Improve Students' Reading Ability through Extensive Reading

Novita Herawati, Hasnah Anggraini, Alya Julida Sari Sibuea, Imam Al-Faruq, Lia Maghfirah
Nur Aini Agustina.

INTRODUCTION
Extensive practice reading in indonesia, not in the course clearly mention any relevant
read extensively. The file does not explicitly mentioned features and methods in the classroom
environment. That’s all principles of extensive reading college english level is not high
implement in the way it should. At the same , there are many research and experts say that
extensive reading in teaching EFL learners, because extensive reading is one of them designed to
take advantage of reading methods therefore, students will enjoy reading (Day and Bamford,
2003).

Extensive reading is an activity to read a long text and of course the long text must be in
accordance with the reader's interest. In this way, the extensive reading process can be carried
out without boredom and benefit the readers.

In addition, a lot of reading is useful student and teacher activities improve students’
reading ability (Salameh, 2017) results of some research show that extensive reading can be
improve students english ability. This the first is the report of (Salameh, 2017) who investigated
a wide range of effects reading by record is positive impact on different changes all aspects of
EFL reading attitude, and the result show extensive reading can improve students reading speed,
writing skill, improve students learn EFL (Salameh, 2017). In other words, extensive indirect
effects of reading habits and attitudes of students english ability. Extensive reading can develop
general world knowledge the world they live in cognitively and emotionally(Sari, et al, 2020).

Lots of reading opened the world seen through the window different eyes. Such ectensive
reading expand, consolidate and maintain vocabulary grows. However, the function can’t read
extensively emphasize enough in EFL learner. Extensive reading attitudes and interets towads
students, capabilities and goals. Students are usually very busy people and claim they may not
hve much time reading (Hermanudin et al, 2019). This prove through observation with students.
Students say extensive reading it’s a new method, and it’s new, this is difficult to achieve. This
students don’t know what the benefits are, the principle of extensive reading, and how to read
widely. Lack of information is usually precursor of misunderstanding read extensively. And so,
extensive reading is essential implementation is because if students are willing not do extensive
reading, students will not make themselves enjoy the reading it self. Consequently, it will
decrease their motivation in reading and have an effect on other languages skills, such as
speaking, and writing because reading is receptive skills. If students had good receptive skills, it
will have a good impact on their other language skills (Day and Bamford, 2003). Based on the
problems and previous studies, the researchers tried to investigate the implementation of
extensive reading and find out the difficulties of the students when implementing extensive
reading among EFL.

METHOD

This systematic review aims to determine whether extensive reading can improve
students' ability in English, especially in increasing vocabulary.

Databases and search procedures

The method for making this systematical review is by collecting reading sources. The
reading sources we use are international journals published in 2010-2021 related to our title,
namely "Improve Students' Reading Ability through Extensive Reading". After all journals are
collected. The purpose of making this literature review is to obtain a concrete theoretical basis
related to the problem being discussed regarding the role of extensive reading in improving
reading skills.

Selection Criteria

The things that we must pay attention to in compiling this systematical review are that
journal articles must be published in peer-reviewed journals from 2010 to 2021. Furthermore,
this research must use 10 journals that are relevant to the material presented. For the material we
bring, namely extensive reading, it mostly includes students who consider English as a foreign
language (EFL).

Overview
 This systematic review describes the study of reading, especially extensive reading.
Where this extensive has a positive impact on students whose English skills are low, especially
EFL students, with this systematic review we will prove that it is true that with extensive reading
students' English skills will increase, especially in vocabulary. It is proven by using journal
articles where the research is carried out by experts. Through 10 journal articles, conclusions will
be drawn based on the results of these studies which prove that extensive reading is effective for
EFL students in improving English language skills. And this strategy is also very suitable to be
used by teachers to attract students' interest in reading.

LITERATURE REVIEW

 Reading Journal: Its Benefits for Extensive Reading

Read journals in extensive reading. Based on these findings, it could be concluded that
reading these journals could motivate students to read more, enabling them to understand the
main ideas and important details of reading material of their choice, and enabling them to think
critically. Student responses revealed that they. They are motivated to read more because reading
journals allow them to learn new vocabulary, increase their reading speed, allow them to
concentrate, and help them when they have difficulty understanding reading content (Jonathan,
2013).
This research was taken with a quantitative method by taking samples by means of a
questionnaire, the object of research is middle students Sixteen Japanese college students, who
were identified as average proficient learners, were involved in this study. Average proficient
learners means these students got the total score between 401 and 449 in the TOEFL ITP test.
Based on the American Council on the Teaching Of Foreign Languages (ACTFL) proficiency
guidelines.

 The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and

Vocabulary Acquisition
Overall, this study strengthens the evidence for the effectiveness of extensive reading in
various L2 areas of learning. The results showed that students' extensive reading developed L2
reading skills and in particular increased L2 vocabulary mastery. (Namhee Suk, 2016)
 This study uses a design using a quasi-experimental research design using four classes of
whole English reading: two controls and two experimental. Participants of the study were 171
Korean EFL university students enrolled in four 2-credit elective English reading classes at a
national university in southern Korea. There were 88 students in two control classes and 83
students in two experimental classes. The participants’ ages ranged from 18 to 26 years old, with
a mean age of 20 years old
 Improving Reading Comprehension through Extensive Reading: the case of WCU
2nd year English Majoring students
extensive reading has a great positive effect on students’ reading comprehension, and
intensive reading strategy is most frequently used by the learners. So, even though teachers are
playing their roles regarding the issues, they have to incorporate reading texts like short stories,
novels, poems and others more in teaching reading comprehension in EFL classroom context,
and they have to encourage students and make them aware of importance of using extensive
reading strategy out of classrooms for better improvement of reading comprehension ( Tsegaye
abie, 201)
The object of this research isstudents of Wachemo University, specifically second year
learners who were learning English as a major subject. They were 38 in number in a class; all of
them were included in the study.
 Extensive Reading For Indonesian University Students: an Alternative Framework
For Implementation
According to Channuan and Wasanasomsithi (2013) state that reading is a skill which is
vital as it is demanded for successful use of the language as well as for the pursuit of higher
education and future career. Susser and Robb (1990) add that reading is the most emphasized
skill in traditional FL teaching and has become the mainstay of EFL instruction in many
countries. Due to the minimum language exposure that foreign language learners have, Extensive
Reading is believed to be powerful to promote interest in foreign language reading. Stoller
(2015, p. 152)
So the researcher made this study aimed at revising Extensive Reading and its principles.
In addition, it proposes an alternative framework for implementing Extensive Reading with
Indonesian EFL students. It will specifically highlight how to implement supervised (or
instructed) Extensive Reading. This type of reading has gained popularity over the years, since
 its introduction into the realm of foreign language learning. It has been shown to bring many
benefits to L2 learners in many ways, and, consequently, it has been implemented in a variety of
contexts. this paper attempts to outline an alternative framework for implementing ER as part of
the curriculum in the context of universities in Indonesia, where it stands as the main activity. It
should be noted that a key element of the success of the ER Program is motivation and indicators
of success can be derived from the high enjoyment students feel from reading. Besides, to make
it easier In practice, teachers and students need to redefine their roles.
 Online Extensive Reading in EAP Course
Jing-Zhou in his research journal entitled online extensive reading in EAP courses stated
that extensive reading (ER) has proven to be effective in helping students who have English as a
second language after their mother tongue (L2). What is interesting about this journal is that L2
students in an English for Academic Purposes (EAP) course that includes extensive reading (ER)
will react to ER because ER involves L2 students reading easy and interesting books of their own
choosing.
Research in this journal was conducted using quantitative and qualitative methods over a
relatively long period, over two semesters in fall 2017 and spring 2018, during which two groups
of students read books online for ten and twelve weeks respectively. Researchers use the
Xreading Library, an online library that allows students to have unlimited access to more than
1000 books on a computer, tablet or mobile device. This study aims to determine the extent to
which online ER affects students' attitudes towards reading in English, their academic reading,
and English proficiency. The study revealed that L2 students' reading significantly improved
after reading the online graded readers. The results also suggest that, in general, learners feel that
reading speed, vocabulary, grammar, comprehension, writing, and speaking are all improved
through online ER.
This online ER method has great benefits in improving students' English skills.
 Changes in Reading Habits by Low Literate Adults Through Extensive Reading
This study aims to conduct research on Changes in reading habits by low literate adults
through extensive reading. Changing habits here means, changing bad reading habits, reading less
so that literacy is minimal. With the existence of Extensive Reading, researchers prove that it has
a big influence on reading habits. This ER method shows the results that the participants
 had some improvement, although the effect size was small and not statistically significant but the
difference could be felt.
This study analyzes the effect of two reading interventions on reading habits of 181 low
literate adults who read at grade levels 3-5.9. One intervention is implemented extensively read
(ER group) and the other had direct instruction (non-ER group). A Reading Pattern survey was
conducted at baseline, at the end, and 6 months after the intervention. Statistical results showed
that the ER group, who had access to books, free choice of reading materials, and reading time
during class hours, were more motivated to read, developed reading habits, and experienced
positive changes in reading behavior.
 A Meta-Analysis of Extensive Reading Research
Research conducted by Takayuki Nakanishi has the result that the overall strength of
extensive reading produces a moderate effect size on group contrast (d = 0.46) and pre-post
contrast (d = 0.71), which means that when improving reading skills, reading Extensive training
can be an effective instructional component (Nakanishi, 2014). Extensive reading research
available to date shows that Extensive Reading does improve students' reading ability.
Nakanishi's extensive reading research is published annually at the same time at a faster
rate. In the studies included in this meta-analysis, many of the participants were students,
followed by high school students. The study period was, for the most part, short term (less than 6
months); there needs to be further research with younger participants over 1 year of teaching.
Various tests were used in this study to assess student improvement so it is difficult to compare
results. Finally, this study is reviewed in a meta-analysis conducted in an Asian context.
 The Effects of an Extensive Reading Program on Improving English as Foreign Language
Proficiency in University Level Education
The research conducted by Akram Alzu'bi on extensive reading is The Effects of an
Extensive Reading Program on Improving English as Foreign Language Proficiency in University
Level Education. This study investigates the impact of extensive reading on improving reading
skills. Learning trying to find the effect of ER on reading, vocabulary, and grammar of EFL
students.
Researchers designed two instrument; a program based on extensive reading strategies
and general tests. Forty-one students studying English were deliberately selected from several
universities in the 2012 academic year and the study continued for three semesters. The
 researcher gave a post-test of general reading comprehension. Researcher used t-test to detect
significant differences between pre-test and post-test on reading, grammar, and vocabulary. The
findings show that ER improves reading, vocabulary, and grammar skills of EFL university
students' achievement.

 Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing

Vocabulary through Extensive Reading
The Extensive Reading (ER) method in improving students' vocabulary skills, this
research journal was conducted by Syeda Asima Iqbal & Syeda Anila Komal. This research is an
attempt to create an awareness of the importance of language acquisition through extensive
reading, especially focusing on vocabulary. Vocabulary Knowledge Scale and interviews are data
collection tools. On the basis of analysis and interpretation, it is understood that the Vocabulary
Knowledge Scale is very helpful in measuring students' vocabulary and showing improvement in
their vocabulary. This research also reveals many weaknesses of administration and teachers.
Furthermore, it is becoming clear that at present the problem is the lack of teacher training to
motivate students and become the best role models. Therefore it is important for a teacher to be a
good example for students.
 Extensive Reading, Narrow Reading and second language learners: implications for
libraries
This research can be concluded that the author uses the topic of extensive reading to
make librarians aware of the importance of the Extensive Reading program. The two most
common methods encountered in the literature are Extensive Reading (ER) and Narrow Reading
(NR). This method has, at its core, the belief that repeated exposure to words used in context will
cause the reader to accumulate the ability to recognize and understand those words and be able to
recognize exactly how to use them in sentences (e.g., Brown, Waring, and Donkaewbua 2008;
Elley 1989; Krashen 1982; Krashen 1993). It is also recommended that librarians should be aware
of this to ensure that billing policies and customer advice can help students by creating their own
Extensive Reading or Narrow Reading programs. Libraries should also consider collaborating
with each other to supply Extensive Reading or Narrow Reading Projects to areas where there is a
known need.
for material in a particular language.

DISCUSSION
Reading Journals with ER Increases Students' Motivation to Read and Think Critically
From the results of a study in a journal article that we reviewed entitled 'Reading Journal:
Its Benefits for Extensive Reading' by Jonathan Aliponga, it can be concluded that many of the
EFL students he had researched with the questionnaire he distributed to EFL students received
responses about reading journals. can improve extensive reading ability. In extensive reading,
students silently read large amounts of material. These materials are usually at a level that allows
students to gain at least a fair understanding of what they are reading without outside help (Jacobs
& Gallo, 2002). which extensive reading can help EFL students increase their motivation to read,
and think more critically. The journal used in the reading journal used in this study consists of six
parts, namely: (1) The title of the book, text or article, (2) Prediction of the content based on the
title, (3) Interesting sentences or paragraphs, (4) Inferential or critical. questions, (5) Opinions
about the story, and (6) Summary or plot. For the first part, students simply write down the title of
the book, text or article they choose to read.
In the inferential or critical questions section, when students have a question about
something in the story, they must write it down with possible answers or solutions; then, they can
see if the author or authors provided the same answer or solution. Students learn to ask a variety
of questions, including (1) inferential questions that require analyzing facts and reading between
the lines to make logical assumptions about the subtle meanings or true points of view of a
character, and (2) critical questions which are evaluations that readers make based on their values
and experiences. Critical questions concern “whether a particular topic should be included,
whether the author's arguments are valid, whether the writing is biased or objective” (McKenna &
Stahl, 2003). This section is of course the most important part in honing students' critical thinking
skills.
Besides improving students' critical thinking, this journal also shows data that 14 out of
16 students believe that reading journals encourage them to read. Specifically, seven students said
that reading journals gave them motivation to read more. Two students think it allows them to
understand the specific questions that are asked of them to be answered.
Realizing the Importance of Implementing Extensive Reading
Conclusions from two journals among ten journal articles that we reviewed. These two
journals discuss the implementation of extensive reading for students and people who want to
improve their English language skills, the purpose of this implementation is to make the public,
especially students and teachers aware of the importance of extensive reading in improving
English language skills. Recognizing the importance of reading in foreign language learning, it is
time to integrate Extensive Reading into the L2 curriculum as suggested by Anderson (2014) and
Tien (2015). It should be noted that a key element of a successful ER program is motivation and
that an indicator of success can stem from the high enjoyment students feel from reading. (Frida,
2018).
Susser and Robb (1990) point out that in ER programs teachers should encourage and assist
students with their reading. Jeon and Day (2015) state that the role of the teacher in an ER
program will differ at different levels depending on the age of the participants. Whenever it is
done with adults, the teacher can act as a facilitator or role model because adults can read
independently without much help. With younger students, the teacher must be more dominant in
providing scaffolding.
In ER, a class is given a collection of books and the opportunity to read whichever book
they choose, with the expectation that they will read as many books in the target language as their
reading level (Day and Bamford 1998). Therefore, the implications for librarians in implementing
the ER program for L2. Knowledge of the importance of reading can play a role in language
acquisition can help librarians by providing services that are more targeted and beneficial to
second language learners. The librarians by providing books for ER activities for their customers
is a good form of support, and have a pretty good awareness about the importance of
implementing ER in improving language learning skills, especially reading skills.
Positive Impact of ER in Improving Reading Comprehension
Three of the ten journals that we reviewed, the three journals discussed extensive reading
which had a positive impact on students but not only students but also all circles, including adults.
By using novels, short stories, poems and other texts, the researcher used them to assess the level
of students' reading comprehension. “Good readers usually use several strategies to achieve their
reading comprehension.” (Celce-Murcia and Brinton, 2014: 197).
The results of this study prove that extensive reading can change parents' reading habits.
Research has also found that an important factor in the development of reading habits is a positive
attitude towards reading, clearly a catalyst for further practice: the more you read, the better
(Kim, 2003). Smith (1996) mentions that adults who read more are considered to have higher
literacy performance because reading practice appears to have an additional effect on literacy
skills, i.e. those who read more demonstrate higher literacy skills. Rodrigo (2009) suggests that
the amount of reading a person does is a stronger predictor of vocabulary size than being a native
speaker of a language. Similarly, the benefits of ER have also been observed at a more individual
level: the pleasure of reading not only enhances the reader's life by allowing them to live another
reality and life (Gambrell, 2008).
Conducting by a meta-analysis, which is “a statistical analysis of a large collection of
analytical results from individual studies for the purpose of integrating findings” (Glass, 1976).
Because of their power in providing relatively definitive answers regarding educational care, the
number of meta-analytic studies has increased rapidly in recent decades. The researcher used this
method to find out the effectiveness of extensive reading in students' reading comprehension and
the results of his research proved that improving reading proficiency by extensive reading could
be one of the effective instructional components. Extensive reading research available to date
shows that extensive reading does improve students' reading proficiency. (Nakanishi, 2015).
Extensive Reading Can Improve Vocabulary Skills
We reviewed ten journals related to extensive reading and four of them discussed the
results of extensive reading in improving students' vocabulary skills.Based on the journal we
reviewed (Alzu'bi, 2013) stated that ER increased students' reading speed because of long
treatment and make students happier because they read more and also ER provides students with
background knowledge that leads to better understanding of the reading text. ER material is
communicative and brings new thoughts and opinions that enrich EFL knowledge, ER makes
students challenge each other and less frustrated because it allows each student to choose his
favorite topic within their own capacity range. Finally, as ER increases vocabulary size and
improves grammar, it affects reading.
 (Syeda, 2017) The impact of extensive reading has a very positive impact on increasing
students' vocabulary and ER has the aim of creating a reading situation where students can choose
their own books and read for pleasure, meaning and clear understanding. It is very clear that with
this ER method, students' abilities can be achieved in increasing vocabulary but the teacher's
alertness, school administration support and enthusiasm students, all of which are needed to
achieve better results.
From the journals that we reviewed, the researchers then made a comparison between
intensive reading and extensive reading. By distributing post-test and pre-test, researchers find
out which one is better in improving students' vocabulary and reading comprehension skills. From
the post-test results, students who read intensively were slightly superior to extensive reading, but
for the pre-test results, students who read extensively were superior in understanding and
increasing vocabulary than intensive reading.
The results of repeated MANOVA measurements confirm the effectiveness of extensive
reading as an integrated part from the existing reading curriculum in various fields language
learning (reading comprehension, speed reading, and vocabulary mastery). Great influence of
extensive reading on vocabulary is probably a measure of vocabulary sufficiently strong and
reliable words that describe 155 graded readers and extensive sampling of high-frequency
vocabulary. Vocabulary acquisition using a vocabulary test, such as the Vocabulary Level Test, to
assess the effect of extensive reading on growth vocabulary. (Namhee, 2016)