The effectiveness of extensive reading on reading comprehension and reading motivation of tenth graders at trieu thai hight school

HANOI PEDAGOGICAL UNIVERSITY N
0
.2
FOREIGN LANGUAGE FACULTY




LUU THI THUY VAN




THE EFFECTIVENESS OF EXTENSIVE READING
ON READING COMPREHENSION
AND READING MOTIVATION OF TENTH GRADERS
AT TRIEU THAI HIGH SCHOOL

A MINOR THESIS FOR GRADUATION


Supervisors: Ms. Emily Parenteau
Mrs. Nguyen Thi Ha Anh, M.A.





HANOI, 2015
i

ACKNOWLEDGEMENTS

I would like to take this opportunity to express my gratitude to the people made
it possible for me complete this thesis for graduation. First and foremost, I want to
send the deepest appreciation to my supervisors: Ms. Emily Parenteau and Mrs.
Nguyen Thi Ha Anh M.A at Hanoi Pedagogical University N
0
.2 for their insightful
advice and suggestions and warm encouragement. Without their help and guidance, I
would not have been able to complete my research work. Without them, I could not
have come this far.
My sincere gratitude is also extended to the committee members for their
advice and invaluable feedback and comments so that my thesis could be completed in
full.
I would like to thank teachers and students at Trieu Thai High School, Lap
Thach District, Vinh Phuc Province, who were very kind to me and helped me to
conduct my experiment.
In addition, I also wish to thank my friends at Hanoi Pedagogical University
N
0
.2 for their kind assistance and encouragement during my studies.

Luu Thi Thuy Van

ii
STATEMENT OF AUTHORSHIP
Title:
“THE EFFECTIVENESS OF EXTENSIVE READING ON
READING COMPREHENSION AND READING MOTIVATION
OF TENTH GRADERS AT TRIEU THAI HIGH SCHOOL”
(A minor thesis for graduation)
Date submitted: May 2015


Supervisor 1:


Emily Parenteau

Supervisor 2:


Nguyen Thi Ha Anh, M.A

Student:


Luu Thi Thuy Van





iii

ABSTRACT

Extensive reading is an interesting approach using reading as an outside
activity. Many researchers have studied extensive reading and many educators have
applied this approach to classroom instruction and language learning (Byun, 2010,
Day and Bamford, 1998, Day and Bamford, 2000, to name a few). Second language
researchers have found this method can affect students‟ reading motivation and
reading comprehension.
This research focused on the effects of extensive reading on students‟ reading
motivation and reading comprehension when most students are at the Pre-A2 level
according to Common European Framework for Reference. Sixty tenth grade students
who are learning English as a foreign language at Trieu Thai High School took part in
this study. They were divided into the experimental group and the control group.
Students in both groups completed motivation questionnaires and English reading
comprehension tests prior to the study. Then, the experimental group completed
extensive reading activities for four weeks. During this experimental period, the
control group followed their regular curriculum. Data was again collected from
respondents through a motivation questionnaire and a reading comprehension test after
the experimental period. When this experimental method was completed, the results of
the experiment were analyzed and the findings explained.
The findings suggest that reading extensively can bring about positive changes
in students‟ attitudes toward acquiring reading skills. After the four weeks of the
experiment, students in the experimental group reported that they enjoyed reading in
English. They read materials in English more than they did before the experiment and,
most significantly, these students‟ reading tests scores became higher.

iv
LIST OF ABBREVIATIONS

1. CG: Control Group.
2. ESOL: English for speakers of other languages.
3. EG: Experimental Group
4. EFL: English as Foreign Language
5. ESL: English as Second Language
6. GR: Graded Reader
7. L2: Second Language
8. TEFL: Teaching English as Foreign Language
9. TESL: Teaching English as Second Language
10. TTHS: Trieu Thai High School



v
LIST OF TABLES AND FIGURES

Figure 1: The vicious circle of weak readers. Source: Nuttall (2000, p.127) 2
Figure 2: The circle of good readers. Source: Nuttall (2000, p.127) 3
Figure 3.Organization of the study 7
Figure 4: Model of the major variable motivating the decision to read in a
second language (Day and Bamford, 1998, p.28) 18
Figure 5: Scale conversion between international English certificates (2014) 23
Table 1: Background information about the participants of the study 24
Table 2: Results of the control group in the pre-motivation questionnaire 33
Table 3: Results of the experimental group in the pre-motivation questionnaire 35
Figure 6: Comparison of students‟ opinion toward reading English in the control
group and the experimental group on the pre-motivation questionnaire 36

Table 4: The amount of time that the control group and the experimental group
reported spending on reading English before the experiment 37
Table 5: Results of the control group in the post-motivation questionnaire 38
Table 6: Results of the experimental group in the post-motivation questionnaire 39
Table 7: The amount of time that the control group and the experimental group
report spending on reading English after the experiment 40
Table 8: Results of the experimental group in the second post-motivation
questionnaire on extensive reading 41
Figure 7: The EG students‟ opinions toward reading in the pre-motivation and
post-motivation questionnaires 42
Figure 8: Students of the control group and the experimental group divided into
sub-groups based on pre-test scores 44
Figure 9: Students of the control group and the experimental group divided into
sub-groups based on post-test scores 45
Figure 10: Mean scores of the control group and the experimental group in the
pre-test and post-test 45
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Figure 11: Students of the control group and the experimental group divided into
sub-groups based on pre-test and post-test scores 46


vii
TABLE OF CONTENTS

ACKNOWLEDGEMENTS i
STATEMENT OF AUTHORSHIP ii
ABSTRACT iii
LIST OF ABBREVIATIONS iv
LIST OF TABLES AND FIGURES v
TABLE OF CONTENTS vii

CHAPTER ONE: INTRODUCTION
1.1. Rationale 1
1.2. Statement of the Problem 3
1.3. Methodology of the Study 4
1.4. Questions of the Study 4
1.5. Significance of the Study 4
1.6. Scope of the Study 5
1.7. Research Objectives 5
1.8. Research Tasks 5
1.9. Organization of the Study 6
CHAPTER TWO: LITERATURE REVIEW
2.1. Reading Comprehension 11
2.2. Extensive Reading 11
2.2.1. Definition of Extensive Reading 11
2.2.2. Principles of Extensive Reading 12
2.2.3. Extensive Reading versus Intensive Reading 13
2.2.3.1. Intensive Reading 13
2.2.3.2. Extensive Reading versus Intensive Reading 14
2.2.4. Benefits of Extensive Reading 15
2.2.4.1. Extensive Reading in Developing Vocabulary Knowledge 16
2.2.4.2. Extensive Reading in Developing Speed 16
2.2.4.3. Extensive Reading in Fostering Reading Motivation 16
viii
2.2.4.4. Extensive Reading in Developing General World Knowledge 17
2.3. Reading Motivation 17
2.3.1. Intrinsic Motivation 19
2.3.2. Extrinsic Motivation 19
2.3.3. The Differences between Intrinsic Motivation versus Extrinsic Motivation
19
2.4. Previous Studies on the Effects of Extensive Reading 20

CHAPTER THREE: METHODOLOGY
3.1. Participants 23
3.2. Experimental Method 24
3.3. Instruments 25
3.3.1. Motivation Questionnaire 25
3.3.2. Graded readers 27
3.3.2.1 Reasons for Using Graded Readers 28
3.3.2.2 Reasons for Using Graded Readers 28
3.3.3. English Reading Comprehension Tests 29
3.4. Design 29
3.5. Procedures of Data Collection 30
CHAPTER FOUR: FINDINGS AND DISCUSSION
4.1. Motivation Questionnaires 32
4.1.1 Pre-motivation Questionnaires 32
4.1.2. Post-motivation Questionnaire 37
4.2. English Reading Comprehension Tests 43
4.2.1. Reading Comprehension Pre-Test 43
4.2.2. Reading Comprehension Post-Test 44
CHAPTER FIVE: CONCLUSIONS
5.1. Recommendations 48
5.2. Conclusions 48
5.3. Limitations of the Study and Suggestions for Further Studies. 49
ix
REFERENCES I
APPENDICES III
APPENDIX 1 III
APPENDIX 2: PRE-MOTIVATION QUESTIONNAIRE VI
APPENDIX 3: POST-MOTIVATION QUESTIONNAIRE VIII
APPENDIX 4: X
APPENDIX 5: SUGGESTED WEDSITES FOR GRADED READERS AND

SAMPLE STORIES XV
APPENDIX 6: THE SCORES OF THE CONTROL GROUP AND THE
EXPERIMENTAL GROUP IN THE PRE-ENGLISH READING TEST XVI
APPENDIX 7: THE SCORES OF THE CONTROL GROUP AND THE
EXPERIMENTAL GROUP IN THE POST-ENGLISH READING TEST XVII
1
CHAPTER ONE: INTRODUCTION

1.1. Rationale
In today‟s globalizing world, the significance of English cannot be understated.
English has been playing a major role in many sectors, including education, science,
engineering, technology, politics, economics, and entertainment. English is considered
an official language of communication and trade. Because of its vital role, the study of
English has garnered attention on an unprecedented international scale, especially for
those involved in the fields of learning and teaching. Vietnam is a developing country
ranked 121 on the United Nations Development Program‟s Human Development
Index. It is widely considered to be South East Asia‟s economic powerhouse, with
significant dedication to industrial advancement.
According to a survey of the private education institution, Education First
reported on by vietnamnews.com, Vietnam is one of the fastest progressing nations on
English-language proficiency. In 2013 Vietnam ranked 28
th
out of 60 non-native
English speaking countries in English-language proficiency. As anyone who has ever
attempted to learn a foreign language is well aware, language learning can be difficult.
In order to succeed in learning English, learners have to focus on developing
comprehensive skills including speaking, writing, reading, and listening. Anyone who
has ever studied English might agree that reading comprehension can be just as
difficult as other skills.
Reading comprehension is a foundation skill. Through reading comprehension,

not only do learners improve their language skills, but they also gain valuable
background knowledge and often find the opportunity for enriching life experiences.
However, according to Tran T.T.T and Richard B. Baldauf Jr., lack of motivation can
be a serious deterrent to learning. A recent study published in the Journal of Asia
TEFL found that:
“In countries like China, Japan and Vietnam (where English is a compulsory subject)
students either mentally withdraw or look for strategies to pass the required exams
with a minimum of effort” (2007). There is even less excitement around reading skills
than around listening and speaking. Reading simply is not as flashy as other skills, and
does not attract learners‟ attention.
2
With respect to third-year students at Trieu Thai High School (TTHS) current
feelings around English learning, and especially reading skills, reflect a large amount
of stress placed on students, teachers, parents, and other interested members of the
community. Many questions about learning reading skills at school have been
answered and according to several students in an informal interview at TTHS (Luu T.
T. V, personal communication, February 16, 2015), and according to them, almost
students think that reading in English is difficult. Their scores in reading are low and
there is a little knowledge about effective methods to improve reading skills. Because
of these issues, students are not interested in learning English. The time they spend
reading is very limited. Consequently, the situation grows more and serious when
students receive lower marks and become even less motivated, which creates a vicious
circle of poor readers:

Figure 1: The vicious circle of weak readers. Source: Nuttall (2000, p.127)
Many educators and language researchers have been seeking to find methods to
improve the reading comprehension of students. Two approaches have been used in
developing reading skills, known as intensive and extensive reading. Intensive reading
is a traditional method that teachers use in their classes to improve students‟ reading
comprehension. However, there are a number of researchers who emphasize the

significant role of extensive reading over intensive reading in enhancing learners‟
comprehension (Day and Bamford, 2008; Krashen, 1982; Erfanford, 2013).
First, in extensive reading, learners become the nuclear element during the
learning process. “Extensive reading, therefore, develops learners‟ autonomy” (You
need to cite your source here. Also, if a quotation is less than 40 words long, you
reads
slowly
doesn‟t
enjoy
reading
doesn‟t read
much
doesn‟t
understand
3
should not italicize it, but just leave it in regular text in quotation marks). It also
increases a learner‟s responsibility in his or her own learning process, under the
teachers‟ guidance, which promotes self-awareness and reading motivation:

Figure 2: The circle of good readers. Source: Nuttall (2000, p.127)
Second, extensive reading has been proven to increase students‟ ability in
English reading tests. Students got higher marks after reading extensively. (Wu J.,
2012; Day & Bamford, 1998). Many educators have studied ER and proved it to be
effective. In order to contribute to this existing body of knowledge, and to examine its
relevance on a local level in secondary education, the researcher will conduct the study
“The Effectiveness of Extensive Reading on Reading Comprehension and Reading
Motivation of 10
th
Grade Students at Trieu Thai High School” to examine the benefits
of reading extensively on students‟ reading comprehension and motivation.

1.2. Statement of the Problem
The rationale presented in the Introduction chapter shows that extensive
reading, has a lot to offer EFL learners. It can be considered the essential skill most
relevant to learners‟ reading comprehension ability and motivation to read. Especially
for students at the Grade 10 level, extensive reading could help to both relieve learning
pressure on students and help them to become more successful in English classes.
According to prior studies, extensive reading benefits learners. These benefits
include improving English language learners‟ reading speed, reading comprehension
(Erfanpour, 2013), motivation and performance (Wu, 2012), vocabulary, and even
writing. The Literature Review in Chapter Two explores the previous studies in depth,
to broaden this study‟s problem-solving base.
reads faster
enjoys
reading
reads more
understands
better
4
This study focuses on several benefits that people gain through applying
extensive reading. This study also discusses the effects of motivation on reading and
reading comprehension.
1.3. Methodology of the Study
This study‟s main experimental methods were a motivation questionnaire,
graded readers, and an English reading comprehension test to collect measurements.
These experimental methods have been used by many researchers, such as Moore and
McCabe (1993), Gay (1992), Hung S. S., (2011), and many others.
First, a pre-motivation questionnaire and a pre-test for English reading
comprehension were conducted. After applying the extensive reading program, a post-
motivation questionnaire and a post-test for English reading comprehension test were
also conducted with the same objectives as before. Then the results were collected,

analyzed, and compared in order to come to a conclusion about the effectiveness of
extensive reading. Motivation questionnaires in this study were multiple-choice
questions with the answers “strongly agree”, “agree”, “disagree”, and “strongly
disagree”. English reading tests were selected which are suitable for Tenth Grade
students. The difference between pre-test and post-test comprehension scores for each
group was tested to determine whether vital gains were made in each group. Graded
readers were also used as a tool for independent reading activities in the experimental
group.
1.4. Questions of the Study
Through using experimental method, the study main answers for these
questions:
- Does extensive reading improve students‟ English reading comprehension?
- Does extensive reading improve students‟ motivation to read in English?
1.5. Significance of the Study
This study is significant for several reasons. Firstly, extensive reading is an
important approach to help students be successful in learning. To understand clearly is
the main goal for students in reading lessons. The more students read, the more they
develop their ability to understand language. Consistent contact with the English
language will help students to become familiar with it and understand it.
5
Secondly, improvement in reading can be caused by both students‟ ability and
their reading motivation. Motivation in learning is very important. Reading motivation
will boost student reading skills, maintain the reading process, and promote reading
activity.
Thirdly, the findings of this thesis will be useful for promoting other studies in
the future. There are many people who are keen on teaching or learning a foreign
language who will need to conduct their own research on extensive reading.
In conclusion, after understanding the impact of extensive reading on reading
motivation and English reading comprehension, teachers and students can apply
extensive reading as a method in teaching and learning processes to achieve

improvement.
1.6. Scope of the Study
This study‟s scope is limited to students at Trieu Thai High School. There are
sixty tenth grade students taking part in this study. It consists of 2 classes at TTHS
(Class 10A1 and Class 10A2). The 10A1 and 10A2 classes have the same curriculum
and have been taught by the same English teacher. All of the students in these two
classes have been learning the same English curriculum for nearly five years, since
they were in the sixth grade.
1.7. Research Objectives
This study aims to identify the effects of using extensive reading as an activity
outside the classroom. This activity is especially aimed at changing reading
comprehension and reading motivation.
1.8. Research Tasks
This research will focus on the main tasks listed below:
- Giving some persuasive reasons for choosing extensive reading as the tool for
improvement
- Giving an overview of reading comprehension; the definition of extensive
reading (in contrast with intensive reading) and to create an understanding of
reading motivation
- Testing the effects of extensive reading on reading comprehension and reading
motivation
6
- Discussing and analyzing effects of extensive reading as identified through the
above mentioned experimental methods
1.9. Organization of the Study
This study discusses the relationship between extensive reading, reading
motivation, and reading comprehension. By applying the above mentioned
methodology and an analysis of the data from the motivation questionnaires and
comprehension tests, this thesis will reveal some ways to appreciate the effects of
extensive reading on reading comprehension and reading motivation.

This thesis consists of five chapters. The first part is the introduction, which
explains the rationale for choosing the topic and methodology, as well as the tasks and
objectives. In Chapter Two: Development, there is an overview of extensive reading,
reading comprehension, and reading motivation. The beginning of the chapter
discusses some related international and domestic studies on the benefits of extensive
reading. In the third chapter, Methodology, the experimental methods are explained,
namely that a questionnaire, graded readers, and a comprehension test will be used as
instruments to gather the data. In the chapter on Findings and Discussion, the data is
illustrated and analyzed. Finally, some recommendations, limitations of the study, and
suggestions for future study will be contained in the final chapter. Please see the
graphic below for a visual overview of the project organization.













7

Figure 3.Organization of the study


Rationale
Reference
of Studies

Abroad and
Domestic
Design Motivation
Questionnaire
Find suitable English
Reading test
Literature Review
The Effectiveness of Extensive Reading on Reading
Comprehension and Reading Motivation of tenth Graders at
Trieu Thai High School
Research Significance
Application
Questionnaire
Comparisons
between Data
from Pre-test
and Post-test
Analysis collected Data

Analysis on Effectiveness of
Extensive Reading on Reading
Comprehension

Analysis on Effectiveness of
Extensive Reading on Reading
Motivation
Discussion of results
Findings and Limitations
Suggestions for future studies
1, Analysis Data in Groups

2, Analysis Data between
Groups
8
CHAPTER TWO: LITERATURE REVIEW

People around the world understand about the significance of the English
language. As Andrew Simpson states:
English […] has dominated recent educational developments. Knowledge of English
has come to be seen as a key to a promising career in both commerce and technology to such
an extent that a majority of Vietnamese students at the very top levels aim at finding some
modality for study abroad in an English-speaking institution, and are increasingly successful
in doing this. (2007)
The English language has becomes the main topic of many language studies
and reading skills are an important part of this work. There is a large body of research
on reading and extensive reading. Nuttal (1989), states “reading, if effectively
implemented, can lend itself to the development of other language skills.” Nuttal also
goes so far as to claim: “the best way to improve one‟s knowledge of a foreign
language is to go and live among its speakers. The next best way is to read extensively
in it” (1982). Emphatically, learners can absorb information and knowledge from
different materials through extensive reading. As Stephen D. Krashen states in The
Power of Reading, improving language ability outside classes is possible: “When
second language acquirers read for pleasure, they can continue to improve in their
second language without classes, without teachers, without study, and even without
people to converse with” (2004).
Moreover, reading enhances language development: “reading for meaning,
reading about things that matter to us, is the cause of literate language development”
(Krashen, 2004). Extensive reading can improve English language learners‟ reading
speed, reading comprehension, motivation and performance vocabulary, and even
writing (Erfanpour, 2013; Wu, 2012).
Byun (2010) conducted a study on extensive reading and found that in order to

reap these benefits, English teachers must acknowledge that extensive reading “should
be noted first” as the method for improving reading comprehension. Byun‟s literature
review found that reading was essential to gaining a strong vocabulary. Using
extensive reading to acquire words naturally is the ideal method for the development
of a learner‟s vocabulary and leads to much greater reading fluency. In this study,
9
Byun used experimental and theoretical studies to demonstrate the benefits of
extensive reading on language acquisition and its effects on language learners.
Fourteen teachers participated in that study over the course of two weeks to immerse
themselves in a print-rich environment replete with interesting journals and books in
English. All the perceptions of the applicability issue of the extensive reading
approach were explored.
In an English language learning context, extensive reading is highly appreciated
for both learning and teaching. For example, Day and Bamford (2008) have published
a book called Extensive Reading in the Second Language Classroom, which gives
practical ideas for organizing extensive reading instruction in language classes. Day
and Bamford also suggest extensive reading should be an integral part of reading
instruction in the second language classroom for not only does it help students to read
but also it leads them to enjoy reading. In regards to materials used in extensive
reading, in another of their books called Extensive Reading Activities for Teaching
Language (2003), Day and Bamford explain the extensive reading approach
encourages learners not just to read, but to read a lot of material in the new language.
Learners take responsibility by choosing their own texts and reading independently of
their teachers. Teachers can of course help students in setting up their self-selected
reading, and it is also their duty to tie it in with the rest of language curriculum.
Scholar Pham Minh Hien‟s study on Đọc rộng với việc tạo động lực và phát
triển kỹ năng đọc hiểu cho sinh viên năm thứ ba- khoa Anh
[
Extensive Reading in
Creating Motivation and Developing Reading Comprehension Skills for Third-Year

English Major Students
]
1
reveals the importance of extensive reading. According to
the study, extensive reading can increase students‟ language and communication
abilities including speaking, writing, listening, vocabulary, and grammar. This method
creates motivation in those learning English by empowering students to choose the
topics of their own reading. This creates a better opportunity for students to read about
a topic that interests them on a personal level, which is especially important when they
are reading texts that are slightly above their current language ability. The more


1
This translation was completed by the author, as are any following translations.
10
interested a student is in the subject matter of a text, the more likely they are to work
through any difficulties they encounter with vocabulary or grammar. This leads to
students feeling real excitement about learning English. Students come to realize that
they can improve on their own, without their teacher‟s help, and that they can use their
new language skills to access information that is personally relevant. With these goals
in mind, the author also focuses on materials that help students choose to implement
extensive reading in and out of class. Not only does this make for faster improvement
in class, it also encourages students to begin viewing their language skills as
something more than just an academic subject, helping them to see English as a part of
their lives in a broader sense. This in turn promotes higher motivation in the classroom
because students grasp the real-world application of the things they learn in class.
Timothy Bell is another well-respected language researcher who emphasizes
the importance of extensive reading. He conducted a reading program at an elementary
level class available on The Internet TESL Journal (1999). In this program, Bell
agreed extensive reading can have many benefits, such as its ability to “provide

„comprehensible input‟; citing Krashen‟s ideas in The Power of Reading (2004).
Extensive reading contributes to developing learners‟ reading comprehension ability,
helping to build confidence with extended texts. As learners are able to complete
longer texts in their extensive reading, they become more confident in their abilities
when faced with shorter texts on reading exams. Bell‟s article explores the practical
side of running extensive reading programs in schools. In Bell‟s program, learners
ages 17 to 42 were exposed to graded readers. They were encouraged to read and
practice reading aloud to the class. Although his program had some limitations in
“time, energy and resources on the part of those charged with managing the materials”
(1999), it provided an effective foundation for promoting reading improvement and
development from elementary levels upwards.
Although there have been numerable of studies on reading and extensive
reading, only a few studies of EFL extensive reading have been conducted. Almost all
studies give methodological theories rather than providing practical instructions in a
specific objective.
For learners wishing to quickly advance their skills in almost any area of
language study extensive reading is indispensable. The discussion in the above
11
paragraphs, taken as a whole, reveals that the current situation of English learning for
grade tenth students at TTHS is a context where teaching and learning English is of
paramount importance. Therefore this study seeks fill the existing learning gap by
applying this methodology to a new environment.
2.1. Reading Comprehension
Reading comprehension is an important skill, and there are many definitions for
reading comprehension. This researcher has elected to use Webster’s College
Dictionary (2008) to define the word “comprehension,” as this source is almost
universally accepted as the expert on English word definitions. According to this
source, “comprehension” is understood to be “the capacity of the mind to perceive and
understand”; and when specifically applied to reading it is “the power to grasp ideas”
from written text. It means an interaction takes place between a reader and a text. The

reader will make use of all of his or her abilities to understand the text.
Extensive reading is one of the best ways to help students strengthen many
academic areas, including cultural knowledge, life experience, and the ability to
connect what is learned in the classroom with life outside the classroom. Learning how
to read individual words is certainly important, but just as important is learning to
make sense of what we read. “Reading to understand [is] known as reading
comprehension” (Joseph, 2000 as cited on Yuthana, 2011). Reading comprehension is
the final result of a meaningful interaction between the reader and the text, with the
main purpose of understanding what was read.
2.2. Extensive Reading
2.2.1. Definition of Extensive Reading
Extensive reading is a somewhat new approach for developing reading skills. In
Bamford and Day‟s (2008) opinion, extensive reading means “to read widely and in
quality.” Reading can be an experience of more than one sense, including touch (hands
on paper), sight (seeing the words in the text), and also an experience of the emotions
and ideas that come from thinking about the text. As Day & Bamford state:
Extensive reading is generally associated with reading large amounts with the
aim of getting an overall understanding of the material. Readers are more
concerned with the meaning of the text than the meaning of individual words
or sentences. (2008)
12
Aside from the knowledge increase associated with other types of reading,
extensive reading also creates pleasure for readers, something that is not always a goal
with other types of reading. In extensive reading, readers not only read information but
they begin to enjoy it and the main purposes of reading extensively are general
achievement and overall comprehension of the reading material.
Extensive reading is reading as much as possible, for readers‟ pleasure, at a
difficulty level at which learners can read smoothly and quickly without frequently
needing to look up words in the dictionary. In other words, instead of spending a half hour
decoding a tiny part of one book (also known as intensive reading), learners read many

simpler books or materials that are at or slightly below the level at which they read
fluently. This lets readers reinforce the words they already know and helps they learn new
words from context.
2.2.2. Principles of Extensive Reading
Bamford and Day are some of the foremost authorities on the principles of
extensive reading. Their explanations of the principles of extensive reading (1998) are
discussed at length in the paragraphs that follow.
Firstly, the reading material is easy. For an extensive reading class to succeed,
students must read books and other material that are well within their reading
competence. More than one or two unknown words per page might make the texts too
difficult for overall understanding. Learners should start with books and material that
have been especially written for beginning and intermediate levels of reading ability.
Secondly, a variety of reading material on a wide range of topics must be
available. In extensive reading, students should read as much as possible. Nuttal (1989)
said: “We want our students to be able to read better, fast and with full understanding.
To do this they need to read more” (p.168). So it is critical to have a large number of
books on a wide variety of topics to appeal to all students. The reading material should
consist of both fiction and non-fiction books, magazines and newspapers. With the large
amount of reading material, students are given the opportunity to read a lot. These kinds
of materials should be informative and entertaining.
Thirdly, learners should be free to choose what they want to read. This principle
was highlighted by Day and Bamford (1998): “it is also important that learners feel
free, or are even encouraged the stop reading a text if they find it is too difficult or of
13
low interest to them.” Allowing students to select what they want to read is the key to
extensive reading. They are more likely to read material in which they are interested,
so it makes sense for them to choose what to read.
Fourthly, the purpose of reading is usually related to pleasure, information, and
general understanding. This is the purpose which distinguishes between intensive
reading and extensive reading. In spite of requiring detailed understanding and

answering some target questions, extensive reading encourages learners read for
pleasure and information. Extensive reading seeks to be a kind of entertainment.
Fifthly, reading speed is usually faster rather than slower. Due to the lower
level of materials, what students read is typically easy for them to understand. Day and
Bamford do not recommend that teachers encourage using dictionaries, so that there
are no interruptions during reading. “Excessive use of dictionaries puts too much stress
on students and hinders them form learning English” (Day & Bamford, 1998). The
goals of reading materials for understanding and enjoyment are aimed at ultimately
increasing reading speed and fluency.
Finally, reading should be individual and silent. Extensive reading is an
independent activity that students implement while reading at their own pace. Students
can be given class time to silently read their self-selected books. Alternatively,
students can read whenever they want when they are free outside of the classroom.
This activity allows students to discover that reading is a personal interaction with the
text, and helps foster a sense of responsibility for their own learning.
The last two principles are primarily listed to help teachers understand how to
implement extensive reading. This will help them to plan their lessons and homework
assignments accordingly. Teachers should explain the benefits of extensive reading to
their students before beginning an extensive reading assignment. Additionally, the
teacher should become a model for the students, sharing their own experiences in
extensive reading to develop competency in a foreign language.
2.2.3. Extensive Reading versus Intensive Reading
2.2.3.1. Intensive Reading
Intensive reading is a traditional teaching method that has been applied for a
long time. “Intensive Reading occurs when the learner is focused on the language
rather than the text” (Day & Bamford; 2008). Most frequently, all the students
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participating in an intensive reading session will read the same short text selected by
the teacher. Bamford also explained that intensive reading refers to “careful reading
(or translation) of shorter, more difficult foreign language texts with the goal of

complete and detailed understanding is also associated with the teaching of reading in
terms of its component skills” (2008). Teachers using this kind of reading to ensure
that their students understand the information presented in lessons and can correctly
answer questions related to the text.
In intensive reading, readers can focus on the certain aspects of language.
However, readers often have to face many unknown words in intensive reading texts,
meaning that the learners will be required to use a dictionary. Intensive reading has its
advantages, most notably including vocabulary improvement and ease of testing
understanding. Its main disadvantage is that it can discourage readers who do not find
the topic interesting or who find the interruption of looking up unfamiliar words to
distract from understanding the meaning of the text.
2.2.3.2. Extensive Reading versus Intensive Reading
Extensive reading and intensive reading are two approaches which have their
own distinct features. In this part, the differences between Extensive reading and
intensive reading in terms of their purposes, materials levels, reading motivation, and
the evaluation of students‟ comprehension are explored. It is important for this paper
to make these distinctions because intensive reading is the traditional method used in
many places, including TTHS, while extensive reading is the method which the
researcher uses in the experiment.
Intensive reading is a method used in classroom which aims at developing
language study. The material levels are aimed to be higher than that of the students‟
current ability, with a large number of unknown vocabulary items and grammar forms
that may be difficult for learners. During intensive reading, students are supposed to
use many reading skills such as skimming, scanning, and guessing meaning from
context. Additionally, they need to learn new words and apply these words
immediately. In this method, students also need to understand the text and answer
some specific questions to demonstrate to the teacher that they have read the text and
understand it. Brown (2007) commented that intensive reading is a “classroom-
oriented” activity, where students focus on the linguistic or semantic details of a
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passage. Intensive reading calls students' attention to grammatical forms, discourse
markers, and other surface structure details for the purpose of understanding literal
meaning. Reading difficult, high-level materials and learning for the purpose of study
can lead students to feel stressed. In intensive reading, they have to learn under
pressure. As a result, students do not enjoy their lessons or have the desire to read
(Brown, 2007).
In contrast, the levels of extensive reading materials are typically the same or a
bit lower than the students‟ abilities. The main purposes of extensive reading are
general understanding and enjoyment, so the materials do not use many difficult words
or grammar structures. These specially selected extensive reading materials are usually
called “graded readers,” and are made available to the students to use outside of the
classroom. Because students are encouraged to select materials based on their
interests, there are a lot of materials available. There are no formal tests after reading,
teachers just check students‟ overall understanding by asking some questions about the
total ideas of the materials, or alternatively, students can write reports or summaries on
the stories they read. This type of reading for pleasure can boost students‟ confidence
and motivation to read.
In summary, intensive reading often refers to the more difficult foreign
language texts which have the goal of complete and detailed understanding of the
language, but not necessarily the content. Extensive reading, in contrast, is generally
associated with reading larger amounts of text with the aim of getting an overall
understanding of the materials‟ meanings in an enjoyable way. Readers are more
concerned with the meaning of the text than the meaning of individual words or
sentences, which encourages them to read more.
2.2.4. Benefits of Extensive Reading
Through reading extensively, learners gain greater vocabulary knowledge
because they learn to use context to understand the meaning of a word, instead of
always being required to look it up in the dictionary. Furthermore, researchers agree
that extensive reading can improve reading speed, learners‟ general language
competence, and general world knowledge (Bell, 2001; Day & Bamford, 1989; Day &

Bamford, 2000; Hung S. S, 2011). As Nuttall states: “We learn to read by reading”
(p.168).