Using Extensive Reading to Enhance the Reading Comprehension of Abrafi Shs 1 Students (Sharifa Alhassan)
Chapter One
Objective of the study
The objectives of the study are;
- To determine the Abrafi SHS1 students’ level of achievement in vocabulary development before and after instruction using extensive reading.
- To assess the effect of extensive reading strategy in students’ achievement in concord before and after treatment.
- To find out whether extensive reading enhance reading comprehension
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Extensive Reading
Researchers and scholars define reading ability in terms such as decoding messages, transferring of meaning from mind to mind, and reading comprehension (Nuttall, 2005; Grab & Stroller, 2001; Proctor & Ehrenstein, 1995). Reading ability can be developed when learners practice reading regularly as with other skills. Extensive reading (ER) is a well-known reading practice that occurs outside the classroom is otherwise known as free reading (Krashen, 2004), pleasure reading wide reading or independent reading (Day & Bamford, 2002). It provides a beneficial option for developing reading ability in various dimensions as its key concept is based on Krashen’s Comprehension Hypothesis which states that language acquisition and literacy development occur when learners understand information. Therefore, to acquire language successfully, the comprehension input must be interesting and engaging, or the input should induce a state of implicit learning (Ng et al., 2019). Furthermore, during the extensive reading activity, readers are not expected to complete any tasks or achieve all the points of reading comprehension as other reading activities require (Clark & Rumbold, 2006; Krashen, 2004). It is not enough to tell students to read a lot; it is crucial to provide them a program that includes suitable materials, guidance, tasks, or other facilities for their reading (Harmer, 2001). Extensive reading can be arranged by instructors, providing texts of either fiction or nonfiction. Any level of texts can be used to ease the readers’ confidence. In case of difficult stories, adapted versions are acceptable. Although the ten principles of ER proposed by Day and Bamford (2002) were widely recognized and used in either an English as a foreign language (EFL) or English as a second language (ESL) setting, not of all the principles were applied in practice. The frequently used principles were principle no. 1 which mentions easy materials; principle no. 2 referring to availability of reading material with a wide range of topics; principle no. 3 stating that learners choose what they want to read; principle no. 4 proposing that learners read as much as possible; and principle no. 8, stating that reading is silent and individual. The principles were criticized by many scholars in that they were impractical especially in some learning settings where there were contextual and curricular limitations. (Macalister, 2015) Additionally, it was proposed that the principle no. 6 “Reading is its own reward” should be “Reading will need to be monitored and assessed” as it may encourage students to pay attention on their reading. (Ng et al., 2019) According to Macalister (2015), the ten principles were considered guidelines, not commandments in the role of context, learner choice, and applying curriculum design to extensive reading. As for the role of context, extensive reading is considered an individual reading activity, but some research revealed that an extensive reading program was more effective when it was blended into other classroom activities or tasks such as speaking or writing output tasks. Thus, extensive reading should not be given as a reward and students do not necessarily need to choose what to read. According to learner choice, extensive reading encourages learners to choose what they want to read, but some limitations such as financial access or language proficiency can become obstacles to achieving reading goals. To address this problem, it would be better to allow teachers to choose for them. Graded readings are a good option, or magazine articles may also be considered.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine using extensive reading to enhance the reading comprehensive. Abrafi SHS1 students form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain using extensive reading to enhance the reading comprehensive. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of using extensive reading to enhance the reading comprehensive
Summary
This study was on using extensive reading to enhance the reading comprehensive. Three objectives were raised which included: To determine the Abrafi SHS1 students’ level of achievement in vocabulary development before and after instruction using extensive reading, to assess the effect of extensive reading strategy in students’ achievement in concord before and after treatment and to find out whether extensive reading enhance reading comprehension. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Abrafi SHS1 students. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study triggered from class observation in reading class. Most of the students might feel bored to the reading activity in the class. Thus, this study intended to know about the implementation of extensive reading in encouraging students’ reading ability. This study also aimed to obtain information about the role of extensive reading in assisting students’ reading ability. Not only that, this study also tried to dig more information from students’ attitude about extensive reading activity.
The study found that students really enjoy extensive reading activity and it can change their perception about reading into positive way. All this time, they always have perception that reading is a boring activity and it caused them reluctant to join reading class. It is due to reading class usually have monotonous activity. They only asked to read and then answer the questions. From the interview it is revealed that this activity can not really help them in boosting their reading ability. However, by implementing extensive reading they are very enthusiast to read and report what they have read.
The most important thing is students able to improve their vocabulary mastery from extensive reading activity. It is because they are given freedom to choose their own reading materials. This is also become the main reason why they really enjoy this activity. Before that, the lecturer always utilized intensive reading only as their main activity in the reading class. By choosing their own reading materials, they can read as many texts, articles or books as they want. It turns out that they were more enthusiast in learning when they interested in that certain theme or field. Besides, students also argued that through extensive reading activity they can develop their reading comprehension. It is because they were assigned to read more than usual.
Furthermore, in extensive reading activity, the group discussion also raised to activated students’ critical thinking. Besides, the atmosphere of the class will be different if the lecturer used discussion in the reading class. The students more enthusiast because they have chance to speak up to deliver their opinion or ask questions to their friends. Through group discussion the students also able to exchange their opinion to another members of the group. On the other hand, the lecturer also used reading report to monitor or keep the track students’ reading progress. According to students, they enjoy writing the reading report since it can help them summarize the content of what they have read.
Recommendation
The English teacher is should use extensive reading approach as an alternative strategy in teaching reading to improve the students’ reading comprehension since it is interesting, motivating students to read the English text, they will enjoy reading the text
References
- Bogdan , R.C. & Biklen , S.K.1992. Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn & Bacon.
- Cahyono, B.Y and Widiati, U. (2006). The Teaching of EFL Reading in the Indonesian Context: The State of the Art. TEFLIN Journal: A Publication on the Teaching and Learning of English, 17 (1). doi:http://dx.doi.org/10.15639/teflinjournal.v17i1/37-60
- Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). USA: Pearson Education, Inc.
- Day, R. R. And Bamford, J. (2004). Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press
- Ferdila, R. (2014). The Use of Extensive Reading in Teaching Reading. Journal of English and Education, 2(2), 68-80
- Guo, S-C. (2012). Investigating the effects of outside reading on reading tendency and English proficiency. Extensive Reading World Congress Proceedings,1, 79-81.
- Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). New York: Pearson Longman
- Meng, F. (2009). Developing Students’ Reading Ability through Extensive Reading. English Language Teaching, 2(2)
