Reading Journal: Exploring EFL Learners’
Extensive Reading Practice on Factual Text: A Case Study at IAIN Syekh Nurjati
Cirebon
Tina Novitasari
IAIN Syekh Nurjati
Cirebon
Introduction
The effect
of extensive reading on factual text has been studied extensively in recent
years, because the students can not read english well. The students seldom reading, because of model
from the text. According to Krashen
(1989) claim that reading alone will increase encounters with unknown words,
bringing learning opportunities by inferencing.
According to Broughton and Rivers (2011) explain that extensive reading
is as one of activity in aspect or main problem in the text. Bamford also says that extensive is read a
book everyday. Adityarini Kusumaningtyas
(2011) also says that extensive is enjoy when read books with the general
perception. This is task for teacher to make the students can read english well
which in use correct the methode proper with curriculum. The teacher should use
curriculum correctly, and teach the students until the students can read the
text and comprehend. The reason of
choose reading, that reading is something important the activity beacause of
reading is like windows of the world.
Without reading you are as blind person, who want to walk without cane. According to Tampubolon (cited by Mikhael
Ari, 2012) that reading is on of phisyc and mental activity to found meaning
from writing, although in that activity there are introduce the alphabet.
In university there are still students who can
not read english, the teacher or lecturer should give many task reading to
students. Reading on factual text, this
is kinds of the text to read by students. One day one text, the teacher or
lecturer should give the students the text.
The students in University should read about factual text because the
students in University should has crtical thinking with academic reading. It is generally accepted that the students can
read english well, using extensive reading.
Observation by Jeanette Grundy (pg.1: Extensive Reading - a Valuable
Language Learning Opportunity), vocabulary growth, knowledge of grammar and
text structures, and writing.
According to Nuttall (1996, p.128) states,
"The best way to improve your knowledge of a foreign language is to go and
live among its speakers. The next best
way is to read extensively in it."
But, the best way to improve your knowledge of foreign language are you
should read more book and practice it every day. In addition, it reports on how the way the
students can read the factual text to answering question from the text
correctly. In previous research stated
that extensive reading in ESOL, the first explain definition of extensive
reading in which the purpose of that to make clear of his research then
connected extensive reading to ESOL. By
in comparison, the previous research in the first place in New Zealand school. Although, the next research take a place in
IAIN Syekh Nurjati Cirebon. However,
this view is challenged by recent data showing extensive reading on factual
text. The properties of extensive
reading on factual text are still not completely understood.
The question remains why the previous research extensive reading on
ESOL? And why now extensive reading on factual text? What is the curriculum on
reading to University? Why the reasearch take place in IAIN? These differences
need to be analyzed extensive reading on factual text.
The aims of
this paper is to make student can read correctly, can answer the question from
the text, can comprehend the meaning of the text. This research present data on
extenesive reading on factual text show how the students can respond the text
and what the strategy to read it. In this
paper argue that extensive reading can
explore with how the way students study reading on factual text, give the
problem solving, give task in everyday to read factual text. This approach provides that effective in
university, because as students in university can to be able do many task and
should has critical thinking. This paper
is structured as follows definition of extensive reading, explain what is kinds
of factual text and give one example the text then answer the question from the
text. The reason of take place in
IAIN is the best Institut in Cirebon,
because IAIN is Institut government of islam.
Different with University in Majalengka, that IAIN is the best. But, nothing
perfect in the world. In IAIN also there
are still weakness, to investigate that the weakness of IAIN are mistake in skripsi
writing. The first is grammatical
pattern, the students still confuse to use it.
Paraphrase also, the students still confuse to use it. Second, the students write skripsi without
the rule and discursive in the title, research question and content. This paper argue that, explore extensive
reading on factual text a case study at IAIN Syekh Nurjati Cirebon. That to explore extensive reading, the
teacher should give the interesting of text and the students should read it
until the end. Then don’t bring
dictionary when the students does not know the meaning of the word. But, if the students can not enjoy of the
text, the students can read what they bring kinds of the text on factual
text. The reasercher think that, in
extensive reading is the students can enjoy when they read the text focus on
factual text. In a primary concern on
factual text is like descriptive text introduce about the handicraft industry
in general region, in narative text is not introduce fiction text such as “snow
white, rapunzel etc”.
Overall purpose
This research has shown that the students who read
independently, read for enjoyment check out books from the library and read for extended amounts of time
(a) develop stronger reading comprehension abilities (Day and Bamfrd,1998;
Stanovich 2000) and (b) develop more positive attitudes toward reading (e.g.
Wang and Guthrie 2004). The students
should read whole text without help of dictionary, the students should enjoy
what they have read. Kinds of text is
factual text to build their critical thinking as a reader, focus on descriptive
text to make a traditional handcraft.
Relevant background literature
This study use kualitatif research. Definition of kualitatif research is research
procedure to produce descriptive data. This research also use descriptive
text on factual text, because the students in Institute should has critical
thinking as a reader. Descriptive text
is describe a place or thing using facts for example begins with an
introductory statement and systematically describes different aspect of the
subject. The generic of structure in
descriptive text consist of first is Identification : explain the
something identification or someone will describe, and second is
Description : explain or describe someone with mention
content about explaning/ describe about something/ someone with mention several
of character.
Descritive text
it self has definition, Description is about sensory experience—how something
looks, sounds, tastes. Mostly it is about visual experience, but description
also deals with other kinds of perception. The goal of descriptive text is to
describe something with general, the example of descriptive text is:
1.
Monas or Monument national
Monas National Monument is a 132-meter tower
in the center of Merdeka Square, Central Jakarta, Indonesia Jakarta, is the
capital of the state. It symbolizes the struggle for Indonesian independence of
our country. The monument consists of a 117.7 m obelisk on a 45m square
platform at a height of 17 m. Towering monument symbolizes the philosophy of
Lingga and Yoni. Resembles a phallus, or pestle mortar pestle and Yoni
resembles rice or mortar, two important things in the tradition of Indonesian
agriculture. Construction began in 1961 under the direction of President
Sukarno, the first president of the us and the monument was opened to the
public in 1975. It is topped by a flame covered with gold foil, and now the
monument calls.
2.
Bandung
Set 750m above sea
level, and protected by a fortress of watchful volcanoes 190km southeast of
Jakarta, BANDUNG is the third largest city in Indonesia and a centre of
industry and traditional Sundanese arts – with plenty of cultural performances
for tourists – though it suffers from incredible traffic pollution and
uninteresting modern developments. Sundanese culture has remained intact here
since the fifth century when the first Hindu Sundanese settled in this part of
West Java. Modern Bandung's main tourist attraction is nearby Tangkbuhan Prahu
volcano, from where there's a very pleasant two-hour forest walk down to the
city, too.
The Dutch spotted
the potential of this lush, cool plateau and its fertile volcanic slopes in the
mid-seventeenth century, and set about cultivating coffee and rice here,
settling in the area to live in the early nineteenth century. Several relics
from the city's colonial era remain, including some of the elegant shops along
Jalan Braga, and some fine buildings on Jalan Asia-Afrika.
Whereas in
previous research does not explain about that, and different area research
Research Question
This paper has research question, that the research question
are:
How is extensive reading applied in the
classroom?
What steps that the teacher use in
extensive reading on factual text to EFL Learners’?
Why the extensive reading on factual text
can make critical thinking the students?
Research methodology
This study
conduct for 6 weeks from October to November 2014. The participants were public Institute
Cirebon. The students’ native language
was Indonesia, and they were learning as English Foreign Language. They had attended 2-45 minute English reading
classes per week. The cooperative
learning method was used with a focus on teaching - learning process. Based on reports from this paper there has
step, the following was
the schedule of the Reading I course, emphasizing on the use of the reading
journal.
1. Week 1 (1st meeting): Course introduction,
including how to use the reading descriptive text about extensive reading on
factual text.
2. Week 2 (2nd meeting): More practice
activities on how to use the reading desriptive text about introduction what
their traditional handcraft. Each student borrowed a graded reader at the
library and chose a factual text. Students
were instructed to start reading the graded reader and the factual text reading
books of their choice. They did not need to finish reading both reading
materials, however, they were expected to bring these reading materials with
them to the next class meeting.
3. Week 3 (3rd meeting): Silent reading.
Students were given 40 minutes to continue reading silently their reading
materials. Then they were grouped to share what they have read to retell the
text what they have read to another friends. Next, students will give the
question from the other students to answer the text.
4. Week 4 (4th meeting): Submission of the reading
factual text. Students were instructed to save their reading factual text in
one paper. Then, this was followed by group work, where
Kinds of extensive reading on factual text:
1.
Descriptive,
2.
procedur,
3.
report,
4.
explanation
5.
advertisement,
6.
Diary,
7.
Negociation,.
students had to talk about the descriptive text on factual
text.
Chracteristic of extensive reading accrording to Day and
Bamford (2011):
a.
The students can read more
books in the text. It can do in out class.
b.
The material of read is
variation, for example in topic, so that, the students can be critical
thinking.
c.
The students can choose the
text what their want to read, so that the students will enjoy when they are
read.
d.
The material of reading is
not more of linguistic comptence from
students, firstly in vocabulary and grammar.
Unknown of vocabulary in the text can be the students stop in their
reading and the power of their reading will distrube.
e.
Activity of reading do
individual and silent reading, when out class the students can choose what the
type of reading their wnat and when the time they should to read.
f.
The teacher explain what
the goal, and explain the methodology to follow each student’s read activity.
g.
For the first semester the
teacher or lecture is like an orchestra model for the students, because the
students is the first time know about extensive reading on factual text.
When you read the text, use extensive reading you
should remember about this:
1.
Read whole text, so that
you got the comprehend about content in text.
2.
Comprehend main idea in
each the text
3.
Compare two text, so that
you should the describe the differnce and similarity
4.
Make conclusion about the
main problem in two text.
REFERENCES
Aliponga Jonathan.2013 Reading Journal: Its Benefits for Extensive
Reading
grabe
william and L.stoller fredricka(2002)teaching and researching reading.New York
Nuttall,
C. (1996). Teaching
Reading Skills in a Foreign Language. Oxford:
Heinemann.
Alwasilah.A chaedar
(2011). Pokoknya kualitatif:dasar-dasar merancang dan
melakukanpenelitiankualitatif. Bandung