524-493-1-PB.pdf

The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting

Department, Padang State Polytechnic

Martini Accounting Department, Padang State Polytechnic

Abstrak

Rendahnya motivasi mahasiswa untuk membaca teks berbahasa Inggris menjadi suatu kendala yang ditemui dalam pengajaran Bahasa Inggris di jurusan Akuntansi, Politeknik Negeri Padang. Untuk meningkatkannya diberikan banyak tugas bacaan berbahasa Inggris (Extensive Reading Tasks), dimana bahan baeaan disesuaikan dengan kemampuan membaca mahasiswa dengan topik yang menarik dan bervariasi. Penelitian in; merupakan penelitian tindakan kelas (action research) dimana populas; penelitian adalah mahasiswa semester 2 jurusan Akuntansi. Politeknik Negeri Padang. Alat utama dalam pene/itian ini adalah peneliti sendiri dan dibantu oleh dosen lain dalam melakukan observasi. Angket dan wawancara juga digunakan untuk mengetahui peningkatan motivasi mahasiswa dalam membaca teks yang ditulis dalam bahasa Inoons. Penelitian inj dilaksanakan dalam 15 kali pertemuan, yang terdiri dari 3 sikhs. Masing-maslng siklus dilaksanakan sebanyak 5 kan pertemuan. Berdasarkan hasil observasi. angket dan interview. dapat disimpulkan bahwa penerapan Extensive Reading Tasks dapat meningkatkan motivasi mahasiswa untuk membaca teks yang ditulis dalam Bahasa Inggris

Kaf.a kunci: motivasi, membaca ekstensif

1. Introduction

There are four rnajor skills of English that have to be mastered by stUdents to improve their English: listening, speaking, reading, and writing. Reading is one of the language skills that has to be mastered by the students because they al'lvays need some recent information from artides, text books, magazines, news papers and scientific journals. As academic society, they have to have good reading ability because information not only develops their career in the future but also improves their education.

At Accounting Department, Padang State Polytechnic, reading is taught at the first and second semester. Reading materials given to the students are from general to specific ones. First, the text materials are in the forms of paragraphs or short passages. Then, they will be in the form of articles. The emphasis of study in the first and second semesters is to improve the students' reading ability by giving them some reading strategies, such as

surveying, skimming. scanning and phrase-reading (Hyland,1990) ; key idea. finding main idea. supporting details, using context in comprehending vocabularies I

and sentences that have some stated and unstated ideas. Good reading ability can help them understand and comprehend the whole passages. Moreover,through the reading strategies, the students can get what the writer's information is and explain it by using their own words in order to improve their English speaking ability.

At the third, fourth, and fifth semesters, the students are trained to practice the strategies by reading some artides and books. Through these courses, it is expected that the students will not use word by word theory in reading so that they can understand and comprehend the whole English texts.

Based on the experience and observation ,most of the students are not so intrested in studying reading. It seems that they do not have good reading

The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting Department, Padang State Polytechnic motivation. It Is proved by preliminary study by giving them questionaire about their reading motivation. Based on the answers, 24 from 26 students were aware that reading English texts were very important to improve their knovvlegde. On the other hand, 19 from 26 students said that they were not interested in reading English texts because EngliSh texts were so difficult for them. They also answered that they studied reading because it was a required subject. Moreover, 23 fom 26 students said that they never read outside of English class. They also said that to get information they prefered wacthing television to reading English texts. Moreover, In reading English text books given by their teachers in accounting, 25 from 26 students tend to look for the same book In Indonesian. It means that most of the students knew the importance of reading English texts was, but they never practiced reading English texts. In other words, they thought that reading English texts was very diffICult for them and it bored them.

Besides, some students were interviewed to know why they had low reading motivation. Most of them said that they faced some problems when reading the English texts and these problems made them lazy to read. In other words, the students had low rate reading motivation. Moreover, their low rate reading motivation influenced their reading ability. As a result, it was difficult for them to understand the texts· and Interpret the writer's ideas or messages. Furthermore, it was hard for them to make conclusion of the reading passages.

First prOblem was uninteresting reading materials which were given to the students. The teacher gave the material based on their field of study, accounting, without considering the students' interests and she always gave the same materials to all of the students. Second, they said that they had to use a lot of time to read and understand an English text. It seemed that they did not use reading strategies in their reading activities or they still used word by word

translation in interpreting the information or contents of the texts. The last problem was lack of reading practice. AHhough most of them knew that practice was very Important to improve their reading ability, most of them just read the English texts In English class.

To solve the problem about low rate of the students' reading motivation above, the researcher was interested in applying Extensive Reading Tasks in teaching reading to the second semester students of Accounting students, Padang State Polytechnic. The applying of the Extensive Reading Tasks was based on some of the extensive reading'S characteristics that can improve the students' reading motivation. They are as follows:

a. The students read a variety of reading materials based on their interests and levels (Day and Bamford,1998).

b. Reading speed is usually faster rather than slower (Day and Bamford , 1998). It means that students have to know how to read efficiently and effectively by using reading strategies.

c. The students read as much as possible. (Day and Bamford , 1998).

Besides, purpose of reading in the Extensive Reading is to get pleasure. It means that the students will read by themselves without any pressure and they will be motivated to read the English texts.

Based on the preliminary study, the problem was the low rate of students' reading motivation. The problem also affected the improvement of the students' reading ability Based on the diagnosis, the problem was caused by uninteresting reading materials, lack of reading strategies, and lack of reading practice.

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The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting Department, Padang State Polytechnic

2. Review of Related literature

2.1. Reading motivation

Student motivation is the most important element needed to improve their reading ability. As stated by Grabe and Stoller in Celce and Murcia (2001) that motivation makes a real difference in students' reading development. Therefore, teachers need to consider how to motivate students to read more, not only in English class but also outside of the dass.

There are some statements from experts about the importance of motivation in improving reading ability. As stated by Nishino (2005):

Motivation is a force that makes people do (or not do) something (Day and Bamford: 1998). If a child's reading motivation is high, the amount and breadth of reading increases (Wigfield and Guthrie: 1997), and if the amount and breadth of reading increases, a child Will achieve more academically (Anderson, Wilson, and Fielding: 1988).

In conclusion, it is possible to say that motivation is one of the main determinants of reading achievement.

There are a number of ways to develop reatling motivation. As suggested by Grabe and Stoller in Celce and Murcia (2001),

a. Teachers have to discuss the importance of reading and the reasons for different activities used in dass.

b. Teachers have to talk about what interests students as readers and why.

C. All class activities should be related to course goals which have been introduced to the students.

d. All reading tasks should be lead-in (I.e., pre reading activities) that develops initial interest.

e. Teachers need to build their students' base so that students can manage complex ideas and develop a level of expertise on some topiCS.

f. Teachers need to select texts and adapt activities with students' reading abilities and the Inherent difficulties of the reading passages in mind.

g. Teachers should nurture a community of learners among students, thereby ensuring that students learn to rely on each other . effectively while working through complex tasks and associated reading materials.

Therefore. in order to reach objective of reading class, teachers not only teach how to read English reading texts, but also motivate the students to read.

In order to knOYI whether students are motivated in reading or not, there are some components to be considered. As stated by Nishino (2005) in his research as follows:

a. Competence and Reading Efficacy: Reading Efficacy and Reading Challenge

b. Achievement Values and Goals:

• Intrinsic Motivation: Reading Curiosity, Reading Involve-ment and Importance of Reading

• Extrinsic Motivation: Competition in Reading, Reading Recognition and Reading for Grades

c. Social Aspects of Reading: Social Reasons for Reading and Reading Compliance

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Besides, Day and Bamford (1998) write some components to be mentioned to know the students reading motivation. They are: Materials. Reading ability, Attitudes toward reading and Socio cultural environment induding influence family and friends.

Based on the components of reading motivation above, some indicators can be made to know the students have high motivation as follows:

a. They enjoy reading the English reading texts

b. They know the importance of reading the Eng/ish texts

c. They know their ability In reading the English reading texts

d. They are Interested in reading the English texts

e. They read English texts by their own desires

Therefore, researcher used theses indicators to get data to know the improvement of the students' reading motivation.

2.2. Extensive Reading Tasks

Extensive reading tasks is a kind of learning strategies used to make students eager to study a foreign language. According to Oxford (1990), the strategies are especially important for language learning because they are essential for developing communicative competence. Moreover, he adds that appropriate language learning strategies result in improving proficiency and greater self confidence. In other words. the successfull students in languge learning are the students that use strategies sistematically.

SpeCifically, the extensive reading tasks can be categorized as reading strategies

which are very important to improve students' reading ability. As Camine (1990) stated, "To get the student comprehend the reading, they have to be taught the strategies of reading '. Moreover, Brown (1994) writes that to improve students'abil/ty in reading English text, they have to comprehend some strategies in reading. Therefore, the students have to be familiar with the reading strategies to improve their reading ability. In other words, the reading strategies are very important for the students to make them successful In language learning especially reading.

The main characteristic of the extensive reading tasks is to make students read a lot of self-selected easy and interesting texts. As mentioned by Ono, Day, and Harsch (2004) that in the extensive reading. English language learners read large quantities of easy materials in English. In addition, they write that the students select their own reading materials and are encouraged to stop reading If the materials are not interesting or too hard.

The extensive reading is a way to teach a foreign language (in general) and a way to teach reading (in particular). h, Scott ( 2001 ) states that extensive reading is. reading a lot of a fairly easy level so that what is read is comprehended without the use of a dictionary.

In addition. Davie in Harmer (2001) states:

Any classroom will be the poorer for the lack of an extensive reading, and will be 'unable top promote its pupils' language development in all aspects as effectively as if such a program were present.

He also claims that such a program will make students more positive about reading, improve their overall comprehension skills, and give them a wider passive and active vocabulary.

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/ The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting Department, Padang State Polytechnic Moreover, Stanley (2005) writes that the principal objective of understanding an extensive reading approach, besides increasing reading fluency, is to get students to read in Engfish and like it. He claims that reading should be a pleasurable activity for the students. Furthermore, Day and Bamford (1998) add that by using the extensive reading, the students can read without stopping and increase their word recognition.

Besides, Barfield (1998) writes the objective of using the extensive reading tasks in reading class as follows:

a. To increase students' confidence in their English reading ability.

b. To increase students' motivation in their English reading.

c. To increase students' reading fluency, specifically:

i. To decrease dependen.,"'e on word by word comprehension.

ii. To increase reading speed (number of pages read per hour)

d. To increase students' narrative interpreting ability, specifically so that students

i. identify and record key/interesting points in a narrative

ii. write and discuss in English their own ideas and opinions about what has been read, and their own reading progress.

e. To foster a clear, strong and constant sense of personal success in reading

English.

What the experts claim is that the extensive reading task is a good possible way for students to develop their reading

motivation, abilities, and fluencies. It is also a good way to the students to become independent learners.

2.3. Implementation of Extensive Reading Tasks

2.3.1. Reading Material

In order to make students read extensively, teacher has to provide easy and interesting reading materials. Day & Bamford (2000) state that getting students to read extensively depends critically in What they read. They add that the reading materials must be both easy and interesting. In other words, to introduce the students to read extensively, the teacher has to find interesting reading materials with vocabulary and grammar well within their linguistic competence.

There are many kinds of reading material which can be given to students as their reading tasks. According to Day and Bamford (2000), high intermediate and advanced students will probably enjoy reading carefully chosen English language books, newspapers and magazines. Less advanced adult and adolescent learner of English, a useful source of reading material is books and magazines produced for native speaking children and teenagers. For beginning and intermediate students, however the most suitable reading materials are books, magazines and newspapers. Next, Schmidt supports that materials selected for extensive reading must be interesting and enjoyable. He adds that the more stUdents are interested in and enjoy the reading they do, the less it seems like work and the more reading they are likely to do.

2.3.2. Reading Strategies

In order to motivate students to like studying language, they have to know


The Implementation of Extensive Reading Tasks to Improve Student's Reading Motivation at Accounting Department, Padang State Polytechnic learning strtegies. According to Oxford (1990), the strategies are especially important for language learning because they are essential for developing communicative competence. He adds that appropriate language learning strategies result in improving prOficiency and greater self confidence. In other words, the successful! students in languge learning are the students that use strategies sistematically

According to Mikulecky (1990), making the students read efficiently, they have to master : previewing, predicting, questioning, recognizing the topic, stating the main idea, guessing the meaning of new words, recognizing patterns of relationship, using signal words, drawing inferences, visualizing, paraphrasing, using lexical dues to cohesion, skimming, reading critically, drawing conclusion, summarizing, reading faster, and adjusting to suit purposes. Moreover Hayland (1990) writes some strategies that are needed for the students: surveying, skimming, scanning and phase reading. Furthermore, Yorid (1984) writes:

There are four factors involved in reading, namely the knowledge of language, ability to predict or to guess in order to make correct choices, the ability to remember the cues and ability to make necessary association between the difference cues that have been selected.

Students participating in Extensive Reading Program are expected to read efficiently. McWhorter (1992) offers teChniques for becoming a more active reader. They are pre-reading, fonning guided questions, making connections and prediction, and monitoring comprehension.

Pre-reading involves getting a quick impression or overview what will be read before beginning to read. By using it, students will be able to read faster and follow the writer's thought more easily.

There are some parts of reading texts that should be focused here:

a) the title and subtitle,

b) the first paragraph; boldface (dark print) headings,

c) the first sentence under each heading

d) typographical aids ( italics! slanted print, boldface type, marginal notes, colored ink, underlining, and enumerationnisting,

e) graphs/charts/picture,

f) the last paragraph! summary, and

g) end-of-chapter material.

This activity is needed to do since it can help the students to get general information about the texts, read faster than before, and make them interest in reading the text. Moreover, the reader also should pay attenti.on to the kind of the texts they will read .. of content, etc.

Wisconsin (2003), gives his opinion about effective reading strategies. They are: making connections, questioning, visualizing, infering, determining importance, clarifying, and synthesizing information.

Furthermore, Mickulecky (1990:25) states that students need some efficient reading strategies to understand English texts. They are: (a) previewing (to identify topic of the text). (b) reading for main ideas. (c) using context for vocabulary. (d) scanning for details. (e) making inferences. (f)locating references. (g) referring the passage.

Based on the explanation above, it can be connected that there are some reading strategies which can be grouped into three:

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a. Pre-reading includes surveying texts, setting goals or objective, reading title, subtitles, subheadings, determining how the vtexts are organized, making connection and prediction, and asking guide questions.

b. During-reading includes reading the first and the last paragraphs, making ilustration, moving eyes quickly down the texts seeing specific words or phrases, structure of texts and paragraphs, punctuation, . keeping meening in mind, quessing unknown words contextually.

c. Post-reading includes self evaluation, making note, discussing with some one, asking for clarification, and identifying the writer's purpose of writing.

Besides, reading speed is important to reach the goal of implementing the extensive reading tasks because the students will be given many reading tasks in and outside class. As stated by Day and Bamford (1998): "Reading speed is usually faster rather than slower as students read books and other materials they find easily understandable" . Therefore, the students have to learn hO'lI to improve their reading speed.

Seal in Zainil (2003) writes steps to improve the reading speed. They are as follows:

a. Do not use sound when reading.

b. Do not point reading word by using finger or pencil.

c. Try to focus group words instead of word by word.

d. Do not look at previous sentences.

e. Guess general unknown words.

f. Do not read unimportant parts of texts.

g. Pay attention for important information such as definitions and main ideas by decreaSing reading speed.

h. Increase reading speed for unimportant Information such as examples and unimportant supporting sentences.

Based on the theories from some experts above and to achieve the objective of this research, it is necessary to teach reading strategies to the students. It is hoped that by applying reading strategies, the stUdents can read effectively, efficiently, and improve their reading speed. In other words, giving reading strategies to the students is very important to motivate the students to improve their reading skill.

2.3.3. Reading Practice

In order to make students become good readers, they do not only have reading skill but also practice reading many texts. As stated by Harris (1990) that reading skill is not one skill, but a number of interrelated skills which are develop gradually over a period of many years. It means that the reading skill will not be mastered without practice.

Next, Troyka (1978) gives some suggestions to become good reader as follows:

How can you skillfully read? The first step is to understand the process of reading. The next step is practice baSic reading skill over and over until they become automatic. The final step is stay in shape by reading frequently.

Moreover, Zintz (1975) says that practice provides the circumstances for conditions of learning to operate. He adds that more short practice periods return greater dividens than fewer long ones. To conclude, students have to practice

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The Implementation of Extensive Reading Tasks to Improve student's Reading Motivation at Accounting Department, Padang State Polytechnic

reading texts because practice is very 3, Methodology important to improve their reading ability.

2.3.4. Implementation of Extensive Reading Tasks in reading class

Based on the purpose of this research which want to improve stUdents' reading motivation, it was constructed a way of implementing Extensive Reading Tasks as follows;

a. Addressing motivation:

i. Teacher explains what they are going to do for this study.

ii. Teacher introduces the main purpose of this study.

iii. The teacher explains what the extensive reading tasks is and advantages of using It.

b. Teacher explains reading strategies to the students. By teaching reading strategies, the teachers can help the students to read more effectively, with more enjoyment, and Improve their reading speed.

c. The teacher provides an English text and tries to apply the strategies with the students.

d. The teacher also provides some topics of English texts. The students can choose the topics based on their interests and their levels.

e. The teacher gives reading tasks for homework

f. The students have to make written report for what they have read at home. The report is based on forms provided by the teacher.

3.1. Kind of the Research

In this research, a collaborative action research is used. Kemmis & Robin (1988) explains that a collaborative action research involves the responsibility for action in improving It, widening the collaborating group from those most directly involved to as many as possible of those affected by the practices concerned. In this case, the researcher and another English teacher becomes a team who work together to solve the problems in teaching reading.

3.2. Procedure of the Research

The procedure of the research is cyclical process, which is created by Stephen Kemmis (1998:11). The process is well known as the action research ·spiral" that consists of four stages: Plan - Action -Observation - Reflection. The model is as follows in picture 1.

Research activities were done in three cycles (I, II, and III) in 15 sessions. Each cycle took five phases: diagnosis, plan. action and observation, evaluation, and reflection. One session equaled two credit hours (2 x 45 minutes = 90 minutes).

Cycle I

The steps were as follows:

a. Diagnosis

At the level of diagnosis, the teacher observed the students problems related to low rate of the students' reading motivation by giving them questionnaire and interviewing some students. Based on the answers, the researcher concluded some factors which were related to the students' problem (Uninteresting reading materials, Lack of the students reading strategies and Lack of the students reading practice).


The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accounting Department, Padang State Polytechnic

Reflect Plan

C CYCLE I :> Act and Observe

Revised Plan

Reflect

C CYCLEn :> nd Observe

Reflect

Revised Plan

.C CYCLEm :> L....-_ Act and Observe

Picture 1. Model of Research

b. Plan

Expected Condition

There were some activities planed in the cycle one. They were as follows:

1.) Designing activities which would be done to implement extensive reading tasks to the students in and out of class.

.2.) Explaining the importance of the research to the students. The researcher tried to explain the importance of the research to the students so that they could

cooperate well next In the process of the research.

3.) Explaining the Extensive reading and the advantages of the Extensive reading in improving the reading ability.

4.) Preparing reading materials based on the students' interests and levels.

5.) Explaining reading strategies so that the students read effectively and efficiently.

C. Action and Observation

Actions taken in cycle 1 were:

1.) The teacher explained what the importance of the research for the students was

2.) The teacher explained what the extensive reading and advantages of using the extensive reading to improve the students' reading abilities were.

3.) The teacher explained reading strategies to the students.

4.) The teacher implemented the Extensive Reading Tasks to the students to improve the students' reading motivation by giving them many reading tasks in and out of class, The texts which consist of various topics, were chosen by the students

5.) The teacher controlled the students' reading activity.

d. Evaluation

Observation were done during the action in the cycle 1 by the team. M. the end of the cycle, the teacher distributed questionnaires to all of the students and interviewed some students to know to what extent the Extensive Reading Tasks. had solved the


The Implementation of extensive Reading Tasks to Improve Student's Reading Motivation at Accountilg Department, Padang State Polytechnic

problem. Finally, the data from made to get data about students and observation, questionnaire, and teachers activities during this research. interview were analyzed to make a conclusion about any developments of the students' reading motivation happening within cycle 1.

e. Reflection

The researcher planned pattern of solving problems found in cycle one and made a . plan for cycle 2 to continue the progress achieved within cycle 1.

Cycle 2 and 3

In the cycle 2 and 3, the activities were similar to those in cycle 1, but there was some different emphaSis due to the revised plans.

3.3. Participants

The participants of this research were twenty-five second semester students of Accounting Department, Politeknik Negeri Padang who are registered in 200512006 academic year. Another participant in this research was an English teacher of Politeknik Negeri Padang. She helped to observe the action done in and out of the class.

3.4. Data collection

The technique in collecting the data was a direct observation. As the observer, the researcher wanted to find out reaction and difficulties of the students in applying extensive reading tasks directly. During the action, the researcher collected data from the observation of the activities, the people, and the physical aspects of the situation. The researcher also engages in the activities that are appropriate to a given situation which is useful information (Spradley, 1980 in Mills, 2003). In addition" observation checklist were

Besides, questionnaire was given to all students to know the improvement of their reading motivation. The questionnaire was given at the end of each cycle. Furthermore, the researcher interviewed some students to know their reasons in answering the questionnaire by using a tape recorder to record the interview.

3.5. Instruments

The researcher herself was the key instrument in this research. She was involved In every activity and step In the three cycles. Questionnaire and interview were also given to the students to know whether the problem had been solved or not. The questionnaire was made based on semantic differential scale (Gay: 1987) which had 5 intervals (1 to 5).

Besides. there were several students who were intervieWed in each cycle. The students who were interviewed were chosen based on problematic orientation which was found during the activities and students' answer in questionnaire.

3.6. Data analysis

Inductive analysis was used in analyzing the data. According to Johnson (2005: 83:84), it is used to look at the group of data and try to induce or create order by organizing into group of defining and describing categories such as items, themes. or pattern. Therefore, ttJe data gotten from observation, questionnaires, and interview were analyzed inductively by listing themes that have been seen to emerge.

In order to interpret or make sense of research findings the techniques from Mills (2003:113) were used: correcting finding with. personal experiences, seeking the advice of critical friends and

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returning to the theory. It means that the findings should be related to experience, discussed to the others and connected to the theory which was used in this research.

4. Findings

This research was divided into three cycles, each of which consisted of five phases: diagnosis, plan, action and observation, evaluation, and reflection.

4.1. First Cycle

Based on the observation, questionnaire, and interview at this cycle, it can be summarized that the first problem (low students' reading motivation which was caused by uninteresting reading materials) could be solved. Most of the students wanted to read the English reading text if the texts were not so difficult and had interesting topics. In addition, the topics were based on their own choice. Dealing with the second problem (low students' reading motivation which was caused by lack of reading strategies), there were some students who did not apply the reading strategies in their reading activities. They said that it was difficult for them to read without USing dictionary. Finally, related to the third problem (low students' reading motivation whtch was caused by lack of reading practice). most of the students had practiced to read English texts. Every stUdent read 7 to 13 English texts for each meeting (at class and at their house). In addition, based on the students written reports, most of them always wrote the reports. In other words, most of them read their reading tasks at home. However, there were about 1 to 3 students who did not make their reports because they did not understand the texts and they had many activities during the cycle one.

Therefore. in the second cycle. there were some efforts and activities to solve the problems which could not be solved well in this cycle, especially to make the students read effectively, efficiently, and smoothly without using dictionary. Next, the various reading texts should be prepared to improve the students reading practice.

4.2. Second Cycle

There had been improvements in this cycle compared to the previous cycle. Based on the students' written reports, most students liked reading the English texts and remanded many topics to the teacher. However, there were still some problems found in improving the students' reading motivation. The problems faced b'i the students were as follows:

a. There were students Y/ho did not like to read the English text by their own desires.

b. Lack of students understanding about English sentences.

4.3. Third cycle

Based on the observation. questionnaire and interview, it could be concluded that the Extensive Reading Tasks could improve the students reading motivation. The improvement of students' reading motivation could be seen from these reasons:

a. Most of the students liked to read English texts because the texts were not difficult and they were able to understand the texts without using dictionary.

b. Most of the students liked to read EngliSh texts because they could choose the topics by themselves.

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C. Most of the students wanted to read many reading texts because the teacher provided many interesting topics every meeting.

d. Most of the students said that reading was enjoyable activities, because of that they wanted to increase their reading ability.

Besides, there was improvement for some students reading speed for each meeting. However, there were 12 students or 48% of the students who had low reading speed « 250 w.p.m).

5. Conclusion

Overall, the implementation of Extensive Reading Tasks has been successful to improve the students' reading motivation. The main findings of the research are:

a. Most of the students enjoy reading the English texts because the texts are not so difficult and the topics are interesting.

b. Most of the students are interested in reading English texts because they choose topics of the texts by themselves.

c. Most of the students are interested in reading English texts because they want to increase their reading ability. general knowledge, and get much information and actual nevIS from books, magazines, newspapers, and intemet

d. Most of the students are interested in reading English texts because they do not have to use dictionary. In other words, by reading a lot of English texts, they have been trained to guest the meaning of unknown words.

e. Most of the students like to read English texts In order to get pleasure.

f. Finally, it can be summarized that Extensive Reading Tasks has successfully solved the students' problem in improving their reading ability. In other words, the Extensive reading Tasks can improve students' reading motivation.

Based on the result of this research, the researcher gives some implication as follows:

a. Teachers should motivate the students to read much by explaining the importance of reading English texts In improving their reading ability and their knowledge. Moreover, the teacher has to explain some advantages of reading the English texts.

b. Teacher should to be creative to find many interesting reading texts from many text books, magazines, newspapers, and internet.

c. Teachers should to be a good model in doing reading activities. If the students see the teacher reading, they will believe that reading is useful and enjoyable.

d. Colleges should provide. many kinds of books, magazines, newspapers in English.

e. Teachers should be patient in IntrodUcing the students to be good readers.

f. Teachers give many reading tasks which can be read at home to the students.

g. Teachers should control the students' reading activities outside of class by using written report.

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