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
22 process occurs silently within the mind. Moreover, Extensive Reading II deals
with a large amount of reading to comprehend that the boredom is hardly avoided; hence, it is needed a strategy to create pleasant learning atmosphere.
In the context of this research about teaching and learning reading, particularly in Extensive Reading II class, it needs the existence of a creative and
pleasant learning strategy to enhance students’ interest in reading. In Extensive Reading II class, students are assigned to read in a large amount of reading from
popular reading, scientific reading and literature reading. The large amount of the reading materials in Extensive Reading II class commonly carries boredom and
uninteresting situation to students. When students are not interested in learning, it is difficult to help them to achieve the learning goals. To avoid the boredom in
reading class, it is needed to implement a certain strategy that has interesting all at once challenging activities. Jerome Brunner, Wood, and Ross, educational
practitioners, proposed a teaching strategy so called scaffolding strategy. Scaffolding strategy provides a lot of and various class activities in which can
help students enjoy learning. Student can enjoy the learning because the strategy considers the area of student’s ability and interest that is called as Zone of
Proximal Development ZPD. Scaffolding strategy facilitates students to enjoy learning and all at once help them achieve the course goals independently.
Scaffolding strategy with various activities and please learning atmosphere can shape students’ opinion and perceptions that reading and learning is agreeable.
Positive perception is a powerful matter to motivate and draw students to engage in learning activities.
23
CHAPTER III METHODOLOGY
This chapter discusses the research methodology to gather and analyze the data. The discussion of it covers research method, research participants, research
instruments, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
Since this research was in the area of subjects’ perspective, this research was included in survey research. Survey “permits the researcher to measure
students’ attitudes and opinions toward something” Ary, Jacob, and Razavieh, 2002: 25. Hence, survey research can be defined as “the systematic gathering of
information from a sample of respondents for the purpose of understanding andor predicting some aspects of the behaviour of the population of interest” in
certain topic of problem Tull and Albaum, 1973: 3. Related to this research, the researcher surveyed students’ perceptions on Scaffolding Strategy used in
Extensive Reading II class of English Language Education Study Program of Sanata Dharma University. The surveyed done through interviewing lecturer and
students of Extensive Reading II, observing the activities done in Extensive Reading II class, and distributing questionnaire to Extensive Reading II students.
