Furthermore, Mickulecky and Jeffries state that there are some hints for success in extensive reading. The first is set a goal. The readers should decide
how many books that he or she would like to read during the semester. Second, making reading a part of a daily routine is the next hint. The reader needs to set a
time and place for reading. Reader needs to read at least thirty minutes at a time so that he or she can become involved in his or her book. The last is keep a
journal, by writing about reaction to the book or any thoughts that are stimulated by reading can make a reader gain success in extensive reading.
14
One of the bases of extensive reading is self-selection of reading material. Its meaning is students may choose what they want to read. Therefore, it is
important to pay attention some hints for choosing a book; a.
Choose a book that interesting. It will make students to be motivated in reading.
b. Choose a full-length book, not a collection of articles or stories.
c. Avoid a book whose story that already familiar with because knowing what
will happen may make it less interesting. d.
Evaluate the book. It is necessary to find out about the author and the genre, the style and the subject of book.
e. Check the level of difficulty. To find out how difficult the book is counting
the number of unknown key words on a typical page. The book is difficult which have five unknown key words on one page and the book is easy which
have no unknown keywords.
15
In short, extensive reading is one of method to teach English skill, especially to acquire reading skill. It is believed that it will achieve more success
to develop students’ reading skill, compare with other method. Teacher need to do some preparations in implementing the method in order to get success in teaching
reading. One of the basic preparations in extensive reading is providing the books library for students. So, they can make their own selection books to suit their
desire and interest.
14
Beatrice S. Mikulecky and Linda Jeffries, Advanced Reading Power, New York: Pearson Education, Inc., 2007, p. 4.
15
Ibid., 2007.
3. Extensive Reading Course in UIN
Extensive reading is one of the courses which has to be taken by students who have passed Reading I, Reading II, Reading III, and Reading IV course at the
English Education Department. This course is one of many methods to language teaching which ask the learners to read a lot of materials in English for general,
overall meaning. It is expected to develop and improve students’ reading skill. Students will be able to develop good reading habits, broaden their knowledge,
and improve their vocabulary, and to increase the number of their reading materials in certain amount of time.
This course aims to help students to be able to read and to comprehend reading materials from articles, novels, and textbooks. Students are required to
read ten appointed English novels, eight appointed English textbooks, and ten articles from printed English journals. Then, students have to write the review of
the novels, the summary of the textbooks, the critical thinking essays of the articles, present one of
the novel’s reviews andor one of the textbook’s summaries, and discuss the essays.
Technically, the students need to read those reading materials outside classroom. They have certain target in a week, for instance they need to read one
novel and make the novel review. The novel review is collected a day before the Extensive Reading class. Then they have a presentation to tell about the novel
review in front of the class. Besides, they also have a discussion in the form of questions-answers session after a student finishes hisher presentation. However,
the lecturer calls the students to present their readings’ review randomly so they cannot predict what review they will present in front of the class, they may
present the novel, the textbook or the article review that has been collected. In addition, the extensive reading class has about 14 contact-hours to do class
discussion.
4. Achievement on Extensive Reading Course
From those definitions before about Extensive Reading and achievement, it can be concluded
that students’ achievement on Extensive Reading course is the result of students’ effort to get and understand knowledge and skill of reading
through systematic process, practices, and experiences in period of time. Based on the contract of Extensive Reading course, the Extensive Reading
score consists of formative score mid-test score and final-test score. First is formative score which consists of students’ presence and students’ participation in
class discussion. Next, individual written works ten novel reviews, eight textbook summaries and ten essays of article is determined the mid test score. These works
must be collected periodically based on the appointed time. The last is final-test score which taken from students’ presentation in front of class. Finally, these three
scores will determine the final score of students’ achievement in Extensive
Reading course.
B. Intelligence Quotient IQ
1. Definition of Intelligence
Intelligence relates to the human brain. It describes the process of brain to learn and
understand many things in life. People’s intelligence is fundamentally different from each other, in general, in doing many activities of life. In education
area, students’ intelligence may be shown in their score of a subject. The intelligence may also affect how students learn a subject in class. Moreover,
someone’s high intelligence may affect hisher bright success nowadays or in future.
The definition of intelligence has been developing for many times. First, Kush defines that intelligence is a common factor that underlies all of our
cognitive processes or are there multiple, discreet cognitive skills such as verbal ability, numerical ability, and spatial ability.
16
It means that intelligence is person’s general ability in some mental activities, such as thinking, learning,
understanding and remembering which may be reflected hisher behavior.
16
Joseph C. Kush, Intelligence Quotient: Testing, Role of Genetics and The Environment and Social Outcomes, New York: Nova Science Publishers, Inc., 2013, p.2.
Furthermore, intelligence may consist of some areas, such as the ability to speak, the way to express things in numbers, and the process to illustrate or visualize
things in some ways. Second, Gleitman and his associates broadly put, intelligence refers to the
capacity that allows people to acquire new knowledge and use it to draw conclusions, solve problems, and adapt to new circumstances.
17
Similarly, Smith also s
tates, intelligence is brightness, “sharpness”, ability to solve problem, speed in figuring things out, and capacity to learn from experience.
18
In other words, intelligence relates to how people think and act carefully, such as in finishing a
work, facing a problem, dealing with novel situation, and so on. However, Sdorow and Rickabaugh explain that recognizing the intelligent
behavior, though, is easier than defining itself. Intelligence reflects how well we function.
19
It shows that intelligence is the reflection of people performance in their daily life. In addition, intelligence relates to how people communicate to
others, learn many things and achieve something as a form their best result of life. Shortly, intelligence is the human individual ability to acquire knowledge
then apply it in some ways of daily life such as to behave in surroundings, do some works, solve problems, and get success. Besides, it also mostly involves the
organization of the human thinking. Then, for students, intelligence may show their learning style in class and their achievement of a subject.
2. Definition of Intelligence Quotient IQ
The word of IQ stands for Intelligence Quotient. Generally, the IQ becomes a measurement for people to know someone’s intelligence. The IQ may
reflect people performance in their life such as the behavior in daily life, the attitude in many things, the way of communications to others, the success of life
17
Henry Gleitman, James Gross, and Daniel Reisberg, Psychology, New York: W.W. Norton Company, Inc., 2004. p. 545
18
B. Othanel Smith, Educational Psychology, New York: Rand McNally College Publishing Company, 1975, p. 19.
19
Lester M. Sdorow and Cheryl A. Rickabaugh, Psychology, New York: McGraw-Hill, 2002, p.303.
