THE EFFECTIVENESS OF
USING EXTENSIVE READING TECHNIQUE ON NOVEL TO THE STUDENTS OF ENGLISH EDUCATION
DEPARTMENT (TBI) STAIN PONOROGO IN ACADEMIC YEAR 2012/2013
Proposal of the Final
Project
Presented to
State
Islamic College of Ponorogo in partial fulfillment of the requirement
for the
assignment of Research Lesson in English Language Education supervised by
Tintin Susilowati, M.Pd
By
ADHAN KHOLIS
NIM : 210910028
FACULTY OF EDUCATION
ENGLISH EDUCATION
DEPARTMENT
STATE ISLAMIC COLLEGE
OF PONOROGO
2012/2013
I.
Research
Title
The Effectiveness of
Using Extensive Reading Technique on Novel to The Student of English Education
Department (TBI) STAIN Ponorogo in Academic Year 2011/2012
II.
Background
of Study
Novel is one
of source media that contributes to the improvement of knowledge, especially
about life and language. Novels are tighly related with many aspects of human
life such as culture of the society, standart of morality, life values,
culture, social condition, psycological factors and many others. Its one of the
free essay that contains a fictional story, tells about an human life incident.
The novel includes a new prose where the
language is quite high. The novel is also one form of text, essays, reading that
it has a lot of numbers of content pages.
In Education
field, novel has included as part of material course in every institute that it
be taught by teacher, lecture in university to know student’s ability in
reading comprehension through novel. Many aspects can be taken by lecture from
novel material course in class in getting assesment to the student such as
fluency, comprehension, etc toward novel
text. Student is demanded be able to read novel fluently without use helps as
dictionary.
In reading,
a novel that takes quite a long time, sometimes even people lazy to read, because
the lot of the numbers of pages. Purpose of someone reading a story or text to
another to understand the content, including the novel. The novel contains a
fair amount of content. When student reads a novel, they often not effective in reading it. Someone often
repeat their readings because of the level of understanding and technique they
use is quite low. The students still difficulties to understanding English
text. It suitable opinion about the student’s problems in reading, they will
probably not be able to understand a reading. There will be far too many words
they have never seen before. The grammar will be convoluted and the style will
finish them off.[1]
To comfront
the problem, student must have good reading skills in understanding the content
of the novel that he was reading the contents. Student must have a special
technique to read and understand a novel. Many of the techniques that they can
use, One of the type’s technique suitable to read novel is exstensive reading technique.
Extensive
reading, on the other hand, can be defined as reading a large quantity of text,
where reading confidence and reading Fluency are prioritized. In exstensive
reading, the learner reads huge amounts of very simple text so that she can
read smoothly, confidently and pleasurably. Student can’t use dictionary in
comprehension novel text. By reading a lot of text the learner will be
practicing the vocabulary and grammar taught in other classes.
Based on the
description above, it is necessary to observe the using of extensive reading
technique on novel. This study takes place at since the English reading teacher
of the university has been applied the technique on novel. As the sample, this
study focuses on the English Education Department (TBI) in academic year
2012-2013. The title of study is the effectiveness of using extensive reading
technique on novel to the students of English Education Department (TBI) STAIN
Pononogo in Academic Year 2012/2013.
III.
Research
Focus and Limitation
The study is focused on
the effectiveness of using exstensive reading technique on novel to the student
of English education department (TBI) STAIN Ponorogo, especially about :
A. Applying
of the exstensive reading technique on novel to The Student of English
Education Department (TBI) STAIN Ponorogo In Academic Year 2011/2012.
B. Process
of using exstensive reading technique on novel to The Student of English
Education Department (TBI) STAIN Ponorogo In Academic Year 2011/2012.
C. The
advantages of using exstensive reading technique on novel to The Student of
English Education Department (TBI) STAIN Ponorogo In Academic Year 2011/2012.
SK
(Standart Competence) :
Mahasiswa
mampu mengekspresikan ragam bacaan yang terdiri dari karya sastra ( Novel,
short story, drama, puisi ), jurnal akademik dan majalah populer (pengajaran
dan kebahasaan ) dalam bentuk presentasi dan diskusi secara lisan maupun tulis.
KD
(Basic Competence ) :
Mempresentasikan
ragam bacaan yang terdiri dari karya sastra, jurnal akademik dan majalah
populer secara akurat, lancar, dan berterima dalam bentuk tulisan maupun lisan.
Indikator
By the end of activity students are expected to be able to :
1.
Comprehend the topic and theme of the Novel
(Jane Eyre)
2.
Express the main idea
from paragraf on novel
3.
Find out the moral
value on novel by using own language
IV.
Statement
of the problems
Based on the background
of the study, the researcher investigates the specific problem as follows :
A. How
is students’ comprehension on written text to the student of English Education
Department (TBI) STAIN Ponorogo in academic year 2011/2012 ?
B. How
is the use of exstensive reading technique to comprehend novel to the student of English Education
Department (TBI) STAIN Ponorogo in academic year 2011/2012 ?
C. How
is the effectiveness of this technique in facilitating students’ comprehension
on novel novel to the student of English
Education Department (TBI) STAIN Ponorogo in academic year 2011/2012 ?
V.
Objectives
of the study
A. To
describe students’ comprehension on
written text to the student of English Education Department (TBI) STAIN
Ponorogo in academic year 2011/2012.
B. To
know the use of exstensive reading
technique to comprehend novel to the student of English Education Department
(TBI) STAIN Ponorogo in academic year 2011/2012.
C. To
explore the effectiveness of this technique in facilitating students’
comprehension on novel to the student of English Education Department (TBI)
STAIN Ponorogo in academic year 2011/2012.
VI.
Significance
of the study
The result of this
study is expected to be beneficial for :
A. Theoretically
From this research, it
will be found the effectiveness of using exstensive reading technique on Novel
to the student of English Education Department (TBI) STAIN Ponorogo in academic
year 2011/2012.
B. Practically
The result of this
research is expected to be beneficial for :
1. The
students
This research is
expected to the student, particularly they can be more easy to comprehend novel
by using exstensive reading technique.
2. The
writer
The writer hopes that
the result of this study will increase the writer’s knowledge and experience in
novel comprehension by exstensive reading.
3. The
institution
This research is
expected to give a contribution for English Department of STAIN Ponorogo in
enriching references concerned with the use of exstensive reading technique on
Novel.
VII.
Theoretical
Background
Researcher has some
theories that are relevant studied and used as the main ingredient in
connection with the theme of the discussion.
A.
Reading
Reading
is an interactive process that goes on between the reader and the text,
resulting in comprehension. The text present letters, words, sentences, and
paragraphs that encode meaning. The reader use knowledge, skills, and
strategies to determine what that meaning is.[2]
Reading is an essensial skill for learner of English as a second language. For
most of these learner it is the most importance skill to master in order to
ensure success not only in learning English, but also in learning an any
content class where reading in English is required.[3]
B.
The
Purpose of Reading
Quoted from William
Grabe there are presented six purposes of reading:[4]
1. Reading
to search for simple information
It
is a common reading ability as a relatively independent cognitive process. In
addition, typically, scan the text for specific piece of information or
specific words.
2. Reading
to skim quickly
It
is a common part of many reading tasks and a useful skill in its own right. In
essence a combination of strategies for guessing where important information
might be in the text.
3. Reading
to learn from the texts
It
occurs in in academic and professional contexts in which a person needs to
learn a considerable amount of information from the text
4. Reading
to integrate information
It
requires additional decisions about the relative importance of complementary
mutually supporting or conflicting information
5. Reading
to write and to critique texts
Both
require abilities to compose, select and analyze information from a text. In
addition, represent common academic tasks that call upon the reading abilities
needed to integrate information.
6. Reading
for general comprehension
Reading
for general comprehension is most obvious sense, the ability to understand
information in a text and inteprete it appropriately.
C.
Extensive
Reading
To
begin with, Carell and Carson provide a useful overview of extensive reading
which, generally involves rapid reading of large quantities of material or long
readings (e.g whole books) for general understanding, with the focus generally
on the meaning of what is being read than on the language.[5] ER
is a simple idea. By reading regularly and in quantity, students learn to read
better and come to enjoy reading more. They also improve their vocabulary and
grammar,as well as their writing, speaking, and listening. Most often, in ER,
student select their own reading materials, sometimes with guidance from
teachers, peers, and others. These reading materials are most often pitched
what is known as students “independent reading levels. In other hand, student
can understand what they are reading without help from reference tools or other
people.[6]
An
Extensive reading approach aims to get students reading in the second language
, and liking it. Or, to put things more formally, as the Longman Dictionary of
Language Teaching and Applied Linguistics Does, Extensive reading is “intended
to develop good reading habits, to build up knowledge of vocabulary and
structure, and to encourage a liking for reading “. As the definition implies,
ER also pays off in increased general second language competence. Although this
will occasionally be referred to, the present volume mainly restricts itself to
the impact of ER on the ability to read in a second language.[7]
D. Procedure or Process of
Extensive Reading Technique
There are some procedures
can be followed in extensive reading technique
1. Techniques and Tactics[8]
The teacher's role in the extensive reading procedure is to encourage and
help the students with their reading, by conferences during or after class
time, and by checking and commenting on written summaries that students do of
their reading. Oral or written summaries give students an opportunity to
demonstrate that they are, in fact, doing their reading. They also allow the
teacher to determine if students are understanding their books at an acceptable
level. If not, the teacher's task is to guide them to more appropriate books.
Frequent, albeit cursory, review of students' summaries is important
particularly at the beginning of the course because many students have not had
training in summary writing. This review can be done by the teacher circulating
among the students while they are engaged in independent activities, or by
periodic collection of notebooks for inspection at the instructor's leisure.
Additionally, record sheets maintained by the students allow both teacher and
students to keep track of reading progress.
2. Exercises and Practice Activities
The students' main task is reading, but writing summaries is valuable not
only to provide a means for teachers to check comprehension, but because the
writing of summaries improves comprehension. In addition, this practice helps students improve their writing
ability. Students also have
some responsibility for determining the appropriateness and comprehensibility
of the books they are reading. One means of doing this is checking dictionary
use: too much necessary use shows that the book is too difficult. Too
much unnecessary use shows that the student's approach is not
appropriate for global reading.
3. Resources
The primary resources required are a collection of books and magazines,
and a place to house them. Without such resources, students must purchase their
own books or use public libraries, often difficult in the EFL situation.
Financial or logistic problems are the main obstacles to implementing the
extensive reading procedure. Merely providing books is not sufficient. The
emphasis in extensive reading is on quantity, so some standard unit of amount
is useful for students to measure their own progress, and for teachers to
compare students and to assign grades. The
ideal collection will contain books, magazines, and other materials that match
students' interests and abilities. Because of the varying quality of graded
(not to mention ungraded) books, and the elusive nature of authenticity,
teachers are advised to build varied collections that include graded materials,
children's literature, high interest-low vocabulary books, Literature for young
readers, and popular writing.
E. The Advantages of using Extensive Reading Technique There are some
advantages using exstensive reading technique in following :
1. ER
helps develop general, world knowledge[9]
Most,
students have a rather limited experience and knowledge of the world they
inhabit both cognitively and affectively. ER opens windows on the world seen
through different eyes. This educational function of ER cannot be emphasized
enough.
2.
It can motivate learners to read
Reading
material selected for extensive reading programs should address students'
needs, tastes and interests, so as to energize and motivate them to read the books.
3. It
helps to build confidence with exstended texts
Classroom
reading work has traditionally focused on the exploitation of shorts texts,
either for presenting lexical and grammatical points or for providing students
with limited practice in various reading skills and strategies. However, a
large number of students in the world require reading for academic purposes,
and therefore need training in study skills and strategies for reading longer
texts and books. Extensive reading is developing students’ confidence and
ability in facing these longer texts.
F.
Novel
Novel
is shape in the form of prose. The novel as a work of fiction offers a word, a
world of idealized models of life, imagination of world, which was built
through the intrinsic element such as events, plots, character, setting, point
of view, and others. The novel comes from the italian Novella, which in German
novella, and in Greek novellus. Then go to Indonesia to be Novel. Today the
term novella and contains the same meaning as the term novelette Indonesia
(English :Novelette), which means a work of fiction that reveals the human
aspects of a deeper and served with smooth. In Big Indonesia Dictionary (KBBI)
the novel is a long prose contains a series of stories of one’s life with the
people around him to accentuate the character and nature of each offender.
G. The characteristic of novel
Novel has
several characteristics that can be used as a handle to determine wheter novel
or not. As stated by Tharin mentions that the novel traits are :
1.
Number of word of more than 35,000
pieces
2.
The average amount of time that is
used for reading the short novel takes at least two hours or 120 minutes
3.
The number of pages of a novel at
least 100 pages
4.
The novel relies on the offender and
possibly more than perpetrator
5.
The novel presents more than one impression, and emotional
effects
6.
Novel broad scale
7.
Selection of the novel more
extensive
8.
Less rapid pace in the novel
9.
The element of the density and
intensity of the novel is preferred.
VIII.
Previous
Study
This
research is started from previous research finding that is conducted by Wahyudi
(210905019), by the title the effectiveness of using extensive reading
technique on Story to the student of twelve grade at SMAN 1 Slahung . From the
results of earlier research, researcher concludes that the effectiveness of using exstensive reading technique on story are :
A. The
using of extensive reading technique story gives opportunity to the students to
read fluently and quickly toward story has given by teacher.
B. The
strengths of extensive reading technique are : motivating students to express
their own idea through story, increasing student’s interests. And the weakness
of using extensive reading technique are the students still need more
vocabulary to read story because of new word on story.
IX.
Theoritical
Framework
From
the explanation above, can decided purpose of this study. Extensive reading
technique is an process in reading to get comprehension about novel quickly and
fluently. Extensive reading technique can helps students in reading novel
effectivelly. So, the students can understand about content of novel.
X.
Research
Approach
In this research, the
researcher applied a qualitative approach. Qualitative research is research
procedures which produce descriptive data in the form of words written or
spoken of the people and behaviors that can be observed.[10]
Qualitative research is approach usually associated with the social
constructivist paradigm which emphasises the socially constructed nature of
reality. It is about recording, analysing and attempting to uncover the deeper
meaning and significance of human behavior and experience.
XI.
Research
Design
This
research applies as a qualitative research design. For qualitative researcher,
the purpose of phenomena can understood carefully if conducted through
interaction with the subject by deep interview. Beside that, it can do through
observation now to the location of phenomena.[11]
In education, qualitative research is frequently called naturalistic because
the researcher frequents places where the events he or she is interested in
naturally occur. Moreever, people engaging in natural behavior gather the data
: talking, visiting, looking, eating and so on.[12]
XII.
Researcher
Role
The
characteristic of qualitative research is not being able to separate from
participant observation. Nevertheless, the role of researcher determines the
entire of scenario. Therefore, in this research, the researcher is a key
instrument, as the full participant and as a data collector, whiles other
instrument support the data.
XIII.
Research
Location
These study taken
places in English Education Department (TBI) STAIN Ponorogo. Some reasons for
selecting the place are :
a.
English is taught to
the student of English Education Department (TBI) STAIN Ponorogo.
b. The
place of the research is reachable;
c. Exstensive
Reading Technique is frequently applied on Novel to the student of English Education
Department (TBI) STAIN Ponorogo in academic year 2011/2012.
XIV.
Data
Source
Data
source is subject or somebody who can give data as material or analysis for
research. Data is obtained from population that determined by sample. Data
source in the research is the subject where have come from obtainable
information.[13]It
means that data source in a research is subject where the data can obtained.
XV.
Technique
of Data Collection
Collecting data in this
research, the researcher use observation and interview.
1. Observation
Observation
is the directly research that involves focusing the attention to the spesific
object by using all senses. Observation has a goal of obtaining information by
seeing and hearing phenomenon while it is happening.[14]
Moreover, observation involves watching and listening to the events, then
recording what occured.[15]
Thus, the researcher must conduct a face-to-face interaction with subject of
the research.
2. Interview
Interview
is the dialogue conducted by interviewer to get the information from the people
who are interview.[16]
Interview divided into three kinds; there are unstructured interview, structure
interview, and semi structure interview. Thus, interview method has a goal of
getting information done through verbal communication between an interviewer
and respondents. By having an interview with respondents, the interviewer can
obtain information used as source of data. Researcher to hold an interview
with,
1). Mrs. Wiwin as the teacher of Reading. It aims
to get the data about the students and the effort of Reading Teacher to improve
the students’ skill, especially in reading ability.
2). Students’ of
English Education Department (TBI) A to get data their comprehension on Novel
by using exstensive reading technique.
Collecting data use
interview and observation because considering that concrete phenomena is
different with abstract phenomena. The concrete phenomena can understand as
like the result of fixed condition.[17]
XVI.
Data
Analysis
Data
analysis is the process of systematically searching and arranging the interview
transcripts, field notes and other materials that accumulated to increase
understanding of them and to enable you to present what you have discovered to
others.[18]
On the other hand, Data analysis is the last process of the research before
writing the report of the research. It is used to answer the question and to
prove the hypothesis that will be done.[19]
Qualitative data analysis is a process of searching and arranging the data
taken from the observation, interview, documentation. Qualitative data analysis
consists of three current flows af activity : data reduction, data display, and
data verification. Each of the stage is presented in the following :
1. Data
Reduction
Data
reduction is a stage of summarizing, classifying, and focusing on essensial
things. In this stage researcher needs to separate the accurate data fromthe
inaccurate ones. Through the data reduction, the researcher may focus on the
data the using of exstensive reading technique, will be analyzed.
2. Data
Display
Data
display is a stage of organizing the data into pattern of relationship. The
data display can make the collected data easier to understand. In this stage,
the researcher presents the using of exstensive reading technique.
3. Conclusion
Drawing/verification
In
this stage, the researcher make conclusion. The conclusion can be in a form of
thick description. The conclusion is the answer of the researcher problems, the
using of exstensive reading technique, which have formulated.
Data analysis steps shown in the
picture as below :
|
|
||||
hbchec
XVII.
Checking
the data Validity
Validity
of data is important concept that renewable from validity concept and
reliability concept.”[20]
To get data valid and reliable, the researcher must be deep accompaying in the
location. Because of in qualitative research, the researcher is an instrument.
It means the degree of data validity can be checking with observation.
XVIII.
Research
Procedure
In this research, there
are four research procedures as below :
1. Planning
This
procedure includes arranging the research plan, choosing the research location,
organizing permission, choosing the informants, and preparing the research
equipment.
2. Application
This procedure
includes:
1). Understanding the
research preparation
2). Entering the field
3). Interact with the
subject while collecting data.
3. Data
Analysis
It includes analyzing
data along after collecting data.
4. Writing
the research report
XIX.
Organization
of the Thesis
This thesis consists of
five chapters as follow :
Chapter
1 : In introductions that contain
background of study, statement
of the problems, objectives of the study, significant of the study, research
methodology and organization of thesis.
Chapter
2 : Review of related literatures. This chapter gives the
explanation about the theory of reading, theory of Novel and theory of using
exstensive reading technique.
Chapter
3 : Research Findings. This chapter
contains the common data of research location involving the history English
Education Department (TBI) STAIN Ponorogo, where it take places, organization
structure, the condition of the teachers and students, vision and mision, data
description involving about the reason of using exstensive reading technique.
Chapter 4 : Discussion. This chapter contains of data analysis the using of
exstensive reading technique on novel to the student of English Education
Department (TBI) STAIN Ponorogo in academic year 2011/2012.
Chapter 5 : This chapter consist of the conclusion of the research and about
the recommendation.
XX.
References
As quoted by
Lexy J. Moleong. 2000. Metodologi
Penelitian Kualitatif. Bandung: PT. Remaja Rosdakarya.
Burhan, Bungin.
2006. Metodologi Penelitian Kualitatif. Jakarta
:PT Raja Grafindo Persada.
David Nunan.
2003. Practical English Language Teaching.
New York: McGraw-Hill.
Grace Stovall
Burkart. 1998. Center for Applied Linguistics.
Washington, DC.
http://www.cc.kyoto-su.ac.jp/~trobb/sussrobb.html. 4/11/2012. 15:30.
Jeremy
Harmer. 2001. How To Teach English. England
: Person Education Limited. Purnawan
Junadi. 1995. Pengantar Analisis Data. Jakarta
: Rineka Cipta.
R. Murray
Thomas, Blending. 2003. Qualitative and
Quantitative Research Method-in Theses and Dissertations. USA: Corwin
Press.
Richard R. Day, Julian Bamford. 1998. Extensive Reading in the Second Language
Classroom. Cambridge University Press.
Robert C. Bogdan.
1982. Qualitative Research for Education;
and introduction to theory and method. London: Allyn and Bacon.
Suharsimi, Arikunto.
Procedur Penelitian, Suatu Pendekatan
Praktik. Jakarta: PT.Rineka Cipta.
Syamsudin and
Vismaia S. Damaitanti. 2006. Metodologi
Penelitian Pendidikan Bahasa. Bandung : Remaja Rosdakarya.
Verena,
Schörkhuber. 2009. Extensive Reading.
GRIN
Verlag.
William Grabe
dkk. 2009. Teaching and Researching
Reading. England.
[4] William Grabe dkk, Teaching and Researching Reading
(England, 2009), 13.
[6] George M. Jacobs, Thomas S. C. Farrell, Teachers Sourcebook for Extensive Reading, (IAP, 2012),2.
[7] Richard R. Day, Julian Bamford, Extensive Reading in the Second Language
Classroom, (Cambridge University Press, 1998), 6.
[8] http://www.cc.kyoto-su.ac.jp/~trobb/sussrobb.html. 4/11/2012. 15:30.
[11] Syamsudin and Vismaia S.
Damaitanti, Metodologi Penelitian
Pendidikan Bahasa, (Bandung : Remaja Rosdakarya, 2006), 94.
[12] Robert C. Bogdan, Qualitative Research for Education; and
introduction to theory and method, (London: Allyn and Bacon, 1982),3.
[13] Suharsimi,
Arikunto, Procedur Penelitian, Suatu
Pendekatan Praktik, (Jakarta: PT.Rineka Cipta, 1992), 102.
[14] Ibid.,128
[15] R. Murray Thomas,
Blending, Qualitative and Quantitative
Research Method-in Theses and Dissertations, (USA: Corwin Press,2003),60.
[17] Burhan,
Bungin, Metodologi Penelitian Kualitatif,
(Jakarta :PT Raja Grafindo Persada, 2006),121.
[19] Purnawan Junadi, Pengantar Analisis Data, (Jakarta,
Rineka Cipta, 1995),2.
[20] As
quoted by Lexy J. Moleong, Metodologi
Penelitian Kualitatif (Bandung: PT. Remaja Rosdakarya,2000), 171.
0 komentar:
Posting Komentar