A T R A K A Y G O
Y INLEARNINGREADINGSKILLBYI MPLEMENTING G
N I D A E R E V I S N E T X E
ASARJANAPENDIDIKAN THESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P e h t s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
I R A S M U R A H A Y D A N I T N E L A V
7 0 : r e b m u N t n e d u t
S 1214 20 2
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
A T R A K A Y G O
Y INLEARNINGREADINGSKILLBYI MPLEMENTING G
N I D A E R E V I S N E T X E
ASARJANAPENDIDIKAN THESIS
s t n e m e ri u q e R e h t f o t n e m ll if l u F l a it r a P e h t s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
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I R A S M U R A H A Y D A N I T N E L A V
7 0 : r e b m u N t n e d u t
S 1214 20 2
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
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ii x
P ea g ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P E L T I
T .. .... i
E G A P L A V O R P P
A S... ii ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. E G A P N O I T A C I D E
D ... iv ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S v
A Y R A K I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E P R A B M E L
S I M E D A K A N A G N I T N E P E K K U T N U H A I M L
I ... .... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . T C A R T S B A
i v
ii v
. K A R T S B
A ... v iii ..
.. .. .. .. .. .. S T N E M E G D E L W O N K C
A ... x ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A
T x ii
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E R U G I F F O T S I
L x iv
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E L B A T F O T S I
L x iiv
.. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P A F O T S I
L ... x iiv i
I R E T P A H
C INTRODUCTION... 1 .
A ResearchBackground... .
B ResearchProblem .. ... ... .
C ProblemLimtiaiton... .
D ResearchObjecitves... .
E ResearchBeneftis... .
F Deifniiton so fTerms...
ii i x .
A Theoreitca lDescirpiton... .
1 TheNatureo fReading... .
2 ReadingPurposes... .
3 ExtensiveReading... .
a TheP irnciple so fExtensiveReading... .
b TheBenefti so fExtensiveReading... .
c Pointst oConsideri nExtensiveReading... )
1 ExtensiveReadingMateiral .s... )
2 Setitngu p a Library... )
3 TheRoleo fTheTeacheri nExtensive P
g n i d a e
R rograms... )
4 ExtensiveReadingTask .s... .
d ExtensiveReadingAcitvtiy... .
4 Paritcipaiton... .
a ParitcipatoryLearning... .
b TheP irnciple so fParitcipatoryLearning... .
c TheCharacte irsitc so fParitcipatory ..
.. .. .. .. .. .. .. .. .. .. .. .. . g n i n r a e
L ... .
B Theoreitca lFramework...
2 1 12 13 15 15 17 18 18 19
0 2
1 2
1 2 27 27 29
0 3 31 I
I I R E T P A H
C METHODOLOGY... 33 .
A ResearchMethod... .
B ResearchSetitng...
v i x .
D InsrtumentsandDataGatheirngTechnique... .
1 Insrtuments... .
a FieldNotes... .
b ObservaitonCheckilsts... .
c Interview... .
d Quesitonnarie... .
e Studen ’t sAritcleRepo tr... .
2 DataGatheirngTechnique... .
a FieldNotes... .
b ObservaitonCheckilsts... .
c Interview... .
d Quesitonnarie... .
e Studen ’t sAritcleRepo tr... .
E DataAnalysi sTechnique... .
1 DataReduciton... .
2 DataPresentaiton... .
3 DataTriangulaiton... .
4 Conclusion... .
F ResearchProcedure...
3 4
3 4
4 4
4 4 45 45 47 47 47 48 48 48 49 49 0 5
0 5
0 5
1 5 53 V
I R E T P A H
C RESEARCHFINDINGSANDDISCUSSION... 57 A. P - re Research...
.
B Descirpitono fResearchResutl...
v x .
a Planning... .
b Acitng... .
c Observing... .
d Re lfecitng... .
2 Cycle2... .
a Planning... .
b Acitng... .
c Observing... .
d Re lfecitng... .
C Discussion...
5 6 69 2 7 77 1 8
1 8
6 8
2 9
6 9 99 V
R E T P A H
C CONCLUSIONANDSUGGESTION... 1 21 .
A Conclusion... .
B Suggesitonf o rTeacher .s...
1 21 114 S
E C N E R E F E
i v x
Figure P ea g
1 .
2 BookReview... 26 1
.
ii v x
T ea bl P ea g
1 .
3 TheSyllabusf o rGradeXSemeste r2... 35 2
.
3 TheUndelryingP irnciplesi nt heNew sReadingAcitvtiy………….. 3 9 3
.
3 Bluep irn to fQuesitonnarieonExtensiveReadingI mplementaiton.. 4 6 4
.
3 TheQuail ifcaitono fQuesitonnarieScorePercentageResul.t... 5 3 1
.
4 TheScheduleo fExtensiveReadingI mplementaiton... 6 4
2 .
4 T Ihe mprovemen to fStudents ’Paritcipaiton... 01 3 3
.
4 Percentage o f Quesitonnarie Resutl s on Extensive Reading n
o it a t n e m e l p m
I fo rProblemFormulaitonI ... 1 01 4
.
4 Percentageo fQuesitonnarieResutl sonExtensiveReading n
o it a t n e m e l p m
ii i v x
Appendix P ea g
.
A LessonPlan... 1 8 1 .
B ObservaitonCheckilsts... 1 13 .
C ObservaitonCheckils tResutls... 1 9 3 .
D TheI nterviewGuide... 1 06 .
E TheI nterviewResutl .s... 1 61 .
F Quesitonnarie... 166 .
G Sample so fQuesitonnarieResutls... 1 07 .
H Sample so fStudents ’New sAritcle .s... 1 5 8 .I Sample so fStudents ’AritcleRepo tr .s... 1 6 9
.
1
N O I T C U D O R T N I
t n i e h t f o n o it a r o b a l e e h t s t n e s e r p r e t p a h c s i h
T roduciton to the research
t e d n I . d e t c u d n o
c ali , thi schapte r contain s si x secitons ,namely the research
k c a
b ground, research problem ,problem ilmtiaiton ,research objecitves ,research
n o it c e s h c a e f o n o it a r o b a l e r e h tr u F . s m r e t f o n o it i n if e d e h t d n a , s ti f e n e b
.l i a t e d n i n e v i g e b l li w e v o b a d e n o it n e m
.
A ResearchBackground
h s il g n
E isi mplementeda sa compulsory subjecti n Senio rHigh Schoo l
l a n o it a m r o f n i e h t e v e i h c a o t s i n o it a t n e m e l p m i e h t f o m i a e h T . a i s e n o d n I n i
s s e c c a o t h s il g n E e s u o t e l b a e b o t s t n e d u t s s t c e p x e h c i h w y c a r e ti l f o l e v e l
l a m r o f d n a l a m r o f n i n i h s il g n E e s u d n a e g d e l w o n k d e t a l u m u c c
a contexts .
o t s ll i k s r u o f e r a e r e h t , l e v e l l o o h c S h g i H r o i n e S n
I be learn tin
h s il g n
E ,namely ilstening ,speaking ,reading and w iritng skills .Those fou r
e v it p e c e r e r a h c i h w s ll i k s n i a m o w t o t n i d e if i s s a l c e r a , e r o f e r e h t , s ll i k
s and
.s ll i k s e v it c u d o r
p A sstated by Harmer( 2001 ,p .199 ,) r ecepitveskill saret he
. r a e h r o e e s y e h t e s r u o c s i d e h t m o r f g n i n a e m t c a rt x e e l p o e p h c i h w n i s y a w
n e t s il e d u l c n i s ll i k s e v it p e c e
R ing and reading skills .Harme r(2001 ,p .246 )
p d e n if e d o s l
s ll i k s e v it c u d o r P . e s r u o c s i
d include speaking and w iritng skills .Related to
r , t a h
t ecepitve skill sare considered a sstaritng skill sto learn Engilsh a sa
i k s g n i d a e r d n a g n i n e t s il s g n ir b t n e m e t a t s e h t , e r o f e r e h T . e g a u g n a l n g i e r o
f ll s
h s il g n E d o o g g n i v e i h c a f o s s e c c u s e h t s d r a w o t e l o r t n a tr o p m i n a o t
i k a e p s e r a h c i h w s ll i k s e v it c u d o r p n i d e w e i v e c n a m r o f r e
p ngandw iritngskills
,r e m r a H
( 2001, .p 199).
0 0 2 ( y a D d n a d r o f m a
B 5 ., p 1 )adde d tha t“Good thing shappen to
d n a r e tt e b e m o c e b y e h T . e g a u g n a l w e n e h t n i l a e d t a e r g a d a e r o h w s t n e d u t s
s e it il i b a g n i k a e p s d n a g n i n e t s il r i e h t ,r e tt e b e ti r w y e h t ,s r e d a e r t n e d if n o c e r o m
g n ir e d i s n o c y b , e r o f e r e h T ” .r e h c ir t e g s e ir a l u b a c o v r i e h t d n a , e v o r p m
i the
, g n i d a e r f o e c n a tr o p m
i the reading skli lwa schosen a st he focu sof thi s
. h c r a e s e r
n a tr o p m i e h t n o g n i d r a g e
R ceofr eading skli,lt het eachingand l earning
s i t I . e l b i s s o p s a e v it c e f f e s a d e t c u d n o c e b d l u o h s l li k s g n i d a e r f o s s e c o r p
e h t f i e v it c e f f
e teaching and learning proces scan involve both teache rand
. y l h g u o r o h t s t n e d u t
s In clas ,s t heroleo fstudent sshould bemoreacitvethan
g n ir u d e v it c a g n i e b y b y l n o e s u a c e b s i tI . r e h c a e t e h
t theteachingandl earning
. y ll a m it p o e g d e l w o n k n i a g d n a t u o g i d n a c s t n e d u t s ,s s e c o r p
s s e l e h tr e v e
N ,a conrtary fac toccurred in t he reading clas sin XB o f
A M
S Negeri 11 Yogyakarta . According to observaiton s tha t had been
, d e t c u d n o
e li b o m r i e h t h ti w g n i y a l p , s d n e ir
f -phone sand ilstening to musict hroughipod
r
o mp4 player .When the researcher gave lessons and posted quesiton sto
y l n o , m e h
t lesst han ifvestudent swerei nterested i n answe irng t hequesitons .
e r e h t fi y l n o s n o it s e u q g n ir e w s n a n i d e t a v it o m d n a d e ti c x e o s e b d l u o w y e h T
i o p a s a
w n trewarded fo reach of t hem .T he student swere no tmoitvated t o
. s s a l c g n i d a e r g n ir u d e t a p i c it r a p
a e t r e tf
A ching,t her esearche rusuallyhadat alkwtiht hestudents .From
, t n e m o m t a h
t the researcher statred understanding the reason why mos to f
e h t h ti w y s u b e r e w m e h
t mselves ,reluctan tand did no tpay atteniton to the
d l o t m e h t f o e n O . n o s s e
l the researcher tha tactually they f etl bored wtih
i h c a e
t ng method to t each reading skill appiled by t he researcher .They were
h ti w d e r o
b thekind o facitviite sused i n r eadingclass ,suchasr eading aloud ,
n a i s e n o d n I d n if d n a , s t x e t g n i d a e r r e tf a s n o it s e u q g n i w o ll o f g n ir e w s n a
i n a e
m ngo fEngilsh word sort erms .Actually, t ha tmethod alsogive sbenefti s
t o n , r e v e w o H . n a c s d n a m i k s o t w o h g n i n r a e l n i e l p m a x e r o f , m e h t r o f
i d a e r g n i d n e tt a n i e c n a t c u l e r ri e h t d n a m o d e r o b e h t e e s o t g n it n a
w ngclass ,the
r e h c r a e s e
r gb ae nt oproposeanapplicaitono fani nnovaitvet eachingapproach
d o h t e m e h t tr o p p u s o t r e d r o n i ll i k s g n i d a e r h c a e t o
t which h d a been appiled
i d n a e r o f e
b mprovethestudents ’paritcipaitoninl earningr eadings kli.l
r a e r e h
T et wokind sofr eading ,namelyintensiver eadingandextensive
d e lt it n e l a n r u o j s i h n i o r a c r o P . g n i d a e
s m a r g o r
P deifnedi tast hecarefulr eadingo fsho trer ,moredfiifcu tlt ext swtih
n e m e l p m i e h t h g u o r h T . g n i d n a t s r e d n u d e li a t e d d n a e t e l p m o c f o l a o g e h
t taiton
, g n i d a e r e v i s n e t n i f
o the student swere also taugh tspeci ifc skill ssuch a s
y l a n a e r a s t n i o p e g a u g n a l d n a , g n i n n a c s d n a g n i m m i k
s zed in detai l(Harir ,s
, 1 6 9
1 .p 108 .)Thi skindofr eadingi st heonewhichi si mplementedf o rXBo f
A M
S Neger i11Yogyakartainl earningr eadingskill .
h c a o r p p a n a s i g n i d a e r e v i s n e t x e , g n i d a e r e v i s n e t n i m o r f t n e r e f fi d g n i e B
l a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a l o
t s inl anguage .
r o f n i r o f d a e r s r e n r a e l , g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i e h t n
I maitonand
e n o z t r o f m o c g n i d a e r r i e h t d n a p x e o t d e g a r u o c n e e r a y e h t t a h t o s t n e m y o j n e
0 0 2 , y a D d n a d r o f m a B ( e c n e d if n o c h ti
w 5 .) Desptie o fofferi ng enjoyable
,l l a tt u N , t n e m n o ri v n e g n i n r a e
l ( sa quoted by Máira Kredátusová , )p. 6 also
f o t n i o p s u l p a s m r o f n
i Extensive Reading t hat the bes tway t o i mprove t he
g o t s i e g a u g n a l n g i e r o f a f o e g d e l w o n
k oand ilveamong tiss peakers ,wherea s
the nex tbes tway i sto read extensively in i.t Therefore ,by having known
t c a r a h
c eirsitc s o f Extensive Reading , the researcher decided to selec t
B X r o f l li k s g n i d a e r h c a e t o t h c a o r p p a e v it a v o n n i n a s a g n i d a e R e v i s n e t x E
f o s s a l
c SMA Nege ir11Yogyakarta .
n e t s a h g n i d a e R e v i s n e t x E , ) 5 0 0 2 ( y a D d n a d r o f m a B o t g n i d r o c c A
E n i t a h t s e z i s a h p m e m e h t f o e n O . s e l p i c n ir
p xtensive Reading ,student sca n
w o r i e h t e s o o h
c y e h T . r e p a p s w e
n a nalsor eadshor tsto ires ,comic so rpopula rEngilsh novel s
s a h c u s ,s e g a r i e h t n
i HarryPotter ,NewMoonorevenChickenSoup .
c s t n e d u t
S a n also find any topic swhich became thei rinterests .In the
f o n o it a t n e m e l p m
i Extensive Reading ,teache rh as no role to determine the
s t n e d u t s e h t y b d a e r o t s e m e h t n i a m s t x e
t .Teacher’ srole i sonly giving
g n i d i c e d r o n o it s e g g u
s thet ext smainthemest or eadbyt hes tudents.I nSenio r
h c S h g i
H oo lleve,l the teache rmus tselec tthe main theme so tha tthe text s
s t n e d u t s e h t y b d a e
r a reapprop iratetot helessonmateira la sstated insyllabus .
t n e m e l p m i e h t n
I aiton o fExtensive Reading, i ti sno tnecessary fo rthe
t s e u q n o i s n e h e r p m o c g n i w o ll o f r e w s n a o t s t n e d u t
s ion s ilkewhat t hey usually
o
d ini ntensiver eading .Theywi llge tpleasureast heyf indinIndonesiant ext s
d y e h t r o
f o no tneedt of ocu sand rtanslatewordbywordi nt het ext .Theyca n
s a h c u m s a d a e
r they want which they d o no t ifnd whlie skimming o r
. g n i n n a c s
R e v i s n e t n I m o r f t n e r e f fi d g n i e
B eading , in the Extensive Reading
, n o it a t n e m e l p m
i the students have oppo truniite sto read a tthei rown pace .s
c y g e t a rt s s i h
T a n be done etihe rinside the classroom ,outside classroom o r
n o it a n i b m o
c o f both . Therefore , according to Harir s (1961, .p 108) ,the
w s t n e d u t
s i ll be able to improve thei r language leve l in a comfo trable
, s t x e t g n i d a e r n i t n e m y o j n e d n a e n o z t r o f m o c r i e h t t e m g n i v a
H the
’ s t n e d u t
s paritcipaitoninl earningr eadingskli landattendingr eadingclas sa re
o t y ti n u tr o p p o n e v i g e h t y B . e v o r p m i o t d e t c e p x
e choose thei rown text s
h c i h
w based on thei rinterest sand read a tthei rown pace ,the students‘
e c n a t c u l e r d n a m o d e r o
b a er expectedt o efad aw ay.
f o t n e m e v o r p m i e h t s d r a w o t e c n a c if i n g i s s ti g n ir e d i s n o c y
B thestudents ’
n o it a p i c it r a
p in learning the reading skill ,Extensive Reading i sappiled in
A M
S Negeri 1 1 Yogyakarta . Extensive Reading i s implemented fo r XB
f o s t n e d u t
s SMA Negeri 11 Yogyakarta .Related to the implementaiton ,thi s
h c r a e s e
r i sconducted .Theresearch aims to knowhow ExtensiveReading si
t n e m e l p m
i ed t o improve the students ’paritcipaiton in learning reading skill.
t a h t f o e ti p s n
I ,t her esearchaims toknowothe rbenefti so fExtensiveReading
n o it a t n e m e l p m
i .
.
B ResearchProblem
g n ir e d i s n o
C to the background o fthe study ,the researche ri sgoing to
e h T . y d u t s s i h t g n it ir w d n a g n it c u d n o c f o e n il e d i u g e h t s a s n o it s e u q o w t r e w s n a
: e r a s n o it s e u q
.
1 Howi sExtensiveReading i mplemented t o i mprovestudents ’paritcipaiton
f o s s a l c B X f
.
2 Doe sExtensive Reading implementaiton in reading clas sb irng any othe r
? s t n e d u t s r o f s ti f e n e b
.
C ProblemLimtia ito n
, y li s a e s m e l b o r p d e t a l u m r o f e h t s s e r d d a r e h c r a e s e r e h t p l e h o t r e d r o n I
s e s s u c s i d y ll a c if i c e p s h c r a e s e r s i h
t how Extensive Reading can improve
n o it a p i c it r a p ’ s t n e d u t
s inl earning r eadingskill .Hence, t her esearchf ocuse son
a s a g n i d a e R e v i s n e t x
E n innovaitve teaching which i s used to improve
n o it a p i c it r a p s ’t n e d u t
s in learning reading skill .The populaiton used a sthe
f o s s a l c B X f o s t n e d u t s s i h c r a e s e r e h t f o g n il p m a
s SMA Neger i11Yogyakarta .
r e t p a h C n i d e s s u c s i d e b l li w s t n a p i c it r a p h c r a e s e r e h t n o n o it a r o b a l e r e h tr u F
.I I I
.
D ResearchObjec itves
: o t d e s o p o r p s i h c r a e s e r s i h T
.
1 Improve students ’ paritcipaiton in learning reading through Extensive
. n o it a t n e m e l p m i g n i d a e R
.
2 Revea lany othe rbenefti sfo rstudent sgiven by the Extensive Reading
. 3 News
r o t c a f f o t r o p e r y l w e n a s i s w e n , ) 2 2 . p , 8 0 0 2 ( f e s o Y y b d e t a t s s A
n o i n i p
o which i simpo tran to rinteresitng fo rthe audience and pubilshed
. a i d e m s s a m h g u o r h t
.
4 X C sB l as
f o s s a l c e d a r g h t n e t a o t r e f e r y d u t s s i h t n i s s a l c B
X SMA Negeri 11
a t r a k a y g o
Y ,as tatehighs chooli nYogyakatra .
.
5 SMAN11Yogyakarta
A M
S Negeri11 Yogyakarta in t hi sstudyr eferst o t hestatehigh schoo l
e h t t e r p r e t n i d n a e g a p d e t n ir p e h t m o r f g n i n a e m w a r d o t y ti li b a
. y l e t a ir p o r p p a n o it a m r o f n i
n if e d e h t g n i s o p o r p s e d i s e
B iiton o freading ,Harir s(19 .61, p 21 -13 )also
f o s d n i k e e r h t s e if i s s a l
c reading .Theyare:
.
a Developmenta lReading .Themaingoa lo fdevelopmentalr eading i san
. d a e r o t g n i n r a e l g n i d u l c n i s ll i k s g n i d a e r n i t n e m e v o r p m i
.
b Funcitona lReading .The main i deao ffuncitona lreading i sreading t o
. n o it a m r o f n i n i a t b o
.
c Recreaitona lReading. Themain i deaofr ecreaitonalr eadingi sr eading
. e r u s a e l p d n a t n e m y o j n e r o f
.
2 ReadingPurposes
. e s o p r u p n i a tr e c r o f s t x e t d a e r e l p o e
P Related t o t ha,tt herearesi x purpose s
r e ll o t S d n a e b a r G ( g n i d a e r f
o , 2002, .p 9) .Theyare:
.
a Readingt os earchf o rsimplei nformaiton
n i a tr e c h c r a e s o t t x e t e h t n a c s s r e d a e r e h t , h c r a e s o t g n i d a e r n I
. s d r o w r o s m r e t c if i s e p s r o n o it a m r o f n i
.
b Readingt os kimquickly
c i s a b e h t e r e h w s s e u g s r e d a e r e h t , m i k s o t g n i d a e r n
I informaiton o r
.
c Readingt ol earnf romt exts
l a n o i s s e f o r p r o c i m e d a c a n i s r u c c o y ll a u s u g n i d a e r f o e s o p r u p s i h T
a m o r f n o it a m r o f n i f o t n u o m a n r a e l o t d e e n s r e d a e r e h t h c i h w n i t x e t n o c
.t x e t
.
d Readingt oi ntegratei nformaiton
it a m r o f n i e t a r g e t n i o t g n i d a e r n
I on,t her eader sresrtucturet her etho irca l
.s e c r u o s e l p it l u m m o r f n o it a m r o f n i e t a d o m o c c a o t e m a r f
.
e Readingt owrtieandc iritquet exts
e t a r g e t n i o t g n i d a e r f o s d n i k e r a s t x e t e u q it ir c d n a e ti r w o t g n i d a e r h t o B
ir c d n a t c e l e s , e s o p m o c o t s e it il i b a s e ri u q e r y e h T . n o it a m r o f n
i itque
.t x e t a m o r f n o it a m r o f n i
.f Readingf o rgenera lcomprehension
g n i d a e r f o e s o p r u p c i s a b e h t s i n o i s n e h e r p m o c l a r e n e g r o f g n i d a e
R .
f o s e s o p r u p r e h t o t s o m s tr o p p u s d n a s e il r e d n u g n i d a e r f o e s o p r u p s i h T
. g n i d a e
r Inr eadingf o rgenera lcomprehension ,when tii saccompilshed
ti , r e d a e r t n e u lf d e ll i k s a y
b requries very rapid and automaitc
d n a , a e d i n i a m g n it n e s e r p e r f o l li k s g n o rt s , s d r o w f o g n i s s e c o r p
e m it d e ti m il y r e v r e d n u s e s s e c o r p y n a m f o n o it a n i d r o o c t n e i c if f e
. s t n i a rt s n o
)
2 Avairetyofr eadingonawider angeoft opicsi savaliable.
, d a e r o t t n a w y e h t s g n i h t d n if n a c s r e n r a e l t a h t s n a e m y t e ir a V
. s t s e r e t n i ri e h t r e v e t a h w
)
3 Learner schoosewhatt heywantt or ead .
o t t n a w y e h t t a h w t c e l e s o t s t h g ir ’ s t n e d u t s s tr o p p u s e l p i c n ir p s i h T
. d a e r
)
4 Learnersr eada smucha spossible .
s e z i s a h p m e e l p i c n ir p s i h
T the impo trance o fquanttiy o freading
i d a e r e v i s n e t x e f o s s e c c u s e h t s d r a w o
t n g .
)
5 Readings peedi susuallyf asterr athert hans lowe.r
t i , d n a t s r e d n u y li s a e n a c y e h t t a h t l a ir e t a m d a e r s r e n r a e l e s u a c e B
. g n i d a e r t n e u lf s e g a r u o c n e
)
6 Thepurposeofr eadingi susuallyr elatedt opleasure,i nformaiton ,and
. g n i d n a t s r e d n u l a r e n e g
s i n o it a m r o f n i d n a e r u s a e l p r o f g n i d a e r g n i g a r u o c n e , e l p i c n ir p s i h t n I
. s n o i s n e h e r p m o c f o t n e c r e p 0 0 1 n a h t e l b a t p e c c a e r o m
)
7 Readingi si ndividua lands lient .
n w o r i e h t t a d a e r o t s t n e d u t s f o d e e n e h t s e s i a r t a h t e l p i c n ir p e h t s i tI
)
8 Readingi sti sownr eward .
e l p i c n ir p e h t s i tI . e l p i c n ir p s i h t n o e r o m n o it n e tt a y a p d l u o h s r e h c a e T
s m r o f n i h c i h
w tha tin extensive reading ,having ifnished reading ,
t I .s n o it s e u q n o i s n e h e r p m o c g n i w o ll o f r e w s n a o t d e e n t o n o d s t n e d u t s
l a o g e h t e s u a c e b s
i o fextensiver eadingi ss tudents ’ownexpeirences .
)
9 Thet eache ro irent sandguidest hes tudents .
l a n o it i d a rt m o r f s y a w y n a m n i t n e r e f fi d s i g n i d a e R e v i s n e t x E e c n i S
, s i t i t a h w s t n e d u t s o t n i a l p x e o t s d e e n r e h c a e t , e c it c a r p m o o r s s a l c
g n i o g e r a y e h t t a h
w todo ,andhowt ogoabouti .t
) 0
1 Thet eacheri sar olemode lo far eader .
t i t a h w f o s t n e d u t s r o f e l p m a x e n a s a e b n a c r e h c a e t , e l p i c n ir p s i h t n I
. r e d a e r a e b o t s i
.
b TheBenefti so fExtensiveReading
l a ir e t a m g n i d a e r e r a s t n e d u t s e r e h w y ll a i c e p s e , g n i d a e r e v i s n e t x E
n e tt ir
w especially a t thei r level , ha s a numbe r o f benefti s fo rthe
r e m r a H ( e g a u g n a l s ’t n e d u t s a f o t n e m p o l e v e
d , 020 1 .,p 204) .A sw irtten
n
i The Pracitce o fEng ilsh Language Teaching (2001, .p 204) Co iln
e b l li w m o o r s s a l c y n a t a h t d i a s e H . t n e m e t a t s s ’ r e m r a H o t s e e r g a s i v a D
e l b a n u ‘ e b l li w d n a , m a r g o r p g n i d a e r e v i s n e t x e n a f o k c a l e h t r o f r e r o o p
y l e v it c e f f e s a s t c e p s a l l a n i t n e m p o l e v e d e g a u g n a l ’ s li p u p s ti e t o m o r p o t
e r e w m a r g o r p h c u s fi s
d e e n r e h c a e t t a h t s n a e
m s to providebook swhichetihe rby chance ,o r
o t e l b i s s e c c a y li d a e r e r a , n e tt ir w y ll a i c e p s n e e b e v a h y e h t e s u a c e b
.s t n e d u t s
n
I respondi ng the need o fapprop irate books ,Bamford and
y a
D (a squoted by Harmer, 2001 )suggests specially w irtten mateiral s
y b d e d d A . ’ e r u t a r e ti l r e n r a e l e g a u g n a l‘ y l e m a n g n i d a e r e v i s n e t x e r o f
f o m r o f e h t e k a t n a c s r e n r a e l , g n i d a e r e v i s n e t x e n i , ) 1 0 0 2 ( r e m r a H
n o n d n a n o it c if l a n i g ir
o - ifciton book sa swel la ssimpil ifcaiton so f
l f o s k r o w d e h s il b a t s
e tierature .Those kind so fbook sare considered
s t s il c if i c e p s n i h ti w k r o w s r o t p a d a d n a s r e ti r w e h t e s u a c e b l u f s s e c c u s
e t a ir p o r p p a e h t t a s t n e d u t s , e r o f e r e h T . r a m m a r g d n a s d r o w d e w o ll a f o
. e c n e d if n o c d n a e s a e h ti w m e h t d a e r n a c l e v e l
g n it t e S )
2 u p a Library
Accordingt oBamford andDay (a squotedbyHarmer ,2001 ,)i norde r
u t e s o
t p anExtensiveReading program, ateache rneedst obulidupa
b a ti u s f o y r a r b
il le books .They stated tha tatlhough thi smay appea r
e d a u s r e p d l u o h s s r e h c a e t , y r a s s e c e n f I . t n e p s y e n o m e b l li w t i , y lt s o c
h g u o r h t y e n o m e s i a r r o , s d n u f h c u s e d i v o r p o t s n o it u ti t s n i d n a s l o o h c s
s m a r g o r p g n i d a e R e v i s n e t x E n i r e h c a e t e h t f o e l o r e h T ) 3
m i e h t n
I plementaitono fExtensiveReading ,mos tstudent swli lno tdo
o t d e g a r u o c n e e r a y e h t s s e l n u s e v l e s m e h t y b g n i d a e r e v i s n e t x e f o t o l a
,r e m r a H ( n e r d li h c r i e h t y b o s o
d 2001) .Then ,the role o fteache ri s
: s a d e b ir c s e d
)
a Promoter
d e e n r e h c a e
T sto promote reading and by our o wn espousal fo
.s ti f e n e b s ti f o s t n e d u t s e d a u s r e p , n o it a p u c c o d il a v a s a g n i d a e r
)
b Organizer
r u o d e d a u s r e p g n i v a
H student s abou t the benefti s of extensive
o t e t a c i d n i e w e r e h w m a r g o r p g n i d a e r e z i n a g r o n a c e w , g n i d a e r
s k o o b y n a m w o h s t n e d u t
s that t eache rexpect t hem t o read ove ra
. d o ir e p n e v i g
)
c Resource
e k a m n a c s t n e d u t s w o h n i a l p x e n a c r e h c a e
T thei rchoice fo whatt o
t a h t r a e l c t i g n i k a m , d a e
r the choice i s t heris ,butt hey can consul t
v e r ’ s t n e d u t s r e h t
o iew sand comment sto help them make tha t
y e h t t a h t s t n e d u t s t s e g g u s n a c r e h c a e t , e c r u o s e r s a , s e d i s e B . e c i o h c
h t e r n e g a n i s k o o b r o f k o o
l a tthey enjoy ,and tha tthey make
.s e c i o h c l e v e l e t a ir p o r p p
)
4 ExtensiveReadingt asks
, ) 1 0 0 2 ( r e m r a H y b d e t s e g g u s s
A ateache rcan ask studentst o repor t
g n i d a e r p e e k s t n e d u t s e k a m o t s m i a s i h T . g n i d a e r r i e h t n o k c a b
e n O . e c n o t a s t x e t e m a s e h t t o n t u b s t s e r e t n i n w o r i e h t g n i w o ll o f
r o f , e s r u o c a n i s t n i o p s u o ir a v t a e m it a e d i s a t e s o t s i h c a o r p p a
q k s a n a c s t n e d u t s h c i h w t a , s k e e w o w t y r e v e e l p m a x
e uesiton sand/o r
y lr a l u c it r a p d n u o f e v a h y e h t s k o o b t u o b a s e t a m s s a l c r i e h t l l e t
.) 1 0 0 2 , r e m r a H ( l u f w a y l b a e c it o n r o , e l b a y o j n e
y ti v it c A g n i d a e R e v i s n e t x E . d
r e h c r a e s e r e h t , g n i d a e R e v i s n e t x E f o s e l p i c n ir p o t g n i d r o c c A
m e l p m i e h t s a s e it i v it c a e e r h t d e s o p o r
p entaiton oft hisr esearch .They
: e r e w
d a e R s w e N )
1 i ng
l e v e
L :tenthgradeo fSenio rHighSchools tudents
s e r u d e c o r
P :
)
a In t hi sacitvtiy, t eache rcan statr t o ask each student t o ifnd new s
. e l c it r
a Accordingt oYosef( 2008 ,p .22) ,newsi sanewlyrepor to f
e c n e i d u a e h t r o f g n it s e r e t n i r o t n a tr o p m i s i h c i h w n o i n i p o r o t c a f
. a i d e m s s a m h g u o r h t d e h s il b u p d n
a Chalrey( a squotedbyWahjudi ,
n o i n i p o r o t c a f f o t r o p e r y l e m it a s i s w e n t a h t d e d d a ) 2 2 . p , 8 0 0 2
a r o f h t o b r o e c n a tr o p m i r o t s e r e t n i d l o h t a h
. e l p o e p f
o Related to that ,student scan choose new swhich are
h c u s t s o m n i d e t s e r e t n i e r a s t n e d u t s t a h t s c i p o t r o s e u s s i o t d e t a l e r
y ti r b e l e c n e v e r o t r o p s , t s e r e t n i n a m u h , e u s s i s c it il o p d n a l a i c o s s a
.s w e
n
)
b Student sare allowed t o surf i nterne to ruse othe rsource ssuch a s
h s il g n
E newspape ro rmagazinesto ifnd t hearitcles. Thel ength o f
s i s e l c it r
a moret hanonepage.
)
c Student scan statr t o search i toutsideclassroom .They can havei t
. k r o w e m o h s
a A tfe r ifnding t hei ntended aritcle ,student sbegin t o
.t i d a e r
)
d Besidesr eadingt hearitcles ,eacho fstudent shast omakehi so rhe r
s n i a t n o c t r o p e r e h T . d a e r s a h e h s r o e h t a h w n o t r o p e r n e tt ir w n w o
y e h t t a h t y r a l u b a c o v w e n d n a s w e n e h t f o a e d i n i a m e h
t go tatfe r
, s tr o p e r r i e h t e d a m d n a e l c it r a e h t g n i d a e r d e h s i n if r e tf A . g n i d a e r
t x e n e h t n i s s a l c o t s tr o p e r d n a s e l c it r a r i e h t g n ir b d l u o h s s t n e d u t s
. s g n it e e m o w t
)
e Thet eache rask sstudentst oworki n agroupo f ifve. I n t hegroup ,
o p e r d l u o h s t n e d u t s h c a
e r torallywhatt heyhaver ead .Eachs tuden t
5 r o f d a e r e v a h y e h t t a h w t r o p e r n a
c – 10minutes .
)
f Havingr epo tred news ,every groupchoose sonenew saritcleast he
a t n e s e r p e r e h t , n e h T . m e h t o t g n i d r o c c a s w e n g n it s e r e t n i t s o
s i p u o r g h c a e f
o inchargetor epor tand sharet hei rmosti nteresitng
.s w e n
w e i v e R g n i d a e R y l k e e W ) 2
l e v e
L :tenthgradeo fSenio rHighSchools tudents
s e r u d e c o r
P :
)
a Theproces soft hi sacitvtiy i snealrythesamea sNew sReading.I n
, y ti v it c a s i h
t a teache rcan star tto ask each studen tto ifnd an
y n a o t d e t a l e r e r a h c i h w s e l c it r a y n a e s o o h c n a c s t n e d u t S . e l c it r a
s c it il o p s a h c u s t s o m n i d e t s e r e t n i e r a s t n e d u t s t a h t s c i p o t r o s e u s s i
f o h t g n e l e h T . s w e n y ti r b e l e c n e v e r o t r o p s , g n i m r a w l a b o l g , e u s s i
s i s e l c it r
a moret hanonepa . Sge tudent sareallowedt osurfi nterne t
s a h c u s s e c r u o s r e h t o e s u r
o Engilsh newspape ro rmagazines in
s e l c it r a d e d n e t n i e h t d n if o t r e d r
o .
)
b Student scan statr t o search i toutsideclassroom .They can havei t
n i e h t g n i d n if r e tf A . k r o w e m o h s
a 4 tended aritcle ,student scan
e d i c e d n a c s t n e d u t s d n a r e h c a e t , y ti v it c a s i h t n I . ti d a e r o t n i g e b
n I . e l c it r a e h t g n i d a e r h s i n if o t d e d e e n e m it e h t g n o l w o h r e h t e g o t
. d a e r o t k e e w a e v a h n a c s t n e d u t s , e l p m a x e s i h t
)
c Besidesr eadingt hearitcles ,eacho fstudent shast omakehi so rhe r
s n i a t n o c t r o p e r e h T . d a e r s a h e h s r o e h t a h w n o t r o p e r n e tt ir w n w o
y a m y e h t t a h t e c n a c if i n g i s , s e l c it r a e h t o t d n o p s e r e h t s a s t n e m m o c
d n a e l c it r a e h t m o r f t e
g thel ast ,new vocabulary t ha tstudent sge t
e t a u l a v e o t r e h c a e t y b d e s u e b n a c o s l a s i h T . s e l c it r a e h t m o r f
. s k s a t ’ s t n e d u t s
)
d Having ifnished reading t hearitcleand making repor,t i n t he itme
r o p e r r i e h t g n ir b d n a s s a l c o t e m o c d l u o h s t n e d u t s h c a e , d e d i c e
d t s
e h t g n it ti m b u s r e tf A . s e l c it r a e h t y b d e h c a tt a n e e b e v a h h c i h w
. e v if o t r u o f f o p u o r g o t d e n g i s s a e r a s t n e d u t s , r e h c a e t e h t o t tr o p e r
s a h e h s r o e h t a h t e l c it r a e h t s e r a h s t n e d u t s h c a e , p u o r g e h t n i h ti W
. e d a m s a h e h s r o e h t a h t tr o p e r e h t r o d a e r
)
e Since thi s acitvtiy i s weekly reading review , in every week ,
t n e r e f fi d e r a h c i h w s e l c it r a d a e r d n a d n if o t e l b i s n o p s e r e r a s t n e d u t s
.s t s e r e t n i ri e h t n o d e s a b d n a e e r f ll it s e r a s c i p o t e h T . e r o f e b n a h t
w e i v e R k o o B ) 3
l e v e
L :tenthgradeo fSenio rHighSchools tudents
s e r u d e c o r
P :
)
a In thi sacitvtiy ,teache rcan star tto ask each studen tto ifnd a
h c i h w s l e v o n d e if il p m i s y n a e s o o h c n a c s t n e d u t S . l e v o n d e if il p m i s
e h t g n it c e l e s n i r e i s a e e k a m o T . t s o m n i d e t s e r e t n i e r a s t n e d u t s
novel , teache r may presen t severa l itlte s o f novels , such a s
l o r a C s a m t s i r h
)
b Student scan sta trt o searchnove loutsideclassroom .They may go
d e d n e t n i e h t g n i d n if r e tf A . ti w o r r o b d n a d n if o t y r a r b il e h t o t
d n a r e h c a e t , y ti v it c a s i h t n I . ti d a e r o t n i g e b n a c s t n e d u t s , l e v o n
h s i n if o t d e d e e n e m it e h t g n o l w o h r e h t e g o t e d i c e d n a c s t n e d u t s
o t s k e e w o w t e v a h n a c s t n e d u t s , e l p m a x e s i h t n I .l e v o n e h t g n i d a e r
. d a e r
)
c Having ifnished reading the novel , in the itme decided , each
s s a l c e h t n i e n o y r e v e t a h t e v o r p o t d n a s s a l c o t e m o c d l u o h s t n e d u t s
o t s t n e d u t s k s a n a c r e h c a e t n e h t ,l e v o n a d a e r d n a d n u o f y d a e rl a s a h
n I .s i h m o r f l e v o n t n e r e f fi d a d a e r s a h o h w y ll a i c e p s e r e n tr a p a d n if
e h t e r a h s o t s a h t n e d u t s h c a e , ri a
p summary oft he novelt hatt hey
m o r f n i a g y a m y e h t t a h t g n i h t y n a e r a h s o s l a y a m t n e d u t s e h T . d a e r
r e tf A . s e u l a v l a r o m r o y r a l u b a c o v w e n s a h c u s e l c it r a e h
t shairng ,
y a m r e n tr a p e h
t p ostsomequesitonsr elatedt ot ha tnovel .
)
d Ift eache rwantst oevaluatestudentst hrought hi sacitvtiy,t hen tii s
s a h c u s t a m r o f e h t n i w e i v e R k o o B e s u n a c r e h c a e T . e l b i s s o p
g u
w e i v e R k o o B
.
1 Whati st he itlteo fyou rbook? .
2 Whatl eveli sti? .
3 Wha tgenrei sti? .
4 Whati st hebookabout? .
5 Doyour ecommendt hi sbook?( Chooseone) .
a Verymuch .
b I fyou ilke____________ ,ye s Ido.( genre) .
c Notr eally .Why?( Whynot? )Reason :
_______________________________
e r u g i
F 2 .1BookReview
, w e i v e R k o o B g n i s u f o e ti p s n
I teache r also can apply Ora l
d a e R n o w e i v r e t n
I ing (Bamford and Day ,2005, .p 85) .In thi s
e v a h o t e n o y b e n o e m o c o t s t n e d u t s k s a n a c r e h c a e t , n o it a u l a v e
l a r e v e s k s a n a c r e h c a e T . d a e r e v a h y e h t t a h w n o w e i v r e t n i l a r o n a
: s a h c u s s n o it s e u q
.
a Canyout el lmewhatt hebooki sabout?
.
b Canyout el lmewhot hecharacter sont hi sbook?
.
c Whowa syourf avortiecharacter?Why?
.
d Wha tdidyout hinkoft hi sbook?
.
g n i n r a e l r i e h t w o n k s t n e d u t s e h t r e tf A . y ti r o ir p s d e e n d n a , s s e c o r p
need ,st hestudent sbeginarrangingt hel earning needsi nt hep irortiy
. y c n e g r u d n a e c n a tr o p m i e h t n o d e s a b
Second , i n t heprogramplanning,t hestudent sarei nvolved
g n i n r a e l e h t , t a h t o t d e t a l e R . s e v it c e j b o g n i n r a e l e h t g n it a l u m r o f n i
t e h t s a m a r g o r
p hrid poin t i s needed to achieve the learning
e r a y e h T . s t n i o p n i a m e v if s e d u l c n i m a r g o r p g n i n r a e l e h T . s e v it c e j b o
d n a n o it a u l a v e s s e c o r p , e u q i n h c e t d n a d o h t e m g n i n r a e l , n r a e l o t t a h w
. n o it a c o ll a e m it d n a , s e it il i c a f ,t l u s e r g n i n r a e l
)
2 ProgramI mplementa iton
Int hei mplementaitonprogram,t hes tudent sarei nvolvedi n
. n o it a u ti s g n i n r a e l e l b a y o j n e g n it a e r c
)
3 ProgramEvalua iton
In the evaluaiton program ,the student sare involved in
. e t a u l a v e o t n e h w d n a , e t a u l a v e o t w o h , e t a u l a v e o t t a h w g n i d i c e d
e h t r e h t e h w w o n k o t s i s s e c o r p g n i n r a e l n i n o it a u l a v e f o e s o p r u p e h T
u l a v e e h t ,t a h t f o e ti p s n I .t o n r o s e v it c e j b o e h t t e m e v a h s n a l
p aitoni s
g n i n r a e l e h t r e tf a s r u o i v a h e b ’ s t n e d u t s f o e g n a h c e h t w o n k o t d e m i a
. m a r g o r p
.
b ThePrinciple so fParitcipatoryLearning
f o s e l p i c n ir p r u o f e r a e r e h t , ) 0 0 0 2 ( a n a j d u S o t g n i d r o c c A
r e n r a e L e r a y e h T . g n i n r a e L y r o t a p i c it r a
P -Centered ,Expeirental-Centered ,
s l a o
G -O irented ,and Cooperaitve .Those fou rp irnciple saredescirbed a s
: s w o ll o f
)
1 Learner-Centered
e h t n o d e s a b e r a s e it i v it c a g n i n r a e l e h t t a h t s e z i s a h p m e e l p i c n ir p s i h T
a h s t n e d u t s e h t , e l p i c n ir p s i h t n I . s d e e n g n i n r a e l ’ s t n e d u t
s ve bigge r
s t n e d u t s e h t , e r o f e r e h T . s s e c o r p g n i n r a e l e h t n i r e h c a e t e h t n a h t s tr a p
y e h t t a h t s s e c o r p g n i n r a e l e h t g n i m r o fr e p n i e l b i s n o p s e r e r o m e b l li w
. t n e m e l p m i
)
2 Experiental-Centered
s i s s e c o r p g n i n r a e l y r o t a p i c it r a p e h t t a h t d e v e il e b s e l p i c n ir p s i h T
e h T . s t n e d u t s e h t y b d a h s ll i k s d n a , e u l a v , e g d e l w o n k e h t n o d e s a b
e h t n i r e h t e g o t d e m r o f r e p s e it i v it c a ’ s t n e d u t s e h t s i s s e c o r p g n i n r a e l
g n i v l o s m e l b o r p e s u a c e b , r e v o e r o M . n o it a u ti s l a e
r i sthe learning
g n i v l o s m e l b o r p , n o it a p i c it r a p ’ s t n e d u t s e h t s e v o r p m i h c i h w s s e c o r p
)
3 Goals-Oriented
s i s s e c o r p g n i n r a e l y r o t a p i c it r a p e h t t a h t d e t a t s e l p i c n ir p s i h T
e v e i h c a o t d e t c u d n o
c thel earning objecitves t ha thave been decided
. e r o f e b s t n e d u t s e h t d n a r e h c a e t e h t y b
)
4 Coopera itve
n o s e z i s a h p m e g n i n r a e l y r o t a p i c it r a p e h t t a h t s e t a t s e l p i c n ir p s i h T
.t n e m n o ri v n e g n i n r a e l e v it it e p m o c f o d a e t s n i e v it a r e p o o c
.
c TheCharacteris itc so fParitcipatoryLearning
y r o t a p i c it r a P f o s c it s ir e t c a r a h c t h g i e s t n e s e r p ) 0 0 0 2 ( a n a j d u S
g n i n r a e
L .These characteirsitc sare beileved dfiferenitate Paritcipatory
e r a s c it s ir e t c a r a h c e h t , r e h tr u F . g n i n r a e L l a n o it i d a r T o t g n i n r a e L
: s w o ll o f s a d e t n e s e r p
)
1 Thestudent saret her esource soft hel earningproces .s
)
2 Thet eache rpefrorm sast hef aclitiatorf ort hestudentsi n t hel earning
.s s e c o r p
)
3 Thet eache rperform sast hemoitvatorf ors tudent sdu irngt hel earning
.s s e c o r p
)
4 The teache rand the student scooperate each othe rin the learning
n o it a m r o f n i y r a s s e c e n s t n e d u t s e h t s e v i g o s l a r e h c a e t e h T . s s e c o r p
)
5 The teache r help s the student s in creaitng enjoyable learning
it o m g n i n r a e l g n i p o l e v e d d n a t n e m n o ri v n
e vaiton so t hat t hestudent s
.s s e c o r p g n i n r a e l e h t n i e l b i s n o p s e r d n a e v it c a e r o m e b l li w
)
6 Thet eache rdevelopst eam-workl earningacitviite .s
)
7 Thet eache rencourage st hestudentst oachievet hei rgoalsi nl earning
.s s e c o r p
)
8 The teache r encourage sthe student s in improving thei rskill s in
d lr o w l a e r e h t e c a f o t m e h t r o f l u f e s u e b l li w t a h t g n i v l o s m e l b o r p
. n o it a u ti s
k r o w e m a r F l a c it e r o e h T . B
d o o g g n i v e i h c a f o s s e c c u s e h t n i e l o r t n a tr o p m i n a s a h l li k s g n i d a e R
g n it ir w d n a g n i k a e p s n i y c n e i c if o r p h s il g n
E skills . tIs impo trance b irng sa
g n i n r a e l d n a g n i h c a e t e h T . s s e c o r p g n i n r a e l d n a g n i h c a e t e h t o t e c n e u q e s n o c
s i t I . e l b i s s o p s a e v it c e f f e s a d e t c u d n o c e b d l u o h s l li k s g n i d a e r f o s s e c o r p
r e h c a e t h t o b e v l o v n i n a c s s e c o r p g n i n r a e l d n a g n i h c a e t e h t f i e v it c e f f
e and
f o s s e c o r p e h t n i d e r a e p p a t c a f t n e r e f fi d a , r e v e w o H . y l h g u o r o h t s t n e d u t s
n i s s a l c B X f o l li k s g n i d a e r g n i n r a e l d n a g n i h c a e
t SMA Negeri11Yogyakarta .
e h
T students tende d not t o pay atteniton to t he l esson by t alking wtih
n e v e , s d n e ir
f sleepingdu irngt hel esson. Indigg ingther easons ,ther esearcher
f o e m o s h ti w k l a t t r o h s a d a
r e h c r a e s e
r that t hey were bored wtih t het eaching methods t hatwereappiled
r e h c r a e s e r e h t y
b in t hei rreading clas swhich use smethod ssuch a sreading
m e h t e d a m s i h T . s t x e t g n i d a e r r e tf a s n o it s e u q g n ir e w s n a d n a d u o l
a tended t o
n o it a p i c it r a p r i e h t , e r o m r e h tr u F . n o s s e l e h t e r o n g
i in joining reading class
d e s a e r c e d o s l a e r e
w .
, s e ir o e h t n i a m o w t d e y o l p m e r e h c r a e s e r e h t , h c r a e s e r e h t g n it c u d n o c n I
f o y r o e h t e h t d n a s e l p i c n ir p g n i d a e R e v i s n e t x E f o y r o e h t e h t y l e m a n
n o it a p i c it r a
p .ExtensiveReading has t en p irnciples .Al lof t hem can descirbe
o it i n if e d e n o y l n o n i g n i d a e R e v i s n e t x
E nwhichi sr eadingbothf o rknowledge
g n i d a e R e v i s n e t x E s e k a m g n i d a e R e v i s n e t x E f o a e d i n i a m e h T . e r u s a e l p d n a
’ s t n e d u t s e v o r p m i o t d e t s u rt n e s
i paritcipaitoninl earningr eadings kill .
, s t x e t g n i d a e r n i t n e m y o j n e d n a e n o z t r o f m o c r i e h t g n it e e m y B
t n e d u t
s s ’paritcipaitoninl earningr eadingskli landattendingr eadingclas sare
. e v o r p m i o t d e t c e p x
e Throughthegivenoppo truntiyt ochooset hei rownt ext s
h c i h
w based on thei rinterest sand read a tthei rown pace, the students‘
e p x e e r a e c n a t c u l e r d n a m o d e r o
b cted to be faded away . Therefore , the
r e h c r a e s e
r proposes ExtensiveReadinga san i nnovaitvet eachingapproach t o
s i h c i h w e r o f e b d e il p p a d o h t e m e h t o s l a t r o p p u s o t r e d r o n i ll i k s g n i d a e r h c a e t
3 3
Y G O L O D O H T E M
n i d e y o l p m e y g o l o d o h t e m e h t f o n o it p ir c s e d e h t s t n e s e r p r e t p a h c s i h T
n o s n o it a r o b a l e s e b ir c s e d r e t p a h c s i h t ,l i a t e d n I . h c r a e s e r e h t g n it c u d n o
c research
, d o h t e
m research paritcipants ,research setitng ,insrtuments and data gatheirng
s e u q i n h c e
t which descirbe kind so finsrtuments used in thi sstudy and how to
a t a d e h t r e h t a
g , dataanalysi swhichdescirbe sway showt he ifnding sareanalyzed
s m e l b o r p h c r a e s e r e h t r e w s n a e h t s a o
s andr esearchprocedures.
.
A ResearchMethod
n o it c A m o o r s s a l C d e y o l p m e r e h c r a e s e r e h t , h c r a e s e r e h t g n it c u d n o c n I
e u d s a w h c r a e s e R n o it c A m o o r s s a l C y o l p m e o t n o i s i c e d e h T . ) R A C ( h c r a e s e R
e b o t h c r a e s e r e l b a ti u s t s o m e h t s i h c r a e s e R n o it c A m o o r s s a l C . n o s a e r a o t
p s i e r e h t n e h w d e il p p
a roblem du irng teaching and learning proces so rany
. m o o r s s a l c n i d e t a l e r s e it i v it c a
e s u a c e b h c r a e s e R n o it c A m o o r s s a l C e s u o t d e d i c e d o s l a r e h c r a e s e r e h T
r s s a l C y b d a h s c it s ir e t c a r a h c f o o w t f
o oom Aciton Research (Burns, 02 1 .0 , p
c r a e s e r n o it c A , t s ri F . ) 6
2 h i scontextua land i t idenitife sand invesitgate s
d n a e v it a u l a v e s i h c r a e s e R n o it c A , d n o c e S . n o it a u ti s c if i c e p s a n i h ti w s m e l b o r p
c h c r a e s e R n o it c A m o o r s s a l C d e il p p a r e h c r a e s e r e h
T ycle sproposed
.) 2 8 9 1 ( tr a g g a T c M d n a s i m m e
K Onecyclei ncludesf ou rstep swhich areplan ,
.t c e lf e r d n a , e v r e s b o , n o it c
a In thi sClassroom Aciton Research ,the research
e r p e h t h ti w n u g e b s a
w -research and followed by planning ,acitng ,observing
. g n it c e lf e r d n a
e r u g i
r e tf A . s s a l c B X y b d e n r a e l n e e b t o n d a h m e ti s w e n , 2 r e t s e m e s X e d a r g n i
t a h
t ,the researche rshowed three acitviite so fExtensive Reading to the
e r e w y e h T . B X f o r e h c a e t h s il g n
E New s Reading , Weekly Reading
, d e s o p o r p s e it i v it c a e e r h t m o r f , r e v o e r o M . y r a m m u S k o o B d n a , w e i v e R
d e t c e l e s r e h c r a e s e r e h
t New sReadingast heExtensiveReadingacitvtiyt o
. h c r a e s e r s i h t n i d e t n e m e l p m i e b
.
2 tAci ng
e l c y c h c r a e s e R n o it c A m o o r s s a l C f o p e t s d n o c e s s i h t n
I , the
g e b r e h c r a e s e
r a n to apply New sReading a sselected Extensive Reading
. y ti v it c
a Int hiss tep,t her esearche rplannedacitviite stobedonebyt eache r
n
i New sReading.
B X o t e m a c r e h c r a e s e r e h t , 1 e l c y c g n i o d e r o f e b , h c r a e s e r s i h t n I
s a w g n it e e m e h T . h c r a e s e r e h t r o f s t n e d u t s e r a p e r p o t r e d r o n i s s a l c
, g n it e e m s i h t n i ,t s ri F . s n o s a e r o w t f o e s u a c e b d e t c u d n o c e b o t y r a s s e c e n
e h
t researche rtold the student sthe aim the researche rattended to XB
. s s a l
c Second , in thi s meeitng , the researche r needed to convey
u rt s n
i citonst o student sbefore staritng t he cycle1 .In t hi smeeitng, t here
e h c a e t y b d e m r o fr e p e b t s u m t a h t s e it i v it c a e r e
w r .The acitviite swere
: y ti v it c a s ’ r e h c a e T
.
a Teache rgreete dstudent .s
.
b Teache raske deachs tudentt o ifndnew saritcle.
.
c Teacher kas e d each studen tto ifnd new saritcle related to issue so r
s t n e d u t s t a h t s c i p o
t w ere interested i n mos tsuch a ssocia land poilitc s
.s w e n y ti r b e l e c n e v e r o t r o p s ,t s e r e t n i n a m u h , e u s s i
.
d Teache raske deach student t o ifnd new saritclewhich l ength o faritcle
s
i moret hanonepage.
.
e Teache rallowe d studentst o browsei nterne to ruse othe rsource ssuch
. n o i s r e v h s il g n E n i s e n i z a g a m r o r e p a p s w e n s a
.f Teache r aske d student s to search i t outside classroom a s thei r
. k r o w e m o h
.
g Teache raske d student sbegin to read thei raritcle satfe r ifnding the
. e l c it r a d e d n e t n i
.
h Teache raske dstudentst omaket hei rown w irtten r epo tr son whatt hey
w e n d n a s w e n e h t f o a e d i n i a m e h t n i a t n o c s tr o p e r e h T . d a e r e v a h
. g n i d a e r r e tf a t o g s t n e d u t s e h t t a h t y r a l u b a c o v
.i Teache raske d student sb irng t hei raritcle sand repo trs i n t he next t wo
s t n e d u t s e h t g n ir a p e r p r e tf
A fort her esearch,t her esearche rstatred
e b t s u m t a h t s e it i v it c a e r e w e r e h t , g n it e e m e h t n I . 1 e l c y c g n i m r o f r e p
; s w o ll o f s a d e t n e s e r p e r e w y e h T . r e h c a e t e h t y b d e m o f r e p
: y ti v it c a s ’ r e h c a e T
.
a Teache rgreete dstudent .s
.
b Teache raske dstudentst opreparet hei rnew saritcle sandr epo tr .s
.
c Teache raske dstudentst oworki ngroupo f ifve.
.
d Teache raske deachstudenttor epor torallywhatt heyhad readj us t ilke
anewsr eadingwtihint hei rgroup.
.
e Teache raske d every group to choose one new saritcle a sthe mos t
g n it s e r e t n
i new saccordingt ot hem.
.f Teache raske d eachgroup send onestuden tast her epresentaitveoft he
o t g n i d r o c c a s w e n g n it s e r e t n i t s o m e h t s s a l c e l o h w e h t o t e r a h s o t p u o r g
. p u o r g r i e h t
.
g Teache rgavechance sstudent sfrom othe rgroups t o ask quesiton sand
. e l c it r a s w e n g n it s e r e t n i t s o m e h t n o s t n e m m o c e v i g
.
h Teache rdiscusse dstudents ’assignmentst o ifnd da dn rea new saritcles ,
d n
a makearitclerepo trs.
