Extensive Reading Theoretical Description

2. Extensive Reading

According to Anderson 1999 as cited by Nunan 2003: 68, reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning”. The readers are required to combine the information from the text and the knowledge that they have already had to find out what actually the author wants to convey. 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 prioritized Barfield, 1999: 2. Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language Barfield, 1999: 3. They choose their own reading material and read it independently of the teacher. They read for general, overall meaning and they read for information and enjoyment. According to Day and Bamford 1998:7–8 there are ten characteristics of Extensive Reading approach. First, students read as much as possible, in class and outside of the class. Second, a variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways. Third, students select what they want to read and have the freedom to stop reading material that fails to interest them. Fourth, the purposes of reading are usually related to pleasure, information, and general understanding and are determined by the nature of the material and the interests of the student. Fifth, reading is its own reward. There are few or no follow-up exercises after reading. Sixth, reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. Dictionaries are rarely used during reading because constantly stopping to look up words makes fluent reading difficult. Seventh, reading is individual and silent. Student’s read at their own pace, and outside class, they choose when and where to read. Eight, reading speed is usually faster rather than slower as students read books and other material they can easily understand. Ninth, teachers 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. Tenth, the teacher is a role model for student. Teacher will be an active member of the classroom reading community who demonstrates what it means to be a reader and the rewards of being a reader. Viewing the characteristics of Extensive Reading, reading will be an appropriate subject to carry out autonomous learning. Both extensive reading and autonomy have a same characteristic that is dealing with the students’ interest. Extensive reading deals with reading much and easy material based n the students’ interest Day and Bamford, 1997: 7 and learning autonomy concerns with students interest Benson, 2001: 21. Extensive reading gives the students great opportunities to select the reading material based on their interest. Therefore, extensive reading allows the students to organize the learning materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

3. Perception