Review of Article Journal

Extensive Reading: Theory, Research and Implementation

By: Qiu Rong Ng, Willy A Renandya, Maio Yee Clare Chong

TEFLIN Journal, Volume 30, Number 2, July 2019

            The theory, principles, effectiveness on language and specific skill, also the implementation of extensive reading (ER) for students of English as Foreign Language (EFL) or students of English as Second Language (ESL) has been published for several time. Pleasure reading, self-selected reading, free voluntary reading, and wide reading are term of extensive reading (ER). The theoretical intent of extensive reading is resulted from implicit learning, but the main theory of extensive reading is Comprehension Hypothesis. The studies habitually has been shown that extensive reading  (ER) enable the student to acquire benefits of linguistic, improve reading fluency, acquisition on vocabulary, better writing skill, grammar knowledge, also develop wider and deeper knowledge about the world. The author provides a discussion of the similar theme and methodologies in the current studies on extensive reading (ER).

            According to Day and Bamford’s (2002), Extensive reading (ER) is developed by 10 principles:

1. The reading material is easy

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

3. Learners choose what they want to read.

4. Learners read as much as possible.

5. Reading is for pleasure, and to gain information and general understanding.

6. Reading is the reward itself.

7. Learners generally read quickly and not slowly.

8. Reading is silent and individual.

9. Teachers orientate and provide guidance to students.

10. The teacher models being a reader.

            Those 10 principles of extensive reading are considered as the key ingredients of successful extensive reading program and encouraged teachers to use them to teach English as Foreign Language (EFL) or English as Second Language learners.

            The author used meta-analysis method for this research, it bring together research and development underlying extensive reading (ER). The research and development are discussed in light of practical classroom and contextual considerations. This research is established by refereed journal articles, book chapters, as well as conference proceedings published about extensive reading (ER) over the past five years.

            Based on meta-analyses the author, extensive reading (ER) proved have a positive effect on reading rate, reading comprehension and vocabulary. Even if there are different percentage influenced by different subject research, but the result is reflected that extensive reading (ER) is more effective than traditional reading methods in improving language proficiency. On the other contrary, students reported not having an active attitude toward ER and not enjoying the process of doing ER. As we know students in this study did not have the freedom of self-selecting the books they preferred to read, which might have reduced their enjoyment of ER.

            This research is shown very wide studies with different expert, for theory and implementation of extensive reading (ER) on English as foreign language (EFL) or English as second language (ESL) learners. Correspondingly, the author research for possibility of fusing extensive reading (ER) into English curriculum.

            On the other hand, we could not ignored a numerous of gaps on the research. Before concluded that extensive reading (ER) have positive effect, the author should pay attention on methodology, duration, the subject background, such as: age, study background also equalisation number before. The result might be different caused by the gaps on the research.

As described, we know variety of theory, principles, and implementation of extensive reading (ER) on students English as foreign language (EFL) or students English as second language (ESL) over the past five years. This research reported positive effect of extensive reading (ER) on languages and specific skills for the students. But we used to take a deep consideration, before fusing extensive reading (ER) as English curriculum, because there is still numerous gaps on extensive reading (ER).