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4.
Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning
activities.
5.
Students are individually accountable or responsible for their work or learning.
http:www.utc.eduAdministrationWalkerTeachingResourceCenterFaculty DevelopmentCooperativeLearningindex.html, retrieved on March 03, 2011
3. Extensive Reading
Reading that is one of literacy skills is important to learn in order to develop individual knowledge. In educational field, reading is taught in class. This section
presents the theory of general reading and extensive reading II. a.
Reading
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
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interpretation, 3 background knowledge use and inferencing, 4 executive control processes.
Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of
particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where
reading confidence and reading fluency are prioritised. Although this twin categorization of reading into two basic types can be found in many teacher
resource books for the teaching of English as a foreign language Grellet:1981, Nuttall:1982, for example, it is not the whole story, as the students learning
history clearly pointed out. We need to extend the categorization. We can do this by adding, first, oral reading Day:1993, or reading aloud in class, where
considerable focus is put on correct pronunciation of the text - and, second, text translation, where correct translation of the foreign language text into the learners
mother tongue is emphasized in tandem with the study of an array of grammatical, lexical and phonological points. This creates a four-way methodological
categorization of reading in a foreign language, summarised in the following table.
Table 1 Basic Classroom Methodes to Reading in a Foreign Language
Methodological choice Classroom focus
Extensive students read a lot of text Intensive students practice particular reading skills
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Table 1 Basic Classroom Methodes to Reading in a Foreign Language
Methodological choice Classroom focus
oral reading students listen and read aloud text translation students translate from L2 to L1
Grabe and Stoller 2002: 2 identify the role of literacy in society. They clearly state that “the large majority of individuals need literacy to further their
goals and better their lives”. There are many types of literacy abilities and one of them is reading. In this globalization era, reading in L2 has an important role in
the development of the society. Grabe and Stoller 2002: 2 explain that English L2 reading ability is in great demand “not only as global language but also as the
language of science, technology, and advance of research” in various domains of study. Reading in second language L2 is needed particularly to the people in
multilingual setting, to achieve personal, occupational, and professional goals. Pearson 1994: 22 supports Grabe and Stoller’s opinion on the need of L2;
simply he states that reading is “a key success in other scholastic endeavours,” because it relates closely to other linguistic skills: writing, speaking, and listening.
Grabe and Stoller 2002: 9 give simple definition about reading. Reading is “the ability to draw meaning from the printed page and interpret the information
gained appropriately” in either written or spoken form. That definition is considered as inadequate definition to understand the true nature of reading
abilities, therefore afterwards the purposes and the processes of reading are described.
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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
