CHAPTER II

INTRODUCTION

A. Background
Reading is a process of activities to obtain information. By reading we can find out
something we do not yet know, reading also gives broad insight to our knowledge. There are so
many benefits of reading, but this activity is very difficult to make a daily routine. Reading has a
very important social role in human life throughout time. Which is used by readers to obtain
information messages, which the author wants to convey through the media of words or written
language.
Fluent readers create hypotheses about the text they will read based on what they have
read, their knowledge in the field, and their knowledge of language, and only use the printed
aspects they need to confirm their hypothesis.
reading activities are understanding the contents, ideas or ideas both expressed and implied in the
reading material. Thus, understanding becomes a product that can be measured in reading
activities, not physical behavior when reading. The essence or essence of reading is
understanding .
Reading is an activity that can add someone’s knowledge about important news and also
some new vocabulary items. Realizing the importance of reading, some collages make it as one
of subject. There are two kinds of teaching reading; Extensive and Intensive. Extensive and
Intensive are different in some cases.

B. Problem Formulation
Based on the background of the problem above, the formulation of the problem is as follows:
1. Definition Extensive Reading and Intensive Reading

2. Differences Extensive Reading and Intensive Reading

C. Purpose
Based on the above problem statement, the goal is to:
1. Knowing What Is Different Extensive and Intensive Reading
 CHAPTER II
DISCUSSION

1. Deffinition Extensive Reading and Intensive Reading

a) Extensive reading here means that the reader should be given a text that suits their
language skills. Text that is too difficult for the reader will cause them to struggle
with the meaning of the contents of the text so that the information they could have
captured could not be absorbed at all. Therefore, in extensive reading, readers should
be chosen multilevel reading material according to their language skills.

b) Intensive reading here is intended that the reader should be given a text that is in
accordance with the wishes and things that they are in accordance with so that the text
given will be able to increase their motivation in reading. It is also intended that they
show a deeper curiosity in finding information in the text because the texts and topics
they read are things they like and know.

2. Differences Extensive Reading and Intensive Reading.

a) The first difference is that Extensive Reading covers large area, while Intensive
Reading covers narrower area. According to Graham Stanley, Extensive Reading
involves students reading long texts or large quantities for general understanding,
with the intention of enjoying the texts. It means that students are given freedom to
choose their own topic which they think are interested to be discussed. In this case,
the students also have to find supported articles related to the topic in order to give
them background knowledge, so that they know more about the topic they have
chosen. It is different from Intensive Reading that does not allow the students to find
a topic they like. The topic is given by the teacher. The students also do not necessary
to look for supported articles because the topic which is chosen by the teacher is
usually short and easy to understand.
b) The second difference is about students’ activity in class. In Extensive Reading the
students’ activity is more complex than in Intensive Reading. The students, in
Extensive Reading class, usually are asked to write a summary after reading an
article/ passage. As we know, writing summary is not an easy thing to do. It allows
learners to assert full control, both of the main factual or fictional content of an
article/ book, and of the grammar and vocabulary used to express it (Bell, 1998).
Besides, the students also will do a short presentation on what they have read. By
doing short presentation, the students will have knowledge of the right preparation,
self- independence and autonomy (Bell, 1998). While in Intensive Reading, instead of
writing summary and having presentation, the students are asked to answer some
 questions related to the topic which is given by the teacher. Usually, all of the answers
are available on the text, so that the students only rewrite it.
c) The last, Extensive Reading will discourage the over- use of dictionary (Bell, 1998);
on the contrary dictionary is a must in Intensive Reading. It is true that dictionary
have an important place in reading activity, but as stated by Bell (1998) that the
students will focus only on the language if they always consult the dictionary every
time they find an unfamiliar word. They will not pay attention to the message
conveyed. Bell also said that this habit will cause inefficient reading and destroy the
pleasure that reading is intended to provide. Graham Stanley from British Council,
Barcelona said that by avoiding dictionary, the students are expected to be
encouraged to jot down the words they come across in a vocabulary notebook and
they can look them up after they have finished reading. It will make the students
guess the meaning based on the context. By doing this, the students are able to always
remember the meaning of a word because they find it by themselves. Meanwhile in
Intensive Reading, students have to find difficult words while they are reading. The
frequency of using dictionary is often because in Intensive Reading, a text will be
used to answer some questions, so the students have to know the meaning of all
words in the text in order to make them easy to answer the questions

3. Purpose of Extensive Reading and Intensive Reading

a) In extensive reading the purpose is to understanding generally what the book tells
about, usually, the vocabulary of extensive reading is the easy one or the vocabulary
that usually use the readers only a little bite that difficult one. So that, the readers to
be enjoyment what they read not to borring. And, they have a fantastic spirit for
finishing it and try to read more book like it too.
b) In Intensive reading the purpose is to language study. This reading class only for the
learners who want to study the english especially. So that, this is dislike by beginning
learners who want to happy for reading not to difficult them.

4. Level of Extensive Reading and Intensive Reading

a) In extensive reading the level is focus on the beginner learners. That learners are
divided into easy (graded reading). The materials is written to the beginner learners.
b) In Intensive reading the level is difficult focus on the native speaker. This reading
class only for native speakers who have many knowledge about the language. And
they know more than the beginners.
5. Amount of Extensive Reading and Intensive Reading
a) In extensive reading the amount is a lot. Because the reading is easy the readers can
to read many book. Maybe can to read a book a day, or a book a week.
b) In intensive reading the amount is not much. Because the reading is difficult the
readers can not to read more. They read slowly for understanding what book about.
Maybe they only can to read a book a week or a book a month.

6. Speed of Extensive Reading and Intensive Reading

a) In extensive reading the speed of the readers is fast and fluent. This cause is the
reading is easy so that, the readers can to read fast because they easy for
understanding the reading.
b) In intensive reading the speed is slow. This cause is the readers must to understanding
all of the reading. They must to read slowly to easy for understanding.

7. Selection of Extensive Reading and Intensive Reading

a) In extensive reading the selection is for learner selects. Because the reading is easy
this focus on the learner selects.
b) in intensive reading the selection is for teacher selects. Commonly the teachers have
more knowledge to understand the difficult reading.
8. What materials of Extensive Reading and Intensive Reading
a) in extensive reading, all learners read different thing because the materials is easy the
learners can to read fast and if they finished it they can to move to other different
thing.
b) in intensive reading, all learners study the same materials because they read the
reading slowly till they understanding, so, they can not to move to other thing. They
only focus on the same materials
 CHAPTER III
CLOSING
1. Conclusion

In conclusion, through doing complex activities, Extensive Reading can broaden

students’ knowledge more than Intensive Reading. In Extensive Reading, students write
summary and do presentation which lead them to minimize the use of dictionary. In opposition,
the students’ activities in Intensive Reading are more limited. The activities depend on the
teacher’s guidance only. This kind of activities will not encourage students to explore their
abilities; they cannot broaden knowledge by themselves as well as in Extensive Reading.
 REFERENCES

Nation I.S.P,2009,Teaching ESL/EFL Reading and Writing;Routledge Taylor and Francis Group
New York And London

Bell, Timothy. 1998. Extensive Reading: Why? And How?. The Internet TESL Journal, Vol. IV,
No. 12, December 1998. http://iteslj.org/Articles/Bell-Reading.html (Accessed on October 13,
2005)

Stanley, Graham. _____. Extensive Reading.

http://www.teachingenglish.org.uk/think/read/extensive.shtml (Accessed on October 13, 2005)

Available online at JDR Website: http://Journal.unublitar.ac.id/jdr Journal Of Development

Research, 1 (2), November 2017, Page 55-58 DOI: https://doi.org/10.28926/jdr.v1i2.23

Nuttal, C. (1996) Teaching Reading Skills in a Foreign Language; New Edition, 127.
Heinemann. Psychology. 56: 9-14

Bell, T. (2001). Extensive Reading Speed and Comprehension. The Reading Matrix, r e t r i e v e
d f r o m h t t p : / / www.readingmatrix.com/articles/bell/ index.html

Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985).Becoming a nation of readers: The
report of the commission on reading. Washington, DC: National Institute of Education and the
Center for the Study of Reading.

Brinchmann, E.I., Hjetland, H.N. & Lyster, S.-A.H. (2016). Lexical quality matters: Effects of
word knowledge instruction on the language and literacy skills of third- and fourth