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 THE IMPLEMENTATION OF EXTENSIVE READING

AND ITS STUDENT’S RESPONSE(A CASE STUDY OF TEN ENGLISH DEPARTMENT

STUDENTSAT STKIP MUHAMMADIYAH BOGOR)

Rudi Haryono

1208067001

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ABSTRACT OF THE THESIS This study investigates how extensive reading strategies affect

tertiary level EFL students’ English reading attitudes, reading comprehension and vocabulary acquisition.

A case study of ten Indonesian EFL learners at STKIP Muhammadiyah Bogor Teacher Training Institute who followed an extensive reading program for 12 weeks will be presented. Students’ attitudes to the extensive reading strategies implemented were collected using documentation, interviews and other qualitative data. Factors affecting motivation to read, such as time management, interest level and ease of reading material will be discussed. The study showed that the proficiency level of Indonesian EFL students in extensive reading is particularly affected by time management and the appropriateness of the level of graded reader.  Students responded positively to extensive reading for a variety of reasons and extensive reading can motivate them to read more widely in English. The findings support Day and Bamford’s (2002) ten principles for extensive reading.

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BACKGROUND

The inclusion of extensive reading as a course at English Education Department at STKIP Muhammadiyah Bogor semester 5 and 6.

Student’s achievement is still low (the average score of final exam is 60,88),

IDENTIFICATION OF PROBLEMS The students’ score in extensive reading is low The students are still unmotivated to read The significance of extensive reading to boost their

reading habit is still not maximum There is an inappropriate atmosphere to read for

students The theme mostly students favor in reading is still

unfocused

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RESEARCH QUESTIONS AND OBJECTIVES OF THE RESEARCH Why is the students’ score achievement in extensive

reading low? How do students respond to extensive reading activities? How significance is extensive reading to boost their

reading habit?

OBJECTIVES to investigate why the students’ score achievement in

extensive reading to investigate how student’s respond to extensive

reading activities to investigate how significance of extensive reading in

boosting student’s reading habit

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Gaps in Previous Extensive Reading Research

Nakanishi & Ueda (2011) investigate the effects of extensive reading (ER) and shadowing on performance on reading comprehension.

Macalister (2010) implemented extensive reading in an EAP programme (a pre-university study EAP programme in New Zealand).

Finding Learners respond positively to the loss of teacher-centred class time and a non-EAP focus for part of each lesson.

Findings Students' interaction with English

phonological system Students speed reading development

by repeating sounds. Shadowing help students to concentrate

on listening and help them feel a sense of achievement by being able to produce the original sounds.

Gaps

Student’s difficulties in reading, and

Dynamic process in reading IS NOT explored yet

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PRINCIPLES OF EXTENSIVE READING

Bamford and Day (1997)(1) Students read as much as possible(2) A variety of materials on a wide range of topics is available (3) Students select what they want to read (4) The purposes of reading are usually related to pleasure, information, and general understanding.(5) Reading is its own reward.(6) Reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. (7) Reading is individual and silent.(8) Reading speed is usually faster rather than slower. (9) Teachers orient students the goals of extensive reading, (10) The teacher is a role model of reader for students.

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TIME, PLACE, PARTICIPANTS

Time : March-June (12 weeks) Place : STKIP Muhammadiyah Bogor Participants : 10 students (5 male,5 female)

No Activities

April 2014

May 2014

June 2014

Remark

1 2 3 4 1 2 3 4 1 2 3 4

1 Participant’s orientation and self-reading selection

    X                   Once

2 Reading activities    X

X X X X X X X X X X Twelve weeks

3 Writing personal journal on reading

      X X X X X X X X X Twelve weeks

4 Book conference (observation)                         Conditional

5 Interview                         Conditional

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LIST OF PARTICIPANTS AND BOOKS TITLE CHOOSEN

No Name F/M Code Book’s Title Author Genre

1 Ela Novitasari F ERR.01 The Call of the Wild Jack London Fiction

2 Acang M ERR.02 Kong: The 8th Wonder Merien C. Cooper Legend

3 Kardi M ERR.03 Don Quixote Miguel de Cervantes Fiction

4 Yeni Mulyani F ERR.04 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction

5 Reisa Cahya Hayati F ERR.05 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction

6 Eri Permana M ERR.06 Kong: The 8th Wonder Merien C. Cooper Legend

7 Asriyatun Nikmah F ERR.07 The Call of the Wild Jack London Fiction

8 Nurnajmi Laila F ERR.08 The Call of the Wild Jack London Fiction

9 Rian M ERR.09 The Call of the Wild Jack London Fiction

10 Lukman M ERR.10 Don Quixote Miguel de Cervantes Fiction

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QUESTIONS FOR INTERVIEW What difficulty you find most? Mention!

What do you do when facing difficult session?

Does the book level suit you? Why?

Is the book easy, very easy, difficult, or very difficult for you? Why?

Why are you interested in being participated in the research?

What is your purpose to read?

What motivates you to read?

What do you find most difficult in the reading process?

Do you like the book do you read?

What is the exact time do you read the books?

Do you think ER is useful for you? In what way?

How many pages per day do you read?

In what part do you pause to read?

What are the really new words for you?

Did you find any unfavorable conditions in readinggraded readers? If so, what are they?

How long do you read each session?

How many times do you read for one book?

What makes you pauses to stop reading?

Do you preview, scan, and skim in reading?

What do you do for the first time in reading?

Have you done extensive reading before?

Have you ever finished reading English materials (short story, fable, article)? Mention the title?

 

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PARTICIPANT’S RECORD FOR BOOK CONFERENCE AND INTERVIEW

No Participant’s Code Day and Date Time Duration (minutes/seconds) Place

1 AC Sunday, June 8, 2014 05:10 p.m. 09:56 Library

2 KA Sunday, June 8, 2014 04: 24 p.m. 16:39 Library

3 LU Sunday, June 8, 2014 04:17 p.m. 11: 54 Library

4 EN Monday, June 9, 2014 05:38 p.m. 12:04 Library

5 RI Wednesday, June 10, 2014 03:25 p.m. 12:53 Lecturer’s Room

6 ER Wednesday, June 11, 2014 03:00 p.m. 12:49 Lecturer’s Room

7 YE Monday, June 16, 2014 04:00 p.m. 10:28 Muhammadiyah Bogor Office

8 AS Monday, June 16, 2014 05:02 p.m. 10:45 Muhammadiyah Bogor Office

5 NU Monday, June 16, 2014 04:30 p.m 08:14 Muhammadiyah Bogor Office

6 RE Saturday, June 21, 2014 05:30.p.m. 15: 58 Library

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FINDINGS AND DISCUSSIONS

Why is the students’ score achievement in extensive reading low?

The students are still not be able to manage their time in reading and the difficulty in finding aproppriate time and mood to start reading The students are not motivated to read when the vocabulary used in the book is not on their level

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How do students respond to extensive reading activities?

All the students positively respond to extensive reading

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The Use of Extensive Reading for Students

The Use of Extensive Reading for Students

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How significance is extensive reading to boost their reading habit?

“Voice” about extensive reading:Enthusiasm Higher and better motivation to read Enjoyment and pleasure Recognizion of the graded-readers level.

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CONCLUSION First, the low achievement of students in extensive

reading caused by the condition of student’s time management in reading and the appropriateness of book level that suit to their level in reading.

Second, ER students positively respond to extensive reading, (to improve their reading habit and interest, improve reading skill, for future skill, improve motivation, pronunciation (reading aloud), experience how to be a good reader, vocabulary mastery, and useful in general.

Third, ER can boost and motivate their reading activities after participating in the research as categorized by the writer into some “voices’ : enthusiasm, higher and better motivation to read, enjoyment and pleasure, and recognizion of the graded-readers level.