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1. Pre-activity
The lecturer asked students to share what students have experienced in Extensive Reading I course previously; then the students were asked to compare
the difference of Extensive Reading I and Extensive Reading II based on their understanding and their experience joining Extensive Reading I. Sharing opinion
and experience about Extensive Reading I and Extensive Reading II was aimed at challenging the students to find out a clear idea of what Extensive Reading II
course is. Although the course description was gained from the sharing, the lecturer also provided an exact description of Extensive Reading II on syllabus in
order to give the exact description of Extensive Reading II course that students were going to deal during the semester.
Course goals, schedule or deadline of assignment submission, and the steps that students were going to do during the semester were provided in the
syllabus. In Extensive Reading II syllabus for class A and class C, provided by the lecturer, it is clear that after completing the course the students are expected to 1
have a set of knowledge on the decided topic, 2 master the skill of planning and organizing reading based on the studied topic, 3 develop their skill of using
mind mapping for note taking, of summary making, synthesizing, and chunking skill, and of presenting the acquired information, 4 acquire a level of
perseverance and honesty necessary for an intellectual work. Briefly, Extensive Reading II class is aimed at facilitating students to gather information through
reading, which thus enhances the progress of their knowledge and development of
34 students’ reading skill. Through the tasks and the assignments given the students
can develop a personal method to an intellectual work. The course outline or course schedule and deadline of assignment
submission were clearly presented. Class A Wednesday class should submit the weekly report on Monday, Class C Friday class should submit the weekly report
on Wednesday. The schedule and deadline was to give clear definition of what the students should do a long the week.
What students should do during the semester was also presented clearly. During the semester, the students were asked to explore reading through three
categories; those are reading popular, scientific, and literary work. Weekly report and class presentation were the assignments used to check whether the students
really did reading assignments seriously or not, and to check how far the students explored the reading materials all at once to check students’ understanding of the
topic explored.
2. Whilst Activity
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