Teaching Strategy to Improve the Students

8/8/2019 Teaching Strategy to Improve the Students

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Teaching Extensive Reading

By Suprapto

Abstract:

This article discusses the extensive reading and its teaching in the classroom as well ashow to choose the material for students. Extensive reading is a supplementary course in

most ELT classs. Extensive reading, which can be defined as reading a large amount of

text for general comprehension (Anderson in Lems., Miller., and Soro, 2010:184), helps

with vocabulary acquisition, content knowledge, familiarity with syntactic structure,

knowledge of genres, and reading rate. . Extensive reading according to Day and

Bamford (in Richards and Renandya, 2002:298) offering some advantages: increased

reading ability, increased affect and motivation, improved vocabulary, Improved

listening, speaking and sp elling abilities, facilitation of acquisition . Reading

comprehension requires the integration and application of multiple strategies or skills.

Those strategies involve memory, cognitive, compensation, metacognitive, affective,

social, and test-taking strategies.

Keywords: extensive Reading, cognitive s trategy, metacognitive strategy, reading material.

Introduction

What is reading? Reading is aboutunderstanding written texts. It is a complex activitythat

involves bothperception andthought. Reading co nsists oftwo relatedprocesses: word

recognition and comprehension. Word recognition refers tothe process ofperceiving how

written symbols correspondtoones spoken language. Comprehension is the process of

making sense ofwords, sentences and connectedtext. Readers typicallymake use of

backgroundknowledge, vocabulary, grammaticalknowledge, experience withtextand

other strategies tohelpthemunderstand written text (Pang., Muaka., Bernhat., and Kamil,

2003:6) .

The habitofreading becomes benefic ialfor students to improve their knowledge but

unfortunately it is difficultto getthe students tohave suchhabit. It is so since the

backgroudoffamily will influence the students habit, students fromafamily whichhas

good reading habitthey will immitate the habit. Their parents usually have ample collection

ofreading materialbothfiction or non fiction reading material. Thus they can easily choose

the materialthat interestthem. In contrast, ifthe students come fromafamilythatdo not

have suchhabit, the students usuallydo nothave the habit either. It is sobecause they get

difficultytoaccess the available material in their house. Thats why it is very importantfor

the teacher to encourage the students toposses good reading habit. There are twokinds of


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reading activities whichare usefullfor students, extensive and intensive reading. Typically,

muchofthe student reading in extensive reading happens largelyoutside the classroom.

With students requiredto readlarge amounts ofEn glish typically severalbooks amonth

rather than one bookatermor ayear there simply is not enough class time for allthat

reading tohappen during class time. Ifthe goalofextensive reading is todevelopa reading

habit, it can notbe limited tobeing a classroomactivity. Also, teachers often choose to

provide abalance ofextensive and intensive reading activities. In such cases, class time is

frequentlyusedfor skillbuilding activities while ER is done outside ofclass.

This article willfocus on extensive reading. Extensive reading (ER) is an important

aspectofany Englishas a Foreign/Second Language reading program. The extensive reading

approach emphasizes students reading a quantityofmaterials thatare easyfor themto

read. This approachpresents challenges for teachers beyond identifying the rightkindof

books andlocating sources for them. (Graney, 2005:1)

Definition of Extensive Reading

According to Carreland Carson (in Richards and Renandya, 2002:295) , extensive

reading ...generally involves rapid reading oflarge quantities oflonger readings (e.g., whole

books for understanding, withthe focus generallyon the meaning ofwhat is being read

than on the language. There is nodoubtthat extensive reading is the best globalmethodto

helpalllearners consolidate their reading comprehension (Lems., Miller., and

Soro,2010:184). Extensive reading, which can be definedas reading alarge amountoftext

for general comprehension (Anderson in Lems., Miller., and Soro, 2010:184), helps with

vocabularyacquisition, contentknowledge, familiarity with syntactic structure, knowledge

ofgenres, and reading rate.

The Postition of Extensive Reading in The Classroom

In the classroom, extensive reading is only supplementary class library scheme, as Davis (in

Richards and Renandya, 2002: 296) offers one description ofextensive reading froman ElT

classroo implementation perspective:

An extensive reading programme is a supplementary class library scheme, attached

toan English course, in whichpupils are given the time, encouragement, and


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materials to readpleasurably, attheir own level, as manybooks as they can, without

the pressure oftesting or marks. Thus, pupilare competing againstthemselves, and

it is uptothe teacher toprovide the motivation andmonitoring too ensure thatthe

maximum number ofbooks is being read in the time available. The watch words are

quantityand variety, rather than quality,, sothatbooks are sele ctedfor their

attractiveness and relevance tothepupil lives, rather than for literarymerit.

Anderson in Lems., Miller., and Soro (2010:184 -186) offer example ofprograms for

extensive reading abound in schools, andtheyare cornerstones ofgoodlitera cypractice.

Some examples follow:

1. Daily Silent ReadingWhether its DEAR (Drop Everything and Read), SSR (Sustained Silent Reading), FVR (Free

Voluntary Reading), or another format, ELLs deserve chances tododaily silent reading of

their choosing throughoutthe schoolyear and intothe summer (Anderson in Lems.,

Miller., and Soro, 2010:185) . During silent reading, teachers alsomodelthe technique by

reading and refraining from circulating or grading papers. When ateacher reads andvalues reading, it is contagious. After silent reading, ELLs can alsobenefitby sharing

whattheyhave just read withabuddy. Interactive dialogue aboutbooks builds oral

language as wellas socialandacademic skills.

2. Reading BuddiesMany schools bring together olde r andyounger children to readon a regular basis.

There are severalformats for these visits. In the most common two, the older

children maybring picture books to read withthe younger children, or the younger

children can practice reading as their older counterparts listen tothem. Such

partnerships allow richpossibilities for literacydevelopmentand communitybuilding. ELLs benefitfrom reading buddyprograms, whether theyare older children

or younger children. It gives older children a chance tofee la sense ofmasteryofthe

booktheyprepare to readtothe younger children, andthey enjoythe admiration

younger children naturallyfeeltowardtheir older peers(Anderson in Lems., Miller.,

and Soro, 2010:185) . It gives younger ELLs enjoymentto experience the attention

andmentorshipofan older student. A couple oftips for cross -age groupings with

ELLs:

1. Anyassignment involving a reading performance shouldbe given well in advance,

sothat students can practice their parts as muchas needed.

2. The reading activity should involve atextthat is within the ELLs instructionallevel.

Achieving Comprehension

3. Book BagsGood classroomlibraries can circulate home withthe students throughabookbag

system. Teachers obtain durable, waterproofbookbags, enoughfor eachmember ofthe

class, andallow students to checkoutbooks to bring home. A log sheet in the bookbag

gives students or their parents aplace to reporton their home reading. For younger


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students, parents can be askedto initialthe sheetto verifythat reading has taken place.

A variation ofbookbags is to involve parents or caregivers in reading withthe childat

home. For ELLs, the best waytomake sure this happens is tohave a number oftitles in

the native languages ofeach student in the classroom (Anderson in Lems., Miller., and

Soro, 2010:186). Even though some parents and caregivers may notbe able to read in

anylanguage, it is more likelythatthey willbe able to read in their L1 than in English.

When families are involved withhome reading activities organizedbythe teacher, they

are led in the direction ofinitiating other home reading activities.

4. Public Library ProgramsEspecially in the summer, public libraries have many reading incentive programs.

Offering entertainment, prizes, friendly competition, anda comfortable place to read,

public libraries are a core resource for families with ELLs. Whether its afieldtriptothe

libraryor aletter home toparents aboutthe librarys activities, teachers ofELLs should

buildlibraries intotheir orientation procedures for families and children. A weekly visit

tothe schoollibrarymakes it easier for children to expectthe same thing oftheir public

library, especiallyduring the summer months (Anderson in Lems., Miller., and Soro,

2010:186). Some large fast-food chains alsohave reading incentive programs. Withallof

the supports available, an extensive reading workout is easyand importanttodo.

5. Additional Ideas for Developing Classroom and School Resources1. Seeking Out Bilingual TitlesWhen theyare available, its greattopickbooks that ELLs can already read in their L1

andtoprovide an English version ofthe book nextto it. Whether its two separate books

or abook withbilingualtexton the same

page or on opposing pages, it can increase vocabulary in bothlanguages. When ELLs

have already readthe Harry Potter books in their native language, for example, they will

alreadyhave many concepts, words, andfeatures ofplotavailable tothem when they

readthe series in English. Bilingualtext can be as gooda supportas pictures ifalearner

is literate in his or her L1(Anderson in Lems., Miller., and Soro, 2010:187) .

2. Middle School and High School Libraries Need Picture BooksVirginia Runge noticedthis problem in her middle school ESL classes. When introducing

alesson, one ofmy strategies is touse tradebooks toteachbackgroundknowledge with

whichmy ESL students can connect. Unfortunately, my junior high is lacking in thi s area

and I must relyon the elementary schools or public libraries toloan me picture books to

facilitate more meaningfullearning.Virginia Runge, middle school ESLteacher(Anderson in Lems., Miller., and Soro, 2010:186).

3. Using Many Kinds of Print SourcesComic books (Rankin, 2008), graphic novels, newspaper andmagazine articles, letters,

recipes, advertisements, and websites are allpotential sources from which ELLs can and

shouldhave reading experiences. This willalso improve their abilityto write in different

genres(Anderson in Lems., Miller., and Soro, 2010:186) .


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The Benefits of Extensive Reading

Extensive reading is highly recommendedfor students who wantto enhance their

knowledge and comphrehension skillbecause it give some benefits. Exten sive reading

according to Dayand Bamford (in Richards and Renandya, 2002:298) offering some

advantages, some ofwhichare as follows:

Increased reading ability. This is unsurprising since that is the stated goalofER.

Increasedaffectandmotivation. It shouldabe notedthat reading is one type of study

that can actuallybe enjoyable as it is being done. Students are reading books then

choose atalevelthey can enjoy. This pleasure orientation seems to impacttheir

overallfeeling aboutlearning English.

Improved vocabulary. Students needtomeet vocabulary in contextmanytimes to

acquire it. ER seems tobe a good waytoachieve this.

Improvedlistening, speaking and spelling ab ilities. Interestingly, even iflistening and

speaking are notthe goals ofthe class, ER seems to supportthese skills, possibly

because ofthe increased exposure to English vocabularyanddiscourse.

Facilitation ofacquisition. Most current theories ofsecondlanguage acquisition

recognize the roles oflanguage inputand intake. ER provides these necessities.

From the above elaboration, it is clear that extensive reading reallybeneficialfor the

students improvementon both recept ive andproductive skill. The students will getfamiliar

withthe various complex structure in the reading textandlots ofvocabulary. The students

are more aware withthe diction, collocation which surelyhelpthem in writing process. By

getting alotofnew knowledge from reading books, it willmake them easier tomake

conversation withtheir interlocutors. They can easily change from one topic toother topics.

This reallybecome booster to speedupthe students language skill especially in Indonesia.

As it is difficultto communicate directlyto native speaker ofEnglish in non English speakingcountrylike Indonesia. Sothat extensive reading is on ofeffective and efficient wayto

enhance the English skill.

Shen (2009:104) concludes that reading the simplified graded work can notonlybe

a stimulus for creative writing, butalsoacquaint students withthe use ofwords, as wellas

the rules. Additionally, the students alsobecame aware ofthe text structure, the skills and


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characteristics the author deliberatelyusedtobegin the storyandthen subconsciously

transferredthemtotheir own writing. Evidence for this transformation can be seen in the

students pages ofcreative writing, within whichthe students transferredthe imaginative

energyfromthe literarytext. That is, reading can be a stimulus to spur readers' imaginative

writing. Thus, in EFL learning, reading stories helps topromote the students creativity.

Extensive ReadingMaterial

According to Harmer(2007:283) one offundemental condition ofsuccessesful

extensive reading programme is that students shouldbe reading material whichthey can

understand. Ifthey struggling tounderstand every word, they can hardlybe reading for

pleasure-the main goalofthe activity. However, in order for the teacher toprovide the

reading materialthat interestthe students, the teacher have todoalotofefforts for

example bylending some books to students ifthe schooldoesnthave the books. In this

case teacher shouldpropose tothe principaltoprovide more collections in the library. By

this means, It will eliminate the students boredomtowardthe books thatdo not interest

them. Besides the availibiltyofthe books, the levelofdifficultty mustbe taken intoaccount

bythe teachers. The difficult words thatare frequentlyfacedbythe students may cause the

illfeeling in reading. Mikuleckyand Jeffrice give a guidance ofchoosing the books for

extensive reading. The follwing are the wayhow to choose abook:

1. Choose abookthat interests you. Your teacher and classmates mayhave good

suggestions, but choose the bookthat is bestfor you, notfor them.

2. Choose afull-lengthbook, nota collection ofarticles or stories. Reading a whole

bookbya single author allows youtobecome comfortable withthe writer's style

and vocabulary.

3. Avoidabook whose storyyouare alreadyfamiliar withbecause youhave read it

in another language or have seen the movie made from it. Knowing what willhappen

maymake itless interesting for you.

4. Evaluate the book. Tofindoutaboutthe author andthe genre (type ofbook), read

the frontandback covers. Readthe firstfew pages, tofindoutaboutthe style and

subject.

5. Checkthe levelofdifficulty . Ifabook is too easy, itmaybe boring; ifit is too

difficult, youmaybecome discouragedand stop reading. Tofindouthow difficultthe


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book is for you, countthe number ofunknown key words on atypicalpage. (A key

word is a wordyoumustknow in o rder tofollow the generalmeaning.) Five

unknown key words on one page means the book is difficultfor you. Nounknown

key words means the book is easy.

Teaching Strategy

According to Barnett (in Shang 2010: 22), the term strategymeans the mental

operations involved when readers purposefullyapproachatexttomake sense ofwhatthey

read . In other words, reading comprehension requires the integration andapplication of

multiple strategies or skills. Those strategies involve memory, cognitive, compensation,

metacognitive, affective, social, andtest-taking strategies.

Cognitive strategies: According to Chamotand Kupper (in Shang, 2010:22), cognitive

strategies are approaches in whichlearners work withandmanipulate the taskmaterials

themselves, moving towards task completion. Examples ofcognitive strategies include the

skills ofpredicting basedon prior knowledge, analyzing textorganization bylooking for

specific patterns, self-questioning, making a summary, taking notes by writing down the

main ideaor specific points, translating, inferencing, andtransferring (Chamot & Kupper in

Shang, 2010:23)

Metacognitive strategies: Students metacognitive knowledge anduse of

metacognitive strategies can have an important influence upon their achievement(Shang,

2010:23). According to Chamotand Kupper (in Shang, 2010:23), metacognitve strategies

involve thinking aboutthe learning process, planning for learning, monitoring the learning

task, and evaluating how wellone has learned. Oxford (in Shang , 2010:24) proposedthat

metacognitve strategies include three strategy sets: Centering, arranging andplanning, as

wellas evaluating the learning.

Compensation strategies: According tothe literature, another factor resulting in

successful reading is the developmentofvocabularyknowledge . However, many EFL

readers often encounter the problemofunfamiliar vocabularyandunknown concepts soas

to interfere withthe comprehension . Several researchers suggestteaching students active

compensation strategies toachieve comprehension(Shang, 2010:23) . Sinatraand Dowd (in

Shang, 2010:24) proposeda comprehension frameworkfor the use ofcontext clues:

syntactic clues (relatedto grammatical structures) and semantic clues (involved intra- and


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inter sentence meaning relationship). Sinatraand Dowdarguedthat readers should notonly

understandhow the writer used grammar, butalsouse semantic clues suchas restatement,

use ofexamples and summary clues in order to guess the meaning ofa new word.

Strategies thatare taughtandpracticed in the classroommustthen be followedup,

almostlike learning todrive a car in adriving class followedbya greatdealoftime behind

the wheel. That is where extensive reading comes in. However, one cannot counton

outside reading todothe trick when there is limited silent reading time in the classroom

(Lems., Miller.,and Soro,2010:184). Sothattobuildthe students motivation in extensive

reading, it is not simplyaskthe students to read whattheylike andthen le tthemdo it

withoutproviding a goodmodel, in this case teachers mustbe able tobecome goodmodel

both in the classroomandathome. It is to saythat it is not enoughtotellthe students to

readalot still we needtooffer themaprogramme which incl udes appropriate material,

guidance, task, andfacilities, suchas permanentor portable libraries ofbooks (Harmer,

2007:283). Mikuleckyand Jeffrice (2010) explain that extensive reading shouldbe:

1. reading alotatleastone book everytwoor three weeks;2. choosing abookthat is interesting to students;3. notests on comprehension or vocabulary;4. reading at students own pace.Theyfurther suggestthat extensive reading willbe successful ifstudents enjoythe

reading. Because extensive reading is enjoyable, students will readfaster andmore, which

makes itmore enjoyable, sothey will read even faster andmore. This is the cycle ofpositive

reinforcementthatleads tothe positive effects on comprehension and generallanguage

skills. Mikuleckyand Jeffrice also quote some statements fromlanguage experts about

extensive reading.

"Extensive reading is the most efficient waytohelp students change oldhabits and

become confident secondlanguage readers." Prof. Mary Lee Field, Wayne State

University, Michigan ". . . reading for pleasure [extensive reading] is the major sourceofour reading competence, our vocabularyandour abilitytohandle complex

grammatical constructions." Prof. Stephen Krashen, UniversityofSouthern California

"Extensive reading mayplaya role in developing the capacityfor criticalthinking so

importantfor success in higher education." Prof. Richard R. Day, UniversityofHawaii

and Prof. Julian Bamford, Bunkyo University, Japan "It is clear fromthese studies that

extensive reading can be amajor factor in success in learning another language."

Prof. I. S. P. Nation, Victoria UniversityofWellington, New Zealand (2010:3)


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Bamfordand Day (in Helgesen, 2005:1) suggestthat, although specific targets will

vary, goals suchas abooka weekor 50 pages a weekare realistic. This is in sharp contrast

totraditional reading programs whichhadlearners reading a single bookover atermor a

year anddoing adetailedanalysis ofit. The easyaspectofthe definition is important. Easy

books build speedand reading fluency. Anderson ( in Helgesen,2005:1) suggests that 200

words per minute is ausefuland realistic goalfor secondlanguage readers. Toachieve this

target, the books needtobe easy. Enjoyable is alsoakeypa rtofextensive reading.

Extensive reading is muchlike the waypeople readfor pleasure in their native languages.

Enjoyable is, ofcourse, a relativeterm it can onlybe determinedbythe reader. For that

reason, Dayand Bamford (in Helgelsen, 2005:2) suggestthat it is best ifthe books are self-

selected. There is noassumption thatlearners are all reading the same book. Indeed, it

wouldbe unusualandperhaps impossible tofinda single title thatallmembers ofa class

find interesting. Differentlearners willprefer mysteries, love stories, biographyandother

forms ofnon-fiction, even comics. In the extensive reading classroom, these genre

preferences are respected. The final elementofthe definition is books. While any reading

material can be used, graded readers whichpresent stories with controlled vocabularyand,

attimes, limited grammar and information flow are often used.

According to Graney (2005:3) organizing extensive reading consists offive sections:

getting started, introducing read ing material, motivating and supporting reading, monitoring

reading, and evaluating reading. The activities include ways for engaging students in

discussing their attitudes toward reading, introducing themtothe books, helping the

students findthe mostappropriate levelofbooks for themto read, andfor teachers to

identifyandorganize the reading levels.

Hints for success in extensive reading

Anderson in Lems., Miller., and Soro( 2010:186) proposedthe hints for success in extensive

reading, whichfollows:

Seta goalfor yourself. Decide how manybooks you wouldlike to readduring the

semester.

Make reading apartofyour daily routine. Setatime andplace for reading. Read


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for atleastthirtyminutes atatime sothatyou can become involved in your book.

Carryyour book wherever you goand read it whenever youhave time.

Keepa journal. Write aboutyour reactions tothe bookor anythoughts thatare

stimulatedbyyour reading.

When youfinishabook, complete a Book R esponse Form, following the formon

page 24. Then make an appointment withyour teacher for abook conference to

share your thoughts and reactions to it.

Conclusion

The extensive reading approach emphasizes students reading a quantityofmaterials

thatare easyfor themto read. This approachpresents challenges for teachers beyond

identifying the rightkindofbooks andlocating sources for them. that extensive reading

willbe successful ifstudents enjoythe reading. Because extensive reading is enjoyable,students will readfaster andmore, whichmakes it more enjoyable, sothey will read even

faster andmore. This is the cycle ofpositive reinforcementthatleads tothe positive effects

on comprehension and generallanguage skills.


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REFERENCES

Graney, M.J(2005). Extensive Reading Activities for Teaching Language. TESL-EJ.9(2) Harmer, J. (2007). The practice of English Language Teaching . England: Pearson Education

Limited

Huang, C.S.(2009).The Efficacy of Setting Process Goals in Orienting EFL Learners to Attend

to the Formal Asp ects of Oral Production. Asian EFL Journal Press. 11(1)

Lems, K., Miller, L.D., Soro, T.M. (2010) Teaching Reading to English Language Learners . New

York : The Guilford Press

Mikulecky, B.S., Jeffries, L. (2007). Advanced Reading Power. New York:Pearson Education.

Pang, E.S., Muaka, A., Bernhadt, E.B., Kamil, M.L.(2003). Teaching reading.Geneva:

International BureauofEducation (IBE)

Richards, J.C., Renandya, W.A. (2002). Methodology in Language Teaching . New York:

Cambridge University Press.

Shang, F.H. (2010). Reading Strategy Use, Self -Efficacy and EFL Reading Comprehension.

Asian EFL Journal Press. 12( 2)


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TEACHING EXTENSIVE READING

Presented to:Islamic University of Malang

In partial fulfillment of the requirements for the Reading and Its Teaching Course

in English Language Education.

By: SUPRAPTO

2091040020

ISLAMIC UNIVERSITY OF MALANG

GRADUATE PROGRAM IN ENGLISH LANGUAGE EDUCATION

July 2010

Teaching Strategy to Improve the Students

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