EXTENSIVE READING

SOURCES : Extensive Reading in the Second Language, Rirhard R.Day and Julian Bamford, Cambridge University Press.

As William Grabe states:

One major way to round out a reading program is to introduce

extensive reading material into the curriculum

--William Grabe (1986, p.43)

The purpose of this chapter is to; a) discuss how extensive reading can be integrated into second language program. b) discuss reasons for including extensive reading in programs whose goal is the preparation of students for academic work in the second language. c) present possible goals of an extensive reading program. d) speculate as to why extensive reading is not a more common approach to the teaching of second language reading. The important role extensive reading must play at all stages of the second language reading curriculum. Beatrice Mikulecky (1990) and Christine Nuttall (1982, 1996) include a chapter of extensive reading. Mikulecky states that “students must develop the habit of readingmassive amounts”(1990, p.13). Nuttal says,”we learn to read by reading...We want students to read better ... to do this they need to read more” (1996, p.128). Fredericka Stoller's proposal for a low-level reading skill course has extensive reading as a built-in component and Linda Jensen includes extensive reading as the third in a three component advance reading skill course.

Integrating extensive reading into second language program

Extensive reading can be included in a second language curriculum in at least four broad ways: a) as a separate, stand-alone class. Setting up an independent extensive reading course involves basically what the establishing of any other course does; a teacher, a syllabus, a classroom, materials and a set time slot. b) as part of an existing reading course. This involves building into an existing course a certain amount of extensive reading. c) as a noncredit addition to an existing course. Students are encouraged to read according to their intersts and for their own enjoyment. d) as an extracurricular activity. Optional extensive reading can also take the form of an extracurricular reading club, not connected to required courses in the curriculum.

Extensive reading and second language academic program

A first, understandable reaction to extensive reading from administrators and teachers in programs that prepare students for the stringent demands of academic work in a second language may be one of dismissal. There are reasons why extensive reading should be an integral, even major, part of preparing students for academic reading. Extensive reading has essential role in developing the sight of vocabulary and world knowledge on which fluent reading is based.

Goals of an extensive reading program

Possible goals are that students will: 1) have a positive attitude toward reading in the second language. 2) have confidence in their reading. 3) have motivation to read in the second language. 4) read without constantly stopping to look up unknown or difficult words in the dictionary. 5) have increase their word recognition ability. 6) know for what purpose they are reading when they read . 7) read at an appropriate rate for their purpose in reading. 8) know how to choose appropriate reading materials for their interest and language ability.

Why extensive reading the approach less travelled?

An obvious question why extensive reading is not more common in second language program. Various reasons have been suggested including:

• Cost, indeed a major consideration to fund adequate library.

• The work required to set up a program, the amount of attention and organization involved in setting up an extensive reading program is another real concern.

• The difficulty of finding time for it in the already-crowded curriculum, finding time for extensive reading is a matter of priorities.

• The different role of the teacher in extensive reading can be a problem for teachers used traditional roles.

• The nature of the material used in extensive reading may be controversial. Krashen observes 'light reading' may be regarded as lacking literary merit. The use of such light reading can be a spring board into classics. He cites a 1992 study by James Davis, Lynn Gorell, Rebecca Kline and Gloria Hsieh that found leisure reading in the foreign language as among the strongest predictors of positive attitudes toward literature.

• The emphasis on the teching of reading skills might contribute to the lack of attention given to the extensive reading.

• The belief that reading should be delayed until students have a solid ability to speak and understand the second language is still held by some teachers.

• Confusion between extensive reading and class readers may have led to less attention to extensive reading . Collin Davis ( 1995, pp. 330-331) suggests that a program of class readers may appear to be a way of avoiding the drawbacks of an extensive reading approach, such as the cost and the work involved in organizing it.

COMMENT :

We sometimes find difficulties to encourage students to read, because it is a matter individual needs, It needs high motivation to the Indonesian learners who study English as foreign Language. We, as English teacher should be able to create the method in order the students enjoy the reading activity. Extensive Reading is really useful as one way to force the students to read. As a matter of fact, this activity is not merely conduct in the class but we can also do it outside and will be not limited the time. In some experiences, Extensive Reading can improve the learners innate to expose the reading materials as well as for pleasure.