The Third Semester Students' Reading Comprehension Ability Through Extensive Reading Implementation Year 2015/2016

Yasminar Amaerita Telaumbanua


Key words: Extensive Reading, the Third Semester Students' Ability, Summary, Drawings, Rewritten Stories, Oral Report It should have been reading as one of the language skills mastered by the third semester students as expected in the syllabus of 2014 Curriculum. Exactly their reading activities have been begun since the students studied Reading Skill at the previous semester but in fact most of the students at that time could not show good abilities. That happened because the students studied the lecture intensively in the classroom. The students felt they were under the pressure since they were monitored and forced to do reading activities while answering available questions accurately. The reading activities were continued through Extensive Reading implementation at the third semester. The new lecture made the teacher-researcher want to see a description of the third semester students' reading comprehension ability, especially Class C as the focus group with 25 students.To see the students' reading comprehension ability, a research was done by the teacher-researcher by conducting a qualitative research that was descriptive or content analysis. The teacher-researcher asked the students to do artistics summaries, drawings, rewritten stories and oral report in the form of portfolio after sharing, clarifying and interpreting a lot of information in the classroom as well as after reading the materials learnt and selected outside the classroom. In addition to completing the data collection, close questionnaires were distributed to the students. During one semester conducting the research, some strategies were applied as seen on p.20.As the research findings, the students' reading comprehension ability were in good criterion. Most of the students could make good summaries, drawings, rewritten stories and oral report. The total percentages were 68% in good and 24% in very good summaries; 60% in good and 24% in very good drawings; 40% in good, 24% in very good and 4% in excellent rewritten stories; and 60% in good, 24% in very good and 4% in excellent oral report. In other words, the students could summarize, draw, rewrite and report correctly what they have read extensively. The students checked list the close questionnaire with positive response and the response was classified into three criteria namely effective, more effective and most effective. Some conclusions are drawn as implementation of extensive reading was useful and positive to improve and develops the students' comprehension ability especially for reading skill, vocabulary, habits for autonomous reading, general knowledge, speaking skill, writing skill, and mind concept; and extensive reading is done more effective through sharing information, artistic interpretation, making summaries, drawings, rewritten stories, and giving oral reports.Suggestions are made as Extensive Reading should always exist in 2014 Curriculum, even when someday the curriculum will be revised with a new one, The implementation of extensive reading should be broadened to other aspects of knowledge which are not mentioned in the research, It is recommended to the lecturer to take care of clear strategies and instructions for the next teaching-learning process, and the students should develop themselves outside the classroom by autonomous reading without official instruction to do.

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