Students will encounter new vocabulary words unfamiliar words multiple times in multiple and varied contexts during the reading processes. Arguably, this
results resulted the ‘incidental learning’ when students learn the new vocabulary words Garder, 2008. It shows that students get helped from the multiple exposure
during they read various texts with one certain topic or a certain author. Then, the theory of multiple exposures in different contexts is very suitable
with the theory of narrow reading. The readers will have the same experience when they read several texts with the same topic and they will get the multiple exposures in
acquiring the new vocabulary words.
C. Review of Previous Studies on Narrow Reading
Based on Krashen 2004 two things that must be considered in doing narrow reading is, first multiple exposure to structure and vocabulary from many
comprehensible reading texts with the same topic or the same author. Learners should read various texts with the same topic or the same author because in the same topic
will come up several words which unfamiliar for the students and the words come multiple times in the texts so, students get multiple exposure in learning vocabulary.
Second, students’ background knowledge about the topic or the author whether they have heard helps them to understand the structure and the message in the texts.
Krashen, Cho, and Ahn 2000 wrote their findings in learning vocabulary through narrow reading. Krashen and Cho 1994, 1995 especially had done it before
and reported it that they got a significant result when learners experienced narrow reading. They took 12 weeks to do this research, they asked the students to read about
the book series of ‘Clifford’. This story had been filmed in the drama television so students had known the characters in the book and they quite understand the main
story. It shows that students’ background knowledge is one main role in narrow reading. Both of them also gave pre-test to students and in the end of the treatment
they gave post-test to the students then, they compared the results. The results gave them satisfactory that students showed high achievement, students got good point in
answering the questions that being given by Cho and Krashen. In the next chapter will explain how I collect the data to investigate the use of
narrow reading in acquiring the new vocabulary words.
Chapter III
Methodology
A. Type of Research
This study was a pre-experimental design which used pre-test and post-test for the
first and
last meeting.
http:allpsych.comresearchmethodspreexperimentaldesign.html Pre-experimental designs follow basic experimental steps but fail to include a control group. In other
words, there was only a single group studied and there was no comparison between equivalent non-treatments. The Pre-experimental designs include:
- Case study design I used case study research method in this research because I wanted to
investigate whether the use of narrow reading in learning vocabulary for students in Reading Across Genre gave beneficial effect. I would choose the
subject and facilitated them to read several texts how to learn vocabulary using the new method, which was using narrow reading.
- One group pre-testpost-test design. This design would show the students’ score before and after taking the
treatment.
In this present study, there was only one group having a treatment of reading ‘narrowly’. The goal of this study was to know the effectiveness of
using narrow reading in acquiring new vocabulary words in several reading texts. Therefore, the result of this study only referred to the particular
participants of this study and might not be applicable to other studies. The data used in this study are directly collected from the students’ result of the
pre-test and post-test.
B. Participants
