Presentasi Tesis pada Sidang Ujian Tesis Prodi Pendidikan Bahasa Inggris Sekolah Pascasarjana UHAMKA, Jakarta. Kamis, 28 Agustus 2014

1. THE IMPLEMENTATION OF EXTENSIVE READING
AND ITS STUDENT’S RESPONSE
(A CASE STUDY OF TEN ENGLISH DEPARTMENT STUDENTS
AT STKIP MUHAMMADIYAH BOGOR)
Rudi Haryono
1208067001
28/08/2014
1

2. ABSTRACT OF THE THESIS
 This study investigates how extensive reading strategies affect
tertiary level EFL students’ English reading attitudes, reading
comprehension and vocabulary acquisition.
 A case study of ten Indonesian EFL learners at STKIP
Muhammadiyah Bogor Teacher Training Institute who followed an
extensive reading program for 12 weeks will be presented.
Students’ attitudes to the extensive reading strategies
implemented were collected using documentation, interviews and
other qualitative data. Factors affecting motivation to read, such
as time management, interest level and ease of reading material
will be discussed. The study showed that the proficiency level of
Indonesian EFL students in extensive reading is particularly
affected by time management and the appropriateness of the
level of graded reader. Students responded positively to
extensive reading for a variety of reasons and extensive reading
can motivate them to read more widely in English. The findings
support Day and Bamford’s (2002) ten principles for extensive
reading.
28/08/2014
2

3. BACKGROUND
 The inclusion of extensive reading as a course at
English Education Department at STKIP
Muhammadiyah Bogor semester 5 and 6.
 Student’s achievement is still low (the average score of
final exam is 60,88),
IDENTIFICATION OF PROBLEMS
 The students’ score in extensive reading is low
 The students are still unmotivated to read
 The significance of extensive reading to boost their
reading habit is still not maximum
 There is an inappropriate atmosphere to read for
students
 The theme mostly students favor in reading is still
unfocused
28/08/2014
3

4. RESEARCH QUESTIONS AND
OBJECTIVES OF THE RESEARCH
 Why is the students’ score achievement in extensive reading
low?
 How do students respond to extensive reading activities?
 How significance is extensive reading to boost their reading
habit?
OBJECTIVES
 to investigate why the students’ score achievement in
extensive reading
 to investigate how student’s respond to extensive reading
activities
 to investigate how significance of extensive reading in
boosting student’s reading habit
28/08/2014
4

5. Gaps in Previous
Extensive Reading Research
 Nakanishi & Ueda (2011) investigate
the effects of extensive reading (ER)
and shadowing on performance on
reading comprehension.
Macalister (2010) implemented
extensive reading in an EAP
programme (a pre-university study
EAP programme in New Zealand).
Finding
Learners respond positively to the loss of
teacher-centred class time and a non-EAP
focus for part of each lesson.
Findings
 Students' interaction with English
phonological system
 Students speed reading development by
repeating sounds.
 Shadowing help students to concentrate
on listening and help them feel a sense of
achievement by being able to produce the
original sounds.
Gaps
Student’s difficulties in reading, and
Dynamic process in reading IS NOT explored yet
28/08/2014
5

6. PRINCIPLES OF EXTENSIVE READING
Bamford and Day (1997)
(1) Students read as much as possible
(2) A variety of materials on a wide range of topics is available
(3) Students select what they want to read
(4) The purposes of reading are usually related to pleasure,
information, and general understanding.
(5) Reading is its own reward.
(6) Reading materials are well within the linguistic competence
of the students in terms of vocabulary and grammar.
(7) Reading is individual and silent.
(8) Reading speed is usually faster rather than slower.
(9) Teachers orient students the goals of extensive reading,
(10) The teacher is a role model of reader for students.
28/08/2014
6

7. TIME, PLACE, PARTICIPANTS
 Time : March-June (12 weeks)
 Place : STKIP Muhammadiyah Bogor
 Participants : 10 students (5 male,5 female)
No Activities
April
2014
May
2014
June
2014
Remark
1 2 3 4 1 2 3 4 1 2 3 4
1 Participant’s orientation and self-
reading selection
X Once
2 Reading activities
X
X X X X X X X X X X Twelve weeks
3 Writing personal journal on reading X X X X X X X X X Twelve weeks
4 Book conference (observation) Conditional
5 Interview Conditional
28/08/2014
7

8. LIST OF PARTICIPANTS AND BOOKS TITLE CHOOSEN
28/08/2014
8
No Name F/M Code Book’s Title Author Genre
1 Ela Novitasari F ERR.01 The Call of the Wild Jack London Fiction
2 Acang M ERR.02 Kong: The 8th Wonder Merien C. Cooper Legend
3 Kardi M ERR.03 Don Quixote Miguel de Cervantes Fiction
4 Yeni Mulyani F ERR.04 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction
5 Reisa Cahya Hayati F ERR.05 E.T. The Extra-Terrestrial William Kotzwinkle Scientific fiction
6 Eri Permana M ERR.06 Kong: The 8th Wonder Merien C. Cooper Legend
7 Asriyatun Nikmah F ERR.07 The Call of the Wild Jack London Fiction
8 Nurnajmi Laila F ERR.08 The Call of the Wild Jack London Fiction
9 Rian M ERR.09 The Call of the Wild Jack London Fiction
10 Lukman M ERR.10 Don Quixote Miguel de Cervantes Fiction

9. QUESTIONS FOR INTERVIEW
 What difficulty you find most? Mention!
 What do you do when facing difficult session?
 Does the book level suit you? Why?
 Is the book easy, very easy, difficult, or very difficult for you? Why?
 Why are you interested in being participated in the research?
 What is your purpose to read?
 What motivates you to read?
 What do you find most difficult in the reading process?
 Do you like the book do you read?
 What is the exact time do you read the books?
 Do you think ER is useful for you? In what way?
 How many pages per day do you read?
 In what part do you pause to read?
 What are the really new words for you?
 Did you find any unfavorable conditions in readinggraded readers? If so, what are they?
 How long do you read each session?
 How many times do you read for one book?
 What makes you pauses to stop reading?
 Do you preview, scan, and skim in reading?
 What do you do for the first time in reading?
 Have you done extensive reading before?
 Have you ever finished reading English materials (short story, fable, article)? Mention the title?

28/08/2014
9

10. PARTICIPANT’S RECORD FOR
BOOK CONFERENCE AND INTERVIEW
No Participant’s Code Day and Date Time Duration (minutes/seconds) Place
1 AC Sunday, June 8, 2014 05:10 p.m. 09:56 Library
2 KA Sunday, June 8, 2014 04: 24 p.m. 16:39 Library
3 LU Sunday, June 8, 2014 04:17 p.m. 11: 54 Library
4 EN Monday, June 9, 2014 05:38 p.m. 12:04 Library
5 RI Wednesday, June 10, 2014 03:25 p.m. 12:53 Lecturer’s Room
6 ER Wednesday, June 11, 2014 03:00 p.m. 12:49 Lecturer’s Room
7 YE Monday, June 16, 2014 04:00 p.m. 10:28 Muhammadiyah Bogor Office
8 AS Monday, June 16, 2014 05:02 p.m. 10:45 Muhammadiyah Bogor Office
5 NU Monday, June 16, 2014 04:30 p.m 08:14 Muhammadiyah Bogor Office
6 RE Saturday, June 21, 2014 05:30.p.m. 15: 58 Library
28/08/2014
10

11. FINDINGS AND DISCUSSIONS
 Why is the students’ score achievement in
extensive reading low?
The students are still not be able to manage their time in
reading and the difficulty in finding aproppriate time and
mood to start reading
The students are not motivated to read when the
vocabulary used in the book is not on their level
28/08/2014
11

12.  How do students respond to extensive reading
activities?
All the students positively respond to extensive
reading
0
1
2
3
4
5
6
7
8
9
10
The Use of Extensive Reading for Students
The Use of Extensive Reading for
Students
28/08/2014
12

13. How significance is extensive reading to
boost their reading habit?
“Voice” about extensive reading:
Enthusiasm
Higher and better motivation to read
Enjoyment and pleasure
Recognizion of the graded-readers level.
28/08/2014
13

14. CONCLUSION
 First, the low achievement of students in extensive
reading caused by the condition of student’s time
management in reading and the appropriateness of
book level that suit to their level in reading.
 Second, ER students positively respond to extensive
reading, (to improve their reading habit and interest,
improve reading skill, for future skill, improve motivation,
pronunciation (reading aloud), experience how to be a
good reader, vocabulary mastery, and useful in general.
 Third, ER can boost and motivate their reading activities
after participating in the research as categorized by the
writer into some “voices’ : enthusiasm, higher and better
motivation to read, enjoyment and pleasure, and
recognizion of the graded-readers level.
28/08/2014
14