EMPOWERING THE READING READABILITY

Handoko Handoko

Abstract


A general assumption about reading is that students improve their reading ability by reading a lot. This research was conducted to explain the use of extensive reading and aimed to figure out its implementation in improving students’ reading readability by using the class action research technique. The data of this research relates to the students ‘reading progress shown in their reading reports: spoken and written summary, reading comprehension and vocabulary mastery and their participation. The strategy was evolved in the continuity of reading. Students were encouraged to read extensively in and outside class. The findings indicated that the implementation could improve students’ reading readability.This attainment demonstrated that students’ reading readabilityis frosted through the continuity of reading. Other facts showed that students enjoyed reading. Students’ curiosity was also a significant factor. Their high curiosity explained why students continued reading though they realized that materials they read were difficult enough. Students’ self-confidence was also built as they were required to write a retelling story and to share their previous reading. Instead of their retelling and summarizing, students felt to be appreciated as readers. This appreciation indirectly helped students to improve the reading fondness.

Keywords


extensive reading; readibility

Full Text:

PDF

References


Bell, Timothy. 1998. Extensive Reading: Why? and How? The Internet TESL Journal,IV (12), (Online), (http://iteslj.org), accessed in January 1, 2010.

Bell, Timothy. 2001. Extensive reading: Speed and comprehension. The Reading Matrix, Vol.1. No.1, (Online), (http://www.readingmatrix.com/articles/bell/index.html), accessed in November 1, 2011.

Day, R. and J. Bamford. 1988. Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Kemmis, S and Taggart, R. 1988. The Action Research Planner. Gee. Long: Vic Deakin University Press.

Koshy, V. 2007.Action Research for Improving Practice. A Practical Guide. London: SAGE.

Latief, M. A. 2003. PenelitianTindakanKelasPembelajaranBahasaInggris. JurnalIlmuPendidikan, 10

(2). UM Malang.

Meng, Fanshao. 2009. Developing Students’ Reading Ability through Extensive Reading. English Language Teaching. 2 (2), (Online), (http://www.ccsnet.org/html.journal), accessed in June 13, 2011.

Preddy, Leslie B. 2005. Sustained Silent Reading with Intervention Project, (Online), (http://www.lesliepreddy.com/SSR.html), accessed in August 11, 2011.

Shang, Hui-fang, Briody, Paul &Lin, Chia-yun. The Effect of Extensive Reading Strategies on EFL Students, (Online), (http://spaces.isu.edu.tw/upload/18518/9602/RESEACHPAPER/ qualitativepaper4.pdf), accessed in June 14, 2011.

Susser, Bernard & Robb, Thomas N.1990.EFL Extensive Reading Instruction: Research and Procedure. JALT Journal,12 (2), (Online), (http://www.cc.kyoto-u.ac.jp/../sussrobb.html), accessed in April 8, 2010.




DOI: http://dx.doi.org/10.18860/ling.v9i1.2557



Copyright (c)



Member of:

Crossref

Indexed by:

EBSCO Dimension DOAJ Google Scolar  Sinta Sinta InaSTI Moraref  Journal TOCS          Microsoft Academic Search

Editorial Office:
Laboratory of Information and Publication, Faculty of Humanities
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Jalan Gajayana 50 Malang, Jawa Timur, Indonesia 65144
Email: jurnallingua@gmail.com
Phone: +62 (0)341 570872


Creative Commons License
LiNGUA by Laboratory of Information and Publication, Faculty of Humanities is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://ejournal.uin-malang.ac.id/index.php/humbud/index.