Improving students` participation of XB class of SMAN 11 Yogyakarta in learning reading skill by implementing extensive reading.

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S (2012 .) Improving Students ’Paritcipaiton o fXB g n it n e m e l p m I y b l li k S g n i d a e R g n i n r a e L n i a tr a k a y g o Y 1 1 N A M S f o s s a l C g n i d a e R e v is n e t x

E . Yogyaka tra: Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S a e

R ding skill ha san impo tran trole in the succes so fachieving good .s ll i k s g n it ir w d n a g n i k a e p s n i y c n e i c if o r p h s il g n

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e h t f o s s e n e v it c e f f e e h T . e v it c e f f e e b o t s a h l li k s g n i d a e r f o s s e c o r p g n i n r a e l d n a ’ s t n e d u t s f o e c n e t s i x e e h t y b n e e s e b n a c s s e c o r p g n i n r a e l d n a g n i h c a e t . m o o r s s a l c e h t n i n o it a p i c it r a

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s ,the researche rfound tha tthe student sfel tbored wtih the teaching c r a e s e r e h t y b d e il p p a s a w t a h t d o h t e

m h e.r Regarding on that ,the researche r e h t s a g n i d a e R e v i s n e t x E d e s o p o r

p innovaitve teaching method to improve the ’ s t n e d u t

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T s formulaiton to be solved in thi sresearch :(1) B X f o n o it a p i c it r a p ’ s t n e d u t s e v o r p m i o t d e t n e m e l p m i g n i d a e R e v i s n e t x E s i w o H f o s s a l

c SMA Neger i11Yogyakarta in l earning r eading skill? )(2 Doe sExtensive ? s t n e d u t s r o f s ti f e n e b r e h t o y n a g n ir b s s a l c g n i d a e r n i n o it a t n e m e l p m i g n i d a e R s i h t n i s t n e m u rt s n i e h t s a d e s u e r e w t s il k c e h c n o it a v r e s b o d n a s e t o n d l e i F g n ir u d h c r a e s e

r the observaiton. In sp tie o f ti ,quesitonnarieand i nterview were o t h c r a e s e r s i h t n i d e s

u gain datao fstudents’r esponsest ot hei mplementaiton o f .l li k s g n i d a e r g n i n r a e l d n a g n i h c a e t f o s s e c o r p n i g n i d a e R e v i s n e t x

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T e r employed Classroom Aciton Research . In thi s aciton a w g n i d a e R s w e N , h c r a e s e

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f SMAN 11 Yogyakarta to learn reading skill .There were two . h c r a e s e R n o it c A m o o r s s a l C s i h t n i s e l c y

c Based on the re lfeciton resul tin the t o n d a h h c r a e s e r e h t f o s e v it c e j b o e h t , 1 e l c y

c been achieved yet i n t he cycle 1 .

e h t , 2 e l c y c f o n o it c e lf e r e h t o t g n i d r o c c A . d e t c u d n o c s a w 2 e l c y c e h t , e r o f e r e h T . d e v o r p m i e r e w n o it a p i c it r a p ’ s t n e d u t

s I twa ssuppo tred by the improvemen to f r a e l d n a g n i h c a e t e h t n i s tr a p k o o t o h w s t n e d u t s f o r e b m u n e h

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S (2012 .) Improving Students’ Paritcipaiton o fXB g n it n e m e l p m I y b l li k S g n i d a e R g n i n r a e L n i a tr a k a y g o Y 1 1 N A M S f o s s a l C g n i d a e R e v is n e t x

E . Yogyaka tra: Program Stud i Pendidikan Bahasa Ingg irs , . a m r a h D a t a n a S s a ti s r e v i n U n a il h a e

K membaca memegang peranan penitng dalam kesuksesan n a g n u b u h e S . s ir g g n I a s a h a b m a l a d s il u n e m n a d a r a c i b r e b n a il h a e k n a i a p a c n e p a c a b m e m n a il h a e k r a j a g n e m n a d r a j a l e b n a t a i g e k s e s o r p , t u b e s r e t l a h n a g n e d i g e k s e s o r p m a l a d n a fi t k e f e e K . fi t k e f e g n u s g n a lr e b s u r a

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d nelti imelaksanakan PPL (Program Prak itk Lapangan) .Para siswa , t u b e s r e t l a h i u h a t e g n e M . s a l e k s a ti fi t k a m a l a d i s a p i s it r a p r e b g n a r u k g n u r e d n e c g n a c n i b r e b k u t n u f it a i s i n ir e b i ti l e n e

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m IntensiveReadingsebaga imetodeyangt elahdtierapkans ebelumnya. : i n i n a it il e n e p m a l a d n a k h a c e p i d k u t n u n a h a l a s a m r e p a u d a d A n a p a r e n e p h a k a n a m i a g a B ) 1

( Extensive Reading d i kela s XB SMA N 11 A ) 2 ( ? a c a b m e m n a il h a e k i r a j a l e p m e m k u t n u a tr a k a y g o

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? a w s i s a r a p i g a b n i a l g n a y t a a f n a m i r e b m e m n a k a n u g i d g n a y n e m u rt s n i h a l a d a i s a v r e s b o r a b m e L n a d n a g n a p a l n a t a t a C n a d r e n o i s e u k , u ti n i a l e S . g n u s g n a lr e b i s a v r e s b o a s a m a m a l e s i n i n a it il e n e p m a l a d il e n e p m a l a d n a k a n u g i d a g u j a r a c n a w a

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l e k it r a n a r o p a l , t u j n a l h i b e L . a c a b m e m n a il h a e k r a j a g n e m n a d r a j a l e b n a t a i g e k a n a m i a g a b i u h a t e g n e m k u t n u n a k a n u g i d g n a y n e m u rt s n i n a k a p u r e m a g u j a w s i s n a p a r e n e

p ExtensiveReading membantu siswadalammenemukani depokok dar i n a p a r e n e p a n a m i a g a b n a d a ti r e b l e k it r a u t a u

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i s k e lf e r li s a h n a k r a s a d r e B . n a k a n a s k a li d 2 s u l k i s , u ti a n e r a k h e l O . i a p a c r e t m u l e b a y n a d a n a g n e d t a u k r e p i d i n i l a H . t a k g n i n e m a w s i s i s a p i s it r a p , 2 s u l k i s l a d i s a p i s it r a p r e b g n a y a w s i s h a l m u j n a t a k g n i n e

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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A

T x ii

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E R U G I F F O T S I

L x iv

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E L B A T F O T S I

L x iiv

.. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P A F O T S I

L ... x iiv i

I R E T P A H

C INTRODUCTION... 1 .

A ResearchBackground... .

B ResearchProblem .. ... ... .

C ProblemLimtiaiton... .

D ResearchObjecitves... .

E ResearchBeneftis... .

F Deifniiton so fTerms...

1 6 7 7 8 9

(14)

ii i x .

A Theoreitca lDescirpiton... .

1 TheNatureo fReading... .

2 ReadingPurposes... .

3 ExtensiveReading... .

a TheP irnciple so fExtensiveReading... .

b TheBenefti so fExtensiveReading... .

c Pointst oConsideri nExtensiveReading... )

1 ExtensiveReadingMateiral .s... )

2 Setitngu p a Library... )

3 TheRoleo fTheTeacheri nExtensive P

g n i d a e

R rograms... )

4 ExtensiveReadingTask .s... .

d ExtensiveReadingAcitvtiy... .

4 Paritcipaiton... .

a ParitcipatoryLearning... .

b TheP irnciple so fParitcipatoryLearning... .

c TheCharacte irsitc so fParitcipatory ..

.. .. .. .. .. .. .. .. .. .. .. .. . g n i n r a e

L ... .

B Theoreitca lFramework...

2 1 12 13 15 15 17 18 18 19

0 2

1 2

1 2 27 27 29

0 3 31 I

I I R E T P A H

C METHODOLOGY... 33 .

A ResearchMethod... .

B ResearchSetitng...

33 3 4

(15)

v i x .

D InsrtumentsandDataGatheirngTechnique... .

1 Insrtuments... .

a FieldNotes... .

b ObservaitonCheckilsts... .

c Interview... .

d Quesitonnarie... .

e Studen ’t sAritcleRepo tr... .

2 DataGatheirngTechnique... .

a FieldNotes... .

b ObservaitonCheckilsts... .

c Interview... .

d Quesitonnarie... .

e Studen ’t sAritcleRepo tr... .

E DataAnalysi sTechnique... .

1 DataReduciton... .

2 DataPresentaiton... .

3 DataTriangulaiton... .

4 Conclusion... .

F ResearchProcedure...

3 4

4 4

4 4 45 45 47 47 47 48 48 48 49 49 0 5

0 5

1 5 53 V

I R E T P A H

C RESEARCHFINDINGSANDDISCUSSION... 57 A. P - re Research...

B Descirpitono fResearchResutl...

57 4 6

(16)

v x .

a Planning... .

b Acitng... .

c Observing... .

d Re lfecitng... .

2 Cycle2... .

a Planning... .

b Acitng... .

c Observing... .

d Re lfecitng... .

C Discussion...

5 6 69 2 7 77 1 8

1 8

6 8

2 9

6 9 99 V

R E T P A H

C CONCLUSIONANDSUGGESTION... 1 21 .

A Conclusion... .

B Suggesitonf o rTeacher .s...

1 21 114 S

E C N E R E F E

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i v x

Figure P ea g

1 .

2 BookReview... 26 1

(18)

ii v x

T ea bl P ea g

1 .

3 TheSyllabusf o rGradeXSemeste r2... 35 2

3 TheUndelryingP irnciplesi nt heNew sReadingAcitvtiy………….. 3 9 3

3 Bluep irn to fQuesitonnarieonExtensiveReadingI mplementaiton.. 4 6 4

3 TheQuail ifcaitono fQuesitonnarieScorePercentageResul.t... 5 3 1

4 TheScheduleo fExtensiveReadingI mplementaiton... 6 4

2 .

4 T Ihe mprovemen to fStudents ’Paritcipaiton... 01 3 3

4 Percentage o f Quesitonnarie Resutl s on Extensive Reading n

o it a t n e m e l p m

I fo rProblemFormulaitonI ... 1 01 4

4 Percentageo fQuesitonnarieResutl sonExtensiveReading n

o it a t n e m e l p m

(19)

ii i v x

Appendix P ea g

A LessonPlan... 1 8 1 .

B ObservaitonCheckilsts... 1 13 .

C ObservaitonCheckils tResutls... 1 9 3 .

D TheI nterviewGuide... 1 06 .

E TheI nterviewResutl .s... 1 61 .

F Quesitonnarie... 166 .

G Sample so fQuesitonnarieResutls... 1 07 .

H Sample so fStudents ’New sAritcle .s... 1 5 8 .I Sample so fStudents ’AritcleRepo tr .s... 1 6 9

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N O I T C U D O R T N I

t n i e h t f o n o it a r o b a l e e h t s t n e s e r p r e t p a h c s i h

T roduciton to the research t

e d n I . d e t c u d n o

c ali , thi schapte r contain s si x secitons ,namely the research k

c a

b ground, research problem ,problem ilmtiaiton ,research objecitves ,research n o it c e s h c a e f o n o it a r o b a l e r e h tr u F . s m r e t f o n o it i n if e d e h t d n a , s ti f e n e b

.l i a t e d n i n e v i g e b l li w e v o b a d e n o it n e m

A ResearchBackground

h s il g n

E isi mplementeda sa compulsory subjecti n Senio rHigh Schoo l l a n o it a m r o f n i e h t e v e i h c a o t s i n o it a t n e m e l p m i e h t f o m i a e h T . a i s e n o d n I n i

s s e c c a o t h s il g n E e s u o t e l b a e b o t s t n e d u t s s t c e p x e h c i h w y c a r e ti l f o l e v e l

l a m r o f d n a l a m r o f n i n i h s il g n E e s u d n a e g d e l w o n k d e t a l u m u c c

a contexts . o

t s ll i k s r u o f e r a e r e h t , l e v e l l o o h c S h g i H r o i n e S n

I be learn tin h

s il g n

E ,namely ilstening ,speaking ,reading and w iritng skills .Those fou r e v it p e c e r e r a h c i h w s ll i k s n i a m o w t o t n i d e if i s s a l c e r a , e r o f e r e h t , s ll i k

s and

.s ll i k s e v it c u d o r

p A sstated by Harmer( 2001 ,p .199 ,) r ecepitveskill saret he . r a e h r o e e s y e h t e s r u o c s i d e h t m o r f g n i n a e m t c a rt x e e l p o e p h c i h w n i s y a w

n e t s il e d u l c n i s ll i k s e v it p e c e

R ing and reading skills .Harme r(2001 ,p .246 ) p

d e n if e d o s l

(21)

s ll i k s e v it c u d o r P . e s r u o c s i

d include speaking and w iritng skills .Related to r

, t a h

t ecepitve skill sare considered a sstaritng skill sto learn Engilsh a sa i k s g n i d a e r d n a g n i n e t s il s g n ir b t n e m e t a t s e h t , e r o f e r e h T . e g a u g n a l n g i e r o

f ll s

h s il g n E d o o g g n i v e i h c a f o s s e c c u s e h t s d r a w o t e l o r t n a tr o p m i n a o t

i k a e p s e r a h c i h w s ll i k s e v it c u d o r p n i d e w e i v e c n a m r o f r e

p ngandw iritngskills ,r

e m r a H

( 2001, .p 199). 0 0 2 ( y a D d n a d r o f m a

B 5 ., p 1 )adde d tha t“Good thing shappen to d n a r e tt e b e m o c e b y e h T . e g a u g n a l w e n e h t n i l a e d t a e r g a d a e r o h w s t n e d u t s

s e it il i b a g n i k a e p s d n a g n i n e t s il r i e h t ,r e tt e b e ti r w y e h t ,s r e d a e r t n e d if n o c e r o m

g n ir e d i s n o c y b , e r o f e r e h T ” .r e h c ir t e g s e ir a l u b a c o v r i e h t d n a , e v o r p m

i the

, g n i d a e r f o e c n a tr o p m

i the reading skli lwa schosen a st he focu sof thi s .

h c r a e s e r

n a tr o p m i e h t n o g n i d r a g e

R ceofr eading skli,lt het eachingand l earning s i t I . e l b i s s o p s a e v it c e f f e s a d e t c u d n o c e b d l u o h s l li k s g n i d a e r f o s s e c o r p

e h t f i e v it c e f f

e teaching and learning proces scan involve both teache rand .

y l h g u o r o h t s t n e d u t

s In clas ,s t heroleo fstudent sshould bemoreacitvethan g

n ir u d e v it c a g n i e b y b y l n o e s u a c e b s i tI . r e h c a e t e h

t theteachingandl earning .

y ll a m it p o e g d e l w o n k n i a g d n a t u o g i d n a c s t n e d u t s ,s s e c o r p

s s e l e h tr e v e

N ,a conrtary fac toccurred in t he reading clas sin XB o f

A M

S Negeri 11 Yogyakarta . According to observaiton s tha t had been ,

d e t c u d n o

(22)

e li b o m r i e h t h ti w g n i y a l p , s d n e ir

f -phone sand ilstening to musict hroughipod

o mp4 player .When the researcher gave lessons and posted quesiton sto y

l n o , m e h

t lesst han ifvestudent swerei nterested i n answe irng t hequesitons . e r e h t fi y l n o s n o it s e u q g n ir e w s n a n i d e t a v it o m d n a d e ti c x e o s e b d l u o w y e h T

i o p a s a

w n trewarded fo reach of t hem .T he student swere no tmoitvated t o .

s s a l c g n i d a e r g n ir u d e t a p i c it r a p

a e t r e tf

A ching,t her esearche rusuallyhadat alkwtiht hestudents .From ,

t n e m o m t a h

t the researcher statred understanding the reason why mos to f e

h t h ti w y s u b e r e w m e h

t mselves ,reluctan tand did no tpay atteniton to the d

l o t m e h t f o e n O . n o s s e

l the researcher tha tactually they f etl bored wtih i

h c a e

t ng method to t each reading skill appiled by t he researcher .They were h

ti w d e r o

b thekind o facitviite sused i n r eadingclass ,suchasr eading aloud , n a i s e n o d n I d n if d n a , s t x e t g n i d a e r r e tf a s n o it s e u q g n i w o ll o f g n ir e w s n a

i n a e

m ngo fEngilsh word sort erms .Actually, t ha tmethod alsogive sbenefti s t o n , r e v e w o H . n a c s d n a m i k s o t w o h g n i n r a e l n i e l p m a x e r o f , m e h t r o f

i d a e r g n i d n e tt a n i e c n a t c u l e r ri e h t d n a m o d e r o b e h t e e s o t g n it n a

w ngclass ,the r

e h c r a e s e

r gb ae nt oproposeanapplicaitono fani nnovaitvet eachingapproach d

o h t e m e h t tr o p p u s o t r e d r o n i ll i k s g n i d a e r h c a e t o

t which h d a been appiled i

d n a e r o f e

b mprovethestudents ’paritcipaitoninl earningr eadings kli.l r

a e r e h

T et wokind sofr eading ,namelyintensiver eadingandextensive d

e lt it n e l a n r u o j s i h n i o r a c r o P . g n i d a e

(23)

s m a r g o r

P deifnedi tast hecarefulr eadingo fsho trer ,moredfiifcu tlt ext swtih n e m e l p m i e h t h g u o r h T . g n i d n a t s r e d n u d e li a t e d d n a e t e l p m o c f o l a o g e h

t taiton

, g n i d a e r e v i s n e t n i f

o the student swere also taugh tspeci ifc skill ssuch a s y

l a n a e r a s t n i o p e g a u g n a l d n a , g n i n n a c s d n a g n i m m i k

s zed in detai l(Harir ,s ,

1 6 9

1 .p 108 .)Thi skindofr eadingi st heonewhichi si mplementedf o rXBo f

A M

S Neger i11Yogyakartainl earningr eadingskill .

h c a o r p p a n a s i g n i d a e r e v i s n e t x e , g n i d a e r e v i s n e t n i m o r f t n e r e f fi d g n i e B

l a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a l o

t s inl anguage . r

o f n i r o f d a e r s r e n r a e l , g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i e h t n

I maitonand

e n o z t r o f m o c g n i d a e r r i e h t d n a p x e o t d e g a r u o c n e e r a y e h t t a h t o s t n e m y o j n e

0 0 2 , y a D d n a d r o f m a B ( e c n e d if n o c h ti

w 5 .) Desptie o fofferi ng enjoyable ,l

l a tt u N , t n e m n o ri v n e g n i n r a e

l ( sa quoted by Máira Kredátusová , )p. 6 also f

o t n i o p s u l p a s m r o f n

i Extensive Reading t hat the bes tway t o i mprove t he g

o t s i e g a u g n a l n g i e r o f a f o e g d e l w o n

k oand ilveamong tiss peakers ,wherea s the nex tbes tway i sto read extensively in i.t Therefore ,by having known

t c a r a h

c eirsitc s o f Extensive Reading , the researcher decided to selec t B X r o f l li k s g n i d a e r h c a e t o t h c a o r p p a e v it a v o n n i n a s a g n i d a e R e v i s n e t x E

f o s s a l

c SMA Nege ir11Yogyakarta .

n e t s a h g n i d a e R e v i s n e t x E , ) 5 0 0 2 ( y a D d n a d r o f m a B o t g n i d r o c c A

E n i t a h t s e z i s a h p m e m e h t f o e n O . s e l p i c n ir

p xtensive Reading ,student sca n w

o r i e h t e s o o h

(24)

c y e h T . r e p a p s w e

n a nalsor eadshor tsto ires ,comic so rpopula rEngilsh novel s s

a h c u s ,s e g a r i e h t n

i HarryPotter ,NewMoonorevenChickenSoup . c

s t n e d u t

S a n also find any topic swhich became thei rinterests .In the f

o n o it a t n e m e l p m

i Extensive Reading ,teache rh as no role to determine the s

t n e d u t s e h t y b d a e r o t s e m e h t n i a m s t x e

t .Teacher’ srole i sonly giving g

n i d i c e d r o n o it s e g g u

s thet ext smainthemest or eadbyt hes tudents.I nSenio r h

c S h g i

H oo lleve,l the teache rmus tselec tthe main theme so tha tthe text s s

t n e d u t s e h t y b d a e

r a reapprop iratetot helessonmateira la sstated insyllabus . t

n e m e l p m i e h t n

I aiton o fExtensive Reading, i ti sno tnecessary fo rthe t

s e u q n o i s n e h e r p m o c g n i w o ll o f r e w s n a o t s t n e d u t

s ion s ilkewhat t hey usually o

d ini ntensiver eading .Theywi llge tpleasureast heyf indinIndonesiant ext s d

y e h t r o

f o no tneedt of ocu sand rtanslatewordbywordi nt het ext .Theyca n s

a h c u m s a d a e

r they want which they d o no t ifnd whlie skimming o r .

g n i n n a c s

R e v i s n e t n I m o r f t n e r e f fi d g n i e

B eading , in the Extensive Reading ,

n o it a t n e m e l p m

i the students have oppo truniite sto read a tthei rown pace .s c

y g e t a rt s s i h

T a n be done etihe rinside the classroom ,outside classroom o r n

o it a n i b m o

c o f both . Therefore , according to Harir s (1961, .p 108) ,the w

s t n e d u t

s i ll be able to improve thei r language leve l in a comfo trable .t

n e m n o ri v n e

(25)

, s t x e t g n i d a e r n i t n e m y o j n e d n a e n o z t r o f m o c r i e h t t e m g n i v a

H the

’ s t n e d u t

s paritcipaitoninl earningr eadingskli landattendingr eadingclas sa re o

t y ti n u tr o p p o n e v i g e h t y B . e v o r p m i o t d e t c e p x

e choose thei rown text s h

c i h

w based on thei rinterest sand read a tthei rown pace ,the students‘ e

c n a t c u l e r d n a m o d e r o

b a er expectedt o efad aw ay.

f o t n e m e v o r p m i e h t s d r a w o t e c n a c if i n g i s s ti g n ir e d i s n o c y

B thestudents ’ n

o it a p i c it r a

p in learning the reading skill ,Extensive Reading i sappiled in

A M

S Negeri 1 1 Yogyakarta . Extensive Reading i s implemented fo r XB f

o s t n e d u t

s SMA Negeri 11 Yogyakarta .Related to the implementaiton ,thi s h

c r a e s e

r i sconducted .Theresearch aims to knowhow ExtensiveReading si t

n e m e l p m

i ed t o improve the students ’paritcipaiton in learning reading skill. t

a h t f o e ti p s n

I ,t her esearchaims toknowothe rbenefti so fExtensiveReading n

o it a t n e m e l p m

i .

B ResearchProblem

g n ir e d i s n o

C to the background o fthe study ,the researche ri sgoing to e h T . y d u t s s i h t g n it ir w d n a g n it c u d n o c f o e n il e d i u g e h t s a s n o it s e u q o w t r e w s n a

: e r a s n o it s e u q

1 Howi sExtensiveReading i mplemented t o i mprovestudents ’paritcipaiton f

o s s a l c B X f

(26)

2 Doe sExtensive Reading implementaiton in reading clas sb irng any othe r ?

s t n e d u t s r o f s ti f e n e b

C ProblemLimtia ito n

, y li s a e s m e l b o r p d e t a l u m r o f e h t s s e r d d a r e h c r a e s e r e h t p l e h o t r e d r o n I

s e s s u c s i d y ll a c if i c e p s h c r a e s e r s i h

t how Extensive Reading can improve n

o it a p i c it r a p ’ s t n e d u t

s inl earning r eadingskill .Hence, t her esearchf ocuse son a

s a g n i d a e R e v i s n e t x

E n innovaitve teaching which i s used to improve n

o it a p i c it r a p s ’t n e d u t

s in learning reading skill .The populaiton used a sthe f

o s s a l c B X f o s t n e d u t s s i h c r a e s e r e h t f o g n il p m a

s SMA Neger i11Yogyakarta . r e t p a h C n i d e s s u c s i d e b l li w s t n a p i c it r a p h c r a e s e r e h t n o n o it a r o b a l e r e h tr u F

.I I I

D ResearchObjec itves

: o t d e s o p o r p s i h c r a e s e r s i h T

1 Improve students ’ paritcipaiton in learning reading through Extensive .

n o it a t n e m e l p m i g n i d a e R .

2 Revea lany othe rbenefti sfo rstudent sgiven by the Extensive Reading .l

li k s g n i d a e r g n i n r a e l n i n o it a t n e m e l p m i

(27)

E ResearchBeneftis

e h t h ti w e c n a d r o c c a n i s ti f e n e b e e r h t s a h h c r a e s e r s i h

T objecitve soft he :

e r a s ti f e n e b e h T . h c r a e s e r

s t n e d u t S . 1

’ s t n e d u t s e s a e r c n i o t d e t c e p x e s i h c r a e s e r e h

T paritcipaitonin r eading clas s y b t a h t d e t c e p x e o s l a s i h c r a e s e r e h T . d o h t e m g n i d a e R e v i s n e t x E h g u o r h t

s tr a p g n i k a

t du irng reading class ,the students wli lbe able to dig ou tand

. y ll a m it p o s ll i k s g n i d a e r g n i n r a e l n i s l a it n e t o p r i e h t s s e r p x e

2 Teachers

n a f o g n i d n a t s r e d n u r a e l c a s r e h c a e t e v i g o t d e t c e p x e s i h c r a e s e r e h T

l o o h c S h g i H r o i n e S r o f l li k s g n i d a e r g n i h c a e t n i h c a o r p p a e v it a v o n n i

i s t n e d u t

s n order t o i mprove students ’paritcipaiton . tI i salso expected t o e

g a r u o c n

e teacher s to ifnd , design , and implemen t anothe r innovaitve , g n i k a e p s o s l a t u b s s a l c g n i d a e r n i y l n o t o n h s il g n E g n i h c a e t n i d o h t e m

.s e s s a l c g n it ir w d n a , g n i n e t s il

r e h t O .

3 Researchers

t h g i s n i e v i g o t d e t c e p x e s i h c r a e s e r e h

T into Extensive Reading r o f l li k s g n i d a e r g n i h c a e t n i d o h t e m e v it a v o n n i n a s a n o it a t n e m e l p m i

’ s t n e d u t s e v o r p m i o t r e d r o n i s t n e d u t s l o o h c S h g i H r o i n e

S paritcipaiton. I t r o f ti g n i d e e n e n o y r e v e r o f l u f p l e h e b l li w h c r a e s e r e h t t a h t d e t c e p x e o s l a s i

(28)

g n ir e d i s n o c y ll a i c e p s e , c i p o t r a li m i s r o e m a s e h t n o s e i d u t s h c r a e s e r r e h tr u f

. c i p o t s i h t n o d e t c u d n o c n e e b e v a h s e i d u t s h c r a e s e r y n a m t o n t a h t

F Deifniitono fTerms

T eh rte m swhichareusedi nt hisr esearchasr elfectedi nt her esearch itlte :

s w o ll o f s a d e n if e d e r a

1 ExtensiveReading

0 0 2 ( y a D d n a d r o f m a

B 5 )de ifneExtensiveReading a san approach t o . e g a u g n a l n i l a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a l

t i d a e r d n a l a ir e t a m g n i d a e r n w o r i e h t e s o o h c s r e n r a e l , h c a o r p p a s i h t n I

r e v o , l a r e n e g r o f d a e r s r e n r a e L . r e h c a e t e h t f o y lt n e d n e p e d n

i al lmeaning , p o t s o t d e g a r u o c n e e r a y e h T . t n e m y o j n e d n a n o it a m r o f n i r o f d a e r y e h t d n a

t i fi r o g n it s e r e t n i t o n s i l a ir e t a m e h t fi g n i d a e

r i stoodfi ifcutl .Addiitonally , 0

0 2 ( y a D d n a d r o f m a

B 5 )also statet hati n t hei mplementaiton o fExtensive a

e l , g n i d a e

R rner sareencouragedt oexpandt herir eadingcomfor tzone– the .

e c n e d if n o c h ti w d n a y li s a e d a e r e b n a c t a h t l a ir e t a m f o e g n a r

g n i h c a e t f o h c a o r p p a n a s a g n i d a e R e v i s n e t x E s e n if e d r e h c r a e s e r e h T

f o s s a l c B X r o f l li k s g n i d a e

r SMA Neger i11 Yogyaka tra which provide s n I .s t s e r e t n i ri e h t n o d e s a b s e l c it r a y n a e s o o h c o t s t n e d u t s r o f s e it i n u tr o p p o

e h t n i t a h t y a s o t s e o g r e h c r a e s e r , e r o f e r e h t , h c a o r p p a s i h t g n i n if e d

(29)

d n a g n i d a e r n i s e c n a h c e v a h s t n e d u t s , g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i k r o n o it a m r o f n i g n i n i a

g nowledgeofr eadingt ext sbyt hei rownpace.

2 Par itcipa iton

, 3 0 0 2 ( n e s l e k k i M o t g n i d r o c c

A .p 64) , paritcipaiton i s an acitve d n a e v it a it i n i s e k a t p u o r g r o n o s r e p d e t a l e r y r e v e h c i h w n i s s e c o r p g n i n r a e l g n i n r a e l e h t m r o f r e p o t y m o n o t u a r i e h t s e s

u process .Paritcipaiton occur s n I .s s e c o r p g n i n r a e l e h t g n ir u d s t n e d u t s e h t f o t n e m e v l o v n i e h t s i e r e h t n e h w n i r e h c a e t e h t n a h t s tr a p r e g g i b e v a h s t n e d u t s e h t , s s e c o r p g n i n r a e l s i h t d e s a b s e l c it r a s w e n t h g u o r b s t n e d u t s , t s ri F . s e it i v it c a n e v e s g n i m r o f r e

p on

s t s e r e t n i ri e h

t . Second ,student smadearitcler epo trs. Thrid ,student sshared o t d e t a l e r s n o it s e u q d e k s a s t n e d u t s , h tr u o F . p u o r g e h t n i s e l c it r a s w e n r i e h t , h tf i F . p u o r g e h t n i s t n e d u t s r e h t o e h t y b d e r a h s n e e b d a h s e l c it r a s w e n e h t e m m o c e v a g s t n e d u t

s ntsr elated t ot henew saritcle shadbeen shared byt he e h t o t d e t a l e r s n o it s e u q d e k s a s t n e d u t s , h t x i S . p u o r g e h t n i s t n e d u t s r e h t o . s p u o r g r e h t o e h t f o e v it a t n e s e r p e r e h t y b d e r a h s n e e b d a h s e l c it a s w e n s w e n e h t o t d e t a l e r s t n e m m o c e v a g s t n e d u t s , h t n e v e

S aitcle shad been e h t g n ir u d , r e v o e r o M . s p u o r g r e h t o e h t f o e v it a t n e s e r p e r e h t y b d e r a h s r o f r o t a v it o m d n a r o t a ti li c a f e h t s a s m r o fr e p r e h c a e t e h t , s s e c o r p g n i n r a e l .s t n e d u t s

(30)

. 3 News

r o t c a f f o t r o p e r y l w e n a s i s w e n , ) 2 2 . p , 8 0 0 2 ( f e s o Y y b d e t a t s s A

n o i n i p

o which i simpo tran to rinteresitng fo rthe audience and pubilshed .

a i d e m s s a m h g u o r h t

4 X C sB l as

f o s s a l c e d a r g h t n e t a o t r e f e r y d u t s s i h t n i s s a l c B

X SMA Negeri 11 a

t r a k a y g o

Y ,as tatehighs chooli nYogyakatra .

5 SMAN11Yogyakarta

A M

S Negeri11 Yogyakarta in t hi sstudyr eferst o t hestatehigh schoo l .

a tr a k a y g o Y n i

(31)

2 1

F O W E I V E

R RELATEDLITERATURE

n o it p ir c s e d l a c it e r o e h t e h t y l e m a n , s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h T

n o it c e s n o it p ir c s e d l a c it e r o e h t e h T . h c r a e s e r e h t f o k r o w e m a r f l a c it e r o e h t e h t d n a

e h t y l e m a n , c i p o t h c r a e s e r e h t o t d e t a l e r y r o e h t h c a e f o n o it a r o b a l e e h t s r e v o c

e R e v i s n e t x E , g n i d a e r f o e r u t a n f o n o it a r o b a l

e adingand Paritcipaiton .Desptieof f o n o it a r o b a l e e h t s a n o it c e s k r o w e m a r f l a c it e r o e h t e h t s e d i v o r p r e t p a h c s i h t ,t a h t

. y d u t s h c r a e s e r e h t g n it c u d n o c n i d e s u e b l li w h c i h w s e ir o e h t e h t

l a c it e r o e h T .

A Descrip iton

e h t o t d e t a l e r s e ir o e h t n i a m e e r h t f o s t s i s n o c n o it p ir c s e d l a c it e r o e h t e h T

i s e ir o e h t n i a m e h t f o e n O . c i p o t h c r a e s e

r sabout thenatureofr eading .Another t x e n e h T . d e v r e s b o g n i e b h c a o r p p a e h t s a g n i d a e R e v i s n e t x E t u o b a s i y r o e h t

o b a s i y r o e h

t u tParitcipaiton.

1 TheNatureo fReading

1 ( s ir r a

H 9 , .61 p 8 ) suggest s tha t reading i s the meaningfu l n o it a c i n u m m o c l a r o f o n o i s n e t x e n a s i tI . s l o b m y s l a b r e v f o n o it a t e r p r e t n i

f o n o it i n if e d r e h t o n A . s ll i k s g n i k a e p s d n a g n i n e t s il n o p u s d li u b d n a

s i g n i d a e

(32)

e h t t e r p r e t n i d n a e g a p d e t n ir p e h t m o r f g n i n a e m w a r d o t y ti li b a

. y l e t a ir p o r p p a n o it a m r o f n i

n if e d e h t g n i s o p o r p s e d i s e

B iiton o freading ,Harir s(19 .61, p 21 -13 )also f

o s d n i k e e r h t s e if i s s a l

c reading .Theyare: .

a Developmenta lReading .Themaingoa lo fdevelopmentalr eading i san .

d a e r o t g n i n r a e l g n i d u l c n i s ll i k s g n i d a e r n i t n e m e v o r p m i .

b Funcitona lReading .The main i deao ffuncitona lreading i sreading t o .

n o it a m r o f n i n i a t b o .

c Recreaitona lReading. Themain i deaofr ecreaitonalr eadingi sr eading .

e r u s a e l p d n a t n e m y o j n e r o f

2 ReadingPurposes

. e s o p r u p n i a tr e c r o f s t x e t d a e r e l p o e

P Related t o t ha,tt herearesi x purpose s r

e ll o t S d n a e b a r G ( g n i d a e r f

o , 2002, .p 9) .Theyare: .

a Readingt os earchf o rsimplei nformaiton

n i a tr e c h c r a e s o t t x e t e h t n a c s s r e d a e r e h t , h c r a e s o t g n i d a e r n I

. s d r o w r o s m r e t c if i s e p s r o n o it a m r o f n i .

b Readingt os kimquickly

c i s a b e h t e r e h w s s e u g s r e d a e r e h t , m i k s o t g n i d a e r n

I informaiton o r .t

x e t e h t n i e b t h g i m a e d i n i a m

(33)

c Readingt ol earnf romt exts

l a n o i s s e f o r p r o c i m e d a c a n i s r u c c o y ll a u s u g n i d a e r f o e s o p r u p s i h T

a m o r f n o it a m r o f n i f o t n u o m a n r a e l o t d e e n s r e d a e r e h t h c i h w n i t x e t n o c

.t x e t .

d Readingt oi ntegratei nformaiton it a m r o f n i e t a r g e t n i o t g n i d a e r n

I on,t her eader sresrtucturet her etho irca l .s

e c r u o s e l p it l u m m o r f n o it a m r o f n i e t a d o m o c c a o t e m a r f .

e Readingt owrtieandc iritquet exts

e t a r g e t n i o t g n i d a e r f o s d n i k e r a s t x e t e u q it ir c d n a e ti r w o t g n i d a e r h t o B

ir c d n a t c e l e s , e s o p m o c o t s e it il i b a s e ri u q e r y e h T . n o it a m r o f n

i itque

.t x e t a m o r f n o it a m r o f n i

.f Readingf o rgenera lcomprehension

g n i d a e r f o e s o p r u p c i s a b e h t s i n o i s n e h e r p m o c l a r e n e g r o f g n i d a e

R .

f o s e s o p r u p r e h t o t s o m s tr o p p u s d n a s e il r e d n u g n i d a e r f o e s o p r u p s i h T

. g n i d a e

r Inr eadingf o rgenera lcomprehension ,when tii saccompilshed ti

, r e d a e r t n e u lf d e ll i k s a y

b requries very rapid and automaitc d n a , a e d i n i a m g n it n e s e r p e r f o l li k s g n o rt s , s d r o w f o g n i s s e c o r p

e m it d e ti m il y r e v r e d n u s e s s e c o r p y n a m f o n o it a n i d r o o c t n e i c if f e

. s t n i a rt s n o

(34)

g n i d a e R e v i s n e t x E . 3

d r o f m a

B and Day (2005 ) de ifne Extensive Reading a san approach to l

a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a

l s inl anguage . t i d a e r d n a l a ir e t a m g n i d a e r n w o r i e h t e s o o h c s r e n r a e l , h c a o r p p a s i h t n I

o f d a e r s r e n r a e L . r e h c a e t e h t f o y lt n e d n e p e d n

i rgeneral ,overal lmeaning , p o t s o t d e g a r u o c n e e r a y e h T . t n e m y o j n e d n a n o it a m r o f n i r o f d a e r y e h t d n a

r e t a m e h t fi g n i d a e

r iali snoti nteresitngortoo dfiifcutl .Therefore ,Bamford , g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i e h t n i t a h t e t a t s o s l a ) 5 0 0 2 ( y a D d n a

e n o z t r o f m o c g n i d a e r ri e h t d n a p x e o t d e g a r u o c n e e r a s r e n r a e

l – ther angeo f .

e c n e d if n o c h ti w d n a y li s a e d a e r e b n a c t a h t l a ir e t a m

g n i d a e R e v i s n e t x E f o s e l p i c n i r P e h T . a

y l b a b o r p s i g n i d a e R e v i s n e t x E , ) 5 0 0 2 ( y a D d n a d r o f m a B o t g n i d r o c c A

i a l p x e y ll u f e s u t s o

m neda sase to fp irnciples .Therefore,t enp irnciple so f :

e r a g n i d a e R e v i s n e t x E

)

1 Ther eadingmate irali seasy .

. e l p i c n ir p t n a tr o p m i t s o m e h t s a d e r e d i s n o c s i s i h t ,s r e h t o e h t g n o m A

t o n y b t a h t g n i d a e r e v i s n e t x e n i t n i o p e h t s y e v n o c e l p i c n ir p s i h T

d g n i v a

h fi ifcul tmateiralt o read ,student scan achievet hesuccessi n .

y ll a m it p o y l e v i s n e t x e g n i d a e r

(35)

)

2 Avairetyofr eadingonawider angeoft opicsi savaliable.

, d a e r o t t n a w y e h t s g n i h t d n if n a c s r e n r a e l t a h t s n a e m y t e ir a V

. s t s e r e t n i ri e h t r e v e t a h w )

3 Learner schoosewhatt heywantt or ead .

o t t n a w y e h t t a h w t c e l e s o t s t h g ir ’ s t n e d u t s s tr o p p u s e l p i c n ir p s i h T

. d a e r )

4 Learnersr eada smucha spossible . s

e z i s a h p m e e l p i c n ir p s i h

T the impo trance o fquanttiy o freading i

d a e r e v i s n e t x e f o s s e c c u s e h t s d r a w o

t n g .

)

5 Readings peedi susuallyf asterr athert hans lowe.r

t i , d n a t s r e d n u y li s a e n a c y e h t t a h t l a ir e t a m d a e r s r e n r a e l e s u a c e B

. g n i d a e r t n e u lf s e g a r u o c n e )

6 Thepurposeofr eadingi susuallyr elatedt opleasure,i nformaiton ,and .

g n i d n a t s r e d n u l a r e n e g

s i n o it a m r o f n i d n a e r u s a e l p r o f g n i d a e r g n i g a r u o c n e , e l p i c n ir p s i h t n I

. s n o i s n e h e r p m o c f o t n e c r e p 0 0 1 n a h t e l b a t p e c c a e r o m )

7 Readingi si ndividua lands lient .

n w o r i e h t t a d a e r o t s t n e d u t s f o d e e n e h t s e s i a r t a h t e l p i c n ir p e h t s i tI

. e c a p

(36)

)

8 Readingi sti sownr eward .

e l p i c n ir p e h t s i tI . e l p i c n ir p s i h t n o e r o m n o it n e tt a y a p d l u o h s r e h c a e T

s m r o f n i h c i h

w tha tin extensive reading ,having ifnished reading , t I .s n o it s e u q n o i s n e h e r p m o c g n i w o ll o f r e w s n a o t d e e n t o n o d s t n e d u t s

l a o g e h t e s u a c e b s

i o fextensiver eadingi ss tudents ’ownexpeirences . )

9 Thet eache ro irent sandguidest hes tudents .

l a n o it i d a rt m o r f s y a w y n a m n i t n e r e f fi d s i g n i d a e R e v i s n e t x E e c n i S

, s i t i t a h w s t n e d u t s o t n i a l p x e o t s d e e n r e h c a e t , e c it c a r p m o o r s s a l c

g n i o g e r a y e h t t a h

w todo ,andhowt ogoabouti .t )

1 Thet eacheri sar olemode lo far eader .

t i t a h w f o s t n e d u t s r o f e l p m a x e n a s a e b n a c r e h c a e t , e l p i c n ir p s i h t n I

. r e d a e r a e b o t s i

b TheBenefti so fExtensiveReading

l a ir e t a m g n i d a e r e r a s t n e d u t s e r e h w y ll a i c e p s e , g n i d a e r e v i s n e t x E

n e tt ir

w especially a t thei r level , ha s a numbe r o f benefti s fo rthe r

e m r a H ( e g a u g n a l s ’t n e d u t s a f o t n e m p o l e v e

d , 020 1 .,p 204) .A sw irtten n

i The Pracitce o fEng ilsh Language Teaching (2001, .p 204) Co iln e b l li w m o o r s s a l c y n a t a h t d i a s e H . t n e m e t a t s s ’ r e m r a H o t s e e r g a s i v a D

e l b a n u ‘ e b l li w d n a , m a r g o r p g n i d a e r e v i s n e t x e n a f o k c a l e h t r o f r e r o o p

y l e v it c e f f e s a s t c e p s a l l a n i t n e m p o l e v e d e g a u g n a l ’ s li p u p s ti e t o m o r p o t

e r e w m a r g o r p h c u s fi s

(37)

o s l a n il o

C stated tha tsuch a program wli lmake student smore d n a , s ll i k s n o i s n e h e r p m o c l l a r e v o r i e h t e v o r p m i , g n i d a e r t u o b a e v it i s o p

g n i d n o p s e r n I . y r a l u b a c o v e v it c a d n a e v i s s a p r e d i w a m e h t e v i

g to the

, g n i d a e R e v i s n e t x E h g u o r h t s t n e d u t s y b d e n i a g t n e m p o l e v e

d Krashen ( sa h

a i n n o P y b d e t o u

q ,2009, .p 115 )addst hatl earners’r eading ablitiy,t he e l d n a h o t y ti li b a e h t d n a e l y t s g n it ir w e l b a t p e c c a n a n i e ti r w o t y ti li b a

e r f o t l u s e r e h t s i x a t n y s x e l p m o

c ading and no tby consciouslyl earning .s

e l u r r a m m a r g g n i c it c a r p d n a

c Pointst oConsideri nExtensiveReading

f o n o it a t n e m e l p m i e h t h g u o r h t d e n i a g s ti f e n e b e h t g n ir e d i s n o C

l l e t o t h g u o n e t o n s i t I‘ t a h t s e t a t s ) 1 0 0 2 ( r e m r a H , g n i d a e R e v i s n e t x E

o t s t n e d u t

s ‘read alo’t ;we need to offe rthem program which i nclude s r o t n e n a m r e p s a h c u s s e it il i c a f d n a , s k s a t , e c n a d i u g , s l a ir e t a m e t a ir p o r p p a

b a d e n o it n e m t n i o p h c a e , e r o f e r e h T ’ .s k o o b f o s e ir a r b il e l b a tr o

p ove wli l

li a t e d n i d e b ir c s e d e

b :

g n i d a e R e v i s n e t x E )

1 Materials

l a t n e m a d n u f e h t f o e n o , ) 1 0 0 2 ( r e m r a H o t g n i d r o c c A

s i m a r g o r p g n i d a e r e v i s n e t x e l u f s s e c c u s f o s n o it i d n o

c dstu ent sshould l

a ir e t a m d a e

r swhichareunderstandablef ort hem .Healsostatest hati f h

t , d r o w y r e v e d n a t s r e d n u o t g n il g g u rt s e r a s t n e d u t

s ey can hardly be e

r u s a e l p r o f g n i d a e

(38)

d e e n r e h c a e t t a h t s n a e

m s to providebook swhichetihe rby chance ,o r o t e l b i s s e c c a y li d a e r e r a , n e tt ir w y ll a i c e p s n e e b e v a h y e h t e s u a c e b

.s t n e d u t s

I respondi ng the need o fapprop irate books ,Bamford and y

D (a squoted by Harmer, 2001 )suggests specially w irtten mateiral s y b d e d d A . ’ e r u t a r e ti l r e n r a e l e g a u g n a l‘ y l e m a n g n i d a e r e v i s n e t x e r o f

f o m r o f e h t e k a t n a c s r e n r a e l , g n i d a e r e v i s n e t x e n i , ) 1 0 0 2 ( r e m r a H

n o n d n a n o it c if l a n i g ir

o - ifciton book sa swel la ssimpil ifcaiton so f l

f o s k r o w d e h s il b a t s

e tierature .Those kind so fbook sare considered s t s il c if i c e p s n i h ti w k r o w s r o t p a d a d n a s r e ti r w e h t e s u a c e b l u f s s e c c u s

e t a ir p o r p p a e h t t a s t n e d u t s , e r o f e r e h T . r a m m a r g d n a s d r o w d e w o ll a f o

. e c n e d if n o c d n a e s a e h ti w m e h t d a e r n a c l e v e l

g n it t e S )

2 u p a Library

Accordingt oBamford andDay (a squotedbyHarmer ,2001 ,)i norde r u

t e s o

t p anExtensiveReading program, ateache rneedst obulidupa b

a ti u s f o y r a r b

il le books .They stated tha tatlhough thi smay appea r e d a u s r e p d l u o h s s r e h c a e t , y r a s s e c e n f I . t n e p s y e n o m e b l li w t i , y lt s o c

h g u o r h t y e n o m e s i a r r o , s d n u f h c u s e d i v o r p o t s n o it u ti t s n i d n a s l o o h c s

.s e c r u o s r e h t o

(39)

s m a r g o r p g n i d a e R e v i s n e t x E n i r e h c a e t e h t f o e l o r e h T ) 3

m i e h t n

I plementaitono fExtensiveReading ,mos tstudent swli lno tdo o t d e g a r u o c n e e r a y e h t s s e l n u s e v l e s m e h t y b g n i d a e r e v i s n e t x e f o t o l a

,r e m r a H ( n e r d li h c r i e h t y b o s o

d 2001) .Then ,the role o fteache ri s :

s a d e b ir c s e d

)

a Promoter

d e e n r e h c a e

T sto promote reading and by our o wn espousal fo .s ti f e n e b s ti f o s t n e d u t s e d a u s r e p , n o it a p u c c o d il a v a s a g n i d a e r

)

b Organizer

r u o d e d a u s r e p g n i v a

H student s abou t the benefti s of extensive o t e t a c i d n i e w e r e h w m a r g o r p g n i d a e r e z i n a g r o n a c e w , g n i d a e r

s k o o b y n a m w o h s t n e d u t

s that t eache rexpect t hem t o read ove ra .

d o ir e p n e v i g

)

c Resource

e k a m n a c s t n e d u t s w o h n i a l p x e n a c r e h c a e

T thei rchoice fo whatt o t

a h t r a e l c t i g n i k a m , d a e

r the choice i s t heris ,butt hey can consul t v

e r ’ s t n e d u t s r e h t

o iew sand comment sto help them make tha t y e h t t a h t s t n e d u t s t s e g g u s n a c r e h c a e t , e c r u o s e r s a , s e d i s e B . e c i o h c

h t e r n e g a n i s k o o b r o f k o o

l a tthey enjoy ,and tha tthey make .s

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(40)

)

4 ExtensiveReadingt asks

, ) 1 0 0 2 ( r e m r a H y b d e t s e g g u s s

A ateache rcan ask studentst o repor t g n i d a e r p e e k s t n e d u t s e k a m o t s m i a s i h T . g n i d a e r r i e h t n o k c a b

e n O . e c n o t a s t x e t e m a s e h t t o n t u b s t s e r e t n i n w o r i e h t g n i w o ll o f

r o f , e s r u o c a n i s t n i o p s u o ir a v t a e m it a e d i s a t e s o t s i h c a o r p p a

q k s a n a c s t n e d u t s h c i h w t a , s k e e w o w t y r e v e e l p m a x

e uesiton sand/o r y lr a l u c it r a p d n u o f e v a h y e h t s k o o b t u o b a s e t a m s s a l c r i e h t l l e t

.) 1 0 0 2 , r e m r a H ( l u f w a y l b a e c it o n r o , e l b a y o j n e

y ti v it c A g n i d a e R e v i s n e t x E . d

r e h c r a e s e r e h t , g n i d a e R e v i s n e t x E f o s e l p i c n ir p o t g n i d r o c c A

m e l p m i e h t s a s e it i v it c a e e r h t d e s o p o r

p entaiton oft hisr esearch .They :

e r e w

d a e R s w e N )

1 i ng l

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)

a In t hi sacitvtiy, t eache rcan statr t o ask each student t o ifnd new s .

e l c it r

a Accordingt oYosef( 2008 ,p .22) ,newsi sanewlyrepor to f e c n e i d u a e h t r o f g n it s e r e t n i r o t n a tr o p m i s i h c i h w n o i n i p o r o t c a f

. a i d e m s s a m h g u o r h t d e h s il b u p d n

a Chalrey( a squotedbyWahjudi , n o i n i p o r o t c a f f o t r o p e r y l e m it a s i s w e n t a h t d e d d a ) 2 2 . p , 8 0 0 2

a r o f h t o b r o e c n a tr o p m i r o t s e r e t n i d l o h t a h

(41)

. e l p o e p f

o Related to that ,student scan choose new swhich are h c u s t s o m n i d e t s e r e t n i e r a s t n e d u t s t a h t s c i p o t r o s e u s s i o t d e t a l e r

y ti r b e l e c n e v e r o t r o p s , t s e r e t n i n a m u h , e u s s i s c it il o p d n a l a i c o s s a

.s w e n )

b Student sare allowed t o surf i nterne to ruse othe rsource ssuch a s h

s il g n

E newspape ro rmagazinesto ifnd t hearitcles. Thel ength o f s

i s e l c it r

a moret hanonepage. )

c Student scan statr t o search i toutsideclassroom .They can havei t .

k r o w e m o h s

a A tfe r ifnding t hei ntended aritcle ,student sbegin t o

.t i d a e r )

d Besidesr eadingt hearitcles ,eacho fstudent shast omakehi so rhe r s n i a t n o c t r o p e r e h T . d a e r s a h e h s r o e h t a h w n o t r o p e r n e tt ir w n w o

y e h t t a h t y r a l u b a c o v w e n d n a s w e n e h t f o a e d i n i a m e h

t go tatfe r , s tr o p e r r i e h t e d a m d n a e l c it r a e h t g n i d a e r d e h s i n if r e tf A . g n i d a e r

t x e n e h t n i s s a l c o t s tr o p e r d n a s e l c it r a r i e h t g n ir b d l u o h s s t n e d u t s

. s g n it e e m o w t )

e Thet eache rask sstudentst oworki n agroupo f ifve. I n t hegroup , o

p e r d l u o h s t n e d u t s h c a

e r torallywhatt heyhaver ead .Eachs tuden t 5

r o f d a e r e v a h y e h t t a h w t r o p e r n a

c – 10minutes . )

f Havingr epo tred news ,every groupchoose sonenew saritcleast he a t n e s e r p e r e h t , n e h T . m e h t o t g n i d r o c c a s w e n g n it s e r e t n i t s o

(42)

s i p u o r g h c a e f

o inchargetor epor tand sharet hei rmosti nteresitng

.s w e n

w e i v e R g n i d a e R y l k e e W ) 2

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a Theproces soft hi sacitvtiy i snealrythesamea sNew sReading.I n ,

y ti v it c a s i h

t a teache rcan star tto ask each studen tto ifnd an y n a o t d e t a l e r e r a h c i h w s e l c it r a y n a e s o o h c n a c s t n e d u t S . e l c it r a

s c it il o p s a h c u s t s o m n i d e t s e r e t n i e r a s t n e d u t s t a h t s c i p o t r o s e u s s i

f o h t g n e l e h T . s w e n y ti r b e l e c n e v e r o t r o p s , g n i m r a w l a b o l g , e u s s i

s i s e l c it r

a moret hanonepa . Sge tudent sareallowedt osurfi nterne t s

a h c u s s e c r u o s r e h t o e s u r

o Engilsh newspape ro rmagazines in s

e l c it r a d e d n e t n i e h t d n if o t r e d r

o . )

b Student scan statr t o search i toutsideclassroom .They can havei t n

i e h t g n i d n if r e tf A . k r o w e m o h s

a 4 tended aritcle ,student scan e d i c e d n a c s t n e d u t s d n a r e h c a e t , y ti v it c a s i h t n I . ti d a e r o t n i g e b

n I . e l c it r a e h t g n i d a e r h s i n if o t d e d e e n e m it e h t g n o l w o h r e h t e g o t

. d a e r o t k e e w a e v a h n a c s t n e d u t s , e l p m a x e s i h t )

c Besidesr eadingt hearitcles ,eacho fstudent shast omakehi so rhe r s n i a t n o c t r o p e r e h T . d a e r s a h e h s r o e h t a h w n o t r o p e r n e tt ir w n w o

’ s t n e d u t s , y r a m m u s , e l c it r a e h t f o a e d i n i a m s a h c u s s t n i o p e m o s f o

(43)

y a m y e h t t a h t e c n a c if i n g i s , s e l c it r a e h t o t d n o p s e r e h t s a s t n e m m o c

d n a e l c it r a e h t m o r f t e

g thel ast ,new vocabulary t ha tstudent sge t e t a u l a v e o t r e h c a e t y b d e s u e b n a c o s l a s i h T . s e l c it r a e h t m o r f

. s k s a t ’ s t n e d u t s )

d Having ifnished reading t hearitcleand making repor,t i n t he itme r o p e r r i e h t g n ir b d n a s s a l c o t e m o c d l u o h s t n e d u t s h c a e , d e d i c e

d t s

e h t g n it ti m b u s r e tf A . s e l c it r a e h t y b d e h c a tt a n e e b e v a h h c i h w

. e v if o t r u o f f o p u o r g o t d e n g i s s a e r a s t n e d u t s , r e h c a e t e h t o t tr o p e r

s a h e h s r o e h t a h t e l c it r a e h t s e r a h s t n e d u t s h c a e , p u o r g e h t n i h ti W

. e d a m s a h e h s r o e h t a h t tr o p e r e h t r o d a e r )

e Since thi s acitvtiy i s weekly reading review , in every week , t n e r e f fi d e r a h c i h w s e l c it r a d a e r d n a d n if o t e l b i s n o p s e r e r a s t n e d u t s

.s t s e r e t n i ri e h t n o d e s a b d n a e e r f ll it s e r a s c i p o t e h T . e r o f e b n a h t

w e i v e R k o o B ) 3

l e v e

L :tenthgradeo fSenio rHighSchools tudents

s e r u d e c o r

P :

)

a In thi sacitvtiy ,teache rcan star tto ask each studen tto ifnd a h c i h w s l e v o n d e if il p m i s y n a e s o o h c n a c s t n e d u t S . l e v o n d e if il p m i s

e h t g n it c e l e s n i r e i s a e e k a m o T . t s o m n i d e t s e r e t n i e r a s t n e d u t s

novel , teache r may presen t severa l itlte s o f novels , such a s

l o r a C s a m t s i r h

(44)

)

b Student scan sta trt o searchnove loutsideclassroom .They may go d e d n e t n i e h t g n i d n if r e tf A . ti w o r r o b d n a d n if o t y r a r b il e h t o t

d n a r e h c a e t , y ti v it c a s i h t n I . ti d a e r o t n i g e b n a c s t n e d u t s , l e v o n

h s i n if o t d e d e e n e m it e h t g n o l w o h r e h t e g o t e d i c e d n a c s t n e d u t s

o t s k e e w o w t e v a h n a c s t n e d u t s , e l p m a x e s i h t n I .l e v o n e h t g n i d a e r

. d a e r )

c Having ifnished reading the novel , in the itme decided , each s s a l c e h t n i e n o y r e v e t a h t e v o r p o t d n a s s a l c o t e m o c d l u o h s t n e d u t s

o t s t n e d u t s k s a n a c r e h c a e t n e h t ,l e v o n a d a e r d n a d n u o f y d a e rl a s a h

n I .s i h m o r f l e v o n t n e r e f fi d a d a e r s a h o h w y ll a i c e p s e r e n tr a p a d n if

e h t e r a h s o t s a h t n e d u t s h c a e , ri a

p summary oft he novelt hatt hey m o r f n i a g y a m y e h t t a h t g n i h t y n a e r a h s o s l a y a m t n e d u t s e h T . d a e r

r e tf A . s e u l a v l a r o m r o y r a l u b a c o v w e n s a h c u s e l c it r a e h

t shairng , y

a m r e n tr a p e h

t p ostsomequesitonsr elatedt ot ha tnovel . )

d Ift eache rwantst oevaluatestudentst hrought hi sacitvtiy,t hen tii s s a h c u s t a m r o f e h t n i w e i v e R k o o B e s u n a c r e h c a e T . e l b i s s o p

g u

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w e i v e R k o o B

1 Whati st he itlteo fyou rbook? .

2 Whatl eveli sti? .

3 Wha tgenrei sti? .

4 Whati st hebookabout? .

5 Doyour ecommendt hi sbook?( Chooseone) .

a Verymuch .

b I fyou ilke____________ ,ye s Ido.( genre) .

c Notr eally .Why?( Whynot? )Reason :

_______________________________

e r u g i

F 2 .1BookReview

, w e i v e R k o o B g n i s u f o e ti p s n

I teache r also can apply Ora l d

a e R n o w e i v r e t n

I ing (Bamford and Day ,2005, .p 85) .In thi s e v a h o t e n o y b e n o e m o c o t s t n e d u t s k s a n a c r e h c a e t , n o it a u l a v e

l a r e v e s k s a n a c r e h c a e T . d a e r e v a h y e h t t a h w n o w e i v r e t n i l a r o n a

: s a h c u s s n o it s e u q

a Canyout el lmewhatt hebooki sabout? .

b Canyout el lmewhot hecharacter sont hi sbook? .

c Whowa syourf avortiecharacter?Why? .

d Wha tdidyout hinkoft hi sbook? .

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ii v T C A R T S B A . m u r A h a y D a n it n e l a V , ir a

E . Yogyaka tra: Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S a e

R ding skill ha san impo tran trole in the succes so fachieving good .s ll i k s g n it ir w d n a g n i k a e p s n i y c n e i c if o r p h s il g n

E Related to that ,the teaching

p Nevetrheles ,s the dfiferen tfact occurred in the f o s s a l c B X n i ll i k s g n i d a e r f o s s e c o r p g n i n r a e

l SMAN11Yogyakartainwhicht he e h t d i d r e h c r a e s e

r PPL( ProgramPrakitkLapangan). Thes tudentst endedt oshow r

i e h

t lack o fparitcipaiton du irng t he clas sacitvtiy .From t he sho tr t alk wtih t he s t n e d u t

s ,the researche rfound tha tthe student sfel tbored wtih the teaching c r a e s e r e h t y b d e il p p a s a w t a h t d o h t e

m h e.r Regarding on that ,the researche r e h t s a g n i d a e R e v i s n e t x E d e s o p o r

p innovaitve teaching method to improve the ’ s t n e d u t

s paritcipaiton i n l earning r eading and suppo trthemethod appiled before s i h c i h

w theIntensiveReading. m e l b o r p o w t e r e w e r e h

T s formulaiton to be solved in thi sresearch :(1) B X f o n o it a p i c it r a p ’ s t n e d u t s e v o r p m i o t d e t n e m e l p m i g n i d a e R e v i s n e t x E s i w o H f o s s a l

r the observaiton. In sp tie o f ti ,quesitonnarieand i nterview were o t h c r a e s e r s i h t n i d e s

u gain datao fstudents’r esponsest ot hei mplementaiton o f .l li k s g n i d a e r g n i n r a e l d n a g n i h c a e t f o s s e c o r p n i g n i d a e R e v i s n e t x

E Moreover ,

tr o p e r e l c it r a s ’t n e d u t s e h

t wa salsousedast hei nsrtumentt oknowhowExtensive n o it a t n e m e l p m i g n i d a e

R helpedt hestudentsf oundthemaini deao fanew saritcle g n i n i a g d n

a wn e vocabulary. h c r a e s e r e h

T e r employed Classroom Aciton Research . In thi s aciton a w g n i d a e R s w e N , h c r a e s e

r sselectedast hei mplementaitono fExtensiveReading f o s s a l c B X r o

f SMAN 11 Yogyakarta to learn reading skill .There were two . h c r a e s e R n o it c A m o o r s s a l C s i h t n i s e l c y

c Based on the re lfeciton resul tin the t o n d a h h c r a e s e r e h t f o s e v it c e j b o e h t , 1 e l c y

c been achieved yet i n t he cycle 1 . e h t , 2 e l c y c f o n o it c e lf e r e h t o t g n i d r o c c A . d e t c u d n o c s a w 2 e l c y c e h t , e r o f e r e h T . d e v o r p m i e r e w n o it a p i c it r a p ’ s t n e d u t

s I twa ssuppo tred by the improvemen to f r a e l d n a g n i h c a e t e h t n i s tr a p k o o t o h w s t n e d u t s f o r e b m u n e h

t ning proces so f

.l li k s g n i d a e

t Readinggaveothe rbeneftis rfo thes tudent .s , g n i d a e R e v i s n e t x E : s d r o w y e

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ii i v K A R T S B A . m u r A h a y D a n it n e l a V , ir a

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h atan belaja r dan

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p , penelti i mengetahu i bahwa para siswa merasa bosan . n a k p a r e t i ti l e n e p g n a y n a r a j a l e b m e p e d o t e m n a g n e

d Oleh karena tiu ,penelti i

n a k u j a g n e

( Extensive Reading d i kela s XB SMA N 11 A ) 2 ( ? a c a b m e m n a il h a e k i r a j a l e p m e m k u t n u a tr a k a y g o

Y pakahExtensiveReading

w itan in i untuk mengumpulkan data n a p a r e n e p p a d a h r e t a w s i s n o p s e r i a n e g n e

m Extensive Reading dalam prose s l e k it r a n a r o p a l , t u j n a l h i b e L . a c a b m e m n a il h a e k r a j a g n e m n a d r a j a l e b n a t a i g e k a n a m i a g a b i u h a t e g n e m k u t n u n a k a n u g i d g n a y n e m u rt s n i n a k a p u r e m a g u j a w s i s n a p a r e n e

p ExtensiveReading membantu siswadalammenemukani depokok dar i n a p a r e n e p a n a m i a g a b n a d a ti r e b l e k it r a u t a u

s ExtensiveReading membatu siswa . s ir g g n I a s a h a b m a l a d u r a b a t a k a s o k t a p a d n e m k u t n u a k a d n i T n a it il e n e P e d o t e m n a k a n u g g n e m i n i n a it il e n e

P n Kelas .Dalam

, i n i s a l e K n a k a d n i T n a it il e n e

P New s Reading dtierapkan sebaga i bentuk n a p a r e n e

i ks isiklu s1, t ujuan dar ipenerapan Extensive Reading i s k e lf e r li s a h n a k r a s a d r e B . n a k a n a s k a li d 2 s u l k i s , u ti a n e r a k h e l O . i a p a c r e t m u l e b a y n a d a n a g n e d t a u k r e p i d i n i l a H . t a k g n i n e m a w s i s i s a p i s it r a p , 2 s u l k i s l a d i s a p i s it r a p r e b g n a y a w s i s h a l m u j n a t a k g n i n e

p am prose skegiatan belaja rdan n a p a r e n e p , u ti n i a l e S . a c a b m e m n a il h a e k r a j a g n e

m Exten isveReading padakela s

k a y n a b e s a w s i s f it i s o p n o p s e r a y n a d a n a g n e d l i s a h r e b n a k a t a y n i d t a p a d B X

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x i

w h a b n a k k u j n u n e m a w s i s f it i s o p n o p s e r % 6 . 8 7 k a y n a b e s , t u j n a l h i b e L . % 3 9 . 8

7 a

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i c n u k a t a