and "bigger" concepts. A baby sadly crying
is descriptive, but a baby mournfully howling red-cheeked for 30 minutes is
more intense.
15. Suggest:
Author wanted to propose an idea
16. Clue
Words: "Suggest" answers are usually positive opinions, and try to
sway the reader to believe. The author will provide a point, then use details
to prove it.
2.3 Underline The Clue Words
It
helps to use that pencil in your hand when you're reading if you're unsure what
the author's purpose is. As you read, underline the clue words in the text to
help you get a better idea. Then, either compose a sentence using the key words
(compare, explain, illustrate) to show why the author wrote the piece or select
the best answer from the choices given.
2.4 More Than Author's Purpose
Ø How
to Find the Main Idea
Ø How
to Make an Inference
Ø How
to Understand Vocab in Context
3. Exploring the writer’s thought
Introduction
Text collections with temporal references, such as
news corpora, weblogs, and email archives, consist
of text documents with time stamps that are critical to
the understanding and analysis of the text collection.
They are important information sources in a wide variety
of applications, including social and cultural studies,
government intelligence, and business decision making.
To understand
them, it is necessary to detect the real life events
motivating the text generation, to learn their semantics
and
temporal context, and to track their evolution over time, It is also important for users to find documents related
to
events of interest and investigate them in full detail.
Towards this goal, many efforts have been made to
automatically detect and track events in text collections
under the name of Topic Detection and Tracking.
Unfortunately, these approaches usually focus on
system-provided answers while many event-related
tasks require incorporation of human efforts. There also
exist a range of visualization systems in which users
can interactively explore text collections, but most of
them do not directly support event-related tasks.
Related Work
Most traditional visualization approaches for exploring
text collections with temporal references fall into
either
of the following two categories, namely keyword tracing
techniques and time slicing techniques. Keyword tracing
techniques visually depict the strength changes of
individual keywords in a
text collection over time.
Automatic
Analysis
Problem
Definition
An event refers
to an occurrence that happens at a specific time and draws continuous attention. We
assume the following document generation model for text collections driven by real life events: once an
event
happens, documents recording or discussing it will be
generated when it draws continuous attention. Since
thedocuments are about the same event, they will have
closely related contents. Since the event draws
continuous attention, the
documents will coincide or be adjacent in time. Thus, if we discover a cluster of documents that
have closely related contents and coincide or are
adjacent
in time, named a temporal-locality
cluster or a cluster
for short, we can establish a direct mutual
mappingbetween this cluster and the real life event motivating
the documents in it. The mapping relation between a cluster and a real
life event allows us to learn the event by analyzing the
cluster.
For example, we can get strong clues for what
happened in the event by summarizing the semantics of
the cluster. We can also learn when the event occurred,
how long it attracted continuous attention, and how
significant the attention was by analyzing the temporal
features of the cluster. Characterizing events in this
way and presenting event characteristics to users will
greatly narrow the world view gap when they conduct
event-related tasks. Therefore, two major tasks of the
automatic analysis component are to discover
temporallocality clusters
and to characterize their mapped events using the cluster semantics and temporal features. We call the
first
task temporal-locality
clustering and the second one event characterization.
Visualization
and Interactions
World view gap for event-related tasks, it is desired to
intuitively present the events, their semantics, temporal
information, and influences in a temporal context
provided by the other events to users so that they
can browse events and retrieve events of interest. It is
also important to reveal long-term stories consisting of
related events and to visually present their narrative
arcs to the users, so that they can discover high level
stories and trace event evolution. Furthermore, the users
should be allowed to retrieve and investigate stories and
events of interest effectively and efficiently even when
the text collection explored is large. The visualizations
and interactions in EventRiver are designed targeting at
the above goals.
Experiment
The effectiveness of EventRiver in supporting
eventrelated tasks heavily
depends on the quality of the temporal-locality clusters. Its scalability to large text collections
is related to the time efficiency of the clustering
algorithm. We have conducted a set of experiments to
evaluate the efficiency and effectiveness of this
algorithm.
Preliminary
User Feedbacks
We report user feedbacks from a preliminary user test
of EventRiver. This test was conducted to evaluate the
effectiveness and efficiency of EventRiver in supporting
the event-related tasks as a human-centered visual
analytics solution.
Conclusion
and Future Work
In conclusion, EventRiver advances analysis on text
collections with temporal
references in that:
EventRiver exemplifies the integration of novel
analytical components
with an expressive visual representation and interaction methods to visualize
text collections in support of event-related analytical
tasks.
The whole approach is established upon an
event-based perspective so that the world view gap
can be narrowed to a great extend. Its effectiveness
and efficiency have been evaluated by the case
studies, the experiments, and the preliminary user
test.
KESIMPULAN
The
Intention of the text in reading, you search for the intention of the text, you
cannot isolate this from understanding it, they go together and the title may
be remote from the content as well as the intention. In each case may be
evidence of different points of view. The intention of the text represents the
SL writer’s attitude to the subject matter.
Knowing
what author's purpose questions look like is one thing. Finding it is quite
another! On a standardized test, you'll have answer choices to help you figure
it out, but distractor questions will often confuse you. On a short answer
test, you'll have nothing but your own brain to figure it out, and sometimes it
isn't as easy at it seems. Like is :
1. How
to Find the Author's Purpose
2. Author's
Purpose Practice
3. Underline
The Clue Words
4. More
Than Author's Purpose
They
are important information sources in a wide variety of applications, including
social and cultural studies, government intelligence, and business decision
making. To understand them, it is necessary to detect the real life events
motivating the text generation, to learn their semantics and temporal context,
and to track their evolution over time, It is also important for users to find
documents related to events of interest and investigate them in full detail.
Towards
this goal, many efforts have been made to automatically detect and track events
in text collections under the name of Topic Detection and Tracking. In this
Case we are able to find by methods like is :
1. Related
Work
2. Automatic
Analysis
3. Visualization
and Interactions
4. Experiment
5. Preliminary
User Feedbacks
6. Conclusion
and Future Work
DAFTAR PUSTAKA
Newmark,Peter.1988.
A textbook of translation.Prentice
Hall International ( UK ) Ltd.
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