Andriadi, M.A (English Drama Teacher TBI IAIN Bengkulu), and all the students of TBI VI C IAIN Bengkulu in the academic year, thank you very much for your support, help and all efforts for the success of this dissertation. An analysis of students' reading behavior through extensive reading in drama classes among students of the sixth semester of TBI IAIN Bengkulu Academic Year 2018/2019).
INTRODUCTION
- Background of the Study
- Identification of the Problem
- Limitation of the Problem
- Research Question
- Research Objective
- Significance of the Study
- For students
- For Teachers
- Next Researchers
- Operational Definition of Key Terms
How is the students' reading behavior through extensive reading in drama class at the sixth semester TBI IAIN Bengkulu in Academic year 2018/2019. The purpose of this study is to investigate the students' reading behavior through extended reading in drama class at the sixth semester TBI IAIN Bengkulu in academic year 2018/2019.
LITERATURE REVIEW
Reading Behavior
When learning to read, there are two types of behavior that determine students' success, namely: passive and active8. Active behavior refers to the activity of students who are willing to participate in reading procedures in the classroom. On the other hand, passive behavior refers to student activity that tends to accept or tolerate what happens or what the teacher and classmates do, without actively responding or resisting the activity.
Based on the explanation, it shows that the students can be active and passive during the reading process in the classroom. It is important to discuss aspects of reading behavior so that the researcher can assess students' behavior and ensure that their reading book is at an appropriate level and interest. In short, the quality and content of the printing of learning material in reading can influence the students' reading behaviour.
After asking the students to read reading materials in the classroom or outside the classroom, the teacher will ask some detailed questions to test and check the students' understanding of the reading materials.
The Concept of Extensive Reading
- The Nature of Reading and Extensive Reading
- The Principle of Extensive Reading
- The Roles of Extensive Reading
- Extensive Reading Activities
- The Relationship between Extensive Reading and Reading Fluency Decoding words automatically is essential for fluency in reading
- The Benefits of Extensive Reading
Based on the above explanation, it is clear that extensive reading plays an important role in the development of students' language skills, especially reading skills. The activities explained above are some alternative activities in implementing extensive reading in a classroom. Current practice of extensive reading in Asia: Teacher perceptions. The Reading Matrix, an International Online Journal, Vol.
The connection between extensive reading and reading fluency Decoding words automatically is essential for reading fluency. Therefore, extensive reading is often said to be one of the activities that contribute to students' comprehension input in reading activity. Bell also claims that extended reading is an effective reading activity that helps learners increase their reading speed and comprehension skills.
Current Practices for Comprehensive Reading in Asia: Teacher's Perceptions, the Reading Matrix, An International Online Journal, Vol.
Drama in EFL Class
- The Definition Of Drama
- Dimensions of Drama
Based on the explanation above, it can be concluded that extensive reading offers many benefits to students in developing all aspects of language competence, namely: literacy, reading habits, reading fluency, vocabulary retention, and writing and spelling. Drama as an extensive reading activity is based on the drama text game, where the students do extensive reading activities to know the idea conveyed through the drama text game before the students perform it on a stage. Therefore, the play reading and analysis of the drama text are the two initial processes of drama performance that include extensive reading activity.
In the context of language learning, the most comprehensive reading material should be judged to meet the first key principle identified by Day and. This means that the subjects or sources of extensive reading can be different written works. In addition, extensive reading should be an enjoyable exercise where students are free to choose texts on topics they find interesting.
Based on the above explanation, we can conclude that drama text play can be a suitable teaching and learning material in extensive reading activities, as it has entertaining aspects that can make readers feel comfortable.
Related Previous Studies
Other researchers were Liu and Zang (2018) who conducted their research titled The Effects of Extensive Reading on English Vocabulary Learning: A Meta-Analysis. The result of the research showed that: (1) extensive reading has a significant effect on learning English vocabulary;. 2) one semester (less than three months) is the most appropriate length of extensive reading instruction for vocabulary instruction; (3) Graded readers, comprehension questions, and vocabulary exercises play important roles as reading materials and teaching methods in promoting EFL learners' vocabulary learning. The similarities are: Manuba (2017) focused his research on students' reading behavior; so does this research.
Both researches have similarities because they discussed the same variables with this research, anmely: reading behavior and extensive reading. Text-Based Games as Potential Media for Improving Reading Behavior in Indonesia, The 2nd International Conference on Computer Science and Computational Intelligence 2017, P. For example, Manuba (2017) tended to discuss students' reading behavior related to one of potential games .
Then, Liu and Zang (2018) focused their research on extensive reading that was related to students' English vocabulary in a metacognitive analysis.
RESEARCH METHOD
Research Design
Subject of the Research
In this research, the researcher used a descriptive qualitative method to describe the reading behavior of students through extensive reading in drama class in the sixth semester of TBI IAIN Bengkulu in the academic year 2018/2019. Based on the above definition, we can conclude that the population is the entire group consisting of subjects, objects, characteristics contained in the study. In this research, the population was VI students. semester TBI IAIN Bengkulu. According to Sugiyon, a sample is part of the number and characteristics that a population has41.
If the population is large and researchers may not study everything in the population, for example due to limited resources, manpower and time, researchers can use samples from that population. This class consisted of 33 students who asked researchers to help collect the data while studying and practicing drama. The reason why researchers chose the C class of TBI IAIN Bengkulu in the VI semester was because, based on the teacher's information, the students in VI C showed unique behavior in reading activities in the four classrooms.
Research Instruments
It is used to investigate the reading behavior of students through extensive reading in the drama class in the sixth semester TBI IAIN Bengkulu in the academic year 2018/2019 and to investigate the factors that influence their reading behavior in the classroom during the teaching process and learning. To elicit more information from the students, the researcher interviewed the students one by one to know more detailed information about the reading behavior of the students through extensive reading in the drama class in the sixth semester TBI IAIN Bengkulu in the academic year 2018 /2019. During the teaching activities, the researcher observed the activities of the students and noted on the field the important information for adding and supplementing the information obtained from the other instrument.
The researcher also archives all documents used in this research to prove the authenticity of the data.
Data Collecting Technique
Data Analysis
In the middle stage, this happens through coding and memos, and associated activities such as finding themes, groups and patterns. In the later stages, this happens through conceptualization and clarification, since the development of abstract concepts is also a way to reduce the data. Data Display: Data display organizes, compresses and collects information by displaying data through – graphs, charts and diagrams to make the data clearer.
The research result consists of: students' behavior in choosing the drama text play to read; Student behavior when reading drama texts individually in class; Students' behavior in reporting their extensive reading activity; and students' behavior in engaging in group discussions about reading in the classroom.
Result
- Students’ Behaviour in Choosing the Drama-Text-Play that They are Going to Read
- Students’ Behaviour in Reading Drama Text-Play Individually in the Classroom
- Students’ Behaviour in Making Report of their Extensive Reading Activity
- Students’ Behaviour in Involving Group Discussion for the Result of Reading in the Classroom
Students read a dramatic text-play both in and out of the classroom. In the classroom, the lecturer gave the students time to critically read the dramatic text they had chosen. When students read a play individually, the extensive reading activity in the classroom encourages them to follow the story of the text seriously (See Appendix 11, Field Session 2–3).
In other words, the students must be critical in doing extensive reading in the drama class. In short, appropriate level of language used drama text play helped the students' reading fluency. Then the lecturer can check the students' understanding and interpretation of all elements of the drama text game.
This can be done by students after extensive reading and interpretation of the dramatic text.
Discussion
Therefore, the researcher was very interested in doing the research related to extensive reading in the drama class as the focus of the research to investigate the reading behavior of the students. Therefore, students need to enjoy reading activity or full information in reading activities. First, students' behavior in choosing drama text play to read referred to active behavior.
Also, individual reading was done by students to focus more on reading in a noisy place. In short, the students' behavior in the individual play reading of the drama text in the classroom became the students' biggest preference. It can encourage them to have active behavior in reading which can be seen by the active activity of the students to read: seriously following the story of the text; read.
It was shown that the students in this drama class were actively reading in the extensive reading drama class.
Conclusion
Suggestions
Extensive reading is one alternative that teachers can use to overcome this problem. Extensive reading is reading for pleasure, which can encourage students to engage in active reading activity and reading behavior. Extensive reading is one of the best ways to make reading fun and encourage the reader to enjoy reading the text, because the reader or students can choose the text themselves, and when students enjoy reading, students can be motivated and increase motivation to read.
In this research, the researcher wanted to analyze the reading behavior of the students through extensive reading activities in the drama class of the sixth semester students of TBI IAIN Bengkulu. The result of this research showed the reading behavior of the students when they were doing extensive reading activities, especially reading drama texts in the classroom. Drama In The EFL Classroom: Critical Review of The Literature, Journal of ELT Research, Vol.
Patrick Ng Chim Leong.Intregative Extensive Reading in The UNP Active Communicative English Curriculum Trough Readers Theatre.Extensive Reading and Reading Theatre, 2009, s.
