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The Implementation of Extensive Reading Tasks to

Improve Student's Reading Motivation at Accounting


Department, Padang State Polytechnic
Martini
Accounting Department, Padang State Polytechnic
Abstrak
Rendahnya motivasi mahasiswa untuk membaca teks berbahasa Inggris menjadi suatu kendala
yang ditemui dalam pengajaran Bahasa Inggris di jurusan Akuntansi, Politeknik Negeri Padang.
Untuk meningkatkannya diberikan banyak tugas bacaan berbahasa Inggris (Extensive Reading
Tasks), dimana bahan baeaan disesuaikan dengan kemampuan membaca mahasiswa dengan
topik yang menarik dan bervariasi. Penelitian in; merupakan penelitian tindakan kelas (action
research) dimana populas; penelitian adalah mahasiswa semester 2 jurusan Akuntansi. Politeknik
Negeri Padang. Alat utama dalam pene/itian ini adalah peneliti sendiri dan dibantu oleh dosen lain
dalam melakukan observasi. Angket dan wawancara juga digunakan untuk mengetahui
peningkatan motivasi mahasiswa dalam membaca teks yang ditulis dalam bahasa Inoons.
Penelitian inj dilaksanakan dalam 15 kali pertemuan, yang terdiri dari 3 sikhs. Masing-maslng
siklus dilaksanakan sebanyak 5 kan pertemuan. Berdasarkan hasil observasi. angket dan interview.
dapat disimpulkan bahwa penerapan Extensive Reading Tasks dapat meningkatkan motivasi
mahasiswa untuk membaca teks yang ditulis dalam Bahasa Inggris
Kaf.a kunci: motivasi, membaca ekstensif
1. Introduction
There are four rnajor skills of English that
have to be mastered by stUdents to
improve their English: listening,
speaking, reading, and writing. Reading is
one of the language skills that has to be
mastered by the students because they
al'lvays need some recent information
from artides, text books, magazines,
news papers and scientific journals. As
academic society, they have to have good
reading ability because information not
only develops their career in the future
but also improves their education.
At Accounting Department, Padang State
Polytechnic, reading is taught at the first
and second semester. Reading materials
given to the students are from general to
specific ones. First, the text materials are
in the forms of paragraphs or short
passages. Then, they will be in the form
of articles. The emphasis of study in the
first and second semesters is to improve
the students' reading ability by giving
them some reading strategies, such as
surveying, skimming. scanning and
phrase-reading (Hyland,1990) ; key idea.
finding main idea. supporting details, using
context in comprehending vocabularies I
and sentences that have some stated and
unstated ideas. Good reading ability can
help them understand and comprehend
the whole passages. Moreover,through
the reading strategies, the students can
get what the writer's information is and
explain it by using their own words in
order to improve their English speaking
ability.
At the third, fourth, and fifth semesters,
the students are trained to practice the
strategies by reading some artides and
books. Through these courses, it is
expected that the students will not use
word by word theory in reading so that
they can understand and comprehend the
whole English texts.
Based on the experience and observation
,most of the students are not so
intrested in studying reading. It seems
that they do not have good reading
The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
motivation. It Is proved by preliminary
study by giving them questionaire about
their reading motivation. Based on the
answers, 24 from 26 students were aware
that reading English texts were very
important to improve their knovvlegde. On
the other hand, 19 from 26 students said
that they were not interested in reading
English texts because EngliSh texts were
so difficult for them. They also answered
that they studied reading because it was
a required subject. Moreover, 23 fom 26
students said that they never read
outside of English class. They also said
that to get information they prefered
wacthing television to reading English
texts. Moreover, In reading English text
books given by their teachers in
accounting, 25 from 26 students tend to
look for the same book In Indonesian. It
means that most of the students knew the
importance of reading English texts was,
but they never practiced reading English
texts. In other words, they thought that
reading English texts was very diffICult for
them and it bored them.
Besides, some students were interviewed
to know why they had low reading
motivation. Most of them said that they
faced some problems when reading the
English texts and these problems made
them lazy to read. In other words, the
students had low rate reading motivation.
Moreover, their low rate reading
motivation influenced their reading ability.
As a result, it was difficult for them to
understand the texts and Interpret the
writer's ideas or messages. Furthermore,
it was hard for them to make conclusion
of the reading passages.
First prOblem was uninteresting reading
materials which were given to the
students. The teacher gave the material
based on their field of study, accounting,
without considering the students'
interests and she always gave the
same materials to all of the students.
Second, they said that they had to use a
lot of time to read and understand an
English text. It seemed that they did not
use reading strategies in their reading
activities or they still used word by word
translation in interpreting the information
or contents of the texts. The last problem
was lack of reading practice. AHhough
most of them knew that practice was very
Important to improve their reading ability,
most of them just read the English texts In
English class.
To solve the problem about low rate of
the students' reading motivation above,
the researcher was interested in applying
Extensive Reading Tasks in teaching
reading to the second semester students
of Accounting students, Padang State
Polytechnic. The applying of the
Extensive Reading Tasks was based on
some of the extensive reading'S
characteristics that can improve the
students' reading motivation. They are as
follows:
a. The students read a variety of
reading materials based on their
interests and levels (Day and
Bamford,1998).
b. Reading speed is usually faster
rather than slower (Day and
Bamford , 1998). It means that
students have to know how to read
efficiently and effectively by using
reading strategies.
c. The students read as much as
possible. (Day and Bamford ,
1998).
Besides, purpose of reading in the
Extensive Reading is to get pleasure. It
means that the students will read by
themselves without any pressure and
they will be motivated to read the English
texts.
Based on the preliminary study, the
problem was the low rate of students'
reading motivation. The problem also
affected the improvement of the students'
reading ability Based on the diagnosis,
the problem was caused by uninteresting
reading materials, lack of reading
strategies, and lack of reading practice.
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The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
2. Review of Related literature
2.1. Reading motivation
Student motivation is the most important
element needed to improve their reading
ability. As stated by Grabe and Stoller in
Celce and Murcia (2001) that motivation
makes a real difference in students'
reading development. Therefore, teachers
need to consider how to motivate
students to read more, not only in English
class but also outside of the dass.
There are some statements from experts
about the importance of motivation in
improving reading ability. As stated by
Nishino (2005):
Motivation is a force that makes
people do (or not do) something
(Day and Bamford: 1998). If a
child's reading motivation is high,
the amount and breadth of
reading increases (Wigfield and
Guthrie: 1997), and if the amount
and breadth of reading increases,
a child Will achieve more
academically (Anderson, Wilson,
and Fielding: 1988).
In conclusion, it is possible to say that
motivation is one of the main
determinants of reading achievement.
There are a number of ways to develop
reatling motivation. As suggested by
Grabe and Stoller in Celce and Murcia
(2001),
a. Teachers have to discuss the
importance of reading and the
reasons for different activities used
in dass.
b. Teachers have to talk about what
interests students as readers and
why.
C. All class activities should be related
to course goals which have been
introduced to the students.
d. All reading tasks should be lead-in
(I.e., pre reading activities) that
develops initial interest.
e. Teachers need to build their
students' base so that students can
manage complex ideas and
develop a level of expertise on
some topiCS.
f. Teachers need to select texts and
adapt activities with students'
reading abilities and the Inherent
difficulties of the reading passages
in mind.
g. Teachers should nurture a
community of learners among
students, thereby ensuring that
students learn to rely on each other
. effectively while working through
complex tasks and associated
reading materials.
Therefore. in order to reach objective of
reading class, teachers not only teach
how to read English reading texts, but
also motivate the students to read.
In order to knOYI whether students are
motivated in reading or not, there are
some components to be considered. As
stated by Nishino (2005) in his research
as follows:
a. Competence and Reading
Efficacy: Reading Efficacy and
Reading Challenge
b. Achievement Values and Goals:
Intrinsic Motivation: Reading
Curiosity, Reading Involve-ment
and Importance of Reading
Extrinsic Motivation:
Competition in Reading,
Reading Recognition and
Reading for Grades
c. Social Aspects of Reading:
Social Reasons for Reading and
Reading Compliance
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The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
Besides, Day and Bamford (1998) write
some components to be mentioned to
know the students reading motivation.
They are: Materials. Reading ability,
Attitudes toward reading and Socio
cultural environment induding influence
family and friends.
Based on the components of reading
motivation above, some indicators can be
made to know the students have high
motivation as follows:
a. They enjoy reading the English
reading texts
b. They know the importance of
reading the Eng/ish texts
c. They know their ability In reading
the English reading texts
d. They are Interested in reading the
English texts
e. They read English texts by their
own desires
Therefore, researcher used theses
indicators to get data to know the
improvement of the students' reading
motivation.
2.2. Extensive Reading Tasks
Extensive reading tasks is a kind of
learning strategies used to make
students eager to study a foreign
language. According to Oxford (1990), the
strategies are especially important for
language learning because they are
essential for developing communicative
competence. Moreover, he adds that
appropriate language learning strategies
result in improving proficiency and greater
self confidence. In other words. the
successfull students in languge learning
are the students that use strategies
sistematically.
SpeCifically, the extensive reading tasks
can be categorized as reading strategies
which are very important to improve
students' reading ability. As Camine
(1990) stated, "To get the student
comprehend the reading, they have to be
taught the strategies of reading '.
Moreover, Brown (1994) writes that to
improve students'abil/ty in reading English
text, they have to comprehend some
strategies in reading. Therefore, the
students have to be familiar with the
reading strategies to improve their
reading ability. In other words, the reading
strategies are very important for the
students to make them successful In
language learning especially reading.
The main characteristic of the extensive
reading tasks is to make students read a
lot of self-selected easy and interesting
texts. As mentioned by Ono, Day, and
Harsch (2004) that in the extensive
reading. English language learners read
large quantities of easy materials in
English. In addition, they write that the
students select their own reading
materials and are encouraged to stop
reading If the materials are not interesting
or too hard.
The extensive reading is a way to teach a
foreign language (in general) and a way
to teach reading (in particular). h, Scott (
2001 ) states that extensive reading is.
reading a lot of a fairly easy level so that
what is read is comprehended without the
use of a dictionary.
In addition. Davie in Harmer (2001)
states:
Any classroom will be the poorer
for the lack of an extensive
reading, and will be 'unable top
promote its pupils' language
development in all aspects as
effectively as if such a program
were present.
He also claims that such a program will
make students more positive about
reading, improve their overall
comprehension skills, and give them a
wider passive and active vocabulary.
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The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
Moreover, Stanley (2005) writes that the
principal objective of understanding an
extensive reading approach, besides
increasing reading fluency, is to get
students to read in Engfish and like it. He
claims that reading should be a
pleasurable activity for the students.
Furthermore, Day and Bamford (1998)
add that by using the extensive reading,
the students can read without stopping
and increase their word recognition.
Besides, Barfield (1998) writes the
objective of using the extensive reading
tasks in reading class as follows:
a. To increase students' confidence in
their English reading ability.
b. To increase students' motivation in
their English reading.
c. To increase students' reading
fluency, specifically:
i. To decrease dependen.,"'e on
word by word comprehension.
ii. To increase reading speed
(number of pages read per
hour)
d. To increase students' narrative
interpreting ability, specifically so
that students
i. identify and record
key/interesting points in a
narrative
ii. write and discuss in English
their own ideas and opinions
about what has been read, and
their own reading progress.
e. To foster a clear, strong and
constant sense of personal
success in reading
English.
What the experts claim is that the
extensive reading task is a good possible
way for students to develop their reading
motivation, abilities, and fluencies. It is
also a good way to the students to
become independent learners.
2.3. Implementation of Extensive
Reading Tasks
2.3.1. Reading Material
In order to make students read
extensively, teacher has to provide easy
and interesting reading materials. Day &
Bamford (2000) state that getting
students to read extensively depends
critically in What they read. They add that
the reading materials must be both easy
and interesting. In other words, to
introduce the students to read
extensively, the teacher has to find
interesting reading materials with
vocabulary and grammar well within their
linguistic competence.
There are many kinds of reading material
which can be given to students as their
reading tasks. According to Day and
Bamford (2000), high intermediate and
advanced students will probably enjoy
reading carefully chosen English
language books, newspapers and
magazines. Less advanced adult and
adolescent learner of English, a useful
source of reading material is books and
magazines produced for native speaking
children and teenagers. For beginning
and intermediate students, however the
most suitable reading materials are
books, magazines and newspapers. Next,
Schmidt supports that materials selected
for extensive reading must be interesting
and enjoyable. He adds that the more
stUdents are interested in and enjoy the
reading they do, the less it seems like
work and the more reading they are likely
to do.
2.3.2. Reading Strategies
In order to motivate students to like
studying language, they have to know
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The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
learning strtegies. According to Oxford
(1990), the strategies are especially
important for language learning because
they are essential for developing
communicative competence. He adds that
appropriate language learning strategies
result in improving prOficiency and greater
self confidence. In other words, the
successful! students in languge learning
are the students that use strategies
sistematically
According to Mikulecky (1990), making
the students read efficiently, they have to
master : previewing, predicting,
questioning, recognizing the topic, stating
the main idea, guessing the meaning of
new words, recognizing patterns of
relationship, using signal words, drawing
inferences, visualizing, paraphrasing,
using lexical dues to cohesion, skimming,
reading critically, drawing conclusion,
summarizing, reading faster, and
adjusting to suit purposes. Moreover
Hayland (1990) writes some strategies
that are needed for the students:
surveying, skimming, scanning and phase
reading. Furthermore, Yorid (1984) writes:
There are four factors involved in
reading, namely the knowledge of
language, ability to predict or to
guess in order to make correct
choices, the ability to remember
the cues and ability to make
necessary association between
the difference cues that have
been selected.
Students participating in Extensive
Reading Program are expected to read
efficiently. McWhorter (1992) offers
teChniques for becoming a more active
reader. They are pre-reading, fonning
guided questions, making connections
and prediction, and monitoring
comprehension.
Pre-reading involves getting a quick
impression or overview what will be read
before beginning to read. By using it,
students will be able to read faster and
follow the writer's thought more easily.
There are some parts of reading texts
that should be focused here:
a) the title and subtitle,
b) the first paragraph; boldface (dark
print) headings,
c) the first sentence under each
heading
d) typographical aids ( italics! slanted
print, boldface type, marginal
notes, colored ink, underlining, and
enumerationnisting,
e) graphs/charts/picture,
f) the last paragraph! summary, and
g) end-of-chapter material.
This activity is needed to do since it can
help the students to get general
information about the texts, read faster
than before, and make them interest in
reading the text. Moreover, the reader
also should pay attenti.on to the kind of
the texts they will read .. of content, etc.
Wisconsin (2003), gives his opinion about
effective reading strategies. They are:
making connections, questioning,
visualizing, infering, determining
importance, clarifying, and synthesizing
information.
Furthermore, Mickulecky (1990:25)
states that students need some efficient
reading strategies to understand English
texts. They are: (a) previewing (to identify
topic of the text). (b) reading for main
ideas. (c) using context for vocabulary. (d)
scanning for details. (e) making
inferences. (f)locating references. (g)
referring the passage.
Based on the explanation above, it can be
connected that there are some reading
strategies which can be grouped into
three:
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The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polyteehnlc
a. Pre-reading includes surveying
texts, setting goals or objective,
reading title, subtitles,
subheadings, determining how the
vtexts are organized, making
connection and prediction, and
asking guide questions.
b. During-reading includes reading
the first and the last paragraphs,
making ilustration, moving eyes
quickly down the texts seeing
specific words or phrases, structure
of texts and paragraphs,
punctuation, . keeping meening in
mind, quessing unknown words
contextually.
c. Post-reading includes self
evaluation, making note, discussing
with some one, asking for
clarification, and identifying the
writer's purpose of writing.
Besides, reading speed is important to
reach the goal of implementing the
extensive reading tasks because the
students will be given many reading tasks
in and outside class. As stated by Day
and Bamford (1998): "Reading speed is
usually faster rather than slower as
students read books and other materials
they find easily understandable" .
Therefore, the students have to learn hO'lI
to improve their reading speed.
Seal in Zainil (2003) writes steps to
improve the reading speed. They are as
follows:
a. Do not use sound when reading.
b. Do not point reading word by using
finger or pencil.
c. Try to focus group words instead of
word by word.
d. Do not look at previous sentences.
e. Guess general unknown words.
f. Do not read unimportant parts of
texts.
g. Pay attention for important
information such as definitions and
main ideas by decreaSing reading
speed.
h. Increase reading speed for
unimportant Information such as
examples and unimportant
supporting sentences.
Based on the theories from some experts
above and to achieve the objective of this
research, it is necessary to teach reading
strategies to the students. It is hoped that
by applying reading strategies, the
stUdents can read effectively, efficiently,
and improve their reading speed. In other
words, giving reading strategies to the
students is very important to motivate the
students to improve their reading skill.
2.3.3. Reading Practice
In order to make students become good
readers, they do not only have reading
skill but also practice reading many
texts. As stated by Harris (1990) that
reading skill is not one skill, but a number
of interrelated skills which are develop
gradually over a period of many years. It
means that the reading skill will not be
mastered without practice.
Next, Troyka (1978) gives some
suggestions to become good reader as
follows:
How can you skillfully read? The
first step is to understand the
process of reading. The next step
is practice baSic reading skill over
and over until they become
automatic. The final step is stay in
shape by reading frequently.
Moreover, Zintz (1975) says that practice
provides the circumstances for conditions
of learning to operate. He adds that more
short practice periods return greater
dividens than fewer long ones. To
conclude, students have to practice
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The Implementation of Extensive Reading Tasks to Improve student's Reading Motivation at Accounting
Department, Padang State Polytechnic
reading texts because practice is very 3, Methodology
important to improve their reading ability.
2.3.4. Implementation of Extensive
Reading Tasks in reading class
Based on the purpose of this research
which want to improve stUdents' reading
motivation, it was constructed a way of
implementing Extensive Reading Tasks
as follows;
a. Addressing motivation:
i. Teacher explains what they are
going to do for this study.
ii. Teacher introduces the main
purpose of this study.
iii. The teacher explains what the
extensive reading tasks is and
advantages of using It.
b. Teacher explains reading
strategies to the students. By
teaching reading strategies, the
teachers can help the students to
read more effectively, with more
enjoyment, and Improve their
reading speed.
c. The teacher provides an English
text and tries to apply the strategies
with the students.
d. The teacher also provides some
topics of English texts. The
students can choose the topics
based on their interests and their
levels.
e. The teacher gives reading tasks for
homework
f. The students have to make written
report for what they have read at
home. The report is based on
forms provided by the teacher.
3.1. Kind of the Research
In this research, a collaborative action
research is used. Kemmis & Robin (1988)
explains that a collaborative action
research involves the responsibility for
action in improving It, widening the
collaborating group from those most
directly involved to as many as possible
of those affected by the practices
concerned. In this case, the researcher
and another English teacher becomes a
team who work together to solve the
problems in teaching reading.
3.2. Procedure of the Research
The procedure of the research is cyclical
process, which is created by Stephen
Kemmis (1998:11). The process is well
known as the action research spiral" that
consists of four stages: Plan - Action -
Observation - Reflection. The model is as
follows in picture 1.
Research activities were done in three
cycles (I, II, and III) in 15 sessions. Each
cycle took five phases: diagnosis, plan.
action and observation, evaluation, and
reflection. One session equaled two credit
hours (2 x 45 minutes = 90 minutes).
Cycle I
The steps were as follows:
a. Diagnosis
At the level of diagnosis, the teacher
observed the students problems
related to low rate of the students'
reading motivation by giving them
questionnaire and interviewing some
students. Based on the answers, the
researcher concluded some factors
which were related to the students'
problem (Uninteresting reading
materials, Lack of the students reading
strategies and Lack of the students
reading practice).
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The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
Reflect
Plan
C CYCLE I :>
Act and Observe
Revised Plan
Reflect
C CYCLEn :>
nd Observe
Reflect
Revised
Plan
.C CYCLEm :>
L....-_ Act and Observe
Picture 1.
Model of Research
b. Plan
Expected
Condition
There were some activities planed in
the cycle one. They were as follows:
1.) Designing activities which would
be done to implement extensive
reading tasks to the students in
and out of class.
.2.) Explaining the importance of the
research to the students. The
researcher tried to explain the
importance of the research to the
students so that they could
cooperate well next In the
process of the research.
3.) Explaining the Extensive reading
and the advantages of the
Extensive reading in improving
the reading ability.
4.) Preparing reading materials
based on the students' interests
and levels.
5.) Explaining reading strategies so
that the students read effectively
and efficiently.
C. Action and Observation
Actions taken in cycle 1 were:
1.) The teacher explained what the
importance of the research for the
students was
2.) The teacher explained what the
extensive reading and
advantages of using the extensive
reading to improve the students'
reading abilities were.
3.) The teacher explained reading
strategies to the students.
4.) The teacher implemented the
Extensive Reading Tasks to the
students to improve the students'
reading motivation by giving them
many reading tasks in and out of
class, The texts which consist of
various topics, were chosen by
the students
5.) The teacher controlled the
students' reading activity.
d. Evaluation
Observation were done during the
action in the cycle 1 by the team. M. the
end of the cycle, the teacher distributed
questionnaires to all of the students
and interviewed some students to
know to what extent the Extensive
Reading Tasks. had solved the
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The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accountilg
Department, Padang State Polytechnic
problem. Finally, the data from made to get data about students and
observation, questionnaire, and teachers activities during this research.
interview were analyzed to make a
conclusion about any developments of
the students' reading motivation
happening within cycle 1.
e. Reflection
The researcher planned pattern of
solving problems found in cycle one
and made a . plan for cycle 2 to
continue the progress achieved within
cycle 1.
Cycle 2 and 3
In the cycle 2 and 3, the activities were
similar to those in cycle 1, but there was
some different emphaSis due to the
revised plans.
3.3. Participants
The participants of this research were
twenty-five second semester students of
Accounting Department, Politeknik Negeri
Padang who are registered in 200512006
academic year. Another participant in this
research was an English teacher of
Politeknik Negeri Padang. She helped to
observe the action done in and out of the
class.
3.4. Data collection
The technique in collecting the data was a
direct observation. As the observer, the
researcher wanted to find out reaction
and difficulties of the students in applying
extensive reading tasks directly. During
the action, the researcher collected data
from the observation of the activities, the
people, and the physical aspects of the
situation. The researcher also engages in
the activities that are appropriate to a
given situation which is useful information
(Spradley, 1980 in Mills, 2003). In
addition" observation checklist were
Besides, questionnaire was given to all
students to know the improvement of their
reading motivation. The questionnaire
was given at the end of each cycle.
Furthermore, the researcher interviewed
some students to know their reasons in
answering the questionnaire by using a
tape recorder to record the interview.
3.5. Instruments
The researcher herself was the key
instrument in this research. She was
involved In every activity and step In the
three cycles. Questionnaire and interview
were also given to the students to know
whether the problem had been solved or
not. The questionnaire was made based
on semantic differential scale (Gay: 1987)
which had 5 intervals (1 to 5).
Besides. there were several students who
were intervieWed in each cycle. The
students who were interviewed were
chosen based on problematic orientation
which was found during the activities and
students' answer in questionnaire.
3.6. Data analysis
Inductive analysis was used in analyzing
the data. According to Johnson (2005:
83:84), it is used to look at the group of
data and try to induce or create order by
organizing into group of defining and
describing categories such as items,
themes. or pattern. Therefore, ttJe data
gotten from observation, questionnaires,
and interview were analyzed inductively
by listing themes that have been seen to
emerge.
In order to interpret or make sense of
research findings the techniques from
Mills (2003:113) were used: correcting
finding with. personal experiences,
seeking the advice of critical friends and
68 Jumal Akuntansl & Manajemen Vol 3 No.1 Desember 2008 ISSN 18583687 hal 59-72
The.lmplementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
returning to the theory. It means that the
findings should be related to experience,
discussed to the others and connected to
the theory which was used in this
research.
4. Findings
This research was divided into three
cycles, each of which consisted of five
phases: diagnosis, plan, action and
observation, evaluation, and reflection.
4.1. First Cycle
Based on the observation, questionnaire,
and interview at this cycle, it can be
summarized that the first problem (low
students' reading motivation which was
caused by uninteresting reading
materials) could be solved. Most of the
students wanted to read the English
reading text if the texts were not so
difficult and had interesting topics. In
addition, the topics were based on their
own choice. Dealing with the second
problem (low students' reading motivation
which was caused by lack of reading
strategies), there were some students
who did not apply the reading strategies
in their reading activities. They said that it
was difficult for them to read without USing
dictionary. Finally, related to the third
problem (low students' reading motivation
whtch was caused by lack of reading
practice). most of the students had
practiced to read English texts. Every
stUdent read 7 to 13 English texts for
each meeting (at class and at their
house). In addition, based on the students
written reports, most of them always
wrote the reports. In other words, most of
them read their reading tasks at home.
However, there were about 1 to 3
students who did not make their reports
because they did not understand the
texts and they had many activities during
the cycle one.
Therefore. in the second cycle. there
were some efforts and activities to solve
the problems which could not be solved
well in this cycle, especially to make the
students read effectively, efficiently, and
smoothly without using dictionary. Next,
the various reading texts should be
prepared to improve the students reading
practice.
4.2. Second Cycle
There had been improvements in this
cycle compared to the previous cycle.
Based on the students' written reports,
most students liked reading the English
texts and remanded many topics to the
teacher. However, there were still some
problems found in improving the students'
reading motivation. The problems faced
b'i the students were as follows:
a. There were students Y/ho did not
like to read the English text by their
own desires.
b. Lack of students understanding
about English sentences.
4.3. Third cycle
Based on the observation. questionnaire
and interview, it could be concluded that
the Extensive Reading Tasks could
improve the students reading motivation.
The improvement of students' reading
motivation could be seen from these
reasons:
a. Most of the students liked to read
English texts because the texts
were not difficult and they were
able to understand the texts without
using dictionary.
b. Most of the students liked to read
EngliSh texts because they could
choose the topics by themselves.
Jurnal Akuntansi & Manajemen Vol 3 No.1 Desember 2008 ISSN 1858-3687 hal 59-72 69
The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
C. Most of the students wanted to
read many reading texts because
the teacher provided many
interesting topics every meeting.
d. Most of the students said that
reading was enjoyable activities,
because of that they wanted to
increase their reading ability.
Besides, there was improvement for
some students reading speed for each
meeting. However, there were 12
students or 48% of the students who had
low reading speed 250 w.p.m).
5. Conclusion
Overall, the implementation of Extensive
Reading Tasks has been successful to
improve the students' reading motivation.
The main findings of the research are:
a. Most of the students enjoy
reading the English texts because
the texts are not so difficult and the
topics are interesting.
b. Most of the students are interested
in reading English texts because
they choose topics of the texts by
themselves.
c. Most of the students are interested
in reading English texts because
they want to increase their reading
ability. general knowledge, and get
much information and actual nevIS
from books, magazines,
newspapers, and intemet
d. Most of the students are interested
in reading English texts because
they do not have to use dictionary.
In other words, by reading a lot of
English texts, they have been
trained to guest the meaning of
unknown words.
e. Most of the students like to read
English texts In order to get
pleasure.
f. Finally, it can be summarized that
Extensive Reading Tasks has
successfully solved the students'
problem in improving their reading
ability. In other words, the
Extensive reading Tasks can
improve students' reading
motivation.
Based on the result of this research, the
researcher gives some implication as
follows:
a. Teachers should motivate the
students to read much by
explaining the importance of
reading English texts In improving
their reading ability and their
knowledge. Moreover, the teacher
has to explain some advantages of
reading the English texts.
b. Teacher should to be creative to
find many interesting reading texts
from many text books,
magazines, newspapers, and
internet.
c. Teachers should to be a good
model in doing reading activities. If
the students see the teacher
reading, they will believe that
reading is useful and enjoyable.
d. Colleges should provide. many
kinds of books, magazines,
newspapers in English.
e. Teachers should be patient in
IntrodUcing the students to be
good readers.
f. Teachers give many reading tasks
which can be read at home to the
students.
g. Teachers should control the
students' reading activities outside
of class by using written report.
70 Jumal Muntansi & Manajemen Vol 3 No.1 Desember 2008 ISSN 18583687 hal 59-72
The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting
Department, Padang State Polytechnic
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