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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . 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 R
E T P A H
C I I REVIEWOFRELATEDLITERATURE... 1 2 .
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 .
1 Cycle1... .
a Planning... .
b Acitng... .
c Observing... .
d Re lfecitng... .
2 Cycle2... .
a Planning... .
b Acitng... .
c Observing... .
d Re lfecitng... .
C Discussion...
5 6
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
S E L B A T F O T S I L
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
I R E T P A H C
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
3
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
5
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
7
.
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
.
E ResearchBeneftis
e h t h ti w e c n a d r o c c a n i s ti f e n e b e e r h t s a h h c r a e s e r s i h
T objecitve soft he
: e r a s ti f e n e b e h T . h c r a e s e r s t n e d u t S . 1 ’ s t n e d u t s e s a e r c n i o t d e t c e p x e s i h c r a e s e r e h
T paritcipaitonin r eading clas s
y b t a h t d e t c e p x e o s l a s i h c r a e s e r e h T . d o h t e m g n i d a e R e v i s n e t x E h g u o r h t s tr a p g n i k a
t du irng reading class ,the students wli lbe able to dig ou tand
. y ll a m it p o s ll i k s g n i d a e r g n i n r a e l n i s l a it n e t o p r i e h t s s e r p x e .
2 Teachers
n a f o g n i d n a t s r e d n u r a e l c a s r e h c a e t e v i g o t d e t c e p x e s i h c r a e s e r e h T l o o h c S h g i H r o i n e S r o f l li k s g n i d a e r g n i h c a e t n i h c a o r p p a e v it a v o n n i i s t n e d u t
s n order t o i mprove students ’paritcipaiton . tI i salso expected t o
e g a r u o c n
e teacher s to ifnd , design , and implemen t anothe r innovaitve
, g n i k a e p s o s l a t u b s s a l c g n i d a e r n i y l n o t o n h s il g n E g n i h c a e t n i d o h t e m .s e s s a l c g n it ir w d n a , g n i n e t s il r e h t O .
3 Researchers
t h g i s n i e v i g o t d e t c e p x e s i h c r a e s e r e h
T into Extensive Reading
r o f l li k s g n i d a e r g n i h c a e t n i d o h t e m e v it a v o n n i n a s a n o it a t n e m e l p m i ’ s t n e d u t s e v o r p m i o t r e d r o n i s t n e d u t s l o o h c S h g i H r o i n e
S paritcipaiton. I t
9 g n ir e d i s n o c y ll a i c e p s e , c i p o t r a li m i s r o e m a s e h t n o s e i d u t s h c r a e s e r r e h tr u f . c i p o t s i h t n o d e t c u d n o c n e e b e v a h s e i d u t s h c r a e s e r y n a m t o n t a h t .
F Deifniitono fTerms
T eh rte m swhichareusedi nt hisr esearchasr elfectedi nt her esearch itlte
: s w o ll o f s a d e n if e d e r a .
1 ExtensiveReading
0 0 2 ( y a D d n a d r o f m a
B 5 )de ifneExtensiveReading a san approach t o
. e g a u g n a l n i l a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a l t i d a e r d n a l a ir e t a m g n i d a e r n w o r i e h t e s o o h c s r e n r a e l , h c a o r p p a s i h t n I r e v o , l a r e n e g r o f d a e r s r e n r a e L . r e h c a e t e h t f o y lt n e d n e p e d n
i al lmeaning ,
p o t s o t d e g a r u o c n e e r a y e h T . t n e m y o j n e d n a n o it a m r o f n i r o f d a e r y e h t d n a t i fi r o g n it s e r e t n i t o n s i l a ir e t a m e h t fi g n i d a e
r i stoodfi ifcutl .Addiitonally ,
0 0 2 ( y a D d n a d r o f m a
B 5 )also statet hati n t hei mplementaiton o fExtensive
a e l , g n i d a e
R rner sareencouragedt oexpandt herir eadingcomfor tzone– the
. e c n e d if n o c h ti w d n a y li s a e d a e r e b n a c t a h t l a ir e t a m f o e g n a r g n i h c a e t f o h c a o r p p a n a s a g n i d a e R e v i s n e t x E s e n if e d r e h c r a e s e r e h T f o s s a l c B X r o f l li k s g n i d a e
r SMA Neger i11 Yogyaka tra which provide s
d n a g n i d a e r n i s e c n a h c e v a h s t n e d u t s , g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i k r o n o it a m r o f n i g n i n i a
g nowledgeofr eadingt ext sbyt hei rownpace.
.
2 Par itcipa iton
, 3 0 0 2 ( n e s l e k k i M o t g n i d r o c c
A .p 64) , paritcipaiton i s an acitve
d n a e v it a it i n i s e k a t p u o r g r o n o s r e p d e t a l e r y r e v e h c i h w n i s s e c o r p g n i n r a e l g n i n r a e l e h t m r o f r e p o t y m o n o t u a r i e h t s e s
u process .Paritcipaiton occur s
n I .s s e c o r p g n i n r a e l e h t g n ir u d s t n e d u t s e h t f o t n e m e v l o v n i e h t s i e r e h t n e h w n i r e h c a e t e h t n a h t s tr a p r e g g i b e v a h s t n e d u t s e h t , s s e c o r p g n i n r a e l s i h t d e s a b s e l c it r a s w e n t h g u o r b s t n e d u t s , t s ri F . s e it i v it c a n e v e s g n i m r o f r e
p on
s t s e r e t n i ri e h
t . Second ,student smadearitcler epo trs. Thrid ,student sshared
o t d e t a l e r s n o it s e u q d e k s a s t n e d u t s , h tr u o F . p u o r g e h t n i s e l c it r a s w e n r i e h t , h tf i F . p u o r g e h t n i s t n e d u t s r e h t o e h t y b d e r a h s n e e b d a h s e l c it r a s w e n e h t e m m o c e v a g s t n e d u t
s ntsr elated t ot henew saritcle shadbeen shared byt he
e h t o t d e t a l e r s n o it s e u q d e k s a s t n e d u t s , h t x i S . p u o r g e h t n i s t n e d u t s r e h t o . s p u o r g r e h t o e h t f o e v it a t n e s e r p e r e h t y b d e r a h s n e e b d a h s e l c it a s w e n s w e n e h t o t d e t a l e r s t n e m m o c e v a g s t n e d u t s , h t n e v e
S aitcle shad been
1 1
. 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
2 1 F O W E I V E
R RELATEDLITERATURE
n o it p ir c s e d l a c it e r o e h t e h t y l e m a n , s n o it c e s o w t f o s t s i s n o c r e t p a h c s i h T n o it c e s n o it p ir c s e d l a c it e r o e h t e h T . h c r a e s e r e h t f o k r o w e m a r f l a c it e r o e h t e h t d n a e h t y l e m a n , c i p o t h c r a e s e r e h t o t d e t a l e r y r o e h t h c a e f o n o it a r o b a l e e h t s r e v o c e R e v i s n e t x E , g n i d a e r f o e r u t a n f o n o it a r o b a l
e adingand Paritcipaiton .Desptieof
f o n o it a r o b a l e e h t s a n o it c e s k r o w e m a r f l a c it e r o e h t e h t s e d i v o r p r e t p a h c s i h t ,t a h t . y d u t s h c r a e s e r e h t g n it c u d n o c n i d e s u e b l li w h c i h w s e ir o e h t e h t l a c it e r o e h T .
A Descrip iton
e h t o t d e t a l e r s e ir o e h t n i a m e e r h t f o s t s i s n o c n o it p ir c s e d l a c it e r o e h t e h T i s e ir o e h t n i a m e h t f o e n O . c i p o t h c r a e s e
r sabout thenatureofr eading .Another
t x e n e h T . d e v r e s b o g n i e b h c a o r p p a e h t s a g n i d a e R e v i s n e t x E t u o b a s i y r o e h t o b a s i y r o e h
t u tParitcipaiton.
.
1 TheNatureo fReading
1 ( s ir r a
H 9 , .61 p 8 ) suggest s tha t reading i s the meaningfu l
n o it a c i n u m m o c l a r o f o n o i s n e t x e n a s i tI . s l o b m y s l a b r e v f o n o it a t e r p r e t n i f o n o it i n if e d r e h t o n A . s ll i k s g n i k a e p s d n a g n i n e t s il n o p u s d li u b d n a s i g n i d a e
3 1
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
5 1 g n i d a e R e v i s n e t x E . 3 d r o f m a
B and Day (2005 ) de ifne Extensive Reading a san approach to
l a ir e t a m y s a e f o t o l a d a e r s r e n r a e l h c i h w n i g n i h c a e t e g a u g n a
l s inl anguage .
t i d a e r d n a l a ir e t a m g n i d a e r n w o r i e h t e s o o h c s r e n r a e l , h c a o r p p a s i h t n I o f d a e r s r e n r a e L . r e h c a e t e h t f o y lt n e d n e p e d n
i rgeneral ,overal lmeaning ,
p o t s o t d e g a r u o c n e e r a y e h T . t n e m y o j n e d n a n o it a m r o f n i r o f d a e r y e h t d n a r e t a m e h t fi g n i d a e
r iali snoti nteresitngortoo dfiifcutl .Therefore ,Bamford
, g n i d a e R e v i s n e t x E f o n o it a t n e m e l p m i e h t n i t a h t e t a t s o s l a ) 5 0 0 2 ( y a D d n a e n o z t r o f m o c g n i d a e r ri e h t d n a p x e o t d e g a r u o c n e e r a s r e n r a e
l – ther angeo f
. e c n e d if n o c h ti w d n a y li s a e d a e r e b n a c t a h t l a ir e t a m g n i d a e R e v i s n e t x E f o s e l p i c n i r P e h T . a y l b a b o r p s i g n i d a e R e v i s n e t x E , ) 5 0 0 2 ( y a D d n a d r o f m a B o t g n i d r o c c A i a l p x e y ll u f e s u t s o
m neda sase to fp irnciples .Therefore,t enp irnciple so f
: e r a g n i d a e R e v i s n e t x E )
1 Ther eadingmate irali seasy .
. e l p i c n ir p t n a tr o p m i t s o m e h t s a d e r e d i s n o c s i s i h t ,s r e h t o e h t g n o m A t o n y b t a h t g n i d a e r e v i s n e t x e n i t n i o p e h t s y e v n o c e l p i c n ir p s i h T d g n i v a
h fi ifcul tmateiralt o read ,student scan achievet hesuccessi n
)
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
7 1
)
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
o s l a n il o
C stated tha tsuch a program wli lmake student smore
d n a , s ll i k s n o i s n e h e r p m o c l l a r e v o r i e h t e v o r p m i , g n i d a e r t u o b a e v it i s o p g n i d n o p s e r n I . y r a l u b a c o v e v it c a d n a e v i s s a p r e d i w a m e h t e v i
g to the
, g n i d a e R e v i s n e t x E h g u o r h t s t n e d u t s y b d e n i a g t n e m p o l e v e
d Krashen ( sa
h a i n n o P y b d e t o u
q ,2009, .p 115 )addst hatl earners’r eading ablitiy,t he
e l d n a h o t y ti li b a e h t d n a e l y t s g n it ir w e l b a t p e c c a n a n i e ti r w o t y ti li b a e r f o t l u s e r e h t s i x a t n y s x e l p m o
c ading and no tby consciouslyl earning
.s e l u r r a m m a r g g n i c it c a r p d n a .
c Pointst oConsideri nExtensiveReading
f o n o it a t n e m e l p m i e h t h g u o r h t d e n i a g s ti f e n e b e h t g n ir e d i s n o C l l e t o t h g u o n e t o n s i t I‘ t a h t s e t a t s ) 1 0 0 2 ( r e m r a H , g n i d a e R e v i s n e t x E o t s t n e d u t
s ‘read alo’t ;we need to offe rthem program which i nclude s
r o t n e n a m r e p s a h c u s s e it il i c a f d n a , s k s a t , e c n a d i u g , s l a ir e t a m e t a ir p o r p p a b a d e n o it n e m t n i o p h c a e , e r o f e r e h T ’ .s k o o b f o s e ir a r b il e l b a tr o
p ove wli l
li a t e d n i d e b ir c s e d e b : g n i d a e R e v i s n e t x E )
1 Materials
l a t n e m a d n u f e h t f o e n o , ) 1 0 0 2 ( r e m r a H o t g n i d r o c c A s i m a r g o r p g n i d a e r e v i s n e t x e l u f s s e c c u s f o s n o it i d n o
c dstu ent sshould
l a ir e t a m d a e
r swhichareunderstandablef ort hem .Healsostatest hati f
h t , d r o w y r e v e d n a t s r e d n u o t g n il g g u rt s e r a s t n e d u t
s ey can hardly be
e r u s a e l p r o f g n i d a e
9 1
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
1 2
)
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
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