THE USE OF EXTENSIVE READING IN TEACHING READING.
Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
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THE USE OF EXTENSIVE READING IN TEACHING READING
A Research Paper
Submitted to English Education Department as a Partial Fulfillment of the
Requirements for Sarjana Pendidikan Degree
A RESEARCH PAPER
By:
RAIHANI FERDILA
0908899
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
2014
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Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
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The Use of Extensive Reading in
Teaching Reading
Oleh
Raihani Ferdila
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Raihani Ferdila 2014
Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,
dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
RAIHANI FERDILA
(0908899)
THE USE OF EXTENSIVE READING IN TEACHING READING
Approved by:
First Supervisor
Sudarsono M.I., M.A.
NIP. 196607051994031004
Second Supervisor
Muhammad Handi Gunawan, M.Pd.
NIP. 197301132009121002
The Head of Department of English Education
Faculty of Language and Fine Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed.
NIP. 196211011987121001
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ABSTRACT
The study investigates benefits of extensive reading in teaching reading and as
well as students’ attitudes
toward it. A case study design as a part of qualitative
research was employed in this study. The data were collected through classroom
observations, questionnaires and interviews. Classroom observations were conducted
to a class that consisted of 36 students. Then, the close-ended and open-ended
questionnaires were distributed to the students. As the last step, the students were
interviewed. The data that had been gathered were analyzed qualitatively. The
participants of this study were a class of second graders in one of the public junior
high schools in Bandung. The findings reveal extensive reading was beneficial in
teaching reading. There are five benefits of using extensive reading in teaching
reading found,
those are building students’ perspective that reading is a fascinating
activity, creating enjoyable learning atmosphere, helping students in developing a
wide vocabulary, improving s
tudents’ reading comprehension, and increasing
students’ motivation in re
ading. In addition, most students had positive attitudes
toward the use of extensive reading in their reading class. Based on the findings, it is
expected to contribute to the teaching of English especially in the use extensive
reading technique in teaching reading. However, in order to achieve maximum
benefits of the technique, it is suggested that some aspects of the technique should be
improved; these include the improvement of teac
her’s understanding of the principles
and concepts of extensive reading, the insight of the importance of giving clear
instructions, and the awareness of designing various activities.
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TABLE OF CONTENTS
PAGE OF APPROVAL
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGMENT ... iii
ABSTRACT ...iv
TABLE OF CONTENTS ... v
LIST OF TABLES ...iv
LIST OF FIGURES ... v
CHAPTER I INTRODUCTION
1.1
Background ... 1
1.2
Research Questions ... 2
1.3
Aims of The Study ... 3
1.4
Scope of the Study ... 3
1.5
Significance of the Study………...
3
1.6
Clarification of the Key Terms ... 3
1.7
Organization of the Paper ... 4
CHAPTER II THEORETICAL BACKGROUND
2.1 Reading………
... 6
2.1.1 The Nature of Reading... 6
2.1.2 The Principles in Teaching Reading... 7
2.2 Exte
nsive Reading………
... 10
2.1.1 The Nature of Extensive Reading ... 10
2.1.2 The Principles in Extensive Reading ... 11
2.1.3 Benefits and Limitations of Extensive Reading ... 11
2.1.4 Extensive Reading Activities ... 14
2.3Extenisve Reading in Teaching Reading ... 16
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2.5 Concluding Remark ... 18
CHAPTER III RESEARCH METHODOLOGY
3.1 Research De
sign…..
... 19
3.2 Site and Participants ... 20
3.3 Data Collection……
... 20
3.3.1 Classroom Observation ... 20
3.3.2 Questionnaire ... 22
3.3.3 Interview ... 23
3.4 Dat
a Analysis.….…
... 24
3.4.1 Classroom Observation Analysis ... 24
3.4.2 Questionnaire Analysis ... 24
3.4.3 Interview Analysis ... 26
3.5 Data Analysis Procedures ... 27
3.5.1 Data Reduction ... 27
3.5.2 Data Display ... 27
3.5.3 Conclusion Drawing ... 28
3.6 Teaching Program ... 28
3.7 Establishment of Trustworthiness ... 29
3.8 Concluding Remark ... 30
CHAPTER IV FINDINGS AND DISCUSSIONS
4.1 Findings and Discussions of Benefits of Using Extensive Reading in
Teaching Reading.... ... 31
4.1.1 Data from Observation ... 31
4.1.2 Data from Questionnaire ... 35
4.1.3 Data from Interview ... 38
4.2
Findings and Discussions of Students’ Attitudes to the Use of Extensive
Reading in Their Reading Class ... 41
4.2.1 Data from Observation ... 41
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4.2.3 Data from Interview ... 49
4.3 Concluding Remark. ... 53
CHAPTER V CONCLUSION
5.1 Conclusion….
... 54
5.2 Suggestion….
... 55
BIBLIOGRAPHY
….
... 57
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LIST OF TABLES
Table 3.1 Observation Sheet (based on extensive reading in a
classroom)…………
... 21
Table 3.2 Framework for close-ended questionnaire ... 22
Table 3.3 Scoring system of the questionnaire ... 24
Table 3.4 Criteria of percentage of participants ... 25
Table 4.1 The result of the observation sheet ... 41
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LIST OF FIGURES
Figure 3.1 The interval score of questionnaires’ interpretation
... 26
Figure 4.1 The questionnaire score in continuity scale ... 49
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the methodology of the study. It provides descriptions
about the research design, site and participants, data collection, data analysis, data
analysis procedures, and establishment of trustworthiness.
3.1
Research Design
To look into the issues, a qualitative approach by applying a case study design
was employed in this study. Merriam (1988, in Duff, 2008) defines a qualitative case
study as “an intensive, holistic description and analysis of a single en
tity,
phenomenon, or social unit. Case studies are particularistic, descriptive, and heuristic
and rely heavily on inductive reasoning in handling multiple data sources” (p.22). In
relation to the aforementioned definition, a case study focuses on building on an
in-depth description and analysis of a case or multiple cases, and uses multiple sources
in collecting the data (Cresswell, 2007; Fraenkel et al. 2012; Yin, 2003).
In agreement with those definitions, the intention to use qualitative case study
in this study was to find out benefits of using extensive reading in teaching reading
and the students’ attitudes toward it.
Hence, the method in this study consisted of
multiple data collection: classroom observation, questionnaire, and interview. In this
study, the researcher took part as a participant observer, which was as their teacher.
One of the advantages of qualitative research is in describing a context of the variable
under considerations and interactions of different variables in context apply
participant observation and subject information (Key, 1997). In addition, this study
was educational case study, because it concerned with the understanding of
educational action that is by developing or refinement educational theory through
thoughtful and systematic records of evidences (Stenhouse, 1985, cited in Bassey,
1999).
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3.2
Site and Participants
The samples were taken based on purposive sampling. As Patton (1990, cited
in Alwasilah, 2011) suggests that a qualitative study uses purposive sampling
method. It is because it is not intended to empirical generalization from a sample to a
population, but on an insight about the phenomenon (Patton, 2002). Furthermore, the
study was conducted in a Junior High School in Bandung. One class of second
graders consisting of 36 students was chosen as the participants in this study. They
were grouped into one class in academic year 2013/2014. The participant class was
suggested by the teacher since the students were considered active compared to other
classes. Moreover, second graders were chosen because they were not disturbed by
many additional classes like in third graders that will face final exam. Other than that
they seem to have more experience in reading English text rather than first graders.
3.3
Data Collection
Triangulation technique was used in collecting the data in this study. In a
qualitative study, it refers to collecting the data from various sources and/or through
various methods (Alwasilah, 2009).
Creswell (2012) confirms that triangulation
combines “the str
engths of one type of method and neutralize the weaknesses of the
other” (p.536) to enrich the investigation.
It
helps to reduce the bias and the
subjectivity of a research; likewise it can enhance the credibility of the research
(Arifin, 2011).
Accordingly, there were three instruments in collecting the data in this
study; classroom observation, questionnaire, and interview.
3.3.1
Classroom Observation
The first instrument in this study was Classroom observation. Observation is
commonly used to collect qualitative data (Key, 1997). The observation in this study
was conducted to investigate students’ learning activities. The observation was held
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Observation sheet and field notes were utilized to record notes about
participants’ behavior and performance during the observation (Cresswell, 2012).
Field notes were used in every meeting, while the observation sheet was not used in
the first meeting because there was no any follow up activity related to extensive
reading in the first meeting. It was used from the second meeting until the forth
meeting. The observation sheet was based on the activities related to extensive
reading approach in the lesson plan. In relation to this, someone attitudes may range
from positive to negative (Fishbein & Ajzen, 1980; Oskamp, 1977; Petty &
Cacioppo, 1981, cited in Azwar, 2012). As regards from this, during the learning
processes the students’ attitudes were marked positive or negative in the observation
sheet. Therefore, the observation sheet is revealed below.
Table 3.1
Observation sheet (based on extensive reading activities in the classroom)
Categories Activities Yes No Attitudes
+/-
Evidences
Homework The students did the reading
journal
Class work
Exploration Students were involved in the class discussion about their experience in reading text.
Elaboration The students participated actively in group discussion The students were able to attend to group discussions for a reasonable amount of time.
The students were able to share what they got from their group discussion. The students were able to read aloud the favorite part from the text.
Confirmation The students were able to know the aim of the text.
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3.3.2
Questionnaires
Questionnaire was the second instrument in this study. It is one of the research
instruments which consisted of a series of questions or statements to obtain the
information from participants (
Arifin, 2011) where
“
information that is typically not
available from production data alone
” (Mackey and Gass, 2005, p.93)
. According to
Alwasilah (2011), questionnaire can be used to identify opinions, attitudes, or
subject’s perceptions.
In this study, there were two forms of questionnaires were
employed: close-ended questionnaires and open-ended questionnaires.
The first form was close-ended questionnaires. To complete this
questionnaire, the participants needed to mark or circle predetermined answers that
“best represents their feeling about the
topics included in the questions or statements
in the scale” (Fraenkel
et al. 2012, p.400). The advantages of this type of
questionnaire are permitting a researcher to easily compare responses and providing a
means for coding responses (Creswell, 2012).
The questionnaires wer
e utilized to gain the students’ attitude to the use of
extensive reading approach. The questionnaires were analyzed quantitatively by using
Likert Scale. Fraenkel et al. (2012) states that Likert Scales is the most commonly
used questions format for asses
sing participants’ attitudes toward a particular concept.
The form of questionnaire consisted of positive and negative statements which
framework as follow:
Table 3.2
Framework for close-ended questionnaires
No. Aspects Item number Total
+ -
1. Students’ attitudes to the benefits of the use of extensive reading approach.
1, 8, 10, 11, 12 - 5
2. Students’ attitudes toward the use of extensive reading approach.
2, 3, 5, 7, 9, 13 4, 6 8
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The statements in these questionnaires were written in Indonesian to avoid
misunderstanding from the participants. The second form was open-ended
questionnaires. The advantages of open-ended questionnaires are it permits
“
respondents to express their own thoughts and ideas in their own manner, and thus
may result in more unexpected and insightful
data” (
Mackey and Gass, 2005).
This
form consisted of three questions.
The questionnaire was administered anonymously to get reliable data. The
questionnaires were distributed to the students after finishing the implementation of
extensive reading approach.
3.3.3
Interview
The last instrument in this study was interview. In-depth information and data
can be obtained by a researcher by doing an interview (Alwasilah, 2011). Interview
generates direct record from participants about their feelings, opinions, experiences,
and knowledge (Patton, 2002). For this study, interview was addressed to obtain data
about students’ attitudes toward extensive reading activity and benefits perceived by
them through extensive reading activity. In addition, the data from the interview
could support and clarify the data from the observations and questionnaires.
The model of interview in this study was semi-structured interview. The aim
of this model is to find the problem openly where the respondents are asked to give
their opinions and ideas (Sugiono, 2012). The interviews were conducted with nine
students as the samples. It was one-on-
one interview where “the researcher asks
questions to and records answers from only participant in the stu
dy at a time”
(Creswell, 2012, p.218). The interviews were recorded by voice recorder.
To avoid
misunderstanding and make students answer to the questions more easily, the
questions were delivered in Indonesian.
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3.4
Data Analysis
3.4.1
Classroom Observation
The data from the observation was recorded by using the observation sheets
and field notes in every meetings. However, the observation sheet was only used in
the second until the forth meetings, because in the first meeting there was no any
activity related to extensive reading. The data analysis was accomplished during and
after the learning process. The analysis of the findings were interpreted and discussed
in the next chapter.
3.4.2
Questionnaire Analysis
The questionnaires which was close-ended questionnaire, it was analyzed
quantitatively by using Likert Scale. Likert Scale uses scale 1-5, where the score 5 for
strongly agree (SA), 4 for agree (A), 3 for uncertain (U), 2 for disagree (DA), and 1
for strongly disagree (SDA). But, in this study, the questionnaire consisted of four
predetermined answers where there was no option uncertain. This is to perceive
whether the tendency of participants in choosing the statements were to agree or
disagree. Four was the highest score and one was the lowest score. The options had
following scales.
Table 3.3
Scoring system of the close-ended questionnaires
Kind of Statements
Strongly Agree (SA)
Agree (A)
Disagree (D)
Strongly Disagree (SD)
Positive (+) 4 3 2 1
Negative (-) 1 2 3 4
The steps in analyzing the closed-ended questionnaire were by calculating the
total number of students choosing the response (frequency) and the score of the
students’ answers. The results from the questionnaires were put in the table and
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percentage of each total frequency of the students’ answers to item by using
percentage formula. The formula is as follow.
f
P = x 100% n
(Sudijono, 2008, p.43)
P
=
Percentage (%)
fo
=
Frequency Observed
n
=
Total respondents
The next step was interpreting the result percentage of calculations; the
researcher referred to a reference according to Kuntjaraningrat (Nurjanah, 2012). The
following are the interpretations for each percentage:
Table 3.4
Criteria of percentage of participants
Percentage of Participant Criteria
0 % None
1 – 25 % Small number of
25 - 49 % Nearly half of
50 % Half of
51 – 75 % More than half of
76 – 99 % Almost of
100 % All of
The further step was to interpret the scores of the questionnaires. Sugiono
(2012, p.137) suggests several steps to interpret them. The first step was to calculate
the criterion of the scores, it is can be done by using the formula below:
The highest score (4) x total participants x total statements
The second step was to calculate the total scores from the data gained. Here,
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category (data interpretation) of the scores of the questionnaires by calculating the
quality score with formula below:
The total scores of the data gained
P = x 100% Criterion score
By using the formula above the percentage of the scores can be determined.
As the last step, the interval of the score can be developed continuously as follow.
Figure 3.1
The interval score of question
naires’ interpretation (developed
from Sugiono,
2012)
The second form of questionnaires was open-ended questionnaires. Here, the
participants provided their answers by themselves. The data were analyzed by
classifying the students’ answers based on their categories.
3.4.3
Interview Analysis
The data from the interviews were recorded by using voice recorder. The
interview recording was transcribed so that the data could be analyzed. The next step
was the data were interpreted based on the research questions of the study. The
analysis of the findings were interpreted and discussed in the chapter IV.
Not favorable (1 x total participants x
total statements)
Less favorable (2 x total participants x
total statements)
Favorable (3 x total participants x
total statements)
Very favorable (4 x total participants x
total statements)
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3.5
Data Analysis Procedures
Data analysis was managed by categorizing, interpreting, synthesizing,
organizing the data into units and models, choosing the important one to be learnt,
and formulating the conclusion (Sugiono, 2012). In this study, after the data was
collected from the classroom observations, questionnaires, and interviews were
analyzed by using descriptive qualitative analysis. Miles and Huberman (1994,
p.10-12) advises three simultaneous flows of activities in analyzing the data. They are data
reduction, data display and conclusion drawing or verification.
3.5.1
Data Reduction
In this study, the process of data reduction progressed concurrently as data
collection proceeds. The data reduction was accomplished to simplify the data
gathered. By implementing data reduction, the data will be simpler and it will make
the process of data analysis easier. In this process, data reduction was performed by
writing summaries, coding, making cluster, tabulating, and making partition. These
processes proceeded until the final report is achieved. The processes helped the
researcher to have a clear view about this study.
3.5.2
Data Display
Data display is the second step of data analysis in a qualitative study. Data
display facilitates the researcher in the process of data analysis; the ideas and
interpretations of the data will be clearer (Alwasilah, 2011). In this study, the field
notes would be displayed in an extended text to describe the implementation of
extensive reading activity in a reading class, while the result of observation sheet
would be displayed in table. The result of the open-ended questionnaire and interview
would be displayed in extended text. Furthermore, the result of the close-ended
questionnaires would be displayed in some tables and scale.
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3.5.3
Conclusion Drawing
The third step of data analysis in qualitative study is conclusion drawing or
verification. Interpretations were made on the data analyzed after doing data
reduction and data display processes to the attained data from classroom observation
(field notes and observation sheet), questionnaire, and interview. Subsequently, some
conclusions were drawn which were related to the research questions.
3.6
Teaching Program
In performing the treatments, the researcher took part as a participant
observer, which was as their teacher. Extensive reading technique was utilized during
the learning and teaching process in teaching reading. As it had been explained before
in chapter II, several activities were adapted and developed from book entitled
“
Extensive Reading Activities for Teaching Language
” by Day and Bamford (2004)
(see chapter II section 2.1.4). In the implementations, there were two basic activities;
homework and class works.
The follow up activities of the technique was conducted from the second until
forth meeting, because in the first meeting, teacher just simply gave assignments
related to extensive reading which were reading homework and completing reading
journal. The lesson plan using this approach can be seen in the appendix D. The basic
activities in extensive reading approach in teaching reading will be interpreted below:
Homework
Reading homework
Reading homework was the basic activity in extensive reading. In the process,
teacher provided texts to be read by the students. Then, students were asked to
choose one of the provided-text as their reading homework.
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The other homework was reading journal. Reading journal consisted of three
components; reading record, difficult words and my favorite part along with the
reason. It was used to keep track of students’ reading and to know about students’
personal understanding toward a text. In every meeting, the completeness of the
students’ reading journal
s was checked by the teacher.
Class works
Group discussion
In this activity, students were divided into groups consisted of five or six students.
In the process, students talk in groups about what they have read. To make
discussion easier, teacher provide a list of questions. For group assessment,
students were asked to make a report from their group discussion.
Sharing about a text
In this activity, representative of each group were asked to share to the class about
what they obtained from group discussion based on the list of the questions. After
all of representative of groups shared the result of their discussion, teacher gave
feedback about the results of the stu
dents’ discussion
.
Reading aloud favorite part
In this activity, some students were asked to read aloud their favorite part and the
reason why they like that part from their reading journal.
3.7
Establishment of Trustworthiness
To establish the validity and trustworthiness in this study, several strategies
were employed: triangulation, feedback and member checking. The first strategy was
triangulation. As it has been explained before, triangulation is data collection
technique which combines some methods and/or sources. Triangulation promotes the
researcher in developing the “converging lines of inquiry” (Yin, 2003, p.98). It is
because a variety of instruments in collecting the data is supported in a conclusion
(Fraenkel et al. 2012; Yin, 2003). In this study, the researcher employed
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methodological triangulation (Denzin, 1978, cited in Patton, 2002) because there
were several methods used to collect the data. The methods were classroom
observation, questionnaire and interview. Classroom observations were accomplished
to collect the data from the teaching and learning process by using field notes and
completing observation sheets. Then in order to avoid bias of the study, the findings
were balanced with the information obtained from questionnaires and interviews.
The second strategy was feedback. To identify validity threat, bias and
researcher’s assumption, including logical weakness of the current study, thus asking
feedbacks, comments, critiques, and advices from others are needed (Alwasilah,
2011). In this study, the feedbacks involved asking those who know the research
situation well. The feedback was given from the supervisors, the English teacher and
some of the researcher’s friends.
The third strategy was member checking. It is another form of triangulation,
therefore, which can help ensure the authenticity and enhance an analysis (Duff,
2008). Member checking was completed after analyzing the data obtained from the
observation and questionnaires. The students were interviewed to support the findings
and to confirm the data trustworthiness also. The data obtained were reconfirmed to
the participants to determine the accuracy and appropriateness of the findings.
3.8
Concluding Remark
This chapter has described a brief discussion of methodology related of the
study, including research design, site and participants, data collection, data analysis,
data analysis procedure, and establishment of trustworthiness. The following chapter
will provide description of the findings and the discussions of the data gained.
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CHAPTER V
CONCLUSION
This chapter consists of conclusion that is presented from the result and
discussions on the findings of this study in the previous chapter and suggestions for
teacher and further studies interrelated with the current study. The conclusion and
suggestion of the study are hopefully able to contribute positively to English teaching
learning process, particularly in using extensive reading.
5.1
Conclusions
This study focuses on the use of extensive reading technique in teaching
reading. The aim of this study was to find out benefits of using extensive reading in
teaching reading. Furthermore, this study also aimed to
investigate students’ attitudes
toward the approach.
The study found that extensive reading was beneficial in teaching reading.
Extensive reading helped the students to build perspective that reading (English text)
is a fascinating activity. In line with this, the students’ motivation in reading also
increased after the implementation of extensive reading. Moreover, extensive reading
helped teachers to create enjoyable atmosphere in learning. In relation to teaching
reading, extensive reading helped the students in developing a wide vocabulary and
improving their reading comprehension. The result agreed with previous research
which showed that there were several benefits in using extensive reading. In addition,
most students had positive attitudes toward the use of extensive reading in their
reading class. This was supported by the result of the close-ended questionnaires that
the
students’ attitudes to
ward extensive reading were positive or favorable (75.48%).
The result from the observation and interview also supported this finding.
The other research findings recognized a problem that might prevent the
benefits of extensive reading approach if it was not averted. The problem was there
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were several students who did not complete the reading journal fully. However, the
problem may be averted as teachers can create better instructional design.
5.2
Suggestions
Several suggestions are proposed for both teachers and further researchers
after having the findings and discussions of the study. The suggestions for teachers
who are interested in implementing extensive reading technique in teaching reading
were also based on the students’ rec
ommendations. The suggestions are expected to
give several ideas for further and better education.
For teachers, extensive reading can be suggested in learning and teaching
activities, because extensive reading could be an alternative technique to introduce
and promote reading to students. Teachers who are interested in the implementation
of extensive reading in teaching reading should know the principles and concepts of
extensive reading before implementing it. One of the basic concepts of extensive
reading is reading (Day and Bamford, 2004) meaning that students will be assigned to
read.
In the beginning of extensive reading program, it will be better if teachers
provide reading materials first. To access and purchase reading materials, teacher can
utilize online resources (Lee and Mallinder, 2011). Before giving texts to students,
teachers can edit reading material first if it does not appropriate with students’ level.
Yet, in giving reading text, teachers should give students’ opportunity to choose
which texts they want to read. Teachers can employ reading journal to keep track of
students’ reading and their improvement in reading. In addition, teachers should give
clear information about how to do the assignment, for example in doing reading
homework a
nd reading journal. Meanwhile, to avoid students’ boredom, teacher
s can
apply various follow up activities after reading in a learning and teaching process.
Furthermore, teachers can do this activity once a week or once in two weeks.
For the further researchers which are related to the use of extensive reading in
teaching English, a study of different skills of language such as listening, speaking
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and writing can be conducted since extensive reading can be adjusted to the other
skills. A study of different level of students can be conducted also. Besides, a further
study might be necessary to investigate students’ persistence and their engagement in
(25)
62
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Appendix A
Field notes
(27)
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Field notes 1
First Meeting - October 29
th, 2013
Fifteen minutes before the end of the meeting, students were asked whether they like reading or not. Most students answered that they did not like reading.
The students were asked again about their opinion toward reading English. Most students stated that reading English text was difficult; especially to understand the meaning, thus they did not like to read English text.
After asking the students about reading, teacher told the students that they would
have reading homework. Some students seemed didn’t want to have the homework.
Teacher wrote four titles on the whiteboard. The students were given opportunity to choose a text based on the titles. When the teacher told to the students they could choose a text that there were going to read, they seemed happy. Then, the students
chose a text entitled “A Beach Holiday”.
After getting the text, some students already read the text. After that, students were given reading journal. They were asked to complete the reading journal after reading the text.
The teacher explained about how to complete the reading journal. The students paid
attention to the teacher’s explanation.
The teacher asked if there was any question about their homework, and some students asked about the reading journal. A student asked about whether they needed to memorize the text or not. The teacher answered that they just needed to read and understand the text.
When the teacher asked the students whether they had understood the instruction or not, the students said that they understand the homework. The teacher made sure that the students had understood the homework by asking them once again whether there was something that they did not understand. The students said they had understood the instructions.
Before finishing the lesson, the teacher reminded the students to do their homework and bring it on the next meeting.
(28)
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Field notes 2
Second Meeting
–
November, 1
st2013
The students were informed about activities which they were going to do.
The students were asked whether they did their homework. Most students said yes and the rest said they forgot to bring their reading journal and had not completed their reading fully.
The students’ reading journals were checked one by one by the teacher. The teacher asked the students why they did not complete their reading journal. They said that they did not fully understand the instructions in completing the reading journal. While the other students did not do it because they had not gotten the text and reading journal, because in the last meeting there were absent. The students were asked to complete it and bring it on the next meeting.
The students were involved in class discussion about their experience in reading the text. The students were asked how much time that they needed to read the text and what were the difficulties they faced and how to overcome it. Most students answered enthusiastically. They mentioned the time and how to overcome the difficulties. Most students could finish reading the text in a day. They said that to overcome the difficulties in reading, they used dictionary and Google translate. The teacher divided class into some groups. One group consists of six students. The
students were explained what they needed to do in their group discussions. The students paid attention to the explanation.
The students were given some questions related to the text. Each group were asked to discuss the questions related to the text which they had read, and then answered the question together. They were also asked to discuss the aim of the story. Some students asked about the instruction again. The teacher gave the list of questions to be discussed to each group.
The students were given 20 minutes to do group discussion.
The students were monitored in doing group discussion. Most groups discussed the text actively and enthusiastically. Sometime they asked and confirmed something to the teacher. Still, there were some students that seemed not interested in group
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THE USE OF EXTENSIVE READING IN TEACHING READING
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discussion. They disposed to do another activity while their groups were having discussion. This because they were not in the same group with their close friends. The teacher asked the students to stop the discussion. But there were two groups
which were not finishing their discussion.
The representative from each groups were asked to answer and share what they got from their group discussion. Some representatives wanted to get another turn to answer and share what they got, but the teacher gave chances to the other group representative who had not got the chance to share.
All of the representatives were able to answer the questions correctly and share what they got from the group discussion.
The students were asked to return to their seat positions.
The teacher asked some students to read their favorite part and the reason why they like that part. Some students seemed enthusiastic to read their favorite part. At the end the teacher chose three students to read their favorite part along with the reasons. The teacher asked the students about the aim of the text that they had been read. Some students raised their hand and tried to answer it, but the answers were not correct yet. Then, the teacher guided the students in answering the question. Eventually, the students were able to know the aim of the text.
The teacher asked whether there was any question about the text and the students answered no.
The students were informed that they would have the same homework: reading a text and completing the reading journal. Then, they were asked to choose one of the texts to be read at home. The students chose the text enthusiastically. At the end, the
students chose the text entitled “The Sitter”.
The teacher closed the lesson.(30)
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Categories Activities Yes No Attitudes
+/-
Evidences
Homework The students did the
reading journal. -
Some students had not completed their reading journal and brought it to the class. They stated that they
didn’t understand yet how to
complete it and two students did not do the homework because in the last meeting they were absent.
Class work
Exploration Students were
involved in the class discussion about their experience in reading text.
+
The students told enthusiastically about their experience in reading the text. They told the time which was needed to read the text. They also told about how they overcame the difficulties in reading the text.
Elaboration The students
participated actively in group discussion.
-
Some students seemed unmotivated to have group discussion. They tended to do other activities while their groups were having discussion.
The students were able to attend to group discussions for a reasonable amount of time.
+
The students kept staying at the class without permission during group discussion time.
The students were able to share what they got from their group discussion.
+
The students were able to share what they got from their discussion. They answered and shared it enthusiastically. The students were
able to read aloud the favorite part from the text.
+
The students read aloud their favorite part and added the reasons why they liked that part.
Confirmation The students were able to know the aim of the text.
+
The students told their opinions about the aim of the text. The aim of the text was about the writer holiday experience.
(31)
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THE USE OF EXTENSIVE READING IN TEACHING READING
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Third Meeting
–
November, 8
st2013
The students were informed about the activities which they were going to do. The teacher asked whether the students had read and completed the reading journal.
Then, the teacher checked the students’ reading journal one by one. There were some students who had not completed the reading journal.
The teacher asked the students about their experiences in reading the text. The students shared their experience enthusiastically. They told about the time they needed to read the text and the difficulties. They said that the text was more difficult than the first text. To overcome the difficulty, they used dictionary.
The teacher divided class into some groups. One group consists of six students. The students were asked to count from one to six; the students who got the same number would be in one group. After that, they were explained what they needed to do in the group discussions. The students paid attention to the explanation. The teacher gave the list of questions to be discussed to each group.
The teacher gave the students 15 minutes to have group discussion.
The teacher monitored the students in doing group discussion. Some students asked the teacher about the part of the text which they did not understand.
The students participated actively in group discussion. Most students enjoyed the group discussion.
The teacher asked the students to stop the discussion.
The teacher said to the students that there would be a competition among groups. The group which could answer the most questions would be the winner. The students needed to raise their hand as fast as possible.
The students were eager to answer the question. The class became hectic. The teacher asked for help to a student to look who was the fastest among them. When the representative from a group answered incorrectly, the other groups raised their hands eagerly to share the correct answer.
The students were able to answer the questions correctly. The group that obtained the higher score was group one.
(32)
Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The teacher gave feedback about the text and the students’ answers.
The teacher asked some students to read their favorite part and the reason why they like that part. The students who had read their favorite part in the last meeting wanted to read their favorite part again. But the teacher gave the chance to students who had not read it first. Three students read their favorite part.
The students were asked whether they had the same experience as the text or not. One of the students said yes. She explained a little bit about her experience.
The teacher asked whether there was any question about the text and the students answered no.
The students were informed that they would have the same homework: reading a text and completing the reading journal. Then, they were asked to choose one of the texts to be read at home. As in the previous meetings, the students chose the text happily.
The students chose the text entitled “Unforgettable Experience”.
The teacher closed the lesson.
(33)
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THE USE OF EXTENSIVE READING IN TEACHING READING
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Categories Activities Yes No Attitudes
+/-
Evidence
Homework The students did the
reading journal
- Some students had not completed their reading journals.
Class work
Exploration Students were involved in the class discussion about their experience in reading text.
+ The students told about the time they needed to read the text. They said that this text was more difficult than the first text.
Elaboration The students participated actively in group discussion
+ The students participated actively in group discussion. Some students asked about some parts which they did not understand to the teacher.
The students were able to attend to group discussions for a reasonable amount of time.
+ The students kept staying at the class without permission during the group discussion time. All of groups focused on their discussion.
The students were able to share what they got from their group discussion.
+ The students were able to share what they got from their group discussion. The students answered and shared what they got from the text enthusiastically because they were scores for each group that could answer the questions. Almost all students raised their hands.
The students were able to read aloud the favorite part from the text.
+ The students read aloud their favorite part and added the reasons why they liked that part. The teacher gave opportunity to students who had not read their favorite part in the last meeting first. Confirmation The students were
able to know the aim of the text.
+ The students told their opinion about the aim of the text.
(34)
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Field notes 4
Fourth Meeting
–
November, 12
nd2013
The students were informed about activities which they were going to do.
The teacher checked the students’ reading journal one by one. There were some students that had not completed their reading journal fully.
The students were asked about the time they needed to read the text. They said that the text was easier that the last two text, so that they could read it quickly. Some students even simply needed 15 minutes to read the text.
The teacher asked the students whether they had the same experience with the writer or not. All students said no. Some students said enthusiastically that they wanted to have some experience with the writer.
The teacher divided class into some groups. One group consists of six students. The students were asked to count from one to six; the students who got the same number would be in one group. After that, they were explained what they needed to do in the group discussions. Each group was given a crossword puzzle related to the text. They needed to solve the puzzle and then discuss about the aim of the text.
The teacher gave 20 minutes to solve the puzzle and discussing about the aim of the text.
Most students participated actively in group discussion. They shared what they knew from the text in order to solve the crossword puzzle. And then, after they finished the crossword puzzle, they discussed about the aim of the text. Each group wrote down the result of their group discussion. The teacher monitored the student’s discussion. They completed the crossword puzzle enthusiastically. Some groups that had
completed the crossword started to discuss the aim of the text.
The teacher said that there would be a competition among groups as in the last meeting. The group which could answer the most would be the winner. The students needed to raise their hand as fast as possible.
(35)
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THE USE OF EXTENSIVE READING IN TEACHING READING
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The students were eager to complete the puzzle. The class became noisy. When the representative from a group answered incorrectly, other groups raised their hands eagerly and shared the correct answer.
The group that obtained the higher score was group five.
The teacher gave feedback about the text and the students’ answers.
The teacher gave opportunities to students which had not read their favorite part in the previous meetings. Four students read aloud their favorite part from the text and the reason. Some students seemed enthusiastic to read aloud their favorite part, this probably because the text was about their idol.
The students were asked to tell about the aim of the text. The students told about the result of their group discussion. The results of the group discussions stated that the
aim of the text was to tell about the writer’s unforgettable experience.
The teacher asked the students to analyze whether there was any similarity among the texts that they had read. A student answered that all of the text told about experiences.
The teacher asked the other similarity among the texts.
The teacher explained the students about the characteristic of recount text slightly. The teacher asked whether there was any question about the text and the students
answered no.
The teacher distributed the questionnaires to the students. The teacher closed the lesson.
(36)
Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Observation sheet 3
Categories Activities Yes No Attitudes
+/-
Evidence
Homework The students did the
reading journal
- All students brought their reading journal, but some students had not completed their reading journal fully. Class
work
Exploration Students were involved in the class discussion about their experience in reading text.
+ The students said that they did not need much time to read the text. They said that this text was easier compared with the texts before. Some students said that they wanted to have the same experience as the writer. Elaboration The students
participated actively in group discussion
+ The students participated actively in group discussion. They completed the crosswords related to the text enthusiastically.
The students were able to attend to group discussions for a reasonable amount of time.
+ The students kept staying at the class without permission during group discussion time. Each groups focused on their discussion.
The students were able to share what they got from their group discussion.
+ The students were able to share what they got from their group discussion: the aim of the text.
The students were able to read aloud the favorite part from the text.
+ The students read aloud their favorite part and added the reasons why they liked that part. Some students enthusiastically to read aloud their favorite part of the text because the text was about their idol.
Confirmation The students were able to know the aim of the text.
+ The students were able to know the aim of the text. They said that the aim of the text was to tell about the
writer’s unforgettable
(37)
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THE USE OF EXTENSIVE READING IN TEACHING READING
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Appendix B
Theoretical foundation of close-ended
questionnaires
The result of close-ended questionnaires
The result of open-ended questionnaires
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THE USE OF EXTENSIVE READING IN TEACHING READING
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Theoretical Framework for Close-ended Questionnaire
No. Pernyataan Landasan Teori
1.
Saya tidak termotivasi untuk membaca teks berbahasa Inggris jika tidak ditugaskan.
Harmer (2007: 284): “…most students will not do
a lot of extensive reading by themselves unless
they are encouraged to do so by their teacher.”
2. Tugas Extensive Reading untuk membaca teks di rumah (Reading Homework) merupakan tugas yang menyenangkan.
Nation (2005, cited in Meng, 2009): reading is
not only a learning source, but also an
enjoyment source.
3. Tugas Extensive Reading untuk membaca teks di rumah (reading
homework) merupakan tugas yang bermanfaat.
Bamford (2004): “Extensive reading is therefore
appropriate and valuable homework for any and
every language class… ”
4. Saya mengalami kesulitan saat membaca teks sendiri dirumah tanpa panduan guru.
Cahyono and Widiawati (2006): reading instructions in various levels of Indonesian school dominantly adjust to intensive reading where teachers guide students in working with a text (Richard and Renandya, 2002).
5. Tugas untuk membuat Reading
Journal merupakan tugas yang
penting.
Schimidt (Day and Bamford, 2004): “The reading
record form is a means of efficient record keeping for both students and teacher. It enables students to measure and stay aware of their progress
toward the class reading requirement.”
6. Tugas yang diberikan sebagai pekerjaan rumah terlalu banyak.
Day and Bamford (2004): teachers can adapt, change, modify, and adjust activities in extensive reading to fit their classroom, including the amount of homework.
7. Diskusi kelompok mengenai teks yang telah dibaca di rumah (Reading Homework) merupakan kegiatan yang menarik.
Nurhayati (2012) stated that after the students read the text outside the class or in their home, “most of the students were active and interested in the
discussion activity.”
8. Dengan diskusi kelompok saya lebih berani untuk berbagi informasi dari teks yang telah saya baca.
Shen (2008, p.120): By involving themselves in the cooperative reading tasks, the students might feel empowered to break out of the cycle of failure. They might find themselves capable in reading and sharing with other learners.
9. Kegiatan Extensive Reading
untuk membaca nyaring (Reading Aloud) bagian favorit dari teks merupakan kegiatan yang menarik.
Sachs (2001:17): “Sharing in the story telling and
the reading aloud as well as the writing activities enhance deeper levels of engagement and promote
(39)
Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 10. Kegiatan Extensive Reading
membantu saya dalam menambah kosa kata (Vocabulary).
Nuttal (Meng, 2009): “An extensive reading
program is the single most effective way of improving both vocabulary and reading skill in
general.”
11. Kegiatan Extensive Reading
meningkatkan kemampuan saya dalam memahami teks berbahasa Inggris.
Tanaka (2007) stated that students’ reading
comprehension is also increased by doing
extensive reading activities.
12. Kegiatan Extensive Reading
membuat saya termotivasi untuk membaca teks berbahasa Inggris.
Tanaka (2007): “…ER brings positive outcomes,
in this case via enhanced motivation to read.”
13. Saya setuju jika Extensive Reading dijadikan salah satu
kegiatan rutin dalam pembelajaran bahasa Inggris.
Sheu (2004): “…the students were happy to be
involved in the ER program, neither their views on learning English, nor their attitudes toward
(40)
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THE USE OF EXTENSIVE READING IN TEACHING READING
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The result of close-ended questionnaires
Questionnaires calculation
No. Statements N Score for each
statement
4 3 2 1
1. I am not motivated to read English text if there is no assignment.
0 12 17 7 93
2. Reading homework is a fascinating assignment. 9 25 2 0 115 3. Reading homework is a beneficial assignment. 13 23 0 0 121 4.* I face difficulty in reading without teacher’s
guidance.
3 22 10 0 81
5. Reading journal is an important assignment. 8 26 2 0 114
6.* There is a lot of homework. 1 14 18 3 95
7. Group discussion related to the text that I have read is an interesting activity.
14 22 0 0 122
8. Group discussion encourages me in sharing the information from the text that I have read.
10 23 3 0 115
9. Extensive reading activity to read aloud a favorite part is an interesting activity.
6 28 2 0 112
10. Extensive reading activities help me in developing my vocabulary.
11 24 1 0 118
11. Extensive reading activities improve my reading comprehension
15 20 1 0 122
12 Extensive reading activities motivate me to read English reading materials.
11 20 5 0 114
13 I agree if extensive reading as a routine activity in my English class.
10 16 9 1 107
Total score 1429
Ideal score 1872
The percentage of total scores 76.3%
The questionnaire score in continuity scale
Not favorable (468) Less favorable (936) Favorable (1404) Very favorable (1872)
(41)
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The percentage of the statements
No. Statements Percentage for each statement
SA A D SD
1. I am not motivated to read English text if there is no assignment.
20% 47% 33% 0%
2. Reading homework is a fascinating assignment. 25% 69% 6% 0% 3. Reading homework is a beneficial assignment. 36% 64% 0% 0% 4.* I face difficulty in reading without teacher’s guidance. 8% 61% 28% 3% 5. Reading journal is an important assignment. 22% 72% 6% 0%
6.* There is a lot of homework. 3% 39% 50% 8%
7. Group discussion related to the text that I have read is an interesting activity.
39% 61% 0% 0%
8. Group discussion encourages me in sharing the information from the text that I have read.
28% 64% 8% 0%
9. Extensive reading activity to read aloud a favorite part is an interesting activity.
17% 78% 5% 0%
10. Extensive reading activities help me in developing my vocabulary.
30% 67% 3% 0%
11. Extensive reading activities improve my reading comprehension
42% 55% 3% 0%
12 Extensive reading activities motivate me to read English reading materials.
39% 49% 12% 0%
13 I agree if extensive reading as a routine activity in my English class.
28% 44% 25% 3%
Note: *Negative statement
Criteria of Percentage of Participants
Percentage of Participant Criteria
0% None
1 – 25 % Small number of 25 - 49 % Nearly half of
50 % Half of
51 – 75 % More than half of 76 – 99 % Almost of
(42)
Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu The Result of Open-ended Questionnaires
1. Manfaat yang didapat siswa setelah mengikuti kegiatan Extensive Reading
1) Saya dapat menambah pengetahuan dan ilmu.
2) Lebih banyak mendapatkan kata-kata baru yang belum diketahui.
3) Manfaat yang aku dapatkan: untuk diskusi aku lebih paham, dan membacanya menyenangkan.
4) Bisa bekerja sama dengan teman sekelas, menambah pengetahuan.
5) Lebih memahami teks bahasa Inggris, membantu saya dalam menambah kosa kata, termotivasi untuk membaca teks bahasa Inggris, dll.
6) Menambah ilmu dalam bahasa Inggris. 7) Menambah wawasan ilmu.
8) Menjadi lebih giat dalam membaca.
9) Sedikit lebih mengerti berbagai kosa kata bahasa Inggris. 10) Be better to know about journal text.
11) Bisa mengikuti lomba (kuis).
12) Bisa bekerja sama dengan teman sekelas. 13) Menambah wawasan , pengetahuan. 14) Saya senang belajar bahasa Inggris. 15) Bisa memahami.
16) Manfaatnya banyak sekali dari mulai ga bisa memahami teks sekarang saya bisa dan banyak lagi.
17) Menambah kosa kata (vocabulary), membuat senang membaca cerita bahasa Inggris.
18) Bisa banyak menguasai kosa kata lain. 19) Be better to know about reading journal.
20) Menambah wawasan, pengetahuan dan menambah kosa kata bahasa Inggris. 21) Menambah kosa kata dalam bahasa Inggris.
22) Bisa banyak mengenal bahasa Inggris yang kata-katanya susah.
23) Manfaatnya bisa menambah pengetahuan, sebagai media memperlancar berbahasa Inggris.
24) Menambah wawasan pembelajaran bahasa Inggris. 25) Dapat menemukan kosa kata baru.
26) Lebih paham bahasa Inggris, jadi lebih suka bahasa Inggris, lebih terlatih mengucapkan bahasa Inggris.
27) Menjadi tau sedikit-sedikit arti dari kata bahasa Inggris.
28) Bisa memahami isi cerita dan menambah pengetahuan Vocabulary. 29) Saya jadi lebih menyukai pelajaran bahasa Inggris.
30) Menjadi lebih paham.
31) Lebih paham dalam membaca teks bahasa Inggris. 32) Banyak, bisa menambah wawasan bahasa Inggris. 33) Lebih mengerti bahasa Inggris.
34) Bisa mengerti bahasa Inggris.
35) Bisa membaca bahasa Inggris dengan lancar.
(43)
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2. Apakah motivasi untuk membaca teks bahasa inggris kamu meningkat setelah mengkuti kegiatan extensive reading?
Dari total 36 responden:
28 orang responden menjawab IYA (termotivasi) 4 orang responden menjawab BISA JADI 3 orang responden menjawab LUMAYAN
1 orang responden menjawab MUDAH-MUDAHAN
3. Penyebab meningkatnya motivasi untuk membaca siswa setelah mengikuti kegiatan extensive reading.
1) Karena semangat bacanya
2) Karena extensive reading dapat menambah ingatan 3) Meningkat karena seru. Karena, itunya seperti game 4) Ceritanya sangat menarik dan seru
5) Ingin lebih tahu lebih luas lagi tentang bahasa Inggris.
6) Karena selain reading homework, cara mengajarnya juga seru. 7) Karena aku membaca buku atau mengikuti extensive
8) Saya menyukai teks berbahasa Inggris. 9) Karena ingin lebih bisa bahasa Inggris
10) Because kita lebih menjadi tertarik with reading journal text. 11) Belajar dan focus kepada pelajaran bahasa Inggris
12) Membaca terus teksnya
13) Karena aku membaca buku atau mengikuti Extensive reading. 14) Saya lebih mengerti bahasa Inggris
15) Bisa belajar lebih giat lagi.
16) Motivasi saya meningkat setelah mengikuti kegiatan extensive reading karena dalam belajarnya seru tidak membosankan. Penyebabnya adalah dengan bekerja sama dengan teman yang tahu dan saling berbagi ilmu.
17) Ya karena menyenangkan aja 18) Menjadi lebih ingin membaca terus 19) Karena lebih menjadi tertarik 20) Sering membacanya
21) Karena aku senang belajar bahasa Inggris
22) Lebih bisa berbahasa Inggris dan sering membaca teks bahasa Inggris 23) Cara belajarnya menarik
24) Menyenangkan 25) –
26) Karena ternyata membaca bahasa Inggris itu menyenangkan jika kita bisa melafalkan dan mengartikannya.
27) Saya menjadi lebih tau bahwa berbahasa Inggris itu menyenangkan meskipun tidak tau artinya.
28) Seru
29) Karena setelah mengikuti kegiatannya saya menjadi lebih menyukai bahasa Inggris.
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THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
31) Lebih sering membaca teks bahasa Inggris dan ceritanya seru 32) Tahu bahasa Inggris lebih banyak.
33) Lebih terpacu untuk membaca bahasa Inggris 34) Bisa paham belajar bahasa Inggris
35) Ingin belajar lebih lagi
36) Caranya yang menarik.
4. Bagaimana saran kamu jia kegiatan extensive reading dijadikan kegiatan rutin dalam mata plejaran bahasa Inggris.
1) Iya, jadikan saja kegiatan rutin agar dapat nambah ilmu
2) Jika kegiatan itu rutin dilaksanakan itu akan lebih mudah mengingat kata-katanya.
3) Ya menyenangkan sih 4) Lebih seru
5) Sangat senang
6) Kegiatan extensive reading dijadikan kegiatan rutin justru sangat meningkatkan pembelajaran dalam mata pelajaran bahasa Inggris
7) Membosankan
8) Sangat senang
9) Jangan terlalu banyak tugasnya nati ada yang tidak dikerjakan. 10) Cukup, good
11) Saya setuju aja karena bisa membantu 12) Ga tau,
13) Ngebosenin 14) Tidak terlalu
15) Ya bisa bahasa Inggris dengan lancar 16) Sangat senang
17) Ya bagus, jadi pembelajaran bahasa Inggris tambah menyenangkan. 18) Bagus, karena saya bisa pinter bahasa Inggris.
19) Tidak apa-apa 20) Membosankan
21) Dilakukan setiap 1 minggu sekali
22) Setuju!! Seru banget lebih banyak lagi! Setiap Inggris lebih baik ada kegiatan extensive readingnya! Soalnya seru banget
23) Setuju, karena memungkinkan untuk memperlancar bahasa. 24) Rame seru, bawaannya semangat
25) Ya bagus-bagus aja dapat menambah ilmu
26) Itu ada kegiatan yang bagus, setiap pelajaran Inggris harus ada kegiatan ini yang dikaitkan dengan materi
27) Lebih baik jangan terlalu rutin karena bisa jadi ada orang yang tidak terlalu suka.
28) Ya saya setuju
29) Setuju tetapi, tidak terlalu rutin misalnya 2 minggu sekali 30) Menurut saya
31) Sarannya lebih sering dijadikan kegiatan rutin 32) Bagus, karena rame dan menambah wawasan
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Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
33) Cukup bagus, supaya lebih mengerti bahasa Inggris 34) Bagus, jadi bisa mengerti bahasa Inggris
35) Sangat setuju, agar bisa menambah ilmu
36) Membosankan jika ada pelajaran yang memang membosankan/sulit dibawa dengan suasana serius.
Classification of the Result of Close-ended Questionnaires 1. Secara umun manfaat yang didapatkan oleh siswa ketika mengikuti rangkaian
kegiatan extensive reading adalah:
Menjadi lebih menyukai pelejaran Bahasa Inggris
Dapat bekerja sama dengan teman sekelas dalam diskusi kelompok
Senang membaca cerita berrbahasa Inggris/membaca menyenangkan
Menambah wawasan dan pengetahuan tentang bahasa Inggris
Menjadi lebih paham mengenai teks melalui diskusi kelompok
Extensive reading menjadi salah satu media untuk memperlancar bahasa inggris
Mengetahui fungsi dari reading journal
Lebih paham saat membaca teks berbahasa Inggris
Lebih mengerti bahasa Inggris
Mengetahui metode pembelajaran dengan menggunakaan extensive reading
Dapat membaca bahasa Inggris dengan lancar
Terlatih mengucapkan bahasa Inggris
Menambah pengetahuan tentang vocabulary
Dapat menemukan kosa kata baru
Mengenal kosa kata bahasa Inggris yang susah
Menambah kosa kata bahasa Inggris
Menjadi lebih giat membaca
Termotivasi untuk membaca teks berbahasa Inggris
2. 28 orang siswa menjawab mereka termotivasi untuk membaca teks bahasa Inggris setelah mengikuti kegiatan extensive reading.
8 orang siswa menjawab mereka lumayan termotivasi untuk membaca teks bahasa Inggris setelah mengikuti kegiatan extensive reading.
3. Secara umum penyebab meningkatnya motivasi siswa untuk membaca setelah mengikuti kegiatan extensive reading:
Cerita/teksnya seru dan menarik
Terpacu untuk membaca bahasa Inggris
Karena bisa lebih paham saat pembelajaran bahasa Inggris
Ingin membaca terus
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Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kegiatan dan metode pembelajarannya seru dan menyenangkan
Membaca bahasa Inggris itu menyenangkan
Ingin lebih mengetahui tentang bahasa Inggris
Dengan adanya reading homework
Karena ingin lebih bisa berbahasa Inggris
Dengan adanya reading journal
Dengan adanya diskusi kelompok mengenai teks yang telah dibaca di rumah
4. Saran siswa secara umum jika kegiatan extensive reading dijadikan kegiatan rutin dalam pembelajaran bahasa Inggris:
Tugas yang diberikan jangan terlalu banyak
Kegiatan extensive reading dilakukan setiap pembelajaran bahasa Inggris, namun kegiatannya juga dikaitkan dengan materi pembelajaran
Kegiatan extensive reading dilakukan satu atau dua minggu sekali
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Raihani Ferdila, 2014
THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Appendix C
Interview transcriptions
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THE USE OF EXTENSIVE READING IN TEACHING READING
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Student 1
I : Nah, Keyla, kemarenkan udah pake metode Extensive Reading, sebelumnya udah pernah belum pake metode ini belajar bahasa Inggrisnya?
K.T.R : Belum
I : Trus kemaren pas kemaren dikasih tugas untuk membaca teks dirumah senang ga? K.T.R. : Senang banget. Soalnya seru
I : Oh, seru ya. Trus juga disuruh bikin journal. Menurut kamu reading journal itu penting ga? K.T.R. : Penting banget Soalnya jadi bisa ngasah otak, emmm jadi bahasa Inggrisnya teh jadi lebih
bagus, gitu
I : Menurut kamu manfaat reading journal apa?
K.T.R. : Jadi misalkan yang asalnya ga suka bahasa Inggris jadi suka, yang kurang bahasa Inggrisnya jadi bisa
I : Menurut kamu lebih suka baca sendiri atau baca dikelas bareng sama guru? K.T.R. : Dua-duanya.
I : Ohh, dua-duanya, tapi yang paling seru? K.T.R : Sama aja sih.
I : Hmm, Oke, trus kalau ikut diskusi kelompok senang ga? K.T.R. : Senang banget Soalnya bisa kerja sama gitu.
I : Trus kelompoknya kooperatif ga biasanya? K.T.R : Iya, kadang-kadang sih
I : Kadang-kadang ya. Oke, trus bosan ga kalau tiap minggu disuruh baca teks bahasa inggris? K.T.R : Ga
I : Oke, trus pas abis dikasih tugas baca kemaren kemampuan kamu dalam memahami teks berbahasa Inggris bertambah ga kira-kira?
K.T.R. : Bertambah, soalnya pas belajar seru Miss, kalo seru biasanya dibawa serius, gitu I : Oke, trus termotivasi ga abis kegiatan ini buat baca teks bahasa Inggris? K.T.R. : termotivasi
I : Manfaat apa yang kamu rasain setelah mengikuti kegiatan ini?
K.T.R. : Iya, jadi saya teh, saya the jadi lebih menyukai bahasa inggris, jadi bahasa Inggris saya tu jadi rada meningkat
I : Jadi meningkat dengan kegiatan ini. Trus setuju ga kalau kegiatan ini dijadikan kegiatan rutin dipelajaran bahasa Inggris?
K.T.R. : setuju banget
I : Sarannya gimana kedepannya, misalnya ada kegiatan yang lain selain yang kemaren, ada saran ga?
K.T.R. : ya, gimana ya, ga tau, bigung, hehe I : Tapi setuju kalo dijadikan kegiatan rutin K.T.R. : Iya, setuju
Student 2
I : Namanya siapa? R.S.A. : Ramadhini.
I : Nah kemarenkan udah belajar pake metode Extensive reading, sebelumnya udah pernah belum pake metode ini belajar bahasa Inggrisnya?
R.S.A. : Belum
I : Ok, pas dikasih tugas buat baca teks bahasa Inggris senang ga? R.S.A. : Lumayan, jadi di rumah jadi ada kegiatan gitu.
I : Oke, kan kemaren juga disuruh bikin reading jounal, menurut kamu penting ga bikin reading journal?
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Appendix E
Documentations
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Appendix F
Administrative letters
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