STUDENTS' ATTITUDES TOWARDS THE IMPLEMENTATION ...

STUDENTS’ ATTITUDES TOWARDS THE IMPLEMENTATION

OF EXTENSIVE READING IN SMA N 1 SEWON

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Nadya Novitasari

Student Number: 141214036

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

STUDENTS’ ATTITUDES TOWARDS THE IMPLEMENTATION


A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Nadya Novitasari


ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


A Sarjana Pendidikan Thesis on

STUDENTS' ATTITUDES TOWARDS THE IMPLEMENTATION


By

Nadya Novitasari


Approved by

Advisor

Priyatno Ardi, S.Pd., M.Hum.

11

Date

7 June 2018


.'

A Sarjana Pendidikan Thesis on

STUDENTS' ATTITUDES TOWARDS THE IMPLEMENTATIONOF EXTENSIVE READING IN SMA N 1 SEWON

By

NADYA NOVITASARI


Board ofExaminers

Defended before the Board ofExaminerson 9 July 2018

and Declared Acceptable

: Christina Lhaksmita Anandari, Ed.M.

: Priyatno Anti, S.Pd, M.Hum.

: Christina Lhaksmita Anandari, Ed.M.

: Veronica Triprihatmini, M.Hum.,M.A.

Chairperson : Yobana Veniranda, S.Pd., M.Hum., MA., Ph.D. .A1"i~!t"""'---

Secretary

Member

Member

Member

Yogyakarta, 9 July 2018Faculty ofTeachers Training and EducationSanata Dharma University

Dr. Yohanes Harsoyo, S.Pd., M.Si.

111


iv

This thesis is dedicated to my family

My wonderwoman mom, Zazun Widiastuti

My amazing dad, Arif Sutarto

My lovely sisters, Nyssa Nastasia

and Ayesha Margalla Putri


.'

STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should,

Yogyakarta, 9 July 2018

The Writer

Nadya Novitasari

141214036

v


.'

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya, mahasiswa Universitas Sanata Dharma:

Nama

Nomor Mahasiswa

: Nadya Novitasari

: 141214036

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS' ATTITUDES TOWARDS THE IMPLEMENTAnON


beserta perangkat yang diperlukan (hila ada), Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun

memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai

penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 9 JuJi 2018

Yang menyatakan

nxNadya Novitasari

VI


vii

ABSTRACT

Novitasari, Nadya. (2018). Students’ Attitudes towards the Implementation of

Extensive Reading in SMA N 1 Sewon. Yogyakarta: English Language Education

Study Program, Faculty of Teachers Training and Education, Sanata Dharma

University.

Reading is one of the skills students should acquire since the students who

have good reading competence are considered to have second language modalities

in English language. In gaining good reading competence, reading should not

alone be taught intensively but also extensively. However, in schools, teacher

mostly taught reading in an intensive way. The teachers teach reading through

intense instructing, explaining, questioning and testing of the book. This

unbalanced teaching method makes the students lack interest in reading.

Therefore, a program that facilitates the students to read extensively is introduced,

which is called extensive reading program. The present study intends to

investigate the implementation of extensive reading program in SMA N 1 Sewon.

There are two research questions addressed, namely (1) what components of

attitudes are shown by the students towards the implementation of extensive

reading? and (2) what external factors affect students’ attitudes toward the

implementation of extensive reading?

The researcher used mixed methods research to conduct this study. The

mixed methods research used was convergence method design. The participants of

this study were thirty-three students of class XI science 6 at SMA N 1 Sewon. The

researcher used three instruments to gather the data, namely observation,

questionnaire and interview. After distributing the questionnaire to the students,

the researcher interviewed eight students to gain more detailed information. Both

quantitative and qualitative data were combined in order to complete and

strengthen the findings of the study.

The researcher found that the students showed three components of

attitudes towards the implementation of extensive reading program, namely

cognitive, affective and behavioural components. Students’ attitudes towards the

implementation of extensive reading were affected by two external factors,

namely social and educational factors.

Keywords: attitude, components of attitude, extensive reading


viii

ABSTRAK

Novitasari, Nadya. (2018). Students’ Attitudes towards the Implementation of

Extensive Reading in SMA N 1 Sewon. Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata

Dharma.

Kegiatan membaca adalah salah satu kemampuan yang perlu dikuasai oleh

siswa karena siswa yang memiliki kemampuan membaca yang baik dianggap

mempunyai penguasaan bahasa kedua dalam bahasa inggris. Untuk meningkatkan

kemampuan membaca yang baik, kegiatan membaca sebaiknya diajarkan tidak

hanya secara intensif tetapi juga secara ekstensif. Tetapi, di sekolah, kebanyakan

guru mengajarkan kegiatan membaca secara intensif. Para guru mengajarkan

siswa untuk membaca melalui pengajaran, penjelasan, pertanyaan, dan penilaian

yang intens. Metode kegiatan membaca yang tidak seimbang ini membuat siswa

memiliki minat baca yang rendah. Maka dari itu, diperkenalkanlah sebuah

program yang memfasilitasi siswa untuk membaca secara ekstensif bernama

program extensive reading. Penelitian ini bermaksud untuk meneliti mengenai

pengimplementasian extensive reading di SMA N 1 Sewon. Terdiri dua rumusan

masalah yang ditujukan yaitu (1) komponen sikap yang mana yang ditunjukkan

oleh siswa terhadap pengimplementasian extensive reading? dan (2) faktor

eksternal apa yang mempengaruhi sikap siswa terhadap pengimplementasian

extensive reading?

Peneliti menggunakan metode campuran untuk melaksanakan penelitian

ini. Secara spesifik, penelitian ini juga menggunakan rancangan metode

konvergensi. Partisipan dari penelitian ini adalah tiga-puluh tiga siswa dari kelas

sebelas MIPA 6 di SMA N 1 Sewon. Peneliti menggunakan tiga instrument yaitu

observasi, kuesioner dan wawancara. Setelah mendistribusikan kuesioner kepada

siswa, peneliti juga melakukan wawancara terhadap delapan siswa untuk

menambah informasi yang lebih detail. Kedua metode tersebut digabungkan agar

saling melengkapi dan memperkuat data yang ditemukan.

Peneliti menemukan bahwa siswa menunjukkan tiga komponen sifat

terhadap pengimplementasian program extensive reading yaitu komponen

kognitif, afektif dan perilaku. Sikap siswa terhadap pengimplementasian program

extensive reading dipengaruhi oleh dua faktor yaitu faktor sosial dan faktor

pendidikan.

Kata kunci: attitude, components of attitude, extensive reading


ix

ACKNOWLEDGMENTS

First of all, I would like to thank Allah SWT for showering His greatest

blessings in the process of finishing my thesis entitled “Students’ Attitudes

towards the Implementation of Extensive Reading in SMA N 1 Sewon.” Without

His help bestowed upon me, I would not finish my thesis on time.

My second gratitude goes to my beloved family especially my mother,

Zazun Widiastuti, for being my support system. I also want to deliver my

gratitude to my father, Arif Sutarto, for sending his love and support wherever he

is and to my two beloved sisters, Nyssa Nastasia and Ayesha Margalla Putri for

always being so annoying yet entertaining in this hard time.

I am grateful to my thesis advisor, Mr. Priyatno Ardi, S.Pd., M.Hum.,

for spending his time reading and critizing my thesis. His incredible advices and

suggestions guided me in finishing this research. I am also grateful for having a

wonderful academic advisor, Ms Patricia Angelina S.Pd., M.Hum. She has

given me the inspiration for the topic of my thesis. I would also like to thank Bu

Malichatun and Bapak Suwarsono for allowing me to conduct the research in

SMA N 1 Sewon. Without their permission and guidance, I would not be able to

collect my data.

My next gratitude is also addressed to Ms. Lhaksmita Anandari, Ed.M.

and Ms. Yuseva Ariyani Iswandari, S.Pd., M.Ed. for spending their time

validating my instruments’ blueprint. I would like to express my greatest gratitude

to my best friends, Titis Pahargyan, Maria Rosari Jayanti, Elizabeth Lintang


x

Pamedhar and also to my closest friends Brigita Arni Prita Dewi, Rene Santa

Danastri, Girinda Kapindi, Elisabeth Susanti Hestiwi, Allistya, Agatha

Carniela, Benedicta for supporting me anytime and anywhere. My biggest

gratitude also goes to my everlasting partner Monica Feby Guntari S.Pd. for

reminding me of the deadline for Desk Evaluation. I am also grateful to my high

school mates Yurika Ratna, Tasya Getar and Mustika Suci for being in this

journey together.

My gratitude also goes to the amazing members of PROCESS 2016:

Feby, Gita, Ayu, Jovita, Nanda, Christine, Niki, Dhia, Sana, Tika, Ayuk,

Emmy, Galih, Vito, Nat, Danar, Wisnu, Smith and also the members of PPL in

SMA N 1 Sewon: Shei, Mega, Ely, Arum, Awang, Margi, Dea, Karisma, Lius,

Dhimas, Yudit, Roby who have given me the strength to be who I am today.

Lastly, my thankfulness goes to all of my classmates in class A and B of English

Language Education Program Batch 2014 for being the most amazing people I

have ever had.

Nadya Novitasari


xi

TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………………i

APPROVAL PAGES………………………………………………………….......ii

STATEMENT OF WORK’S ORIGINALITY ....................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ....................................................... vi

ABSTRACT .......................................................................................................... vii

ABSTRAK ............................................................................................................. viii

ACKNOWLEDGEMENTS ................................................................................... ix

TABLE OF CONTENTS ....................................................................................... xi

TABLE ................................................................................................................. xiii

LIST OF FIGURES ............................................................................................. xiv

CHAPTER I. INTRODUCTION ............................................................................ 1

A. Research Background................................................................................... 1

B. Research Questions ...................................................................................... 5

C. Research Significance .................................................................................. 5

D. Definition of Terms ...................................................................................... 7

CHAPTER II. REVIEW OF RELATED LITERATURE .................................... 11

A. Theoretical Description .............................................................................. 11

1. Attitudes in Language Learning ............................................................. 11

2. Extensive Reading .................................................................................. 20

B. Theoretical Framework .............................................................................. 26

CHAPTER III. RESEARCH METHODOLOGY ................................................ 29

A. Research Method ........................................................................................ 29

B. Research Setting ......................................................................................... 29


xii

C. Research Participants ................................................................................. 31

D. Instruments and Data Gathering Technique ............................................... 32

E. Data Analysis Technique ........................................................................... 37

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................ 42

A. Students’ Components of Attitudes towards the implementation of

Extensive Reading ..................................................................................... 42

B. External factors affecting students’ attitudes towards the implementation of

Extensive Reading program ...................................................................... 73

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 91

A. Conclusions ................................................................................................ 91

B. Recommendations ...................................................................................... 92

REFERENCES ...................................................................................................... 94

APPENDICES ...................................................................................................... 98


xiii

TABLE

Table Page

3.1 Schedule of the implementation of Extensive Reading program…….............30


xiv

LIST OF FIGURES

Figure Page

3.1 Triangulation Design………………………………………………………... 38

4.1 Students’ Anxiety ……………………………………………….................. 43

4.2 Students’ Boredom, Difficulty, Excitement and Happiness………………... 46

4.3 Students Feeling Tired……………………………………………………… 52

4.4 Students’ Sense of Caring…………………………………………………... 54

4.5 Students’ Belief of Gaining More Knowledge and Information…………… 57

4.6 Students’ Belief of Having a Broaden Mindset…………………………….. 59

4.7 Students’ Belief of Extensive Reading being Important, Useful and

Beneficial ……………………………………………………………………. 61

4.8 Students’ Belief to do Self-Learning………………………………………... 63

4.9 Students’ Reading Habit…………………………………………………….. 66

4.10 Students Reading Inside and Outside Class……………………………….. 69

4.11 Students’ Habit of Visiting the Library……………………………………. 72

4.12 Parents’ Influence on the Attitude…………………………………………. 74

4.13 Peer’s Influence on the Attitude………………………………................... 76

4.14 Learner’s Perception and Experiences on the Target Language…………... 78

4.15 Media Influence on Attitudes………………………................................... 80

4.16 Perception of Utility……………................................................................. 81

4.17 Perception of Difficulty…………………………………............................ 83

4.18 Teacher’s Influence towards Students’ Attitude………………………….. 85

4.19 Curriculum Influence on the Students’ Attitude………….......................... 87

4.20 School Influence on the Students’ Attitude………………………………... 88


1

CHAPTER I

INTRODUCTION

This chapter provides the introduction of the research. It is divided into

four parts, namely research background, research questions, research significance,

and the definition of terms.

A. Research Background

Among four English skills, reading skill is one of the skills that students

should acquire in Senior High Schools. Bernhardt (2011) emphasizes the

importance of acquiring reading skill by saying that students who acquire the

ability to read is considered to have second language modalities which are stable

and durable. Richards and Renandya (2002) also say that reading skills are

considered to be highly appreciated and valued. Having a good reading

competence also comes with many benefits like providing good models in writing,

and provides opportunities to introduce new topics, to stimulate discussion, and to

study a language.

In gaining good reading competences, reading activities in schools should

be provided extensively. Nuttal (1996) emphasizes that language should be read

extensively. However, teachers in Indonesian schools have taught students to read

intensively. Reading activities in schools are taught through intense instructing,

explaining, questioning and testing of the book by the teachers. This makes it hard

for the students to develop an attitude that reading can be fun (Field, 2002).

Richards and Renandya (2002) further say that most students are taught to analyse


2

and solve difficult text while being supervised by their teachers. As a result,

reading activities become more teacher-centered in which the teachers take

control of the class rather than giving the opportunity for the students to explore

texts by themselves. Richard and Renandya (2002) explain that teachers still want

a major role in the classroom which may have led to the cause of a teacher-

centered environment.

Due to this text-based reading approach and teacher-centered environment,

most of the students in Indonesia are not interested in reading. Based on a survey

by UNESCO in 2012, only 1 of 1000 people in Indonesia has the interest to read

books extensively. In average, less than 1 book is read per year. A study by

Central Connecticut State University (as cited in The Jakarta Post, 2016) shows

that Indonesia rank 60th out of 61 countries in terms of reading interest. This lack

of interest in reading by students may develop misleading attitudes towards

reading.

According to Bamford and Day (2004), reading can be interesting if the

reading material is easy, various and appealing and if the teacher is encouraging

and supportive. This interesting way of reading activity can be found in a program

called Extensive Reading. The extensive reading program has been getting lots of

fame due to its benefits and fun activities. Many researchers have emphasized the

importance of implementing extensive reading in foreign language curricula.

Some of them have documented the implementation of extensive reading so far.

Yamashita (2008) conducted a study on the effect of Extensive Reading on the

reading ability of the Japanese university students. Meng (2009) also conducted


3

the Chinese university students’ reading ability through extensive reading. The

results showed a significant improvement on the students reading ability. Other

than an improvement in L2 skills and abilities, extensive reading also shows an

effect in attitude. Lee, Schallert, and Kim (2015) conducted a study on the effect

of extensive reading and translation on grammar knowledge and students’

attitudes. The result showed that students in the low level group did not show any

significant improvement compared to the high level group. Lastly, Yamashita

(2013) studied the effects of extensive reading on reading attitudes in a foreign

language. The result shows that the students’ attitudes become positive and it

more motivated to them to study.

The previous studies show that extensive reading implemented in the

learning process brings about positive effects on students’ abilities and skills in

reading. Moreover, the studies show that extensive reading also brings positive

attitude among the students since positive attitude is developed through fun

reading which is experienced in extensive reading. It is important for students to

develop such positive reading attitude as it affects how the world is viewed, how

people think and what people do (Maio & Haddock, 2010).

The development of positive attitude among the students can also be

affected by some factors. According to Baker (1992), the positive attitude is

strongly connected to the environmental variables than individual attributes. This

means that external factors play a major role in affecting students’ attitudes rather

than internal factors. Bartram (2010) says that environmental variables, like


4

educational and sociocultural influences, play a more consistent factor across

particular school communities in affecting students’ attitude.

As regards the importance of extensive reading to develop reading skills

and students’ attitudes towards extensive reading, this study aims to find out

students’ attitudes towards the implementation of extensive reading program. The

research aims to investigate the components of students’ attitudes shown and the

external factors affecting the attitudes.

Extensive reading program has been implemented in Sekolah Menengah

Atas Negeri 1 Sewon in the form of a 15-minute reading activity before the class

starts. The activity is called literacy program. The literacy program has been

implemented in schools since 2016 and has its own principles set by the

government for the schools to follow. The principles are (1) the reading activity

lasts for only 15 minutes, (2) students are free to read any book they are interested

in, (3) the activity is not being tested, (4) the reading activity can include follow-

up activity, (5) reading is done in a relax, calm and fun environment, (6) teachers

act as good role models by taking part in reading for 15 minutes (Sutrianto, et al.,

2016).

From the observation, the students can be seen that some were interested

in the book they are reading while some are not enjoying the activity. Those

students, who did enjoy the activity, read the book silently and attentively. On the

other hand, some others are distracted by their friends and also their own phone.

During the reading activity some of them would stop reading and check their

phone or have a look at what their friends are reading. Others would also chat


5

with one another. Those students who forgot to bring their book would randomly

take whatever book available from their bag in order to avoid being scolded by the

teacher. The teacher, who should act as a role model in the class, sat silently in

front of the class during the activity while busy correcting assignments and

playing with the phone. It can be seen that the the literacy program did not run

according to the principles of literacy program that has been set by the

government.

As the school is committed to implementing the program and intends to

improve students’ English literacy skills, extensive reading is established in

school hours. As one of the facilitators in the program, the researcher intends to

investigate students’ components of attitudes toward the extensive reading

program and the external factors that affect the attitudes.

B. Research Questions

Considering the background of the study, the research questions addressed

in the study are as follows:

1. What components of attitudes are shown by the students of SMA N 1 Sewon

toward the implementation of extensive reading?

2. What external factors affect students’ attitudes toward the implementation of

extensive reading?

C. Research Significance

This research is expected to be beneficial to English teachers, English

Language Education Study Program and future researchers.


6

1. English Teachers

The research investigates the components of attitude that the students

show after the implementation of extensive reading program. The results of this

study are useful for the English teachers to know the attitude of the students when

the new program is implemented. English teachers can implement the same

program for all classes in schools as the program can be implemented for all ages.

Besides, the program also teaches the students to read extensively in which the

students can explore on their own while learning without depending on their

teachers. English teachers can learn that activities, especially reading, do not have

to be teacher-centered.

2. English Language Education Study Program

The English Language Education Study Program will find out the attitudes

of the students in high school in regards to the implementation of the extensive

reading program. By knowing the result, the study program may take the chance

to implement the same program to the students in the university level as an

extracurricular activity to improve their reading skills as well. The English

Language Education Study Program in Sanata Dharma University has also

become one of the headquarter of Indonesian Extensive Reading Association

(IERA). Being one of the headquarter of IERA, the study program has its own

library. Therefore, it will be much easier for the students in the university to

access the books. Besides, since many of the lecturers are part of the association,

implementation of the program in the study program will be much easier since


7

they know about it. This reliable accessibility will be easier for the program to be

implemented.

3. Further Researchers

This study will hopefully be beneficial for other researchers to explore

more issues in extensive reading. Besides, the research can act as a source or

future reference for future researchers to investigate further topics such as the

effect of having a positive or negative attitude towards the implementation of

extensive reading program on the students, the teachers or even on the Extensive

Reading program itself.

D. Definition of Terms

There are some definitions of terms which help the readers to have better

understanding of this research.

1. Extensive Reading

According to Davis (1995), an extensive reading program is a program

that combines the function and benefits of a library and an English subject, in

which students are allowed to explore themselves, given the encouragement and

provided with various kind of materials to read in enjoyment, with their own

choice of reading level, and books without the pressures of having it being tested

or scored. According to Chang and Hu (2018), extensive reading includes reading

materials in students’ own level, reading in students’ own pace, students

controlling their own reading speed, repeated reading, knowing students’ own

reading processes, checking unfamiliar words in the dictionary or taking notes or

just ignoring them.


8

Bamford and Day (2005) also add that in an extensive reading program,

the student read a lot of easy materials in language of their own choice according

to their ability. They read it on their own in whichever environment that suits

them. The students read for general, overall meaning, and they read for

information and enjoyment. Bamford and Day (2005) also emphasize that

extensive reading has no strict rules to follow as students are encouraged to stop

reading if the materials are not interesting or they are too difficult. As a result in

extensive reading in schools, the students are encouraged to expand their reading

comfort zone - the range of material that can be read easily and with confidence.

The primary aim of extensive reading program, according to Day and Bamford

(1998), is not only to get students to read but also develop a sense of liking it.

For this research, extensive reading program is an activity continuation for

the students in SMA N 1 Sewon where they are given ample opportunities to

explore themselves by reading independently, and read as many English books as

they want of their own choice, at their own level, in their own reading pace and

speed. The students can read books in an undisturbed environment, in an

enjoyable surrounding while checking the dictionary for unfamiliar words at the

same time. Extensive reading program also allows the students to stop reading

whenever they want since the activities are not being scored.

2. Attitude

In terms of reading using extensive reading program, attitude has been

defined by Alexander and Filler (1976) as “a system of feelings related to reading

which causes the learner to approach or avoid a reading situation” (p. 1). In this


9

research the reading stuation is the extensive reading activity. Smith (1990)

further mentions that attitude is “a state of mind, accompanied by feelings and

emotions that makes reading more or less probable” (as cited in Yamashita, 2013,

p. 249).

According to Maio and Haddock (2010), attitude can be defined as an

overall evaluation of an object that is based on cognitive, affective, and

behavioural information. They further say that evaluation is the predominant

aspect of the attitude concept. This means that when evaluation based on

cognitive, affective and behavioural are gathered, an attitude is formed. This

attitude will make the decision about “liking versus disliking, or favouring versus

disfavouring a particular issue, object or person. Attitude can be thought of as a

global evaluation (e.g., like or dislike) of an object” (p. 4).

This research focuses on attitude that consisted of three components,

namely cognitive, affective and behavioral. Maio and Haddock (2010) explain

that cognitive component of attitudes refers to the beliefs, thoughts, and attributes

that are associated with attitude object. In this research, the attitude object is

extensive reading program. Cognitive component discusses more on the beliefs

and thoughts of the benefits that the extensive reading program has on the subject

and how it affects the attitude. While cognitive component focuses more on

beliefs, the affective component of attitude refers to the feelings or emotions that

are connected with an attitude object, namely extensive reading program.

Affective component discusses on the feelings or emotions that the subject has

about the implementation of extensive reading program. The behavioral


10

component of attitudes refers to behaviour that the subject experiences in regards

to an attitude object, extensive reading program. Behavioural component

discusses on the actions that the subject goes through after the implementation of

extensive reading program.


11

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections. They are theoretical description and

theoretical framework. The theoretical description mainly provides the elaboration

of theories related to the research topic, namely the attitudes in language learning

and extensive reading. The theoretical framework provides the synthesis of

theories to answer the research questions.

A. Theoretical Description

The theoretical description describes two main theories related to the

research topic. One of the theories is about the attitude in language learning. The

other theory is about extensive reading program.

1. Attitudes in Language Learning

Attitudes is important in language learning as it affects how the world is

viewed, how people think and what people do (Maio & Haddock, 2010). The next

subsections will explain the nature of attitude, components of attitudes and

external factors affecting attitude.

a. The nature of attitude

Attitudes have been a topic of discussion by many researchers for years.

Many have related attitude to a variety of aspects including language. One of

many topics discussed is related to attitudes toward language learning. Through

different studies, many researchers have different perspectives on attitudes. In a

social- psychological perspective, Ajzen (1988) view attitude as an evaluation of a


12

negative or positive performance done by a certain individual. While Chambers

(1999), points that in language learning context, attitude is seen as the set of

values which a pupil brings to a Foreign Language Learning (FLL) experience (p.

27). He further says that values are determined by different factors. The factors

that set values are the experience of learning the target language, of the target

language community, experience of travel, the influence of parents and friends,

and the attitudes which they may demonstrate and articulate (Chambers, 1999, p.

27).

b. The components of attitude

According to Maio and Haddock (2010), there are three components that

shape an attitude. They are as follows:

1) Cognitive component

The cognitive component of attitudes refers to the beliefs or thoughts that

are associated with an object (Maio & Haddock, 2010). Belief plays an important

role in shaping attitude. Maio and Haddock (2010) say belief is an important

aspect for attitudes toward a variety of important issues. According to Maio and

Haddock (2010), there are two aspects that can change the belief of a person. One

is messages and the other one is information. They mentioned that belief can be

changed when the new message is accepted or new information is believed.

Messages or new information can be in form of benefits or social benefits of an

object. When belief is changed, an attitude appeared.


13

2) Affective component

The affective component of attitudes refers to the feelings that are linked

to an attitude object (Maio & Haddock, 2010). Feelings influence attitudes in a

variety of ways. According to Maio and Haddock (2010), feeling influences in

many ways. Some feelings are subtle and indirect while others can be powerful

and direct. One of the ways that feeling can be affected is through exposure.

Repeated exposure to a certain stimulus can evoke positive attitude as this

exposure can lead to familiarity. Familiarity about a certain stimulus may initiate

certainty. Frequent exposure can also create negative effect which is boredom.

However, Maio and Haddock (2010) explain that boredom could only occur when

the stimuli are simple, presented many times, isolated from other, and presented

for long durations (p. 115). While repeated exposure to a stimulus creates

certainty, new stimuli tend to create negative affective reaction since these new

stimuli can create threats in the environment.

Feeling can also be influenced through mood. People express their attitude

that matches with their current mood and people will tend to devote more

attention to information that helps maintain their current mood. A positive mood

gives people the energy to be open-minded about information that contradicts

their views (Maio & Haddock, 2010, p. 126). In contrast, people in a negative

mood focus on finding information that supports their prior attitude and are less

influenced by information that contradicts their attitude (p. 126).

The last way that feeling can be affected is through emotions. According

to Maio and Haddock (2010), basic emotions including happiness, sadness, anger,


14

fear, and disgust may affect attitude. These emotions may occur only when they

exert certainty. For instance, emotions like surprise, worry and fear occurs when

there is feeling of uncertainty. On the other hand, emotions such as happiness,

disgust and anger occur when a sense of certainty is present.

3) Behavioural component

The behavioural component of attitudes refers to the past behaviours or

experiences regarding an attitude object (Maio & Haddock, 2010). According to

Maio and Haddock (2010), behavioural information may shape attitudes. They

say that behaviour can be influenced by many factors, namely random events,

demands made on us, social norms, and habits. This behaviour can then affect the

way people think and subsequent attitudes. Random events or direct experiences

or repeated events that happened in the past shape attitude since the mind is set to

think that the action that should be done is based on the experienced. People are

living within norms and regulation. These norms and regulation shape attitude as

norms form a frame of reference where people refer to (Halloran, 1967).

Maio and Haddock (2010) also say that behavioural component can also

be affected by role play activities and new members. First, in role play activities,

teachers who gave time to students to explore by themselves on a particular topic

given will be useful in shaping a positive attitude rather than the students who sit

passively and receive information. Second, the new members also encourage and

convince the other members to avoid bad behaviour and to engage in events worth

joining.


15

c. External factors affecting attitudes

According to Baker (1992), attitude has a more strong connection with

environmental variables such as sociocultural and educational factors, rather than

individual variables. Therefore, there are two external factors affecting attitudes,

namely the social environment factors and the educational factors.

1) The social environment factors

The three social environment factors include students’ close social

environment, students’ experiences and perceptions of the target- language

speakers and communities, and the perceived social status of the languages

learned.

a. The learner’s close social environment

The social surroundings including parents, friends and peers may have an

important role in bearing language learning attitude. Parents, family and friends

can exert a powerful influence on language learning attitudes (Barton, 1997).

First, parents play an important role in affecting attitude. According to

Bartram (2010), parents’ influence served as an important role as they can

influence on the general development of their children’s attitude. Gardner (1975)

argues “the degree of skill which the students attain in a second language will be

dependent on the attitudinal atmosphere in the home” (p. 239). However he

clarifies that parents influences students’ attitude on the basis of two roles – the

active and the passive role. The active role of parents will have the most influence

on the students’ positive attitude towards language learning as Bartram (2010)

says, “parents monitor their child’s progress in language learning, showing


16

interest, and encouraging/rewarding success” (p. 66). An active role by parents

may also effect in negative attitude on their children’s attitude when parents

belittle the importance of Modern Foreign Language Learning (MFLL) to

favouring other areas of learning over languages (Bartram, 2010, p. 66). While

parents whose role are passive might not lead to a significant attitude on their

children as the negative attitude within the parents will not encourage the students

for positive encouragement (Bartram, 2010).

Second, friends and peers also play a role in affecting attitudes. As Young

(1994) says, “learner perceptions and experience of peer attitudes concerning

school, education, foreign language learning in general or the learning of a

particular language in question may exert considerable influence on the

individual’s own FLL orientation, attitudes and motivation” (p. 86). Harmer

(2007, as cited in Maio and Haddock, 2010) also discusses that the need for peer

approval is particularly strong among adolescent learners, overriding the need for

teacher and even parent approval. However, the influence of pupil’s particular

attitude might give a negative effect on another pupil’s attitude in regards to

learning MFLL. As Bartram (2010) says that classroom activities and other

pupils’ attitudes toward others may affect a learner towards the learning process.

Walqui (2000) also added by saying that students may have feelings of

embarrassment or insecurity.


17

b. The learner’s experiences and perceptions of the target- language speakers

and communities

Young (1994) says “attitudes towards the language itself, its speakers and

culture become systematically involved in Foreign Language Learning (FLL)” (p.

71). L2 learners who have the desire and curiosity to learn the target language’s

culture and speaker have more chance in gaining more positive attitude on

learning the target language. It may lead to success on learning the language

itself. Gardner (1985) agrees by saying “positive attitudes towards the other

culture as a virtual prerequisite for successful learning” (p. 146). Direct contact

with speakers of the target language also helps in building up attitude towards

learning the language. As Bartram (2010) says “direct contact with native

speakers of other languages is a fairly common experience for adolescent

language learners, and this may of course provide them with a more substantial

impetus for attitude formation” (p. 73). However, not every contact with native

speaker results in a positive attitude. It can also lead to a negative one. Chambers

(1999) and Löschmann (1998) conducted a study and shows that English students

who went for a study trip gave negative attitude towards the target country’s

people and culture after their return from the trip.

c. The perceived social status of the languages learned

This factor discusses about the influences of society at large in regards to

attitude. The social elements of society that influence attitude are mainly three,

namely the media and youth culture, perception of utility and perception of

difficulty.


18

First, the media and youth culture are an important aspects in affecting

attitudes as media is one of the factors in influencing L2 learners in their attitude

regarding learning a language. As Bartram (2010) says the media can be seen as

an important element of youth culture. Youth culture is defined as

“internationalisation of adolescent peer culture” (Osborn, 2001, p. 128). It is

believed that this culture may bring positive attitude towards L2 learners when

learning the target language. According to Young (1994), people who like artists

or idols from english-speaking countries may result in a postive association

between the person and the language spoken. This may influence attitudes

towards English as a foreign language.

Second, the perception of utility is another factor that affects attitude.

Bartram (2010) and many other researchers have proved that utility factor is

equally important when looking at the attitudes of younger language learners.

Many learners in Williams et al.’s research (2002) and even Watts (2003) have

seen the importance of English “as a world language”. With this kind of

perception, it will lead to a more positive attitude in learning the language as they

can see the essentials it can bring to their lives at the moment (Court, 2001, p. 21)

A study by Young (1994) concludes that the English and the French can

see the usefulness of Modern Foreign Language Learning (MFLL) especially in

terms of employment. The awareness of the status of English as a world language

is explicitly referred to by many pupils in both countries. Having a perception of

usefulness among learning foreign language will encourage them to learn more

eagerly to achieve their goals. Usefulness was often related to common readings


19

of its world- language status, its importance for travel, its widespread use in

technology and the media, and, not least of all, its role as international lingua

franca.

Third, the perception of difficulty is a major significant in influencing

attitude. Many students see language learning as difficult (Stables and Wikeley,

1999). Fisher’s (2001) study shows that foreign languages to be the most

challenging subjects in the curriculum’ while Court (2001) and Mansell (2003)

say that the students view Modern Foreign Language Learning (MFLL) as a more

demanding subject than other school subjects as it demands the students to

concentrate more carefully and consistently. Many have expressed that students

with high intellectual can succeed in learning a foreign language. By having

perception of difficulty among the students, may create a misconception towards

their attitude regarding learning the language.

2) Educational environment factors

Besides social environment factors, educational factors also play a huge

role in affecting their attitude towards learning a language. The three educational

environment factors include teacher-related influences, school-related influences,

and curriculum.

First, teachers play an important role in determining the attitude that the

students deliver while learning a foreign language. The way teachers teach a

language can have an effect on the attitudes of the students. Teachers are viewed

by students as being influential factors in the formation of learners’ attitudes

(Bartram, 2010). Chambers (1999) adds that the teaching methodology, the


20

textbook and the computers facilitated are of no use if the teacher-pupil

relationship is lacking.

Second, school-related influences also play a huge role in influencing

attitude. A huge variety of pedagogical issues like lesson activities, textbooks,

assessment and school exchange play a part in the development of attitudes

towards language learning (Bartram, 2010).

Third, the curriculum also affects the students’ attitudes as Mc Pake et al.

(1999) say that the students’ dissatisfaction with the curriculum is the key culprit

in the alleged demise. For example, the elimination of English language studies in

the curriculum of elementary school. Other than that, the “uninteresting and

irrelevant syllabuses” that dominate the English curricula also play a huge role in

affecting the students’ attitudes.

2. Extensive Reading

Based on Davis (1995), Bamford and Day (2004), Chang and Hu (2018),

extensive reading program is a new approach where students are given the time to

explore themselves by reading, individually, as many books as they can possibly

read according to their own choice, to their own level, to their own reading pace

and speed, in a quiet and relaxing environment, in an enjoyable surrounding while

checking the dictionary or glossary for unknown words at the same time.

Extensive reading program also allows the students to stop reading whenever they

want since the activities are not being scored.


21

a. The benefits of extensive reading

Bamford and Day (2004) say that good things happen to the students who

read a new language in great. They also mentioned that studies have proved that

the students who read a great deal become “better and more confident readers,

they write better, their listening and speaking abilities improve, and their

vocabularies get richer” (p. 1). In addition, they also say that students “develop

positive attitudes toward and increase motivation to study the new language” (p.

1). They also mentioned that extensive reading develop positive attitudes among

the students and increase motivation to study the new language.

b. Basic principles of extensive reading

According to Bamford and Day (2004), there are ten basic principles of

extensive reading. It will be useful to familiarize the reader with the basic

principles of extensive reading approach. The first principle is that the reading

material is easy. The reading material is considered easy when there are few or no

unfamiliar items of vocabulary and grammar. This means that per page should

contain no more than 1 or 2 difficult vocabularies for beginner and no more than 4

or 5 for intermediate learners.

The second principle is the availability of variety of materials on a wide

range of topics. Variety of materials should be provided for the students to choose

from according to their favourite genre. The reading materials contain many

graded reader materials from different publishers.

The third principle is the freedom to choose what they want to read. The

students explore themselves by choosing what they want to read rather than


22

waiting for their teachers to choose for them. In this way, they are not force to

read materials that are too difficult or too boring for them.

The fourth principle is that the students read as much as possible.

Extensive reading program is about reading as much as possible because the

benefits come from amount of materials of reading. Approximately, one book in a

week is an appropriate target since beginners usually have short stories to read.

The fifth principle is the students having a fast reading speed. Since

students read materials that are according to their level of difficulty and the genre

they like, therefore, students are encouraged not to use dictionary. They are meant

to guess the meaning of the word or just skip it so that reading is not interrupted.

The sixth principle is to make sure that the students get the pleasure,

information and general understanding of the program. Different from intensive

reading, extensive reading encourages reading for enjoyment and information.

The purpose of reading is not to fully understand the material but also to be

satisfied with that they are doing.

The seventh principle is that reading is individual and silent. Students read

at their own space and time. They are given the time and place to read the

materials they selected in the classroom. However, students can also read out of

the classroom, in their own time, at anytime and anywhere.

The eighth principle is that reading is its own reward. Usually, after

reading, there will be no questions asked since the goal of reading is reader’s own

experience and pure enjoyment in reading. Nevertheless, teachers may include


23

follow-up activities after reading to build up their motivation and attitude. These

are designed to reflect student’s experience of reading rather than comprehension.

The ninth principle is that the teacher orients and guides the students in

implementing the program. The teachers are in charge of introducing the program,

telling them why they are doing the program, telling them the benefits it will bring

them and also telling them on how they are going to proceed. The teacher may

monitor the amount of materials that the students have read in order to know their

abilities and difficulties.

The tenth principle is that the teacher acts as the role model for the

students in terms of a reader. The teacher should become a perfect example to the

students by reading out loud a book. The teacher should also be familiar with all

the graded books the students are reading in order to provide them with their

suitable materials. Besides, the teacher may also share the experiences while

reading the materials. Sharing between a teacher and a student creates an informal

reading community where they can experience together the value and pleasure to

be found in books.

c. Establishing extensive reading program

For establishing an extensive reading program, Harmer (2001) says there

are many matters that need to be prepared, namely teachers, materials, organizing

a library, and choosing activities for the extensive reading program in school. All

these matters are based on the principles of extensive reading program.


24

1) Teacher’s preparation

The teachers should be aware of the extensive reading program and fully

prepared to implement it for the students. The role of the teacher is to be a

promoter, organizer and resource (Harmer, 2001).

2) Materials of extensive reading

Nuttall (172) suggests four basic criteria for choosing extensive reading

materials (p. 3). The first criterion of extensive reading material is appealing .The

books must appeal to readers; the topics should be interesting and suitable for the

students. When the program was presented practically, it was proved that it was

better if books were attractive in appearance, well printed and with good coloured

illustrations. According to Nuttall, the books should “look like the books we buy

from choice: i.e. they should not smell of the schoolroom” (p. 171).

The second criterion of extensive reading program is easy. Reading

materials should be easy in order to comprehend easily. The first book students

read should be well below their competence and they should find their comfort

reading zone after they start reading.

The third criterion of extensive reading program is short. With beginner

students, the books should be fairly short in order to not them feel intimidated by

the thickness of the materials and do not feel unmotivated and bored to read.

The last criterion of extensive reading program is varied. Materials

provided for the students should contain a variety of genres and topics to suit their

needs and taste.


25

3) Organizing a library

According to Bamford and Day (as cited in Harmer, 2001), in order to

implement the program, a mini library where students have the freedom to choose

variety of books from every level should be provided. However, if it is costly, the

teacher could find other ways to set the library such as persuading schools or

institution to provide funds or through other sources that may sound possible.

4) Choosing the activities for the program

According to Bramford and Day (2004), the ten principles of the

extensive reading program provide a theoretical framework for putting the

program into action in the language classroom. They also mentioned that the

activities serves a variety of purpose according to the students’ needs.

In choosing the activities, there are four ways in which an activity can be

chosen, namely level, aim, preparation and procedure (Bramford & Day, 2004).

The first way is to choose the level. The level indicates the approximate level of

proficiency that the students need to have in the foreign or second language in

order to do the activity. If the teacher think that the level intermediate to advanced

would be suitable for the students, then the teacher may use the activity. However,

if the level may not seem suitable for the students, the teacher should choose the

beginner level instead.

The second way is to choose the aim. The aim indicates the goals or

purpose of doing the activity. Since each activity has different purposes, the

activity chosen by the teacher should fit the criteria of the students’ needs in the

classroom.


26

The third way is to know the preparation to conduct the activity. The lists

of what the teacher should prepare for the activity are listed in order to know how

to model and introduce the activity to the students. Useful equipments such as

handouts, stopwatch or overhead projector are also mentioned in order to know

what are the materials that are needed to put the program into action.

The fourth way is to know the procedure of the activity. the procedure is a

step-to-step guidelines on how to use the activity. in the guidelines, it is often

suggested that the activity is done best as an individual, or in pairs or even in

groups.

According to Bramford & Day (2004), when using the activity, one should

assume ownership of it. This means that the activities chosen can be adapted,

changed, modified and adjusted to fit the classroom environment, the teachers’

style of teaching, the students and the school.

B. Theoretical Framework

Reading is an important skill that one should achieved since acquiring a

good reading competence is considered to have a second language modalities

which are stable and durable (Bernhardt, 2011). Acquiring reading skill also

brings about good benefits, such as providing good models in writing, and

provides opportunities to introduce new topics, to stimulate discussion, and to

study a language (Richards & Renandya, 2002). These benefits could only be

gained when reading is done extensively (Nuttal, 1996). However, Field ( 2002)

argues that reading is usually taught intensively in schools. When reading is

taught intensively, many students tend to have no interest. The Jakarta Post (2016)


27

shows that Indonesia rank the second last from 61 countries in reading interest.

This low level of interest makes the students to have negative attitude about it.

Due to this reason, a program called extensive reading is introduced. The

program teaches students to read extensively. Bamford and Day (2004) state that

extensive reading program contains many benefits including creating positive

attitudes among the students. Besides, Bamford and Day (2004) clearly state that

extensive reading contains ten principles which help the students read extensively

rather than intensively. The ten principles are (1) the teaching material is easy, (2)

a variety of reading material on a wide range of topics is available, (3) students

choose what they want to read, (4) students read as much as possible, (5) students

having fast reading speed, (6) students read for pleasure, information and general

understanding, (7) reading is individual and silent, (8) reading is its own reward,

(9) the teacher orients and guides the students when implementing the program,

(10) the teacher is role model of a reader for the students. Studies on extensive

reading indicated that Extensive Reading brought about positive effect to the

students in terms of L2 abilities and also attitudes (Chang & Hu, 2018; Lee,

Schallert, & Kim, 2015; Yamashita, 2008; Yamashita, 2013).

Reading extensively creates a positive attitude. According to Chambers

(1999) an attitude is a set of values which is determined by variables. According

to Maio and Haddock (2010), there are three components of attitude, namely

cognitive, affective and behavioral. The three components shape attitudes. The

affective component is about feelings or emotions. The cognitive component is

about belief or value. The behavioural component is about action. According to


28

Maio and Haddock (2010), an attitude is the overall evaluation attitude can be

defined as an overall evaluation of an object that is based on cognitive, affective,

and behavioural information. This attitude will determine whether to like or

dislike, favour or disfavour an attitude object, which is Extensive Reading

program. As Maio and Haddock (2010) explains that attitude can be thought of as

a global evaluation (e.g., like or dislike) of an object” (p. 4).

According to Baker (1992), attitude has a close connection with

environmental variables rather than individual variables. Bartram (2010) explains

that environmental variables are more consitent in affecting students’ attitude. The

environemtal variables are basically the external factors that affect the attitude,

namely the social and the educational factors. The social factor contains social

environment such as parents and peers, students’ experience and perceptions and

students’ perceived social status such as the media, perception of difficulty and

perception of utility. The educational factor contains teacher’s influence, school-

related influence and the curriculum.


29

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses research methodology. It describes

about research method, research setting, research participants, instrument and data

gathering technique, and data analysis technique.

A. Research Method

The aim of the research is to investigate the components of attitudes that

the students acquire towards the implementation of Extensive Reading. In

addition, it also investigates the factors that affect students’ attitudes towards

extensive reading program. In answering the research questions, the researcher

employed mixed methods research. Mixed methods research was used in this

study as it is a combination of quantitative and qualitative research methods in

which each approach adds something to the understanding of the phenomenon

(Ary, et al., 2010). Combining both research methods helped the researcher to

grasp a deeper understanding and result of what the researcher needed to find. The

quantitative and qualitative data would help the researcher to find more details

information on the students’ attitude towards the implementation of the extensive

reading program and also the external factors affecting the students’ attitudes.

B. Research Setting

The researcher conducted the research in SMA Negeri 1 Sewon. The study

focused on the implementation of extensive reading program in Class XI of


30

Science 6, with a total of thirty-three students who were in their second semester,

as a follow-up of literacy program. The researcher observed the class on the 21

February 2018. The extensive reading program for this research was implemented

starting from the 28 February 2018 until 4 April 2018. There were numerous

obstacles during the implementation of the program. Therefore, the researcher

could only implement the program for three times. The first obstacle was the mid-

term examination which was on 5 March 2018 until 10 March 2018. The second

obstacle was the national school examination or commonly known as Ujian

Sekolah Berstandar Nasional (USBN) which started from 19 March 2018 to 27

March 2018. During 28 March 2018 until 30 March 2018, the teachers used the

time for correcting the test. The schedule of the implementation is presented in

Table 3.1.

Table 3.1 Schedule of the implementation of extensive reading program

No. Date Activities

1 21 February 2018 Observation of class

2. 28 February 2018 First Implementation of Extensive

Reading program in Class XI MIPA 6

3. 14 March 2018 Second Implementation of Extensive

Reading program in Class XI MIPA 6

4. 4 April 2018 Third and last Implementation of

Extensive Reading program in Class

XI MIPA 6

5. 18 April 2018 Distribution of Questionnaire


31

6. 25 April 2018 Conducted interview of samplings

The implementation of extensive reading program involved several things.

The first meeting on 28 February 2018 included gaining of the students’ reading

background using 6 questions, playing a small activity called blurb and title match

which involved using listening and speaking skills and also choosing the level of

the books. For choosing the level of graded books, the researcher prepared a total

of 50 books from the Extensive Reading Library or Indonesia Extensive Reading

Association (IERA) in Sanata Dharma University. The books are authentic which

the books consisted of several levels. Among them were 5 books from level 1, 25

books from level 2, 15 books from level 3, and 5 books from level 4. All books

were from various publishers, such as Oxford University Press, Cambridge

University, Pearson Education and Macmillan Publisher. The list of books is in

Appendix 6.

The second meeting on 14 March 2018 involved a silent reading activity

called “Book Flood” and a sharing-stories-of-the-book activity called “The Story

and Me.” The third meeting on 4 April 2018 involved another same silent reading

activity as the previous one and drawing activity called “Draw the Picture.” The

complete implementation of the extensive reading program for three days is

provided in Appendix 5.

C. Research Participants

The participants of this research were class XI students in science 6 of

SMA Negeri 1 Sewon. The science major students were in their second semester.


32

The participants of this research were thirty-three students from one science class

which consisted of fifteen boys and eighteen girls. Unfortunately, during the

implementation of the program, not all students could participate for three

meetings consecutively as there were some students who had to join an event that

the school obligated them to attend. Therefore, all the meetings during the

implementation consisted of students who did attend for three times consecutively

and those who only attended for two times.

The students who participated for the interview were selected using simple

random sampling. The researcher used simple random sampling to hinder

subjectivity in the process and bias from the researcher (Ary et al., 2010).

Furthermore, Ary et al. (2010) say that samples are used to obtain the detailed

information and to represent the whole population. Eight random students from

the class were selected from the population of thirty-three students. The eight

students were chosen using lottery. Each name was written in a small piece of

paper. The paper was mixed and eight pieces of paper were withdrawn. The eight

students whose names were taken consisted of three boys and five girls.

D. Instruments and Data Gathering Technique

The researcher used three instruments to collect the data from the students,

namely observation, questionnaire and interview. The questionnaire was used to

obtain the data related to the students’ attitudes and the external factors affecting

the attitudes after the implementation of the extensive reading program in science

6 class XI of SMA N 1 Sewon. The interview and observation were used to obtain

more detailed information.


33

1. Observation

The first instrument used by the researcher was observation. The

researcher observed the students during their classroom activities with the teacher.

A less-structured observation was needed prior to the implementation of

Extensive Reading in the class as “it gives detailed, qualitative descriptions of

human behaviour that contains social meanings and shared culture” (Sapsford &

Jupp, 2006, p. 62). They also emphasize that observation explores “the

perspectives of social actors – their ideas, attitudes, motives and intentions, and

the way they interpret the social world – as well as observation of behaviour in

natural situations and in its cultural context”(p. 62).

In this study, the researcher acted as a non-participant observer to observe

the attitude of the students. According to Heighman and Croker (2009), in a non-

participant observation, (1) the observer have limited access to a particular group,

(2) the research setting may be dangerous to conduct participant observation (3)

the researcher is more interested in reified patterns that emerge from such action.

Due to this reason, the researcher chose to be a non-participant observer.

On 21 February 2018, the researcher conducted the observation of thirty-

three students in class XI science 6. The researcher came inside the class and sat

at the back of the class to start observing. The observation only took place once

which was at the beginning before the implementation of extensive reading

program. In observing the students’ attitude, the researcher prepared observation

in the form of description since the researcher wanted to capture the nature of the

students especially on how they reacted in class, interacted with other students,


34

responded to their teachers’ questions or statements and how they acted in class in

general. The result of the observation is available in Appendix XII.

2. Questionnaires

The second instrument used was questionnaires. According to Brown

(2001), questionnaires are written instruments that provide a series of questions or

statements where the respondents are to react either by writing out their answers

or selecting from among existing answers. A questionnaire collects information of

the respondents in a non-evaluative manner, not buiding a bridge by setting a

criteria or a norm group (Dornyei, 2003). The questionnaire used was in the form

of a Google form questionnaire. The questionnaires were distributed using Google

Form on 18th April 2018. It took 8 days for the questionnaire data to be completely

collected. The interview session only took 1 day to finish which was on the 25th

April 2018.

Questionnaire is an appropriate instrument to collect the data needed for

the research in answering the research questions. Dornyei (2003) says

questionnaire can obtain three types of data which are factual, behavioural and

attitudinal from the participants. The questionnaire used Likert scale which

consisted of only four scales, namely “Strongly disagree”, “disagree”, “agree” and

“strongly agree”. The neutral scale is avoided to prevent uncertainty in the data.

The questionnaire consisted of twenty-seven statements. The first part of the

questionnaire, which consisted of twenty-two items, was about three components

of attitudes towards the implementation of the program, namely cognitive,

affective and behavioural. The second part of the questionnaire, which consisted


35

of five items, was about the factors affecting the attitudes, namely social and

educational factors. The first part used theory of Maio & Haddock (2010) and the

second part used theory of Bartram (2010).

The questionnaire validation was from 4 April 2018 to 18th April 2018.

The questionnaire had gone through validation test by two experts and one thesis

advisor in order to measure that the instrument has claimed what it should

measure (Ary et al. , 2010). The questionnaire went through content validity to

assure the balance in positive and negative statements. It also went through face

validity in order to know the “instrument is measuring what it is supposed to

measure” (Ary et al., 2010, p. 228). The result of the validation showed that the

questionnaire was qualified to be distributed to the students. The questionnaire

was distributed via Whatsapp application to the students of class XI science 6

since it was more convenient and faster. However, the researcher had difficulties

in gathering the data of the questionnaire since the communication was only via

online and they were hardly online on Whatsapp, therefore the data was gathered

completely after one week. The questionnaires were filled out completely by the

students; therefore data analysis can be done. The blueprint of the questionnaire is

in the Appendix I.

3. Interviews

The researcher also used interviews to collect the data. According to

Heighman and Croker (2009), an interview is a “data collection method that offers

different ways of exploring people’s experience and views” (p. 183). The

researcher used this tool to explore in-depth information regarding the attitudes


36

and the factors affecting it after the implementation of Extensive Reading

program. The data obtained from interviews could be valuable for the research as

it focused on “the nature of experience”, as suggested by Heighman and Croker

(2009), to clarify the data gathered through questionnaires and observation.

According to Heighman and Croker (2009), semi-structured interview was

used as it did not work like “spoken questionnaire” in structured interview or like

“unstructured” in open interview. In fact, it is almost the combination of both

types as Heighman and Croker (2009) say that sufficient flexibility is needed in

order to grasp some aspects in depth and, where necessary, to let the respondent

comfortable the same way as in an open interview.

Before the interview took place, the researcher chose the students

randomly using simple random sampling. Only eight students from the population

of thirty-three in class XI science six took part in the interview. The samples were

taken using lottery by writing every name of the students on small pieces of paper

and took eight of them randomly.

The interview took place on 25 April 2018. The interview was conducted

during teaching and learning activities since the researcher had asked for

permission from the English teacher who was responsible for the class. Since the

class was too noisy, the researcher chose to conduct the interview outside class

with a more relaxed and calm environment like in a semi-structured interview.

The questions asked to the eight students were open-ended questions

which talked about attitudes and external factors affecting it in more details. For

example, if the student agreed that his/her attitude was positive towards the


37

implementation of the program, then the researcher would ask how it became

positive or in what ways were the program implemented to create a positive

attitude. For all the questions asked, the researcher made sure to ask as much

question as possible in order to get the data in details. For each sample, the

interview took approximately 8 to 10 minutes. The interview was recorded via a

recorder of the researcher’s phone and the result of the interview is transcript. The

blueprint of the interview is in Appendix III.

E. Data Analysis Technique

The data gathered through observation, questionnaire and interviews was

analysed using triangulation method. As mentioned in Ary, et al. (2010), where

“the researcher investigated the data with one procedure and then confirmed the

collected data using another different procedure or instrument” (p. 436). The

purpose of using the design was in bringing together the different strengths and

weaknesses of quantitative methods (large sample size, trends, generalization)

with those of qualitative methods (small N, details, in depth)” (Creswell & Plano

Clark, 2014).


38

Figure 3.1 Triangulation Design

Figure 3.1 shows the triangulation method which would be used to analyse

the data. The researcher used the converge model of the triangulation design

suggested by Creswell (2014) as he says “the researcher collects and analyses

quantitative and qualitative data separately on the same phenomenon and then the

different results are converged (by comparing and contrasting the different results)

during the interpretation” (p. 45).

The data were analysed in two separate ways. The qualitative data

collected through observation was analysed in a descriptive way. The interview

was analysed using transcription, coding, validity and data reduction. The

quantitative data collected from questionnaires was analysed using simple

percentage and median score. Both the results from the quantitative data and

qualitative data were linked together in order to conduct a compare and contrast

among them. The data were analysed through steps as follows:


39

1. Observation

The data from the observation was written in a descriptive text. The

observation observed the students’ action, activity and also interaction with other

students in class during learning activities with the teacher. The result of the

observation was written in the form of descriptive text which would describe the

activity that was happening in the class at the time of the observation. The

observation data contained would be useful in adding details on the result of the

quantitative data.

2. Interview

The data of the interview were analysed through few steps. According to

Heighman and Croker (2009), there are few steps in order to analyze the data from

an interview. The first step was to make the transcript of the interview. The

recorded interview was made into text using transcript. The transcripts of the

interview were made the same as the recorded interview. The second step was

coding the transcript in which each statement mentioned by the samples was given

label to indicate a particular idea or refer to an event (Heighman & Croker, 2009,

p. 51). In addition, the data was code to know which data falls into the categories

provided. The third step was sending the data back to the samples with an

explanation of the changes that was done. This was a very important step to avoid

misinterpretation (Heighman & Croker, 2009). The last step was data reduction.

In data reduction, the data was summarized, selected, focused and patterned. The

data collected was summarized and only the main points of the summarized data

were selected to be focused on. When knowing which parts were the focus points,


40

the theme and pattern could then be decided. The description that did not support

the researcher’s findings was eliminated. The result of the interview is available in

Appendix IV.

3. Questionnaire

The data of the questionnaire was analysed using coding procedure where

each answer of the participants was converted to numerical data. Coding frame is

used to “offer a numerical score for every possible answer to an item” (Dornyei,

2003, p. 99). In this analysis, each item has their own code e. g., 'strongly

disagree' = 1, 'disagree' = 2, 'agree' = 3, 'strongly agree' = 4. The function of

coding is to condense the detail information into limited number of categories

(Dornyei, 2003, p. 99). In calculating the likert scale, the researcher used a simple

calculation of percentage with the formula as follows to know the percentage of

the students who chose “strongly agree”, “agree”, “disagree” and “strongly

disagree”. In other words, the percentage score indicated the frequency of the 4

scales.

P = Score Percentage

n = The total number of the scale chose

N = The total number of students

In addition to percentage, the researcher also calculated the median score

of each item of the questionnaire using the formula in Figure 3.3. The median

P= n÷ N x 100%


41

score is used to know the central tendency of every item of the questionnaires.

The median score was used to calculate the central tendency of the items that the

students have chosen. The central tendency measures the performance of the

group (Ary et al., 2010). The performance of each item can either be “strongly

agree”, “agree”, “disagree” or “strongly disagree.” The result of the questionnaire

is available in Appendix II.

Where :

= Median

= the number of items in the set

= (n)th number

Finally, the researcher compared and contrasted the result from all the data

analysis of the three instruments used. The quantitative data was presented in the

form of statistics and the qualitative data was presented in the form of descriptive

text which would be used to support the statistics data with more details.

Besides, in mixing the data, the researcher made sure to interpret both the

qualitative and quantitative data evenly as those are the characteristics of a

triangulation design method (Heighman & Croker, 2009). This means that in

comparing and contrasting the result from the qualitative and quantitative data, the

researcher made sure that the weigh in which the quantitative and qualitative data

was put in the findings were balanced.


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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents research results and discussion. The presentation of

this chapter is based on the answers to the research questions. It is mainly divided

into two main parts, namely the students’ components of attitude towards the

implementation of extensive reading and the external factors affecting the

students’ attitude towards the implementation of extensive reading program.

A. Students’ Components of Attitudes towards the implementation of

Extensive Reading

Extensive Reading is implemented in SMA N 1 Sewon based on ten

principles of extensive reading program by Bamford and Day (2004). The

extensive reading program can bring about a positive effect on students’

components of attitudes. Based on the results of this study, students’ components

of attitudes towards the implementation of extensive reading are categorized into

three, namely affective component, cognitive component and behavioural

component.

1. Affective component

The affective components are about feelings or emotions that can affect

attitude by causing “the learner to approach or avoid a reading situation”

(Alexander & Filler, 1976, p. 1). The feelings or emotions linked to the attitude

object, in this case extensive reading program, could either make the students to


43

like the program by giving positive affective reaction or dislike it by giving a

negative affective reaction. According to Bartram (2010), the affective component

of attitude is influenced by three factors, namely exposure, mood and emotions.

The factors can be subtle and indirect or powerful and direct. Emotions include

surprise, worry, fear, happiness, disgust and anger affect feelings. This section

discussed students being worried.

Figure 4.1 Students’ anxiety

Anxiety is a feeling of worry about something with an uncertain outcome.

In affective component of attitudes, emotions include surprise, worry, fear,

happiness, disgust and anger. Emotion of worry or anxiety affects feelings.

Investigating anxiety or feeling of worry of the students is of great importance

because Maio and Haddock (2010) say that emotions such as surprise, worry and

fear occur when there is a feeling of uncertainty. This meant that the presence of

anxiety in students showed uncertainty towards the implementation of extensive


44

reading program. Figure 4.1 shows about students being anxious when they did not

know the meaning of certain words and also did not understand the text. Item 1

discussed students who were being anxious when not knowing the meaning of

certain words. Responding to the statement, none of the students chose “strongly

disagree”, eleven (33.33%) students chose “disagree”, eighteen (54.55%) students

chose “agree” and four (12.12%) chose “strongly agree”. The median score of this

statement was “agree”. This indicated that the students were anxious when they did

not know the meaning of the words.

Item 2 presented students’ anxiety when they cannot understand the text.

Responding to the statement, none of the students chose “strongly agree”, eleven

(33.33%) students chose “disagree”, eighteen (54.55%) students chose “agree” and

four (12.12%) students chose “strongly agree”. The median score for this statement

was “agree”. In other words, the students felt anxious when they did not understand

the text. The result of both the items showed that the students felt anxious when

they did not know the meaning and understand the text.

Feelings of anxiety or worry made the students look up the dictionary to

find meanings of unknown words in order to know the meaning of words and also

to understand the text. Many of the students did look up the dictionary when they

did not know the words. They said:

Yes, I do feel a bit anxious because when I know what the story is about

suddenly there is a word which I do not know so I have to look it up in the

dictionary (P2)

Yes, I feel anxious because there are a few words which I do not

understand. The meaning is not in the glossary so I need to look it up in

the dictionary. It hinders me while I’m reading (P3)


45

Yes I feel anxious because there are few words which I don’t understand.

There are few grammar which makes me confused. (P4)

Yes, I feel quite anxious. I have to look up in the dictionary all the time

because there are few words which I don’t understand. I also feel confused

in determining V1 and V2. Like I know the V1 but I don’t know the V2

(P7)

From the observation, most of the books that the students used during the

literacy program is in Indonesia such as Indonesian novel, Indonesian comics and

Indoensian magazines. Since the books used in the extensive reading program are

in English, the students felt anxious when not knowing the meaning of words and

the context of the book they were reading. However there were few students who

did not feel anxious:

No, I don’t feel anxious since I choose the book according to my level so I

didn’t find any difficulty (P1)

No, I don’t feel anxious since I choose the book according to my level so

there are few words which I already know. (P5)

No, since the book I choose is the one that fits with my ability so I don’t

feel anxious. Everything is going smoothly. (P6)

No, I read often so I already know the meaning of the words (P8)

Bramford and Day (2004) argue that the sixth principle of extensive

reading shows that students do not have to fully understand the text that is being

read. The principle emphasizes that reading is for pure pleasure, and gaining new

information instead of understanding the text word by word. Therefore, it was

common for students to feel anxious, especially in reading, when they could not

find the meaning of words or understand the context. The most important thing

was enjoying what was read. Therefore, being anxious did not indicate a negative

affective reaction. Instead, it showed a positive affective reaction.


46

Uncertainty towards a stimulus, in this case extensive reading program,

can also be created through exposure. Extensive reading program is a follow-up of

the literacy program but it contains activities that are modified. Therefore the

program is considered to be a new stimulus. According to Maio and Haddock

(2010) people tend to give negative affective reaction to an exposure of a new

stimulus, in this case the extensive reading program, as the stimulus tends to

create a threatening environment for the object such as the students. This threat

created uncertainty among the students.

Emotions include surprise, worry, fear, happiness, disgust and anger affect

feelings. This section discussed emotion of happiness or excitement and how it

affects feelings. Moreover, this section also discussed how boredom also affects

feeling.

Figure 4.2 Students’ boredom, difficulty, excitement and happiness


47

Emotions of happiness and excitement play an important role in shaping

good affective component of attitude since emotions may indicate whether the

extensive reading program was successfully implementated. Moreover, boredom

also plays an important role in the affective component of attitude as it shows

whether the implementation of extensive reading succeeded in making the students

not bored. Figure 4.2 presents feelings of boredom, difficulty, excitement and

happiness when extensive reading program was implemented. Item 3 measured

students’ boredom when extensive reading program was implemented. The result

indicated that five (15.15%) students chose “strongly disagree”, twenty-seven

(81.82%) students chose “disagree”, one (3.03%) student chose “agree” and none of

the students chose “strongly agree”. The median score for the statement was

“disagree”. In other words, students did not feel bored during the implementation of

extensive reading program.

Based on Maio and Haddock (2010), one tends to experience boredom

when the stimulus is “simple, presented many times, isolated from other stimuli,

and presented for long durations” (p. 114). They further say that repeated exposure

to an attitude object, in this case extensive reading program, may also lead to

boredom. Materials for extensive reading program only contain materials that are

appealing, easy, shot and varied (Nuttal, 1996). He further says that the books

“should not smell of the schoolroom” (p. 171). This indicated that the materials for

extensive reading program were entertaining which resulted in not making the

students bored.


48

Bamford and Day (2005) also emphasize that extensive reading has no

strict rules to follow as students are encouraged to stop reading if the materials are

not interesting or if it is too difficult. This meant that students were not forced to sit

for couple of minutes and to read inside class. They also did not need to read every

day in order to avoid over exposure so one book per week is considered fine (Maio

& Haddock, 2010).

In the interview, many of the students denied of feeling bored:

No, because there are activities so I don’t feel bored (P1)

No, because the activity does not only involve reading but also fun activity

(P2)

No, the activity is different from the usual activity done in class so that is

why I don’t feel bored (P4)

No, because the activity is interesting. The class becomes active again

since the activity is fun especially the vocabulary game. (P6)

No, because the reading activity is different. Usually we only read and

answer questions. In this program, there are problem solving questions so I

can focus more on reading because I like to read. (P8)

However, there were some students who mentioned that the silent reading

activity took too long, but the other activities were fun as some of them

mentioned:

No, because there are games but I do feel a bit bored because if I read too

long, I get bored but when the activity started, it gets fun. (P3)

I do get bored because the reading activity is long but because it is

followed by an activity, it makes it less boring. It is rare to have that kind

of activity in class. (P5)


49

According to Maio and Haddock (2010), emotions such as happiness,

disgust and fear occur with a sense of certainty. This meant that the presence of an

emotion of happiness or excitement indicated certainty on the successful

implementation of extensive reading program. Item 5 and 6 measured the feeling of

happiness and excitement of the students when extensive reading program was

implemented. The result indicated that none of the students chose “strongly

disagree” for both the items, one (3.03%) student and four (12.12%) students chose

“disagree”, twenty-three (69.70%) students and twenty-two (66.67%) students

chose “agree”, nine (27.27%) students and seven (21.21%) chose “strongly agree”.

The median score for both the statement was “agree” and “agree” respectively. It

meant that the students were happy and excited toward the implementation of

extenisve reading.

Maio and Haddock (2010) say that emotions like happiness, disgust and

anger occur when a person is certain about something. In other words, the students

were not bored when extensive reading program was implemented because the

students were certain that the principle of extensive reading program supported

pleasure (Bamford & Day, 2004). Besides, materials for the program were made

appealing, easy, short and varied. In this case, the students may choose the reading

materials according to their own level and their favourite genre (Davis, 1995).

From the interviews, the students expressed their happiness to be exposed

to new books. According to Maio and Haddock (2010) exposure creates general

positive effects which may be attached to a new object, in this case the extensive

reading program:


50

I’m happy because the learning method is fun. It is the first time that the

class is not so serious. We can still learn while having fun. (P4)

I am just happy for the fact that we are getting new books in English (P2)

This program is more exciting because I have never read the books. Other

than that, it is in English. (P1)

I just feel happy because I want to read more. (P3)

I am happy because there are English books that we can read. (P3)

I’m happy to learn new vocabularies. Other than that, the program is

exciting as it is integrated with activities. That is why I am happy. (P6)

One student mentioned that his constant exposure (habits) to reading led

him to be happy. As mentioned earlier, exposure did create positive affective

reaction:

I think because since elementary school I like English language so I often

read English books therefore, I feel happy when I read them because I’m

used to it. (P8)

Those statements indicated that feelings of happiness or excitement

created positive emotion among the students which could then lead to be more

open-minded to information that once contradicted their views (Maio & Haddock,

2010).

Item 4 measured students’ feeling of difficulty the students after the

implementation of extensive reading program. The result indicated that five

(15.15%) chose “strongly disagree”, twenty-six (78.70%) chose “disagree”, two

(6.06%) chose “agree” and none of the students chose “ strongly disagree”. The

median score for this statement was “disagree”. According to Maio and Haddock

(2010), certainty and familiarity are only created through easy processing. Easy

processing can be done when the program is easy to follow. The principle of


51

extensive reading program made sure to create the program as easy as possible in

order to be applied to all students. In making the program easy to follow, easy

reading materials were provided to the students to be read according to their own

level and capability. The reading materials are considered easy when there are few

or no unfamiliar items of vocabulary and grammar (Bamford & Day, 2004).

The students also supported the fact that the program was easy to follow.

They said:

No, there was no difficulty in doing the program because the meaning of

some words is already provided. (P5)

No difficulties because the program is not so burdensome in learning and

also the books are easy to understand. (P6)

No, everything went well (P8)

In the interview, most of the students stated that the overall program was

not difficult; however some did mention that their difficulties were only on the

vocabularies:

No, I didn’t find any difficulty in doing the program, just a few

vocabularies that I didn’t know but overall it’s fine. (P2)

Only the vocabularies but you can usually find the meaning from the

context (P3)

Some students even mentioned in the interview that their mood of

happiness led them to be more positive in doing things that they found to be

difficult:

While reading level 3, there are some difficult words which I don’t know

but since I’m happy, it motivated me to find the meaning of the word. (P4)


52

The other factor that affects feelings is exposure. According to Maio and

Haddock (2010), exposure that is presented for long duration could affect

exhaustion among the students. While a stimulus presented in short duration can

have stronger effect on the students (Bornstein, 1989, as cited in Maio &

Haddock, 2010)

Figure 4.3 Students feeling tired

Feeling tired plays an important role because being tired could lead to

boredom. When an attitude object, in this case is extensive reading, is presented for

a long period of time, it could lead to exhaustion and eventually boredom. When

boredom existed among the students, it could lead to a negative affective

component of attitude. Item 9 measured students feeling tired when the extensive

reading program was implemented. Figure 4.3 shows that five (15.15%) students

chose “strongly disagree”, twenty-three (69.70%) students chose “disagree”, five

(15.15%) students chose “agree” and none of the students chose “strongly agree”.

The median score of this statement was “disagree”. This meant that the students did


53

not feel tired during the implementation of extensive reading program. One of the

reasons is because the researcher made sure that the implementation of extensive

reading program was implemented accordingly based on the principles provided.

One of the principles of extensive reading program stated that reading

should be done as much as possible which meant that one book per week was

considered to be enough. Reading one book per week would not take much of the

students’ time and would not exhaust them since the materials chosen for extensive

reading are appealing, short, easy and varied (Nuttal, 1996). Besides reading

materials, the implementation of extensive reading program was also supported by

activities including blurb and title match, the story and me and draw the picture

(Bamford & Day, 2004). Every implementation of the program was supported with

fun activities in order to avoid exhaustion. Many of the students mentioned that the

activities were entertaining so they did not feel tired. They mentioned:

No, because the activities were interesting so I didn’t feel tired. It was fun

(P2)

No, because the lesson was relaxing, no scoring is involved so it didn’t

make me tired (P4)

It was not at all feeling tired, since the activities were fun so I didn’t feel

exhausted. Instead, I feel like the time is not enough for the activity

because the activity was fun to join (P6)

Others also expressed that reading has become a habit for them so they did

not feel tired:

No, because I like to read (P1)

No, because I want to read English books (P3)


54

No, because I have a habit of reading book so I’m used to reading already

(P8)

Some mentioned that they did not usually read so they felt exhausted:

I felt tired when I read books because I’m used to it (P5)

Yes, I do feel tired because I don’t like to read so I’m used to reading that

long (P7)

Another factor that affected the affective component of attitude or feeling

was mood. According to Maio and Haddock (2010), people have the tendency to

express attitude according to their current mood. Sad mood can cause people to

think more about depressiotn while having happy mood can uplift other people.

Figure 4.4 Students’ sense of caring

It is important to find out the mood since the implementation of extensive

reading could run successfully only when it fits the mood of the students. When the

students show positive mood, it could uplift them to care more about the

implementation of the program. Figure 4.4 shows the students’ sense of caring

towards the extensive reading program. Item 7 and item 8 measured feelings of care

towards the activities that have been integrated in the program.


55

Item 7 measured feelings of not caring towards the meaning of the words

in context. Respond to the statement, it could be shown that thirteen (39.39%)

students chose “strongly disagree”, seventeen (51.52%) students chose “disagree”,

three (9.09%) students chose “agree” and none of the students chose “strongly

agree”. The median score of this statement was “disagree”.

Item 8 measured feelings of not caring towards the understanding of the

context. The result has shown that eleven (33.33%) students chose “strongly

disagree”, twenty (60.61%) chose “disagree”, two (6.06%) students chose “agree”

and none of the students chose “strongly agree”. The median score of the statement

was “disagree”. This meant that the students showed a sense of caring towards the

implementation of extensive reading program.

Mood affects judgements, as a result, sometimes people tend to select

information that fits their current mood (Maio & Haddock, 2010). This indicated

that having positive mood make the students to process information by finding the

meaning of the words and also understanding the context. Mood, in this case,

functions as a motivator of information processing (Mario and Haddock, 2009).

The students further explained the reason they showed a sense of caring by saying:

English language is important not only in Indonesia but around the world.

(P2)

Extensive reading program is very important (P3)

The program is good because it can increase our knowledge on

vocabularies. (P5)

From the observation during the literacy program conducted in school, the

students did not show much care about the program since some of them forgot to


56

bring their books so they would take random books from their bag. This shows that

they did not really bother to bring books from home to read it in school.

The result showed that the students have positive feelings towards the

implementation of extensive reading program as their attitudes in the affective

component remained positive in cases in which the items were positive. The

number of students who chose “agree” was more compared to those who chose

“disagree”. Whereas negative items showed that there has been an increase in the

number of students who chose “disagree” rather than “agree”.

B. Cognitive Component

Cognitive component of attitudes studies on the thoughts and belief that an

object, in this case extensive reading program, can bring about an attitude. It is

important because thoughts and belief play an important role in shaping attitudes.

Maio and Haddock (2010) mention that belief is an important aspect for attitudes

toward a variety of important issues. Maio and Haddock (2010) also state that

persuasive messages can change people’s attitude by presenting an incentive for

attitude change. Messages in terms of extensive reading program could refer to the

benefits the extensive reading program provided after the implementation.

Therefore, the cognitive compartment measured the intellectual value that the

students benefited from the implementation of the program.

One of the benefits that the students achieved from the extensive reading

program was an increase in knowledge and a gain of new information.


57

Figure 4.5 Students’ belief of gaining more knowledge and information

Having the students to believe that messages, through extensive reading

program, could increase in knowledge and gain more information is important

since positive attitude is shown towards those associated with positive information

(Maio and Haddock, 2010). Figure 4.5 measures the students’ acknowledgement

that they experienced a gain in knowledge and information after the

implementation. Item 10 indicated an increase in knowledge after the extensive

reading program. The result showed that none of the students chose “strongly

disagree” and “disagree”. Most of them chose “agree” and “strongly agree” with

sixteen (48.48%) students chose “agree” and seventeen (51.52%) students chose

“strongly agree”. The median score of this statement was “strongly agree”. This

meant that the students did gain more information through the implementation of

extensive reading. From the interview, the students further explained what aspects

of knowledge they gained. Some of them mentioned:

I gain more vocabularies. (P1)


58

Now, I know more vocabularies and grammar. (P2)

My knowledge on vocabularies increases (P3)

I learn new words which I can learn again. (P4)

I gain more knowledge, vocabularies and grammar (P5)

The new vocabularies that I learned can be used in the activities of

Extensive Reading program (P6)

I gain more vocabularies, grammar and sentence structure (P8)

According to Bamford and Day (2004), students become “better and more

confident readers, they write better, their listening and speaking abilities improve,

and their vocabularies get richer” (p. 1). The result proved the theory to be correct

as many of the students experienced a gain in knowledge. It can be deducted that

the students admitted that extensive reading program did indeed bring more

knowledge to them in terms of vocabularies, grammar, and sentence structure.

Extensive reading program is also beneficial in bringing new information

for the students. This was measured with item 11 in the questionnaire. Nineteen

(57.58%) and fourteen (42.42%) students chose “agree” and “strongly agree’

respectively while none of the students chose “disagree” nor “strongly disagree”.

The median score of this statement was “agree”. Many students mentioned

various information they gained through extensive reading activities. Some of

them mentioned:

I have only heard the name Gulliver Travel but I didn’t know the story but

now I came to know what the story is about. (P1)

I got new stories. (P2)

At first I didn’t know that the novel in English exists, I just knew the film

that was translated into Bahasa Indonesia. (P2)


59

From the stories, I got new insights of things I haven’t heard before. For

example, I read a book about pirates and I got new information that I

haven’t heard before. Something that I haven’t imagined before existed in

a different language. (P6)

My vision about reading differs now. I realized that reading is not boring.

(P7)

I attended a story telling competition before and now I read a book about a

person who does story telling so now I know the advantage of storytelling.

(P8)

The sixth principle of extensive reading focused on the purpose of reading

is to achieve pleasure, to gain more information and general understanding of the

program. It differs from intensive reading since extensive reading encouraged

reading for enjoyment and information (Bamford & Day, 2004).

Another benefit that the students experienced was a change in mindset.

Figure 4.6 Students’ belief of having a broaden mindset

Having broad mindset through the implementation of extensive reading is

important in gaining positive cognitive component of attitude because positive

cognitive responds affect in a more favorable attitude rather than a negative

cognitive respond (Maio & Haddock, 2010). Figure 4.6 shows that Item 14

measured the implementation of extensive reading programs helped broaden the


60

mindset of the students. The students responded with twenty-eight (84.85%)

students who chose “agree”, two (6.06%) students who chose “strongly agree”,

two (6.06%) students who chose “disagree” while none of the students chose

“strongly disagree”. The median score of the statement was “agree”. Some of the

students in the interview mentioned what mindset that changed:

My vision about reading differs now. I realized that reading is not boring.

(P7)

It broaden my imagination and creativity. (P1)

It widens my creativity as I read more variety of stories. It also adds to my

imagination. (P4)

I read about voodoo and I just realized that voodoo does not only exist in

Indonesia. (P5)

According to Maio and Haddock (2010), when information is added and

believed, an ambivalent attitude appears. Extensive reading program brought

some benefits and new information to the students, therefore, a positive cognitive

component of attitude was gained.

Moreover, students who regarded extensive reading program as important,

useful and beneficial may have affected the cognitive component of attitude.


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Figure 4.7 Students’ belief of extensive reading being important, useful and

beneficial after the implementation

The message that indicated extensive reading program to be important,

useful and beneficial was meant to be believed by the students in order to gain

positive cognitive component of attitude. It is important to believe because only

when the message is believed, an attitude appears (Maio & Haddock, 2010).

Figure 4.7 measures the belief of the students that extensive reading program was

an important, useful and beneficial program. Item 15 showed the importance of

extensive reading program for the students. From the result, it can be indicated

that none of the students chose “strongly disagree” and “disagree” instead twenty-

two students chose “agree” and eleven (33.33%) students chose “strongly agree”.

The median score of the statement was “agree”. Some students mentioned the

reasons why extensive reading was important:

It is important especially for students. It will be better if it is implemented

from elementary school. Later, it will be useful for them since English is

an International Language. (P6)


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It is important especially for those who are still learning and cannot. (P8)

This program is important but unfortunately the literacy program that the

school has implemented has no continuation so many people rarely read.

(P1)

Item 16 discussed whether extensive reading program brought about

benefits for the students. The students responded positively with nineteen

(57.58%) students chose “agree” and fourteen (42.42%) students chose “strongly

agree”. While none of the students responded negatively to the statement. The

median score of this statement was “agree”. Some students pointed out the

benefits that the extensive reading provided:

It is important as it can increase our vocabulary (P5)

It is important as it tells us to learn to read so it increases our vocabularies.

It also widens our understanding and creativity. In case we are confused,

we can also ask the teacher for help. (P4)

It is very important as it can increase our vocabulary and also our reading

habits. As we know that many people are lazy to read, they can increase

their reading now. (P3)

Item 17 in the questionnaire measured the usefulness of extensive reading

program for the students. For this item, the respond remained positive as twenty

(60.61%) students chose “agree” and the other thirteen (39.39%) students chose

“strongly agree”. None of the students respond negatively on this item. The

median score of this statement was “agree”. This meant that the students regarded

the program as being useful.

The belief that extensive reading program is important, useful and

beneficial make the students to have positive cognitive attitude as beliefs acts as

an important basis of attitudes (Maio & Haddock, 2010). The persuasive messages


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that the program implemented on the students through the activities and good

introduction of the program, made the students to believe that the program served

as being important, useful and beneficial in the their life. According to Bamford

and Day (2004), the ninth principle of extensive reading program encourages the

teachers to be role model for the students while implementing the program.

Therefore, based on the principles, the researcher also played a part in

implementing belief to the students to acknowledge that extensive reading

program was important, useful and beneficial.

Other benefit that the students gained was through being independent.

Therefore, this led the students to improve and learn by themselves after the

implementation of the program.

Figure 4.8 Students’ belief to do self-learning

It is important to know that the students could improve and learn by

themselves as it indicated that they understood the extensive reading program well

in order for them to continue the program individually. Figure 4.8 shows the result


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of the questionnaire. Item 13 and 12 measured the ability of the students to

conduct self-learning after the implementation of Extensive Reading program.

Item 12 measured the ability of the students to learn by themselves in terms of

reading after the implementation of extensive reading program. The result

indicated a positive reaction as twenty-four (72.73%) and two (6.06%) students

chose “agree” and “strongly agree” respectively while only seven (21.21%)

students chose “disagree” and none of them chose “strongly disagree”. The

median score of the statement was “agree”. Hence, this indicated that extensive

reading program was easy to follow and learn. The students do not need the

guidance by a teacher or their parents to implement it. They also became more

motivated to continue the program even in their own houses.

Item 13 measured the ability of the students to improve themselves after

the implementation of the extensive reading program. From the questionnaire, it

could be indicated that the students have the intention to improve themselves as

the median score of the statement was “agree”. The result showed that the highest

percentage was “agree” with twenty-eight students who chose it. One of the

students (3.03%) chose “strongly agree”. However, there were four (12.12%)

students who chose “disagree” and none of them chose “strongly disagree”. The

median score of the statement was “agree”.

The seventh principle of extensive reading encourages the students to read

individually and silently. This meant that the students should read at their own

space and time. They were given the time and place to read the materials they


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selected in the classroom. However, students can also read out of the classroom,

in their own time, at anytime and anywhere (Bamford & Day, 2004).

When students learned by themselves, they showed positive attitude and

were, therefore, motivated to study on their own without the teachers’ guidance.

According to Bamford and Day (2004), extensive reading also “increases

motivation to study the new language” (p. 1). The students’ motivations were

explained more in the interview. They said:

Yes, this motivated me to learn again. I want to search for books. (P1)

I have the intention to go to Gramedia to buy English books after taking

part in this Extensive Reading program but I might buy the easy ones first.

(P2)

I have the intention to add more books. Usually one book per day but since

I’ll add until 2 or 3 books. (P3)

Yes, I’m motivated to search for English books. I want to increase my

vocabularies. (P5)

According to Maio and Haddock (2010), new information that is relevant

to the attitude judgment is used as a compelling evidence to form an attitude. The

attitude formed through the implementation was in terms of improving themselves

and learning independently. New information in the form of benefits that the

students gained from the program motivated them to form an attitude that the

program should continue on its own and that they should also keep improving.

The cognitive component showed that the attitudes of the students

remained positive. In cases where the items were positive, the number of students

who chose “agree” and “strongly agree” were many. Almost none of them

responded negatively to a positive item. It can be deducted that the students, in


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terms of cognitive value, gained many benefits that included increasing more

knowledge, gaining more information, broaden the mindset, believing the

importance, usefulness and beneficial of extensive reading program. It could also

be concluded that the belief of gaining several benefits motivated them to learn by

themselves and to improve their understanding.

c. Behavioral component

Behavioural component influences attitudes. According to Maio and

Haddock (2010) behaviour can be affected by many factors including random

events, demands made on us, social norms, and habits. This behavior could

eventually influence the students’ “thoughts and subsequent attitudes” (Maio &

Haddock, 2010, p. 132).

One of the factors that affected the behavioural component of attitude was

through habit.

Figure 4.9 Students’ Reading Habit

Habit plays an important role in affecting the behavioural component of

attitude as this serves as the next step of attitude. When a student believed that the

implementation of extensive reading served as an important role, the student


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would take the next action. Figure 4.8 shows the result of students’ reading habit

after the implementation of extensive reading program. Item 18 and item 19

measured the students’ reading habits after the implementation of extensive

reading program. Item 18 measured on how often the students read after the

implementation of extensive reading program. The result showed that the highest

percentage was “agree” with 24 (72.73%) students, the second was 8 (24.24%)

students with “disagree”, the third was “strongly agree ”with only one (3.03%)

student and none of the student chose strongly disagree. The median score of this

statement was “agree”. In the interview, some students mentioned about their

reading habits:

In the past, I felt lazy to read but now I’ve changed. I was too lazy to

search for books but now I’ more diligent in searching for books. In the

past, I couldn’t finish 1 book but now 1 book is not enough. (P3)

Yes, now I like to search for stories. It has become addictive. I love

English so, after the implementation of the program I search for stories and

also it motivated me to save some money so that I can buy real English

books. (P4)

I want to search for English books and find their meanings. If I don’t know

the meaning, I can just find it using a dictionary. (P5)

I still read but more on Indonesian books. I want to buy English books but

I don’t know where and I want to save some money first. (P5)

I tend to read comics because it entertains me (P2)

One student even mentioned a different type of change which involved

speaking skill:

I mostly talk using English. Even to my parents. (P2)

Item 19 measured on how often the students read after the implementation

of extensive reading program in terms of using electronic devices like mobile


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phone, laptops, tablet and many more. From the questionnaire, twenty-four

(72.73%) students chose “agree”, two (6.06%) students chose “strongly agree”

while seven (21.21%) students chose “disagree” and none of the students

“strongly disagree”. The median score of the statement was “agree”. Some

students mentioned the sites they mainly accessed to:

I’m trying. I don’t usually read before. Yesterday, I search for e-books in

English. I searched for novels that is originally in Japanese but translated

into English. (P6)

After the implementation, I, immediately, downloaded Webtoon. The

language can differ, if there is a good story in English then I’ll read it but

if there are good stories in Bahasa Indonesia then I’ll read it. (P8)

Maybe reading news in smartphone. (P7)

One student mentioned that he/she prefer watching rather than reading:

I usually watch YouTube. I search in YouTube for information. I usually

watch something rather than read something but it depends on the mood.

(P1)

The principle of extensive reading encourages the students to read as many

books as possible. For beginners, the principle encourages the students to read one

book per week since books for extensive reading are read according to their own

level so the students are not expected to face difficulties (Bamford & Day, 2004)

The program was implemented according to the principles of extensive reading,

therefore they were motivated to read books as a habit whether the materials were

in form of electronics or hard covers. Maio and Haddock (2009) mention that

people tend to change when trying new things rather than avoiding them as

avoiding caused the students to learn less about the attitude object, in this case is

extensive reading program. Besides, Maio and Haddock (2010) also state that


69

encountering with bad objects, acts or experiences in the past enabled the students

to incorporate more quickly rather than the good ones.

Behavioural component of attitude could also be measured through the

students’ habit to read English books or any kinds of English articles outside and

inside classroom.

Figure 4.10 Students’ reading inside and outside class

The importance of reading outside and inside class is that the student gain

practical value of attitude after the implementation of extensive reading program.

This meant that students could further implement the program in terms of

behaviour after believing and thinking that extensive reading served as an

important program with many benefits.

Figure 4.10 shows the result of Item 20 and item 21. Item 20 measured the

degree of the students in reading English books outside class. The questionnaire

has shown that one (3.03%) student completely denied reading outside class as

he/she chose “strongly disagree”, thirteen (39.39%) students also denied reading

outside class by choosing “disagree”. However, as many as eighteen (54.55%)

students admitted that the implementation brought effect to the students in making

them read outside class since many of them chose “agree” and the other one


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student (3.03%) also admitted that he/she read outside class as he/she chose

“strongly agree”. The median score of the statement was “agree”. This kind of

active learning outside class is considered more useful than passively sitting and

receiving information (Maio & Haddock, 2010). Some students also mentioned

few sources on what they read:

I search for e-books (P6)

I like to read stories in Wattpad and usually romance stories. I used to use

funfic before Wattpad. I don’t like webtoon because it has pictures on it.

(P4)

Item 21 measured the degree of the students in reading English books

inside class after the implementation of the extensive reading program. The results

showed a negative reaction from the students as eighteen (54.55%) out of thirty-

three students chose “disagree”, fourteen (42.42%) out of thirty-three students

chose “ agree”, only one (3.03%) student chose “strongly agree” and none of the

students chose “ strongly disagree”. The median score of the statement was

“disagree”. Many of the students expressed their difficulties reading inside class

mainly because of the loud environment and no motivation from their own

classmates to read. According to Maio and Haddock (2010), behaviour can be

affected by random events, demands made on us, social norms, and habits. From

the observation, many of the students did not encourage one another to read.

Instead they bothered others who were focused on reading. Therefore, the social

norms of the class did not encourage one another to read effectively. Maio and

Haddock (2010) also mention that members play a role in convincing the other

member’s behaviour. Some of them have to say:


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The class is too noisy so I can’t read. I prefer places that are quiet to read.

(P5)

It is difficult to read because the surroundings are noisy. (P6)

My friends prefer gaming. (P8)

Besides norms and members of the class that hindered them to perform

reading inside class, instead role play activities encourages the students in doing

reading activity in class. In role play activities, teachers gave time to students to

explore by themselves on a particular topic given. This acitivity will be useful in

shaping positive attitudes among the students who participated in role play

activities rather than students who only sit passively and receive information.

However, some students mentioned that teachers were very passive in indulging a

role play activities. They said:

The teacher just writes the materials in board. (P4)

The teacher gives assignment and we do it. (P3)

Behaviour could also be affected by habits and social norms (Maio &

Haddock, 2010). These norms play an important role since these norms formed a

frame of reference (Halloran, 1967). This section discussed students’ visit to the

library.


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Figure 4.11 Students’ habit of visiting the library

Visiting a library serves as an important role in the behavioural component

of attitude as it shows that the students are willing to take a different move and

action that may contradict with the norms the students may already have. Figure

4.1 shows the result of Item 22 which measured on how often the students visit

the library to read English books after the implementation of extensive reading

program. The figure shows that as many as twenty-three (69.70%) out of thirty-

three students did not visit the library as they chose “disagree” and two (6.06%)

students chose “strongly disagree”. Instead only seven (21.21%) students visited

the library to read as they chose “agree” and one (3.03%) student chose “strongly

agree”. The median score of the statement was a definite “disagree” which meant

that many students prefer to do something else rather than visiting the library.

Some students mentioned that the lack of English books prevented them from

visiting the library:

In the library, there are not many English books (P5)


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In the library, there are only school books and novel in Bahasa Indonesia

(P6)

The library does not facilitate much (P1)

Besides facilities, many students were also affected by the norms of the

class in which students used the library for different purposes. Many students

confessed that they visited the library for other purposes other than reading:

I don’t go there often since our schedule is already full and we go home

late in the afternoon. (P3)

I go to the library to cool myself down

My friends usually inivite me to join them to the library to sleep

From the behavioural compartment, it could be deducted that the students

responded positively towards the extensive reading program, although some

students did not show any changes. However, the overall changes did occur since

most of the positive items given were responded positively by the students, for

example, they learned to read more books outside class, they started to search for

books, and the number of books read per day also increased.

To conclude, the implementation of extensive reading program in SMA N

1 Sewon class brings about positive attitudes among the students through three

components, namely cognitive, affective and behavioural.

B. External factors affecting students’ attitudes towards the implementation

of Extensive Reading program

According to Bartram (2010), a strong connection existed between the

environmental variables with attitude rather than internal variables. There are two

external factors that affects the students’ attitudes towards the implementation of


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Extensive Reading, namely the social environemt and the educational

environment. The social environment consisted of three components, namely the

learner’s social close social environement, the learner’s experiences and

perceptions of the target- language speakers and communities, and the perceived

social status of the languages learned. The educational consisted of three factors

including teachers’ influence, school-related influence and curriculum.

1. The learner’s close social environment

The student’s close social environment included two parts, namely

parents’ influence and peer’s influence.

a. Parents’ Influence

Figure 4.12 Parents’ influence on the Attitude

Parents’ influence serves as an important role as they can influence on the

general development of their children’s attitude (Bartram, 2010). Item 24

measured the role of parents in maintaining a positive attitude among their

children in terms of reading. The questionnaire showed that parents gave positive

influence to their children in order to develop a positive attitude among them. Out

of thirty-three students, eighteen (54.55%) of them chose “agree” and two


75

(6.06%) of them chose “strongly agree”. While the other thirteen (39.39%)

students chose “disagree” and none of the student chose “strongly disagree”. The

median score of the statement was “agree”. Many of the students who agreed said

that their “parents monitor their child’s progress in language learning, showing

interest, and encouraging/rewarding success” (Bartram, 2010, p. 66):

My mom loves to read. She always buys books for me ever since I was

young. She told me to read and if I don’t understand any word, I should let

her know. (P1)

Yesterday, my parents bought me a magazine that comes in 3 languages:

English, Bahasa Indonesia and German. They immediately give it to me.

My parents will always remind me to read because my family loves to

read. (P6)

At home, yes, because my mom used to teach in Nursery. When I was

young, I was told to read and practice reading. Every night, she always

tells me to read whether it is the English materials or anything else. (P8)

Parents may influence their children to have positive attitude towards

reading when they are involved in encouraging their children to read English

materials, in joining discussion or involving in a conversation in English. As cited

in Jones (1950) parents may be quicker to motivate their children to learn a

language when they have good background knowledge about the language rather

than no knowledge as a child become more encouraged when knowing about their

parents’ English competencies. It is so because parents who lack knowledge may

“belittle the importance of Modern Foreign Language Learning (MFLL) to

favouring other areas of learning over languages” (Bartram, 2010, p. 66).

However, according to a research by De Pietro (1994), parents who have no

background knowledge of a foreign language may also shower positive attitude


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towards their children. Some parents showed positive respond towards reading to

their children through financial support:

My mother supports me financially like she always gives me money if I

ask for it to buy English books (P2)

My parents buy me books so supports me financially (P3)

As the school has literacy program, my parents will give me the money

when I asked her to buy novels to read. (P4)

b. Peers’ influence

Figure 4.13 Peer’s Influence on the attititude

Peers plays an important role in influencing students’ attitudes (Oskamp &

Schultz, 2005). Figure 4.13 shows the result of Item 23 which measured the role

of peers in showering positive attitude towards their own friends in terms of

reading. From the questionnaire, as many as twenty(60.61%) of the students chose

“agree”, five (15.15%) students chose “strongly agree”, while seven (21.21%)

students chose “disagree” and one (3.03%) student chose “strongly disagaree”.


77

The median core of this statement was “agree. This meant that peers influenced

the attitude of the students.

Peer group pressure plays a part in influencing the students’ attitudes in

two ways: positive and negative. According to Harmer (2007), peer approval is

highly taking over everything. This meant that someone could do something only

through the consent of the society the students are living in. Some friends

influenced the students positively:

My friends invite me to accompany her to the library and also to buy a

book in Gramedia. (P5)

Not my classmate but with friends from other class, we talk about books

that are good. (P1)

We like to exchange our novels, we also like to go to the bookstore

together and search for stories. (P4)

Usually, after English language class, we talk to each other using English.

(P3)

We talk in English, Some of my friends even invite me to buy novels

together. (P5)

On the other hand, peers may also give off negative affects since they may

have feelings of embarrassment or insecurity (Walqui, 2000). Some of the

students say:

No one is telling me to read English books. They only taught me to play

game. They invite me to the library only to cool ourselves down. (P8)

My friends don’t read. They rarely read. In class, none of my friends read.

(P2)

They rarely encourage each other to read (P7)

Peers influenced greatly on the students’ attitudes, especially classmates

since students spend most of their time with their classmates in school. It seemed


78

that classmates rely on each other; therefore, the actions made were also based on

each other’s approval.

2. The learner’s experiences and perceptions of the target- language speakers

and communities

According to Bartram (2010), students’ perception regarding the target

language also affected the attitude of the target learning, in this case, extensive

reading program. He also mentioned that classroom activities played a less role

rather than learners’ perception and experiences.

Figure 4.14 Learner’s perceptions and experiences of the target language

speakers and communities affect the attitude of the attitudes

According to Bartram (2010), positive students’ perception and

experiences of the target language serves as an important role in affecting attitude

since it acts as a notion of motivation. Besides, negative perception and

experience will undermine the students’ orientation of the target language. The

result showed positive responses from the students in terms of their perception to


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extensive reading program since none of the students chose “strongly disagree”

and “disagree”. Extensive reading program have proved to show that it contained

many benefits as mentioned in item 15, 16 and 17, therefore many students agreed

that the program is regarded as an important, useful and beneficial aspect in

students’ activity in order to gain as much advantages as it offered. According to

Bartram (2010), having a positive perception of the target language is important in

order to adopt positive attitude towards the language and also the culture of the

language. He further explained that the perception would also develop the desire

of the students to go to the target language’s country to learn more of the language

in its original source. In terms of extensive reading program, it would encourage

the students to include the activity in school on a daily basis. Some students also

agreed in applying the program in schools. They mentioned:

It should be implemented in a bigger scale since English Language is

important not only in Indonesia but around the world (P2)

The program is good and should be implemented because it is important

(P3)

I hope the program is continued to be implemented because it is interesting

because we can still learn by having fun (P4)

3. The perceived social status of the languages learned

The perceived social status of the languages learned included three parts,

namely the media and youth culture, perception of utility and perception of

difficulty.


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a. The media and youth culture

Figure 4.15 Media influence on attitude

According to Bartram (2010), media and youth culture plays a significance

role in protraying an image in the students’ attitude. Oskamp and Schultz (2005)

emphasize that media shapes students’ attitude by selecting, empahising and

intrepresting it to structure the nature of reality (p. 133). Figure 4.15 shows the

affect of media on attitude through item 25. The result of the item indicated that

media played an important role in influencing the students’ attitude through the

implementation of extensive reading program. The result showed that the highest

percentage was “agree” with seventeen students agreeing on it. While another 15

(45.45%) students even chose “strongly agree”. Only one (3.03%) students chose

“disagree” and none of the students chose “strongly agree”. The median score of

the statement was “agree”. Media and youth culture plays an essential significance

in the development of an attitude of the program (Bartram, 2010). The media was

seen as an important tool in the world of youth culture especially music, fashion,

television and many other kinds of technology. The media affects the youth

quickly as they are exposed to them on a daily basis (Young, 1994). Some


81

mentioned in the interviews that native speakes in videos influenced their attitude

as they became curious of what the speakers were trying to convey:

I see videos of people from abroad and I can understand the langauge. Any

videos watched is fine as long as it’s in a foreign langauge. (P3)

Other students were also influenced by local or international celebrities

who wrote captions in English. They thought that those captions are useful in

learning English. It also motivated them to write captions in English :

Many celebrities create captions in English. The caption can be translated.

We can read the english caption first and guess the meaning and then we

translate and find out whether we are wrong. We predict the meaning

before we translate it. (P2)

b. Perception of utility

According to Bartram (2010), the attitude is measured from the degree of

usefulness that one thinks of another object (p. 85). The questionnaire is used to

find out whether the students find the program to be useful.

Figure 4.16 Perception of utility


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According to Bartram (2010), having the perception of utility about the

extensive reading program is important as it acted as a source of motivation to

achieve further especially in terms of career or economics aspect. Figure 4.16

shows the result of extensive reading being important, useful and beneficial. It

could be shown that the students recognized the usefulness of extensive reading

program. Bartram (2010) and many other researchers have proved that utility

factor is equally important when looking at the attitudes of younger language

learners. With this kind of perception, it will lead to a more positive attitude in

learning the language as they can see the essentials it can bring to their lives at the

moment (Court, 2001, p. 21). A student has mentioned that the usefulness since

English is regarded as a “world language”:

It should be implemented in a bigger scale since English Language is

important not only in Indonesia but around the world (P2)

c. Perception of difficulty

According to Bartram (2010), perception of difficulty is divided into two

parts, namely the perception of difficulty within the individual and the perception

of difficulty within a wider society like the nature of language learning, mediated

perhaps by the media, youth culture, education or students’ immediate social

environment.


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Figure 4.17 Perception of difficulty

Figure 4.17 shows the result of the perception of difficulty within an

individual. Item 4 in the questionnaire discussed perception of difficulty within

the students about the program. The result showed that the students did not find

the program hard to follow. The principle of extensive reading indicates that the

materials for reading should be easy. Besides, the principle of the program also

states that the students should chose their own level of books to read in order to

read without difficulty. When one or two unfamiliar words are found, it is better

to use the dictionary and glossary or find the meaning in context or just ignore it.

The perception of difficulty within the society also plays a role in affecting

students’ attitudes. Many have mentioned that the class environment made reading

difficult since the class was too loud. Some of the students have mentioned:

The class is too noisy so I can’t read. I prefer places that are quiet to read

(P5)

It is difficult to read because the surroundings are noisy. (P6)


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Bartram (2010) also mention that having “bad teachers” are keys factors to

difficulties. Instead of using different methods of teaching for the lesson, teachers

give assignments for the students to be done, submitted and graded.

Only given assignments to be done in class (P3)

The teacher gives assignment to do and translate (P2)

2. Educational Factors

Educational factors play an important role in affecting the attitudes mainly

on three aspects, namely teachers’ influences, school-related influences and

curriculum influences.

1. Teachers’ influence:

According to Chambers (1994, as cited in Bartram, 2010), teacher plays a

role in motivating the students. According to Wrights (1999, as cited in Bartram,

2010), teachers are considered as influential agents for the students. Chamber

(1999) mentions that maintaning a good relationship between a student and a

teacher is greater than having to study. Teachers’ influence is important in

maintaining close connection between the students and the teachers since this

relationship would motivate the students even more. When students are motivated,

it could lead to a positve attitude.


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Figure 4.18 Teachers’ influence towards students’ attitude

Figure 4.18 shows the result of teacher’s influences in the students’

attitude. The questionnaire indicated that most of the students (60.61%) chose

“agree” when asked whether teachers motivated the students more in reading. The

other eight students (24.24%) Only five students (15.15%) chose “disagree”. None

of them chose “strongly disagree”. The median score of this statement was

“agree”.

The result proved that teacher affected teaching and learning activities in

class. As mentioned by Chamber (1999) that maintaining a good-teacher-student

relationship is vital since relationship would determine whether the students

trusted the teachers, as a target language teacher, to do what they were supposed

to do. According to Bartram B. (2010), the way teachers teach a language can

have an effect on the attitudes of the students. The principle of extensive reading

also supported that teacher should teach accordingly since teacher played a role

model for the students. Besides that, communication between the students and the

teacher was also essential. However, many of the students in the interview have


86

mentioned that the English teachers in school have not maintained any of those

essential teacher-related influences for the student. Many of them said:

The teacher rarely comes. (P6)

They just give assignment to do and submit. (P3)

The teacher only writes the materials/theories for today’s lesson on the

board and later gives assignments to be submitted. (P8, P4)

The teacher rarely asks us to read English books. (P7, P5, P4)

Actually, I like English but if the teacher is like that, it makes me lazy to

learn. (P1)

If the English teacher had not maintained a good and trustworthy

relationship with the students, it was likely to produce a bad teaching environment

within the class which could lead to a negative attitude from the students. Based

on Bartram (2010), bad teaching means negative learner attitudes.

2. Curriculum Influence

Curriculum is the key factor of a school. When the students are dissatisfied

with it, it would create a negative attitude within them. Mc Pake et al. (1999, as

cited in Bartram, 2010, p. 60) say that “pupil dissatisfaction with the curriculum

as a key culprit in the alleged demise.” This indicated that dissatisfaction of the

students for the curriculum plays a key factor in affecting attitude.


87

Figure 4.19 Curriculum influence on the students’ attitudes

It is important for students to be satisfied with the curriculum in order to

maintain positive attitude. Figure 4.19 showed the result of the curriculum’s’

influence on the attitude. The questionnaire showed that the curriculum played a

part in affecting the attitude of the students in regards to Extensive Reading

Program. As many as twenty students (60.61%) chose “agree”, eight (24.24%)

students chose “strongly agree” while five (15.15%) chose “disagree” and none of

them chose “strongly disagree”. The median score of this statement was “agree”.

It meant that the curriculum of the education played a role; however, many

students have mentioned that it played a negative role since “uninteresting and

irrelevant syllabuses” dominated the English curricula (Bartram, 2010, p. 150). He

further explained that the curriculum is focused only on grammar and writing.

Many of the students who showed dissatisfaction with the curriculum mentioned

that:

I think it’s better to change the curriculum in order to make the students

come in front to read English books even more. (P2)


88

This type of Extensive Reading program should be included in the

curriculum in order to more knowledge. (P3)

3. School-related influences

According to Bartram (2010), school can influence the students through

many ways, namely lesson activities, textbooks, assessment, school exchanges,

and school ethos. In terms of lesson activities and assessment, the extensive

reading prepared three activities that the students have found it to be interesting.

Figure 4.20 Feeling of the students when Extensive Reading was carried out

in school.

It is important that the school is satisfactory for the students to grow in

since it serves as the main place where students are educated and thus developed

attitude regarding to every aspects that the school can provide. Figure 4.20 shows

that extensive reading program proved to bring happiness to the children as it

involved different activities. Other than that, extensive reading activities did not

involve any assessment that needed to be scored. Therefore, the students were

satisfied in participating. One of the principles stated that the program is meant


89

only for pleasure. However, the students mentioned that the activities in school

did not encourage students to explore themselves; instead it was only teacher-

centered:

They just give assignment to do and submit. (P3)

The teacher only writes the materials/theories for today’s lesson on the

board and later gives assignments to be submitted. (P8, P4)

In terms of textbook, the researcher collaborated with IERA, therefore,

sources for books were plenty. However, the schools did not facilitate the students

with many English books since the sources were limited. The students mentioned:

This school doesn’t provide lots of English books especially English

novels. There are many books that are related to science. (P2)

The library does not provide lots of English books. (P6)

The varieties of English books are not there in the library. (P2)

In terms of school-exchange, the school did not provide any exchange

program, instead it provided a program to increase literacy rate known as the

literacy program. In the program, students were asked to bring books or other

reading materials of their own choice and to read them in the first 15 minutes

before the lesson started. The same routine kept repeating every day from Monday

until Friday. The extensive reading program is the follow-up program of this

literacy program. However, the program lasted only for one semester; therefore

some students were quite disappointed of the program being ended which they

themselves found it to be useful. From the interviews, a student expressed the

disappointment by saying:

The school provide literacy program but it cannot be continued. When I

was in class 10, they would always give the first 15 minutes for reading


90

but the program was not continued until class 11. The activity was useful

or those who like to read but cannot force the ones who don’t like to read.

(P8)

To conclude, students’ attitudes were mainly affected by two external

factors, namely social and educational environment.


91

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations. The

conclusions are derived from the research findings. The recommendations are

intended to English teacher, English Language Education Study Program and

future researchers who intend to investigate students’ attitude towards the

implementation of Extensive Reading and the factors affecting it.

A. Conclusions

This research aimed to describe the attitude of the students towards the

implementation of extensive reading program. There were two major conclusions

drawn from the findings and discussion from the previous chapter. First, the

students showed positive reaction to three components of attitude towards the

implementation of extensive reading program namely, cognitive, affective and

behavioral. In cognitive component, the students believed that the extensive

reading program brings benefits to them. In affective component, the students felt

happy and excited with the implementation of the program. In behavioural

component, the students showed an intention to visit book stores to buy English

books. This indicated that their overall attitude towards the implementation of

extensive reading is positive. Second, the external factors affecting the attitude

included sociocultural and educational factors. The sociocultural factors involved

parents, peers, perception of learners and perception of media. The educational

factors involved teachers, school-related and curriculum.


92

B. Recommendations

There were several limitations of this study. First, due to the several

numbers of events and holidays, the researcher was only allowed to implement the

program for three times. Second, the observation was only done once due to the

inflexibility of access to the classroom. Third, the class for the implementation

was done in one class since the researcher was given permission to conduct the

research in one class.

Based on the limitations of this study, the researcher would like to give

several recommendations to English teachers and future researchers who are

willing to implement Extensive Reading program.

1. English Teachers

English teachers who are interested in implementing Extensive Reading

program in the class should consider several things. First, the sources for the

books that are being used should be much plentiful and more varied. In other

words, the number of fictions and non-fictions should be added. Second, when the

program is implemented in schools, it is encouraged to be implemented once a

week on a daily basis for at least one semester. Third, the teachers should be

prepared in all aspects of the program before implementing the program to the

students such as knowing well the principles of extensive reading, knowing the

different activities provided and knowing how to implement the program. In this

way, the implementation will go smoothly.


93

2. Further Researchers

Future researchers who would like to apply the program to the students are

recommended to use pre and post questionnaires in finding out the changes in the

attitude. The pre questionnaire will determine the attitudes before the

implementation and the post-questionnaire will determine the attitudes after the

implementation. In this case, the researchers will know the changes in students’

attitudes. In addition, the researcher will also know whether extensive reading

program play a role in developing students’ attitudes using the pre and post

questionnaire. In addition to using the questionnaires, future researchers can

observe the class not only in the beginning but also during the implementation. In

this way, the researchers can have the complete observation of the class. The

complete observation will give more details to the discussion of the findings.


94

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98

APPENDICES


99

Appendix I

Questionnaire Blueprint

NO Theories Aspect PERNYATAAN

1. “The affective

component of attitude

refers to feelings or

emotions inked to an

attitude object.”

(Maio & Haddock,

2010)

Feeling anxious Saya merasa gelisah ketika

saya tidak mengetahui arti

kata berbahasa Inggris saat

mengikuti program

Extensive Reading.

2. Saya merasa gelisah ketika

saya tidak memahami isi

teks berbahasa Inggris saat

mengikuti program

Extensive Reading.

3. Feeling bored Mengikuti program

Extensive Reading

membuat saya bosan.

4. Mengikuti program

Extensive Reading sangat

sulit bagi saya.

5. Feeling happy Mengikuti program

Extensive Reading sangat

menyenangkan bagi saya.


Extensive Reading

membuat saya bahagia.

7. Feeling sense of

care

Saya merasa tidak peduli

ketika saya tidak

mengetahui arti kata

berbahasa inggris saat

mengikuti program

Extensive Reading.

8. Saya merasa tidak peduli

ketika saya tidak


100

mengetahui isi teks


mengikuti program

Extensive Reading.

9. Feeling tired Saya mudah merasa lelah

ketika saya mengikuti

program Extensive

Reading.

9. “The cognitive

component of

attitudes refers to the

beliefs, thoughts, and

attributes we associate

with an object.”

(Maio & Haddock,

2010)

Belief that through

extensive reading,

one can increase

knowledge

Saya mendapatkan

pengetahuan tambahan


Extensive Reading.

10. Belief that through

extensive reading,

one gain new

information

Saya mendapatkan

informasi baru ketika saya

mengikuti Extensive

Reading.

11. Belief that thorugh

extensive reading

one can do self-

learning

Saya mampu mempelajari

sendiri semua hal yang

berkaitan dengan bahasa

Inggris.

12. Saya mampu memperbaiki

sendiri kemampuan

membaca teks berbahasa

Inggris saat mengikuti

Extensive Reading.

13. Belief that

extensive reading

can broaden the

mind

Saya mampu memperluas

pola pikir ketika saya

mengikuti Extensive

Reading .

14. Belief that

extensive reading is

important

Mengikuti Extensive

Reading Inggris penting

bagi saya.

15. Belief that


Mengikuti Extensive

Reading berguna bagi


101

useful masa depan saya.

16. Belief that


beneficial

Mengikuti Extensive

Reading bermanfaat bagi

saya.

17. “The behavioral

component of

attitudes refers to past

behavior or

experiences regarding

an attitude object.”

(Maio & Haddock,

2010)

Habits Saya jadi sering membaca

teks berbahasa Inggris

setelah mengikuti

Extensive Reading.

18. Saya jadi sering membaca


dalam bentuk elektronik

setelah mengikuti

Extensive Reading

19. Saya sering membaca teks

berbahasa Inggris di luar

jam pembelajaran setelah

mengikuti Extensive

Reading

20. Saya sering membaca teks

berbahasa Inggris saat jam

pembelajaran setelah

mengikuti Extensive

Reading.

21. Saya sering berkunjung ke

perpustakaan untuk


Inggris setelah mengikuti

Extensive Reading.

22. Attitudes has a strong

connection with the

environmental

variables such as

external factors rather

than internal variable.

(Bartram, 2010)

Peers’ influence Teman saya mempunyai

peran penting dalam

memperbaiki kemampuan


Inggris.

23. Parents’ influence Orang tua saya

mempunyai peran penting


102

dalam memperbaiki

kemampuan membaca teks

berbahasa Inggris.

24. Media’s influence Sosial media mendorong

motivasi saya untuk

memperbaiki kemampuan


Inggris.

25. Teacher’s influence Guru mendorong motivasi

saya untuk memperbaiki

kemampuan membaca teks

berbahasa Inggris.

26. Curriculum

influence

Kurikulum yang

diterapkan sudah sesuai

dengan kebutuhan siswa,

secara khusus membaca

teks berbahasa Inggris.


103

Appendix II

Raw Data of Questionnaire

No Aspect Sub-

Aspect Statement

∑ Response

(n people of 33 participants)

Median=

5.5th Strongly

disagree

Disagree Agree Strongly

agree

∑ % ∑ % ∑ % ∑ %

1. Students’

compone

nts of

attitudes

Affective

component

Saya merasa gelisah

ketika saya tidak


berbahasa Inggris saat

mengikuti program

Extensive Reading.

0 0 11 33.33% 18 54.55% 4 12.12% A

2. Saya merasa gelisah

ketika saya tidak

memahami isi teks

berbahasa Inggris saat

mengikuti program

0 0 11 33.33% 18 54.55% 4 12.12% A


104

Extensive Reading.


Extensive Reading

membuat saya bosan.

5 15.1

5% 27 81.82% 1 3.03% 0 0 D


Extensive Reading

sangat sulit bagi saya.

5 15.1

5% 26 78.79% 2 6.06% 0 0 D


Extensive Reading

sangat menyenangkan

bagi saya.

0 0 1 3.03% 23 69.70% 9 27.27% A


Extensive Reading

membuat saya bahagia.

0 0 4 12.12% 22 66.67% 7 21.21% A

7. Saya merasa tidak

peduli ketika saya tidak



mengikuti program

Extensive Reading.

13 39.3

9% 17 51.52% 3 9.09% 0 0 D


105

8. Saya merasa tidak

peduli ketika saya tidak

mengetahui isi teks


mengikuti program

Extensive Reading.

11 33.3

3% 20 60.61% 2 6.06% 0 0 D

9. Saya mudah merasa

lelah ketika saya

mengikuti program

Extensive Reading.

5 15.1

5% 23 69.70% 5 15.15% 0 0 D

10. Cognitive

component

Saya mendapatkan

pengetahuan tambahan


program Extensive

Reading.

0 0 0 0 16 48.48% 17 51.52% SA

11. Saya mendapatkan

informasi baru ketika

saya mengikuti program

Extensive Reading.

0 0 0 0 19 57.58% 14 42.42% A

12. Saya mampu

mempelajari sendiri

semua hal yang

0 0 7 21.21% 24 72.73% 2 6.06% A


106

berkaitan dengan

bahasa Inggris setelah

mengikuti program

Extensive Reading.

13. Saya mampu

memperbaiki sendiri

kemampuan membaca


saat mengikuti program

Extensive Reading.

0 0 4 12.12% 28 84.85% 1 3.03% A

14. Saya mampu

memperluas pola pikir


program Extensive

Reading.

0 0 2 6.06% 28 84.84% 2 6.06% A


Extensive Reading

penting bagi

kemampuan membaca

saya.

0 0 0 0 22 66.67% 11 33.33% A


Extensive Reading 0 0 0 0 19 57.58% 14 42.42% A


107

berguna bagi

kemampuan membaca

saya.


Extensive Reading

bermanfaat bagi

kemampuan membaca

saya.

0 0 0 0 20 60.61% 13 39.39% A

18. Behavioural

component

Saya jadi sering

membaca teks

berbahasa Inggris

setelah mengikuti

program Extensive

Reading.

0 0 8 24.24% 24 72.73% 1 3.03% A

19. Saya jadi sering

membaca teks

berbahasa Inggris

dalam bentuk elektronik

( semisal hp, laptop, dll

) setelah mengikuti

program Extensive

Reading.

0 0 7 21.21% 24 72.73% 2 6.06% A


108

20. Saya sering membaca


di luar jam

pembelajaran setelah

mengikuti program

Extensive Reading

1 3.03

% 13 39.39% 18 54.55% 1 3.03% A

21. Saya sering membaca


saat jam pembelajaran

setelah mengikuti

program Extensive

Reading.

0 0 18 54.55% 14 42.42% 1 3.03% D

22. Saya sering berkunjung

ke perpustakaan untuk

membaca teks

berbahasa Inggris

setelah mengikuti

program Extensive

Reading.

2 6.06

% 23 69.70% 7 21.21% 1 3.03% D

23. External

factors

affecting

Peers’

influence

Teman saya

mempunyai peran

penting dalam

1 3.03

% 7 21.21% 20 60.61% 5 15.15% A


109

attitude memperbaiki

kemampuan membaca


24. Parents’

influence

Orang tua saya

mempunyai peran

penting dalam

memperbaiki

kemampuan membaca


0 0 13 39.39% 18 54.55% 2 6.06% A

25. Media’s

influence

Sosial media

mendorong motivasi

saya untuk

memperbaiki

kemampuan membaca


0 0 1 3.03% 17 51.52% 15 45.45% A

26. Teacher’s

influence

Guru mendorong

motivasi saya untuk

memperbaiki

kemampuan membaca


0 0 5 15.15% 20 60.61% 8 24.24% A

27. Curriculum’ Kurikulum yang

diterapkan sudah sesuai 1 4.4 11 33.33% 20 60.61% 1 3.03% A


110

s influence dengan kebutuhan

siswa, secara khusus

membaca teks

berbahasa Inggris.


111

Appendix III

Interview Blueprint

This is a list of questions of the interview with class XI science 6 students

related to the students’ components of attitudes and the external factors affecting

the attitudes.

1. Bagaimana pendapatmu tentang Extensive Reading?

2. Gimana perasaan anda setelah mengikuti program Extensive Reading?

3. Apakah anda merasa senang atau bahagia? Mengapa?

4. Adakah rasa bosan? Mengapa?

5. Apakah anda merasa kesulitan dalam menjalankan program tersebut?

Mengapa?

6. Apalah anda merasa lelah saat aktivitas program berlangsung? Mengapa?

7. Manfaat apa yang kamu dapatkan dari program Extensive Reading?

Jelaskan semuanya.

8. Perubahan apa yang terjadi setelah mengikuti Extensive Reading?

9. Apakah anda jadi sering membaca buku? Berikan alasan.

10. Apakah anda jadi suka membaca diluar atau saat jam pelajaran? Mengapa?

11. Apakah anda berkunjung ke perpus untuk meminjam buku untuk dibaca?

Mengapa?

12. Berapa banyak kontribusi orang tua kamu dalam kegiatan membaca di

rumah? Jelaskan.

13. Bagaimana kontribusi dari teman-temanmu?

14. Apakah sosial media mempunyai peran dalam mempengaruhi kemampuan

membacamu?

15. Kontribusi apa yang sekolah anda berikan kepada anda dalam

mempengaruhi kemampuan membaca?

16. Kontrbusi apa yang guru bahasa inggris. Berikan kepada anda?

17. Apakah sekolah memfasilitasi dengan lengkap?

18. Diantara orang tua, teman, sosial media, guru, man yang mempunyai peran

terbesar dalam kemampuan membaca kamu? Mengapa?


112

Appendix IV

Interview Result with the Students of Class XI Science 6

No. Aspect Sub-Aspect Interview Samples Code

1. Affective

component

Feeling happy and

excited

Lebih asyik karena buku-bukunya aku tidak pernah baca. Selain itu

dalam bahasa inggris. P1

Senang dapat buku baru dalam bahasa inggris P2

Ya senang gitu mbak. Pengen baca2 lagi. Kan kemarin 1 buku jadi

sekarang pengen nambah-nambah lagi. Iya senang karena ada buku-

buku bahasa inggris yang bisa dibaca.

P3

Senang karena pertama pelajarannya asyik .Baru pertama kalinya tidak

serius. Bisa belajar sambil senang-senang. P4

Pertama saya terhibur. Kedua itu dapat cerita baru. P4

Senang bisa tahu semua dan menyambungkan ceritanya tapi bosannya

karena terlalu lama. P5

Senang bisa belajar kosa kata bahasa inggris baru, selain itu seru

karena dipadukan dengan permainan kosa kata. Jadi saya merasa P6


113

bahagia

Menurut aku karena sejak SD suka bahasa inggris jadi sering baca

buku bahasa inggris jadinya saat baca senang juga karena sudah ada

kebiasaan membaca

P8

Feeling of boredom Tidak..kan ada aktivitas-aktivitasnya jadi tidak bosenin. P1

Tidak karena kegiatannya tidak hanya membaca tapi diikuti dengan

aktivitas yang menyenangkan P2

Tidak. Kan ada gamenya. Tapi sedikit bosan sih karena kalau baca

terlalu lama ya bosan tapi saat aktivitas baru menyenangkan. P3

Tidak. Aktivitasnya beda sama kegiatan biasanya di kelas yang kita

lakukan makanya tidak bikin bosen. P4

Bosan karena kegiatan membacanya lama tapi karena diikuti dengan

Kegiatannya sih jadi menyenangkan. Jarang ada kegiatan seperti itu.

Kegiatan yang tidak bosenin selain itu juga dapat ilmu

P5

Tidak karena kegiatannya menyenangkan. Kelasnya jadi aktif lagi

karena kegiatannya seru. Apalagi yang permainan kosa kata. P6

Tidak kak karena kegiatannya membacanya beda. Biasanya kan cuma

baca terus jawab pertanyaan. Nah ini enggak ada soal-soal yang harus

digarap jd fokus ke membaca gitu. Aku kan suka membaca

P8


114

Feeling tired Tidak kok karena aku suka baca. P1

Tidak karena aktivitasnya menyenangkan jadi enggak merasa lelah.

Seru deh. P2

Tidak karena memang pengen baca buku bahasa inggris P3

Tidak karena pelajarannya santai, tidak ada penilaian jadi tidak bikin

capek. P4

Lelahnya pas baca buku karena tidak biasa membaca P5

Tidak sama sekali. Karena kegiatannya seru jadi tidak merasa lelah.

Malah merasa kalau waktunya tidak cukup untuk kegiatannya karena

saking asyiknya menjalani.

P6

Iya sih karena aku tidak suka membaca jadi belum biasa membaca

selama itu. P7

Tidak. Sudah biasa baca buku jadi itu sudah seperti kegiatan biasa. P8

Feeling difficulty Tidak kalau kesulitan. Senang tp buku tidak bisa dibawa pulang jadi

cuma bisa dibaca bentar di sekolah P1

Kesulitan tidak karena hanya beberapa kosa kata yang belum tahu tapi

untuk keseluruhan sudah paham P2


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Mungkin kalau tidak tau kata-kata gitu. Kadang bisa dapat arti dari

konteks tapi kadang juga harus mencari pake kamus. P3

Saat baca level 3 ada kata-kata yang tidak bisa dimengerti.

Grammarnya bingung. Tapi karena aku senang aku jadi termotivasi

untuk menyari arti dari kosa kata.

P4

Enggak . karena udah ada artinya P5

Tidak karena ringan dalam pengajaran juga dan buku-bukunya juga

tidak terlalu sulit P6

Mungkin di bagian kosa kata. Kosa kata masing kurang kayak V1 dan

V2 masih bingung nentuinnya. P7

Tidak..semuanya lancar P8

Feeling anxious Gelisah sih tidak ya…aku mengambil buku sesuai levelku jd tidak ada

kesulitan P1

Agak sih kak karena baru mengerti alur cerita tiba-tiba ada kata yang

baru terus harus menyari deh jadi kayak sebel gitu harus buka kamus P2

Lumayan karena ada beberapa kata yang tidak mengerti. Di glossary

juga enggak ada artinya jadi harus buka kamus. Itu menghambat alur

membacaku.

P3


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Iya karena ada kata-kata yang tidak dimengerti. Grammarnya juga ada

beberapa yang membingungkan. P4

Enggak sih. Ada beberapa kata yang sudah aku tau karena kemarin

milih buku sesuai levelku. Semisal ada beberapa tinggal nyari di

kamus apa di glossary

P5

Tidak kok karena buku yang aku pilih sesuai kemampuan jadi tidak

merasa gelisah..semuanya lancar2 aja kak P6

Lumayan kak. Harus buka kamus terus karena ada beberapa kosa kata

yang enggak ngerti. Nentuin v1 dan v2 yang mana juga masih

bingung. Kayak tau V1 yang mana tapi enggak tau V2nya.

P7

Tidak..sudah sering baca sih jadi dalam kosa-kata lumayan mengerti P8

2. Cognitive

component

Increase knowledge

and gain new

information

Kosa-kata bertambah. Iya dapat informasi baru. Semisal sering denger

Gulliver travel tp enggak tau ceritanya gimana tapi setelah membaca

baru tahu alur ceritanya.

P1

Mencari tau kosa kata dan grammar. Selain kosa kata dapat cerita yang

baru. Bisa baca bareng dengan teman-teman. Dan itu dalam bahasa

inggris.

P2

Sebelumnya enggak tau soal novel berbahasa inggris, yang aku tau

cuma film inggris diterjemahkan ke bahasa Indonesia. P2


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Vocab. Kebiasaan membaca nambah. P3

Ilmu baru. Kata-kata baru yang aku dapat dipelajari lg. P4

Tambah wawasan, nambah kosa kata. Bahasa inggrisnya ini.

Grammarnya juga. Iya lumayan berubah grammarnya setelah

mengikuti Extensive Reading

P5

Nambah wawasan. Nambah kosa kata baru. Bisa spontanitas seperti

saat permainan kemarin yang menggunakan kata dan diutrut dengan

huruf terakhir.

P6

Dari cerita-cerita juga menambah wawasan tentang hal-hal yang

belum pernah didengar. P6

Kemarin baca tentang bajak laut. Informasi barunya cerita-cerita yang

belum pernah di dengar. Yang belum pernah aku imajinasikan ada

dalam bahasa yang berbeda.

P6

Sedikit membuat saya menyukai membaca. Pandangan tetang

membaca berubah. Taunya membaca tidak membosankan P7

Ya mungkin mengisi waktu. Biasanya aku mengisi waktu dengan tidur P7

Iya kosa kata bertambah, grammar, struktur kalimat. P8

Dapat informasi baru kayak dulu kan pernah ikut lomba story telling. P8


118

Di buku yang aku baca ada cerita tentang orang yang story telling jadi

bisa mengerti bagusnya story telling apa.

Improve and learn

individually

Iya ini memovitasi aku untuk belajar lagi. Mau nyari buku sih. P1

Ada niatan mau ke gramed untuk beli buku bahasa inggris karena ikut

program extensive reading. Tp mungkin beli buku yang gampang

gampang dulu.

P2

Ada niatan buat nambah buku. Kan sehari 1 kalau bisa nambah 2 atau

3 karena masih seneng P3

Ada niat karena aku juga ikut les . Tentor aku nyaranin untuk baca

novel. Aku kemarin juga sudah nyari-nyari dan mau beli tapi

kekurangan dana jd enggak beli.

P4

Iya ada. Pengen nyari buku bahasa inggris. Pengen nambah kosa kata. P5

Ada tapi susah kalau dilakukan sendiri. Kalau dilakukan bersama-

bersama bisa kalau sendiri susah karena menyari waktunya susah.

Buku-buku seperti itu jarang, yang banyak malah buku-buku dengan

bahasa yang sulit.

P6

Kalau niat tidak. Biasanya belajar sama teman P7

Enggak punya banyak buku bahasa inggris jadi jarang baca buku P8


119

bahasa inggris tapi film banyak jadi lebih ke nonton. Kalau ada

subtitilenya nonton pake subtitile tapi kalau enggak ada subtitle tetep

di tonton

Broaden Mind-set Lebih memperluas imajinasi dan kreativitas P1

Sblmnya eggak tau soal novel berbahasa inggris, yang aku tahu cuma

film inggris diterjemahkan ke bahasa Indonesia. P2

Semisal membaca buku budaya sana bisa tau budaya sana gimana gitu

mbak. Enggak cuma liat video tapi juga harus membaca. P3

Iya nambah keratif karena ceritanya bergama. Menambah imajinasi

juga. P4

Iya kan aku baca buku tentang VoDoo. Kan dulu aku enggak tau

vodoo itu apa tapi sekarang vodoo boneka buat yang sakit. Jadi itu

kayak santet gitu. Baru tau kalau santet enggak cuma di inodnesia.

P5

Extensive reading is

important, useful and

beneficial

Iya penting kegiatan membaca seperti ini tp sayangnya program

literasi disini sudah tidak berlaku lagi jadi jarang membaca buku lagi. P1

Berguna apalagi yang tidak tau bahasa inggris bisa memperbaiki

bahasa inggris mereka. P2

Penting banget soalnya kan ya nambah vocab dan juga kebiasaan P3


120

membaca. Kan pada males baca jadi nambah membaca.

Penting karena program ini membacakan pelajaran jadi menambah

kata. Memperluas pengetahuan kreativitas , semisal bingung ada yg

bisa membantu seperti mbaknya. Aku bisa tanya2 ke mbaknya.

P4

Penting karena bisa nambah kosa kata. P5

Penting apalagi utk siswa-siswa pelajar. Kalau di jaman sekarang perlu

diterapkan dari SD. Nanti juga selalu digunakan terus karena bahasa

internasional.

P6

Penting apalagi buat orang yang masih belajar dan orang yang belum

bisa, bisa nambah vocabnya yang udah bisa lebih lancar lagi karena

ada kosa kata baru yg ditambah

P8

3. Behavioural

component

Students’ reading

habit

Sering kalau ngomong pake bahasa inggris. Ke orang tua juga. Orang

tua juga dilatih P2

Kalau baca cuma comic yang menghibur karena penat di hp dan buku P2

Kan dulu males baca dan sekarang enggak. Dulu males nyari-nyari

tapi sekarang lebih rajin mencari. Dulu 1 buku enggak sampai habis tp

sekarang 1 buku kurang.

P3

Ada. Aku jadi sering mencari cerita-cerita. Jadi nagih. Aku suka

bahasa inggris jadi setelah itu aku cari cerita dan ada motivasi utntuk P4


121

menabung untuk membeli novel bahasa inggris yang asli.

Pengen menyari buku bahasa inggris dan mengartiin. Kalau enggak

tau artinya, langsung buka kamus.

Masih baca tapi lebih banyak buku Indonesia. Iya mau beli buku tapi

bingung dimana. Iya mau nabung dulu.

P5

Tidak karena dari dulu tidak suka membaca. Suka baca kalau ada

gambarnya kalau enggak ada enggak suka P8

Reading using

electornic devices

Sedang diusahakan. Dulu jarang membaca. Iya kmrn nyari-nyari e-

book dalam bahasa inggris. Kemarin cuma nyari novel yang bahasa

jepang di terjemahin dalam bahasa inggris.

P6

Habis itu langsung download line webtoon. Bahasanya tergantung

semisal ada cerita bahasa inggris yang bagus ya bahasa inggris semisal

bahasa Indonesia ya bahasa Indonesia.

P8

Mungkin membaca berita2 di smartphone. Kalau baca buku tidak tapi

dalam bentuk smartphone iya. P7

Seringnya youtube. Searching di YT mengenai pengetahuan. Lbh

sering menonton dibanding membaca tp tergantung mood. P1

Students’ visiting the

library

Jarang ke perpus karena kalau sekolah kan pulangnya sore. Kalau ke

perpus biasanya malah tidur. P3


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Ke perpus. Iya baca tp kalau udh ya udh P5

Reading outside class Biasanya sering tp utk saat ini jarang karena banyak tugas jadi jarang

membaca P2

Suka baca wattpad tp tdk dlm berbahasa inggris. Nemu cerita. Suka

cerita yang romans. Dulu pake funfic skrng wattpad. Aku tidak suka

webstoon karena ada gambar2nya.

P4

Nyari e-book P6

Reading inside class Kelas rame jadi enggak bisa. Aku suka tempat sepi untuk membaca P5

Susah karena lingkungan rame. Semisal ada kata-kata yang susah

dimengerti juga harus nyari-nyari. P6

Tergantung mata pelajaran. Kalau bahasa inggris dominan ke

smartphone. P7

Tidak karena enggak ada bukunya yang menarik. Teman-teman juga

menghambat karena lebih milih ngegame. P8

4. External

Factors

affecting

attitudes

Parents’ influence Mama suka banget membaca. Sering membeli buku pas masih kecil.

Suruh membaca dan semisal enggak tau juga suruh Tanya-tanya tapi

sekarang tidak tau dimana lagi buku-bukunya. P1


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Orang tua terutama ayah tidak kontribusi banyak tapi kalau ibu

kontribusi dalam komuniasi kayak sering ngomong pake bahasa

inggris semisal ibu tau artinya apa jawabnya juga bahasa inggris tp

semisal enggak tau ya pake bahasa Indonesia .

P2

Ibu juga mendukung dalam hal finansial kayak pasti ngasih duit

semisal minta uang untuk beli buku bahasa inggris. P2

Orang tua tidak ngajarin jadi aku belajar sendiri. Tapi orang tua

membeli buku jadi dalam segi finansial mendukung P3

Mendukung. Kan sekolah pernah menerapkan program literasi jadi

minta uang untuk beli novel dan dikasih. P4

Orang tua hanya menyarankan buku pelajaran. P5

Kemarin di beliin majalah 3 bahasa : bhs inggris, indoensia dan

german. Langsung dikasih. Orang tua sering mengingatkan karena

keluarga buku juga. Iya sekeluarga sering membaca.

P6

Di rumah iya karena dulu kan ibu pernah ngajar di TK. Pas masih

kecil disuruh baca2 terus latih cerita atau baca. Skrng setiap malam

disuruh baca terus mau itu bacaan buku peajaran atau yg lain

walaupun agak nolak2 tp sering diingetin sampe skrng

P8

Peers’ influence Teman kelas tidak tp teman dr kelas lain iya. Sering ngomongin buku P1


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yang bagus apa saja.

Teman-teman tidak. Jarang membaca . Kalau di kelas jarang yang

membaca. P2

Kadang habis pelajaran bahasa inggris teman-teman ngomong dalam

bahasa inggris tapi kalau dalam membaca tidak. P3

Sesama teman sering tukar novel. Suka ke toko buku bareng. Cari cari

cerita. P4

Ngomong pake bahasa inggris. Pernah ngajak beli novel bareng. Yang

teman kelas dan temen luar. P5

Teman ngajak ke perpustakan terus beli di gramed ada buku baru. P5

Masih jarang kalau di SMA ini bahasa inggris jadi untuk pembahasan

kurang.

Kadang2 tapi untuk baca buku jarang banget karena media hiburan

luas enggak cuma sekedar buku

P6

Jarang banget kalau bahasa inggris, tetapi ada beberapa teman yang

nyuruh-nyuruh gitu P7

Tidak ada. Hanya ngajar ngegame. Ngajak ke perpustakan aja cuma

biar enggak kepanasan. Di kelas ini enggak ada cowok yang suka P8


125

membaca. Mungkin hanya beberapa yg suka.

Sosial media’s

influence

Sosial paling banyak mempengaruhi. Di instagram ya caption. Di

explore banyak P1

Seleb inggris yang bisa dibaca kan captionnya. Captionnya sekarang

bisa diterjemahin. Kita baca inggrisnya dulu terus ngira-ngira ini apa

terus kita terjemahin. Kita prediksi dulu ini artinya apa terus ini ada

yang enggak tau artinya apa terus kita terjemahin baru tau artinya apa.

Belajar kosa kata

P2

Sosial media ada YouTube, Instagram kayak liat video orang luar

negeri kita bisa memahami bahasanya. Video apa saja yang diliat yang

penting bahasa asing. Selian YouTube, instagram juga semisal video

di instagram. Aku lebih suka menonton daripada membaca.

P3

Wattpad. Sering download e-book online. Tapi yang sering di

download bahasa indonesia. Kalau sudah lancar bahasa inggrisnya

baru mau download novel2 bahasa inggris.

P4

Enggak. Iya beberapa seleb kan pake bahasa inggris dan ada beberapa

kata yang aku enggak tau. Terus ngartiin sendiri P5

Sedikit sih karena sekarang banyak grup-grup les gratis di watsapp

atau line mau tentang vocab atau bacaan ringan dan penjelasannya.

Watsapp dan line mempengaruhi.

P6


126

Di infiafact ada fakta-fakta tak baca aja..tapi kalau ada gambar2 dan

sudah jelas ngomogin tentang apa ya enggak usah tak baca. Kadang-

kadang caption bahasa di IG aneh.

P8

Teacher’s influence Beberapa. Paling suruh ngerjain apa tp kalau membaca buku jarang.

Guru guru jarang yang enak jadi kalau cendurung pelajaran bahasa

inggris udah males. Sebenarnya aku suka bahasa inggris tp kalau

gurunya seperti itu jadi cenderung males.

P1

Tidak, mereka hanya ngasih tugas ngerjain dan dikumpulin. P3

Tidak menerapkan membaca hanya tugas terus menerjemahkan. Tidak

disuruh membaca dan diparktekan. P2

Kalau Ibu guru bahasa inggris lebih sering teori ditulis di papan tulis.

Jarang kalau disuruh membaca. Tapi pernah suruh baca dulu baru

diterangin tapi yang dibaca teks-teks gitu bukan dalam bentuk buku.

P4

Ngomong pake bhs inggris. Enggak ada kegiatan membaca dalam

bahasa inggris. P5

Jarang datang. Nek dulu di kelompokin. Jd 1 kelompok di suruh cari

materi dan setiap kelompok akan presentasi. P6

Di mata pelajaran ada tapi kalau bahasa inggis jarang. Lebih seringnya

suruh ngerjain terus guru menjelaskan. P7


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Guru bahasa inggris jarang masuk. Masuk aja ngajar materi jadi cuma

nyatet di papan tulis. Cuma ngasih tugas untuk cari explanation teks

terus di tulis terus diterjemahkan. Terus suruh bikin kaliamt2 gitu.

P8

School’s facilities

influence

Tidak memenuhi P1

Kalau sekolah di perpus menyediakan buku2 berbahasa inggris tapi

tidak banyak macamnya apalagi kalau novel bahasa inngris. Yang

banyak ilmu2 pengetahuan seperti sains.

P2

Belum memenuhi karena novel masih banyak yang dalam bahasa indo P3

Program literasi. Tapi baca bahasa indonesia karena belum punya

novel bahasa inggris. Awalnya enggak suka baca buku tapi setelah ada

program literasi jadi sering beli novel dan liat-liat di wattpad.

P4

Di perpus tidak bannyak yg bahasa inggris P5

Belum karena di perpus ini paling pol cuma buku2 pelajaran dan novel

bahasa Indonesia. P6

Sekolah udah bagus karena diterapkan literais tapi kelanjutannya

enggak ada. Dulu pas kelas 10 ada jadi dikasih waktu 15 menit

sebelum jam pelajaran tapi sekarang kelas 11 enggak diterusin.

Program ini berguna bagi sebagian yg beneran mau baca tapi tidak

P8


128

buat yang tidak ada kemauan membaca karena juga tidak bisa dipaksa.

Curriculum Tidak mengerti P1

Tidak tau. Sarannya untuk kurikulum sering-sering suruh anak-

anaknya maju untuk membaca dalam bahasa inggris. P2

Kurang tau. Sarannya ada program utk membaca buku2 lbh banyak

agar menambah pengetahuan. P3

About Extensive

Reading

Perlu banyak diterapkan karena bahasa inggris itu penting tidak hanya

di Indonesia tapi diseluruh dunia. P2

Bagus dan perlu diterapkan karena penting banget. P3

Semoga terus diterapkan karena programnya menarik bisa belajar

sambil bersenang-senang P4

Bagus, bisa nambah kosa kata. Pengennya gitu terus. P5


129

Appendix V

Activities for the Implementation

A. First Meeting

1) Exploring Personal Reading Histories

Level: Intermediate to Advance

Purpose: To know the history of their reading background

Procedure:

The researcher introduced the lesson with some questions related to their

reading background. The questions are displayed using an overhead projector. The

questions are as follow:

After all the students answer the questions, the researcher opens a

discussion. The sheet that contains the answers of the questions is shaped into an

airplane and then is thrown into the air. The students will then pick the only sheet

that is closest to them and take turns to read them aloud.

No. Questions for Discussion

1. What are your first memories of reading?

2. Where there others involved?

3. What reading material did you enjoy the most?





130

2) Blurb and Title Match

Level: Any

Purpose: This activity is conducted to give samplings of a number of books and

also to allow them to practice speaking and listening.

Procedure:

The researcher prepared blurbs from various kinds of book and their titles.

This activity is contributed by Ken Schmidt, however, the researcher decided to

modify the activity that fits the class environment more. The activity will be done

in pairs. One acts as A and the other acts as B. Each student will read the blurb

while the other student, acting as B, will listen and guess the title of the blurb.

When A finished reading the first blurb, it is time for B to read the second blurb

and A guessed the title by listening. The number of blurbs that A and B gets to

read are two and the titles that both of them need to guess are also three.

3) Find Your Level

Level: Any

Purpose: In order to know the level of your reading abilities

Procedure:

Each student got a chance to choose their own level by reading every first

page of each level from the books provided by the researcher. When they are done

reading the first page of a book they chose, they may choose another level to read

the first page. The researcher gave several minutes for them to choose their levels.

The result shows that most of them prefer level 2 and level 3. However, few chose


131

level 1 and few others also challenged themselves to read level 4. The procedure

is modified by the researcher to fit the class environment.

B. Second Meeting

1) Book Flood

Level: Any

Procedure:

The students are exposed to a variety of books. In this case, 50 books of

different levels from different publishers that the researcher provided. The

students chose the books according to the level that they have chosen in the first

meeting. The researcher modified the activity by giving them a total of 30 minutes

to read the book silently. The researcher also gives a good example by reading one

of the books provided silently.

2) The Story and Me

Level: Any

Procedure:

The researcher provided few questions that will allow them to orally share

with their other friends about the book they read for 30 minutes. However, the

researcher modified the activity of the original one to fit the environment of the

class. In this activity, the researcher used an ice breaking game to choose the

student who would come in front of the class to share. The ice breaking game is

called a vocabulary game where a student says a word and the other student,

sitting next to him/her, will continue to say a word that started with the last letter


132

of the previous word. The student is given 5 seconds to come up with a word. If

the student fails to do so, he/she comes to the front of the class. The student

chosen would throw the dice provided by the researcher. The dice has six sides

and each side has its own rule. The first side says to pick “one question.” The

second slide says to pick “2 questions”. The third side says “Pass”. The fourth

side says “pick a friend”. Whichever side the dice rolled, the student would have

to follow and do what was written.

The questions provided by the researcher are (1) Tell us an interesting

quote from the book, (2) While reading the book, what difficult did you find? (3)

What is the problem in your story? (4) What new vocabulary did you find from

the book?, (5) How many characters are in your story? (6) Which part of the story

do you like the best? (7) Who do you think is the main character in the story?

Why? (8) Is the story easy to understand? Why? (9) Is the story good? Why?(10)

Tell us your favourite quote from the book, (11) What is the most interesting thing

that you find from the story, (12) Do you like the story? Why? (13) Would you

like to read more English books? (14) Would you recommend your friends to read

the book? (15) Who is your favourite character in the story? (16) Is the story

interesting? Why? (17) Which character is your least favourite? Why? (18) Do

you find English books interesting? Why? (19) Would you encourage your friends

to read more English books?


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C. Third Meeting

1) Book Flood

Level : Any

Procedure:

The students are exposed to a variety of books. In this case, 50 books of

different levels from different publishers that the researcher provided. The

students chose the books according to the level that they have chosen in the first

meeting. The researcher modified the activity by giving them a total of 30 minutes

to read the book silently. The researcher also give a good example to the students,

as they the researcher is a the mentor, by reading one of the books provided.

2) Draw Your Story

Level : Any

Procedure:

After 30 minutes of silent reading, the students are asked to sketch the

most memorable and inspiring scene from the book they have read. The

researcher provided a piece of drawing sheet to sketch the scene. After drawing

the scene, they also need to write a short paragraph of what the scene is about.

The students do not need to colour the sketch. The time allocated to sketch and

describe the scene is 45 minutes.


134

Appendix VI

List of Graded Reader Books

No. Title Level Publisher

1. Pocahontas 1 Oxford Bookworms Library

2. A little Princess 1 Oxford Bookworms Library

3. The coldest place on earth 1 Oxford Bookworms Library

4. Remember Miranda 1 Oxford Bookworms Library

5 The Elephant man 1 Oxford Bookworms Library

6. The cay 2 Pearson Education Limited

7 The Room in the Tower 2 Pearson Education Limited

8 The Earthquake 2 Pearson Education Limited

9 Another World 2 Pearson Education Limited

10 Jaws 2 Pearson Education Limited

11 Babe : Pig in the city 2 Pearson Education Limited

12 Round the world in eighty days 2 Pearson Education Limited

13 Moonfleet 2 Pearson Education Limited

14 Jumanji 2 Pearson Education Limited

15 Gulliver’s Travels 2 Pearson Education Limited

16 Treasure Island 2 Pearson Education Limited

17 Mr. Bean 2 Pearson Education Limited

18 Lost in New York 2 Pearson Education Limited

19 Five Children and It 2 Oxford University Press

20 The Piano 2 Oxford University Press

21 Tales from Longpuddle 2 Oxford University Press


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22 The Canterville Ghost 2 Oxford University Press

23 Tourism 2 Oxford University Press

24 Seasons and Celebrations 2 Oxford University Press

25 The Death of Karen Silkwood 2 Oxford University Press

26 Voodoo Island 2 Oxford University Press

27 Within High Fences 2 Cambridge University Press

28 The Man from Nowhere 2 Cambridge University Press

29 Different Worlds 2 Cambridge University Press

30 The Jungle Book 2 Oxford University Press

31 Kevin Brophy 3 Pearson Education Limited

32 Food for Thought 3 Pearson Education Limited

33 The Portrait of a Lady 3 Pearson Education Limited

34 British Life 3 Pearson Education Limited

35 Romeo and Juliet 3 Pearson Education Limited

36 Rain Man 3 Pearson Education Limited

37 The Accidental Tourist 3 Pearson Education Limited

38 Psycho 3 Pearson Education Limited

39 Goldfish 3 Oxford University Press

40 Love Story 3 Oxford University Press

41 The Railway Children 3 Oxford University Press

42 Tooth and Claw 3 Oxford University Press

43 A Pair of Ghostly Hands 3 Oxford University Press

44 Eye of The Storm 3 Cambridge University Press

45 The Promise 3 Macmillan Publisher


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46 Gulliver’s Travel 4 Oxford University Press

47 We didn’t mean to go to sea 4 Oxford University Press

48 Three Men in a Boat 4 Oxford University Press

49 The African Queen 4 Oxford University Press

50 The Mill on the Floss 4 Pearson Education Limited


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Appendix VIII

Letter to conduct research in SMA N Sewon from the campus


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Appendix IX

Letter from Badan Kesatuan Bangsa dan Politik


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Appendix X

Letter from Dinas Pendidikan, Pemuda, dan Olahraga


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Appendix XI

Attendance List


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Appendix XII

Classroom Observation Result

Extensive reading program is a follow-up activity of the program called

literacy program in SMA N 1 Sewon. During the observation, there were some

aspects that the researcher observed. During the literacy acitivity, the teacher

opened the class and reminded the students about the literacy activity. The teacher

made sure that the students bring their own books to read. Students who did not

bring their book would randomly take out any books that they find suitable from

their bags in order to avoid being scolded by their teacher. The students pay

attentively to what the teacher said and the students did what was asked to do.

Some of the students remain silent as they really enjoy the activity. They pay

attentively to what they read while other students did not show some reaction of

excitement for the activity. Instead, during the activity some of the students were

distracted by their phone and also by their friends. Some of them chat with one

another. Some also joked with one another. Some of them would also read the

books while putting their head on the table rather than sitting straight up. The

books that the students brought were various. Some brought comics, novels, teen

magazine but all of them were in Bahasa Indonesia. When the time is up, the

teacher would tell the students to close the book they are reading and to write the

details of what they read in a reading log. After they are done, they would hand in

the reading log to their teacher to be signed.


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Appendix XIII

Documentation


STUDENTS' ATTITUDES TOWARDS THE IMPLEMENTATION ...

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