b Silent Reading
Silent reading is divided into two categories, namely intensive and extensive reading. Intensive reading is usually classroom-oriented activities.
Students focus on linguistic details and the content of a passage in order to get its meaning. Extensive reading is aimed at understanding a longer passage. It is
performed outside the class time.
f. Extensive Reading
Extensive reading has been explained in various ways by some experts. Extensive reading ER, an approach to reading pedagogy that encourages
students to engage in a large amount of reading, is an instructional option that has been steadily gaining support and recognition in the field of second language L2
reading pedagogy Grabe Stoller, 2011.
According to Brown 1994, extensive reading consists of skimming, scanning as strategies for gaining the general sense of the text, and global
reading. It is carried out to achieve a general understanding of a text. A relevant definition of extensive reading comes from Day and Bamford 1997, they define
extensive reading as an approach to learning to read a second language. It may be done in and out of the classroom. Out of the classroom, it is encouraged by
allowing the students to borrow books to take home and read.
According to Harmer 2001, extensive reading takes place when the learners are on their own without the guidance and or support of the teacher. He
also mentions that when the learners read materials related to their level, some
benefits related to their language development are aroused. Elley 2001, Day and Bamford 1998, and Krashen 1993 in Brown 2007 mention the benefits of
extensive reading. It increases learners‟ reading ability, linguistic competence,
vocabulary, spelling, and writing.
Bamford and Day 1997 offer ten characteristics of extensive reading as
an approach or language teaching learning procedure.
1 The reading materials are easy.
2 A variety of reading materials on a wide range of topics is available.
3 The topic and the content are chosen by the readers.
4 Learners read as much as possible.
5 The reading speed is usually rapid.
6 The purposes are usually related to pleasure, information and general
understanding.
g. The Advantages of Reading
Smith 2008 proposes some consequences dealing with reading. Students do not need to read better in order to read a lot. The more they read, the more they
learn about reading. Students who read more tend to have rich vocabulary, good comprehension and generally better on range of academic subjects. Reading
makes people smarter. Through reading, what the readers understand and what is significant to
them are stored in their long-term memory. When they find books that are
