CHAPTER III RESEARCH METHOD
B. Discussion
The result found in this research is in line with the research which had been done by Sheila Meildha Arafa52, Ikrima Nur Endah53, Abdurrahman Ahmed Endris54, and Halimatus Sa’ diyah55 who also found that the use of Extensive Reading could improve the students’ vocabularies.
Supported by Donaghy said that, by implementing the Extensive Reading approach students will meet a new vocabulary56. However, there are some differences between this research compared to those previous researches.
The first was conducted by Sheila Maildha Arafa used classroom action research or CAR as the methodology while this research used Pre- experiment. Arafa implemented two cycles which comparising four steps that was planning, acting, observing, and reflecting. Then, their examined the Extensive Reading on the senior high school students.
Next, research was performed by Ikrima Nur Endah, Abdurrahman Ahmed Endris and Halimatus Sa’diyah had similar sample of the researchers research which was junior high school students but, Endris examined the extensive reading on the students reading comprehension.
52 Sheila Maildha Arafa, “Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of SMA N 1 Sewon”, Thesis at Sanata Dharma University, Yogyakarta, 2018, p. vii.
53Ikrima Nur Endah, “The Effectiveness of Extensive Reading Towards Students Vocabulary Mastery: A quasi-eksperimental Study at the Seventh Grade Students of SMP Darussalam Pondok Labu Jakarta” (Thesis, Syarif Hidayatullah State Islamic University Jakarta, Jakarta, 2014), p. iii
54Abdurrahman Ahmed Endris, Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes, International Journal of Research in English Education, Vol. 3 No.
4, (Ethiopia: 2018), p. 1
55Halimatus Sa’diyah, The Effect of Extensive Reading on the Vocabulary Mastery at the Seventh Grade Students of Junior High School, JournEEL, Vol.3(1). (Sidoarjo: 2021), p. 23.
56 Kieran Donaghy, “Seven Benefits of Extensive Reading for English Langage Students”, (https://kierandonaghy.com/seven-benefits-extensive-reading-english-language-students/), accessed on july 2, 2019
Those researchers examined the effect of Extensive Reading on various aspects. In conclusion, although those previous reseches had some differences with this research, they were still considered as a supported of this research. Thus, the reaserches proved that Extensive Reading Approach had a significant effect on students’ vocabulary mastery.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusion
Based on the findings and discussion of the research, the researcher concluded that the use of Extensive Reading approach was effective increase the students’ vocabularies. The students usually have difficulty in finding the meaning of the text. The text with lots of unfamiliar words make the students easily give up on reading. One of the best ways to meet a new word is by reading a text. Extensive Reading is one of the best way to increase the number of encounters with word and how words are used. It was proved by the result of research showed that p- value Sig. (2-tailed) was 0.00. it was less than α = 0.05, it could be assumed that Ha was accepted and H0 was rejected. The students’ mean scores were 44.19 on pre-test and 72.92 on post-test. This Extensive Reading approach can be used by teachers as a technique for students in learning English at school to improve their vocabularies.
B. Suggestions
Based on the conclusion above, the researcher proposes suggestion as follow:
1. For English Teacher
The teacher should be used this approach to help students to increase their vocabulary. English teacher should be selective and understand what the students need to increase their vocabulary such
as the reading material suitable for their level, easy material and reading with pleasure.
2. For Student
Extensive reading activities should be implemented in the learning process because not only can increase students’ vocabulary but also can help students to increase other skills because activities of extensive reading where students reading with a lot materials. It provides with a chance to get accustomed to new vocabulary.
Therefore students can develop their writing skill and reading comprehension and etcetera.
3. For Other Researchers
This research can become one reference for the next researchers related to their research. The next researcher can develop this topic more such as use this approach to enhance students’
writing skill or another skill.
References
Abdurahman Ahmed Endris, “Effects of Extensive Reading on EFL Learners’
Reading Comprehension and Attitudes”, International Journal of Research in English Education. vol. 3, No. 4, December 2018.
ACAPS, Qualitative and Quantitative Research Techniques for Humanitarian Needs Assessment. New York: ACAPS Better Assessment Better Aid, 2012
Andrew P. Johnson, Teaching Reading and Writing. New York: Rowman and Littlefield Education, 2008
Beatrice S. Mikulecky and Linda Jeffries, Advanced Reading Power. New York:
Pearson Education, Inc, 2007
Bernard Susser and Thomas N. Robb, “EFL Extensive Reading Instruction”: Research and Procedure JALT Journal, Vol. 12, No. 2, November 1990
David Crystal, English As a Global Language. Cambridge, UK: Cambridge University Press, 2002
Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics, and Language Education. New York: Cambridge University Press, 2000
Halimatus Sa’diyah, “The Effect of Extensive Reading on the Vocabulary Mastery at the Seventh Grade Students of Junior High School”, JournEEL, Vol.3, No. 1, June 2021
Herlina Lindaria Simanjuntak, “Vocabulary Learning Strategies Used by Undergraduate Students”. Journal of English Language Teaching JELT.
Vol. 6, No. 1, September 2021
Ibrahim Abu Shihab, “Reading as Critical Thinking”. Asian Social Science. vol. 7, No. 8, August 2011
Jack C Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press, 2002
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education. Ed. VI. New York: McGrew Hill, 2006
Jackson V. Wagstaff, “Benefits of The Habits of Reading, Mariott Student Review”, Mariott Students Review, Vol. 3, No. 4, May 2020
J. B. Heaton, Writing English Language Tests. New York: Longman Inc, 1990 Jeremy Harmer, The Practice of Engilsh Language Teaching. London: Longman
Handbook for Language Teachers, 2000
Jeremy Harmer, The Practice of Engilsh Language Teaching, Ed. IV. London:
Longman Handbook for Language Teachers, 2007
John W Creswell, Education Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston: Pearson, 2012
Kieran Donaghy, “Seven Benefits of Extensive Reading for English Language Students”, at https://kierandonaghy.com/seven-benefits-extensive-reading- english-language-students/, accessed on July 2, 2019
Lijun Yang, “The Influence of Extensive Reading Upon Vocabulary Acquisition”, International Conference on Education, Language, Art and Intercultural Communication ICELAIC, China: Atlantis Press, 2014
Mária Kredátusová, “The Benefits of Extensive Reading in EFL”, Thesis, Masaryk University, Czech
Maria Pigada and Nobert Schmitt, “Vocabulary Acquisition From Extensive Reading: A Case Study”, Reading in a Foreign Language RFL. vol 18.
No.1. April 2006
Martin N. Marshall, “Sampling for Quantitative Research”: Family Practice an International Journal. Vol. 13, No. 6, 1996
Mustolehudin, “Tradisi Baca Tulis dalam Islam Kajian Terhadap Teks Al-Qur’an Surah Al ‘Alaq ayat 1-5”,Journal “Analisa”, Vol 18, No. 1, June 2011 Nurul Amalia, “The Improvement of This Student’s Ability in Reading
Comprehension Through Extensive Reading at Grade XI Madrasah Aliyah Swasta Al- washliyah 21 Firdaus 2016/2017”, Thesis, University of North Sumatra, Medan, 2017
Nurul Lailatul Khusniyah, “The Impact of PQ4R Strategy use on EFL Students’
Reading Comprehension”, Journal of English Language Education, vol. 1, No. 2, 2018
Nurul Lailatul Khusniyah dan Syarifudin, Extensive Reading Book. Depok: PT RajaGrafindo Persada, 2019
Nuryadi, Tutut Dewi Astuti, et al, Dasar- dasar Statistik Penelitian. Yogyakarta:
Sibuku Media, 2017 Qs Al ‘Alaq {96}: 1-5
Read Oxford, “Reading Comprehension and Vocabulary: What’s the Connection”, at https://readoxford.org/reading-comprehension-and vocabulary-whats-the-connection, accessed on July 23, 2017
Richard R. Day and Julian Bamford, Extensive Reading in the Second Language Classroom, New York: Cambridge University Press, 1998
Richard R. Day and Julian Bamford, “Top Ten Principle for Teaching Extensive Reading”: Reading in Foreign Language, Vol. 14, No. 2, October 2002 Sariayu, “The Effect of Extensive Reading Activities in Improving Students
Vocabulary at Tenth Grade of SMA Negeri 4 Takalar”, Thesis, Universitas Muhammadiyah Makassar, Makassar, 2019
Sharon J. Crawley, Remediating Reading Difficulties. New York: The McGraw Companies, 2000
Sheila Maildha Arafa, “Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of SMA N 1 Sewon”,Thesis, Sanata Dharma University, Yogyakarta, 2018
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2014
Yanuari Dwi Puspitarini and Muhamman Hanif, “Using Learning Media to Increase Learning Motivation in Elemntary School”. Anatolian Jurnal of Education, vol. 4, No. 2, October 2019
Yasmin Kusdemiir and Pinar Bulut, “The Relationship between Elementary Students’ Reading Comprehension and Motivation”, Journal of Education and Training, Vol. 6, No. 2, December 2018
APPENDICES
APPENDIX 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : MTs Negeri 2 Mataram
Mata Pelajaran/Aspek : Bahasa Inggris/ Reading
Kelas/Semester : VII/Genap
Materi Pokok : Descriptive Text
Alokasi Waktu : 4X Pertemuan (2x 30 menit)
A. Kompetensi Inti :
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompotensi Dasar
3.4 Memahami fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif dan procedure lisan dan tulis dengan memberi dan meminta informasi, terkait lingkungan terdekat sesuai dengan konteks penggunaannya.
4.4 Teks deskriptif
4.4.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis terkait lingkungan terdekat.
4.4.2 Menyusun teks deskriptif tulis, terkait lingkungan terdekat, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks
C. Indikator Pencapaian
1. Mengidentifikasi bagian- bagian yang ada pada pada teks deskriptif 2. Menceritakan kembali isi dari teks deskriptif
D. Tujuan Pembelajaran
Setalah mengikuti proses pembelajaran siswa diharapkan mampu:
1. Mengidentifikasi bagian- bagian yang ada pada pada teks deskriptif 2. Menceritakan kembali isi dari teks deskriptif
E. Metode/ Model/ Approach Pembelajaran Extensive Reading Approach
F. Media, Sumber, Alat dan Bahan Pembelajaran
1. Media Alat dan Bahan : Laptop, Spidol, Papan Tulis dan Bacaan.
2. Sumber : Lembar kerja Siswa (LKS), Perpustakaan.
G. Materi Pokok Text Deskriptif
H. Materi Pembelajaran
Descriptive text is a text which says what a person or a thing or place is like.
We can also say it is a text which lists the characteristic of something or someone. It is a text which gives you a picture of what it describes through words.
A description consists of:
• Identification: This part identifies the thing/ person being described.
• Description: This part describes parts, qualities, and characteristics.
An example of description of:
• Identification - identifies the person being described
• Description - describes the characteristics
Contoh teks:
My family and I live in a new house in Surabaya on Jl. Kartini. It is a very nce house and I like it. The house has four bedrooms, one living room and one kitchen. There are two bathrooms and one of them is next to my room. My house also has garage. Beside the garage, there is a small swimming pool.
There is also a large garden in front of the house. We love the house I have a brother.
His name is Cahyo Saputra. People call him Cahyo. He is tall and charming. He has short black wavy hair, a pair of black eyes and a pointed nose. He is smart and deligent. He often helps me when I get difficulties in my studies. He is good at cooking either. He often cooks dinner for our family. He is also friendly and easygoing. No wonder he has many friends, including from overseas because he is active on social media.
I. Langkah-Langkah Pembelajaran
Pertemuan Pertama
Kegiatan Deksripsi Waktu
Kegiatan Awal
• Guru membuka
pelajaran dengan salam
• Guru menyuruh siswa
berdoa sebelum
pembelajaran dimulai
• Guru mengecek
kehadiran siswa
• Guru memberikan motivasi terhadap siswa
5 Menit
Kegiantan Inti
• Guru menjelaskan materi Descriptive text.
• Guru membacakan Descriptive text, sementara siswa
menyimaknya, kemudian mengidentifikasi bagian dari teks tersebut.
50 Menit
Kegiatan Penutup
• Guru dan siswa mengulas kembali pelajaran pada pertemuan ini dan memberikan beberapa pertanyaan mengenai materi Descriptive Text.
• Guru dan siswa menyimpulkan hasil pembelajaran
• Guru menutup pembelajaran dengan salam.
5 Menit
Pertemuan Kedua
Kegiatan Deksripsi Waktu
Kegiatan Awal
• Guru membuka
pelajaran dengan salam
• Guru menyuruh siswa
berdoa sebelum
pembelajaran dimulai
• Guru mengecek
kehadiran siswa
• Tanya jawab berbagai hal tentang kondisi siswa.
• Guru memberikan motivasi terhadap siswa
5 Menit
Kegiantan Inti
• Guru menjelaskan kembali materi Descriptive text
• Guru meminta siswa mencari bacaan yang ingin dibaca
• Guru mebimbing siswa dalam memilih bacaan yang ingin dibaca
• Meminta siswa untuk membaca dan memahami teks descriptive
• Guru meminta siswa membuat reading report
50 Menit
• Guru memberikan rewards kepada siswa agar mereka lebih termotivasi untuk membaca bacaan lainnya
Kegiatan Penutup
• Guru meminta siswa untuk membaca lebih banyak lagi
• Guru meminta siswa untuk membuat reading report untuk setiap bacaan yang mereka baca dan mengumpulkannya
• Guru menutup pembelajaran dengan salam.
5 menit
Pertemuan Ketiga
Kegiatan Deskripsi Waktu
Kegiatan Awal
• Guru membuka pelajaran dengan salam
• Guru menyuruh siswa berdoa sebelum pembelajaran dimulai
• Guru mengecek kehadiran siswa
• Tanya jawab tentang berbagai hal tentang kondisi siswa
• Guru memberikan motivasi terhadap siswa
5 Menit
Kegiatan Inti
• Guru membacakan teks descriptive, sementara siswa menyimaknya.
Kemudian
mengidentifikasi bagian dari teks tersebut
• Guru memberikan teks- teks deskriptif kepada siswa dan meminta mereka membacanya
• Siswa diminta
mendiskusikan isi dari teks- teks yang telah diberikan bersama dengan
50 Menit
teman sebangkunya
• Siswa diminta membuat reading report.
• Guru meminta siswa menceritakan kembali didepan kelas tentang isi dari teks- teks tersebut
Keiatan Penutup
• Guru menanyakan kesulitan siswa selama proses membaca
• Guru dan siswa menyimpulkan hasil pembelajaran
• Guru menutup pembelajaran dengan salam
5 Menit
Pertemuan Keempat
Kegiatan Deskripsi Waktu
Kegiatan Awal
• Guru membuka pelajaran dengan salam
• Guru menyuruh siswa berdoa sebelum pembelajaran dimulai
• Guru mengecek kehadiran siswa
• Tanya jawab tentang berbagai hal tentang
5 Menit
kondisi siswa
• Guru memberikan motivasi terhadap siswa
Kegiatan Inti
• Guru mengecek reading report yang dibuat oleh siswa
• Siswa dan guru melakukan tanya jawab tentang
pengalaman mereka membaca
• Guru memberikan reward kepada siswa agar lebih termotivasi untuk membaca
50 menit
Kegiatan Penutup
• Guru menanyakan kesulitan siswa selama proses membaca
• Guru dan siswa menyimpulkan hasil pembelajaran
• Guru menutup pembelajaran dengan salam
5 Menit
A. Penilaian
• Vocabulary test (Multiple Choice)
Mataram, 2022
Guru Bahasa Inggirs Mahasiswa Peneliti
Emilia Chalidyanti, S. Pd Istiqomah
NIP. 1973102219920322001 NIM. 180107116
Text 1
I have a best friend. His name is Ilham. Ilham is my classmate. He is tall and a bit fat. He has curly hair. He is wearing a pair of glasses. His hobby is reading and playing Play Station. When we have spare time, we always play PS together. We usually play it in the afternoon from three to four. Ilham is the same age as I am. He is thirteen years old. Most of my friends like Ilham because he is a nice boy. He is polite and helpful.
Text 2
I want to tell you about my classroom. My classroom is next to the school library. It is a big and clean classroom. It has tow white doors and six brown windows. In my classroom there are about 35 tables and chairs arranged well. In front of tables and chairs, there are two sufficiently large Whiteboards. Above the whiteboard, there is pair of photos of President of republic Indonesia and Pancasila symbol. At the corner of my classroom, there is a teacher’s desk which is covered with blue tablecloth with a beautiful flower vase and a pile of books that ordered well on it.
My classroom is a clean and comfortable class for learning. Every morning, my class is always cleaned before the lesson begins. Therefore, my class always becomes the most favorite class for teachers. They are very fond of being in my class because the atmosphere which so comfortable.
Text 3
My mother is a beautiful person She is not tall but not short and she has curly brown hair The color of her eyes is like honey, and her skin is soft. She has a beautiful smile. Her weight is about 50 kg She is a very kind person. She is very lovely, friendly, and patient. She loves to help people.
I love my mom because she is a good example for me. She loves singing and dancing too. She is a very good wife and mother. She always takes care of her family. She doesn't like any mess in the house. She always has a smile on her face.
She is so sweet and lovely. When I am going to sleep or wake up, or when I am leaving home, she always gives me a kiss. When the family has a problem she is always with us to help and give us all her love.
Text 4
My name is Jojo. I live in Sumba, NTT. Let me tell you about my daily activities.
I always go to school early in the morning, but I hardly ever go home early.
It is because I always go to school and back home on foot. My school is about seven kilometers from my house. Bus is too expensive for me.
After school, most of my friends practice traditional dancing, but I cannot join them because I have to help my parents. I must get the water from the well and babysit my sisters. i have to sisters. Sometimes, I do the homework in the evening, but at other times I’m too tired to do it.
APPENDIX 2 Name : Class :
I. Choose a, b, c or d for the correct answer!
1. I have …. In my pencil case. 3. I write in the white board using….
a. Table c. Chair a. Pencil c. Chalk
b. Ruler d. Bag b. Drawing pen d. Marker
2. Windy is reading a…. in the library.
a. Glue c. Pallete b. Sharpener d. Book
II. Circle the Right answer!
5. I buy (scissors/notebooks/colored pencils/ pencil box) to color my picture.
6. I need (scissors/notebook/colored pencil/tape) to cut the paper.
7. I need an (eraser/calculator/crayon/ pencil) to erase my book and your notebook.
8. May I borrow your (pencil/tape/stapler/ ruler)? For writing and drawing?.
9. May I borrow your math (pencil/book/ eraser/ ruler)? I want to see the last summary.
10. I need a (dictionary/calculator/workbook/ drawing book) for searching a difficult word in English class.
4. I carry many things in my…. There is a book, a pencil case, a ruler, etc
a. Paintbrush c. Notebook b. Schoolbag d. Scissors
11. I need a (pen/pencil/marker/crayons) to write in the whiteboard.
III. Choose and cross (X) the correct answer.
12.
“Please be friendly….” What is the closest meaning of the underlined word?
a. Patient c. Humble
b. Humble d. Hospitable Read the following text to answer question 13-15
13. A. Short 14. A. Running
B. Thin B. Wrestling
C. Fat C. Martial arts
D. Tall D. Water sports
15. A. Bonuses B. Troubles C. Information D. Stories
Read the following text to answer question 16-18
ANNOUNCEMENT
This is a new school year an there are many new students around. Please be friendly and help them understand the rules
of our school.
I want to describe my Father. He is about forty five years old. He is about 170 cm (13) . . . . He has round face and black short hair. He has big eyes and a flat nose. My father likes doing sports, especially (14) . . . . His favorite is Tae Kwon Do. He has red belt
My Father usually helps me when I find (15) . . . . in doing my homework. He is also nice to my friends. My father is my idol.