CHAPTER I

INTRODUCTION

1.1 Background

In teaching English, there are four skills that should be mastered by the learners,

namely listening, speaking, reading and writing. These four skills cannot be separated in

teaching process but taught integratively because they are related each other. Thus, to master

those skills the students must have knowledge about the components of language, such as

grammar, vocabulary, and pronunciation. These components of language seem to be

considerably important to improve the students’ language skills. Unfortunately, most of

learners do not have the high quality for those skills in learning English. One of the reasons is

poor students’ vocabulary.

Related to the issue, many studies have shown that reading has a beneficial effect of

foreign language learning, especially in expanding students’ vocabulary knowledge.

According Kenneth (1996), reading can be a great way to improve your vocabulary.

Moreover, reading is very important to the students because reading helps to solidify the

students’ grasp of vocabulary, structure and complements of the other language skills. Those

statements show that reading is a good approach to develop students’ vocabulary.

Moreover, there are two popular reading approaches to expand students’ vocabulary

in teaching foreign language, namely extensive and intensive reading approaches. Intensive

reading approach is often called as traditional reading approach while extensive reading

approach is often called as modern reading approach (Nuttal, 1996, P.129). However, both of

them have significant effect toward students’ vocabulary growth. So, the writer thinks that

the teaching of English vocabulary under both extensive and intensive reading activities can

develop students’ English vocabulary. Therefore, some researchers are interested to

investigate the effect of extensive reading approach towards students’ vocabulary growth

since they believe that extensive reading is appropriate approach in expanding the students’

vocabulary. While others are interested to investigate the effect intensive reading approach

towards students’ vocabulary growth because they also believe that intensive reading is

appropriate approach in expanding the students’ vocabulary.

In addition, many experts believe that the vocabulary can be learnt well through

extensive reading approach. For example, Pitts, White, and Krashen (1989) in Bamford and

Day (1998:34) set up extensive reading program, in ESL, adults, USA. It gains in vocabulary.

Similarly, Hafiz and Tudor (1990) in Bamford and Day (1998:34), they applied extensive

reading program in EFL, in Primary and Pakistan, which the result is gain in vocabulary base

and writing. Another research is Anderson in Essberger (1997:2) shows their research that

extensive reading is the major source of vocabulary acquisition beyond the beginning step of

learning to read. Those studies shown that extensive reading is a great way to develop the

students’ vocabulary.

Furthermore, there have been a number of studies on the improvement of English

vocabulary under extensive reading approach that had been done by some researchers in our

area, South East Sulawesi. For example, Sahar (2003) conducted a study which investigated

the students’ vocabulary growth under extensive reading at the second semester of English

major at FKIP Unhalu. Likewise, Basrun (2008) investigated student’s vocabulary growth

under extensive reading. Those studies also shown that there is a significant growth of

students’ vocabulary after exposure of extensive reading approach.

Similarly, intensive reading approach has been practiced in various fields including in

the field of English teaching vocabulary. Tukamasi (2002) investigated student’s vocabulary

growth under intensive reading approach at the second class of SLTPN 2 Sampolawa.

Likewise, Hani (2003) investigated student’s vocabulary growth under intensive reading
approach at the second class of SLTPN 2 Tongkuno. Those studies shown that there is a

significant effect of students’ vocabulary growth after exposure of intensive reading

approach.

Carrel and Carson 1997 and Nuttal (1996) in Bamford and Day (1998: 296) stated that

it is important to note that these two approaches to teaching reading, intensive and extensive

reading should not be seen as being in opposition. Since the aim of intensive reading is not

only to help students obtain detailed meaning from the text but also to enhance vocabulary

and grammar knowledge. It means that there is not a substantial difference between extensive

reading approach and intensive reading approach in teaching foreign language including in

vocabulary learning.

Regarding to the above statements of two reading approaches, the writer therefore

investigates a comparative study between extensive reading and intensive reading approaches

to find out the differences and which approach is more effective towards students’ vocabulary

growth to the year two of SMA Negeri 2 Kendari.

1.2 Research Questions

The research questions of this study is: “Is there any significant difference of students’

vocabulary growth as a result of applying two different teaching approaches, extensive

reading approach and intensive reading approaches to the year two of SMA Negeri 2

Kendari?”

1.3 Objective of Study

The objectives of this study are as follows:

1. To find out the students’ vocabulary growth under Extensive Reading Approach to the year

two of SMA Negeri 2 Kendari

2. To find out the students’ vocabulary growth under Intensive Reading Approach to the year

two of SMA Negeri 2 Kendari

3. To find out the empirical data concerning the different of students’ vocabulary growth

under Extensive Reading Approach and Intensive Reading Approaches to the year two of

SMA Negeri 2 Kendari

1.4 Significant of the Study

The significant of the study are as follows:

1. The result of research will become as one of useful information about a comparative study

between Extensive and Intensive Reading Approaches for the teachers, particularly for

the english teachers who want to develop the student’s vocabulary

2. To help the students for increasing their vocabulary

3. As one of the reference for the further studies who want to conduct a research about

Extensive and Intensive Reading Approach

4. To help teachers in choosing the appropriate approach or method in teaching reading to

expand students’ vocabulary.

1.5 Scope of the Study

This study focuses on measuring the student’s vocabulary growth difference under

Extensive and Intensive Reading Approaches to the year two of SMA Negeri 2 Kendari.

Moreover, this study is concentrated on the second semester of the year two of SMA Negeri 2

Kendari. Furthermore, this study does not measure the students’ achievement on the reading

comprehension. The presented vocabulary is limited on nouns, verbs, and adjectives that

wanted the learners can understand the meaning of the words that taught.
1.6 Hypothesis

The hypotheses of this research is: “There is a significant difference on students’ vocabulary

growth as a result of applying two different teaching approaches, extensive reading approach

and intensive reading approaches to the year two of SMA Negeri 2 Kendari”.

1.7 Definition of Terms

1. Intensive Reading Approach is the one of reading approaches, that the students or the

readers read the text carefully for getting the information in comprehending the text

contents (Tarigan, 1987:10). Intensive reading allows students to pause the reading and

look new words up in the dictionary to get a better understanding of reading text.

2. Extensive Reading Approach is associated with reading large mounts with aim of getting

an overall understanding of the material, but also leads them to enjoy reading (Bamford

and Day, 1998).

3. Vocabulary growth is a gradual process of one meeting with a word adding to or

strengthening the small amounts of knowledge of gained from previous meeting. In other

words, vocabulary growth is the increasing of students’ vocabulary after they are

exposure by extensive reading approach and intensive reading approach. It can be seen by

the result of their post-test scores.

 CHAPTER II

LITERATURE REVIEW

This chapter presents the concept of vocabulary, theory of extensive reading, the

characteristic of extensive reading, the role of the teacher in intensive reading, extensive

reading approach in improving students’ vocabulary, extensive reading strategies, setting up

an extensive reading, extensive reading procedures, the theory of intensive reading, the

characteristics of intensive reading phase, the role of the teacher in intensive reading,

teaching intensive reading, expanding students’ vocabulary through intensive reading,

vocabulary learning strategy in intensive reading, and distinguishing extensive and intensive

reading approaches.

2.1 The Concept of Vocabulary

Vocabulary knowledge is very closely associated with the ability to comprehend what

is heard and read, and may be related to general intelligence and reasoning ability. Therefore,

the quality of someone language skills depends on the quantity of vocabulary that he/she has.

Someone who has enough vocabulary, enable to communicate well. We should ensure that

our students are aware of the vocabulary that they need for their level and they can use the

words. Moreover, it is one of the language components that can support the language skills

such as listening, speaking, reading, and writing. One who have better vocabulary will

probably have better language skills rather than who do not because vocabulary is a source of

developing the language skills. According to Cronbach (1942) in Maher (2008) categorized

vocabulary as the knowledge of word meaning. In related to this, Nation (1990) states that

“vocabulary knowledge is very closely related with the ability to comprehend what is heard

and read and may be related to general intelligence and reasoning ability”. It can be says that

vocabulary is an ability to recognize the words and understands their meaning, and it is
recognized as possibly the most factors in being to use and understand spoken and written

language.

According to Hornby (1962:1120) states that vocabulary is a book containing a lot of

words, or list of words used in book etc. usually with definition or translation. Moreover,

Webster’s Third New International Dictionary cited in Marhumi (2001:7) exposed that

“vocabulary is a list or collection of words and phrases usually alphabetically arranged or

defined”. This statement indicates that it is a list of test for knowledge (as meaning or use) of

a selected list of words that is often used as part an intelligence test.

Furthermore, Kridalaksana (1983:98) states that vocabulary are: (1) language

component which make information about meaning and using of words in the language, (2)

repertory words that are possessed by a speaker, writer or a language, (3) a list of words

arranged like dictionary but have a practical and brief explanation.

Based on the above statement, it can be concluded that vocabulary is the words of

language that having meaning and used in language. In this case, vocabulary is used by the

students to be able to communicate both in written and spoken.

Thus, Ur (1996:60) states that vocabulary can be defined roughly as the words we

teach in the foreign language. However, a new item of vocabulary may be more than a single

word for example, for office and mother in law which is made up of two or three words but

express a single idea. Furthermore, he stated that there are also multi-words idioms such as

call it a day, where the meaning of the phrase cannot be deducted from an analysis of the

component words. From those definitions above, the writer concludes that vocabulary is the

collection of words, phrases where it is arranged in appropriate way that is sounds

meaningful. The meaning of this statement is more appropriate to the conceptual meaning of

words that able to be clarified based on their reference.

2.2 Theory of Extensive Reading

Palmer (1968) in Banford and Day (1997: 5) points out that extensive reading as an

approach to teaching reading might be of in terms of purpose or outcome. Mikulecky (1990)

in Bamford and Day (1997:6) called extensive reading as pleasure reading. Likewise,

Karshen (1993) in Bamford and Day (1997:6) called extensive reading as free voluntary

reading or when teacher gives students time for in-class sustained silent reading (SSR) in a

period of 20 minutes. Those theories shown that extensive reading is one approach in

teaching reading with the main purposes is creating the enjoyable reading class. In which,

students are free in reading and pleasurably.

However, Waring (1998:15) called extensive reading as primarily an out of class

activity. This activity encourages students to read individually, and to administer the

program. The students are not reading simply for the sake reading, but they are improving

their fluency, learning new words, collocations, patterns, and so on.

On the other hand, Nuttal (1982: 169) in Kamaluddin (2008 : 10-11) stated that if the

teacher wants to teach a second language, the teacher needs to select the texts based on the

students’ interest and ask students to skim the reading text. Moreover, Djuharie (2008)

mentioned that extensive reading also includes previewing, scanning, and skimming. In

which, in previewing, the students may read the title, subtitle, indexes or other illustrations

such as the information either on the front or on the back of the book cover before reading the

entire or the content of the book (Djuharie, 2008 P. 73). It means that, in extensive reading,

the students can read the books or texts by scanning or skimming. Besides that, the students

are free in reading and they read any kinds of books based on their interest and preference.

The above theories of extensive reading emphasizes on as the approach to teaching

reading in particular and the approach to teaching foreign language in general. They also
emphasize on the reading activities as free activities without any force in order to get pleasure

from reading and the students read independently.

Bell (1998:13) in Basrun (2008: 10) mentioned some thoughts of extensive reading.

First, extensive reading can use specifically prepared materials or self selected materials.

Second, extensive reading requires fluent reading. Third, the goal of extensive reading is to

increase motivation. It means that, in extensive reading approach, students read fluently

based on their preference. It therefore can increase students’ motivation. Besides that, Diem

(1999:112) also stated that extensive reading is a kind of reading for main ideas without

trying to understand every word of what is being read. The emphasis is only on what can be

understood about the reading materials. Williams (1994) in Diem (1999:112) point out that

extensive reading is a reading program in which students read widely without restraints, with

emphasis on broadening the scope of materials read.

Based on the above theories of extensive reading, some ideas about extensive reading

can be generated. Firstly, reading is done within the students reading ability level. This makes

students will process words faster and build the automatic recognition of words. If the

students read faster, they will begin to see word in groups which allow them to move from

reading word by word to reading with ideas. Thus, Increasing reading fluency. Secondly,

extensive reading builds confidence in reading and motivation to read more because reading

become not difficult and students determine the reading material based on their interest.

Thirdly, extensive reading helps students to form the habit of reading. Once the students have

the reading habit, they can bring it to their lives and continue to improve their foreign

language whether in or out of class. Fourthly, extensive reading provides opportunities for

noticing new language and working out the pattern of the text and phrases.
 From the explanation above, the writer concludes that students do extensive reading

because extensive reading is done within the students current ability level, so it can build

confident, motivation, and reading habit.

2.3 The Characteristic of Extensive Reading

The characteristic of extensive reading are as follows:

1. Students read as much as possible

This means that the students are encouraged to read a lot. They devotee the time in

reading process. It can be done in and out of the classroom.

2. A variety of materials on a wide range of topics is available

It means that the teacher must provide some or various topics of reading materials.

3. Students select what they want to read

The students can choose the material based on their need and interest.

4. The purpose are usually related to pleasure, information, and general understanding

Mostly students read the books to get pleasure, information, and general

understanding.

5. Reading is its own reward

The main task of student is just reading without doing exercise after reading.

6. Reading is individual and silent

In extensive reading program, reading is not done in group but individual and students

are silent while reading.

7. Reading speed is usually faster

The students are suggested to read fast than read slowly so that students can read a lot

of book in limited time.

8. The teacher is a role model of a reader for students

In extensive reading program the teacher must be good model of good reader. It

means that the teacher should read as well.

9. Teacher oriented students to the goals of the program, explain methodology, keep track,

and guide of extensive reading.

The teacher needs to explain about purpose, methodology, and to control students in

understanding plot of text.

10. Reading materials are well within linguistic competence of the students.

The vocabulary and grammatical level of reading material is suitable with students’

ability or level.

11. Students usually take part in post reading activities.

The most commonly reported post reading task that teachers employ is summary

writing or book review. These include asking students to copy interesting words and useful

expressions into a notebook and share their views about the book with a small group of

classmates. According Renandya and Jacobs (1997) in Bamford and Day (1998: 290) stated

that post reading tasks, if carefully designed can be used to (1) reinforce what students have

learned from their reading; (2) give students a sense of progress; and (3) help students share

information about materials to read. It means that, post reading tasks in extensive reading also

necessary to help develop students’ vocabulary. One important thing is how the tasks do not

inhibit the students to read a lot of English books.

2.4 The Role of Teacher in Extensive Reading

Extensive reading gives valuable activities in order the students can expand their

vocabulary. Therefore, the teacher should manage the class well in order to make the students

successfully in increasing their vocabulary. Nation (1998:3) stated that if the small amount of

learning of a word is not soon reinforced by another meeting, then the learning will be lost. It
means that, when the students read the English text books, they will have repeated

opportunities to find the wanted vocabulary. It can help them to memorize or remind the

meaning of the words well. That’s why; Nation here warns that is one important thing in

extensive reading program that learners should keep meeting words that they have met

before. It therefore, the teacher should provide the vocabulary teaching during extensive

reading program.

Furthermore, Nation (1998:3) then suggests three ways in order to realize his idea

(a) by doing large amounts of extensive reading at suitable vocabulary levels so that there are

repeated opportunities to meet wanted vocabulary, (b) by completing the extensive reading

program with the direct study of vocabulary, and (c) by providing other reading materials,

such as novels, stories, or magazines. So, the teacher should apply the three important things

to the students in extensive reading class. In which, the teacher asks the students to read

largely and based on their interest and preference. The teacher therefore should provide a lot

of reading books for students. Besides that, the teacher should give the direct study of

vocabulary and control the students during reading class. The purposes are to help students in

understanding the content of reading texts and help them to read fluently.

Based on the above statements, the teacher has a big role to make extensive reading

class run well and successfully. Therefore, the teacher should manage the class well because

the success of the program is much more determined by teacher’s management of the

extensive reading activities.

2.5 Extensive Reading Approach in Improving Students’ Vocabulary

Forte (in Chapter 2 Vocabulary Building, P.20) states that there are six approaches to

vocabulary building. Some of them are read widely and use a dictionary. By reading different

kinds of material with large quantities, it increases your exposure to words and your
opportunities to meet new words. It will be more successful in reading if as you read, you

take notices of words and how they are used.

Concerning the relationship between extensive reading and vocabulary growth,

Nation (1998:40) stated,” There is no reason to doubt that learners incidentally gain small

amounts of vocabulary knowledge from each meaning focused reading of an appropriate

text”. It means that, the reader will find the new words for each reading books. Moreover,

according to Michael Graves (2000) in Diamond and Gutlon (2006), there are four

components of an effective vocabulary program. One of them is wide or extensive

independent reading to expand word knowledge. They explain that by reading in large

quantities, it can help to expand the students’ vocabulary.

In addition, according to Ree (1978:112) mentioned that wide reading as a vehicle for

expanding vocabulary. Likewise, Mcwhorter (1989, P. 315) stated that one of the best ways

to improve your vocabulary is by reading widely and diversely. Besides that, Pigada and

Schmitt (2006: 5) mentioned that there are a number of extensive reading studies that have

found gains in vocabulary using either direct or indirect measures of vocabulary such as Cho

and Krashen (1994), Grabe and Stoller (1997), Elley and Mangubai (1981), etc. By those

statements and studies, the writer concludes that extensive reading can expand the students’

vocabulary. In which, when the students read the English text books in large quantities, they

will have repeated opportunities to find the wanted vocabulary on each their reading book. It

can help them to memorize or remind the meaning of the words well.

Furthermore, from a cognitive point of view (Renandya and Jacobs in Banford and

Day, 1998: 299), ER is particularly crucial in aiding development of three of the most

important component of fluent reading: a large sight vocabulary, a sizable general

vocabulary, and knowledge of the target language. Moreover, Krashen (1993, P.23) states

that through extensive reading “we can develop a good writing style, and an adequate
vocabulary”. It means that, from cognitive point of view, extensive reading can help readers

to develop their vocabulary stock or knowledge.

Likewise, Nation’s statement provides very important implication of extensive

reading on the vocabulary growth. In which, through extensive reading, the small number of

vocabulary gained in the previous reading can be strengthened or added in the next reading.

Therefore, it depends on how well extensive reading activities are managed. It proved that

extensive reading is a very effective way in developing students’ vocabulary.

2. 6 Extensive Reading Strategies

Students participating in an extensive reading are expected to read quickly and

smoothly. By explicitly teaching reading strategies to students, teachers can help them read

more effectively and thus with more enjoyment. Powel (2005) stated that, extensive reading

strategy can be divided into three phases. These phrases are repeated each time the student

reads a section from her book. Those phases are pre-reading stage, during reading stage, and

after reading stage.

In the pre-reading stage includes the readers should be relax and get comfortable or

use positive self talk to build confidence and encouragement. Besides that, you can guess the

story from the cover, predict what will happen, and imagine that you are one of the characters

in the story. The goal of pre reading activity is to prepare the students for reading activity.

Nuttal (1982:27) points out that the goal of pre reading is the skill anticipation forming

prediction about what is to be read. It is important part for effective reading.

While, in reading stage involves guessing exercises when you don’t know for sure and

visualize the story as it happens by reading silently. In this stage, the students find out the

meaning of unfamiliar words by guessing their meaning from context or find it in a dictionary
if it is necessary. The goal of reading activity is to give students a successful experience with

fast and fluent reading.

Last, after reading stage, the students share reaction to the section read with their

friends, and summarize or retell what they have read in general. Besides that, the teacher may

also give the vocabulary exercises to develop their vocabulary knowledge. Moreover, Nuttal

(1982:31) point out that in the post reading exercises, students do exercises to show their

understanding of reading books that they have read. In other words, in this stage, the teacher

checks the students’ comprehension by giving question and also checks their unfamiliar

words that they found before. Shortly, the teacher will probably organize some kinds of

follow-up task related to their reading.

2. 7. Setting up an Extensive Reading

The term “setting” in extensive reading is defined as how the teacher create condition

for reading in order students can get the value from reading based on their interest. This

statement is supported by Nuttal (1996: 127) stated that teachers have to create the right

condition for reading to become a valued part of every students’ life. Below are some setting

up an extensive reading program, namely, how much material should be students read?, How

can teachers evaluate students?, Should students in class or for homework or both?, At what

level of difficulty should students read?, and Should students use dictionaries while reading?.

Each of them will be clearly explained below:

1. How much material should be students read?

Bamford and Day (1998:84) explain that extensive reading means reading a large

amount. How much a student read is based on their circumstances and abilities? Therefore, if

the student’s goal is to the fluent readers, the students should read as much as possible.

Shortly, the students read according their level, ability, and their interest to reading.
2. How can teachers evaluate students?

Bamford and Day (1998:86) stated that there are some methods of record keeping and

evaluation such as weekly reading diary and book reports. Weekly reading diary means

students write their names at the top and fills in the forms daily, noting down what they read

that day and for how long. If these diary forms are turned in at the end of each week to see at

a glance how much reading each student. Book reports is the students write brief summaries

of personal reactions to the books they read. Teachers can keep tract of how many reports are

submitted before handling them back to the students. So, in evaluating the students, the writer

uses book repots and weekly reading diary because they give students opportunity to express

their personal comment after reading.

3. Should students read in class or out of class or both?

Keith Marrow and Marita Schocker (1987: 254) in Bamford and Day (1998: 91)

stated that reading involves choice on many levels and one important aspect of choice is

“when and under what conditions the text is read”. Bamford and Day (1998: 91) stated that

out of class reading is a crucial component in building the habit of reading. The students have

to find out when and where they like to read. Where and when to read are matters of

individual choice and preference. So, there is no limitation of students to read, it can be done

in classroom or out of classroom. In addition, it also based on their choice and speed in

reading.

4. At what level of difficulty should students read?

Bamford and Day (1998: 91) stated that for teachers who are lucky enough to have a

large library with books of various level, it is good idea for all students to begin by reading

very easy books. This will quickly build confidence and make it easier for them to begin

building both sight and general vocabularies. Reading in the second language directly without
translation and without struggle will likely be a new experience. Reading with easy material,

at the i minus 1 level, builds confidence and makes it clear to students that it is a different

kind of reading practice from what they are probably used to. So, it concludes that extensive

reading program offers what level of difficulty that students should read as follows: read very

easy book, build confidence to guest meaning, level of text must i minus 1 level.

5. Should students use dictionaries while reading?

Dupuy, Cook, and Tse’s (1995: 2) in Bamford and Day (1998: 94) stated that words

get into the habit of reading daily and out of the habit of looking everything up in the

dictionary. An orientation of extensive reading notices will therefore probably include the

instruction to never use dictionaries, and the reason for such a direction. Students who

understand what extensive reading is can be given more freedom. Having the freedom to use

dictionary allows students to get used in making decisions like this on a case by case basis.

Students learn a flexible approach to unknown words depending on the way a word is used in

the text and why one is reading the text. So, the use of dictionary here is only depending on

the students’ needs. In other words, the dictionary is freedom used by students or not.

2.8. Extensive Reading Procedures

According Bamford and Day (1998:121) the procedure of extensive reading are:

1. Self Selection Material

Bamford and Day (1998: 121) stated that students should choose the material that can

be read with ease and comfort. They might be told that you will be helping them in the

begging to select material that matches their reading abilities but in the end, they are the ones

who determine what they want to read. This orientation in order students can choose their

own reading text based on their pleasure and ease without pressure to read what they do not

like.

2. No Dictionaries
 The students should aware that, in terms of reading, it is unnatural to be looking up

words constantly in the dictionary. Luppescu and Day (1993:287) in Bamford and Day (1998:

122) stated that students think of dictionaries as a linguistic lifeline. However, looking up

words constantly in the dictionary while reading can break the readers’ concentration. In

addition, constant dictionary means that students read less. So, students should not look up

every word in dictionary during reading process.

3. Class Activities

Bamford and Day (1998: 128) stated that various classroom activities in extensive

reading can help students begin to see reading as a valuable, exciting, pleasurable, and

worthwhile activity. It means that with the variation of classroom activities in extensive

reading is to help students in reading with comfort, meaning full, enjoyable, and also it

benefits for them to read, so, all the following activities are suitable for any level of linguistic

or reading ability. It covers sustained silent reading, browsing and choosing, teachers read

aloud to students, repeated times reading, reading laboratory, and free time.

a. Sustained Silent Reading (SSR)

Richard Robinson and Joycelin Hullet (1991: 106) in Bamford and Day (1998: 128)

stated that view Sustained Silent Reading as “highly motivational because it encourages

reading that is meaningful to the individual as opposed to reading as an academic subject”.

Bamford and Day (1998: 128) stated that silent reading in class can also give teachers a

chance to observe individual students reading. Some students use silent reading period is

longer rather than shorter, and if the quiet teacher and students conversations do not disturb

the other students who are reading. Besides that, students’ silent reading will also improve

their motivation in reading for every person without disturbance from others in reading

process. It also can give the students change by reading and finally students realize that they

need serious time in reading.

b. Browsing and Choosing

Bamford and Day (1998: 130) stated if books are shelved in the classroom, the

students can browse and select books to check out. It means that, with shelved in the

classroom can help students to look for and choose the books that they like. In other hand,

Soedarso (1988: 85-88) stated that browsing refers to skimming technique in reading while

choosing means the students scan the text that is they read directly to the points they want.

This statement shows that both skimming and scanning techniques can be applied in

extensive reading approach.

c. Teachers Read Aloud to Students

Catharine Pegolo (1985:323) in Bamford and Day (1998: 130) found evidence to

suggest that reading aloud to American university students learning French helped them

acquire a “feel” for the rhythm of the target language. Where, Pegolo (1996) in Bamford and

Day (1998: 132) believes that this can help the students learn how to read in chunks or

meaningful sense group. Smith (1997:30) stated that with the use reading aloud as a way of

introducing students to reading. So, with reading aloud can be an initial strategy in promoting

extensive reading.

Thus, the writer stated that if the teacher read aloud to students, it helps students to

read fluently. By reading aloud to the class and act as role models for their students, it can

share their love of reading because reading is important enough to do and share.

d. Repeated Times Reading

Bamford and Day (1998: 132) explained that for this exercise aimed at developing

sight vocabulary, each student uses a book she or he is reading. If the students are between

books, any books or material at an appropriate level will do. So, repeated time readings can

be an ideal way of opening a period of sustained silent reading.

The writer stated that the repeated time reading can build vocabulary of students from every

book they read.

e. Free Time

Bamford and Day (1998: 135) states that students and teacher are free to do anything

they want to do with the activities be connected to extensive reading activities. It gives

students the authority and responsibility to do what they think they need to do in the process

of learning to read. The students and teachers will free time to read whether it is from the first

page, middle, or the last page.

2.9 The Theory of Intensive Reading

Intensive reading or content study reading carefully and it is done in a brief practicing

sentence style, practicing vocabulary and general discussion are being intensive reading

technique, reading text must be chosen as good to reach better results. Moreover, in intensive

reading, students normally work with short texts with close guidance from the teacher. The

aim of intensive reading is to help students obtain detailed meaning from the text, to develop

reading skill-such as identifying main ideas, recognizing text connectors-and to enhance

vocabulary and grammar knowledge (Renandya and Jacobs, 1997 in Bamford and Day, 1998:

296). In other words, intensive reading is aimed to success in a full comprehension on logical

arguments. Symbolic styles, position, and author’s sense. Intensive reading comprehension

degree has a high relation with reading speed. It is closely can bee seen that reading speed

will slow down in a deepest reading comprehension. Other factor that can influence reading

speed becomes slows down in reader experience toward reading content.

Furthermore, intensive reading aims to build more language knowledge rather than

practice the skill of reading (Tse and Cook, 1996:10). Therefore, in intensive reading focus

on grammatical forms, discourse markers and other surface structure details for the purpose

of understanding literal meaning, implications, etc. It means that in intensive reading, the
students mostly read accurately, slowly for each word, sentence, or paragraph to get the

specific meaning of the text. So, the students should have to the dictionary in the intensive

reading class. The students try look up the meaning of unfamiliar words in the dictionary.

Since the students read the text based on teacher’s choice, do in class and then mostly answer

the questions from the text that the teachers provide.

As a reading technique, Baret and Datasment (1992) in Dewi (2003: 9) said that

intensive reading has general purpose of developing and improving reading ability to read

well. They defined intensive reading is as a kind of reading which is done carefully by

looking up any familiar words to extract specific information. Reading carefully here means

that how the students get much information they read by reading each sentence carefully.

When they read, they can get main ideas versus details from reading text and learn new

vocabulary from reading text. Hence, intensive reading focuses on getting students to

concentrate on exact meaning.

According to Lewis and Hill (1992:109), intensive reading means students are

expected to understand everything what they read and be able to answer the detailed

vocabulary and comprehension questions. As a reading program, intensive reading is a

reading approach in which students read one or very few selections. It therefore can sharpen

their critical reading ability.

Furthermore, Intensive reading is reading for a high degree of comprehension and

retention over a long period time. In other words, intensive reading refers to complete

comprehension of the text, William (1997:3768). Similarly, Tarigan (1987:12) stated that

‘intensive reading is a kind of silent reading that used to comprehend of the text content”.

Here, comprehend refers to analyzing and understanding the meaning of the text content

2.10 The Characteristics of Intensive Reading Phase

 The characteristics of intensive reading are (1) readers have a purpose of gaining

information and knowledge, (2) comprehension deeper the scope of material is narrow and

the manner for the reading is slow and careful, and (3) the result is reading quality

Firstly, readers have a purpose of gaining information and knowledge. It means that,

in intensive reading, the readers are planning to gather the information in the text and then the

primary object is general comprehension. The readers must identify exactly what they are

trying to retrieve from the text and can learn lot of attention to the vocabulary, grammar, and

discourse of the text.

Secondly, comprehension deeper the scope of material is narrow and the manner of

the reading is slow and careful. It means that the most important part in intensive reading is

comprehension. In this case, the reader can build up comprehension by reading carefully in

order to get much information. Moreover, Williams, (1994) cited in Diem (1992:2) states

that, intensive reading is reading which refers to extremely careful reading where the aim is

to complete comprehension of the text.

The last is reading quality. The end activity in intensive reading is the reader can

develop and improves reading quality. It means that, the reader can understand everything

they read and to be able to answer the comprehension questions.

2. 11. The Role of the Teacher in Intensive Reading

In order to get students to read enthusiastically in class, we need work to create

interest in the topic and tasks. According to Halmer (2001:213) there are 4 roles of the

teacher when asking the students to read intensively. They are organizer, observer, feedback

organizer, and prompter.

As an organizer the teacher tells the students exactly what their reading purpose and

gives them clear instruction about how to achieve it, and how long they have to do this.

While, as observer the teacher asks the students to read in their own and need to give them
space to do so. It means that restraining ourselves from interrupting that reading, even though

the temptation maybe to add more information or instructions. When the students are reading,

the teacher can observe their progress since this will give us valuable information about how

well they are doing individually and collectively and will tell us whether to give them some

extra time or instead move to organizing feedback more quickly than we had anticipated.

In feedback organizer, when the students have completed the task successfully.

Teacher may star by having them compare their answer in pairs and then ask them for

answering from the class in general pr forms pairs in particular. Students often appreciate

giving paired answer like this since by sharing their knowledge; they are also sharing their

responsibility for the answer. When we ask the students to give answer, we should ask them

to say where in the text they found the information for they answer. This provokes a detailed

study of the text which will help in the next time when they come to a similar reading

passage. It also tells us exactly what comprehension problems they have and when they get

answers wrong.

As prompter, teacher may also as controllers, direct them to certain features of the text

instruction, clarifying ambiguities, and making them aware of issues of text structure which

they had not come across previously.

2.12 Teaching Intensive Reading

According to Diem (1992:2) and Williams (1994 :370 in Dewi (22003: 11) mentioned

the material for intensive reading often advocate in three phase stages, namely pre reading

stage, while reading and post reading stage.

The first phase is intended to make learners aware of the reason why they have to read the

text. In which, it activates their relevant background knowledge which they can bring to

encounter the text more easily. In other words, at the first stage, the presentation of reading
material involves group work activities, discussion and writing, but is usually done by asking

the questions related to the text given. In theoretical terms, such as activities constituted

attempts to activate the students’ schemata. They may also provide language preparation,

motivation, and variety in the classroom. The activation their prior knowledge tends to

improve the reader comprehension and also can remind the students’ vocabulary. The goal of

pre reading activity is to prepare the students for reading activity. Nuttal (1982:27) points out

that the goal of pre reading is the skill anticipation forming prediction about what is to be

read. It is important part for effective reading since it can motivate the students to read.

Besides that, Grellet (1981:117) states that there are three goals of pre-reading activity, they

are as follows:

1. To introduce and to raise students’ interest about the topic of passage given.

2. To motivate students by giving the reason of reading.

3. To give preparation about language used in the text

The above statements indicate that the objective of pre-reading is to emergence

students’ motivation and interesting in reading

While, in reading stage involves exercises guessing word meaning, recovering

pronoun reference, inference, and prediction. The goal of reading activity is to give students a

successful experience with fast and fluent reading. In other words, it explains clearly that the

goal of while reading activity is to help the students to expand reading strategy or reading

skill. So, the students will be effective and independent readers. From those activities, the

learner can enrich their vocabulary.

Last, post reading stage, the reader makes a conclusion about what they have studied.

Nuttal (1982:31) point out that in the post reading exercises students do exercise in the

understanding reading. This stage, the teacher checks the students’ comprehension by giving
question and also checks their unfamiliar words that they found before. In other words, the

teacher will probably organize some kind of follow-up task related to task.

2.13 Expanding Students’ Vocabulary through Intensive Reading

Intensive reading gives valuable activities in order to expand the students’ vocabulary

growth. In intensive reading activities, teacher has important roles to help the students

develop a deeper and more accurate understanding of word meaning. If the students have a

habitual in applying of intensive reading, they will improve their comprehension about the

reading matter that they have read such as structure of words, construction of sentences

(grammatical aspects), arranging of paragraph, and more especially vocabulary one.

Therefore, by reading intensively, the students can enrich their English vocabulary because

intensive reading needs students’ attention or reading carefully in comprehending of a text.

In addition, intensive reading provides short texts are used to learn new vocabulary.

The improvement of the students’ vocabulary growth under intensive reading involves

looking for the meaning unfamiliar words, especially by using a dictionary. In which,

Mcwhorter (1989, P. 316) stated that a dictionary is the basic tool for expanding students’

vocabulary. It means that, the students’ comprehension depends on the word in the text that is

recognized by the students. Therefore, they can learn new vocabulary. Furthermore, Lado

(1979, 140) states that “intensive reading is admittedly one of the best ways to increase

vocabulary power”. It showed that intensive reading approach one way to increase the

students’ English vocabulary because by reading intensively, the students can comprehend

the content of reading texts in detail including the meaning of English words in the text.

From the above theories, the researcher concludes that intensive reading focuses on

getting students to concentrate on exact meaning. Besides that, the researcher point outs that

intensive reading can give contribution in expanding students’ vocabulary. In other words,
intensive reading is very useful to make the students become a good reader and improve or

expand their vocabulary.

2.14 Vocabulary Learning Strategy in Intensive Reading

In identifying word meaning in intensive reading, there are some vocabulary learning

strategies. They are guessing meaning from context and using dictionary.

When a word appears in a context that provides a lot of clues to its meaning, it is a good

opportunity to know the meaning of unfamiliar words in the text. Guessing meaning from

context is one strategy to learn vocabulary. It helps the reader make a general prediction

about meaning. According Halmer (2001:54)” when students learn new words in context,

they are more likely to remember the words”. The aims of guessing meaning is the reader to

be able to make well informed guess at the meaning of unknown word in context without

interrupting in reading.

Dictionary use is one of the steps to check if a guess is correct. Good dictionaries

provide a wealth of information about words and can help the students to fix its form in

memory. According Halmer (2001:174):”Obviously, the dictionary provides one of the best

resources for students who want to increase the number words”. It has bees shown that

students who use a bilingual dictionary learn more vocabulary than students who read

without vocabulary (Luppescu and Day, 1993: 287-288). It means that, the students mush

have a dictionary in intensive reading class in order they can look up the meaning of

unfamiliar words. As the result, it can increase their vocabulary stock.

Furthermore, the teacher gives the students a chance to ask questions about individual

words or gives them a chance to look them up. Moreover, according Halmer (2001: 214),

teaching vocabulary in intensive reading, the teacher limit the amount of time spent on

vocabulary checking in the following ways such as word limit and meaning consensus. In

word limit, the teacher can say that we will only answer questions about five or eight words.
And meaning consensus means that teacher asks students to work together (pair work) to

search for and find out words meaning.

2. 15 Distinguishing Extensive and Intensive Reading Approach

According to Palmer (1968) in Bamford and Day (1997: 10), intensive reading offers

refer to the careful reading or translation of shorter, more difficult foreign language text. Its

goal is to complete of detailed understanding. Texts are studied intensively in order to

introduce and practice reading skills such as distinguishing the main idea of a text from

detail, finding pronoun referents, or guessing the meaning of unknown words.

Extensive reading in contrast, is generally associated with reading large amounts with

the aim of getting an overall understanding of the material. Readers are more concerned with

the meaning of the text than the meaning of individual words or sentences. Therefore, in

extensive reading, the students focus on getting the info and reading pleasure.

In addition, Waring (1998:15) called extensive reading as primarily an out of class

activity. In which, extensive reading is often applied out of class activity. However, extensive

reading program can be done in class activity. While, intensive reading program is primarily

done in class activity.

Furthermore, West (1955) in Bamford and Day (1997:11) states that intensive reading

is that the students do not read very much with “bottom- up” (word recognition) processes. In

contrast, the students read a lot of books with “top down” process in extensive reading class.

Moreover, extensive reading program can be the main focus of a reading course, an add-on to

ongoing reading course, or an extra-curricular activity. While, intensive reading activity only

refers to the main focus of a reading course.

Based on the above theories, the writer concludes the differences between extensive

and intensive reading approaches in detail as they are shown in the table below:
Table 2.1 The Differences between Extensive and Intensive Reading Approaches

Intensive Reading Aspects Extensive Reading

Language study or answering Reading Purpose (1) General understanding

questions
Mostly difficult (material for Level/Material (2) Easy (graded readers), interesting,
native speakers), sometime and students’ choice
irrelevant, and teacher’s choice

Small or a few pages Amount (3) Much or a lot

Slowly Speed (4) Fast and fluently

Word or sentence Focus (5) Meaning

In class Method (6) Both in and out class

Read accurately Class goal (7) Read for info, and

pleasure/enjoyment

CHAPTER III

METHODOLOGY OF THE STUDY

 This chapter aims to provide the methodology of study. This chapter is divided into

the following sections: design of study, variable of the study, control of the study, population

and sample, instrument of the study, pilot study, the result of pilot study, procedure of data

collection, observer analysis, technique of testing the homogeneity of the sample, technique

of data analysis, and teaching procedures.

3.1 The Design of the Study

This study uses true experimental design which applied two classes that are given pre-

test and post test before and after the exposure to the use of extensive and intensive reading to

the year two of SMA Negeri 2 Kendari. This study is chosen to know the comparative

between extensive and intensive reading on the student’s vocabulary growth. The scheme of

the design of the study is as follows:

Table 3. 1 The Scheme of the Design of the Study

Class Pre Test Treatments Post Test

First Experiment T1 X1 T2
(Group A)
Second T3 X2 T4
Experiment
(Group B)

(Isaac and Mirchael, 1971 in Nurdiana, 2007: 22)

Where, TI is the result of pre-test and T2 is the result of post-test for extensive

reading class. While T3 is the result of pre-test and T4 is the result of post test for intensive

reading class. Next, X1 is treatment for extensive reading class and X2 is treatment for

intensive reading class.

3.2 Variable of the Study

1. Independent variable
 There are two independent variables of this study. They are the exposure of Extensive

and Intensive Reading Approaches

2. Dependent variable

The dependent variables in this study are the student’s vocabulary growth before and

after the exposure both Extensive and Intensive Reading Approaches. The student’s

vocabulary growth are treated as dependent variable because the vocabulary growth are the

effect of the exposure both extensive and intensive reading activities (Arikunto, 1996:101).

Furthermore, the student’s vocabulary growth before the exposure to both extensive reading

activities (pre-test) is symbolized by T1 and intensive reading (pre-test) is symbolized by T3.

While after the exposure both extensive reading activities (post-test) is symbolized by T2 and

intensive reading activities (post-test) is symbolized by T4.

3.3 Control of the Study

In relation to the design of the study, the researcher will use control of the study

design. In which, they will be formed as follows:

1. The English teacher who taught for both classes are same, namely the researcher himself

2. The English teaching technique applied in teaching reading is the same, namely three

steps strategy.

3. The time used in teaching reading for both classes are similar. It is about 80 minutes for

each treatment/meeting

4. The level of test used for both classes were the same, namely fill in the blank test and

matching form test that consist of 60 numbers/items.

5. The The teacher combines Indonesian and English as medium of instruction in teaching

both classes.

6. The teacher uses whiteboard as media of teaching and learning process on both classes.

7. Before conducting of this study, the researcher consults with English teacher in order to

determine the appropriate time to give test and treatment to groups, extensive reading and

intensive reading classes to ensure a similar condition for both classes.

3. 4 Population and Sample

3.4.1 Population
 The population of this study is all the year two students of SMA Negeri 2 Kendari

who enrolled in academic year 2009/2010. The total number of the year two students of SMA

Negeri 2 Kendari are 398 students. The class consists of parallel class, namely XI IPA1, XI

IPA2, XI IPA3, XI IPA4, XI IPS1, XI IPS2, XI IPS3, XI IPS4, XI IPS5. The distribution

of the population can be seen in the following table :

Table 3.2 The Description at the Year Two Students of SMA Negeri 2 Kendari

No Class Number of Students

1 XI IPA1 40
2 XI IPA2 37
3 XI IPA3 37
4 XI IPA4 36
5 XI IPS1 39
6 XI IPS2 38
7 XI IPS3 36
8 XI IPS4 37
9 XI IPS5 38
Total 398

3.4.2 Sample

In taking the sample of this study, the researcher will apply the purposive random

sampling because the English students’ ability all the second classes are homogenous. In

other words, those classes have same ability level. So, two classes will be determined as the

samples, they can represent of the whole year two students at SMA Negeri 2 Kendari. The

researcher will take the class XI IPA2 and class XI IPA3 as the sample which consist of 37

students in each class. Then, the researcher random these classes to determine the first and

the second experimental classes. Finally, class XI IPA2 pointed to be the first experimental
class that will be taught under extensive reading approach and class XI IPA3 pointed to be

the first experimental class that will be taught under intensive reading approach.

3.5 Instrument of the Study

The instrument for getting the data of this study is vocabulary test which is made by

the researcher and some other items are taken from English for Senior High School Second

Year by Intan Pariwara in 2010. The test is arranged such a way that the students match the

word in the left column to the right or matching form test and fill in the blank test. The total

number of the test is 60 items, i.e. 20 numbers for each verbs, nouns, and adjectives.

The researcher decides that score one is given to every item of the test. Furthermore,

the mark of the students is obtained by using the following formula:

Mark = Number of correct answer X 10

The total number of question
( Sayekti in Saharu, 2002)

The criteria of the students’ vocabulary achievement:

8, 6 – 10 = Very Good

7, 0 – 8. 5 = Good

5. 6 – 6. 9 = Fair

3. 6 – 5, 5 = Low,

0. 0 - 3. 5 = Very Low (Surachmand, 1984: 27)

3. 6 Pilot Study of the Test Instrument and Treatment

Before applying real test, the test will be piloted with 15 students at class XI IPA4

who are not included the sample of the study namely at the class eight-three students at the

SMA Negeri 2 Kendari. The aim of piloting the test is to know the validity as well as the

reliability of the test. The computation of the analysis of pilot study for the validity of test,
the researcher used Person’s Product Moment formula because it was suitable to find out the

validity of the objective test. The formula as follow:

r xy= n (∑XY) - (∑X) (∑Y)

[ n (∑X2)-(∑X)2] [n (∑Y2)-(∑Y)2]

Where:

n = Total of the sample

r xy = The coefficient correlation between variables X and Y

X = The students’ score on each items

Y = The total of students’ score
(Arikunto, 2002: 146)
Next, to know the reliability of the test, the researcher used KR-21 formula as

follows:

Reliability estimate = K M (K-M)

1-
K-1 KS2

Where:

K = number of items of the test

M = means score

S2 = standard deviation score

The criteria of reliability in this analysis are:

0, 80 to 1, 00 = very high

0, 60 to 0, 79 = high

0, 40 to 0, 59 = enough

0, 20 to 0, 39 = low

0, 00 to 0, 19 = very low, (Sudjana, Anas, 1987:17 in Aldofin, 2001:22)

 In addition, extensive reading approach is a new approach in teaching English,

especially at the year two of SMA Negeri 2 Kendari. So, before giving treatment it the real

class, the researcher needs to try out it. Besides that, the researcher is necessary to pilot

intensive reading approach to see the students’ response and to minimize the students’

difficulty during treatment as well as in extensive reading class. The pilot study of extensive

reading approach will be conducted on Wednesday at 8.00 until 9. 45 on January 10th at class

XI IPA2. While, the pilot study of intensive reading approach will be conducted on Tuesday

at 8.00 until 9. 45 on January 16th at class XI IPA3. In piloting the approach, the researcher

controls the allocation of the time and evaluation in teaching and learning process.

3.7 Procedure of Data Collection

In collecting the data of this study, the researcher will use the following procedures as

follows:

1.) Pre-test

Pre-test is aimed to know student’s vocabulary prior knowledge or the students’

vocabulary achievement before doing extensive reading and intensive reading approaches.

2.) Treatment

Treatment means that the researcher gives the students two treatments, extensive

reading and intensive reading approach by applying three phase strategy. This study was

conducted in six meetings for each class. Every meeting lasted 80 minutes for each class.

3.) Post-test

The function of the post-test is to know the student’s vocabulary growth after giving

them the treatment. The following table describes the students’ activities during conducting

this study.

3. 8 Observer
 In doing treatment, the researcher will be helped by the English teacher of the school

as the observer to check the teaching procedures that are used by the teacher when he was

teaching. Besides that, the purpose of giving observation sheet is to see the researcher’s

consistency in applying two approaches. The observer will observe two groups namely the

classes under extensive reading and intensive reading approaches. Before the observer

observes the class, the researcher trains her to use a classroom observation sheet checklist.

3.9 Technique of Data Analysis

All the data will be analyzed by using statistical technique; they are descriptive and

inferential statistic. Descriptive statistic is used to describe the result of the study for both

classes and inferential statistic was used to test the hypothesis. The researcher will use two

tailed test (Hatch and Lazaraton puw, 1991 in Mappe, 2000:52) to find out data about

student’s vocabulary growth after doing treatment, extensive reading and intensive reading

approaches.

The formula was used is as follows:

t= X1 – X2

S 1 1

N1 N2

( Sudjana, 1984, P. 91)

S= ( N1-1) S12+(N2-1)S22
N1 + N2 -2
Where:

X1 = Mean score from extensive reading class

X2 = Mean score from intensive reading class

N1 = Number of sample in extensive reading class

N2 = Number of sample in intensive reading class

S = Standard deviation of score

The standard deviation shows the variation of the data. If the standard deviation is

low, the students’ score are not varied. On the contrary, if the standard deviation is high, the

students’ score are varied ( Santoso, P. 197 in Nuli, 2006: 37).

The criteria of examine of hypothesis of this study as follows:

1. If t test > t table is accepted, it means that there is a significant difference of applying

two different teaching approaches, Extensive Reading Approach and Intensive

Reading Approach on students’ vocabulary growth to the year two of SMA Negeri

4 Kendari.

2. If t test < t table is rejected, it means that there is not a significant difference of

applying two different teaching approaches, Extensive Reading Approach and

Intensive Reading Approach on students’ vocabulary growth to the year two of

SMA Negeri 4 Kendari.

3. 12 Teaching Procedures

3. 12.1 Teaching Procedures of Extensive Reading

The teaching procedures under extensive reading activity as follows:

1. The teacher provides a lot of reading books for students.

2. The teacher calls the students to choose the book that they want to read based on their

interest and needs.

3. The teacher asks the students to guess the story from the cover and the teacher also gives

general picture about the books that the students will read
4. The teacher provides 15 of other words target with its meaning in Indonesian as a guide in

reading

5. Teacher asks students to read the book in classrooms with sustained silent reading about

20-30 minutes

6. Teacher asks the students to retell the content of the book in general after reading or write

a book report based on their own words

7. The teacher asks the students to do vocabulary tasks such as identifying part of speech and

translate the meaning of the target words or the teacher review of unfamiliar or target

words that students found before

3. 12.2 Teaching Procedures of Intensive Reading

The teaching procedures under intensive reading activity as follows:

1. The teacher introduces about material that are going to be taught

2. The teacher asks some questions related to the topic given

3. The teacher distributes reading text to the students

4. The teacher asks the students to read the whole text intensively

5. The teacher asks the students to list unfamiliar words in reading text such as nouns, verb,

and adjectives

6. The teacher asks the students to write the meaning of unfamiliar words by guessing their

meaning from context and, or find it in a dictionary if it is necessary

7. The teacher asks the students to answer the following questions in reading text.

8. The teacher asks the students to make sentences based on unfamiliar words that the

students listed

9 The teacher reviews of unfamiliar words that students found before.

10 The teacher asks students to make conclusions about the topic given
 REFERENCES

Aldolfin. 2001. Effectiveness of Teachers’ Made Work Sheet in the Increasing of Students’
English Vocabulary Achievment. Kendari: FKIP unhalu

Arikunto, Suharsimi. 1996. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT.
Rineka Cipta
Bamford, J. and R.R. Day. 1998. Extensive Reading in the Second Language Classroom. The
United Sates of America: Cambridge University Press.

Bamford, J. and R.R. Day. 1997. Extensive Reading: why is it? Why brother?. The Teacher
Language Online Editor. May 21, 1997.

Basrun, Titin. 2008. The Effects of Extensive Reading Technique Towards Student’s
Vocabulary Growth in Teaching Vocabulary at The Second Class of SLTPN 10
Kendari.” Undergraduate Thesis. Kendari: FKIP-Unhalu

Bell, Timothy (2001). Extensive Reading: Speed and Comprehension. The Reading Matrix,
Vol.I, No.1, April 2001. Retrieved from:
http://www.reading matrix.com/articles/bell/index.html Accessed on Friday, 8th
January, 2010

Diamond, Linda and Linda Gutlohn (2006). Teaching Vocabulary. Teaching Kids to Read
and Helping Those Who Struggle
Retrieved from: http://www.readingrockets.org/article/9943
Accessed on Friday, 19th February, 2010

Diem, C.D. Some Techniques for Extensive and Intensive Reading. An Article of Theory and
Methodology of Teaching English Language, Presented for English Lecturers in East
Indonesia Territory On July 5, 1999.

Glorier. 1992. New Webster’s Dictionary Vol. Q-Z. Glorier Incorporated Danbury,
Connecticut.

Hani. 2003. The Students’ Vocabulary Achievment under Intensive ReadingActivities at the
Second Year of SLTPN 2 Tongkuno. Undergraduate Thesis. Kendari: FKIP-Unhalu.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Cambridge
University Press.

Hornby, A.S. 1962. Oxford Students’ Dictionary of American English. London : Oxford
University.

Kridalaksana, H. 1983. Pelik – pelik Bahasa Indonesia. Bandung : Angkasa.

Lado, Robert. 1976. Language Teaching as a Scientific Approach. New Jersey: Prentice Hall.
Inc

Napa, P.A. 1991. Vocabulary Development Skill. Kanisius: Yogyakarta

Nation, I. S. P. (1990). Teaching and Learning Vocabulary. New york: Victoria University of
Wellington.

Nation, I. S. P. (1990). The Language Learning Benefit of Extensive Reading. The Internet
Tesl Journal, Vol. 1V, No.12, December 1998
Nuli, Infah. 2006. A Comparative Study on the Using of Two Media of Instruction Teaching
Reading to the Year Two Students at SMU Negeri 7 Kendari. Undergraduate Thesis.
Kendari: FKIP-Unhalu.

Nuttal, C. 1996. Teachnig Reading Skills in a Foreign Language (2 and ed). Oxford:
Macmillan Heinemann.

Palmer, J. 1968. Intensive Reading. Cambridge: Cambridge University Press.

Ree, D. Betty, Barbara D. Stoodd, and Paul C. Burn (1978) Reading Instruction In The
Secondary School. USA: Houghton Mifflin Company.

Sahar. 2003. A Study of Students’ Vocabulary Growth under Extensive Reading at the Second
Semester of English Major at FKIP Unhalu. Undergraduate Thesis. Kendari: FKIP-
Unhalu.

Saharu. (2002). A Comparative Study of Student’s Reading Comprehension under Two

Instruction Modes at the Three Year of SLTP Negeri 2 Tomia. Undergraduate Thesis.
Kendari: FKIP-Unhalu.

Soedarso. 1988. Sistem Membaca Cepat dan Efektif. Jakarta: PT. Gramedia Pustaka Utama.

Sudjana. 1984. Statistika. Bandung: Tarsito.

Sudjana. 1996. Metode Statistika. Bandung: Tarsito.

Tarigan, Henry Guntur. 1989. Pengajaran Kosa Kata. Bandung: Angkasa.

Tukamasi. 2002. A Study of Students’ Vocabulary Growth under Intensive Reading at the
Second Year of SLTPN 2 Sampolawa. Undergraduate Thesis. Kendari: FKIP-
Unhalu..

Ur, Penny. 1964. A Course in Language Teaching: Practice and Theory. London: Cambridge
University Press.

Waring, R. 1998. Graded and Extensive Reading. Question and Answer. The Language
Teacher Editor Online. January 29.
 A Comparative Study between Extensive and Intensive Reading on

Students’ Vocabulary Growth to the Year Two of SMA Negeri 2 Kendari

A PROPOSAL

By

DEWI UMBAR PAKARTI

A1D207001

TEACHER TRAINING AND EDUCATIONAL FACULTY

HALUOLEO UNIVERSITY

KENDARI

2010