20 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.
Reading process is divided into two main levels: lower-level processes and higher-level processes. The lower-level processes denote “the more automatic
linguistic processes and are typically viewed as more skill oriented” Grabe Stoller, 2001: 19. The lower-level processes involve some matters; those are:
lexical access, syntactic parsing, semantic proposition format, and working memory activation. Grabe and Stoller 2002: 20 explain “the higher-level
processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills”. The higher-level
processes cover 1 text model of comprehension, 2 situational model of reader interpretation, 3 background knowledge use and inferencing, 4 executive
control processes.
b. Extensive Reading II
Extensive Reading II ER II is “an approach 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],
21 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 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
Reading is one of the literacy abilities that can help people in developing themselves and society. Reading is an active activity of communication between
the reader and the writer. However, the active activity happens internally within the reader’s mind. The reader is often trapped in boredom, because the active
