Jawaban:

1. 16 Tenses:

a. Simple Present

b. Present Continuous

c. Present Perfect

d. Present Perfect Continuous

e. Simple Past

f. Past Continuous

g. Past Perfect

h. Past Perfect Continuous

i. Simple future

j. Future Continuous Tense

k. Future Perfect

l. Future Perfect Continuous

m. Past Future

n. Past Future Continuous

o. Past Future Perfect

p. Past Future Perfect Continuous

2a. Linse (2005:121) stated that vocabulary is the collection of words that an individual knows.

b. Hornby (2006:1645) defined vocabulary as all the words that a person knows or uses when they are talking about particular subject in particular language.

c. Steven Stahl (2005), “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” We

3. a. Tarigan (2008: 7) states that reading is a process carried out and used by a reader to acquire message which is conveyed by a writer through words could be seen and known by reader.

b. Oka (1983:15) in Jaenal 2010) if viewed in terms of differences in scope, it can be distinguished three kinds of meaning to read: Understanding the first is a narrow sense, namely the sense that regards reading it as a process of written symbols recognition. Into this process included the recognition of words carefully, in a wide range, and quickly.

c. David Nunan (1989:33) “Reading is not an invariant skill, that there are different types of reading skills that correspond to the many different purposes we have for reading”

4. a. Students need a wide range of independent word-learning strategies. Vocabulary instruction should aim to engage students in actively thinking about word meanings, the relationships among words, and how we can use words in different situations. This type of rich, deep instruction is most likely to influence comprehension (Graves, 2006; McKeown and Beck, 2004).

b. The meaning of a new word should be explained to students rather than just providing a dictionary definition for the word—which may be difficult for students to understand. According to Isabel Beck, two basic principles should be followed in developing student-friendly explanations or definitions (Beck et al., 2013)

5. According to Brown (2004: 187-188), he devided micro and macro skill of reading as stated below:

1) Microskills

a) Discriminate among distinctive graphemes and orthographic patterns of English.

b) Retain chunks of language of different lengths in short term memory.

c) Process writing at an efficient rate of speed to suit the purpose.

d) Recognize a core of words, and interpret word order patterns and their significance.

e) Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms.

f) Recognize that a particular meaning may be expressed in different grammatical forms.

g) Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.

2) Macroskills

a) Recognize the rhetorical forms of written discourse and their significance for interpretation.

b) Recognize the communicative functions of written texts, according to form and purpose.

c) Infer context that is not explicit by using background knowledge.

d) From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.

e) Distinguish between literal and implied meanings.

f) Detect culturally specific references and interpret them in a context of the appropriate cultural schemata.

g) Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.

6. Skimming - Reading rapidly for the main points

Scanning - Reading rapidly through a text to find specific information required

Extensive - Reading longer texts, often for pleasure and for an overall understanding

Intensive - Reading shorter texts for detailed information with emphasis on precise understanding

These different types of skills are used quite naturally when reading in a mother tongue.

7. Top-down processing of language happens when someone uses background information to predict the meaning of language they are going to listen to or read. Rather than relying first on the actual words or sounds (bottom up), they develop expectations about what they will hear or read, and confirm or reject these as they listen or read. Top-down processing is thought to be an effective way of processing language; it makes the most of what the person brings to the situation.