Akademi Bahasa Asing Borobudur membuka kesempatan untuk anak-anak Pemuda harapan Bangsa Indonesia yang membutuhkan pendidikan selanjutnya tanpa harus menyusahkan keuangan orang-tua. Untuk semua Program Studi : Bahasa Inggris dan Bahasa Jepang.
idioms-idioms-idioms-idioms-idioms-idioms-idioms
Idiom adalah rangkaian kata yang membentuk suatu ungkapan dan tidak diterjemahkan secara aksara (literally). (M.J.Lado)
Di bawah ini adalah idiom yang sering digunakan dalam percakapan sehari-hari.
Pilihlah jawaban yang benar dari idiom yang dicetak miring di bawah ini.
1. Tom was so hungry that he ate up all his dinner. He ate like a horse.
a. Makan malam; makan banyak.
b. Makan sampai habis; makan banyak sekali.
c. Makan lagi; makan sedikit.
2. I figured in the meal expenses but forgot for the tax.
a. Menggambarkan
b. Menerima
c. Memperhitungkan
3. Jane has to work for the sake of her family.
a. Untuk kepentingan.
b. Untuk menggoyang.
c. Untuk mencari.
4. George began to butter up the boss for the higher position.
a. Menyuap.
b. Menjilat.
c. Menuntut.
5. When the police threatened to arrest the corruptor, he bought them off.
a. Menyuap.
b. Menjilat.
c. Menuntut.
6. After all, it’s not my fault!
a. Nanti
b. Sebentar lagi
c. Bagaimanapun juga
7. Above all, you have to do hard!
a. Yang penting
b. Yang jelas
c. Akhirnya
8. The students played in the class, they were very noisy and the teacher called a halt.
a. Menyuruh keluar
b. Menyuruh berhenti
c. Menyuruh pulang
9. He is by no means the best for me.
a. Selalu
b. Tak terbantahkan
c. Sama sekali bukan
10. Recently, a Company took out sourcing employees, by and large.
a. Sejauh ini
b. Secara sengaja
c. Pada umumnya
11. Johny has given up smoking for two years.
a. Meneruskan
b. Melakukan
c. Berhenti
12. May I get by?
a. Boleh jalan
b. Boleh numpang lewat
c. Boleh lurus
13. For the time being, I work for a course.
a. Untuk sementara waktu
b. Untuk mengisi waktu luang
c. Sewaktu-waktu
14. I looked here and there for my book, do you know ?
a. Saat ini
b. Mencari
c. Kesana-kemari
15. Bring your umbrella, in case it will rain.
a. Jika seandainya
b. Karena
c. Mungkin
Jawaban : 1.B 2.C 3.A 4.B 5.A 6.C 7.A 8.B 9.C 10.C 11.C 12.B 13.A 14.C 15.A
EXTENSIVE READING:
AN APPROACH TO ENHANCE STUDENTS’READING ABILITY
Wiwik Sari Dewi Nugraheni,S.Pd.
Akademi Bahasa Asing Borobudur
Jakarta, Indonesia
e-mail : wiwiksdn@yahoo.com
Abstract
Reading is one of four macro skills in language learning. It is actually as important as the other skills, but sometimes it is ignored by most students. There are many reasons why reading is a branch of language learning becomes less popular rather than the other skills such as listening and speaking. Besides, the current trend of language acquisition based on communicative skills, the methods that are used in reading skill especially in classical method of education do not cover students’ needs. Extensive Reading is an approach that cannot stand alone without is supported by kinds of methods; Start with Simple Stories (SSS), Speed Reading and Written Based on Reading. By using the kinds of methods of Extensive Reading, the students are hoped to enhance their reading ability.
Keywords: Extensive Reading, SSS, Speed Reading, Written Based on Reading.
Introduction
Language as a means of communication has an important role. It is not only expressing one’s thought and willing but also avoiding misunderstanding. There are two ways in communication. People can communicate their opinion or idea through spoken or written. It means that they can deliver their thought directly or indirectly.
When we speak directly to other person, we do not have any barrier that can happen when it is written. We can see the gestures or mimic toward someone we talk to. We can hear the intonation or tone properly. We usually do not tend to the awareness of structure, grammar, pronunciation or spelling. We can start the discussion in any point view. We can straight to ask objection for those idea or opinion that do not agree with.
It is not the same that happens in written language. We have to pay attention in spellings, punctuations, the using of word-mark, lexicons, etc. Besides, we have to consider to the coherence from paragraph to paragraph. It is not easy to deliver our thought merely in written language, because we cannot see the mimic or hear the language is used appropriately. In spoken language, there are receptive skill and productive skill called listening and speaking, meanwhile in written we know them as reading for receptive skill and writing for productive.
Reading in Language Learning
Reading' is a complex cognitive process of decoding symbols for the intention of constructing or deriving meaning (reading comprehension)(Wikipedia). Reading is a receptive skill has an important role in language acquisition. It needs to be developed by students because the students will learn new subject and find some information beside for survival in the world of school. In reading, there is a paradigm that the more you know vocabulary the more you can acquire the language. It is like when the Grammar Translation Method is used in classical setting. In this method while teaching the text book the teacher tends to translate almost word by word from the text into their mother tongue. So, reading is known as such a boring activity in the class. The traditional approach that it is known as the only approach in reading is intensive reading. “Which is slow, careful reading of a small amount of difficult text – it is when one is focused on the language rather than the text." (Wikipedia). We found it must be difficult for students who have insufficient vocabulary.
Extensive Reading
The term extensive reading was first used by H.E. Palmer in 1917 to differentiate it from intensive reading, which focuses on the detailed examination and study of a somewhat challenging foreign language passage in order to learn and practice reading skills ( Thomas KOCH, Kinki University, Osaka, Japan).
Extensive Reading is a reading activity based on students’ intention. It is different from Intensive Reading that reading material is the same for all students in the same class. In Extensive Reading, the material can be chosen by students themselves referring to their intention. Besides, the students can choose their reading according to their level of reading that consists of words in length, difficulty, etc.
Extensive Reading has gone through various modifications and has been called reading for pleasure, voluntary reading and Sustained Silent Reading in which the teacher and the students read silently for a set amount of time (Bamford & Day, 1997).
Students may read kinds of reading material, based on their intention, and less of time pressure. Vocabulary is learnt voluntary because the students spend time in interesting book that they intend to. By using students’ prior knowledge regarding to their interest, they can grasp the meaning of their reading. The point is this activity must discourage in overuse dictionary. The students can read in the class and out of the class. They can read as much as they want. The role of teacher is a facilitator and motivator. As a facilitator the teacher should give some advice to the students regarding to students’ level appropriately and give direction if it needed. Meanwhile, teacher as a motivator should ask students opinion about their reading and encourage the students to find another interesting book according to the students’ intention. In this case, testing after reading should be avoided. When the teacher keep on eye at the students’ activity, it would not be interesting anymore. So, teacher has an important role in Extensive Reading.
Benefits of extensive Reading
After knowing referring to what Extensive Reading is, there must be many benefits in Extensive Reading that students can get. The benefits as mentioned are students will gain in language skills, improve in writing and spelling, increase in linguistic proficiency, improve in vocabulary unintentionally and become an independent learner.
Because reading is one of four macro skills in language learning, if students do an activity such as Extensive Reading, they will gain in language skill. It surely influences the other skills. Reading as receptive skill that input and process the data, will affect the other skill especially writing as a productive skill that process the data as output. During the students are reading, of course based on their intention, they will read many books over and over so they will improve their vocabulary unintentionally. The most important benefit for students is being independent learners. They get used to learning independently in reading first. After that they are used to learning not only in language learning but also the other subjects too.
Start with Simple Stories
SSS starts popular in Japan, when the Grammar Translation Method is taught in Japan as the only method that students can understand English fully in Japanese. However, this is the reason why most of Japanese could not achieve a good ability in four macro skills ; listening, speaking, reading and writing. Meanwhile, Japanese students at the beginning have difficulties to find reading that is easy to read. The idea of the SSS (Start with Simple Stories) program was first introduced by Sakai Kunihide, a professor at the University of Electro-Communications, who advocated the Three Golden Rules:
1) Firstly, no dictionaries while reading
2) Secondly, skip over difficult words
3) Thirdly, stop reading when it is boring or too difficult and find out a new book.
Akio Furukawa has formalized his program using Professor Sakai`s ideas in the Start with Simple Stories (SSS) method (Furukawa, 2006).
The purpose of the program is to enable students to read from their level of reading although from beginner or the easiest reading. Furthermore, the habit of reading will be motivated by the teacher.
Teacher can use this technique to the students by introducing some books from the easiest level or asking students’ intention. Teacher as a facilitator can bring the students to the library and ask them read a book which they want to read. The students can read their books in the library or borrow the books to be read in class or out of the class. Teacher should maintain this habit until they can find by themselves the improvement or benefit of this activity.
Start a short Paragraph to a sheet of paper.
At the beginning, a student is asked for reading aloud with comprehension of a paragraph.
Jim and The Panda
Jim drove his car into a petrol station. The assistant at the petrol station noticed two pandas sitting on the back seat of the car. He asked Jim, ”What are you doing with those Pandas in your car?” Jim said, “ I found them by the side of the road. I am not sure what to do with them”.
Then, teacher asked students’ prediction. After that students are asked continuing to read the rest paragraph and they can compare their prediction and the end of the story.
The assistant said, ”You should take them to the zoo.” Jim liked the idea. He drove away with the two pandas in the back of his car.
Several days later, Jim stopped at the petrol station again. The pandas were still sitting on the back seat of Jim’s car. The assistant said, “Didn’t you take those pandas to the zoo?”
Jim said, “Yes, I did. I took them to the zoo and to the cinema, too. We had a lovely time. I think I will take them to the beach tomorrow.”
(taken from Lewis Lansford and D’Arcy Adrian – Vallace, Comprehension 2, page 29).
Later, teacher asks students to choose their own reading/ another simple story.
Speed Reading
Speed reading is a collection of reading methods which attempt to increase rates of reading without greatly reducing comprehension or retention. (Wikipedia)
Most people read newspapers, magazines and many kinds of books in order to get some information of them. People digest all the information but sometimes just a little one that still remains, because they become ineffective reader. It happens due to bad habit in reading. For instance :
1. Reading word by word
2. Sub – vocalization
3. Inefficient eye motion
4. Regression
5. Poor concentration
Almost most of students read whatever passage reading they read, they tend to use word by word comprehension. If they are reading and find out a word that they didn’t know, they will look up the dictionary at once. Students should read the words together as a context. Keep the eyes further from the text in order to enable eyes to see a group of words in one time.
Stop saying words in your mind. Students who didn’t acknowledge a word usually tend to say it. This habit makes reading is longer that it should be.
When students read a line in a paragraph, they tend to see another word that they think ‘unique’ and trying to read it and grasp the meaning of it before they finish the line. Students should relax their face and see the line in appropriate order and speed.
Skipping back words that they read and read it back to make sure some information are right is a bad habit that students loose the flow and structure of the text.
When students are reading, make sure that there are not any other activities followed. That is why no sound is allowed in the library. Students should focus on reading and do not try to do multitasking.
Historically, psychologist and educational specialist used tachistoscope ; a visual acuity which enables a person could identify minute images flashed on the screen for only one five-hundredth of a second (2 ms). By using tachistoscope could increase reading speed from 200 words per minutes to 400 words per minutes.
Being an effective reader is not easy. It needs several practices. Actually, eyes just need two letters to know entire words. Moreover, eyes are able to know one word and comprehend it by recognize the first and the last letter.
Teacher explains the aim of doing this activity; how to read a text (keep the distance not so close), relax students’ eyes and do not tend to read word by word. Firstly, teacher asks students to read the passage below :
Molly’s Dream
Mlooly wsa a ynoug wmaon woh wkerod fro a fermar on hsi fram. Oen dya the fermar gvae hre a pial of mlik. He tlod hre to slel it and kepe teh mneoy fro hserlef.
Mlooly wsa very mcuh paelesd. Seh ptu the pial of mlik on hre haed adn wnet to mrekat.
As she wkaeld anolg, she siad to hrelesf, “I slhal gte smoe mneoy form the mlik. Wtih the mneoy I will byu a few hnes. The hnes will lya egsg, adn form the egsg I salhl gte mroe hnes. I wlil slel the hnes, adn form the egsg I sahll gte mroe hnes. I wlil slel the hnes, adn wtih teh menoy I wlil byu a nwe dsres.”
“Hwo bueteiufal I salhl loko in my nwe dsers! The ynuog mne wlil aks me to wlak wtih tehm, btu I wlil not wlak wtih tehm. Tehy wlil aks me to dncae wtih tehm, btu I wlil nto dnace wtih tehm. Tehy wlil wnat to mrary me, btu I wlil tsos my haed, adn rfesue tehm all.”
So seh tsosed hre haed. Dwon cmae teh pial and mlik adn all. Hre fnie daerm wsa all oevr.
After reading, teacher asked how’re students’ feeling. The point is students still can read although it is a little bit difficult and ‘awkward’ reading. However, it is still can be read because the eyes can grasp the words and their meaning, so the students should not read word by word. Then, the teacher asks the students to read the real story below:
Molly’s Dream
Molly was a young woman who worked for a farmer on his far. One day the farmer gave her a pail of milk. He told her to sell it and keep the money for herself.
Molly was very much pleased. She put the pail of milk on her head and went to the market.
As she walked along, she said to herself, “I shall get some money from the milk. With the money I will buy a few hens. The hens will lay eggs, and from the eggs, I shall get more hens, and with the money I will buy a new dress.”
“How beautiful I shall look in my new dress! The young men will ask me to walk with them, but I will not walk with them. They will ask me to dance with them, but I will not dance with them. They will want to marry me, but I will toss my head, and refuse them all.”
So she tossed her head, down came the pail and milk and all. Her fine dream was all over.
(taken from : New Standard English Readers, Dorothy P.S.Lee,MA., page 4)
Later students are asked to read another interesting text/ reading.
Teacher can teach students’ eye movement, so the students get used to reading with their eye movement regularly. By giving the text and asked students to read from left side to right side with regular tapping sound. Ask students to read aloud in order below:
| one | two | three | four | five |
| six | seven | eight | nine | ten |
| eleven | twelve | thirteen | fourteen | fifteen |
| sixteen | seventeen | eighteen | nineteen | twenty |
Then, get faster but still keep in regular tapping sound. Change the numbers into sentences. Do not forget ask student not to ‘jump’ to another line.
Furthermore, teacher can take a long text and cut into paragraphs. Teacher shows a paragraph to students (or teacher writes it in Microsoft Powerpoint and shows each slide automatically in ten seconds). Before reading the teacher has to emphasize students to concentrate and comprehend the text and do not comprehend word by word. After reading they asked to answer some questions based on reading.
Slide 1.
Four hundred people visited Government clinics yesterday suffering from acute conjunctivitis; a contagious form of eye infection.
Slide 2.
This brings the number of affected to 1,350 in the past three days.
Slide 3.
The Director of Medical and Health Services, Dr.Gerald Choa, yesterday again advised the public to exercise care in regard to hand and face washing.
Slide 4.
Keep wash-basins clean and do not to use sponges, towels, eye-droppers, eye-baths in common with other people.
Slide 5.
Dr.Choa stated that those who develop redness and soreness of the eyes are advised to seek medical advice.
Slide 6.
Stay away from the local beaches and swimming pools.
Slide 7.
Although the Government eye clinics are closed at the weekend,
Slide 8.
those who have been infected with the virus can seek attention at the Government general clinics.
Slide 9.
Government general clinics are open throughout the weekend.
Slide 10.
True or False
1. People who have conjunctivitis develop redness and soreness of the eyes.
Slide 11.
2. There is nothing that doctors can do to cure conjunctivitis.
Slide 12.
3. The disease was brought to Hongkong from Macau.
Slide 13.
4. Government eye clinic open throughout the weekend.
Slide 14.
5. The epidemic is so serious.
(taken from: Understanding Modern English, Ken Methold, page 42)
Teacher can give longer text after several meetings, and ask students keeping read outside the class and try this technique by themselves.
How to count your reading speed?
After the students doing several reading activities above, they should know how to count their speed in reading. It has to be done, because they deserve to know their improvement. By doing to do so, the students will be motivated deliberately.
Students are asked reading with comprehension as fast as they can for 20 pages. Count the words of 20 pages, for example 20 pages = 5000 words. While they are reading, use stopwatch to count how many minutes or seconds they reach, for instance they get 10 minutes.
The result is : amount of words X 60 = words per minutes
Time
5000 X 60 = 500 w/m
600
Based on the result, the students could practice reading and count their improvement by themselves.
After students already know what should they do, they are asked to have another challenge. For an example :
Passage 2: Life in Rosebud (taken from: Reading Power page.193)
Starting time:____________
Susan and Sam live in an old, white house on Cleveland Road. They have two children, Ted and Jane. Ted and Jane are grown up now. They both live far away. Ted, a journalist, lives in Brazil with his wife, Maria. Jane, an airplane pilot, lives in Alaska. Ted and Jane’s old rooms are always ready for them, and sometimes they come to visit.
Now, Susan and Sam share t heir home with their pets: their cat, Lucky; their dog, Tuffy; and a bird named Pete. On weekends, they like to work in the yard. In the front yard, Sam grows roses and other flowers. In the back, Susan has a large vegetable garden. Sam uses the fresh vegetables in his cooking. He likes to cook special dinners and invite their friends.
In their free time, Susan and Sam also help the town of Rosebud. Every Tuesday evening, Susan goes to meetings at the town hall. The people at these meetings make important decisions about the future of the town. Every Monday evening, Sam goes to help the Rosebud Food Bank. The food bank gets food from stores and people in town. It gives the food to people without homes and jobs.
Finishing time :_____________Reading time :________
Circle the best answer. Do not look back!
1. This passage is about…
a. How families live.
b. Rosebud, New Jersey.
c. Susan and Sam’s life.
d. Susan and Sam’s children.
2. Susan and Sam’s children…
a. Are grown up.
b. Live in Rosebud.
c. Live in Brazil.
d. Are very young.
3. Jane and Ted..
a. Sometimes go to Alaska.
b. Have two children.
c. Have a white house.
d. Sometimes visit.
4. Susan and Sam..
a. Have some pets.
b. Do not like pets.
c. Have no pets.
d. Want more pets.
5. Susan and Sam both like to work…
a. In the house.
b. In the yard.
c. With animals.
d. In a store.
6. When they invite their friends for dinner,
a. Susan cooks the meal.
b. They cook together.
c. They go to a restaurant.
d. Sam cooks the meal.
7. Susan helps decide about the future of….
a. Their house.
b. New Jersey.
c. Rosebud.
d. Her friends.
8. Sam helps poor people …
a. Get enough food.
b. In New York.
c. Plan their future.
d. Go to the bank.
In this case, students will read about “The Diamond Family”; a family is built by Susan and Sam and their stories. It is like a series of reading. Students are asked to read about a famous person and their success story; for instance about J.K. Rowling, a popular author. In his part students will read about J.K. Rowling: Early Years, then School Years, From High School to University and Work, Harry Potter, Success.
In the first passage J.K.Rowling: Early Years talk about the early life of J.K.Rowling, her parents her hobbies, etc. the second passage: School Years talk about her school, her teachers, her favorite subject, etc. the third passage: From High School to University and Work talk about her life in a university, her friends and her problems. The fourth passage: Harry Potter talks about how Rowling got an idea for Harry Potter and wrote it as her book. The fifth passage: Success talks about how Rowling became successful. Every passage has the same steps as Susan and Sam’s story.
There is another example in reading (Build Up Your English Reading Skill by Drs.Lukito W) that has 3 steps in reading. They are Bronze, Silver and Gold. There are many passages in Bronze but they have the same difficulties in reading. So do in Silver and Gold. But, Bronze is the easiest one, meanwhile Silver is more difficult than Bronze and Gold is most difficult.
For an example is the following:
Bronze : How to Become a Champion
Difficult words :
1. Champion : juara
2. Accomplishment : pencapaian
3. Dedicated : mengabdikan diri
4. Effort : usaha
5. Coach : pelatih
6. Endure : menahan
7. Glide : meluncur
8. Slope : lereng
9. Determined : ditentukan
10. Perspiration : keringat, peluh
Passage
Johnny Weissmuller (1904-1984), the movie’s first Tarzan of sound film, was a great swimmer. During his career, he won five gold Olympic gold medals and held sixty world records. He was surely one of the greatest swimmers in this century. Sixty world records were surely great accomplishment in one’s lifetime. Johnny dedicated himself completely to his career. He spent so much energy, effort and time.
To become a champion is not as easy as dreamer may wish. You may want it, but but not win it – unless you continuously and regularly try to do your best. The quality of a winner is greatly determined by your perspiration. Other people as well as your best coach can only tell you what is the best for you. However the real decision is in your hand. You should be able to take pain, loss and unpleasant experience. Altogether they will prove your talent to become a champion. An unpleasant experience should not be an excuse for you not to practice or try or fight again. In short, you have o be able to endure all kinds of experiences and practice a lot.
The way to the top is always hard. Frequently it is rocky. That is the price you have to pay after all. Yet, never think that once you have arrived at the top, you will never glide down. Be careful! The other side o the slope already awaits you – the champion.
Bronze Test
A. Read the following questions carefully. Write down the letter that stands before your best answer.
1. The story is about
a. The ways to become a champion.
b. Johnny Weissmuller.
c. The movie’s first Tarzan.
d. The 24 world records.
2. During his career, Johnny was very
a. Grateful.
b. Dedicated to his career.
c. Sure.
d. Energetic.
3. The story says that a dreamer
a. Can become a champion.
b. Cannot become a champion.
c. Cannot complete his championship.
d. May not wish to become a champion.
4. Who/ what makes somebody a great champion?
a. His coach.
b. He himself.
c. His decision.
d. His perspiration and endurance.
5. To become a champion, you should not
a. Prove your quality.
b. Be afraid of practicing a lot.
c. Take unpleasant experience.
d. Practice and try or fight.
6. The writer says that the way to become a champion is
a. Actually easy.
b. Really hard.
c. On the top.
d. On the rocks.
7. Once you have to become a champion, you will
a. Always be on the top.
b. Glide down.
c. Not always be on the top.
d. Never think.
8. “..the slope already awaits you”(in the 3rd paragraph) means
a. The danger.
b. The challenge.
c. The danger of going down.
d. The way to the better.
9. The price to the top is
a. Very high.
b. Fairly low.
c. Well paid.
d. Badly paid.
B. Find the words in the passage that match the meanings given below. The number after each sentence shows the paragraph where you can find the answer. Write down your answers.
1. Accomplishments not reached before.(par.1)
2. Certainly.(par.1)
3. Doing the same thing at the same time. (par.2)
4. Mostly.(2)
5. The highest part/place of. (par.3)
6. Waited for. (par.3)
C. Write the letter that stands before the best answer for the italicized word.
1. He spent so much energy, effort and time. (par.1)
a. Wasted
b. Shared
c. Served
d. Used up
2. Other people as well as your best coach…(2)
a. Together with
b. In addition with
c. Including
d. As good as
3. They will prove your quality to become a champion. (par.2)
a. Personality
b. Effort
c. Goodness
d. Place
4. You have to be able to endure all kinds of experiences. (par.2)
a. Sorts of
b. Numbers of
c. Qualities of
d. Amounts of
D. Complete the blanks with your best answers. The number after each sentence shows the paragraph where you can find the answer.
1. Without your help, I………….failed to win the game. (par.1)
2. We………….too much money last week- end. (par.2)
3. When I was young, my father……….everything by himself. (par.2)
4. ………we cannot help you. We are too busy with our own programs. (par.2)
5. ……….!That small red car is going to turn to your left. (par.3)
Written Work Based on Reading
After the students already know how to read, how to fasten and how to count their reading speed, teacher should ask their students to summarize what they have read. It is important to do because the students will see many benefits of doing it. Firstly, they record their reading improvement in writing. They can analyze their improvement in reading; either reading comprehension or speed reading. Secondly, they learn how to write. At first, this activity is done without any pressure from the teacher who assesses their spelling or grammar in writing. The students can do it freely according to their style. Then, the students are asked to re-read their writing and give them a chance to analyze their writing and make some corrections.
Conclusion
By doing several activities in reading; Start with Simple Story, Speed Reading, Written Based on Reading, the teacher has enabled the students to learn reading independently and less pressure, interesting and challenging activities. Hopefully, it would enhance not only students’ reading ability but also students’ writing ability.
References
Lansford Lewis and D’Arcy Adrian – Vallance
2003, Comprehension 2, Pearson Education Ltd., Essex-England.
Lee, Dorothy P.S.
New Standard English Readers, page 4.
Methold, Ken and Heaton
1986, Understanding Modern English, page 42., Longman Group (Far East) Ltd, Quarry Bay, Hongkong.
Mikulecky, Beatrice S. and Linda Jeffries
2005, Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster, 3rd – ed., Pearson Education, New York.
Oshima, Alice and Ann Hogue
2007, Introduction to Academic Writing, 3rd – ed., Pearson Education Inc., New York.
W.Lukito
1991, Build Up Your English Reading Skill: Readings Prepared for English as Foreign Language in Three Levels, Kanisius, Yogyakarta.
Extensive Reading
Retrieved July 5, from http://iteslj.org/Articles/Bell-Reading.html.
The Internet TESL Journal, Vol. IV, No. 12, December 1998
Retrieved July 5,from http://iteslj.org/
Bamford and Day, The Characteristics of an Extensive Reading Approach
Retrieved July 5 2011, from http://extensivereading.net/docs/ERChar.html
Akio, Furukawa,
SSS Extensive Reading Method Proves To be an Effective Way to Learn English, Retrieved July 5,2011, from http://www.seg.co.jp/sss/information/SSSER-2006.htm.
WRITER’S BIODATA
Name : Wiwik Sari Dewi Nugraheni
Institution : Borobudur Foreign Language Academy, Jakarta
Position : Teacher and Head of English Study Program
Education : Bachelor Degree (S1), Faculty of Education and Teachers Training, Christian University
of Indonesia
Wiwik teaches at Borobudur Foreign Language Academy. At present she is learning in language teaching to take her post graduate program of Jakarta State University.
