Teachers’ beliefs toward Silent Reading in
Extensive Reading Classroom
Mutia Ayu Krismanda (112010028)
Introduction
Since the late 1970’s teachers have been demonstrating Silent Reading (Gardiner,2001; Grabe, 2009). Educators usually call it Sustained Silent Reading (SSR). Others call it recreational reading or independent reading (Hopkins, 1997). Some researchers also know it as DEAR (drop everything and read), DIRT (daily independent reading time), FVR (Free Voluntary Reading) (Garan & DeVoogd, 2008; Siah & Kwok 2010), SQUIRT (Sustained Quiet Un-Interrupted Reading Time) or WEB (We Enjoy Books) (Pennington, 2011). Silent reading deals with as a period of uninterrupted silent reading in order to promote reading (Bryan, Fawson, and Reutzel, 2003).
Recent studies from some researchers (Ping-Ha & Chi-Thing, 2000; Day & Bamford, 2004; Garan & DeVoogd, 2008; Siah & Kwok 2010; Cerda & Rothenberger, 2011; Rosseau, 2012) found SSR to be effective, others (National, 2000; Pennington 2011) found different result. Gardiner (2001) found that there are significant positive effects from launching an SSR program, such as a close connection between SSR and students’ attitudes toward reading, and an
claims that SSR does not maximize reading development, SSR is not teaching, SSR provides no opportunity for reader response and there is not enough class time for SSR.
Regardless the positive or negative effectiveness of SSR, I still believe that one of the important keys for SSR to be successful is teacher as a role model in reading. How the teachers play their role is influenced by their beliefs. Davis andAndrzejewski (2009) have the same ideas, they acknowledge that “teachers’ beliefs guide their decision-making, behavior, and interactions with students and, in turn, create an objective reality in the classroom, what students experience as real and true.”
Teachers’ beliefs will produce powerful concept to their own theoretical or principle toward something that related with teaching and learning process in classroom. Moreover, what teachers’ beliefs could be wished as their identities to be effective teachers in contributing better national education. Even in the matter of SSR, teachers’ decision in conducting SSR plays important role in Extensive Reading classroom. Their beliefs toward SSR impact the effectiveness of SSR.
This study attempted to explore what teachers’ beliefs toward silent reading method in Extensive reading classroom. A research question, “What are teachers’ beliefs toward silent reading in Extensive Readingclassroom?” willguide this study. This paper seeks to contribute to this area of research and find out teachers’ beliefs toward Silent Reading in Extensive Reading classrooms to improve SSR method so it can be more effective for students’language learning. It will also include about the concept of SSR from some teachers’ point of view according to their personal experiences.
The important of teachers’belief
Teachers’ belief plays an important role in classroom activity. Their belief is real and true. It is related with teachers’ decision in class, teachers’ interaction, teachers’ and students’ behavior and determined the objectives of the lesson in class. What teachers’ beliefs develop their planning and curricular decisions. As Harste and Burke (1997) (as cited in Kuzborska, 2011) add that teachers’ beliefs influence their goals, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in. In this case, teachers’ knowledge, attitude and concept from their personal experience and their background family, social and education that influence teachers’ decision in classroom activity, interaction with students, objective of the lesson and behaviour in relationship with their students and peers would affect what the teachers’ belief are.
Teachers’ beliefs produce teacher principleand their own theoretical for the certain method or program. It contributes with their powerful concept about the theory. As Harste and Burke (1997) (as cited in Kuzborska, 2011) mentioned that teachers make decisions about classroom instruction in light of theoretical beliefs they hold about teaching and learning. They can be thought of as guiding principles teachers' holdthrough their experiences.
have been discussed under a variety of headings, such as opinions , attitudes, preconceptions, personal epistemologies, perspectives, conceptions, principles of practice and orientations.
In addition, Davis and Andrzejewski (2009)agree with what Lortie’s (1975) has concededthat many beliefs teachers hold about teaching originate from personal experiences as students. Some beliefs may derive from other personal experiences such as family traditions and values, social encounters, community participation, popular culture, teacher preparation, observing teachers, professional development, and scholarly literature.Beside coming from personal experience Richardson (1996) ( as citedin Chong, Wong & Lang, 2004) also highlighted the other major sources of teacher beliefs, that is from teacher experience with schooling and instruction, and experience with formalknowledge –both school subjects and pedagogical knowledge.
Therefore, teachers'beliefscould be explained asa complex conceptthat related withtheirpersonal attitudes, expectations andexperiences. Pajares (1992) (as citedin Chong, Wong & Lang, 2004) demonstrates thatbelief about teaching includes perceptions and expectations about what it takes to be an effective teacher. Teachers who are willing to explore their beliefs, and how their beliefs relate to practice and the professional knowledge base, can capitalize on the beliefs they hold to promote students' intellectual growth, autonomy and reciprocity, and equity in their classrooms. Researchers (Dart, Boulton-Lewis, Brownlee, & McCrindle, 1998)said that their extended years as classroom observers have led them to develop their own personal theories and powerful conceptions about teaching and learning that could embark the efficiency of methods in certain course (as citedin Chong, Wong & Lang, 2004).
Teachers are usually conducting silent reading in different ways. In the classroom,it deals in 15 or 20 minutes at the middle grade level to the whole class period and it allows students to read whatever and wherever they want.In other words it could be said that the book that the students read in SSR time should be chosen by the students themselves. From Ivey and Broaddus’s study (2001) (as cited in Rosseau, 2012), which has aim to identify what makes middle
school students want to read, they conclude that silent reading was a factor in middle school students’
interest in reading and having choice and variety in reading material was important in reading
engagement.
As what we discussed before, teacher personal tenets also drive their students behaviour. So it could be assumed that teacher give impact on students’ motivation and behaviour during class activity. Gambrell (1996) suggests teachers should serve as explicit models that go beyond the simple participation in sustained silent reading to share their own reading experiences with their students in authentic ways (as cited in Garan & DeVoogd, 2008). Researchers (Day &Bamford, 1998, Krashen, 2006, Grabe, 2009) demonstrate that the teacher has to read throughout the SSR time. By introducing people who are enjoying reading, students who are not accustomed to pleasure reading will be encouraged to do the same. Campbell (1989) adds that teachers should comment upon, talk about books they read. Then, students in class will become eager to do the same (as cited in Ping-Ha and Chi-Ting, 2000). Hence, we can assume that if the teacher really do silent reading together with their students and also motivate students to do SSR in class, students will love reading more through SSR that they were implemented in classroom.
(1998) remind us that this is one of the challenges of an extensive reading approachand it is challenging that extend to the others side of the desk. Students, too, must become accustomed to new roles and responsibilities as learners. On the other words, SSR cannot be done with traditional instruction such teacher teach and students only listen. As the solution of the weaknesses of traditional instruction of sustained silent reading, researcher tried to modify SSR by designing scaffolded silent reading (ScSR). ScSR is silent reading using independent-level texts selected from varied genres, periodic teacher monitoring of and interaction with individual students, and accountability through completed book response assignments (Reutzel, Fawson, & Smith, 2008). So, perhaps teachers could give additional activity to encourage the students to enjoy reading more.
To measure the effectiveness of SSR we could see on Ozburn’s (1995) experience of implementing a successful high school SSR program. She points out that the time may be longer around 4 or 5 months to become hooked on books. She agrees with Krashen (1993) that it might also take over 4 months for an SSR program to show results. They believe that the time was usually used for a few minutes each period, e.g. 10-15 minutes(as cited in Ping-Ha and Chi-Ting, 1995). That is how SSR has always been done
Several issues concerning the implementation of SSR
(2011) found “The available data do suggest that independent silent reading is not an effective practice when used as the only type of reading instruction to develop fluency and other reading skills, particularly with students who have not yet developed critical alphabetic and word reading skills.” (National Reading Panel [NRP] 12, 2000) Moreover, he also believes that class time should be reserved for direct and differentiated reading instruction and independent reading assigned for homework.Nevertheless, some educational researchers have criticized the findings of the National Reading Panel. Krashen(2011) has commented on this finding by agreeing that SSR is not a comprehensive reading program. He argues “The NRP comment addresses a position that nobody has ever held. No, SSR is not a comprehensive reading program. Nobody ever said it was.”He clarified thatSSR is more about the ability of SSR to demonstrate pleasure reading instead of focus on a comprehensive reading result. He also gave criticism forresearch study (National Reading Panel [NRP], 2000) findings about inability SSR to develop critical alphabetic and reading skills. In making this comment he clarified “SSR is actually not designed to help beginning readers. It isfor those who can already do.” (as cited in Pennington, 2011).
efficient. It’s the ability of SSR to promote more independent reading outside of school.” Here, what Krashen (2011) really means by this is that he wants to emphasize about the main aim of SSR to be implemented in class is not for developing reading skills but it is more about to promote pleasure reading outside the school(as cited in Pennington, 2011).
Next,understanding ofSSR thatis notfollowedby afollow-upactivity also raises a debatable statement “SSR Provides No Opportunity for Reader Response”. Pennington (2011) said that SSR ignored reader response which is critically important to make students better readers. According to him, SSR did not deal with literature study such as readers’ responses, discussion, readers’theater, book review and so on. Besides, Krashen (2011) also agrees with the statement that SSR is notliterature study, he also gives confirmation about what actually SSR means. He acknowledges that SSR is a supplementary activity which may require band aids such as monitoring, assessing, checklists, questions, discussions, readers’ response, plot diagrams, etc (as cited in Pennington, 2011).Thus, we can conclude that we need both of them, SSR and literature study for developing reading skills. But what should be emphasized that SSR is one of the activities in Extensive Reading which also needs another activity to make the studentmaster in reading skills.
Several scholars (Gardiner, 2001; Yoon, 2002; Ping-Ha & Chi-Thing, 2000; Garan & DeVoogd, 2008; Siah & Kwok, 2010) agree that traditional sustained silent reading (SSR) is defined as an in-classroom reading activity in which students are given certain amount of time to silently read self-selected material for pleasure or information as a way of cultivating a love of reading that deals with free reading during which students read books of their own choice, without assessment, skills work, monitoring, or instruction from the teacher. Students are not required to finish their selections and do not have to write book reports or assignments, andno grades are given. Independent analysis of the results of the National Institute of Child Health and Human Development study also reveal that SSR is as good as traditional instruction (National Reading Panel [NRP] 12, 2000).
Hopkins (1997) also found that some teachers combine SSR with dialogue journals. Students share things in their journals about the books they are reading (some teachers call this SSW -- sustained silent writing) and sometimes the teacher might provide a question for everybody to respond to in their journals. It might be useful for the students as language learner. At the result, students can get some ideas from the text and make them think critically.
Hernandez and Meredyth (2011) (as cited in Pennington, 2011) agree that SSR should be followed by follow-up activity to make sure that the students really read the books and increase student motivation in reading. Their beliefs were influenced by their personal experiences as a teacher. They conceded that sharing about book that we have read, having discussion or sharing time and doing the other activities such as writing daily block or written response after implementing SSR will not reduce students’ enjoyment of reading. In contrast, it will change students’ bad attitude toward reading and increase their motivation to read others material.
Meredyth also suggested that teachers could teach how to select interesting book for their students. Here, it could be seenthat teacher’s belief and teacher’s role really impact on students behavior. The majorresult on effectiveness of SSR was determined on the teachers’ belief and teachers’ roles about SSR in classroom. In addition, SSR needs follow-up activity but perhaps with no specific grading of some reading skills.In conclusion, the important things to make students get the benefits of SSR are the understanding and the role of SSR should be understood first. Furthermore, the follow-up activity after doing SSR must be considered.
Research Design
The setting of this study was in English teacher education program at Satya Wacana Christian University. It is located in the small town of Salatiga, Central Java, Indonesia.They gave Extensive Reading course for the first year students there. They also used silent reading as one of the activities in Extensive Reading classroom. The subject of this study was the teachers of English teacher education program that had ever taught Extensive Reading. From this case, I was wondering if the teachers have similar perception toward SSR method or not and what kind of teachers’ role that the teachers believe there. This research was a qualitative research of some Extensive Reading classrooms in SWCU.
Participants
T4
T5
T6
T7
T8
T9
T10
T11
I prefer to have them as my participants of this research because as McKay (2006) notes that there are two important things crucial to the selection of participants:
1. They need to be related to the purpose of the research
The purpose of this research is to know the teachers’ belief toward silent reading in Extensive Reading class so I choose lecturers that have ever taught Extensive Reading. My consideration is also my understanding about teachers’ belief related with their personal experience then they might be familiar enough with SSR. So, I expect they have well understanding about SSR.
2. They need to be a representative sample of the population
Instruments of data collection
In this study, the semi-structured interview was used as the main instrument to collect the primary data. This was a qualitative data regarding teacher belief toward SSR in Extensive Reading classrooms. This research conducted by interviewing the lecturers. They were given 6 questions and the follow up questions. The interview questions were addressedas follows:
1. How do you define SSR?
2. Do you implement SSR in your ER class?
3. Why do/ do not you implement SSR in your ER class? 4. How often do you implement SSR in your ER classroom? 5. How do you implement SSR?
6. Do you give follow up activity of SSR to your students?
7. Why do/ do not give follow up activity of SSR to your students?
8. What kind of follow up activity did you use after implementing SSR in classroom?
Data Collection Procedure
A semi-structured interview type was adopted for this study, involving a relatively fixed interview schedule but also allowing and even encouraging the interviewees to elaborate about the particular issue. There were several things to do to collect the data, such as :
1. Deciding the participant and ask permission to the lecturers in SWCU who had ever taught Extensive Reading.
possible questions to be followed up and check possible challenges about how the questions will be responded by the interviewees.
3. Making an appointment for interview section with the participants who accept research’s permission.
4. Meeting the teacher and do the semi-structured interview to collect the data. The interviews took 15-30 minutes on average and were recorded and transcribed. One of participants was interviewed through online chatting because of the distance.
5. The participants were asked several questions. The first questionwas about the definition of SSR, this question was to gain what teachers beliefs toward the definition or the meaning of SSR according to them. After that, the following questions were preceded to the topic on teachers’ beliefs toward SSR in Extensive Reading class such the reason why they implement or do not implement SSR in their ER class, how often they implement SSR, how they implement SSR and whether they give follow up activity to their student after implementing SSR.
6. Date and length of the interview that the researcher has doneare such following :
Data Analysis
Data were collected from every question provided on the teacher-interview. For all data from qualitative questions in the teacher interview weregrouped in the same categories. Then, those categorieswere analyzed to developemerging themes that finally come up in 3 emerging themes. Finally, the discussion in the three emerging themes would be used to describe the teachers’ beliefs toward silent reading that the study seeks to find out.
Findings and Discussions
Silent Reading is individual process.
From the analysis of the interview 11 ER teachers, SSR could be defined as an individual process. All of them view that SSR is reading silently or reading by heart. SSR would be the time in several periods for the reader to focus on their book and comprehend to the content of the book. Some of them emphasized that when students do silent reading, they actually read in their mind. In other words, in SSR there is interaction between the text and the reader. This concept was revealed as the quotation of T6, T8 and T11 below that claim similar ideas about SSR:
saat reading bagi students yang diberikan oleh teachers nya dalam membaca tanpa bersuara. Jadi mereka hanya membaca dalam hati dan berusaha memahami bacaan secara individual (T6)
reading timeforstudents that aregiven bytheirteachersto readsilently. Sotheyjustreadby heart andtry to understandtheirreading individually(T6) (10/4/201, my translation)
an activity in whichthereaders do reading activitysilentlyforcertain time, ...itis alsoencouragingtoemphasizethat reading isan individual activityinstead of communal activity, ...the interactionbetween the textand the reader(T8)(10/4/201, my translation)
a way someone read a paper, an article or a book and read it themselves. So they just read it in their mind and do not make any sound about it necessarily (T11)
The quotations above describe a situation in which the students as the readers do not need to produce any sound while they are reading. This program will let students read silently, freely, and without interruption (Gardiner, 2001, Siah, P., & Kwok, W, 2010). According to the teachers above, in SSR, students were reading a book silently and trying to comprehend the content of the book. Hence, SSR seems like an individual activity that encompasses an interaction between the text and the reader. In this case, SSR is contrast to be compared to reading aloud. Reading aloud involves speaking the words on the page out loud, and in contemporary practice is commonly used for the communal benefit of reading to someone else. On the other hand, reading silently means reading without speaking the words aloud (Bishop S, 2013). That is why SSR is called an individual process. It is implemented for their own benefit.
In the classroom, SSR is implemented individually in certain period of time. The time to implement SSR in classroom is not fixed. There are various times that were set for silent reading times in ER classroom. It based on the teachers’ belief.
biasanya sih membacanya cuma 15 menitan,.., kalo untuk pemahaman mungkin belum ya masih sedikit ya, tapi kalo untuk membiasakan mereka membaca mungkin ya sudah lumayan (T2)
we usually read about 15 minutes.., Perhaps fot comprehension was not enough, but to get the students used to read was quite enough. (T2) (10/4/201, my translation)
kan, tapi membiasakan seseorang itu kan bisa bahkan hanya dengan 10 menit itu nggak apa-apa yang penting rutin setiap pertemuan (T3)
Actually in the class context, 15 minutes was enough. It does not need to take a long timeto get the students used to read. Develop reading could be only 10 minutes, but the important thing is it should be done regularly.(T3) (10/4/201, my translation)
jadi karena tujuan saya agar mereka adalah membiasakan diri dengan kegiatan membaca , 30 menit saya anggap cukup karena kalau lebih dari itu biasanya mereka sudah ngantuk (T8)
in my opinion because the aim of SSR is to get the students used to read activity. I think30 minutes were enough because if it takes longer the students usually feel sleepy.(T8) (10/4/201, my translation)
To summarize, it can be concluded that SSR is an individual process. It is time for the readers to have an interaction with the text that they read. In classroom, SSR is usually conducted around 15- 30 minutes of the whole class time. It is considered enough for developing students’ reading habit and promoting independent reading outside of schools. Thus, SSR is individual activity that the students are expected to enjoy reading whenever and wherever they want.
Teachers monitor students in SSR
Individual process of SSR gives impact on students’ autonomy and credibility that becomes some considerations for teachers. Based on the interview with 11 teachers that were asked about their concept of SSR, it could be inferred that the meaning of SSR is similar to Day’s (2004) “SSR in classroom means teachers ask students to read books silently and individually during their language lesson.” Consequentially, it is hard for teacher to control them during SSR.So,teacher will not know whether the students really read the book or they just keep silent without reading the book and how far students focus on their reading. T2, T3, T7 and T8 admitted that it is difficult to control the students during SSR. Their beliefs were represented T8 as the following quotations:
untuk mengecek mereka membaca atau tidak membaca tentu saya tidak bisa karena saya membaca juga dan saya yakin ada beberapa anak itu pasti tidak sungguh-sungguh membaca pasti ada(T8)
These findings challenge the work of earlier researcher (Garan, 2007), who tended to assume that allowing pure SSR in classrooms feels like free fall for teachers because it means letting go and giving up control(as cited in Garan & DeVoogd, 2008). It means trusting that students with a book in front of them are actually reading. This research about earlier finding of
SSR is also believed by T7. Giving comment on teachers’ role toward SSR in ER, she tried to
compare between teachers’ role in Extensive Reading and Intensive Reading.
terus terang konsep dari SSR itu kan sebetulnya saya tidak mengontrol, karna kalau saya mengontrol nanti jadi Intensive Reading bukan ER. Jadi istilahnya saya percaya kamu baca, sudah saya beri waktu. Ya bentuk kontrol ya tidak boleh ngomong (T7)
to be honest, the concept of SSR is not actually being controlled by me becauseifIcontrolthem it will beIntensiveReading, notExtensive Reading. SoIjust believeyouread becauseI havegiventhe time. Controlling the students by asking them not to talk while they were reading (T7) (10/4/201, my translation)
addition, MacLeod (2003) stated that ER is always done for the comprehension of main ideas, not for some specific details like in IR. That’s why some teachers believed that teachers do not need to make an interaction with their students while implementing SSR in ER classroom.
Although earlier finding of SSR claimed that silent reading do not need to be controlled but this finding said that actually mostly teachers want to control the students during SSR. This is the nature of teacher that they always want to know about what students’ doing in class. The result of this research found some teachers that still monitor the students while they were doing SSR. Several teachers like T1, T3, T4, T5, T6 and T10 admitted that they control the students to make sure that the students really read the book or not. They actively monitor students during SSR by moving around the classroom. It was used to make sure that students are on task. Those
similar ideas from some teachers can be seen from the quotation of T3 below:
Saya kalau 15 menit, 10 menit pertama saya akan membaca dengan mereka kemudian saya akan berjalan. Soalnya itu mereka kan wajib ya jadi saya akan cek apakah mereka benar-benar membawa buku atau tidak, soalnya kadang pura-pura membaca. Jadi saya harus memang cek memastikan kalau mereka membawa buku atau kadang saya balik, 5 menit pertama saya keliling dulu memastikan bahwa mereka membaca terus kemudian saya membaca terus kemudian sebelum berakhir saya akan keliling lagi memastikan bahwa mereka juga membaca. Tapi kadang saya membacanya biasanya sambil berdiri didekat mereka si.. (T3)
Although during SSR T3 also read the book as a role model for the students, she also tried to control her student. She cannot really believe that the students will read the book without monitoring from the teacher. She thought that she still need to move around to check the students that they were still on the task even though only in 1/3 times of SSR times. Interestingly, even some teachers like T1 and T4 are very curious about the book that the students read. During silent reading time they are even asking questions about what students’ reading and encouraging
students to read books at an appropriate level. Before proceeding, it is useful to hear from the teachers themselves concerning what they think of implementing SSR.
ketika saya menyuruh mereka membaca silently I always control them and for example I come to one student "what are you reading?" for example tapi bicaranya pelan-pelan biar dia cuma saya dan dia yang berkomunikasi…kalau dia membuat kesalahan misalnya dia tidak mengerti 5 kata dalam satu buku it means it is not his or her level, so he has to move them (T1)
when I asked them to read silently I always controlled them and for example I come to one student "what are you reading?" but he answered slowly so just
those student and I who are communicating … If they make mistakes, for example she or he did not understand 5 words in a book it means it is not his or her level, so he has to move them(T1) (10/4/201, my translation)
ya keliling, bertanya sedikit apakah ada yang ditanyakan atau biasanya saya memberi komentar tentang teks ini (T4)
yes, I moved around and asked them whether they have a question or Iusually gave a comment about the text (T4) (10/4/201, my translation)
However, that kind of mentoring that was done by T1 and T4 might distract students’ reading, thus some teachers providing “time share” after SSR instead of commenting students’ reading during SSR. T2, T3, T9 and T10 combine SSR with follow up activity such sharing or discussion after SSR reading time in class. These implications were represented by T2 and T10 as the following quotation:
tapi setelah itukan mereka didiskusi nah kalo diskusi kan saya keliling jadi mereka harus ngomongkan. Nah disitu ketahuan siapa yang benar-benar membaca siapa yang nggak membaca itu nanti kita tahu (T2)
but after that, they had a discussion time so I was moving around them to hear what they comment up. In that time, I would know who really read the book and who did not read. We will know it (T2) (10/4/201, my translation)
biasanya kalau dulu itu pernah setelah SR itu kadang-kadang pernah dimulai dengan reflection for discussion…like sharing what they have read trus misalnya how do they like it . Did they recommend book atau mungkin hal-hal yang seperti itu , nah itu mungkin kan dengan demikian temannya bisa“oh buku ini menarik ya ternyata aku mau baca ah”(T10)
in the past, after reading silently sometimes we started with reflection for discussion… like sharing what they had read and then how do they like it for example. Did they recommend book or maybe something like that. Perhaps It was like that his friends would say “oo this book is interesting so I want to read it”(T10) (10/4/201, my translation)
Those teachers above modify SSR by doing sharing about the book that they have read after Silent Reading time. Therefore, they will know which students that really read a book and who did not. By doing sharing or discussion, teachers also hope that the students also can recommended their book to the other students. Then, it can help the students to choose another book that they have read. Those kinds of follow up activities have a similar idea from what researchers have claimed asScaffolded Silent Reading (Reutzel,Fawson, & Smith, 2008). In this
setting personal goals for completing the reading of books within a timeframe, conferring with
their teacher, and completing response projects to share the books they read with others” (p. 196)
(as cited inGaran & DeVoogd, 2008). Researchers found positive impact from this method. According to Kelley & Clausen-Grace (2006), building in opportunities for sharing ideas and discussions about text could be a powerful motivation for engaging readers. A thoughtful modification of SSR geared to the needs of a class can result in significant gains on formal assessments of wide reading, metacognitive awareness, and comprehension (as cited in Rosseau, 2012). These findings also oppose what Pennington (2011) has claimed. He said that SSRignored readers respond. However, by implementing such follow up activity that is like in ScSR method gives students opportunities to share what they have read. It could give a chance for the student to respond the book which is critically important to make students better readers. Thus, this research proves that most of the teachers have modified SSR become such a way like ScSR.
Interestingly, the researcher found that one teacher, T7 was giving different guided question every week. This method could make SSR more effective. This way was done by the following teacher:
follow up setelah itu lebih ke kaya sharing yang mereka baca. Bentuknya seperti itu, dan biasanya kita si, what to share mungkin minggu ini the character, minggu depan apa jadi bermacam-macam (T7)
the follow up activity was more like sharing what they had read. It was like that, and usually what to share perhaps this week was about character, but next week it could be varieties. (T7) (10/4/201, my translation)
Providing guided question for students in “share time” after implementing SSR is
small group and asked the students to share their thought toward the book that they have read through answering some guided questions. According to Hopkins (1997), by giving different guided question each week, it might support the curriculum, focusing attention on the climax, or the author's point of view, or some other element of literature that the teacher has introduced in class.
Moreover, in making this comment Hopkins (1997) suggest if a weekly "share time" is part of the SSR routine, the teacher might serve as a model by talking about the book he or she is reading. T8 has also applied it.
lalu ketika bercerita kami sharing tentang isi bacaan. Saya juga membaca ini, isi cerita yang saya baca tadi ini. Kalau kalian mau bertanya juga boleh jadi tidak hanya saya bertanya kepada mereka , mereka juga bertanya kepada saya gitu (T8)
in sharing time, we shared about the content of the book. I also read the book and told the students what I had read. It is ok if you want to ask, so I did not only ask them but they also could ask me. (T8) (10/4/201, my translation)
In this research, I found that not only by sharing orally but also in written such make a weekly journal or summary as the follow up activity of SSR. This writing activity was also implemented in some teachers’ class like T1, T2, T3, T5 and T11 class. Below are the quotation from T5 and T8:
bikin journal perlu banget tuh di SR. Jadi waktu itu ada tu lho, double entry journal. Nah kan harus kutip 1 bagian dari buku trus kasih komentar atau opini.(T5)
Writing journal is really needed in SSR. So in that time there was what is called double entry journal. So we had to quote one part of the book and then gave a comment or an opinion based on that book. (T5) (10/4/201, my translation)
jadi untuk setiap buku yang anak-anak harus baca mereka harus menulis diary juga begitu,… tapi intinya kan membaca dan senang. Kalau dia sudah membaca ada rasa senang paling tidak itu satu atau dua kata kan masuk gitu karena itu sifatnya memberikan input ya gitu. Saya nggak ngetes comprehensionnya secara complete, nanti malah jangan-jangan mereka takut membaca karna saya tes gitu, tapi beberapa aktifitas seperti membuat favorite quote.Jadi setelah SR mereka juga membuat itu favorite quote atau juga favorite passage.Lalu mereka memilih satu passage lalu dibacakan keras untuk teman mereka. Nah baca itu jadi itu lebih menyenangkan itu(T8)
So for each book that students had to read, they had to write a diary..but the point is pleasure reading. If she or he had read and felt happy, at least one or two words they knew because the characteristic of SSR is to give input. I did not check the comprehension completely because they might be afraid to read. But there were some activities such as writing favorite passage. So after implementing SSR in class, they wrote favorite quote or favorite passage. Then they chose one passage to be read loudly for their friends. So reading will be more interesting (T8) (10/4/201, my translation)
questions. Teachers created written activities that could encourage the students to love reading. So, by doing interesting written activities such as write favorite quote or passage, opinions or comments from the book that they have read and diary or journal about the books, students will enjoy reading more. Thesekind of written activities is also one of the activities in ScCR. Opponents of SSR, (Reutzel, Fawson, & Smith, 2008) said “ScSR makes use of silent, wide reading of independent-level texts selected from varied genres; periodic teacher monitoring of and interaction with individual students; and accountability through completed book response assignments.” They found this type of SSR to be as effective as guided repeated oral reading in promoting fluency (accuracy, rate, and expression) (Cerda & Rothenberger, 2011).
From this section, it can be inferred that although earlier finding of SSR demonstrate that in silent reading time teachers do not need to control the students while they were reading, some teachers still monitor their students to make sure their students are on task. It follows, thenthe teachers modified pure SSR by providing some follow up activities such as sharing or discussion, oral presentation and even giving written assignment for the students after implementing SSR.
Silent Reading is beneficial for students’ language learning
Almost all the participants believe that SSR is beneficial in language learner, especially if SSR is implemented in classroom. T3, T6, T7 and T8 have similar ideas that SSR offers students opportunity to enjoy reading individually to read material of their own choice in classroom. Below is T7’s quotation that uttered her belief toward SSR time in classroom:
comprehension question, or answering question about the reading. Seharusnya itu kan sebenarnya itukan pengertian yang cukup salah to. Seharusnya kalau speaking class itu kan sebagaian besar speaking, listening sebagian listening besar writing sebagian besar writing, tapi kalo readingkan not reading sebagian besar, tapi kan you are answering question about the reading. Itu sebabnya ada ER itu dan menurutku SSR itu salah satu cara membuat mahasiswa membaca begitu (T7)
teaching reading should give students opportunityto read more than half time. Actually teaching reading is not about answering comprehension questions or answering questions about the reading. That is wrong understanding about SSR. More than half of time in speaking class should be speaking, more than half of time in listening class is listening, in writing class is writing, but more than half time in reading class is not reading, but you are answering questions
about the reading. That’s why there is Extensive Reading class and in my
opinion SSR is one of some ways that makes students reading. (T7) (10/4/201, my translation)
The opinion above implied why SSR should be implemented in classroom. Reading class has to give students enough time to read because actually the purpose of reading class also makes students love reading especially in ER class. Some educators are both alarmed and concerned about the lack of time students have for reading for enjoyment, which can instill a love for literature. (Garan & DeVoogd, 2008) That’s why SSR is needed in reading class. Furthermore, researchers (Berliner, 1981, Krashen, 2001, Stahl, 2004) who advocate SSR claimed that the more time students spend with “eyes on text”, the better readers they would be. Then through
SSR in ER classroom, students will be given a chance to have eye contact on text that they interested in regularly.
students wanting to read more. (Hopkins, 1997) According T1, T3, T7, T9 and T11, similar experiences could also be founded in this research in class. It can be seen from the quotation of interview from T1 below.
they tell me that firstly, “at the first time we meet we do not like reading setelah mencoba melatih diri untuk membaca, finally we love reading sir…” jadi saya percaya SR can engage them.., (T1)
they tell me that firstly, “at the first time we meet we do not like reading, after
trying to read more,finally we love reading Sir..” so I believe SR can engage them…, (T1)(10/4/201, my translation)
From his personal experience as an ER teacher, T1 believed that SSR can motivate the students to read more. The student admitted that after trying to read more through SSR time regularly, they finally could love reading. Their bad attitude toward SSR finally changed into good one. Even there is one teacher who gives an appreciation for students who can increase their reading during certain week and also students who have improvement attitude toward reading. So, during sharing time, students are given a chance to share what the book that they have read and also their experience during reading the book. She included some students that want to share their improvement in reading into a group of “miracle corner” on that week. Then, she posted those students stories at their group class on the Facebook. This experience was told by T3 below:
hargai sebagai satu orang yang mengalami miracle hari ini. Jadi kalau saya upload best reader of the week di FB yang miracle juga saya upload dengan keterangan (T3)
In my opinion an evidence is when there is miracle corner in my class. So for example in 15 minutes SR, some students only read 1 or 2 pages. Why? because they do not like reading. They just look at the book and sometimes do nothing. But one day those students said “Miss I can read 15 pages” And then I said “wow great you usually read just 1 or 2 pages” Then we appreciate him as one of the students that receive miracle today.” So if I uploaded best
reader of the week on FB, I also uploaded the miracle with the explanation (T3) (10/4/201, my translation)
Here, T3 told that she has ever had a student that is motivated to read more through SSR time in classroom. The student that usually only read 1 or 2 pages, at that time she or he wants to read 15 pages after implementing SSR in the classroom for several period of times. Based on those teachers’ beliefs and experiences for implementing SSR in ER classroom it could be said
that SSR is also beneficial to develop good habit in reading. T2, T3, T4, T7, T8, T11 admit it as the goal of implementing SSR in classroom. SSR can be one more element in a reading program aimed at demonstrating the joy that reading can bring and developing lifelong readers and learners(Hopkins, 1997). By enjoying reading books regularly the students are supposed to read more. These advantages were revealed as the quotations of T4 and T11 below:
sebenarnya memang membuat anak suka membaca (T4)
Actually SSR is to make students love reading. (T4) (10/4/201, my translation)
Besides that, there are some factors that could be considered to make SSR more effective. This uttered by T7 based on what she has experienced from implementing SSR in their Extensive Reading class.
Aku setuju ya, in general cuman menurutku memang perlu lebih dimanage seperti waktu, kenyamanan, teachernya membaca atau tidak (T7)
Generally, I agree but in my opinion there is something to be managed more like time, comfort, and teachers that read or not. (T7) (10/4/201, my translation)
The considerations from T7 are about the time of implementing SSR, comfort of the environment, and teachers’ role in SSR. Scholars (Ping-Ha & Chi-Ting, 2000) also observed that creating a quiet, relaxing and non-evaluative classroom environment is also a key element for successful SSR. Furthermore, from those three considerations from T7, the most common factor that is discussed as one of key elements for SSR to be successful is teacher as a role model in reading. Here, we could say that in this research, the roles of teachers in SSR have been considered by T2, T8, and T10.
..ya melihat mereka atau kalo nggak saya membaca sama dengan mereka. Jadi kan saya juga harus membaca supaya ‘oo dosen saya membaca kok saya nggak membaca’ jadi mereka harus membaca.., (T2)
..controlling them or I also read while they were reading. So I had to read and they may said‘oo the lecturer also read so why don’t I read it’ so they have to read..’ (T2)(10/4/201, my translation)
So why I also read the book because I also had to be a role model because if they were reading while I was moving around controlling them I will be a police. I do not agree with that way so I also have to read (T8) (10/4/201, my translation)
intinya adalah saya mau membaca bersama-sama intinya seperti itu whether itu it is as a role model or not up to them. Ketika mereka membaca , jangan saya koreksi gitu lho, itu kan saya menyuruh membaca saya juga membaca gitu (T10)
The point is I want to read together with my students whether it is as a role model or not up to them. When they read the book it was not good if I do correction. I asked them to read so I also have to read (T10) (10/4/201, my translation)
To sum up those quotations above, during SSR activity in the classroom students will see other people enjoy reading especially an authority figure like teacher who is also enjoy doing reading. Then, the students could follow their teacher. Even T8 firmly stated that she does not agree if teachers move around and control the students reading during SSR time in class. Campbell (1989)emphasizes that what the teacher does during and after the reading time is crucial. Teachers have the opportunity to demonstrate their interest and enjoyment of reading by providing a role model of silent reading. He insists that teacher should also read while students were reading(as cited in Ping-Ha and Chi-Ting, 2000).
kalau nanti dia tidak meningkatkan motivasi, bukan pada karna SSRnya mungkin pada karena levelnya ketinggian itu topiknya pas atau tidak (T9) So if SSR does not increase their motivation, it is not because of SSR itself, but maybe it is because of inappropriateness of the level and the topic of the book. (T9) (10/4/201, my translation)
So, it is important for students to find the level that they read so you don’t want to stop every sentence to look up a word but maybe once a page to look up a word is ok. She does not want to think difficult (T11)
According to T9 and T11, in SSR it is important to choose appropriate level and interesting topic for the book that the learners read during SSR. If learners are not interest with the topic of the book they cannot enjoy reading it. Moreover, if the learners find many difficulties of vocabulary on the book, they will be busy to interpret the meaning of the words. Then of course, it will not encourage them to continue reading that book. Hence, students have to select their book based on their level and their interest. In SSR, allowing students to select their own reading materials will enhance students' motivation to read (Hopkins, 1997). The theory of self-determination and intrinsic motivation explains that children’s desire to learn is fueled by a natural curiosity while the self-determination theory suggests that children are motivated when given choice and ownership in what they read. (Rosseau, 2012)
Conclusion
As an attempt, this research is done to explore what teachers’ beliefs toward silent reading method in Extensive reading classroom. Finally, the implication of implementing SSR in the classroom could be understood based on the aim of this study.
It can be concluded that SSR is an individual process that makes students or the readers have an interaction between the texts for their own benefit. This individual activity is supposed to promote reading outside the school. Thus, the students can enjoy reading in the class as well as outside the class for their lifelong style.
As a result, from this study, it can be learned that the difficulties to control the students during SSR time in class arise some suggestions to create follow up activities that makes students to love reading more such as sharing or discussion after implementing SSR in ER class. The group of sharing or discussion will talk about books they have read. The students can also help the other students to get recommendation for future reading. Sharing and conferencing of reading experience will help to createclassroom environment where reading is valued.(Chi-Ting,Ping-Ha,2000). Beside according to Parr & Maguiness, 2005 (as cited in Rosseau, 2012) implementing time for discussion in SSR showed positive benefits for students’ reading attitudes and motivation and teachers’ knowledge of students’ reading habits.
The other follow up activities such written assignments might be useful for students’ language learning. Asking the students to write and share their favorite quotation from the book will make the students get benefit of silent reading, so they can enjoy reading more. Writing summary, diary or journal about the book that they have read will let the students to become critical readers by giving opinion or comment toward the book that they have read. Therefore, giving follow up activities after implementing SSR should be considered in the area of SSR because it will increase students’ motivation toward reading and help students to enhance students’ fluency in reading.
SSR in the classroom is also beneficial to give opportunity for the students to get used to read a book. By their personal experiences as teachers in Extensive Reading classroom they believe that SSR method in the class could increase students’ motivation to love reading more
and also that is not less important is teacher as a role model during SSR time in the classroom. The teachers are supposed to read the book while the students were reading their book and comment about the book that they have read after SSR time in class for being a model as an authority that doing pleasure reading. To upshot all of this is that what the teachers’ beliefs
toward implementing SSR in class will determine the success of SSR.
Limitation and Further Research
This research may have contributed on SSR study based on teachers’ belief, but it should be taken as suggestive rather than definitive due to the following limitation. A modified study is needed because this was a small-scale study. The number of survey questions should also be added. A further study might be necessary to investigate the effectiveness of the follow-up activities that support SSR in ER classroom. Moreover, how far SSR in the classroom can influence students’ attitude, motivation and their fluency may be looking for in other future study. By doing qualitative research interview from the students we will know how far this method give students benefit in reading area
Acknowledgement
helps to be the examiner of my thesis. I would like to acknowledge my sincere thanks to Extensive Reading teachers at the Englsih Department who had participated in my thesis. Without their participations, this research could not have been so successful. Special thanks also go to my family, none of this could be happened without them – Bapak EM. Rachman, Mama Kristina H. and Adek Velia Berlian Krismanda. Last but not least, I would also like to convey special thanks to my special man – Bayu Aji Setyoko and my friends – WigWig Fam (Indah, Sharon, Chandni), Eirene, Kristin, Tiur, and my small family in PPSM GKJ Salatiga.
References
Bishop, S. (2013) Silent Reading : The read voice. Retrivied March 21, 2014, From http://www.textjournal.com.au/april13/bishop.htm
Cerda, K. M., & Rothenberger, L.(2011). The Effect f Structured, Silent, Sustained. Retrieved September 24, 2013,
Chong, S., Wong, I & Lang, Q. (2004). Pre-service Teachers' Belief, Attitude and Expectations: A Review of the Literature. Retrieved October 3, 2013, from
http://conference.nie.edu.sg/paper/covert/ab00613.pdf
Davis,H & Andrzejewski C. (2009). Teachers Belief.Retrieved from October 4, 2013, from Teacher Beliefs _ Education.com
Day, R. R., & Bamford, J. (1998).Extensive Reading in the Second Language Classroom. United Kingdom,UK: Cambridge University Press.
Day, R. R., & Bamford, J. (2004).Extensive Reading Activities for Teaching Language.New York,NY: Cambridge University Press.
Garan, E.M., & DeVoogd, G. (2008). The benefits of sustained silent reading: scientific research and common sense converge. The Reading Teacher, 62(4), 336–344.Retrieved
September 24, 2013, from
http://wendyharp73.wiki.westga.edu/file/view/benefits+of+sustained+silent+reading.pdf
Gardiner, S. (2001). Ten minutes a day for silent reading. Educational Leadership 59 (2): 32–35. Retrieved September25, 2013 fromhttp://www.educationalleader.com
Grabe, W (2009). Reading in a Second Language: Moving from Theory to Practice. New York,NY: Cambridge University Press.
Hopkins,G. (1997) Sustained Silent Reading (SSR) -- or DEAR (Drop Everything And Read), as some people call it -- can be one more tool for developing lifelong readers.Retrivied October 16, 2013, From http://www.educationworld.com/a_curr/curr038.shtml
Kuzborska,I. (2011). Link between teachers' belief and practices and rsearch onreading.Volume 23, No. 1 pp. 102–128. RetriviedOctober 04, 2013from
http//:nflrc.hawaii.edu/rfl/april2011/articles/kuzborska.pdf
MacLeod, Maija. (2003). Types of Reading.Retrivied March 21, 2014, From http://fis.ucalgary.ca/Brian/611/readingtype.html
Pennington, M. (2011).Why Sustained Silent Reading (SSR) Doesn’t Work.
Ping-Ha, C. &Chi-Thing, C. (2000). Evaluating Sustained Silent Reading in Reading Classes. Retrieved September 24, 2013, from http://iteslj.org/Articles/Chow-SSR.html
Rosseau, A. S. (2012). Effect of Silent Reading on Intermediate Students’ Reading Growth. Retrieved September 25, 2013,
fromhttp://www.nmu.edu/education/sites/DrupalEducation/files/UserFiles/Rosseau_Aliso n_MP.pdf
Siah, P., & Kwok, W. (2010). The value of reading and the effectiveness of sustained silent reading. The Clearing House. Retrieved September 24, 2013, from
