T1 112010143 Full text
THE IMPLEMENTATION OF DAY AND BAMFORD TEN
BASIC PRINCIPLES OF EXTENSIVE READING FROM
STUDENTS’ PERSPECTIVE
Aninda Mawar Intanuari
ABSTRACT
Extensive reading is a course when students should read large quantities of
materials for general understanding. Based on Day and Bamford (2002) extensive
reading has ten basic principles that can foster learner autonomy. This quantitative
study reported on questionnaire conducted with 75 students of English Teacher
Education Program (ETEP) of Satya Wacana Christian University (SWCU). The
participants are 2013 students who took Extensive Reading in the odd Semester of
2013/2014. This study attempt to figure out whether the Day and Bamford ten
basic principles of Extensive Reading (2002) was implemented by ETEP students
of SWCU. The data show that not all the ten basic principles could have been
implemented in ETEP of SWCU. The finding indicates that only seven from ten
basic principles was implemented in ETEP of SWCU, there are the reading
material is easy, a variety of material of a wide range of topic is available, learners
choose what they want to read, reading is individual and silent, reading is its own
reward, the teacher orients and guides the students and the teacher is a role model
of a learner.
KEY WORDS: Extensive reading, Day and Bamford ten basic principles of
Extensive Reading
INTRODUCTION
Reading is generally divided into two different natures; there are intensive
and extensive readings. Brown (1989) explains that intensive reading is more
emphasis on reading details such as grammar and aims to literacy understanding.
MacLeod (n.d) stated that the nature of Intensive Reading is learner focus on
1
grammatical details of a reading, students focus on basic details, text is read
laboriously, and usually classroom based. Whereas, based on Bamford (2004)
Extensive Reading is a course that requires students to read a lot of text or a long
text for global understanding, the goal is to make student enjoy to read. So, if
Intensive Reading is emphasized more on linguistic capabilities, Extensive
Reading is emphasized more in how to embed an interest in reading to the
students.
This study will focus on the Extensive Reading course. Based on Julian
Bamford and Richard R. Day (2002) who are the author of the book Extensive
Reading in Second Language Classroom (Cambridge University Press), extensive
reading has ten basic principles. Day and Bamford ten basic principles can
succeed extensive reading program and is believed to encourage student learning
autonomy. Learner autonomy is a person’s ability to learn in a more selfgoverning behavior and also prepared to learn in a more self-governing method
(Holec, 1981; Little, 1991). That explanation in line with the findings of Su-Su
Hung (2011) study that Day and Bamford ten basic principles of extensive reading
describes the learner independence. It means that students have an authority in
their study. Although students have an authority, but still teacher should guide the
students so that the students can success in extensive reading.
Day and Bamford ten basic principles of Extensive Reading suggest the
students read the easier material. However, Turner and John (2014) in their study
found that there are some students who said, if they want to learn, they should
learn more difficult material rather than the easier material. Besides that, EFL
2
students also have difficulties in understanding the reading they read, they read
more slowly than they read in their first language. Chang (2010) quote from
Coady (1979) found that this problem arises because students often struggled to
read word by word and look up the meaning in every word.
Because of these problems, this study aims to find out the extent of Day
and Bamford ten Basic Principles of Extensive Reading in ETEP of SWCU. This
study is necessary to determine to what extent the use of Day and Bamford ten
basic principles of Extensive Reading in ETEP of SWCU. As well, this study can
also answer the research question about to what extent Day and Bamford ten basic
principles of Extensive Reading could be implemented by the students of ETEP of
SWCU. The findings of this study are expected to help teachers think, reflect and
evaluate about the Day and Bamford ten basic principles of Extensive Reading to
teach Extensive Reading.
DAY AND BAMFORD TEN BASIC PRINCIPLES OF EXTENSIVE
READING
Based on Julian Bamford and Richard R. Day (2002), extensive reading
has ten basic principles there are:
1. The reading material is easy.
Day and Bamford (2004) stated that the reading material is easy is
the success key of extensive reading. The reading material of Extensive
Reading should be no unfamiliar words and grammar for the students.
Prowse (2002) stated that when reading is easy and enjoyable, the
3
language learning advantages increase with the number of read. So, the
aim of reading material is easy based on Prowse (2002) is to make
students read as much as possible.
Haider and Akhter (2012) conducted a study with 100 teachers as
the participant in Dhaka city and the surrounding area in Bangladesh. To
collect the data, they used a questionnaire and the respondents were
selected on a purposively-random basis. They found that 26% participants
believe that their students fear reading in English. They are afraid because
they think reading in English is very difficult to understand and the
vocabulary is very difficult. Hu and Nation (2000) suggested that students
should know at least 98% of the words in the text to understand the
reading without assistance. Fry (1991) also found in his research that
“beginning readers do better with easier materials” (p. 8). They read in the
secure area, so they are involved in reading. Hitosugi and Day (2004)
stated that read easy material helped them to learn effectively. Students
know that they are able to read a foreign language, and a growing number
of books read, they will see themselves as readers of the target language.
There are 6 levels of difficulty of the extensive reading book that's
available in SWCU. Based on Penguin Readers book, the difficulty of the
level is based on the total of the words that used. In every level also have
each category that describes the difficulty of the book such as beginner,
elementary,
pre-intermediate,
intermediate,
advance.
4
upper-intermediate
and
2. A variety of material of a wide range of topic is available.
Day and Bamford (2002) stated that the achievement of Extensive
Reading count on what students’ reading enthusiasm. To boost learner
reading enthusiasm, the wide range of reading materials such as books
with various genres, magazines, and newspapers should be available. In
addition, a difference of materials also can boost a flexible approach of
reading. Because students are encouraged to read with various reasons and
methods.
3. Learners choose what they want to read.
Bamford (2002) said that the relationship to this principle is
students are free to choose reading, but still encouraged by the teacher,
stop reading when finds difficult or uninteresting reading. Bamford
statement proves that extensive reading uphold learner autonomy. It means
that learners have the authority to choose the reading that they want to
read. However, Haider and Akhter (2012) in their study revealed that
100% of teachers choose the story for the students and the students do not
have the authority to choose the readings they read.
4. Learners read as much as possible.
The main element in learning to read is the number of books that
read. Hitosugi and Day (2004) stated that the more you read, the more the
benefits. As Bamford (2002) said:
There is no upper limit to the amount of reading that can be
done, but a book a week is probably the minimum amount of
reading necessary to achieve the benefits of extensive reading
and to establish a reading habit (p. 138).
5
It is a reasonable target for students at all levels, because books that
written for beginners are very short.
5. Reading speed is usually faster rather than slower.
Bell (2001) stated that reading speed aim on the increasing
methods to assist learners to read faster. Extensive reading suggests the
learners to read faster rather than slower. However, Asraf and Ahmad
(2003) conducted a study in three classes of rural schools in Malaysia
found that the learners speed of reading was very slow. According to
Bamford (2002) in addition to make students more eloquent in reading, it
also encourages students to not use a dictionary when they find difficult
words. Extensive reading provides an opportunity for students to keep
reading, predict or avoid difficult words that they do not know and
understand the reading in general.
6. The purpose of reading is usually related to pleasure, information and
general understanding.
According to Kredatusova (n.d) from Masaryk University:
In spite of intensive reading, which requires detailed
understanding, extensive reading encourages reading for pleasure
and information. The aim of reading is not hundred percent
comprehensions; to meet the purpose of reading sufficient
understanding is satisfactory” (p. 11).
So, the main purpose of the reading based on Kredatusova is to find the
pleasure of reading.
However, Haider and Akhter (2012) found out that 79% teachers
report that the students read the books on extensive reading only to pass
the examination while 21% say that the students also get pleasure while
6
they read. This finding is less satisfactory since only a small percentage of
students who get pleasure from extensive reading and mostly just read to
be able to pass the course.
7. Reading is individual and silent.
According to Bamford (2002) extensive reading means learners
reading in their steps. They read silently in the book that they choose by
themselves. Extensive Reading is homework. So, it is done in the outside
classroom and students read in their own time.
8. Reading is its own reward.
Bamford (2002) said that extensive reading is not pursued by
understanding the questions. The aim is readers knowledge and like to
read. But, teacher still can ask students to summaries or discuss the story.
This is designed to give students experience in reading.
9. The teacher orients and guides the students
Kredatusova (n.d), said that “before starting an extensive reading
program, students have to be familiar with what it is, why they are doing
it, what benefits it will bring them and how are they going to proceed” (p.
11). Teachers can find out what and how much they read through the
students’ extensive reading diary. Based on this information, teachers can
encourage students to read as much and as widely as possible and give the
confidence to the students to read at a higher level (Day & Bamford,
2002).
7
10. The teacher is a role model of a learner
Maley (1999) says:
We need to realize how much influence we have on our students.
Students do not just (or even) learn the subject matter, we teach them;
they learn from their teachers. Teacher attitude, more than technical
expertise, is what they will recall when they leave us (p. 7).
The teacher can give example to students to read a novel in a class to give
students motivation to read more.
Based on Macalister (2010), Day and Bamford ten Basic principles of Extensive
Reading grouped into 4. There are determining the nature of the reading material
(principles 1 and 2), the nature of the reading (principles 5 and 8), the learner’s
behavior (principles 3 and 4) and the teacher behavior (principles 9 and 10).
From some previous studies, like Haider and Akhter (2012) and Asraf and
Ahmad (2003) on the implementation of extensive reading actually almost give
similar findings that the existing of the ten basic principles of extensive reading is
not always used. It can be seen from Haider and Akhter (2012) studies that the
learners cannot choose what they want to read because teachers control what
should be read by students. Therefore, in my research, I would like to know to
what extent the Day and Bamford ten basic principles of Extensive Reading
actually can be used in the ETEP of SWCU.
RESEARCH DESIGN
Context of the Study
The setting of the study was in ETEP of SWCU. It was located in the
8
small town of Salatiga, Central Java, Indonesia. Extensive Reading in ETEP is
one of the required subjects in the first semester. From Extensive Reading
syllabus of odd Semester 2013/2014, Day and Bamford (2002) ten basic
principles of Extensive Reading were used. This subject met for three hours every
meeting in a week. The Extensive Reading reading material was available in the
university library with a variety of levels and topics. The reason why the
researcher used ETEP of SWCU as the context of the study was because ETEP of
SWCU used Day and Bamford (2002) ten basic principles of Extensive reading as
their teaching guidelines. Beside that, ETEP of SWCU was where the researcher
study, so it could make the researcher easy to collect the data.
Participants
The participants of this study were 75 students who took Extensive
Reading in the First Semester of 2013/2014 ETEP of SWCU. All of the
participants were 2013 students that consists of 12 male and 63 female out of 100
possible students.
Instruments of Data Collection
The instrument of data collection was using questionnaire for all
respondents. A questionnaire was used to facilitate the researcher to search and
processing the data that used a lot of participants. The questionnaire, consist of
close and open ended questions. The used of close and open ended question in the
questionnaire is designed to obtain accuracies of the data and also to get in depth
9
information from each respondent because it was need their experiences from the
Extensive Reading class that they enroll. The questionnaire consists of 20
questions about the implementation of the basic principles of Extensive Reading
in ETEP of SWCU. Question numbers 1 - 3 address the first principle of
Extensive Reading. Questions numbers 4 - 6 address the second principle of
Extensive Reading. Question number 7 - 10 address the third principle of
Extensive Reading. Question numbers 8 - 9 address the fourth principle of
Extensive Reading. Question number 10 address the fifth principle of Extensive
Reading. Question numbers 11 - 12 address the sixth principle of Extensive
Reading. Question numbers 13 - 14 address the seventh principle of Extensive
Reading. Question numbers 15 - 18 address the eighth principle of Extensive
Reading. Question number 19 address the ninth principle of Extensive Reading,
and the last question, number 20 address the tenth principle of Extensive Reading.
Data Collection Procedures
To make sure all the question could be answered by the participants, the
researches done the piloting first. Here were some procedures of data collection:
1. The researcher looked for information about who took Extensive Reading
courses to the lecturer who teach Extensive Reading in odd Semester of
2013/2014 in ETEP of SWCU.
2. The researcher made an appointment to the respondents who are willing to
fill out the questionnaires for the piloting. The appointment was made with
asked the 20 participants personally. Piloting was used to know whether
the questionnaire could answer the research question.
10
3. Researcher met the 20 respondents and asked them to fill out the
questionnaires about the implementation of ten basic principles of
extensive reading based on Day and Bamford (2002) in ETEP of SWCU.
4. Researcher analyzes the question whether it can answered by the
respondents and can answer the research question. Because all the
questions can be answered by the participant and can answer the research
question, the researcher did not revise the questionnaire.
5. The researcher made an appointment to 75 respondents with the help of 2
lectures of Extensive Reading and for some students the researchers ask
the respondents personally. The 20 respondents who filled the
questionnaire for piloting were excluded.
6. Researcher met the some of the respondents in their Extensive Reading
class and the rest in the front of their class before their class started. The
researcher asked them to fill out the questionnaires about the
implementation of ten basic principles of extensive reading based on Day
and Bamford (2002) in ETEP of SWCU.
Data Analysis Procedures
The entire answers of 75 questionnaires from the ETEP of SWCU’s
student was combined. For open ended questions, the researcher divided it into
several categories. After that, the researcher made the percentage from both close
and open ended answer and to simplify the data display, the pie chart was used.
11
FINDINGS AND DISCUSSION
In this section, the results of the questionnaire that consist of close and
open ended questions were given. The questions were discussed in ten categories
based on the Day and Bamford ten basic principles of Extensive Reading (2002).
Where appropriate, a brief comment on the question was provided.
1. The reading material is easy.
To explore about the Day and Bamford first basic principle of Extensive
reading, three questions were provided. There was question number 1, 2 and
3.
Figure 1. Level of the book that first you read
0% 1% 2%
1
14%
2
3
51%
32%
4
5
6
Figure 1 shows, 51% of participants stated that level 3 of the extensive reading
book was the book that they first read in the beginning of the extensive
reading course. From the close-ended question, among 51% of the
participants, 93% of them stated that level three was easy to understand.
Based on Penguin Readers books, book level 3 contains around 1200
words and categorize as Pre-intermediate. Pre-Intermediate book for beginner
EFL university student was enough because the word of the book was not
12
simple but also not really difficult to understand.
Because level 3 was
categorized as easy, it is like what Fry (1991) suggests that beginning readers
do better with easier materials.
Figure 2. Increasing levels from beginning to the end of
the course
NO
4%
YES
96%
Figure 3. Reason for increasing levels from beginning to
the end of the course
IMPROVE READING SKILL
15%
7%
MEASURING READING ABILITY
11%
INCREASE VOCABULARY
8%
WANT TO KNOW THE STORY
ACCUSTOM
26%
22%
DEMAND
11%
OTHERS
As seen in figure 2, 96% of the participants stated that they increase their
level of book. Among 96% of the participants, 26% of them stated the
increasing level was because they want to increase their vocabulary
knowledge it could be seen in figure 3. Whereas, 22% of the participants
stated that reading has become their habit (accustomed) so they tried to
increase their book level. The result of this study was in line with Day and
13
Bamford (1998) quoted from Richards, Platt, and Platt (1992) that “extensive
reading is intended to develop good reading habits, to build up knowledge of
vocabulary and structure, and to encourage a liking for reading” (p. 193-194).
2. A variety of material on a wide range of topic is available.
Two questions were provided to explore to what extend a wide range of
materials was available based on the students' perception. There was question
number 5 and 6.
Figure 4. Books in the library may vary enough
NO
35%
YES
65%
From figure 4, 65% of the participants stated that the book in the library was
various enough. Whereas, the other 35% of the participants stated that the
library was not various enough.
14
Figure 5. Always get the topics that accordance with the
reading interest
NO
43%
YES
57%
From figure 5, 57.3% of the participants stated that they always got the topics
accordance with their reading interest. Although the other 43% participants
still did not always get their favorite topic to read, but it was also being big
evidence that the wide range of topic was available in the library because more
than a half of the participants got the topics that suitable with their reading
interest.
3. Learners choose what they want to read.
Two questions were made to explore how the extensive reading students
choose the reading, there were question number 7 and 10.
Figure 6. Choose the reading
3%
0%
OWN CHOOSING
LECTURE CHOOSING
FRIEND CHOOSING
97%
15
As seen in figure 6, 97% of participants stated that they choose what they
wanted to read by themselves. Only 3% of the participants who stated that
their teacher chose the reading for them.
The principle number 3 also suggests the learners to stop reading if they
found the reading was difficult. It was because students have an authority to
choose what they wanted to read.
Figure 7. Stop reading when it is difficult
YES
48%
52%
NO
Figure 8. Reason for stop reading when it is difficult
8% 8%
DEPENDENT ON THE GENRE
NOT INTERESTING
18%
25%
WASTING TIME
CONFUSING
33%
BORING
8%
OTHERS
However, from the figure 7 reveal that only 52% of the participants stated that
they stopped reading when they thought the reading was difficult. Among the
52% of the participants who said that they stopped reading when the reading
16
was difficult, as seen in figure 8, 33% of the them stated that they were
confused with the story. The other 25% of the participants stated that the
difficult reading made the reading become not interesting.
There were a big percentage of the participants who said that they keep
reading despite the reading material was difficult. 48% of the participants
stated that they were still reading the difficult material. Among 48% of the
participants who said that they kept reading despite the reading material was
difficult, from the figure 9, 60% of them stated that the difficult material was
challenging, so it made them kept reading despite the reading material was
difficult.
Figure 9. Reason for keep reading although difficult
5%
CHALLENGING
7%
INTERESTING
CURIOUS
26%
EARNED NEW VOCABULARY
60%
OTHERS
2%
Bamford (2002) said that the relationship of this principle is the student free
to stop reading when they find the reading is difficult or uninteresting.
4. Learners read as much as possible.
To explore whether learners could read as much as possible, question
number 8 was made.
17
Figure 10. The number of books read in a week
4%
8%
1-3 BOOKS
4-6 BOOKS
MORE THAN 6 BOOKS
88%
From figure 10, 88% of the participants stated that in a week they only read 13 books. Bamford (2002) there is no limit to the number of books that must be
read, but a book a week is enough. Actually the university students should
read more than 6 books in a week, so they read a book a day to make sure that
they read a lot of books. Although they read a minimum amount of the book,
but it is actually a good start for the participant to establish a reading habit.
5. Reading speed is usually faster rather than slower.
To explore whether the respondents reading speed were faster or slower,
three questions were made. One of the three questions was the same question
with the previous one that was question number 8 about how much book that
the participants read in a week.
18
Figure 11. Total time to read in a week
1%
8%
14%
LESS THAN AN HOUR
1-5 HOURS
5-10 HOURS
MORE THAN 10 HOURS
77%
From the figure 10, 88% of the participants stated that in a week they only
read 1-3 books. As seen in figure 11, to read 1 – 3 books in a week, 77% of the
participants stated that they needed 1 – 5 hours in a week. 1 – 5 hours to read 1
– 3 books that categorize as easy, proved that the participants read slower
rather than faster. Because 1 – 5 hours to read 1 – 3 books with 1200 words
for university students that take English as their major it could categorize that
they read slower. This finding also found by Asraf and Ahmad (2003) that
conducted a study in three classes of rural schools in Malaysia, they found that
the learners’ speed of reading was very slow.
Figure 12. Taking into every detail story
39%
YES
NO
61%
19
They read slowly was probably because the participants tend to take into
the detail story. As seen in figure 12, it was proved by 61% of the participants
who stated that they were taking into the detail of the story. Whereas, Bamford
(2002) in addition to make students more fluent reading, it also encourages
students to not use a dictionary when they find difficult words. Extensive
reading provides an opportunity for students to keep reading, guess or ignore
difficult words that they do not know and understand the reading in general.
6. The purpose of reading is usually related to pleasure, information and general
understanding.
Question number 11 and 12 were made to explore about whether the
purpose of reading was related to pleasure, information and general
understanding.
Figure 13. Extensive reading book is pleasing
19%
YES
NO
81%
From figure 13, 81% of the respondents stated that they were pleased to read
extensive reading books.
20
Figure 14. Reason for extensive reading book is pleasing
PLEASING
14%
10%
INTERESTING
LIKE TO READ
22%
33%
CURIOUS
DEPENDENT ON THE STORY
5%
16%
OTHERS
Among 81% of the participants who said that they were enjoying to read
extensive reading book, as seen in figure 14, 33% of them stated that
extensive reading book was interesting. Another purpose of extensive reading
beside for pleasure was for information and general understanding. 61% of
the participants stated that they were taking into the detail of the story.
Whereas, Bamford (2002) stated that extensive reading was only for general
understanding.
7. Reading is individual and silent.
Question number 13 and 14 that the respondents should answer was used
to explore about whether the participants read individual and silent. Those
were when their reading time and where their favorite place to read.
21
1%
1%
Figure 15. Reading time
2%
5%
EVERYDAY
NIGHT
23%
MORNING
1%
11%
WEEKEND
SPARE TIME
56%
MOOD
ASSIGNMENT
Based on figure 15, around Fifty six participants (56%) stated that they were
reading in their spare time. The other 23% of the participants stated that they
read at night before they slept.
Figure 16. Have a favorite reading place
NO
25%
YES
75%
Figure 17. Favorite place to read
2%
7%
6%
BEDROOM
QUIET PLACE
LIBRARY
85%
22
LIVING ROOM
From figure 16, 75% of the participants stated that they had a favorite
place to read. Their favorite place to read was their bedroom; it was stated by
85% of participants in figure 17. They read in their bedroom before they sleep
indicate that they read individually because the bedroom was a private place
for some people. All of the participants also choose place for reading that
quietly like the bedroom and the library because they wanted to read silently.
8. Reading is its own reward
Question number 18 was provided to analyze about reading was its own
reward. As seen in figure 18, among 50% of the participant stated that they
were increasing their vocabulary knowledge after they enroll the extensive
reading class. Besides the increasing of vocabulary, their speaking and writing
skill were also increasing. The increasing speaking ability was stated by 12%
of the participants and among 9% of the participants stated that their writing
skill was increasing.
Figure 18. Experiences about the increasing skills
GRAMMAR
11% 6%
VOCAB
8%
SPEAKING
4%
WRITING
9%
50%
12%
READING INTEREST
ABILITY IMPROVED
OTHERS
This finding was in line with Maley (2002) statement that the reward or
benefit of extensive reading helps develop general world knowledge, keep up
23
vocabulary growth and helps improve writing.
9. The teacher orients and guides the students
Question number 19 was made to explore whether their teacher guides the
students. As seen in figure 19, 63% of the participants stated that their teacher
helped them to find the reading material.
Figure 19. Lecture guide the student to find the reading
37%
YES
NO
63%
The teacher helped students find the reading topics that suitable with their
reading interest not choose the reading that should be read. Teachers should
guide the students from beginning to the end of the course. Kredatusova (n.d)
stated:
Before starting an extensive reading program, students have to be
familiar with what it is, why they are doing it, what benefits it will
bring them and how are they going to proceed. Teachers can keep
track of what and how much each student reads, and their students'
reactions to what was read (p. 11).
10. The teacher is a role model of a learner
To explore about whether teacher became a role model of the learner, the
questionnaire provides one question that was lecture given example to read
novel in class. As seen in figure 20, it revealed that 71% of the participants
stated that the lecture gave them example to read extensive reading material in
24
class.
Figure 20. Lecture give example to read extensive reading
material in class
29%
YES
NO
71%
By giving an example to read in class, students would be encouraged to read
extensive reading book. Maley (1999) said that:
Teacher needs to realize how much influence they have on their
students. Students do not just (or even) learn the subject matter teacher
teach them; they learn from their teachers. Teacher attitude, more than
technical expertise, is what they will recall when they leave the teacher
(p. 7).
To make easier, this discussion used Macalister (2010) grouping for Day and
Bamford ten basic principles of extensive reading. They are determining the
nature of the reading material (1 and 2), the nature of the reading (5 – 8), the
learner's behavior (3 and 4) and the teacher behavior (9 and 10).
A. The Nature of the Reading Material
1. The reading material is easy.
Extensive reading suggests the learners to read the reading material
that's easy to understand. Even Hu and Nation (2000) suggested that
students should know at least 98% of the words in the text to understand
the reading without assistance. This study proves that the learners tend to
find reading materials that easy to understand for better understanding.
25
Learners tend to read the book based on the level of the book that they
think was easy to understand. They chose book level three as the book
that's easy for them. However, as the university student who take English
as their major, level three was not enough for them because level three
categorized as pre-intermediate and only consist of around 1200 words.
How could university students who took English as their major thought
that read more than 1200 words is difficult?
2. A variety of material of a wide range of topic is available.
Extensive reading also suggest about the variety of material on a
wide range of topic should available. Bamford (2002) stated that the
success of extensive reading depends on what students’ interest in reading.
To encourage learner interest in reading, the wide range of reading
materials such as books with various genres, magazines, and newspapers
should be available. Based on this study reveal that the various topics of
the book available in the university library. They (57% of the participants)
also always got the topics of the reading that suits with their reading
interest. On the other hand the 43% of the participants who did not always
get the topics that accordance with their reading interest will thought that
in the library the material was not various enough.
B. The Nature of the Reading
1. Reading speed is usually faster rather than slower
Day and Bamford (2002) stated that extensive reading should read
faster. But in fact, extensive reading learners still read slower because they
26
tend to open dictionary to find the words that they did not know. It was
shown from this study and study that conducted by Asraf and Ahmad
(2003) in three classes of rural schools in Malaysia.
2. The purpose of reading is usually related to pleasure, information and
general understanding.
Day and Bamford (2002) stated reading aim is for pleasure,
informational and general understanding. Haider and Akhter (2012) found
out only 21% of their participants said that they got pleasure while they
read. The result was different with this study result, because 81% of the
participants stated that they enjoyed reading the extensive reading book.
However, 61% of the participants still taking into the detail story so, they
were not reading for general understanding.
3. Reading is individual and silent.
Bamford (2002) stated that Extensive Reading means reading in
learner steps. The result of this study proves that learners read individually
and silently. It was shown from 85% of the participants choose their own
bedroom as their favorite place to read extensive reading book.
4. Reading is its own reward.
From this study, revealed that 50% of the participant increase their
vocabulary after they enroll the Extensive Reading course. However, not
only the vocabulary that increase, but the other skills like writing and
speaking increasing as well.
27
C. The Learners Behavior
1. Learners choose what they want to read.
In this study reveal that learners tend to read the minimum quantity
of the book a week. They just read 1- 3 books in a week, although
Bamford (2002) said a week a book is enough to improve reading habit.
But, it was still lacking for the university student, as the university student
who take the extensive reading course they should at least read a book a
day to make sure they read a lot. Actually, this problem happened because
students had an authority to choose and how much book they wanted to
read.
2. Learners read as much as possible.
Besides the authority about how much book that they wanted to
read a week, students also had an authority to choose the reading that they
wanted to read. However, Haider and Akhter (2002) research revealed that
100% of teachers said, they chose the story to the students and the students
did not have the authority to choose the readings they read. But, in this
study learners were free to choose the reading that they wanted to read,
although they were read in the minimum amount of book in a week.
D. Teacher’s behavior
1. The teacher orients and guides the students.
Although Extensive Reading wanted to make students independent
without teacher help, but the teacher’s role here still important to guide the
students success in Extensive Reading. The teacher should be guiding the
28
students to choose reading that suit with the learner’s interest. It was
shown from more than a half of the participants in this study stated that
their teacher guided them to choose the reading that suitable with their
reading interest.
2. The teacher is a role model of a learner.
Maley (1999) said, "We need to realize how much influence we
had on our students” (p. 7). The teacher should guide and give example to
the students by being a role model for the students to get a better result.
This study was in line with what Maley said, because it was revealed that
their teacher gave the participant example to read a novel or reading in
class to encourage them to read a lot.
CONCLUSION
The aim of this research was to determine to what extent the use of Day
and Bamford ten Basic Principles of Extensive Reading in ETEP of SWCU. To
make it easier to know to what extent they used of Day and Bamford ten basic
principles of Extensive Reading in ETEP of SWCU, Macalister (2010) grouped
Day and Bamford ten basic principles of extensive reading into four groups. There
were the nature of the reading material, the nature of the reading, the learner’s
behavior and the teacher behavior. To analyze about the nature of reading
material, Day and Bamford ten basic principles of extensive reading number 1 and
2 were used. In ETEP of SWCU, the nature of reading material could be
implemented, because students tend to find the easiest materials to read and the
29
variety of of material on a wide range of topics were available.
Day and Bamford ten basic principle number 5 – 8 were used to analyze
about the nature of the reading. Because students were reading slower rather than
faster and they were reading not for general understanding, only two from 4 basic
principles that could be implemented. Students still influences with intensive
reading that students need to took into detail story. The other two principles could
implement because students were still reading individually and silently. Students’
vocabulary also increasing after they enroll an extensive reading class, this could
be a prove that reading was its own reward.
To analyze about the learner behavior, Day and Bamford ten basic
principles of Extensive Reading number 3 and 4 were used. From this study
revealed that the students could choose the reading by themselves, the teacher did
not have an authority to choose the reading for the students. But, students tended
to read the minimum amount of books to read in a week. They read only 1 – 3
books in a week, despite reading as much as possible.
The last was about the teacher’s behavior. To analyze about the teacher
behavior, Day and Bamford ten basic principle number 9 and 10 were used. It was
revealing the both basic principles were implemented in ETEP of SWCU. This
was shown from teacher guide the students to find topics that suitable with
students’ reading interest and teachers gave an example to read novel in front of
the class as a role model.
From overall results of the study, we might conclude that not all Day and
Bamford ten basic principles of Extensive Reading could be implemented in
30
ETEP of SWCU. Only seven from the ten basic principles of Extensive Reading
by Day and Bamford (2002) that could implement. Hence, the result of this study
could help the Extensive Reading teacher to evaluate the use of Day and Bamford
ten basic principles of Extensive Reading in the Extensive Reading course.
As mentioned earlier, to investigate whether the Day and Bamford ten
basic principles could be implemented in ETEP of SWCU, the questionnaire that
included close and open ended question was used. Because of the time limitation,
the researcher only used one methodology. In order to get more data, in the next
study, the researcher should know more about the teacher’s role in the Extensive
Reading course. For the future study, the researcher hopes another methodology
such as class observation and interview are used. Also, the researcher believes that
the other methodologies help researcher to get more data to be analyzed.
For the teachers, they should try to more guiding the students in Extensive
Reading. Although Day and Bamford ten basic principles of Extensive Reading
foster learner autonomy, but the role of the teacher is very important. Perhaps not
all students are familiar to the learner autonomy. So, they probably cannot use the
freedom effectively.
31
REFERENCES:
Asraf. R.M & Ahmad. I. S. (2003). Promoting english language development and
the reading habit among students in rural school habit among students
through the guided extensive reading program. Reading in a foreign
language,
15(2).
Retrieved
from
http://www.nflrc.hawaii.edu/rfl/October2003/mohdasraf/mohdasraf.htm
Bamford, J, & Day. R. R. (2004). Extensive reading activities for teaching
language, Cambridge University Press.
Bell, T. (2001). Extensive reading: Speed and comprehension. The reading matrix,
1(1). Retrieved from www.readingmatrix.com/articles/bell/
Brown, D.S (1989). A world of books: An annotated reading list for ESL/EFL
students (2nd ed). Washington, DC: Teachers of English to Speakers of
other Languages.
Day, R. R & Bamford. J. (1998). Extensive reading in the second language
classroom. Cambridge University Press.
Day, R. R. & Bamford, J. (2002). Top ten principles for teaching extensive
reading. Reading in a foreign language, 14(2). Retrieved from
http://nflrc.hawaii.edu/rfl/October2002/day/day.html
Fry, E. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), Ten best ideas
for reading teachers (pp. 6-16). Menlo Park, Calif.: Addison-Wesley.
Haider, M. Z & Akhter, E. (2012). Extensive reading in EFL classroom at
secondary school in Bangladesh: Current practices and future
possibilities. International Educational Studies. retrieved From
www.ccsenet.org/journal/index.php/ies/article/download/9853/11510
Henry, J. (1995). If not now: Developmental readers in the college classroom.
Portsmouth, NH: Boynton/Cook, Heinemann
Hitosugi. C. I & Day. R. R. (2004). Extensive reading in Japanese. University of
Hawai’i. Reading in a foreign language, 16(1). Retrieved from
http://nflrc.hawaii.edu/rfl/April2004/hitosugi/hitosugi.html
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading
comprehension. Reading in a Foreign Language, 13(1), 403-430.
Jared. T & John. P. (2014). 7 Mistakes about extensive reading. Mandarin
Companion. Retrieved from http://mandarincompanion.com/blog/7mistakes-about-extensive-reading/
32
Kredatusova, M. (n.d.). The Benefits of extensive reading in EFL. Masaryk
University. Retreived from
http://is.muni.cz/th/152953/pedf_b/bakalarska_prace.pdf
Little, D. (1991). Learner Autonomy 1: Definitions, issues and problems. Dublin:
Authentik.
Macalister. J (2010). Investigating teacher attitudes to extensive reading practices
in Honger education: Why isn’t everyone doing it?. RELC Journal.
Retrieved from http://rel.sagepub.com/content/41/1/59
MacLeod,
M.
(n.d).
Types
of
reading.
Retrieved
from
http://fis.ucalgary.ca/Brian/611/readingtype.html#intensivereading
Maley, A. (1999). Surviving the 20th century. English Teaching Professional, 10,
3-7
Maley. A. (2009). Extensive reading: why it is good for our students… and for us.
British
Council.
Retrieved
from
https://www.teachingenglish.org.uk/article/extensive-reding-why-itgood-our-students%E2%80%A6-us
Nuttall. C. (1982). Teaching reading skills in a foreign language. Oxford:
Heinemann.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.).
Oxford: Heinemann.
Prowse, P. (2002). Top ten principles for teaching extensive reading: A response.
Reading
in
foreign
language,
14(2).
Retreived
from
http://nflrc.hawaii.edu/rfl/october2002/discussion/prowse.html
Su-Su.H. (2011). Extensive Reading For Undergraduate EFL Learners:
Multimodal text Vs. Linear text. Washington State University.
Williams, R. (1986). "Top ten" principles for teaching reading. ELT Journal,
40(1), 42-45.
33
ACKNOWLEDGEMENT
This thesis would not have been accomplished without supports from
many people. Firstly, I thank to Allah. He blessed me with health and energy to
struggle to do my best. Thank you Ibu Anita Kurniawati, M. Hum my supervisor
for her patience, guidance and assistance, my examiner Ibu Anne I. Timotius,
M.Ed for her kindness.
I should thank to my parents, my brothers and my sister for their support
and patient. I would also like to thank to all the participants for my thesis for their
time and helpfulness. I wish to thank to all my friends, Ika, Ekky, Dicta, Desi,
Jojo, Lintar and those whose name I could not mention, thank you for the support,
friendship, laughter, and kindness.
Finally, I am grateful to ETEP of SWCU and all the lectures for their
knowledge. I will miss the moment that I have spent during my study.
Thank you.
Aninda Mawar Intanuari
34
BASIC PRINCIPLES OF EXTENSIVE READING FROM
STUDENTS’ PERSPECTIVE
Aninda Mawar Intanuari
ABSTRACT
Extensive reading is a course when students should read large quantities of
materials for general understanding. Based on Day and Bamford (2002) extensive
reading has ten basic principles that can foster learner autonomy. This quantitative
study reported on questionnaire conducted with 75 students of English Teacher
Education Program (ETEP) of Satya Wacana Christian University (SWCU). The
participants are 2013 students who took Extensive Reading in the odd Semester of
2013/2014. This study attempt to figure out whether the Day and Bamford ten
basic principles of Extensive Reading (2002) was implemented by ETEP students
of SWCU. The data show that not all the ten basic principles could have been
implemented in ETEP of SWCU. The finding indicates that only seven from ten
basic principles was implemented in ETEP of SWCU, there are the reading
material is easy, a variety of material of a wide range of topic is available, learners
choose what they want to read, reading is individual and silent, reading is its own
reward, the teacher orients and guides the students and the teacher is a role model
of a learner.
KEY WORDS: Extensive reading, Day and Bamford ten basic principles of
Extensive Reading
INTRODUCTION
Reading is generally divided into two different natures; there are intensive
and extensive readings. Brown (1989) explains that intensive reading is more
emphasis on reading details such as grammar and aims to literacy understanding.
MacLeod (n.d) stated that the nature of Intensive Reading is learner focus on
1
grammatical details of a reading, students focus on basic details, text is read
laboriously, and usually classroom based. Whereas, based on Bamford (2004)
Extensive Reading is a course that requires students to read a lot of text or a long
text for global understanding, the goal is to make student enjoy to read. So, if
Intensive Reading is emphasized more on linguistic capabilities, Extensive
Reading is emphasized more in how to embed an interest in reading to the
students.
This study will focus on the Extensive Reading course. Based on Julian
Bamford and Richard R. Day (2002) who are the author of the book Extensive
Reading in Second Language Classroom (Cambridge University Press), extensive
reading has ten basic principles. Day and Bamford ten basic principles can
succeed extensive reading program and is believed to encourage student learning
autonomy. Learner autonomy is a person’s ability to learn in a more selfgoverning behavior and also prepared to learn in a more self-governing method
(Holec, 1981; Little, 1991). That explanation in line with the findings of Su-Su
Hung (2011) study that Day and Bamford ten basic principles of extensive reading
describes the learner independence. It means that students have an authority in
their study. Although students have an authority, but still teacher should guide the
students so that the students can success in extensive reading.
Day and Bamford ten basic principles of Extensive Reading suggest the
students read the easier material. However, Turner and John (2014) in their study
found that there are some students who said, if they want to learn, they should
learn more difficult material rather than the easier material. Besides that, EFL
2
students also have difficulties in understanding the reading they read, they read
more slowly than they read in their first language. Chang (2010) quote from
Coady (1979) found that this problem arises because students often struggled to
read word by word and look up the meaning in every word.
Because of these problems, this study aims to find out the extent of Day
and Bamford ten Basic Principles of Extensive Reading in ETEP of SWCU. This
study is necessary to determine to what extent the use of Day and Bamford ten
basic principles of Extensive Reading in ETEP of SWCU. As well, this study can
also answer the research question about to what extent Day and Bamford ten basic
principles of Extensive Reading could be implemented by the students of ETEP of
SWCU. The findings of this study are expected to help teachers think, reflect and
evaluate about the Day and Bamford ten basic principles of Extensive Reading to
teach Extensive Reading.
DAY AND BAMFORD TEN BASIC PRINCIPLES OF EXTENSIVE
READING
Based on Julian Bamford and Richard R. Day (2002), extensive reading
has ten basic principles there are:
1. The reading material is easy.
Day and Bamford (2004) stated that the reading material is easy is
the success key of extensive reading. The reading material of Extensive
Reading should be no unfamiliar words and grammar for the students.
Prowse (2002) stated that when reading is easy and enjoyable, the
3
language learning advantages increase with the number of read. So, the
aim of reading material is easy based on Prowse (2002) is to make
students read as much as possible.
Haider and Akhter (2012) conducted a study with 100 teachers as
the participant in Dhaka city and the surrounding area in Bangladesh. To
collect the data, they used a questionnaire and the respondents were
selected on a purposively-random basis. They found that 26% participants
believe that their students fear reading in English. They are afraid because
they think reading in English is very difficult to understand and the
vocabulary is very difficult. Hu and Nation (2000) suggested that students
should know at least 98% of the words in the text to understand the
reading without assistance. Fry (1991) also found in his research that
“beginning readers do better with easier materials” (p. 8). They read in the
secure area, so they are involved in reading. Hitosugi and Day (2004)
stated that read easy material helped them to learn effectively. Students
know that they are able to read a foreign language, and a growing number
of books read, they will see themselves as readers of the target language.
There are 6 levels of difficulty of the extensive reading book that's
available in SWCU. Based on Penguin Readers book, the difficulty of the
level is based on the total of the words that used. In every level also have
each category that describes the difficulty of the book such as beginner,
elementary,
pre-intermediate,
intermediate,
advance.
4
upper-intermediate
and
2. A variety of material of a wide range of topic is available.
Day and Bamford (2002) stated that the achievement of Extensive
Reading count on what students’ reading enthusiasm. To boost learner
reading enthusiasm, the wide range of reading materials such as books
with various genres, magazines, and newspapers should be available. In
addition, a difference of materials also can boost a flexible approach of
reading. Because students are encouraged to read with various reasons and
methods.
3. Learners choose what they want to read.
Bamford (2002) said that the relationship to this principle is
students are free to choose reading, but still encouraged by the teacher,
stop reading when finds difficult or uninteresting reading. Bamford
statement proves that extensive reading uphold learner autonomy. It means
that learners have the authority to choose the reading that they want to
read. However, Haider and Akhter (2012) in their study revealed that
100% of teachers choose the story for the students and the students do not
have the authority to choose the readings they read.
4. Learners read as much as possible.
The main element in learning to read is the number of books that
read. Hitosugi and Day (2004) stated that the more you read, the more the
benefits. As Bamford (2002) said:
There is no upper limit to the amount of reading that can be
done, but a book a week is probably the minimum amount of
reading necessary to achieve the benefits of extensive reading
and to establish a reading habit (p. 138).
5
It is a reasonable target for students at all levels, because books that
written for beginners are very short.
5. Reading speed is usually faster rather than slower.
Bell (2001) stated that reading speed aim on the increasing
methods to assist learners to read faster. Extensive reading suggests the
learners to read faster rather than slower. However, Asraf and Ahmad
(2003) conducted a study in three classes of rural schools in Malaysia
found that the learners speed of reading was very slow. According to
Bamford (2002) in addition to make students more eloquent in reading, it
also encourages students to not use a dictionary when they find difficult
words. Extensive reading provides an opportunity for students to keep
reading, predict or avoid difficult words that they do not know and
understand the reading in general.
6. The purpose of reading is usually related to pleasure, information and
general understanding.
According to Kredatusova (n.d) from Masaryk University:
In spite of intensive reading, which requires detailed
understanding, extensive reading encourages reading for pleasure
and information. The aim of reading is not hundred percent
comprehensions; to meet the purpose of reading sufficient
understanding is satisfactory” (p. 11).
So, the main purpose of the reading based on Kredatusova is to find the
pleasure of reading.
However, Haider and Akhter (2012) found out that 79% teachers
report that the students read the books on extensive reading only to pass
the examination while 21% say that the students also get pleasure while
6
they read. This finding is less satisfactory since only a small percentage of
students who get pleasure from extensive reading and mostly just read to
be able to pass the course.
7. Reading is individual and silent.
According to Bamford (2002) extensive reading means learners
reading in their steps. They read silently in the book that they choose by
themselves. Extensive Reading is homework. So, it is done in the outside
classroom and students read in their own time.
8. Reading is its own reward.
Bamford (2002) said that extensive reading is not pursued by
understanding the questions. The aim is readers knowledge and like to
read. But, teacher still can ask students to summaries or discuss the story.
This is designed to give students experience in reading.
9. The teacher orients and guides the students
Kredatusova (n.d), said that “before starting an extensive reading
program, students have to be familiar with what it is, why they are doing
it, what benefits it will bring them and how are they going to proceed” (p.
11). Teachers can find out what and how much they read through the
students’ extensive reading diary. Based on this information, teachers can
encourage students to read as much and as widely as possible and give the
confidence to the students to read at a higher level (Day & Bamford,
2002).
7
10. The teacher is a role model of a learner
Maley (1999) says:
We need to realize how much influence we have on our students.
Students do not just (or even) learn the subject matter, we teach them;
they learn from their teachers. Teacher attitude, more than technical
expertise, is what they will recall when they leave us (p. 7).
The teacher can give example to students to read a novel in a class to give
students motivation to read more.
Based on Macalister (2010), Day and Bamford ten Basic principles of Extensive
Reading grouped into 4. There are determining the nature of the reading material
(principles 1 and 2), the nature of the reading (principles 5 and 8), the learner’s
behavior (principles 3 and 4) and the teacher behavior (principles 9 and 10).
From some previous studies, like Haider and Akhter (2012) and Asraf and
Ahmad (2003) on the implementation of extensive reading actually almost give
similar findings that the existing of the ten basic principles of extensive reading is
not always used. It can be seen from Haider and Akhter (2012) studies that the
learners cannot choose what they want to read because teachers control what
should be read by students. Therefore, in my research, I would like to know to
what extent the Day and Bamford ten basic principles of Extensive Reading
actually can be used in the ETEP of SWCU.
RESEARCH DESIGN
Context of the Study
The setting of the study was in ETEP of SWCU. It was located in the
8
small town of Salatiga, Central Java, Indonesia. Extensive Reading in ETEP is
one of the required subjects in the first semester. From Extensive Reading
syllabus of odd Semester 2013/2014, Day and Bamford (2002) ten basic
principles of Extensive Reading were used. This subject met for three hours every
meeting in a week. The Extensive Reading reading material was available in the
university library with a variety of levels and topics. The reason why the
researcher used ETEP of SWCU as the context of the study was because ETEP of
SWCU used Day and Bamford (2002) ten basic principles of Extensive reading as
their teaching guidelines. Beside that, ETEP of SWCU was where the researcher
study, so it could make the researcher easy to collect the data.
Participants
The participants of this study were 75 students who took Extensive
Reading in the First Semester of 2013/2014 ETEP of SWCU. All of the
participants were 2013 students that consists of 12 male and 63 female out of 100
possible students.
Instruments of Data Collection
The instrument of data collection was using questionnaire for all
respondents. A questionnaire was used to facilitate the researcher to search and
processing the data that used a lot of participants. The questionnaire, consist of
close and open ended questions. The used of close and open ended question in the
questionnaire is designed to obtain accuracies of the data and also to get in depth
9
information from each respondent because it was need their experiences from the
Extensive Reading class that they enroll. The questionnaire consists of 20
questions about the implementation of the basic principles of Extensive Reading
in ETEP of SWCU. Question numbers 1 - 3 address the first principle of
Extensive Reading. Questions numbers 4 - 6 address the second principle of
Extensive Reading. Question number 7 - 10 address the third principle of
Extensive Reading. Question numbers 8 - 9 address the fourth principle of
Extensive Reading. Question number 10 address the fifth principle of Extensive
Reading. Question numbers 11 - 12 address the sixth principle of Extensive
Reading. Question numbers 13 - 14 address the seventh principle of Extensive
Reading. Question numbers 15 - 18 address the eighth principle of Extensive
Reading. Question number 19 address the ninth principle of Extensive Reading,
and the last question, number 20 address the tenth principle of Extensive Reading.
Data Collection Procedures
To make sure all the question could be answered by the participants, the
researches done the piloting first. Here were some procedures of data collection:
1. The researcher looked for information about who took Extensive Reading
courses to the lecturer who teach Extensive Reading in odd Semester of
2013/2014 in ETEP of SWCU.
2. The researcher made an appointment to the respondents who are willing to
fill out the questionnaires for the piloting. The appointment was made with
asked the 20 participants personally. Piloting was used to know whether
the questionnaire could answer the research question.
10
3. Researcher met the 20 respondents and asked them to fill out the
questionnaires about the implementation of ten basic principles of
extensive reading based on Day and Bamford (2002) in ETEP of SWCU.
4. Researcher analyzes the question whether it can answered by the
respondents and can answer the research question. Because all the
questions can be answered by the participant and can answer the research
question, the researcher did not revise the questionnaire.
5. The researcher made an appointment to 75 respondents with the help of 2
lectures of Extensive Reading and for some students the researchers ask
the respondents personally. The 20 respondents who filled the
questionnaire for piloting were excluded.
6. Researcher met the some of the respondents in their Extensive Reading
class and the rest in the front of their class before their class started. The
researcher asked them to fill out the questionnaires about the
implementation of ten basic principles of extensive reading based on Day
and Bamford (2002) in ETEP of SWCU.
Data Analysis Procedures
The entire answers of 75 questionnaires from the ETEP of SWCU’s
student was combined. For open ended questions, the researcher divided it into
several categories. After that, the researcher made the percentage from both close
and open ended answer and to simplify the data display, the pie chart was used.
11
FINDINGS AND DISCUSSION
In this section, the results of the questionnaire that consist of close and
open ended questions were given. The questions were discussed in ten categories
based on the Day and Bamford ten basic principles of Extensive Reading (2002).
Where appropriate, a brief comment on the question was provided.
1. The reading material is easy.
To explore about the Day and Bamford first basic principle of Extensive
reading, three questions were provided. There was question number 1, 2 and
3.
Figure 1. Level of the book that first you read
0% 1% 2%
1
14%
2
3
51%
32%
4
5
6
Figure 1 shows, 51% of participants stated that level 3 of the extensive reading
book was the book that they first read in the beginning of the extensive
reading course. From the close-ended question, among 51% of the
participants, 93% of them stated that level three was easy to understand.
Based on Penguin Readers books, book level 3 contains around 1200
words and categorize as Pre-intermediate. Pre-Intermediate book for beginner
EFL university student was enough because the word of the book was not
12
simple but also not really difficult to understand.
Because level 3 was
categorized as easy, it is like what Fry (1991) suggests that beginning readers
do better with easier materials.
Figure 2. Increasing levels from beginning to the end of
the course
NO
4%
YES
96%
Figure 3. Reason for increasing levels from beginning to
the end of the course
IMPROVE READING SKILL
15%
7%
MEASURING READING ABILITY
11%
INCREASE VOCABULARY
8%
WANT TO KNOW THE STORY
ACCUSTOM
26%
22%
DEMAND
11%
OTHERS
As seen in figure 2, 96% of the participants stated that they increase their
level of book. Among 96% of the participants, 26% of them stated the
increasing level was because they want to increase their vocabulary
knowledge it could be seen in figure 3. Whereas, 22% of the participants
stated that reading has become their habit (accustomed) so they tried to
increase their book level. The result of this study was in line with Day and
13
Bamford (1998) quoted from Richards, Platt, and Platt (1992) that “extensive
reading is intended to develop good reading habits, to build up knowledge of
vocabulary and structure, and to encourage a liking for reading” (p. 193-194).
2. A variety of material on a wide range of topic is available.
Two questions were provided to explore to what extend a wide range of
materials was available based on the students' perception. There was question
number 5 and 6.
Figure 4. Books in the library may vary enough
NO
35%
YES
65%
From figure 4, 65% of the participants stated that the book in the library was
various enough. Whereas, the other 35% of the participants stated that the
library was not various enough.
14
Figure 5. Always get the topics that accordance with the
reading interest
NO
43%
YES
57%
From figure 5, 57.3% of the participants stated that they always got the topics
accordance with their reading interest. Although the other 43% participants
still did not always get their favorite topic to read, but it was also being big
evidence that the wide range of topic was available in the library because more
than a half of the participants got the topics that suitable with their reading
interest.
3. Learners choose what they want to read.
Two questions were made to explore how the extensive reading students
choose the reading, there were question number 7 and 10.
Figure 6. Choose the reading
3%
0%
OWN CHOOSING
LECTURE CHOOSING
FRIEND CHOOSING
97%
15
As seen in figure 6, 97% of participants stated that they choose what they
wanted to read by themselves. Only 3% of the participants who stated that
their teacher chose the reading for them.
The principle number 3 also suggests the learners to stop reading if they
found the reading was difficult. It was because students have an authority to
choose what they wanted to read.
Figure 7. Stop reading when it is difficult
YES
48%
52%
NO
Figure 8. Reason for stop reading when it is difficult
8% 8%
DEPENDENT ON THE GENRE
NOT INTERESTING
18%
25%
WASTING TIME
CONFUSING
33%
BORING
8%
OTHERS
However, from the figure 7 reveal that only 52% of the participants stated that
they stopped reading when they thought the reading was difficult. Among the
52% of the participants who said that they stopped reading when the reading
16
was difficult, as seen in figure 8, 33% of the them stated that they were
confused with the story. The other 25% of the participants stated that the
difficult reading made the reading become not interesting.
There were a big percentage of the participants who said that they keep
reading despite the reading material was difficult. 48% of the participants
stated that they were still reading the difficult material. Among 48% of the
participants who said that they kept reading despite the reading material was
difficult, from the figure 9, 60% of them stated that the difficult material was
challenging, so it made them kept reading despite the reading material was
difficult.
Figure 9. Reason for keep reading although difficult
5%
CHALLENGING
7%
INTERESTING
CURIOUS
26%
EARNED NEW VOCABULARY
60%
OTHERS
2%
Bamford (2002) said that the relationship of this principle is the student free
to stop reading when they find the reading is difficult or uninteresting.
4. Learners read as much as possible.
To explore whether learners could read as much as possible, question
number 8 was made.
17
Figure 10. The number of books read in a week
4%
8%
1-3 BOOKS
4-6 BOOKS
MORE THAN 6 BOOKS
88%
From figure 10, 88% of the participants stated that in a week they only read 13 books. Bamford (2002) there is no limit to the number of books that must be
read, but a book a week is enough. Actually the university students should
read more than 6 books in a week, so they read a book a day to make sure that
they read a lot of books. Although they read a minimum amount of the book,
but it is actually a good start for the participant to establish a reading habit.
5. Reading speed is usually faster rather than slower.
To explore whether the respondents reading speed were faster or slower,
three questions were made. One of the three questions was the same question
with the previous one that was question number 8 about how much book that
the participants read in a week.
18
Figure 11. Total time to read in a week
1%
8%
14%
LESS THAN AN HOUR
1-5 HOURS
5-10 HOURS
MORE THAN 10 HOURS
77%
From the figure 10, 88% of the participants stated that in a week they only
read 1-3 books. As seen in figure 11, to read 1 – 3 books in a week, 77% of the
participants stated that they needed 1 – 5 hours in a week. 1 – 5 hours to read 1
– 3 books that categorize as easy, proved that the participants read slower
rather than faster. Because 1 – 5 hours to read 1 – 3 books with 1200 words
for university students that take English as their major it could categorize that
they read slower. This finding also found by Asraf and Ahmad (2003) that
conducted a study in three classes of rural schools in Malaysia, they found that
the learners’ speed of reading was very slow.
Figure 12. Taking into every detail story
39%
YES
NO
61%
19
They read slowly was probably because the participants tend to take into
the detail story. As seen in figure 12, it was proved by 61% of the participants
who stated that they were taking into the detail of the story. Whereas, Bamford
(2002) in addition to make students more fluent reading, it also encourages
students to not use a dictionary when they find difficult words. Extensive
reading provides an opportunity for students to keep reading, guess or ignore
difficult words that they do not know and understand the reading in general.
6. The purpose of reading is usually related to pleasure, information and general
understanding.
Question number 11 and 12 were made to explore about whether the
purpose of reading was related to pleasure, information and general
understanding.
Figure 13. Extensive reading book is pleasing
19%
YES
NO
81%
From figure 13, 81% of the respondents stated that they were pleased to read
extensive reading books.
20
Figure 14. Reason for extensive reading book is pleasing
PLEASING
14%
10%
INTERESTING
LIKE TO READ
22%
33%
CURIOUS
DEPENDENT ON THE STORY
5%
16%
OTHERS
Among 81% of the participants who said that they were enjoying to read
extensive reading book, as seen in figure 14, 33% of them stated that
extensive reading book was interesting. Another purpose of extensive reading
beside for pleasure was for information and general understanding. 61% of
the participants stated that they were taking into the detail of the story.
Whereas, Bamford (2002) stated that extensive reading was only for general
understanding.
7. Reading is individual and silent.
Question number 13 and 14 that the respondents should answer was used
to explore about whether the participants read individual and silent. Those
were when their reading time and where their favorite place to read.
21
1%
1%
Figure 15. Reading time
2%
5%
EVERYDAY
NIGHT
23%
MORNING
1%
11%
WEEKEND
SPARE TIME
56%
MOOD
ASSIGNMENT
Based on figure 15, around Fifty six participants (56%) stated that they were
reading in their spare time. The other 23% of the participants stated that they
read at night before they slept.
Figure 16. Have a favorite reading place
NO
25%
YES
75%
Figure 17. Favorite place to read
2%
7%
6%
BEDROOM
QUIET PLACE
LIBRARY
85%
22
LIVING ROOM
From figure 16, 75% of the participants stated that they had a favorite
place to read. Their favorite place to read was their bedroom; it was stated by
85% of participants in figure 17. They read in their bedroom before they sleep
indicate that they read individually because the bedroom was a private place
for some people. All of the participants also choose place for reading that
quietly like the bedroom and the library because they wanted to read silently.
8. Reading is its own reward
Question number 18 was provided to analyze about reading was its own
reward. As seen in figure 18, among 50% of the participant stated that they
were increasing their vocabulary knowledge after they enroll the extensive
reading class. Besides the increasing of vocabulary, their speaking and writing
skill were also increasing. The increasing speaking ability was stated by 12%
of the participants and among 9% of the participants stated that their writing
skill was increasing.
Figure 18. Experiences about the increasing skills
GRAMMAR
11% 6%
VOCAB
8%
SPEAKING
4%
WRITING
9%
50%
12%
READING INTEREST
ABILITY IMPROVED
OTHERS
This finding was in line with Maley (2002) statement that the reward or
benefit of extensive reading helps develop general world knowledge, keep up
23
vocabulary growth and helps improve writing.
9. The teacher orients and guides the students
Question number 19 was made to explore whether their teacher guides the
students. As seen in figure 19, 63% of the participants stated that their teacher
helped them to find the reading material.
Figure 19. Lecture guide the student to find the reading
37%
YES
NO
63%
The teacher helped students find the reading topics that suitable with their
reading interest not choose the reading that should be read. Teachers should
guide the students from beginning to the end of the course. Kredatusova (n.d)
stated:
Before starting an extensive reading program, students have to be
familiar with what it is, why they are doing it, what benefits it will
bring them and how are they going to proceed. Teachers can keep
track of what and how much each student reads, and their students'
reactions to what was read (p. 11).
10. The teacher is a role model of a learner
To explore about whether teacher became a role model of the learner, the
questionnaire provides one question that was lecture given example to read
novel in class. As seen in figure 20, it revealed that 71% of the participants
stated that the lecture gave them example to read extensive reading material in
24
class.
Figure 20. Lecture give example to read extensive reading
material in class
29%
YES
NO
71%
By giving an example to read in class, students would be encouraged to read
extensive reading book. Maley (1999) said that:
Teacher needs to realize how much influence they have on their
students. Students do not just (or even) learn the subject matter teacher
teach them; they learn from their teachers. Teacher attitude, more than
technical expertise, is what they will recall when they leave the teacher
(p. 7).
To make easier, this discussion used Macalister (2010) grouping for Day and
Bamford ten basic principles of extensive reading. They are determining the
nature of the reading material (1 and 2), the nature of the reading (5 – 8), the
learner's behavior (3 and 4) and the teacher behavior (9 and 10).
A. The Nature of the Reading Material
1. The reading material is easy.
Extensive reading suggests the learners to read the reading material
that's easy to understand. Even Hu and Nation (2000) suggested that
students should know at least 98% of the words in the text to understand
the reading without assistance. This study proves that the learners tend to
find reading materials that easy to understand for better understanding.
25
Learners tend to read the book based on the level of the book that they
think was easy to understand. They chose book level three as the book
that's easy for them. However, as the university student who take English
as their major, level three was not enough for them because level three
categorized as pre-intermediate and only consist of around 1200 words.
How could university students who took English as their major thought
that read more than 1200 words is difficult?
2. A variety of material of a wide range of topic is available.
Extensive reading also suggest about the variety of material on a
wide range of topic should available. Bamford (2002) stated that the
success of extensive reading depends on what students’ interest in reading.
To encourage learner interest in reading, the wide range of reading
materials such as books with various genres, magazines, and newspapers
should be available. Based on this study reveal that the various topics of
the book available in the university library. They (57% of the participants)
also always got the topics of the reading that suits with their reading
interest. On the other hand the 43% of the participants who did not always
get the topics that accordance with their reading interest will thought that
in the library the material was not various enough.
B. The Nature of the Reading
1. Reading speed is usually faster rather than slower
Day and Bamford (2002) stated that extensive reading should read
faster. But in fact, extensive reading learners still read slower because they
26
tend to open dictionary to find the words that they did not know. It was
shown from this study and study that conducted by Asraf and Ahmad
(2003) in three classes of rural schools in Malaysia.
2. The purpose of reading is usually related to pleasure, information and
general understanding.
Day and Bamford (2002) stated reading aim is for pleasure,
informational and general understanding. Haider and Akhter (2012) found
out only 21% of their participants said that they got pleasure while they
read. The result was different with this study result, because 81% of the
participants stated that they enjoyed reading the extensive reading book.
However, 61% of the participants still taking into the detail story so, they
were not reading for general understanding.
3. Reading is individual and silent.
Bamford (2002) stated that Extensive Reading means reading in
learner steps. The result of this study proves that learners read individually
and silently. It was shown from 85% of the participants choose their own
bedroom as their favorite place to read extensive reading book.
4. Reading is its own reward.
From this study, revealed that 50% of the participant increase their
vocabulary after they enroll the Extensive Reading course. However, not
only the vocabulary that increase, but the other skills like writing and
speaking increasing as well.
27
C. The Learners Behavior
1. Learners choose what they want to read.
In this study reveal that learners tend to read the minimum quantity
of the book a week. They just read 1- 3 books in a week, although
Bamford (2002) said a week a book is enough to improve reading habit.
But, it was still lacking for the university student, as the university student
who take the extensive reading course they should at least read a book a
day to make sure they read a lot. Actually, this problem happened because
students had an authority to choose and how much book they wanted to
read.
2. Learners read as much as possible.
Besides the authority about how much book that they wanted to
read a week, students also had an authority to choose the reading that they
wanted to read. However, Haider and Akhter (2002) research revealed that
100% of teachers said, they chose the story to the students and the students
did not have the authority to choose the readings they read. But, in this
study learners were free to choose the reading that they wanted to read,
although they were read in the minimum amount of book in a week.
D. Teacher’s behavior
1. The teacher orients and guides the students.
Although Extensive Reading wanted to make students independent
without teacher help, but the teacher’s role here still important to guide the
students success in Extensive Reading. The teacher should be guiding the
28
students to choose reading that suit with the learner’s interest. It was
shown from more than a half of the participants in this study stated that
their teacher guided them to choose the reading that suitable with their
reading interest.
2. The teacher is a role model of a learner.
Maley (1999) said, "We need to realize how much influence we
had on our students” (p. 7). The teacher should guide and give example to
the students by being a role model for the students to get a better result.
This study was in line with what Maley said, because it was revealed that
their teacher gave the participant example to read a novel or reading in
class to encourage them to read a lot.
CONCLUSION
The aim of this research was to determine to what extent the use of Day
and Bamford ten Basic Principles of Extensive Reading in ETEP of SWCU. To
make it easier to know to what extent they used of Day and Bamford ten basic
principles of Extensive Reading in ETEP of SWCU, Macalister (2010) grouped
Day and Bamford ten basic principles of extensive reading into four groups. There
were the nature of the reading material, the nature of the reading, the learner’s
behavior and the teacher behavior. To analyze about the nature of reading
material, Day and Bamford ten basic principles of extensive reading number 1 and
2 were used. In ETEP of SWCU, the nature of reading material could be
implemented, because students tend to find the easiest materials to read and the
29
variety of of material on a wide range of topics were available.
Day and Bamford ten basic principle number 5 – 8 were used to analyze
about the nature of the reading. Because students were reading slower rather than
faster and they were reading not for general understanding, only two from 4 basic
principles that could be implemented. Students still influences with intensive
reading that students need to took into detail story. The other two principles could
implement because students were still reading individually and silently. Students’
vocabulary also increasing after they enroll an extensive reading class, this could
be a prove that reading was its own reward.
To analyze about the learner behavior, Day and Bamford ten basic
principles of Extensive Reading number 3 and 4 were used. From this study
revealed that the students could choose the reading by themselves, the teacher did
not have an authority to choose the reading for the students. But, students tended
to read the minimum amount of books to read in a week. They read only 1 – 3
books in a week, despite reading as much as possible.
The last was about the teacher’s behavior. To analyze about the teacher
behavior, Day and Bamford ten basic principle number 9 and 10 were used. It was
revealing the both basic principles were implemented in ETEP of SWCU. This
was shown from teacher guide the students to find topics that suitable with
students’ reading interest and teachers gave an example to read novel in front of
the class as a role model.
From overall results of the study, we might conclude that not all Day and
Bamford ten basic principles of Extensive Reading could be implemented in
30
ETEP of SWCU. Only seven from the ten basic principles of Extensive Reading
by Day and Bamford (2002) that could implement. Hence, the result of this study
could help the Extensive Reading teacher to evaluate the use of Day and Bamford
ten basic principles of Extensive Reading in the Extensive Reading course.
As mentioned earlier, to investigate whether the Day and Bamford ten
basic principles could be implemented in ETEP of SWCU, the questionnaire that
included close and open ended question was used. Because of the time limitation,
the researcher only used one methodology. In order to get more data, in the next
study, the researcher should know more about the teacher’s role in the Extensive
Reading course. For the future study, the researcher hopes another methodology
such as class observation and interview are used. Also, the researcher believes that
the other methodologies help researcher to get more data to be analyzed.
For the teachers, they should try to more guiding the students in Extensive
Reading. Although Day and Bamford ten basic principles of Extensive Reading
foster learner autonomy, but the role of the teacher is very important. Perhaps not
all students are familiar to the learner autonomy. So, they probably cannot use the
freedom effectively.
31
REFERENCES:
Asraf. R.M & Ahmad. I. S. (2003). Promoting english language development and
the reading habit among students in rural school habit among students
through the guided extensive reading program. Reading in a foreign
language,
15(2).
Retrieved
from
http://www.nflrc.hawaii.edu/rfl/October2003/mohdasraf/mohdasraf.htm
Bamford, J, & Day. R. R. (2004). Extensive reading activities for teaching
language, Cambridge University Press.
Bell, T. (2001). Extensive reading: Speed and comprehension. The reading matrix,
1(1). Retrieved from www.readingmatrix.com/articles/bell/
Brown, D.S (1989). A world of books: An annotated reading list for ESL/EFL
students (2nd ed). Washington, DC: Teachers of English to Speakers of
other Languages.
Day, R. R & Bamford. J. (1998). Extensive reading in the second language
classroom. Cambridge University Press.
Day, R. R. & Bamford, J. (2002). Top ten principles for teaching extensive
reading. Reading in a foreign language, 14(2). Retrieved from
http://nflrc.hawaii.edu/rfl/October2002/day/day.html
Fry, E. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.), Ten best ideas
for reading teachers (pp. 6-16). Menlo Park, Calif.: Addison-Wesley.
Haider, M. Z & Akhter, E. (2012). Extensive reading in EFL classroom at
secondary school in Bangladesh: Current practices and future
possibilities. International Educational Studies. retrieved From
www.ccsenet.org/journal/index.php/ies/article/download/9853/11510
Henry, J. (1995). If not now: Developmental readers in the college classroom.
Portsmouth, NH: Boynton/Cook, Heinemann
Hitosugi. C. I & Day. R. R. (2004). Extensive reading in Japanese. University of
Hawai’i. Reading in a foreign language, 16(1). Retrieved from
http://nflrc.hawaii.edu/rfl/April2004/hitosugi/hitosugi.html
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
Hu, M. & Nation, P. (2000). Unknown vocabulary density and reading
comprehension. Reading in a Foreign Language, 13(1), 403-430.
Jared. T & John. P. (2014). 7 Mistakes about extensive reading. Mandarin
Companion. Retrieved from http://mandarincompanion.com/blog/7mistakes-about-extensive-reading/
32
Kredatusova, M. (n.d.). The Benefits of extensive reading in EFL. Masaryk
University. Retreived from
http://is.muni.cz/th/152953/pedf_b/bakalarska_prace.pdf
Little, D. (1991). Learner Autonomy 1: Definitions, issues and problems. Dublin:
Authentik.
Macalister. J (2010). Investigating teacher attitudes to extensive reading practices
in Honger education: Why isn’t everyone doing it?. RELC Journal.
Retrieved from http://rel.sagepub.com/content/41/1/59
MacLeod,
M.
(n.d).
Types
of
reading.
Retrieved
from
http://fis.ucalgary.ca/Brian/611/readingtype.html#intensivereading
Maley, A. (1999). Surviving the 20th century. English Teaching Professional, 10,
3-7
Maley. A. (2009). Extensive reading: why it is good for our students… and for us.
British
Council.
Retrieved
from
https://www.teachingenglish.org.uk/article/extensive-reding-why-itgood-our-students%E2%80%A6-us
Nuttall. C. (1982). Teaching reading skills in a foreign language. Oxford:
Heinemann.
Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.).
Oxford: Heinemann.
Prowse, P. (2002). Top ten principles for teaching extensive reading: A response.
Reading
in
foreign
language,
14(2).
Retreived
from
http://nflrc.hawaii.edu/rfl/october2002/discussion/prowse.html
Su-Su.H. (2011). Extensive Reading For Undergraduate EFL Learners:
Multimodal text Vs. Linear text. Washington State University.
Williams, R. (1986). "Top ten" principles for teaching reading. ELT Journal,
40(1), 42-45.
33
ACKNOWLEDGEMENT
This thesis would not have been accomplished without supports from
many people. Firstly, I thank to Allah. He blessed me with health and energy to
struggle to do my best. Thank you Ibu Anita Kurniawati, M. Hum my supervisor
for her patience, guidance and assistance, my examiner Ibu Anne I. Timotius,
M.Ed for her kindness.
I should thank to my parents, my brothers and my sister for their support
and patient. I would also like to thank to all the participants for my thesis for their
time and helpfulness. I wish to thank to all my friends, Ika, Ekky, Dicta, Desi,
Jojo, Lintar and those whose name I could not mention, thank you for the support,
friendship, laughter, and kindness.
Finally, I am grateful to ETEP of SWCU and all the lectures for their
knowledge. I will miss the moment that I have spent during my study.
Thank you.
Aninda Mawar Intanuari
34