24
The overall goal of reading is “to have a good grasp of the main ideas and supporting ideas and to relate those main ideas to background knowledge as
appropriate” Grabe Stoller, 2002: 12. From the overall goal of reading, Grabe and Stoller 2002: 12 classify seven reading purposes. Those seven purposes are:
reading 1 to search for simple information, 2 to skim quickly, 3 to learn from text, 4 to integrate information, 5 to write or search information needed for
writing, 6 to critique texts, and 7 for general comprehension Grabe Stoller, 2002: 13. Related to the classification proposed by Grabe and Stoller, Wallace
2003: 6 proposes three personal reasons for reading; those are 1 reading for survival, 2 reading for learning, and 3 reading for pleasure.
b. Extensive Reading II
Extensive Reading II is “a method to language teaching in which learners or students read a lot of easy material in the new language” Bamford Day,
1997: 1. Students choose their own reading material and read it independently. Students read “for general, overall meaning, and they read for information and
enjoyment” Bamford, 2005: 1. The goal in Extensive Reading II is “to improve students’ reading skills through literary and works and scientific or journalism
writing” Prasetyo, Herawati, Prihatin, Budiraharjo, Adjie [Eds], 2006: 73. Bamford and Day 1997: 2 identify ten characteristics of Extensive Reading.
They are: 1 students read as much as possible, 2 the materials are various and in a wide range of topics, 3 students are free to choose the reading materials in
accordance to their interest, 4 the reading purposes are for pleasure, getting
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
information, and general understanding of certain topic, 5 there are few or no follow-up exercises to be completed after reading, 6 reading materials are well
within the linguistic competence of the students in terms of vocabulary and grammar, 7 reading is individual and silent activity, 8 reading speed is usually
faster rather than slower as students read books and other material that they find easily understandable, 9 lecturers orient students to the goals of the program,
explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program, and 10 the lecturer is a role
model of a reader for students -- an active member of the classroom reading community, demonstrating what it means to be a reader and the rewards of being
a reader. Bamford and Day 1997: 3 write that those ten characteristics of Extensive Reading offer a theoretical framework for putting Extensive Reading
into action in the language classroom.
B. Theoretical Framework
From the theories of related literature above, the readers can see the relevant of this theory for the thesis. Reading is a very important skill in learning
English. Through reading people can know what happens around the world. Reading is a very interesting activity if the readers enjoy what they read. However
reading can be a very boring activity if people do not know and enjoy the content of the text. In ELESP of Sanata Dharma University there is a class named
Extensive Reading. In this class the students are directed to read and understand the content of article they have read.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
