Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
Origami: An Alternative Media to Teach Procedure Text in Speaking

Diterbitkan oleh:
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Islam Lamongan

Vol. 6 No. 02 Tahun 2019
DEWAN REDAKSI

Penanggung Jawab
Ketua
Sekretaris

: Dr. Madekhan, S.Pd., M.Si.
: Abdullah Farih, M.Pd.
: Riya Risqi Setyaningrum., M.Pd.

Editor Manajemen

: 1. Dian Luthfiyati, M.Pd.
2. Diah Astuty, M.Pd.

Editor Tata Kelola

: 1. Riryn Fatmawaty, M.Pd.
2. Hariyanto, S.Pd., M.Ip.

Reviewer

: 1. Dr. Like Raskova Octaberlina, M.Ed.
(UIN Maulana Malik Ibrahim Malang)
2. Siti Nurul Azkiyah, Ph.D.
(UIN Syarif Hidayatullah Jakarta)
3. Sastika Seli, S.Pd., M.A.
(STKIP Lubuk Linggau)
4. Ayu Oktaviani, S.Pd., M.A.
(STKIP Lubuk Linggau)
PENERBIT
Program Studi Pendidikan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan

Universitas Islam Lamongan
KANTOR
Fakultas Keguruan dan Ilmu Pendidikan
Gedung A Universitas Islam Lamongan
Jl. Veteran No. 53 A Lamongan
Telp. (0322)324706/ 317116.
Email: fkipunisla@gmail.com

Vol. 6 No. 02 Tahun 2019

TATIK MUFLIHAH, NAILUL AUTHAR
(183-186)
Implication of English Vocabulary Instruction through Pictures for
Elementary Students
NOVI RAHMANIA AQUARIZA, SYAFI’UL ANAM,
PRATIWI RETNANINGDYAH (187-189)
10 Minutes Extensive Reading and Its Effect for Learnerss’ Writing
and Speaking Skill
ROSI ANJARWATI, IMA CHUSNUL CHOTIMAH,
LAILATUS SA’ADAH (190-198)
Students’ Order Thinking Skill in Learning English
DANIAR SOFENY (199-205)
Self Assessment in Writing Skill of Introverted Students
KHUSNUL KHOTIMAH
(206-211)
A Study of Language Styles Used in the Queen Movie
LAILI MAHBUBAH, FATIH AL FAUZI, DIHLIZA BASYA
(212-215)
Examining Guided Note Taking Method to Assist Listening Skill at
Madrasah Aliyah Arrisalah Curah Kates Ajung
MUHAMMAD MUJTABA MITRA
(216-226)
Origami: An Alternative Media to Teach Procedure Text in Speaking

E-Link Journal
Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

10 MINUTES EXTENSIVE READING AND ITS EFFECT FOR LEARNERS’
WRITING AND SPEAKING SKILL
Novi Rahmania Aquariza, Syafi’ul Anam, Pratiwi Retnaningdyah
novi.17070835065@mhs.unesa.ac.id, syafiul.anam@unesa.ac.id, pratiwiretnaningdyah@unesa.ac.id
Fakultas Keguruan dan Ilmu Pendidikan Universitas Nahdlatul Ulama Surabaya, Fakultas Bahasa dan Seni
Universitas Negeri Surabaya

ABSTRACT
In this article an explanation of what Extensive Reading is delivered. The article starts by
delivering the general idea of what Extensive Reading is. Then the possible benefits and also
obstacles of it are also delivered as well as the previous study discussed. Then, the origin of
writing and spaking skill stated in line with the steps of how to apply the Extensive Reading in the
teaching and learning process are also detailed in this article.
Key words: Extensive Reading, Writing Skill, Speaking Skill.

INTRODUCTION
Reading is an essential skill in
learning foreign languages especially; for
supporting higher education and also for
one's future career (Channuan and
Wasanasasomsithi in Yulia, 2018).
Learner who has a sufficient reading habit
will geta different knowledge and skill
with the learner who hasn’t a reading
habit. It can be shown from their
performance in class. In short, reading is
the most emphasized skill in teaching
traditional foreign languages and has
become an outstanding thing of EFL
teaching in some countries. (Susser and
Rob in Yulia, 2018). Because of less
language exposure that is owned by
foreign language learners, Extensive
Reading is decided to be suitable to
provoke interest in reading a compatible
language(Yulia, 2018).
The aim of Extensive Reading is
enhancing the learners to read the material
extensively which interests them as well as
to improve cognitive in reading
comprehension
(Channuan&
Wasanasomsithi in Yulia, 2018). It is very
essential for learners to get, because class
setting sometimes doesn’t give them a
chance to read. So, having a reading
activity outclass is so much good for them.

Extensive Reading means a reading
activity of some materials, the level of
which is suitable for the reader, and more
importantly, they are free to choose it
themselves.
Extensive Reading programs
must not facilitate a test, thus the teacher
may give simple questions to the learners
related to the book or text they’ve read.
Such as its title, identity, level, how long it
took to read and also the detail of
information followed the quality of the
book. (Yulia, 2018)
In order to support an Extensive
Reading, there are some possible
supporting activities known. One of them
is writing a reflective paper. The function
of this activity is, assessing and sustaining
learners’ interest. In short, it is a
supporting activity after the learners
accomplish their Extensive Reading.
In the other side, there are some
activities known as supporting activities
for Extensive Reading. Such as Oral Book
Reporting, Making presentation based on a
selected book, Making a diary of a given
book and discussing with the group work,
and Copying interesting new words.
(Yulia, 2018) Another alternative activity
that possible to apply after Extensive
Reading are designing promotion posters
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E-Link Journal
Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

and drawing a picture of a scene. Learners
can express their feeling and thought of the
book they’ve read into one of follow up
activities above.
Sun (2014) conducted an online
Extensive Reading program through a
digital classroom. It proposed for
elementary learners and used an online
writing as a follow up activity after the
implementation of Extensive Reading.
The researcher analyzed the data
both qualitative and quantitatively to find
out scores from the teacher as judges,
comments from classmates and writing
speed data observed by a system. The
result concluded as the Extensive Reading
is not only has a function to provoke
learner’s interest in reading, but also to
cultivating the ability to write as well.
Because of it’s conducted in an online
form, thus the researcher suggest to
another researcher to conduct a typical
research but in a paper form.
Considering
that
Extensive
Reading is very good to apply, the
researcher then conduct it into a classroom
activity, especially before starting the
subject material. It is implemented in 10
minutes duration and it is proposed to
develop students’ writing and speaking
skill.
DISCUSSION
Improving Learners’ Speaking and
Writing Skill Through Extensive Reading
There are some problems usually
arise in getting EFL learners to talk in the
classroom. First, learners are unable to
relax and express their feeling in a natural
way. It is cused by some factors such
aslearners are worried about making
mistakes, fearful of criticism, or simply
shy in getting other’s attention of what
they’ve said.
Sometimes
learners
are
complaining that they cannot find out what
to say and less idea in expressing
themselves beyond the guilty feeling that

they have to speak. Thus, an English
teacher should be aware by this case. If
this situation happened, it automatically
caused few or maybe no participation of
learners in the classroom activities which
need them to speak.
This 10 minutes Extensive
Reading activity can be a solution of those
problem related to the speaking. This
activity gives the learners idea, so they can
find out idea easily and there will no more
reluctant feeling to speak in front of
classroom.
Not only give the learners idea to
speak. This 10 minutes Extensive Reading
also able to stimulate the learners to write
something. In this case, re-write what
they’ve read using their own language
based on their comprehension.
Giving Instruction
Teacher opens the class by
greeting and checking students’ attendance
as usual then before starting the material,
the teacher let the learners to read that text
they’ve brought. It is usually tematically
based on the material that will be delivered
on that day.
The teacher warns the
learners that they just have 10 minutes to
read the text thoroughly. It is counted by
stopwatch to make it accurate. Then the
learners start to read the text until the
teacher stops that Extensive Reading
session in 10 minutes.
The process runs smoothly
because learners are forced to read the text
and also curious about what is the next
instruction that will be delivered by the
teacher.
Checking Comprehension
This Extensive Reading target is able to
improve the EFL learners speaking and
writing
skill.
Thus
a
checking
comprehension stage is needed to evaluate
how far it works. The teacher conducts a
presentation stage where the EFL learners
practice to do a presentation. After doing a

10 Minutes Extensive Reading and Its Effect for Learners’ Writing and Speaking Skill

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E-Link Journal
Vol. 6 No. 2 (2019)
p-ISSN: 2085-1383; e-ISSN: 2621-4156

presentation, the EFL students has to
reflects their performance towards the
materials they’ve read before. It is
expected that the materials they have read
are able to make their presentation better;
thus the Extensive Reading is effective to
improve EFL learner’s speaking skill.
Production
After accomplishing the Extensive
Reading, there is a supporting activity for
the EFL learners. The goal of this
supporting activity is, as a production steps
after reading through a reflective paper.
Thus, the students are free to write their
reflection about what they have read using
their own language. It can be the summary
about what they’ve read covered in their
opinion or perhaps some suggestions. The
teacher will read and evaluate the
reflective paper made by EFL students
then give some comments related.
CONCLUSION
Having a good interest in reading
is necessary in learning the EFL. It has a
function to help the learners to solve some
obstacles they may face in their
communicative performance in a class.
Thus, there are many ways to
improve learners skill based on the
previous studies. This article focuses on
the idea of having an implementation of
Extensive Reading to strengthen EFL
learner’s writing and speaking skill. The
steps related to the implementation of
Extensive Reading for EFL learners such
as:
Giving
Instruction,‘
Checking Comprehension and production.
Hopefully this method can give
the benefits for both teacher and EFL
students for a better teaching and learning
process.

Foreign Language Journal Vol. 16,
No, 1, April 2004.
Sarimanah, Eri. 2016. “Improving
Lecturers’ Pedagogic Competence
through the Implementation of
Lesson Study in Faculty of Teacher
Training and Education Of Pakuan
University, Indonesia.” JETL Journal
Vol. 1 No. 2 September 2016. Page
51-55
Sun, Zhong. 2014. “an Extensive Reading
Strategy to Promote Online Writing
for Elementary Students in the 1:1.”
CALL
Journal.
http://dx.doi.org/10.1080/09588221.
2014.974860
Syahrul, M. 2016. “The Analysis of
Pedagogical Competence of The
English Teachers’ of the Second
Grade Student at MTS Negeri 1
Jeneponto in Teaching English.”
UIN
Alauddin
Makassar:
Unpublished Thesis.
Yulia, Made Frida. 2018. “Extensive
Reading for Indonesian University
Students:
an
Alternative
Framework
for
Implementation.”LLT Journal Vol.
21, No, 2, October 2018.137

REFERENCES
Hitosugi, Claire Ikumi. 2004. “Extensive
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