ARTICLE

THE INFLUENCE OF EXTENSIVE READING ON DEVELOPING STUDENTS’

READING PROFICIENCY

Supporting Lecturer: Agus Salim, M.pd

Writer: Hilmiatul Aaulia (22291026)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF CULTURE, MANAGEMENT, AND BUSSINESS
UNIVERSITY OF EDUCATION MANDALIKA
2023
 ABSTRACT

Current literature demonstrates the importance and benefits of extensive reading. Extensive
reading provides contextual clues for better reading comprehension (Krashen, 1982), and
substantial linguistic input (Bell, 1998) necessary for language development. Several studies
have found correlations between extensive reading and specific linguistic skills including
breadth of reading selections, improved writing skills, ease in oral communication, and
improvement in other aspects of language. The literature has included many simplified
reading materials that would encourage beginners to engage in extensive reading; however,
there has not been enough research to explore the effects of extensive reading using authentic
materials. Krashen (2011) mentions the critical need for ongoing research in this area to
support the inclusion of extensive reading in the EFL curriculum. Therefore, this researcher
attempts to add to the literature by investigating the impact of authentic materials as the main
source of extensive reading. This quantitative study utilized a pre- and post-test design using
a simulated English proficiency test and an attitude survey. Other data such as course exams
and records of student participation in class were also included to increase validity. This study
aimed to determine the effect of extensive reading using online materials on students'
language ability, and students' attitudes towards extensive reading activities. The results
showed a strong relationship between extensive reading and vocabulary development. The
students thought that extensive reading also improved their overall English language skills
and knowledge.

Keywords: extensive reading, authentic materials, vocabulary acquisition.

 INTRODUCTION

Reading is one of the most powerful tools in language education (Krashen, 2004). Reading
can be defined as recognizing words, their spelling, and their relationship to other words in a
sentence. Reading is the process of extracting and constructing meaning through material
provided in written form (Auckerman, 2013). Students need to master reading to
communicate and receive information. The information they need is usually in written form
such as books, newspapers, magazines, or even journal articles. To be able to get a good
understanding of the materials, students need to read well and effectively. Effective reading
means reading accurately and understanding as much as needed to achieve the goal. Reading
in the context of foreign language learning is described as having a central role in the learning
process of the target language. In the Indonesian curriculum, reading is also the main focus in
the language teaching and learning process. Unfortunately, reading in a foreign language is
not an easy thing for learners. According to Grabe and Stoller (2011), EFL learners must be
continuously exposed to a lot of comprehensive input in the target language to develop their
reading skills. To support the practice of exposing learners to target language reading
materials, teachers need to find appropriate techniques to encourage students' interest and
build their confidence in reading, as well as expose them to appropriate reading materials.
One of the techniques that can be applied in the reading classroom is to use extensive reading
techniques. It would be beneficial for English instructors, teachers, and practitioners to
promote students' reading skills through extensive reading and provide examples of extensive
reading materials.
 LITERATURE REVIEV

1. DEFINITION OF READING
The term "reading" is used in various forms, such as reading a newspaper, reading a
book, scanning information or main dishes in a menu, skimming a topic in a magazine
article, reading a new novel by a famous author, reading a movie text in a foreign
language, and many other activities we do in the name of reading (Day & Bamford,
1998). For this reason, "reading" is an everyday activity that we do in our daily lives.
Reading is defined as "the construction of meaning from printed or written messages."
(Day & Bamford, 1998, p. 12). Reading can be done in one of two ways; stating the
written text aloud without comprehension, and it is called (reading aloud) or
discerning the written text in the heart and understanding its meaning; and it is called
(Reading silently). During silent reading, a reader understands the meaning and
knows more about the idea of the text. This understanding is called (reading
comprehension) (Richards & Schmidt, 2002).
2. EXTENSIVE READING

According to British Council, extensive reading is an approach to second language

reading which gives students chances to read longer pieces of reading, which they choose
and which they can read at their own ability level. In line with the previous statement,
Bambord and Richard (2004) stated that extensive reading is reading large quantities of
specially designed materials rapidly for general comprehension with special focus on
meaning in the target language. The given materials in extensive reading are to provide
the opportunity for the students to fairly understand it without any assistance from an
outer source. In a Second Language Learning environment; students should be exposed to
large quantities of target language input, which is succeeded through extensive reading
the most (Aliponga, 2013). In extensive reading, the learners take the opportunity to read
at their own pace and in their own time limits, so that they can adapt their reading speed
and gain the ability to read faster in their further readings (Tanaka & Stapleton, 2007).
Dawson (1992) cited in Schmidt (2000) stated that extensive reading as a means of
facilitating acquisition and learners select books from variety of genres and language
levels and read them for interest and enjoyment, with minimal post-reading. Minimal
post-reading here does not mean tasks which are sometimes done by the students. The
post-reading activities are required at all times, but the teacher should keep to the
minimum. For example, the students are asked to make brief summary and comment on
the short story they have read with no grammar correction or academic feedback from the
teacher. According to Brown (2001), Extensive Reading activity has advantages. First, it
makes the students read better. Second, it as a key for the students in gaining reading
ability, linguistic competence, vocabulary, spelling, and writing. By stimulating reading
for enjoyment or reading where all concepts, names, dates, and other details, need not be
retained, students gain an appreciation for effective and cognitive window of reading.
Extensive reading can sometimes help learners get away from their tendency to
overanalyze or look up words they do not know, and read for understanding. Choosing to
read based on personal taste, which is called free voluntary reading, is a way to achieve
second language proficiency. Moreover, the book the reader is interested in facilitates
readers’ concentration on the book and enables them to take advantage of background
information that facilitates comprehension (Cho and Krashen, 1994). Krashen (2003)
believes in the power of reading for the development of first, second or foreign language
competence. He displays some case studies to support his claim of the power of
recreational reading for progress. Extensive reading leads learners to acquire the language
if they are sufficiently exposed to the language and if they have the materials that are
interesting for them. Krashen (2004) brings in the term “narrow reading” for the extensive
reading the learners do on the areas of their own interest. Reading can broaden learners’
language competence by providing automaticity of recognizing and decoding words and
written symbols of a printed message (Grabe, 1991). Moreover, it can increase the
learners’ exposure to the language. However, the quality of exposure to language is very
important to their motivation to acquire new forms from the input. This exposure to
language is more likely to reduce the gap between L1 and L2. Extensive reading is
important in consolidation of previously learned knowledge as they support new language
forms by repeating adequately (Wodinsky & Nation, 1988). In addition, since background
knowledge is activated during reading process, it facilitates the development of prediction
skills. There are some characteristics of extensive reading program proposed by Day and
Bamford (1998). First, the amount of material to read and time given to the students must
be appropriate. Second, reading speed is directly related to the students’ proficiency level.
Third, the teacher can give definite target to the students. Next, for the evaluation, there
are two kinds of evaluation needed which are individual assessment that would assess the
students’ progress during the program and pre-determined target in an evaluation. The
teacher also needed to monitor the students’ progress and give the students opportunity to
read outside school environment. It is important to determine the right level of book
based on the students’ proficiency level (graded readers). Last, the students should reduce
the use of dictionary (to prevent them for easily getting bored and frustrated).

3. Types of Extensive Reading Material

There are some types of extensive reading that are suitable for different level of
education. For example, the reading materials that would be suitable for Junior High
School students are comic strip and Fable that contains less than 200 words. While for
Senior High School students, Fictional short stories and Fairy tale that contains about 500
words would be suitable for them. And the last one, for Undergraduate students, some
reading materials that would be proper is Classic short stories, Abridge novel, Modern
novel and Classic novel based on their proficiency.

4. The Benefit of Extensive Reading

According to Hedgcock & Ferris (2009) there are some benefits of using extensive
reading, such as, it helps to develop automaticity and thus students’ production gets better,
It can improve students’ comprehension skill, it contributes to background knowledge, it
helps build up linguistic knowledge, and it promotes students’ confidence and motivation
and makes the learning process quicker and easier. Day and Bamford (1998) also stated
that through extensive reading, the students develop reading habits and they get prepared
for further reading, moreover, it helps them develop some academic skills. Al-Homoud &
Schmitt (2009) concluded that extensive reading has some valuable consequences. Firstly,
it improves reading comprehension. Reading a text quickly and comprehending it without
extra effort requires an important background and the students who read the given
material seemed to understand much more easily. It also helps improve reading speed. As
the students deal with the material, they develop their skills to read with a better speed.
Moreover, it facilitates enriching vocabulary knowledge. As the students see the words in
meaningful context, they learn much easier than when they see the single words exempt
from any context. Furthermore, the students develop positive attitudes towards second
language learning. It is also reported there are certainly some situations in which students
did not develop positive attitudes towards reading under some circumstances. But in
general, it is agreed upon that reading extensively provides improvement in attitudes
towards further reading (Al-Homoud & Schmitt, 2009).
 METHODOLOGY

Advantages of Implementing Extensive Reading

Extensive teaching is an activity or method that can overcome the above reading
challenges faced by the students. There are several benefits while implementing extensive
reading according to Levy, 2016, they are:

1. Broad content exposure Extensive reading has several benefits both for teachers and
students. As it is known, students’ reading comprehension is consistently improved
through extensive reading. Essentially, extensive reading provides wider reading
materials for students. Extensive reading also does not give limitations on the volume of
reading materials that students can read as long as it accommodates broad exposure.
Besides, students also develop wider and deeper knowledge about the world, which is
essential in relating and connecting with the text and other people (Renandya, 2016). It
means that the more they read, the better comprehension they will have.

2. Improved Fluency with Vocabulary Another benefit of extensive reading is it can

improve students’ vocabulary. Through extensive reading, learners can develop good
reading habits, build up vocabulary knowledge and enhance positive reading attitudes
(Liu and Zhang, 2018). By reading often, it is believed that students can enhance their
vocabulary mastery. Related to the role of extensive reading in vocabulary growth, Grabe
（2009） states that about 10% of all new vocabulary is learned via reading exposure.
The reason why students gain new vocabulary from reading is that they read more
English texts or books.

3. Enhanced Students’ Reading Motivation Besides improving students' reading

comprehension and vocabulary, extensive reading is also able to motivate students to
improve their reading skills. Learning a foreign language won’t be successful without
motivation. Brown (2007) states that motivation is a star player in the cast of characters
assigned to second language learning scenarios around the world. In other words,
motivation is an essential factor for students to be able to enhance their reading skills.
Moreover, Takase (2009) points out that reading material works as a critical factor to
motivate learners to read extensively.

4. Autonomous Learning As extensive reading is an individual activity, the success of this

project depends on students’ willingness to read the books or texts. According to Bell
（1998）, the idea of giving students autonomy to choose the genre of material to read,
as well as the pace at which to read, is in itself motivational because it addresses the
needs and interests of individual learners. Since there is no restriction in reading the
materials, students can adjust the reading sources to their needs. Besides, it also gives
benefits for students to build their reading habits easily by choosing their reading
materials. Although the teacher gives autonomy in selecting the reading materials,
however, the teacher is responsible to monitor students’ reading materials and also their
progress.

The use of Extensive reading

According to Day and Bamford (2002), there are 10 principles of extensive reading that
teachers should comprehend, they are:

1. The reading material is easy Extensive reading provides easy reading materials to make
the students enjoy the reading activity. By implementing easy reading materials, it is
expected that students will always read and makes them enjoy the reading.

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

of technology makes them easy to access reading materials easily from various resources
on the internet.

3. Students choose what they want to read The reading materials used in extensive
reading suits the students’ need. They can choose their reading materials by themselves
according to their interest. Since it is an independent reading activity, they are free to
select their reading genres.

4. Students read as much as possible Reading often will make students able to open their
eyes wider and enlarge their knowledge. By reading the students are also able to know
information from all around the world. As it is known, the more students read, the better
they will be.

5. The purpose of reading is usually related to pleasure, information, and a general

understanding In the reading process, students should feel enjoy absorbing better
knowledge. It also will cause students more motivated in reading because they feel that
reading activity is an enjoyable activity for them.
 RESULTS

Students’ reading motivation from extensive reading experience English for General
Reading was a reading class offered to first semester students of an English study
program in higher education level. During the course, students were provided with plenty
of reading materials. The reading materials chosen were mostly the ones that also support
them as a new college student. Aside from reading materials available on the provided
module, students were also required to read an article per week to boost their reading
habit (Day et al., 1998). The articles should be varied in topics but still related to students’
or youth life in general. Those might be about college life, study tips, pop science, idols,
or trivia. This out-of-class reading activity would then be brought up on the class. Before
going to the syllabus material, students were invited to talk about the article they had read
the week before. Aside from the content, they could share about what they liked or
disliked about the article, their feeling after reading the article, and/or what their opinion
towards the article in general. Overall, students were engaged during their discussion.
They willingly shared their experience, while others also gave their comment and
feedback towards others’ sharing. Motivation involves the mental and emotional
processes that underlie a person’s decision to act and the intensity in with which to
continue doing (Kirchhoff, 2013). By conducting the appropriate learning instruction,
students’ reading motivation can be encouraged (Ro, 2013; S. Wang & Kim, 2021). The
feedback from students showed that extensive reading experiences and structured reading
programs could enhance students' reading motivation. “I like reading article activities
when the article is fun and inspiring so I could enjoy read it no matter how long it is.”
(S12) This suggested that the motivational aspect of reading is related to the content's
relevance to students' interests (Wigfield & Gladstone, 2019). Students were more likely
to be motivated to read when the reading material was related to their interests or
experiences. These ‘fun’ materials led to students’ engagement to the reading activities.
When teachers were able to provide students with reading material that they found
enjoyable and relevant, it significantly improved students' reading motivation (Wigfield &
Gladstone, 2019).
 DISCUSSION

Extensive reading practice in increasing students’ reading efficacy

Being one important element of motivation, self-efficacy positively correlates with

motivation of individuals (Carroll & Fox, 2017; Yang et al., 2018). Bandura’s concept of self-
efficacy emphasises people’s beliefs in their capabilities to attain goals through actions,
which influences perseverance, resilience, and skill progress through time (Bandura et al.,
1999). Aside from proving that extensive reading improved students’ motivation in reading,
this study also found that the practice could improve students’ reading efficacy. “But because
of this class I slowly started to be able to read novels as well as articles, and that made me
happy.” (S1) Student (S1) suggested that he experienced a positive emotional response to
their improved reading skills, which could be an important motivator for continued reading
and further skill development. The enjoyment and satisfaction that student (S1) felt from
being able to read different reading materials: novels and articles, suggested that extensive
reading could not only enhance his reading efficacy, but also increase engagement and
enjoyment in reading activity. Other student noted that they were able to gradually read
novels as well as articles and this progress made them happy. “… when I can finish them it
feels very fun.” (S3) Student (S3) also expressed enjoyment in completing reading materials,
indicating a sense of accomplishment in her reading ability. Both statements by student (S1)
and (S3) were in line with the notion that extensive reading practice significantly improved
students' reading efficacy, including motivation and self-confidence towards the skills
(Yılmaz et al., 2020; Zhang & Milton, 2022).

Extensive reading practice also enhanced students' reading proficiency and positively
influenced their attitudes towards reading, not only improved students' reading efficacy but
also had a positive impact on their motivation to read (C. Wang et al., 2012). The feedback
provided by students (S1) and (S3) showed a gradual improvement in their reading ability.
Meanwhile, the enjoyment that (S3) expressed in completing different reading materials was
consistent with the positive attitude towards reading that was observed in previous study
(Zhang & Milton, 2022). This evidence suggested that extensive reading practice could not
only increase students' reading efficacy, but also could lead to a sense of accomplishment and
enjoyment in reading. Extensive reading impact on students’ curiosity on specific topics
Motivated students will willingly explore challenging topics or reading materials, satisfying
their curiosity. Even without incentives, motivated students engage in and enjoy reading
activities to measure their foreign language reading skills, and they are prepared to put in
extra effort to comprehend tough reading sections (Indrayadi, 2021). This will undoubtedly
bring valuable benefits to their academic journey. The feedback from students taking English
for General Reading also showed that extensive reading activity gave positive impact on their
curiosity on specific topics. “… It's like an article that praises me to be an fiction
bookworms.” (S6) As stated by student (S6), reading can lead to a sense of identity—such as
a ‘bookworm’, and a feeling of being praised for one's interest in books which indicated that
someone were open with new knowledges—including fiction. was in line with a notion that
extensive reading could be associated with curiosity (Lake, 2014), providing the students the
opportunity to explore the possibilities. Aside from encouraging students to enjoy new
knowledges, extensive reading provided ample opportunities for students to challenge them
with further level of language learning, one of which by pushing them to face new
vocabularies. Encountering new words and phrases in a meaningful context regularly would
help them acquire plenty of new vocabularies. This exposure to new language helped them
expand their vocabulary and improve their reading comprehension. According to a student's
feedback, the extensive reading activity in English for General Reading class had a positive
impact on their language acquisition, particularly on their vocabulary building.
 CONCLUSION

This paper has shown that extensive reading experiences and structured reading
programs can significantly enhance students' reading motivation, efficacy, and
engagement in reading activities. The evidence provided in this discussion aligns with
previous research, indicating that when students are exposed to reading materials that
are engaging, relevant to their interests, and offered in a structured program, they are
more likely to develop a love for reading, which can lead to improved academic and
personal growth. By providing students with a wide range of reading materials and
activities to choose from, increasing the likelihood of finding material that resonates
with their interests, teachers can help cultivate a love of reading in their students. This
can lead to a better understanding of reading strategies, improved comprehension
skills, and a greater love for reading. Therefore, it is crucial for teachers to encourage
students to engage in regular reading activities and provide them with a variety of
engaging reading material to support their academic and personal growth. While this
study provides valuable insights of how extensive reading experiences are beneficial
on students' reading motivation and efficacy, further research can be conducted to
explore the effectiveness of different types of reading materials and activities in
improving reading motivation and efficacy. For example, future studies could
investigate the impact of incorporating digital reading materials and interactive
reading activities on students' reading motivation and efficacy. Additionally, research
could be conducted to examine how incorporating different genres of reading
material, such as graphic novels or poetry, can impact students' reading motivation
and efficacy. Such research can provide educators with a better understanding of how
to design effective reading programs that meet the diverse needs and interests of
students.
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