Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of Sma N 1 Sewon

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
IMPROVING VOCABULARY MASTERY THROUGH EXTENSIVE

READING FOR GRADE X STUDENTS OF SMA N 1 SEWON
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree
in English Language Education
By:
Sheila Maildha Arafa
Student Number: 141214091
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF

LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND
EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA
2018
i
DEDICATION PAGE
I DEDICATE THIS THESIS TO:
My beloved Mother and Father (Ris & Fatmadewi) Thanks for your long-lasting love, prayer and kindness My
beloved brother (Leodhi Gossa Al-Fayyed) Thanks for coloring my life with laugh and tears My Relatives,
Thanks for your great love and care.
My best friends (Tyas, Risthi, Asty, Denza, Ina, Rika, Vindy,

Bintang, Arum, Desy)
Thanks for your support and advice
All my friends,
Thanks for giving spirit and for coloring my life
iv
ABSTRACT
Arafa, Sheila Maildha (2018). Improving Vocabulary Mastery through

Extensive Reading for Grade X students of SMA N 1 Sewon. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
As an element connecting the four language skills in EFL, vocabulary

plays the most significant role in foreign language learning. In order to
communicate well in a foreign language, students should acquire an adequate
number of words and should know how to use them accurately and appropriately.
However, there are still many of students who lack of vocabulary. One of the
ways to improve students’ vocabulary mastery is through Extensive Reading.
Extensive Reading is purposely focused on students’ reading as much as possible:
not only in classroom but also out of classroom, as cited in Day and Bamford
(1998, p. 4). This research aims to find out how Extensive Reading improves
students’ vocabulary mastery at grade 10 of SMA N 1 SEWON. The research
question of this study is how does Extensive Reading improve students’
vocabulary mastery?
This research conducted Classroom Action Research. The subjects of the study
were 33 students of X MIPA class 2 of SMA N 1 SEWON. Instruments that were
used in collecting the data are; pre-test, progress test, post-test, field notes and
interview guidelines questions. The data of this study were qualitative and
quantitative. Qualitative data were obtained from the field notes and the interview.
Quantitative data were obtained from pre-test, progress test and post-test. The
implementation of Extensive Reading in this research is by asking the students to
read English story for 10-15 minutes in every meeting. There were provided 35
books in the level 2.
The results showed that Extensive Reading can improve students’

vocabulary mastery based on the increasing in students’ vocabulary mastery and
the changes in students’ behavior. It was found out by measuring the mean score
of the tests result. The improvement was also shown from the reflection of Cycle
1 and Cycle 2. It is shown that the students know much new vocabulary. In
addition, the activities made the students more enthusiastic in teaching and
learning process. Therefore, Extensive Reading can improve students’ vocabulary
mastery by way of reading often, exercising in vocabulary assignment more and
more, and working in groups.
Keywords: vocabulary, vocabulary mastery, extensive reading, classroom action

research (CAR)
vii
ABSTRAK
Arafa, Sheila Maildha (2018). Improving Vocabulary Mastery through Extensive

Reading for Grade X students of SMA N 1 Sewon. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
Sebagai sebuah elemen yang menghubungkan empat keterampilan bahasa dalam

EFL, kosa kata berperan penting dalam belajar bahasa asing. Agar dapat
berkomunikasi dengan baik dalam bahasa asing, siswa harus memperoleh jumlah
kata yang cukup dan harus tau bagaimana menggunakannya secara akurat dan
tepat. Tetapi, masih banyak siswa yang kekurangan kosa kata.salah satu cara
meningkatan penguasaan kosa kata siswa adalah melalui Extensive Reading.
Extensive Reading sengaja difokuskan pada bacaan siswa sebanyak mungkin:
tidak hanya di kelas tapi juga di luar kelas, Day dan Bamford (1998, p. 4).
Penelitian ini bertujuan untuk mengetahui bagaimana Extensive Reading
dapat meningkatkan penguasaan kosakata siswa pada kelas 10 SMA N 1
SEWON. Rumusan masalah dari penelitian ini adalah bagaimana Extensive
Reading meningkatkan penguasaan kosakata siswa?
Penelitian ini menggunakan Penelitian Tindakan Kelas. Subjek penelitian

adalah 33 siswa X MIPA 2 SMA N 1 SEWON. Instrumen yang digunakan untuk
mengumpulkan data yaitu; pre-test, progress test, post-test, field notes, dan
wawancara. Data penelitian ini bersifat kualitatif dan kuantitatif. Data kualitatif
diperoleh dari field notes dan wawancara. Data kuantitatif diperoleh dari pre-test,
progress test, dan post-test. Pengimplementasian Extensive Reading dalam
penelitian ini adalah dengan meminta siswa untuk membaca cerita dalam bahasa
inggris selama 10-15 menit. Telah disediakan 35 buku di level 2.
Hasilnya menunjukkan bahwa ada peningkatan dalam penguasaan kosa

kata siswa. Peningkatan itu diketahui dengan mengukur hasil rata-rata test yang
diberikan. Peningkatan juga ditunjukkan berdasarkan hasil refleksi dari siklus 1
dan siklus 2. Hasilnya juga menunjukkan bahwa siswa mengetahui banyak kosa
kata baru.Terlebih lagi, aktivitas tersebut membuat siswa menjadi lebih antusias
dalam belajar mengajar. Maka, Extensive Reading dapat meningkatkan
kemampuan kosa kata siswa dengan sering membaca, latihan soal kosa kata lagi
dan lagi, serta bekerja dalam grup.
Kata kunci: vocabulary, vocabulary mastery, extensive reading, Classroom

Action Research (CAR)
viii
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil ‘aalamiin, all praise goes to Allah SWT, the

Almighty and the Most Merciful, whose blessing, guidance, and mercy have
strengthened me along the hard path of my life so that I can finish my thesis. In
this opportunity, I would like to thank all of those who have supported and guided
me in the process of writing this thesis.
My deepest appreciation and gratitude go to my thesis advisor Miss
Patricia Angelina S. Pd., M.Hum for her patience, guidance, advice, and solution
in the completion of this thesis. I would also like to thank all PBI lecturers and
staffs, who have devoted their work, valuable knowledge, lessons and experiences
during my study in Sanata Dharma University.
I would like to present my appreciation and my gratitude to Mrs. Yuseva
Ariyani Iswandari, M.Ed. for the support and also IERA (The Indonesian
Extensive Reading Association) which has been willing to help this research by
lending me the books.
I greatly appreciate the big family of SMA N 1 SEWON, Drs.
Marsudiyana the principal, Hoeriyah., S.Pd. the English teacher, and all of the
students of X MIPA 2 who have participated in the data collection for this
research.
Furthermore, my greatest gratitude goes to my parents; Drs. Agus
Rismarwoto and RR. Titik Fatmadewi S.Pd., for their endless love, care, and
support. I am sincerely grateful to them for teaching me how this life is worth
living. They have given me everything to finish my thesis. I also thank my
relatives in Yogyakarta for their prayers.
I would like to present a bunch of thanks to my best friends (Tyas, Risthi,
Asti, Vivi, Ina, Denza, Bintang, Rika, Vindy, Arum, Desy) for giving spirit in the
accomplishment of this thesis. Many thanks also go to my friends in the English
Language Education Study Program batch 2014, especially all students of PBI
2014 class D for their advice and support.
ix
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................... i
APPROVAL PAGE ......................................................................................... ii
DEDICATION PAGE ...................................................................................... iv
STATEMENT OF WORK’S ORIGINALITY ................................................ v
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi
ABSTRACT ..................................................................................................... vii
ABSTRAK ......................................................................................................... viii
ACKNOWLEDGEMENTS ............................................................................. x
TABLE OF CONTENTS ................................................................................. xi
LIST OF FIGURES ......................................................................................... xiv
LIST OF APPENDICES .................................................................................. xv
CHAPTER I. INTRODUCTION
A. Research Background..............................................................................1
B. Research Question.....................................................................................4
C. Research Significance..............................................................................4
D. Definition of Terms..................................................................................5
1. Vocabulary..............................................................................................5
2. Extensive Reading................................................................................6
xi
3. SMA N 1 Sewon ............................................................. 7
CHAPTER II. REVIEW OF RELATEDD LITERATURE

A. Theoretical Description ..................................................... 8
1. Vocabulary .................................................................... 8
2. Reading ......................................................................... 13
3. Benefits of Extensive Reading...................................... 14
4. Principles of Extensive Reading ................................... 16
5. Activities in Extensive Reading ................................... 18
B. Theoretical Framework ...................................................... 19
CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ............................................................... 21
B. Research Setting ................................................................ 24
C. Research Participants ........................................................ 24
D. Research Instruments ........................................................ 24
E. Data Gathering Technique ................................................. 25
F. Data Analysis Technique ................................................... 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS

A. Implementation of The CAR Cycles ................................ 28
1. The Report of Cycle 1 ................................................. 28
a) Planning ....................................................................... 28
b) Actions and Observations of Cycle 1 ........................... 30
c) Reflection of Cycle 1 .................................................... 34
2. The Report of Cycle 2 ................................................. 37
a) Planning ........................................................................ 37
b) Actions and Observations of Cycle 2 ........................... 38
c) Reflection of Cycle 2 ................................................... 42
B. How Extensive Reading Improves Students’ Vocabulary
Mastery ............................................................................. 45
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1. Comparing Students’ Tests Result................................ 45

2. Students’ Behavior before and after the Implementation of
CAR Cycles ................................................................. 47
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ....................................................................... 51
B. Recommendations ............................................................. 52
REFERENCES ................................................................................................. 53
APPENDICES ................................................................................................. 56
xiii
LIST OF FIGURES
Page
3.1 The Classroom Action Research Cycles.....................................................................22
4.1Result of the Students’ Tests............................................................................................46
xiv
LIST OF APPENDICES
Page
APPENDIX 1 The observation sheet..................................................................................57

APPENDIX 2 Field notes.......................................................................................................58
APPENDIX 3 Interview Transcript.....................................................................................64
APPENDIX 4 Lesson Plan.....................................................................................................78
APPENDIX 5 Vocabulary Assignment..............................................................................87
APPENDIX 6 Students’ Tests Results...............................................................................90
APPENDIX 7 Surat Ijin Penelitian......................................................................................91
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CHAPTER I
INTRODUCTION
This chapter provides the backgroud of this study. The researcher divided
this chapter into four parts which are research backgorund, research question,
research significance, and definition of terms.
A. Research Background
Vocabulary has an important role for English as Foreign Language students.
To communicate well in a foreign language, students should acquire an adequate
number of words and should know how to use them accurately and appropriately.
Without a proportional amount of vocabulary, students will find difficulties in
their speaking, reading, listening, and writing. Moreover, students cannot
understand others or express their own ideas without sufficient vocabulary. One of
the ways to achieve vocabulary mastery is by implementing Extensive Reading.
Through Extensive Reading, students can improve their reading ability and
enhance their overall language proficiency.
According to Day and Bamford (2004), extensive reading is an approach
in language teaching in which the students read a lot easy of materials in the target
language. They can choose their own reading material and read it independently.
They read for general understanding and they read for information and for
enjoyment. If the material is not interesting or it is too difficult, they should stop
1
their reading. Their reading should be at comfort zone-range, the material that
they choose should be read easily and with confidence.
According to Bell (2001), Extensive Reading is a type of reading
instruction program that has been used in ESL or EFL settings, as an effective
means of developing reading fluency, comprehension, and vocabulary
development.
However, most of the first grades of senior high school students still have
problems related to vocabulary mastery. Moreover, they also have lack of interest
in terms of reading. They often find difficulties in understanding meaning of
unknown words from the context because of their low vocabulary mastery. In
addition, the students will get difficulties in comprehending a text if they do not
know the meaning of words in the text. Therefore, the teachers need to pay more
attention to their students’ vocabulary mastery.
From the preliminary observation, the researcher found that the students at
grade X of SMA N 1 SEWON find difficulties in comprehending English text.
The difficulties were caused by several reasons. Firstly, the students did not have
willingness to read the text or even to do the task. It is because the students were
unmotivated to learn. They tend not to pay attention when the teacher explained
the materials. Secondly, the students had difficulties in understanding the
meanings of unfamiliar words and mostly did not know the vocabulary in the text.
Therefore, the students became lazy to memorize and learn new vocabularies.
Moreover, the students have lack of interest in reading because of their low
vocabulary mastery.
Furthermore, the teaching technique in the teaching and learning process
of reading was still teacher oriented. The teaching and learning process was
dominated by testing activities. The teacher mostly instructed the students to read
aloud the text, looked up the meaning of unfamiliar words in the dictionary, did
some practices in the textbook or LKS (Lembar Kerja Siswa) and discussed the
answers. The activity was done until the class is over. Based on the problems
above, the researcher believes that something has to be done related to the
difficulties faced by the students. Therefore, the researcher used certain technique,
which is Extensive Reading to improve students’ vocabulary mastery.
The results of the previous studies also show that Extensive Reading
increases vocabulary knowledge. According to Gatbonton & Segalowitz (2005),
Learners encounter the same words repeatedly in context, which result in
vocabulary learning. Based on the research that has been done by Pazakh and
Sultoni (2010), the vocabulary knowledge of the students had increased while
they were participating in the Extensive Reading program for ten weeks. From the
study of Nishino (2007), it can be concluded that Extensive Reading,
unaccompanied by any analytic study or practice, can provide second or foreign
language learners with the vocabulary necessary for reading. In addition, implicit
vocabulary learning could occur through Extensive Reading as concluded by
Hsuch-chao and Nation (2000). What makes this research is different from the
previous studies is that the activities and the reading materials used by the
researcher are more vary.

Therefore, the researcher employed Extensive Reading technique in order
to improve students’ vocabulary mastery.
B. Research Question
Based on the background problems stated previously, the research question
formulated is “How does Extensive Reading improve students’ vocabulary
mastery?”
C. Research Significance
It is expected that this research contributes some significant progress in
teaching vocabulary for several parties, they are:
1. English Language Education Study Program
This study contributes toward theoretical and practical significance.
Theoretically, this study supports the significance of Extensive Reading in
English teaching and learning, especially in learning vocabulary.
Practically, this study can enrich knowledge on applying Extensive
Reading activities or teaching strategies that are suitable for students’
levels and needs.
2. Students of SMA N 1 Sewon
This study provides the necessary information related to Extensive
Reading technique that will help the students of SMA N 1 Sewon to
improve their vocabulary mastery for English Language Teaching. This
research enables the students to get new experiences in improving their
vocabulary mastery through Extensive Reading.

3. English Teachers
This research also expected to give information for the English
teachers to select learning materials and use an effective strategy to
improve the students’ vocabulary mastery through Extensive Reading.
Moreover, it will give information to them about various techniques and a
new experience to improve the quality of vocabulary teaching to the
students.
4. Future Researchers
For future researchers, this research could be one of the references
in conducting some research that deal with the same strategy and with the
different research design to improve the quality of vocabulary teaching
through Extensive Reading. This study can also be an inspiration and
reference for other researchers in conducting similar research to increase
the quality of the students’ vocabulary mastery.
D. Definition of Terms
1) Vocabulary
According to Hornby (2000, p. 1447) vocabulary is defined as 1) all the
words that a person knows or uses; 2) all the words in particular language; 3) the
words that people use when they are talking about a particular subject; 4) a list of
words with their meanings. Lehr, Osborn, and Hiebert as cited in Kamiland
Hiebert (2005, p. 2-3) define vocabulary as knowledge of words and word
meaning in both oral and written language and in productive and receptive forms.
Besides, according to Hatch and Brown (1995, p. 1) as cited in Benettayeb (2010),
vocabulary refers to a list or set of words that individual speakers of a language
might use.
According Waring and Nation as cited in Cameron (2001, p. 75) state that
the size of the English lexicon has been estimated at 54,000 word families (base
word plus transparent derivations) for the language as a whole, and 20,000 for a
university graduate. Studies indicate that a child adds about 1000 word families
per year, approximately the same for a second language learner. The 2000 most
common words account for 80-90% of texts, while 3,000–5,000 words are needed
for reasonable comprehension, accounting for approximately 95% of the words
encountered. The implication is that students as language learners need to learn at
least 3000 words before they can communicate or read texts with much degree of
comprehension.
In this context, the students of grade X SMA N 1 Sewon are expected to
learn one of the types of vocabulary which is academic words.
2) Extensive Reading
As Day and Bamford (1998, p. 4) stated, Extensive Reading is purposely
focuses on students’ reading as much as possible: not only in classroom but also
out of classroom. In addition, Susser and Rob (1990) added that Extensive
Reading is also called “pleasure reading, free voluntary reading, and sustained
silent reading”. The very important point of Extensive Reading is generally large
quantities of materials with the aim of getting general understanding and obtaining
pleasure from the text. The variations of reading materials are available including
the topics. In this research, the students choose the reading by themselves
depending on their interest and their level. If they choose a book, which is suitable
to their own level, they will understand an interesting text composed of mostly
familiar vocabulary and grammar elements.
In this context, there are 35 books in the level 2 which are used in
implementing Extensive Reading. The students choose the book based on their
interest.
3) SMA N 1 Sewon
SMA N 1 Sewon is one of the state senior high schools in Bantul. It is
located at Jl. Parangtritis KM. 4,5. There are 31 classes, 3 laboratories, and a
library. There are 378 male students and 524 female students. The curriculum that
SMA N 1 SEWON uses is K13. The researcher chooses SMA N 1 Sewon because
the researcher had pre service teaching in this school. It makes the researcher
know the teacher and the students well. Therefore, SMA N 1 Sewon is considered
as an ideal school for the researcher to conduct the research.

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses all of the theories that are used in conducting the
research. It is divided into two sections, which are theoretical description and
theoretical framework.
A. Theoretical Description
In this section, the researcher discusses some relevant theories, which are
related to the study. They are divided into four parts; vocabulary, reading, benefits
of extensive reading, and the principles of Extensive Reading activities. The
discussion of each part will be presented below.
1. Vocabulary
In this part, the researcher divided vocabulary into three parts. Those three
parts are the definition of vocabulary, the types of vocabulary, and vocabulary.
a. The Definition of Vocabulary
According to Neuman and Dwyer (2009, p. 385), vocabulary can be
defined as “words we must know to communicate effectively; words in speaking
(expressive vocabulary) and words in listening (receptive vocabulary)''.
Vocabulary, as one of the knowledge areas in language, plays a great role for
learners in acquiring a language (Cameron, 2001). Lehr, Osborn, and Hiebert (as
cited in Kamil and Hiebert, 2005, p. 2-3) define vocabulary as knowledge of
words and word meaning in both oral and written language and in productive and
receptive forms. Therefore, it can be concluded that vocabulary is a collection of
8
words in a particular language that an individual knows and that has a meaning.
This means that a language consists of a number of words that form a meaningful
language.
b. Types of Vocabulary
According to Corson (1997, p. 6) vocabulary is distinguished between
productive and receptive vocabulary. The productive vocabulary is called as a
motivated vocabulary. It consists of all the words that learners need in
communication of everyday life. A receptive vocabulary includes the productive
vocabulary and it includes the learners’ unmotivated vocabulary. The unmotivated
vocabulary can be divided into two groups: (1) words that are only partly
understood and are not well known enough to use actively, and (2) words that are
not needed in daily communication.
Similarly, Nation (2001, p. 24) stated that there are two kinds of
vocabulary in relation to the language skills of reading, listening, speaking, and
writing. They are receptive and productive or passive and active vocabulary.
Receptive or passive vocabulary refers to the words that native speakers and
foreign learners recognize and understand but hardly ever use, it is used passively
in either listening or reading. Productive or active vocabulary is utilized actively
either in speaking or writing. Learners’ listening vocabulary is generally larger
than speaking vocabulary while learners’ reading vocabulary is relatively larger
than writing vocabulary. At most of the stage of language learning, learners’
receptive vocabulary is much larger than their productive vocabulary.

10
Different with Hoffman (1993, p. 232), there are two kinds of vocabulary.
They are the core vocabulary and the peripheral vocabulary. The core vocabulary
is vocabulary that contains the words used every day. The peripheral vocabulary is
the innumerable words that one uses only infrequently.
In relation to types of vocabulary, Nation (2001) states that there are four
categories of vocabulary in the non-fiction text, they are:
1) High frequency words. These words are almost 80% of the running words
in the text.
2) Academic words. Typically, these words make up about 9% of the
running words in the text.
3) Technical words. These words make up about 5% of the running words in
the text. It is used by people who are working in a specialized field.
4) Low-frequency words. These are the words of moderate frequency that do
not manage to get into the high-frequency list. They make up over
5%of the words in an academic text.
In relation to the teaching language skills, vocabulary is divided into four
parts. They are reading vocabulary, listening vocabulary, writing vocabulary and
speaking vocabulary. Reading vocabulary is all the words that readers can
recognize when reading. This is the largest type of vocabulary simply because it
includes the other three. Listening vocabulary is all the words that the listeners
can recognize when listening to speech. This vocabulary is aided in size by
context and tone of voice. Writing vocabulary is all the words that the writers can
employ in writing. Contrary to the previous two vocabulary types, its user
11
stimulates the writing vocabulary. Speaking vocabulary is all the words that the
speakers can use in speech.
In this research, the students should learn the academic words type because
by knowing of the 9% of the running words in the text the students can
comprehend the English text.
c. Vocabulary Mastery
Extensive Reading is important in vocabulary mastery. Without enlarging
students’ vocabulary, they cannot read successfully. By mastering vocabulary, it
makes the students possible to use the language for communication because they
are aware of the ideas and attitudes that are represented by words. Therefore,
anyone who learned a language successfully must enlarge his or her vocabulary
mastery.
Hornby (1995) defines mastery as complete knowledge or complete skill.
Mastering vocabulary is one of the students’ needs in order to understand the
language. It is widely accepted among researchers that the difference in students’
vocabulary levels is a key factor in disparities in academic achievement. However,
Tugwell (2002) stated that vocabulary instruction has been neither frequent nor
systematic in most schools.
To show how important vocabulary is, Bromley (2004, p. 3-4) states that
vocabulary holds important roles in teaching-learning process. They are
mentioned as follows:
12
1) Promoting fluency. Learn who recognize and understand many words
read quicker and easier than those who have smaller vocabularies. Fluent
readers read at a faster rate, process more material quicker and have better
comprehension than less fluent readers have.
2) Boosting comprehension. Vocabulary knowledge strongly influences
comprehension. On a component analysis of comprehension, word meanings were found to
make up 74% of comprehension.
3) Improving achievement. A large vocabulary means a large fund of
conceptual knowledge, which makes academic learning easier. Learners with large
vocabularies have higher score on achievement tests than those with small vocabularies.
4) Enhancing thinking and communication. Words are tools for analyzing,
inferring, evaluating and reasoning. A large vocabulary allows the students for
communicating in ways that are precise, powerful, persuasive and interesting.
In line with Burton (1982, p. 98), vocabulary is needed by people to
understand the meaning of words and it helps them to express precisely. Limited
vocabulary mastery can give bad influences in the teaching-learning process of a
language.
Further, Krashen and Tenell (1983) stated that vocabulary mastery is also
very important for the acquisition process. Acquisition depends significantly on

13
the comprehensible input. The comprehensibility is dependent directly on the
ability to recognize the meaning of key elements in the utterance.
In conclusion, realizing that the knowledge of vocabulary is very
important, learners have to pay a greater attention to the vocabulary teaching. The
teacher must have a good, effective and efficient method in order to teach
successful vocabulary teaching. Therefore, if someone can master vocabulary
well, she or he will be able to promote fluency, boost comprehension, improve
achievement, and enhance thinking and communication.
2. Reading
In this part, the researcher divided reading into two parts. They are
intensive reading and extensive reading. The explanation will be explained as
follows.
a. Intensive Reading
According to Benettayeb (2010), intensive reading refers to the kind of
work done in the reading class under the teacher’s supervision. It is also kind of
careful work that a student may do when studying for an exam. In addition,
intensive reading tends to be more concentrated, less relaxed, and often dedicated
not so much to pleasure as to the achievement of a study goal. Intensive reading is
also designed for students to enable their specific receptive skills and strategies.
The major objective of intensive reading is developing the ability to decode
messages by drawing on syntactic and lexical clues, and the emphasis, as in all
reading, is on skills for recognition rather than for production of language

14
features. However, to improve the love for reading acquired in intensive reading,
the students need to read extensively.
b. Extensive Reading
There are many definitions of Extensive Reading given by researchers.
Nuttall (2005, p. 127) described, Extensive Reading as “the easiest and most
effective way to improve students’ skills and claimed that it is “much easier to
teach students to read better if they are learning in a favorable climate”. In
extensive reading classrooms, students read a “huge amount of very simple text.
Thus, they can read smoothly, confidently and pleasurably” (Waring & Takahashi,
2000, p. 6). Nuttall, Day and Bamford (2004) states Extensive Reading as a good
strategy to improve reading proficiency, and build linguistic competence (e.g.,
reading ability, vocabulary, writing and spelling skills).
Thus, can be concluded that extensive reading is a language teaching
procedure where students have to read large quantities of materials for general
understanding and the main goal of it is obtaining pleasure from the text.
3. Benefits of Extensive Reading
There have been a number of experimental and quasi-experimental studies
demonstrating the effectiveness of Extensive Reading. It also provides support for
the use of Extensive Reading in English as a Second Language (ESL) and English
for Foreign Language (EFL) classroom settings.
Krashen (1993, p. 12) stated that Extensive Reading is the promotion of
confidence and motivation, and it develops a positive attitude in reading and

15
studying English. Students who do not feel confident in reading English texts tend
to give up reading a whole book. This is because they are not interested in reading
complicated reading materials. At this point, extensive reading is an effective way
to motivate students to choose what, when, how, and where to read by themselves.
In addition, Day and Bamford (2004) identified several benefits of
Extensive Reading. The first benefit of Extensive Reading is that it can increase
students’ reading ability. This is unsurprising since that is the stated goal of
Extensive Reading.
Secondly, Extensive Reading can increase interest and motivation.
Reading is one type of skills that is enjoyable. Students read books that they
choose based on their levels. This pleasure can affect in the success of learning
English.
Thirdly, Extensive Reading can improve their vocabulary mastery.
Students need to meet words or vocabulary in a context many times to acquire it.
Extensive Reading is a good way to achieve it.
The fourth is that Extensive Reading also helps students in improving
other language skills such as listening, speaking, and writing. Extensive Reading
can support listening and speaking skills. It increases exposure to English
vocabulary and discourse.
The fifth is that Extensive Reading also facilitates acquisition. Most
current theories of second language acquisition recognize the roles of language
input and intake. Extensive Reading provides these necessities.

16
4. The Principles of Extensive Reading
In Extensive Reading, students may choose to read interesting materials
and read them inside or outside the class. Day and Bamford (2004, p. 2) state that
there are 10 principles of Extensive Reading. They are presented as follows:
1. Reading material is easy. Students read material that contains few or
no unfamiliar items of vocabulary and grammar. There should be no more than one or two
unknown vocabulary items per page for beginners and no more than four or five for
intermediate learners. Students would not succeed in reading extensively if they do not
understand with the material.
2. The second one is the availability of wide range variety of material on
the topics. There should be a variety in the library for students to choose what they really
like. This is containing graded reading for students at different levels.
3. The third is students choose what they want to read. Self-selection
puts students in a different role from that in a traditional classroom, where the teacher
chooses the textbook or supplies reading material. This is what students really enjoy about
Extensive Reading. They are also encouraged to stop reading anything that is not interesting
or that they find too difficult.
4. The fourth is students read as much as possible. The language
learning benefits of Extensive Reading come from quantity of reading. For the benefits of
Extensive Reading to take effect, a

17
book per week is an appropriate goal. This is a realistic target as
books written for beginning language learners are very short.
5. The fifth is that the reading speed is usually faster rather than slower.
The reading material is easy to understand for students. They are discouraged from using
dictionary as this interrupts reading and makes fluency impossible. Instead, they are
encouraged to ignore or guess the meaning of a few unknown items from the context.
6. The purpose of reading is usually related to pleasure, information and
general understanding. In spite of intensive reading which requires detailed understanding,
Extensive Reading encourages reading for pleasure and information.
7. Reading is individual and silent. Students read at their own speed.
Sometimes silent reading period reserves from the class time when students read themselves
selected books in the classroom. However, most of the reading is homework. They read out
of the classroom, in their own time, when and where they choose.
8. Reading is its own reward. Extensive Reading is not usually followed
by comprehension questions. The goals of reading are
reader’s own experience and joy of reading. These are designed to
reflect students’ experience of reading rather than comprehension.
9. The teacher orients and guides the students. Before starting an
Extensive Reading, they have to be familiar with what it is, why

18
they are doing it, what benefits it will bring them and how are they
going to proceed. The teacher keeps track of what and how much
students read, he/she is interested in their reactions to what was
read in order to guide them in getting the most out of their reading.
10. The teacher is a role model of a reader. The teacher gives a model of
what is to be a reader e.g. during the silent reading periods teacher should read as well. The
teacher should also be familiar with all the books students are reading in order to recommend
reading to individual students and share their reading experiences. If teacher and students talk
about what was read, they create an informal reading community, experiencing together the
value and pleasure to be found in written word.
5. The Activities in Extensive Reading
Lichun (2009, p. 117) stated that the implementation of Extensive Reading
has to be committed by the teacher and the students.
There are some steps of implementation of Extensive Reading program;
the first is implementing sustained silent reading. According Sadoski (1984) as
cited in Yon (2002) Sustained Silent Reading (SSR) is a school reading activity,
which consists of a period of time during the school day when children and
teachers in a class or in the entire school read self-selected books without
interruption for purpose of enjoyment (p. 119).

19
The second is giving explanation to the students about the importance of
conducting Extensive Reading program, the benefit of Extensive Reading, how to
start to read, etc. The teacher’s explanation helps them to

understand and
encourage them to read.
The third is asking the students to tell the story that they have read to their
friends including the title of the book, what they are thinking after reading, how
they recommend the book to their classmates, and comments of quality of the
book, etc.
Through those activities, the students listen and report the book
information; it is an effective way to improve speaking skill.
B. Theoretical Framework
In this section, the researcher discusses the relevant theories that are used
to answer the research question, which is how does Extensive Reading improve
students’ vocabulary mastery.
Vocabulary is basic to communication. Therefore, learning vocabulary is
essential for students to learn English but they often find difficulties. It is because
the teaching and learning process only depends on the strength of memorizing.
The students think of vocabulary learning as knowing the primary meaning of
new words.
The researcher employed three major theories which were mostly used in
answering the research question. The first theory is from Day and Bamford (2004,
p. 2) It was applied in order to know about the principles of Extensive Reading

20
which has to be fully given attention by the teacher in implementing Extensive
Reading activities in the classroom.
The second theory is about the benefits of Extensive Reading. This theory
was started by Day and Bamford (2004). It was applied in order to know about
how Extensive Reading is useful for the students in learning process in the
classroom.
The last theory was about the research method which is used in this
research. The researcher employed the theory from Kemmis as cited in Khasnah
(2011, p. 10-16) who talked about classroom action research design. There were
four steps in CAR, namely: Plan, action, observation, and reflection.

CHAPTER III
RESEARCH METHODOLOGY
This chapter covers research method, research setting, research
participants, research instrument, data gathering technique, and data analysis.
Each of them will be presented in the following discussion.
A. Research Method
This research was conducted as Classroom Action Research. Carr and
Kemmis as cited in Burns (1999, p. 30) stated that action research is a form
of self-reflective enquiry done by participants in social situations (e.g.
teachers, students, school principals in educational situation) for improving
their educational practices, and the situations. Then, Kemmis and McTaggart
in Burns (1999, p. 33) added that action research occurs through a dynamic
and complementary process, which consists of four essential stages:
planning, action, observation and reflection. While Allwright and Bailey
(1991, p. 2) mentioned that it is a research that centers on the classroom and
simply tries to investigate what actually happens inside the classroom. It
treats classroom interaction as virtually the only object worthy of
investigation.
The Classroom Action Research which is used in this research was
Kemmis and Mc.Taggart model as cited in (Burns, 2010). Kemmis and
Taggart stated that classroom action research includes four steps in a cycle,
21
22
which are planning, acting, observing, and reflecting. When a cycle has been
implemented, a reflection will show whether the result has achieved the
expectation or not. If the expectation has not been achieved, then the revision
will be made on the next cycle. The cycle is depicted in figure 3.1.
Figure 3.1. The classroom action research cycle
Furthermore, according to Kemmis and Mc.Taggart model as cited in
(Burns, 2010) the phases of Classroom Action Research are described as
follows:
1. Planning
In this phase, the researcher conducts the treatment. In order to improve
students’ vocabulary skills, the researcher implemented Extensive Reading.
There were provided 35 books in the level 2. The students read the reading
materials that had been provided by the teacher for 10 up to 15 minutes. The
students also chose their own book based on their interest. The step includes of
making learning scenario, preparing teaching aids. Preparing an instrument to

23
record and analyze the data about the process and the result of conducting action
research (Kemmis as cited in Khasnah, 2011, p. 11)
2. Action and observation
According to Kemmis as cited in Khasnah (2011, p. 11). The second
phase of Classroom Action Research is action. The action scenario, which has
been planned was conducted over an agreed period. While doing the action, the
researcher also observed and recorded the data on the process and the results of
an action that were conducted. Kemiss as cited in Khasnah (2011, p. 12) stated
that the aim of an observation is to collect the data in order to be evaluated and it
served as a guidance to do the reflection. In doing observation, the researcher
used some instruments which are the observation sheets, field note, and the
interview to gather the data.
3. Reflection
The last phase is reflection. According to Kemmis as cited in Khasnah
(2011), in reflection, the process, problem, and threat were investigated. The
evaluation was seen as the result, whether it could achieve the expectation or
not. The reflection was done after each cycle of the action was completed. All
the members of the research discussed circumstances concerning the actions. It
was done to find out whether the actions were successful or not. If the action
carried out was successful, the researcher would continue to implement it.
However, if the actions were not successful, the researcher would try to find the
suitable actions so that the condition would be better.

24
B. Research Setting
This research was conducted at SMA N 1 SEWON. The school is located
at Jalan Parangtritis KM 4.5, Sewon, Bantul. This research was conducted in
January – February 2018. There were two meetings on each cycle.
C. Research Participants
The researcher chose students of grade X MIPA 2 of SMA N 1 SEWON
in the academic year of 2018/2019. The participants of this research were chosen
by using convenience sampling. According to Etikan, Musa, & Sunusi Alkassim
(2015), convenience sampling is a type of nonprobability or nonrandom
sampling where members of the target population that meet certain practical
criteria, such as easy accessibility, geographical proximity, availability at a given
time, or the willingness to participate are included for the purpose of the study.
D. Research Instrument
In order to acquire the data to answer the research questions, the
researcher used three instruments namely observation sheet in the form of field
notes, tests, and interview guidelines. The following parts will describe each
instrument.
1. Observation sheet
The observation was in the form of checklist. It was used as a guideline
to observe the teaching and learning process. The data of aspects observed
during the teaching and learning process were described in the form of field
notes.
25
2. Tests
There are three tests given to the students, namely pre-test, progress test,
and post-test. The tests were in the form of multiple choices. The first test that
was given to the students is pre-test. The pre-test was distributed before the
students experienced Extensive Reading. The second test is progress test. The
progress test was distributed at the first meeting of cycle 2. The third test was
post-test. The post-test was distributed at the end of the cycle 2. The score and
pre-test score were used to measure whether there are any improvement of the
students’ vocabulary mastery or not.
3. Interview Guidelines
The interview was used to gain information related to the responses,
opinions, and suggestions from the English teacher and the students from the
research members after the implementation of this research. The result of the
interview used as additional information for this research.
E. Data Gathering Techniques
The researcher conducted observation, tests, and interview to collect the
data. In this research, the researcher had two collaborators. One of the
collaborators was the English teacher and the other one was the researcher’s
partner. The researcher chose these two collaborators because they have a good
competence in English. Moreover, they could observe objectively.
The first was observation. It was used to elaborate the field notes. From
the result of the observation, the researcher and the collaborators could be able
26
to find out what were the actions that going well and what were not. Things that
were observed are including the conditions of the classroom, the students’
behavior, and the implemented actions by the researcher.
The second one was conducting tests. It used to measure students’
vocabulary mastery. Pre-test was given only in cycle 1 at the beginning of the
class. Progress test was given at the end of cycle 1. Meanwhile, post-test was
given at the end of cycle 2. The pre-test was done by giving the students a list of
questions to be answered before the lesson started. This aimed to measure
students’ initial ability. Progress test was done by giving the students lists of
questions to be answered after the researcher conducted Extensive Reading. This
aimed to see the progress of the students after conducting actions in cycle 1.
Furthermore, the post-test in cycle 2 was conducted by giving a list of questions
after Extensive Reading activity.
F. Data Analysis Technique
The technique in analyzing the data would be in descriptive analysis. For
the qualitative, the data were taken from the result of the observation which were
in the form field notes, and the interview both students’ interview and teacher’s
interview. In analyzing the data, the researcher reported the real situation when
the research was conducted based on the field notes and interview. Meanwhile,
the quantitative data were taken from students’ test result namely pre-test,
progress test and post-test. The scores were calculated to find out students’
average thoroughly. The mean score of pre-test would be compared to the mean
27
score of post-test. After the tests had been done, the mean scores of students’
pre-test in cycle 1, progress test and students’ post-test in cycle 2 would be
compared in order to see the improvement of students’ vocabulary mastery
through Extensive Reading.
The mean score of the class were calculated by using this following
formula (Arkin & Colton, 1971):
Notes:
:Average score
: Total students’ score
n : Number of the students
Thus, the improvements of students’ vocabulary mastery could be seen
from the result of the field notes and from the students’ test result.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter will answer the formulated question, which is how
Extensive Reading improves students’ vocabulary mastery. In order to answer
the research question, the researcher applied Classroom Action Research (CAR).
There will be two collaborators to help the researcher in conducting actions and
avoid bias. This chapter presents the following sections: the implementation of
the CAR cycles and how Extensive Reading improves students’ vocabulary
mastery.
A. Implementation of the CAR cycles
In this section, the researcher will report the implementation of the CAR
cycles. The researcher implemented two cycles, in which each of them consists
of planning, observation, action, and reflection. There are two meetings in cycle
1 and one meeting in cycle 2.
1. The Report of Cycle 1
a. Planning
The planning of cycle 1 functions the researcher in order to avoid
confusion while conducting the actions. The researcher and the collaborators did
the planning for the actions on 26 January 2018. In this section, the researcher
and the collaborators planned to implement three actions in the first cycle. Those
three actions were the implementation of sustained silent reading, storytelling, 28

29
and personal recount text. The considerations of choosing those activities were
based on the students’ need, which was the lack of motivation in reading and the
material of the syllabus which was about recount text. The focus of the actions in
this first cycle was to improve students’ vocabulary mastery. The planning for
each meeting is presented as follows:
In the first meeting, before conducting the actions the researcher
conducted pre-test to the students. After that, the researcher did the action which
was the implementation of sustained silent reading. The researcher provided 35
books with the different title and different source which were Cambridge and
Oxford. The books were from IERA (The Indonesian Extensive Reading
Association) and they were in the level 2. The researcher provided the books in
the level 2 because based on the preliminary observation, the students have
already read the books in the level 1. However, they thought that the story of the
books did not interesting. Moreover, the students were more interesting in
reading in the level 2.
Before conducting this action, the researcher planned to give a model of
how to guess the meaning of unknown words based on the context. By applying
this action, the students were expected to have an opportunity to explore various
English texts. Thus, the students could enjoy the reading. All of the students
were very excited while reading different kinds of books.
On the second meeting, the researcher would implement sustained silent
reading for fifteen minutes. After that, the action that would be conducted was
storytelling. In this activity, the students had to tell the story and made
30
vocabulary list of the story that they have read. This activity was expected to
improve students’ speaking skill and encourage them to tell the story based on
what they have read. The next action would be writing a personal recount text. In
this action, the students were asked to make their own personal recount text
based on their own experiences. In this activity, students were expected to
improve their writing skill.
b. Action and Observation of Cycle 1
The implementation of the actions in the first cycle was done in two
meetings, on 30 January and 6 February 2018. The learning material was
personal recount text. The researcher acted as the teacher and the collaborators
acted as the observer. The actions in Cycle 1 are presented below:
1) The Implementation of Sustained Silent Reading
The sustained silent reading was conducted in every meeting as the
warming up activity to improve students’ motivation and interest. This activity
was conducted for fifteen minutes in the beginning of the teaching learning
process. In the implementation of sustained silent reading, the students read the
materials without any distraction. They were not allowed to check the meaning
of some unfamiliar or unknown words in the dictionary. They could only predict
or guess those words’ meaning from the context. They did not need to know
every single word in the text because the aims of this activity are to read for
general understanding so that they could enjoy their reading, to improve
students’ vocabulary mastery, and to learn reading for pleasure.

31
For the sustained silent reading activity, various story books were always
provided as the reading material for the students. The researcher provided 35
books with the different title. The level of the books were in the level 2 which
contains of 2000 words. To make the students enjoy reading, they had to choose
one of the books based on their interest. The reading materials were books from
Cambridge and Oxford University.
The implementation of sustained silent reading was successful in
increasing the students’ reading interest. They also felt curious and challenged to
look for the reading materials. It could be seen from the field notes below:
The researcher asked the students to come in front to take the

book to be read. “Please come in front to choose the book that
you want to read”. And suddenly the whole class started to
scramble to get the book. The class became noisy because the
students were very curious. “Keep silent please, don’t disturb
other class”! R helped some of the students to choose the reading
material. One of the students asked the R “Miss what is the story
about?” “It’s about adolescence”. “Hmm it seems good Miss,
I’ll take it to be read”.
(Appendix 2/ Field note 2)
The excerpt above proved that the students felt curious and challenged in
finding their reading materials. It showed that the implementation of sustained
silent reading was successful in building the students’ motivation and reading
interest. The other evidence can be seen in the field note below:
The researcher walked around to check and make sure that

everyone read the reading materials. Many of the students are
quiet and focused on their reading. Even when the researcher told
the students that the time was up, the students did not want to stop
32
reading. “Guys, time is up. You can continue it next week”.

“boooo.. One more sec miss.. We still want to read”.
2) Story Telling
In this activity, the students have to retell the story that they have read in
front of the class. This action aims to improve students’ speaking skill and
confidence to speak in front of their friends. This is also useful to know whether
the students understand the story or not. In addition, by retelling the story in
front of the class, it can make the students find and explore more vocabulary.
Instructions were given before the students were asked to do the story
telling. After that, the researcher asked for volunteers to come forward to tell the
story but nobody volunteered. After asking for the third time, finally there was
one student volunteered to be the first to tell the story to her friends. This student
was too nervous that she did not deliver the story very well. The evidence can be
seen from the field notes below:
The researcher gave an instruction to the students, “Okay guys,

who wants to be the first to tell the story in front of the class?”
After repeating the same instruction for three times, finally a
student volunteered herself. She answered, “Me miss…”, “Okay
good. Please come forward.” Then she started to tell the story but
her gesture showed that she was not comfortable and not
confident. None of the students could hear her voice. Some of the
students were yelling, “Miss I can’t hear her voice”. The student
who was telling the story said to the researcher that she felt
nervous and she could not bear it. “ummmm.. The story is
about… ummmm.. a… a man and a woman who.. ummm….”
However, the next students no longer felt the nervousness and so on.
Some of the students were good at retelling the story. They felt so excited, they
33
were confident and even they delivered the story well. It is shown from the field
notes below:
“Now, who wants to be the next?” Many of the students shouted,

“Me. Me. Me. Me miss”. Half of the class got turn to tell the
story, they came in front alternately. After each student came in
front, the other friends always gave a big applause to their friend.
Some of them were delivering the story clearly.
The field note above showed that this activity could make the students to
explore and think of more vocabulary. It was also shown that story telling can
improve their speaking skill and their confidence to speak in public.
3) Personal Recount Text
After conducting Sustained Silent Reading and storytelling, the students
were asked to make a personal recount text, which aims to use and enrich their
new vocabulary that they got from the previous activities. This is also useful to
see the improvement in their vocabulary mastery. The English teacher agreed
that producing a personal recount text could train them to use the new and
various vocabularies. Moreover, the writing skill of the students can also be
improved by conducting this activity. The evidence can be shown in the piece of
interview with the English teacher below:
R: Miss. what do you think about writing a personal recount text?

And how is the students’ work of their personal recount text?
ET: It is a good activity because by doing such thing, the students
can write everything that they wanted to write easier.
Moreover, they have to write based on their own experience. I
have checked some of their works and the result is quite
34
satisfying. Their writing skill is improved after Mbak Sheila

conducted previous activities related to Extensive Reading.
(Appendix 3/ Interview 11)
The other evidence can be seen from the results of the interview with the student
below:
R: What do u think about making a personal recount text?

S: I like it Miss, I can tell my best experience through this personal recount
text. I was using many new vocabularies that I have learned from the previous activities miss.
I was so excited to do so.
R: Is there any difficulties that you faced?

S: Yes miss. I don’t know how to arrange the sentence sometimes.
It was confusing.
Based on the interview above, it can be seen that this action can
encourage the students to write their own story based on their experience in their
own words. It also shows that the students felt excited in doing the action.
However, there are still some difficulties that were faced by the students. It
indicates that this action is not quite successful.
c. Reflection of Cycle I
After implementing the actions, the researcher and the collaborators had
discussions to make a reflection related to the successful and the unsuccessful
actions that have been conducted.

35
The successful action was the implementation of Sustained Silent
Reading. This action could build students’ motivation and interest in reading.
The students felt challenged and enthusiastic when reading the books. The
enthusiasm was also felt by the English teacher. It is shown in the excerpt below:
R: What do you think about the implementation of Sustained Silent

Reading, Bu?
ET: I think it was a fun and challenging activity. I can see that the
students were very excited to choose the books and read
them. It builds the students’ interest and motivation to read
more and more.
The excerpt above supported the argument the implementation of
sustained silent reading is the successful action.
The first unsuccessful action was telling story. The aim of this action was
to improve the students’ vocabulary by retelling the story that they have read so
that the student had to memorize and think about English words to be spoken.
However, not all of the students got the turn to tell the story because of the
limited time. Some of the students did not tell the story smoothly. Therefore,
retelling the story was considered as unsuccessful action.
The second unsuccessful action was writing a personal recount text. This
action was considered as unsuccessful action because the students were confused
about what to write. They spend too much time in writing their personal recount
text. Based on their works and the interview with the English teacher and the
students, the unsuccessful parts of this action can be seen below:

36
R: Miss, how is the result of the students’ personal recount text?

ET: Pretty good. They can develop the story well. However, the
main problem is their grammar. I found many grammatical
mistakes on some of their works.
R: So, it was not effective Miss?
ET: No. I don’t think so. Some of the students did not submit the
work because they ran out of time.
The excerpt above shows that writing a personal recount text was not
effective in improving students’ vocabulary mastery. Then, the quotation below
is the interview with one of the students who faced difficulty in writing a
personal recount text.
R: What do you think about writing a personal recount text? Did you like
it?
S: Just a little because it was a little bit difficult especially when dealing
with grammar.
R: have you submitted your work?
S: no Miss. I did not finish.
By writing a personal recount text, students are expected to be able to
express their story and use many new vocabularies that they have known from
the previous activity. However, from the both excerpts above, it is proven that
writing a personal recount text is not too effective because the students still got
confusion in dealing with grammar. Moreover, some of them did not finish the
37
task because they were thinking too long, about what they wanted to write.
Therefore, writing a personal recount text was considered as unsuccessful action.
2. The Report of Cycle 2
a. Planning
In the planning phase of Cycle 2, the researcher had a discussion with the
collaborators solve the problems encountered in Cycle 1, which are the
difficulties in vocabulary mastery and unmotivated the students to be active in
the teaching and learning process. The researcher would still use the successful
action in Cycle 1, which is implementing sustained silent reading. In order to
solve the problems encountered in Cycle 1, some new actions were chosen to be
conducted in Cycle 2.
The first new action was group discussion. Through this action, students
are expected to improve their speaking and interaction with other students. The
students would not feel shy to speak in front of a group rather than to speak in
front of the class. In this activity, the students could work together in finishing
the task given. Therefore, the students could finish the task quicker and easier.
The second action was doing vocabulary assignment. This action aims to
give many vocabularies to improve their vocabulary mastery. In this activity,
they have to find the meaning of the difficult words of the text, find the synonym
of the words, and find the English definition of each word.
The third action was giving rewards. The purposes of this action were
improving students’ motivation and involvement in the teaching learning
activities. In this action, the students were expected to be active in reading,

38
doing the task, and even answering the questions given by the researcher. The
researcher would give a point and some snacks for those who participate well
and active in the teaching learning activities.
b. Actions and Observations of Cycle 2
th
The actions in Cycle 2 were conducted in two meetings. It was on 13
th
and 20 February 2018. The actions in Cycle 2 are presented below:
1) The Implementation of Sustained Silent Reading
This action was still conducted in Cycle 2 because it was considered as
successful action to improve students’ vocabulary mastery. This action was
conducted in the first fifteen minutes of teaching learning process. The reading
materials were English storybooks from Cambridge and Oxford University. The
students chose the books by themselves based on their interests and the
researcher helped the students who felt confused what to read.
This action was successful in improving students’ vocabulary mastery.
The evidence can be seen from the interview excerpt:
R:What do you read?

S: I’m reading Mr. Bean, Miss..
R: Is it difficult for you?
S: Not really Miss. I can understand the meaning without checking my
dictionary
R: Really? That’s awesome! but how?
S: I can guess the meaning based on the context Miss.. but sometimes it
takes more efforts to guess.
R: oh I see.. okay good job! keep reading.

S: sure Miss.
39
The quotation above reveals that guessing the meaning based on the
context without checking up the dictionary can improve their vocabulary
mastery. In this action also helps the students in improving their reading fluency.
The other evidence could be seen in the excerpt below based on the
English teacher’s opinion toward the implementation of sustained silent reading:
R: Miss. What about the advantages for the students?

ET: It was very effective for their reading. That action could help
the students read efficiently because they do not always depend
on their dictionary.
R: Yes Miss. Is there any improvement?
ET : of course. The could understand the meaning, even the story

by guessing based on the context. Moreover, they enjoyed the
reading. It was good.
2) Group Discussion
In this activity, the students felt easy in finishing the Extensive Reading
activities and doing the task. In addition, it increased the interaction among the
members of the group. The arrangement of the group was arranged according to
their seats. One group consisted of four students. In this activity, the students
should tell the story that they have read in their group. After that, they could do
the task given by the researcher to be done together. In this case, they could
finish the task faster. It is shown in the excerpt below:

40
R: hello guys, what do u think by doing a group discussion?

S1: I like it miss. Every one of us could tell the story without
being shy like what we did in front of the class.
S2: Yes miss. Everybody was enthusiastic in telling the story.
R: oh really? That’s great. What about the task?
S1: we finished the task faster miss.
S3: It makes us easier to finish the task.
S4: Yes, Miss because we could work together.
(Appendix 3/Interview 21)
The excerpt above shows that the group discussion could help the
students finished the task faster and easier. Moreover, it can increase the
interaction among member of the group. The other evidence is presented in the
excerpt below:
R: Did you like working in-group?

S: Yes, Miss...
R: why is that?
S: the task became easier to be done because we worked together and we
finished faster
R: Oh, that’s good.
3) Vocabulary Assignment
The implementation of conducting vocabulary test aimed to make the
students understand the meaning of unfamiliar words that they learned in a text.
41
The researcher asked the students to do the vocabulary assignment test in pairs.
They seemed happy in doing the task in pairs. They wanted to be the fastest one
to finish the work. The example of vocabulary test can be seen in appendix 5.
From the assignment given, it could be concluded that the students could
guess the meaning of the words based on the context. In this case, the
implementation of doing a vocabulary assignment could help the students
improving their vocabulary mastery.
4) Rewards
In the last meeting of cycle 2, the researcher told the students that those
who were active and could answer the questions related to the exercises given by
the researcher correctly would get a reward. The students were very happy when
they heard it and were more motivated in the teaching learning process. They
asked the researcher about the rewards. They looked very curious. The
researcher told the students that they would get some snacks. They did not want
to lose their opportunity to get the rewards.
When they finished their work, the researcher started to discuss the
answer with the students. Many students raised their hands to answer the
questions. In this activity, the students who were usually shy and afraid to
answer a question raised their hands. They competed to answer the questions.
They were willing to retell the short story. The evidence is presented from the
field notes below:

42
R: “Okay.. question number one”. When the researcher was going to
deliver the first question, the students were so intense; they prepared their hand to be raised.
They were focused and the class became so quiet. After the researcher delivered question
number one, all of the students raised their hands. The students shouted “Me miss! Me
miss!” They were so enthusiastic in answering the questions.
c. Reflection of Cycle 2
After implementing four actions in Cycle 2, the researcher and the
collaborators conducted final reflection. The researcher had a discussion with the
collaborators to evaluate the actions in Cycle 2. The researcher also interviewed
the students related to the implemented actions.
The implementation of Sustained Silent Reading was successful. It gave
the students an opportunity to read material of their own choice without any
distractions and looking up the dictionary. In addition, the implementation of
Sustained Silent Reading can increase the students’ interest in reading and ease
the students to comprehend the story well. The success of this action is presented
in the excerpt below:
R: Do you like our reading activity?

S: I like it.
R: Why?
43
S: It makes me want to read more and more books. Besides, I got many new
vocabularies through the Sustained Silent Reading Miss.
R: Wah… Good for you. I’m glad to hear that.
The excerpt above shows that by implementing sustained silent reading,
students could enjoy reading. Moreover, it helps the students in improving their
vocabulary mastery.
The implementation of group discussion was considered successful as
well because the students could learn together and finish the task faster. In
addition, the students could share the story that they had read without feeling shy
or nervous. In this case, it gave chance to the students to interact more with the
group members. The success of this activity can be seen from the field notes
below:
The researcher walked around to see and monitor the students in

doing the task given. Every group looked serious and enthusiast
during the activity. The situation in the classroom was a little bit
noisy because the students discussed together in finishing the
task. Every student had their own role in their group. There are
two groupsthat finished faster than the other groups. The two
groups then shouted to the researcher by saying, “Miss come
here Miss! we’ve finished”.
Another supporting evidence related to the success of the group
discussion is presented in the excerpt below:
R: How is the progress of this group?

S: We are almost done Miss. Be patient.
44
R: Okay.. do you like working in group?

S: Yes, of course Miss.
R: Why?
S: Because I’m not feeling confused. We can ask to each other in this group
Miss.
The implementation of doing a vocabulary assignment in the last meeting
was also successful. The students could do the assignment in pairs. From the
vocab assignment done by the students, the researcher and the English teacher
agreed that there was an improvement in their vocabulary. It is shown in the
excerpt below:
R: How was the exercise? Could you do it?
S: I think I could do it pretty well Miss. I could finish it without checking my
dictionary.
The excerpt above shows that the student could do the exercise well. The
other evidence of the success of doing a vocabulary assignment is presented in
the excerpt below:
R: Could you do the assignment?

S: Yes Miss.
R: That’s good. Was it difficult for you?
S: Not really Miss. Since I could guess the meaning from the context as you
told us before. It made me easier to do the test.
45
By implementing this action, the students could practice more to improve
their vocabulary mastery.
The next successful action is giving rewards. By giving rewards to the
students, the students became active and very enthusiastic in the teaching
learning process. This action could increase the students’ involvement in every
activity in the classroom. They focused more in learning the materials given by
the researcher. They were motivated in joining the activities and gave the
positive attitude towards reading. They competed with each other to get the
rewards. The evidence can be seen in the field note below:
Even they competed with each other. “Okay.. you! what’s the
answer?” the other students shouted, “I’m the first miss, I’m the
first”. And another student answer, “No! Not you guys! It’s my
turn miss. I’m the first!”

B. How Extensive Reading Improves Students’ Vocabulary Mastery
In this section the researcher will explain how Extensive Reading
improves students’ vocabulary mastery by presenting their tests result and
describing the difference in their behavior . How Extensive Reading improves
students’ vocabulary mastery can be seen through these two ways, there are:
1. Comparing students’ tests results
In order to find out whether Extensive Reading really improves students’
vocabulary mastery, the researcher used students’ mean score of pretest,
progress test, and posttest. The researcher only used 26 students’ scores out of
46
33 because there were seven students who did not follow all of the tests given.
By using the formula, the researcher found out the mean score of pre-test,
progress test, and posttest as presented below:
100
90
26973.
80
70
60
50
40
30
20
10
0 progress test post-test

pre-test
Figure 4.1: Results of Students’ Tests
From the figure above, it can be seen that the results of each tests always
increase. From the previous tests, the average score in the progress test increases
by 2.5 from the average score in pre-test and the average score in the posttest
increases by 13.46154 from the average score of the progress test.
The students’ tests result shows that there is an improvement in students’
vocabulary mastery. It means Extensive Reading can improve students’
vocabulary mastery. This is supported by Day and Bamford (2004) who stated
that Extensive Reading can improve their vocabulary mastery. Students need to
47
meet words or vocabulary in a context many times to acquire it. Extensive
Reading is a good way to achieve it.
2. Students’ behavior before and after the implementation of CAR cycles
Based on the activities in cycle 1 and cycle 2, the researcher compared
the students’ behavior before actions, after cycle 1, and after cycle 2.
Table 4.1: Students Behavior before and after CAR Cycles
Aspects Before the Cycles After Cycle 1 After Cycle 2
The students were The students started The students enjoyed

not enthusiastic in to enjoy and the teaching and
Enthusiasm in reading English comfortable with the learning activities.
reading texts. Extensive Reading They were interested
activities. and excited more in
reading English story.
The students could The students could The students could

not understand the guess the meaning understand even
Comprehension story of the English of English words differentiate the
difficulties text. based on the meaning of English
context. words in different
context.
The students did not Some students were Most of the students
want to participate still afraid and shy were active in the
Higher in the teaching and to involve in classroom. Moreover,
participation rate learning activities discussing activity. they participate well
in the teaching and
learning process.
The table above shows that Extensive Reading can improve students’
enthusiasm in reading. By choosing the reading material on their own, the
students became more excited day by day. Extensive Reading makes the
48
students wanted to read more and more. The evidence can be seen in the
quotation below:
R: How’s your reading today?

S: I like it Miss. The story was good. I want to read it again miss.
The excerpt above shows that the student enjoyed reading and wanted to
read more and more. Moreover, the additional evidence below will show that
Extensive Reading indeed could build students’ motivation in reading.
R: Time is up. You can continue reading tomorrow.
S: ah... Too bad. Give me one more moment miss I almost done. Just a
moment.
Extensive Reading also makes the students comprehend the reading text
well based on its context. In this case, students did not need to always check
their dictionary when they found unfamiliar words. By doing this, the students
could read efficiently. It also helps the students in improving their vocabulary
mastery. The evidence can be seen in the excerpt below:
R: How do you feel now after reading the English book several times?
S: I know more the meaning of the story more Miss.
49
The excerpt above shows that the student became understands the story
that he reads. Even more another evidence is presented below:
R: How do you feel after reading the English book?

S: The first time I read it, I had no idea about the story at all miss. But after
I read it for several times, I know the meaning of the unfamiliar words.
Finally, Extensive Reading can also improve students’ participation rate.
Students became more active in the teaching learning process. Before the
implementation of cycle 1 and 2, the students were shy and afraid to be involved
in the classroom activities. However, after the implementation of the CAR
cycles, the students participate well in the teaching learning process. The active
participation of the students can be seen in the field notes below:
In the group discussion, every member of the group participates

actively in discussing the materials given by the researcher.
Everyone wanted to be involved in sharing his/her ideas.
(Appendix 2/Field note 5)
The evidence can also be seen in another field note below when the
researcher tried to give reward for those who could answer the questions given
by the researcher.
“Okay students, I will read question number one. Are you guys
ready?” Then, all of the students yelled, “Ready miss”. After the
researcher finished reading the question, all of the students were
raising their hands. They participated in the teaching learning
process actively.

50
The data above showed that Extensive Reading technique was successful
in improving the students’ vocabulary mastery. By giving a lot of reading
materials, the students’ vocabulary automatically increased.

CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter is divided into two sections, they are conclusions and
recommendations. Those two sections are presented below.
A. Conclusions
In this research, the researcher implemented two cycles. There were two
meetings on each cycle. It began on 23 January and ended on 20 February 2018.
The activities in cycle 1 were implementing sustained silent reading, retelling the
story to the whole class and writing a personal recount text. The actions
implemented in cycle 2 were sustained silent reading, group discussion,
vocabulary test, and giving rewards.
The result of the tests, which were pretest, progress test, and posttest,
showed that there was improvement in each test given by the researcher. The
mean score of pretest to progress test was increasing and the mean score of
progress test to post test was also increasing.
The students’ behavior before and after CAR cycles also shows that
Extensive Reading can improve students’ enthusiasm in reading, students’
comprehension in reading, and students’ participation rate. The students’
behavior were getting better after the implementation of CAR cycles.
Thus, it could be concluded that the Extensive Reading activities could
improve students’ vocabulary mastery by way of reading often, exercising in
vocabulary assignment more and more, and working in groups.

51
52
B. Recommendations
In reference to the conclusions of the study, there are some suggestions
for English teachers and other researchers. The suggestions are as follows:
1) English Teachers
Based on the implementation of Extensive Reading, English teachers are
expected to select learning materials and use an effective strategy to improve the
students’ vocabulary mastery through Extensive Reading. Moreover, it gives
information to them about various techniques and a new experience to improve
the quality of teaching vocabulary to the students.
2) Other Researchers
This research can be a reference to other researchers to do the research
dealing with vocabulary mastery. In this research, there are many actions that
had not been implemented to improve students’ vocabulary mastery in an
interesting way. It is possible for other researchers to conduct this study in other
classes or other grades and to use some other interesting activities. Since there is
no statistical data in this research, it is also possible for other researchers to
measure how much students’ vocabulary mastery improves.

REFERENCES
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1. Retrieved from http://www.readingmatrix.com/articles/bell/index.html
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Académique des Études Sociales et Humaines, 20, 21-22.
Bromley, K. (2004). The Language and Literacy Spectrum. New York: the New
York State Reading Association
Burns, A. (1999). Collaborative Action Research for English Language

Teachers: London. Cambridge University Press
Burns, A. (2010). Doing Action Research in Language Teaching: A Guide for

Practitioners. NY: Routledge, 196.
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Corson, D.J. (1997). The Learning and Use of Academic English Words.
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Davies, F. (1995). Introducing reading. London: Penguin Book Ltd.
Day, R. R. & Bamford, J. (2004). Extensive reading activities for teaching.

Manoa: University of Hawai‘i
Day, R. & Bamford, J. (1998). Extensive reading in a second language
classroom. Cambridge: Cambridge University press.
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Fran, L., Osborn, J., & Hiebert, E.H. (2005). A focus on vocabulary. Retrieved
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on January 18 2011, from http://www.prel.org/products/re_/ES0419.htm.
Gatbnton, E. & Segalowitz, N. (2005). Learning L2 vocabulary through

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Hatch, E & Brown, C. (1995) Vocabulary, Semantics and Language Education.
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Herbert Arkin, R. R. (1971). Statistical method: As applied to economics,
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Noble, Inc.
Hoffman, P.R. (1993). Realms of Meaning. New York: Longman Publishing.
Hornby (1995). Oxford advanced learners dictionary of current English.

London: Oxford University Press.
Hornby, A. S. (2000). Oxford advance learners’ dictionary of current English.
Oxford: Oxford University Press.
Hsueh-Chao, M. H. & Nation, I. S. P. (2000). Unknown vocabulary density and

reading comprehension. Reading in a Foreign Language, 13 (1), 403-430
Krashen, S. and Tenell, T. (1983). The Natural Approach : Language

Acquisition in the Classroom. Oxford. Pergamon.
Krashen, S. D. (1993). The power of reading: Insights from the research.

Englewood, CO: Libraries Unlimited.
Nation, P. (2001). Learning vocabulary in another language. London:

Cambridge University Press.
Nishino, T. (2007). Beginning to read extensively: A case study with Mako and
Fumi. Reading in a Foreign Language, 15 (2), 83-102.
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Pazakh, S. (2010). The effect of extensive reading on vocabulary development in

EFL learners in dehdahst language institute . Practice and Theory in
Systems of Education, 387-389.
Susser, B. & Robb, T. N. (1990). EFL extensive reading instruction: Research

and procedure. JALT Journal. 12 (2), pp. 161-185.
Tugwell, H. (2012). BUSD grade level academy vocabulary. Berkeley, CA:

Berkeley Unified School District.
APPENDICES
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57
Appendix 1: The observation sheet
Observer :
Date :
Time :
Class Observation :
No Observation A/D
1. The Classroom is clean and tidy.
2. The Classroom is comfortable.
3. The Classroom is conducive to learn/
far from the noise sound from outside
of the Class.
4. There are some rules and routines that
the teacher and students made in the
Class.
5. The students follow the teacher’s
instruction.
6. The students obey the rules and
routines.
7. The students are careful with the
equipment.
8. The students respect others.
9. The students could control their
behavior through the rules.
10. Both teacher and students are
enthusiastic in the teaching and
learning activity.
11. The teacher is friendly, caring, and pay
attention to the students.
12. The students respect and pay attention
to their teacher.
13. The teacher is able to handle the
students’ misbehavior.
14. The teacher is able to prevent the
students’ misbehavior.
58
Appendix 2: Field notes

Field notes 1
Tuesday, 23 January 2018
Observation
In the observation, the researcher came to the school at 8:00am. Before
entering the classroom, the researcher came to the English teacher’s office to
conduct interview. The interview took place for 10 minutes. After that, the
researcher and English teacher entered the classroom at 08:45am. The English
teacher introduced the researcher to the whole students. During the teaching
learning process, the researcher was sitting at the back at the classroom. When
the teacher explained about the materials, not all of the students paid attention to
the teacher. Especially, those who sat at the back of the classroom did not pay
attention to the teacher.
Field notes 2
Meeting 1, CYCLE 1
English Teacher is entering to the class at 8.45am along with the
researcher. The situation in the classroom was too noisy, and then the English
teacher said, “Please be quiet”. The English teacher greeted the students and
asked the students whether they are ready to begin the class or not. Then the
English teacher sat at the backside of the class and gave the class to the
researcher so that the researcher can start the class. The researcher greeted the
students, “Good morning friends!”, “Good morning miss!”, “How are you
today?”, “fine miss, and you?” “I’m fine too, thank you”. The researcher
explained to the students what they are going to do today. The researcher then
gave pre-test to the students. The students were given 30 minutes to do the test.
After finishing the test, the researcher explained the next activity, which was
implementing sustained silent reading. The students were given various English
storybooks and they were able to choose it by themselves. The implementation
of this action was conducted in 15 minutes. Then, the researcher asked the
students to come in front to take the book to be read. “Please come in front to
choose the book that you want to read”. And suddenly the whole class started
to scramble to get the book. The class became noisy because the students were
very curious. “Keep silent please, don’t disturb other class”! The researcher
helped some of the students to choose the reading material. One of the students
59
asked to the researcher “Miss what is the story about?” “It’s about
adolescence”. “Hmm it seems good Miss, I’ll take it to be read”, then the
researcher answered “Okay... great!” At the first, the students were feeling lazy
to read the books. It can be seen from their facial expression. Seems like they
were not motivated in reading. After each student got the book, the researcher
asked the students to read it. “Okay friends, now you can read the story and
I’ll give you fifteen minutes. If you find any unfamiliar or difficult words
you should not open the dictionary, you can just skip it and just guess the
meaning based on the context. However, you may write them down in your
book notes”. Some of the students answered “Alright miss”. However, when
the researcher walked around to check the students, some of them were
complaining, “ah miss this is confusing... I don’t know these words. I’m
bored miss”. The researcher was just smiling to them and asked them to keep
reading. After 15 minutes of reading, the researcher walked around to check and
make sure for once again that everyone read the reading materials. Many of the
students are quiet and focused on their reading. Even when the researcher told
the students that the time was up, the students did not want to stop reading.
“Guys, time is up. You can continue it next week”. “boooo.. One more sec
miss.. We still want to read”.
The next activity was story telling. The researcher gave an
instruction to the students, “Okay guys, who wants to be the first to tell the
story in front of the class?” After repeating the same instruction for three
times, finally a student volunteered herself. She answered, “Me miss…”, “Okay
good. Please come forward.” Then she started to tell the story but her gesture
showed that she was not comfortable and not confident. None of the students
could hear her voice. Some of the students were yelling, “Miss I can’t hear her
voice”. The student who was telling the story said to the researcher that she felt
nervous and she could not bear it. “ummmm.. The story is about… ummmm..
a… a man and a woman who.. ummm….”. After took several times to finish
her story telling, the researcher asked another student to come in front to tell the
story that he/she has read. “Now, who wants to be the next?” Many of the
students shouted, “Me. Me. Me. Me miss”. Half of the class got turn to tell the
story, they came in front alternately. After each student came in front, the other
friends always gave a big applause to their friend. Some of them were delivering
the story clearly.
Since the time was up. The researcher closed the meeting and would
continue the material next week.
Field notes 3
Tuesday, 6 February 2018
Meeting 2, CYCLE 1
60
The first action of this meeting was implementing sustained silent

reading for fifteen minutes as usual. The students always felt excited every time
they did this action. They came in front of the class to take the book that
interests them. After each student got the book, the researcher walked around the
class checking whether the students really read the book or not.
The next action was writing a personal recount text. Each student were
asked to write their bad or good experience in a form or recount text. Some of
the students really worked harder on it. They tried to use various vocabularies in
writing their personal recount text. The researcher asked one of the students
while she was working on her personal recount text, “Hello, what’s ur name?”
“I’m Ulfiana miss.” “Ulfiana, what do u think about making a personal
recount text?” “I like it miss, I can tell my best experience through this
personal recount text. I am using many new vocabularies that I have
learned from the previous activities miss. I am so excited to do so”. “Is there
any difficulties?” “Yes miss. I don’t know how to arrange the sentence
sometimes.. It is confusing”. Another students also being interviewed by the
researcher about writing a personal recount text. “Hello, what’s ur name?”
“Muhammad Rafrizal miss..”, “have you finished your work?” “no.. not
yet, miss. I’m writing my bad experience. It is difficult miss.” “Which
part?” “The grammar, miss… Confusing.” “And is there any easy part?”
“It is easy because I can use vocabularies up to me. Then, I’m just telling
my story that I have experienced before so I don’t have to think what to
write.”
Since the time was up, the researcher told the students to submit their
work whether they have finished or not. Some of the students were not finish
because the limited of time. After everybody submitted their work, the
researcher reviewed the materials today in order to make the students remember
what they have learned today.
Before the researcher closed the meeting today, the researcher gave
progress test to the students in order to see whether there was improvement or
not. The researcher told the students to do the progress test on their own. No
dictionary checking and no asking to the other students. For the progress test, the
researcher gave 30 minutes to do the test. The students were focus while doing
this test. They took it seriously. 30 minutes had passed by, the researcher asked
the students to submit the test. Then, the researcher closed the meeting today
with a prayer.
Field notes 4
Meeting 1, CYCLE 2
61
The researcher and the collaborators entered the class at 8:45am. The two
collaborators were sitting at the back. The researcher were greeting the students,
“Good morning guys!” The students answered “Good Morning, Miss!” The
researcher prepared the class and started the class with a prayer. The first activity
was sustained silent reading. As the previous meeting, this activity was
conducted in fifteen minutes. The students were able to choose the book based
on their interests. While the students read the book, the researcher were walking
around the class to make sure that everybody was reading the book seriously.
Once, the researcher asked one of the students, “What do you read?” “I’m
reading Mr. Bean miss..” “Is it difficult for you?” “Not really Miss. I can
understand the meaning without checking my dictionary”. “Really? That’s
awesome! but How?” “I can guess the meaning based on the context miss..
But sometimes it takes more efforts to guess.” “oh I see.. okay good job!
Keep reading.” “Sure miss.” It means that there was an improvement in
students’ vocabulary mastery. The students could guess the meaning of the
unfamiliar words by guessing the context.
Then, the researcher continued the material, which was historical recount
text. The researcher was using power point in delivering the material. The
researcher gave the example of historical recount text. When the researcher
explained the material, the students paid attention to the researcher. After the
researcher finished explaining the material, the researcher asked the students
whether there was question or not. The students understood about the material
given by the researcher.
The next activity was group discussion. In this group discussion, students
should be able to tell the story that they have read in their group. After that, the
students could do the task given by the researcher in-group. While the students
worked in groups, the researcher walked around the class to see the progress.
The researcher also asked to some of the groups about this activity, “Hello guys,
what do u think by doing a group discussion?” “I like it miss. Every one of
us could tell the story without being shy like what we did in front of the
class.” Then another member of the group answered, “Yes miss. Everybody
was enthusiastic in telling the story.” “Oh really? That’s great. What about
the task?” “We finished the task faster Miss.”, the other students added, “It
makes us easier to finish the task.” “Yes, Miss because we could work
together.” The researcher continued to walk around and checked the other
groups. “Do you like working in-group?” “Yes, miss...” “Why is that?” “The
task became easier to be done because we worked together and we finished
faster” “Oh, that’s good.” The group discussion seemed bring the students to
the next level. Everybody got turn to tell the story; they also think that finishing
the task became easier and faster because they did it together.
Since the time was telling them that the lesson should end, the researcher
closed the meeting. However, before closing the meeting, the researcher
reviewed the material.
62
Field notes 5
Meeting 2, CYCLE 2
The researcher and the two collaborators entered the class at 8:45am. The
two collaborators were sitting at the back of the classroom. The researcher began
the class with a prayer, and then the researcher greeted the students, “Good
Morning guys! How are you today?” The students answered, “Good morning
miss, I’m Fine. And you” “I’m Fine to, thank you”. The researcher answered.
As always, the first activity conducted was the implementation of sustained
silent reading. The students were given fifteen minutes to read the book. While
students read the book, the researcher was walking around to make sure that
each student read the story. The students were enthusiastic in doing this activity.
Even when the researcher told the students that the time was up, one of the
students rejected to stop his reading. “Time is up. You can continue reading
tomorrow.” “ah... Too bad. Give me one more moment miss I almost done.
Just a moment.”
The next activity was group discussion. This activity was considered
successful in the previous meeting. Therefore, the researcher implemented this
activity again. As usual, the researcher walked around to see and monitor the
students in doing the task given. Every group looked serious and enthusiast
during the activity. In the group discussion, every member of the group
participates actively in discussing the materials given by the researcher.
Everyone wanted to be involved in sharing his/her ideas. The situation in the
classroom was a little bit noisy because the students discussed together in
finishing the task. Every student had their own role in their group. There are two
groups finished faster than the other groups. The two groups then shouted to the
researcher by saying, “Miss come here miss! we’re finished”. The researcher
continued to walk around to monitor each group. One group was asked by the
researcher, “How is the progress of this group?” “We are almost done miss.
Be patient.” “Okay.. do you like working in group?” “Yes, of course miss.”
“Why?” “Because I’m not feeling confused. We can ask to each other in this
group miss.”
The next activity was doing a vocabulary test. This activity was
done in 15 minutes. The students could do the task in pairs in order to ease them
to finish it. When doing this activity, the students did it seriously.
The last activity was rewards. In this activity, the researcher gave
rewards to those who could answer the questions given related to the material,
which was historical recount text. The questions were taken from the exercises
that they have done before. The rules of this activity were, for those who wanted
to answer the questions should raise their hand first. The researcher would
choose the student who was the first when raising their hand. The students were
63
so excited in answering the questions. They competed one to another. “Okay..

question number one”. When the researcher was going to deliver the first
question, the students were so intense, they prepared they hand to be raised.
They were focus and the class became so quiet. After the researcher delivered
the question number one, all of the students raised their hands. The students
shouted “Me miss! Me miss!” They were so enthusiastic in answering the
questions. Even they competed with each other. “Okay.. you! what’s the
answer?” the other students shouted, “I’m the first miss, I’m the first”. And
another student answer, “No! Not you guys! It’s my turn miss. I’m the first!”
The researcher was giving 20 questions to the students. The rewards were
in the form of lunch. At the end, the researcher gave the rewards to all of the
students.
Before the researcher gave rewards to the students. The researcher asked
the students to do post-test. The time given was 30 minutes to do the post-test.
After the students were finishing the post-test, then the researcher gave the
rewards to each student. The meeting was finally closed with a prayer.
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Appendix 3: Interview Transcript

INTERVIEW A
R : Researcher
ET : English Teacher
S : Student
1
R : Good Morning Miss.
ET : Good Morning, mbak Sheila.
R : What are the difficulties faced by the students?
ET : They often have difficulties in grammar and lack of vocabularies.
R : How do you deal with those difficulties?
ET : I usually give them lists of vocabularies and take the difficult words in
the text.
R : oh I see… then, what method used by Miss Hoeri in teaching English?
ET : I use two methods. ppp.. presentation, practice, production. ZBT= text

based. 1. BKOF. 2. MOJ. 3. JCOT. 4. ICOT
R : Oh okay Miss.. thank you so much for the time.

ET: You’re welcome mbak sheila.. Good luck!
2
R: selamat pagi dek.. namanya siapa?
S: Ulfiana Aulia
R: oke Ulfiana… adek suka nggak sih sama pelajaran bahasa inggris?
S: suka..
R: alasannya kenapa?
65
S: soalnya pelajarannya menyenangkan

R: yang membuat menyenangkan apanya?
S: apaya? bisa membuat kita berkomunikasi dengan orang asing
R: oh iya.. terus pelajaran tadi dengan Ibu huri bagaimana menurut kamu?
S: lumayan senang mbak.. tapi pelajarannya lumayan susah.
R: susahnya dimana?
S: mmm paling kalau nggaktau artinya gitu mbak..
R: emang tadi materinya tentang apa sih?
S: tadi mengerjakan soal-soal dari recount text mbak
R: oh begitu.. yasudah semangat untuk pelajaran selanjutnya ya.. terimakasih ulfiana

S: oke mbak sama-sama
3
R: halo dek.. namanya siapa?
S: Muhammad Yuniansyah
R: suka nggak sama pelajaran bahasa inggris?
S: ya sedikit-sedikit suka
R: loh kok sedikit-sedikit kenapa?
S: karena agak-agak susah mbak..
R: agak susah? agak susahnya gimana?
S: kadang kata-katanya membingungkan mbak
R: oh begitu.. trus tadi pelajaran sama bu huri gimana menurut kamu?
S: ya lumayan seneng mbak..
R: kenapa lumayan?
S: karena gurunya baik.
66
R: oh karena gurunya baik.. oke.. kalau dengan aktivitas belajar mengajarnya

bagaimana menurut kamu?
S: biasa aja sih mbak soalnya cuman ngerjain soal-soal gitu..
R: yasudah kalau begitu.. makasih ya..
S: ya..
4
R: namanya siapa ini?
S: Guntur
R: Guntur suka nggak sama pelajaran bahasa inggris?
S: Ya lumayan..
R: beberapa arti yang nggak ngerti.. terus tadi aktivitas belajar mengajarnya
bagaimana menurut Guntur?
S: lumayan membosankan mbak..
R: loh kok membosankan kenapa?
S: soalnya cuman ngerjain soal-soal dibuku paket aja mbak.. tapi kalo nggak tau
boleh nanya ke gurunya jadi ya senang juga
R: oh begitu.. yasudah terimakasih ya Guntur
S: ya mbak sama-sama.
5
R: selamat pagi dek.. namanya siapa ni?
S: nama saya Hutami Ananda
R: suka nggak sih dek sama pelajaran bahasa inggris?
S: suka..
R: hebat.. kenapa tuh kok suka?
S: soalnya bu huri kalo ngajar santai dan nggak pernah ngasih PR
67
R: oh iya?
S: iya mbak.. jadi suka
R: oke.. terus tadi aktivitas belajar mengajarnya ngapain aja?
S: ngerjain soal-soal
R: gimana menurutmu tentang aktivitas hari ini?
S: biasa aja sih mbak..
R: oh biasa aja.. yasudah kalau begitu terimakasih dek
S: oke mbak
6
R: pagi dek.. mau nanya-nanya boleh?
S: iya mbak silahkan
R: namanya siapa dek?
S: Latifah mbak
R: Latifah suka nggak sama pelajaran bahasa inggris?
S: sedikit..
R: kenapa sedikit?
S: karena bahasa inggris itu kadang-kadang artinya naku nggaktau jadi sulit untuk
mencerna kata-katanya
R: oke.. terus tadi aktivitas sama bu huri ngapain aja?
S: ngerjain soal buku paket mbak
R: menurut kamu soal2nya susah atau mudah?
S: sangat membingungkan mbak..
R: wah gitu yaaa.. yauda makasih ya dek
S: iya sama sama mbak
7
R: halo dek.. lagi apa kabar? mbak boleh nanya-nanya sedikit nggak?
S: baik mbak.. boleh kok mbak.. tentang bahasa inggris ya?
68
R: hehe iya ini.. namanya siapa dek?

S: sekar mbak
R: sekar suka enggak sama pelajaran bahasa inggris
S: lumayan sih mbak
S: hehe lumayan suka mbak

R: alasannya apa?
S: ya suka belajar bahasa asing tapi nggak sukanya ribet.
R: ribetnya gimana?
S: nggaktau artinya itu lho mbak.. harus buka kamus jadi ribet.
R: oh gasuka buka kamus ya?
S: enggak mbak.. ribet
R:oh begitu.. yasudah makasih ya sekar
S: iya mbak sama-sama
8
R: selamat pagi dek.. namanya siapa?
S: Muhammad Rifai Candra Prasetya
R: kamu suka nggak sama pelajaran bahasa inggris?
S: lumayan lah
R: kok lumayan kenapa?
S: karena ya kalau sulit nggak suka tapi kalau mudah suka
R: oh gitu.. lah sulitnya dibagian mana biasanya?
S: teks rumpang itu mbak kalo suruh cari kosa kata
R: terus yang gampang yang gimana?
S: ya kayak v2 v3.. itu gampang mbak
R: terus tadi menurut kamu aktivitas belajar mengajarnya gimana?
S: tadi lumayan enak sih mbak
69
R: oh lumayan enak.. yasudah makasih yaa rifai

S: iya mbak
9
R: halo dek.. boleh nanya-nanya?
S: nggak boleh mbak hahahaha boleh kok boleh.. Tanya apa mbak?
R: hahaha namanya siapa?
S: Muhammad Rafrizal Zafnan Habib
R: oke.. dek suka sama pelajaran bahasa inggris nggak?
S: suka buangett mbak..
R: kenapa sukak banget?
S: karena dari SD udah di support sama orang tua terus dari sd udah diikutkan
olimpiade bahasa inggis sama guru SD
R: menurutmu tadi pelajaran bahasa inggris sama bu huri gimana?
S: ya biasa aja mbak
R: loh kok biasa? katanya suka sama bahasa inggris?
S: ya soalnya tadi cuman ngerjain soal-soal di buku paket mbak
R: oh gitu… yasudah kalau gitu makasih ya dek
S: iya mbak
10
S: Raufadho
R: Raufadho suka nggak sama pelajaran bahasa inggris?
S: paling mbak. paling suka
R: oh paling suka.. kenapa?
S: paling dibisa
70
R: wah brarti pinter bahasa inggris dong ya.. trus tadi aktivitas belajar mengajar sama
bu huri ngapain aja?
S: ngerjain soal-soal
R: susah nggak soalnya?
S: enggak
R: wah hebat… yauda kalau gitu.. makasih ya dek
S: iya mbak
INTERVIEW B
R : Researcher
ET : English Teacher
S : Student
11
R : Good Morning Miss.
ET : Good Morning, mbak Sheila.
R : Have you ever conducted ER before?
ET : No. Not yet.
R : What do you think of the implementation of ER?
ET : Very good. it needs to be continued.
R : Do you think ER can help the students in improving their vocabulary
mastery?
ET : Of course, it is but not instantly. It needs a process.
R : Oh okay miss. Then, what do you think about the implementation of
sustained silent reading, Miss?
ET : I think it was fun and challenging activity. I can see that the students
were very excited to choose the books and read them. It builds the students’
interest and motivation to read more and more.
R : Miss. What about the advantages for the students?

71
ET : It was very effective for their reading. That action could help the
students read efficiently because they do not always depend on
their dictionary.
R : Yes miss. Is there any improvement?

ET : Of course. The could understand the meaning, even the story by
guessing based on the context. Moreover, they enjoyed the reading. It was
good.
R : Oh okay Miss.. Thank you.

ET: You’re welcome Mbak Sheila.
12
S: Ahmad Yulian Nasya mbak..
R: progress grup ini gimana?
S: kita hamper selesai miss.. sabar
R: Oke.. suka kerja kelompok?
S: oh jelas miss
R: kenapa?
S: soalnya nggak bingung miss. bisa Tanya-tanya
13
R: halo dek.. namanya siapa nih?
S: Guntur.. saya Guntur.
R: Guntur suka baca buku gak? terus sebelumnya pernah nggak sih baca buku bahasa
inggris?
S: suka sih.. biasanya baca buku kalo pagi, tapi kalo buku bahasa inggris baru
pertama kali mbak.
R: berarti baca buku bhs inggris baru pertama kali ya? hmmm terus pas pertama kali
baca gimana perasaannya?
72
S: aduh gak dong sama sekali awalnya tapi setelah beberapa kali baca jadi lumayan
dong.
R: oh gitu.. terus pelajaran bahasa inggris hari ini menurut Guntur gimana?
S: pas sama mbaknya jadi makin seru mbak.. hehe, santai, gak spaneng. seru lah
pokoknya.. gakbisa diungkapkan dengan kata-kata
R: waaaaah.. terus gimana tadi nulis personal recount text

S: suka sih mbal.. aku bisa nulis pengalaman terbaikku. banyak pake kosa kata yang
udah dipelajari sebelumnya miss. seneng aja ngerjainnya.
R: wah hebat.. makasih ya guntur
14
R : suka nggak kerja kelompok?
S: iya miss
R: apa alasannya?
S: jadi gampang dikerjain soalnya bisa kerjasama, terus selesainya lebih cepat juga
R: wah bagus bagus.. semangat ya Rifai.
15
S: Dafa Maulana
R: gimana latihannya? bisa nggak?
S: Lumayan bisa sih miss. soalnya aku bisa nyelesaiin tanpa lihat kamus miss.
R: sisanya bisa ngerjain?
S: iya bisa miss
R: bagus.. susah nggak?
S: enggak juga sih miss.. soalnya aku bisa nebak-nebak aja dari konteksnya
16
73
R: namanya siapa nih?

S: Fauzul mbak..
R: sebelumnya pernah baca buku atau cerita dalam bahasa inggris?
S: pernah mbak tapi di hp
R: apa yang kamu rasakan saat membaca cerita dalam bahasa inggris?
S: ya rasanya senang..
R: menurut kamu apasih yang kamu dapetin dari baca baca buku ataupun cerita
bahasa inggris gitu?
S: jadi paham bahasa inggris mbak.. nambah kosa kata banyak banget dalam bahasa
inggris
R: lalu untuk aktivitas yang kita lakukan selama pembelajaran dikelas gimana
menurut kamu?
S: seru mbak dan menyenangkan.. nggak bosenin

R: Menurutmu, waktu menulis recount text gimana sih? susah enggak?
S: agak susah mbak, apalagi grammarnya tu lho mbak.
R: Oh begitu.. lah sudah dikumpulkan belum?
S: belum miss.. waktu itu saya belum selesai
R: oh gitu.. yaudah terimakasih ya
S: Ya mbak
17
R: halo adek.. namanya siapa?
S: Gita Putri Maharani
R: sebelumnya pernah baca buku/cerita bahasa inggris?
S: pernah..
R: pertama kali baca gimana perasaannya?
S: pertama-tama bingung tapi lama-lama ngerti
74
R: emang suka baca ya dek?

S: kalo bahasa Indonesia sih suka mbak.. tp kalo bahasa inggris jarang baca jadi agak
bingung
R: terus dari awal kit abaca buku sampe hari ini kami merasakan ada perubahan atau
perbedaan nggak?
S: iya mbak.. tambah ngerti ceritanya, tambah kosa kata juga.
R: ada peningkatan ya berarti.. suka sama ceritanya?
S: suka sih mbak
R: lalu untuk aktivitas pembelajaran bahasa inggris hari ini gimana menuurutmu?
S: ya suka mbak, gak bosen, makin paham sama bahasa inggris terutama arti kata
nya itu mbak
R: okedeh terimakaih banyak ya dek..
18
S: Meilani
R: sebelumnya pernah baca buku atau cerita bahasa inggris?
S: pernah mbak.. dulu waktu kelas 9
R: dari sekolah?
S: enggak mbak, baca sendiri dirumah
R: wah suka baca ya brarti..
S: ya lumayan mbak
R: ada perbedaan nggak dari awal membaca hingga tadi?
S: ada dong mbak..
R apatuh perbedaannya?
S: ya jadi awalnya yang nggak tau kosakata nya jadi tau, terus nambah wawasan
baru juga mbak
75
R: kamu baca apa emangnya kemarin?

S: Mr. Bean mbak
R: Susah nggak?
S: enggak juga sih miss.. tau artinya tanpa buka kamus.
R: serius? kok bisa?
S: dari konteks nya miss nebak aja.. tp kadang harus bener-bener usaha. R : oh
yayaya.. menurut kamu, bagaimana aktivitas dikelas hari ini?
S: seru mbak.. seru..
R: oh yasudah kalau begitu.. terimakasih adek
19
R: halo… namanya siapa dek?
S: ulfiana
R: pernah baca buku atau cerita dalam bahasa inggris nggak?
S: pernah mbak pernah..
R: apa yang kamu rasain saat pertama kali baca?
S: ya awalnya nggak ngerti mbak.. tapim lama-lama ngerti
R: terus sama cerita yang sudah kamu baca beberapa hari ini suka nggak?
S: suka mbak suka
R: ada perbedaan nggak dari awal membaca sampai sekarang?
S: ada sih mbak..
R: apatuh perbedaannya?
S: ya jadi makin ngerti sama ceritanya mbak
R: kalau sama kegiatan dikelas yang kita lakukan hari ini gimana menurut kamu?
S: seneng mbak seneng

76
R: menurut kamu apasih manfaat dari kegiatan-kegiatan yang sudah kita lakukan
dikelas?
S: ya nambah kosa kata bahasa inggrisnya
R: oh begitu… yaa makasih banyak ya ulfiana..
S: iya sama-sama mbak
20
R: oke… namanya siapa ni?
S: saya salmaidha mbak
R: sebelumnya pernah membaca cerita dalam bahasa inggris?
S: pernah.. sering mbak hehe
R: oh emang suka baca cerita bahasa inggris ya?
S: iya mbak.. tapi di webtoon tu loh mba
R: oh begitu.. nah kalo disekolah, buku yang udag kamu pilih dan kamu baca
menurut kamu ceritanya bagaimana sih?
S: mmmm agak nggak seru mbak
R: oh nggak seru? lah emang judul cerita yang kamu baca apa?
S: run the world in three days
R: setelah membaca buku dan cerita dalam bahasa inggris apasih manfaat yang kamu
dapatkan
S: mmm jadi makin ngerti dan seneng sama cerita bahasa inggris mbak
R: dari kegiatan-kegiatan di kelas yang udah kita lakukan menurutmu ada

peningkatan yang kamu alamin nggak?
S: ada mbak. seru. jadi lebih ngerti bahasa inggris.
R: okedeh.. makasih yaaa…
21
R : halo guys.. gimana ini diskusi kelompoknya?
77
S1: Seru miss. Kita ga malu untuk cerita.. ga kayak waktu didepan kelas
kemarin.
S2: Iya miss.. kita antusias
R: wah yang bener? hebatlah. terus tugasnya gimana? S1: kita selesai lebih cepat
miss
S3: iya miss.. kita jadi lebih gampang ngerjainnya
S4: betul miss soalnya kita kerjasama
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Appendix 4: Lesson Plan
RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMA N 1 Sewon
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/2
Alokasi Waktu : 2 x 3 JP ( 3x pertemuan )
Topik Pembelajaran : Recount Text
A. KOMPETENSI INTI
1. KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan
dunia.
3.KI 3: Memahami, menerapkan, menganalisis, dan mengevaluasitentang pengetahuan

faktual, konseptual, operasional dasar, dan metakognitif sesuai dengan bidang
dan lingkup kajian/kerja bidang Bahasa Inggris pada tingkat teknis, spesifik,
detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni,
budaya, dan humaniora dalam konteks pengembangan potensi diri sebagai
bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional,
regional, dan internasional.
4. KI 4: Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur

kerja yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian/kerja bidang
Bahasa Inggris, menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur
sesuai dengan standar kompetensi kerja.Menunjukkan keterampilan menalar, mengolah, dan menyaji
secara efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif dalam ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan
tugas spesifik di bawah pengawasan langsung.
B. KOMPETENSI DASAR
KD 3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
recount lisan dan tulis dengan memberi dan meminta informasi terkait
peristiwa/pengalaman sesuai dengan konteks penggunaannya.
79
KD 4.7 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait
peristiwa/pengalaman, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
C. INDIKATOR PENCAPAIAN KOMPETENSI Indikator KD 3.7 pada KI
pengetahuan
3.7.1 Mengidentifikasi text structure pada recount text
3.7.2 Mengidentifikasi language feature (past event) pada recount text
3.7.3 Menentukan gambaran umum recount text
3.7.4 Menentukan informasi rinci tersurat dan tersirat
3.7.5 Menentukan fungsi/ tujuan recount text
3.7.6 Menentukan makna kata atau kalimat dalam recount text
Indikator KD 4.7 pada KI keterampilan
Menyusun kalimat kalimat menjadi paragraf yang berbentuk recount tentang suatu
kegiatan Menyusun teks tulis recount sederhana tentang suatu kegiatan
Melakukan dialog yang berisi cerita pengalaman
liburan Menceritakan pengalaman yang telah terjadi
D. MATERI PEMBELAJARAN
Fakta
Teks recount lisan dan tulis, sederhana, tentang pengalaman/ kegiatan/kejadian/

peristiwa.
Fungsi sosial
Melaporkan, meneladani, membanggakan, mengagumi, berbagi pengalaman, dsb.
Struktur teks (gagasan utama dan informasi rinci)
a. Memberikan pendahuluan (orientasi) dengan menyebutkan orang(-orang) yang

terlibat, tempat, waktu, dsb dari peristiwa/kejadian/pengalaman yang akan disampaikan
b. Menguraikan urutan kejadian secara kronologis, urut dan runtut

80
c. Menutup dengan memberikan komentar atau penilaian umum tentang

peristiwa/kejadian/ pengalaman yang telah disampaikan (opsional)
Unsur kebahasaan
(1) Kata kerja dalam Simple Past tense
(2) Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan
(3) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
(4) Adverbia dan frasa preposisional penujuk waktu: yesterday, last month, on Monday,
an hour ago, immediately, dsb.
(5) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this,
those, my, their, dsb secara tepat dalam frasa nominal
(6) Ucapan, tekanan kata, intonasi
(7) Ejaan dan tanda baca
(8) Tulisan tangan
Topik
Peristiwa, kejadian, pengalaman yang relevan dengan kehidupan siswa sebagai pelajar
dan remaja, dengan memberikan keteladanan tentang perilaku santun, peduli, jujur,
disiplin, percaya diri, kerjasama, cinta damai, dan bertanggung jawab.
E. PENDEKATAN, MODEL, DAN METODE
Pendekatan : Scientific approach
Model pembelajaran : Discovery Learning
Metode : Diskusi interaktif
F. Media, Alat, dan Sumber Pembelajaran:
1. Media : Power Point Presentation
2. Alat : Laptop, LCD, dan white board
3. Sumber Belajar : www.englishindo.com, h_p://www.britishcouncil.org

81
G. KEGIATAN PEMBELAJARAN pertemuan 1
PENDAHULUAN (10 menit)
Tahap Kegiatan
Kegiatan Awal 1
a. Guru membuka pelajaran (salam,
menanyakan kabar siswa, memimpin doa,
mengecek kehadiran siswa)
b. book flood activity (the implementation of
ER)
c. Guru bertanya jawab tentang topik yang akan

dibahas,
d. Guru menyampaikan tujuan pembelajaran,

dan
e. Guru menanyakan apa yang dilakukan siswa

saat liburan kemarin
KEGIATAN INTI (70 menit)
Observation 1. Guru menyampaikan tujuan pembelajaran dan

sarana yang diperlukan.
2. Guru mengkaitkan dengan pelajaran
sebelumnya yaitu tentang ‘simple past tense’
3. Guru memotivasi dengan menanyakan gambar
tentang pengalaman seseorang
4. Guru melakukan tanya jawab tentang
pengalaman seseorang berdasarkan pada tayangan
gambar.
Questioning Peserta didik membuat pertanyaan berdasarkan
contoh teks Recount yang diterima.
Assosiation Peserta didik membuat kesimpulan sementara
tentang materi ajar yang sedang dipelajari
Guru memberikan penguatan tentang fungsi
sosial, struktur teks dan unsur kebahasaan yang
dipelajari
Experimenting Peserta didik menyusun teks personal recount
sederhana tentang good/ bad experience yang
telah dialami oleh siswa
Communicating Peserta didik mempresentasikan hasil teks
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personal recount yang telah dibuat didepan kelas

PENUTUP (10 menit)
Penutup Menyimpulkan hal-hal yang telah dipelajari
Refleksi
pertemuan 2
Tahap Kegiatan
Kegiatan Awal
b. Apersepsi dan motivasi
c. book flood activity (the implementation of
ER)
d. Guru bertanya jawab tentang topik yang akan

dibahas,
e. Guru menyampaikan tujuan pembelajaran

Observation - Peserta didik mengamati contoh historical recount

teks yang disajikan dalam slide
- Peserta didik mengidentifikasi fungsi sosial,
struktur teks, dan language feature di dalam teks
recountyang diberikan
dipelajari
Experimenting Peserta didik menyusun mengerjakan soal latihan
1 dan 2 tentang historical recount yang telah
dibuat oleh guru
83
Communicating Peserta didik dan guru membahas soal latihan 1

dan 2 yang telah dikerjakan
PENUTUP (10 menit)
Refleksi
Penugasan
pertemuan 3
Tahap Kegiatan
Kegiatan Awal
b. Apersepsi dan motivasi
c. book flood activity (the implementation of
ER)
d. Guru bertanya jawab tentang topik yang akan

dibahas,
e. Guru menyampaikan tujuan pembelajaran

Observation - guru menanya kepada peserta didik tentang

historical recount teks yang telah dijelaskan
dipertemuan sebelumnya.
dipelajari
Experimenting Peserta didik menyusun mengerjakan soal latihan
3 dan 4 tentang historical recount yang telah
84
dibuat oleh guru
Communicating Peserta didik dan guru membahas soal latihan 3

dan 4 yang telah dikerjakan
PENUTUP (10 menit)
Refleksi
F. Penilaian
1. Pengetahuan
a. Teknik Penilaian : Tes Tertulis
b. Bentuk Instrumen : uraian
2. Keterampilan
a. Teknik Penilaian : Non-Tes
b. Bentuk Instrumen : Unjuk Kerja
c. Rubrik Tes Keterampilan menulis

N Name Focus Total Nilai
o Score
Target Grammar Vocab Mechanic Tidiness
Content and
deadline
1
2.
3.
4.
85
RUBRIK PENILAIAN WRITING

No. Criteria to Score
assess
1 2 3 4
1. Target Write less than Write less than Write more than Write more than
Content 5 sentences and 5 sentences and 5 sentences and 5 sentences and
no target less than 2 less than 4 target more than 4
expression target expressions target
expressions expressions
2. Grammar More than 5 More than 5 Less than 5 No grammar

grammar errors grammar error, grammarerror, error
and not but still but still
understandable understandable understandable
3. Vocabulary Use basic Use basic Use developed Use developed

vocabulary, but vocabulary and vocabulary, but vocabulary and
inappropriate. appropriate some of them are appropriate
inappropriate.
4. Mechanic Some errors in More than 3 Mostly effective Effective use of

spelling and errors in use of mechanics, capitalization,
punctuation spelling and errors do not punctuation,
which detract punctuation detract from and spelling
from meaning which do not meaning
detract from
meaning
5. Tidiness and Write Write quite Write neatly, Write

deadline awkwardly, neatly, quite clear font, submit creatively,
unreadable, clear font, the work on time neatly, clear
submit late submit late font, submit the
than 3 days three days from work on time
from deadline deadline
Note:
Final Score =
86
LAMPIRAN
ACTIVITY 1
Read the text below and try to find the meaning (in Indonesia) of the
underlined words.
The Battle of Ambarawa
The Battle of Ambarawa was a battle between the recently created Indonesian
Army and the British Army that occurred between 20 October and 15 December
1945 in Ambarawa, Indonesia.
On 20 October 1945, Allied troops under the command of Brigadier Bethell
landed in Semarang to disarm Japanese troops. Initially, the troops were
welcomed in the area, with Central Java’s governor Wongsonegoro agreeing to
provide them with food and other necessities in return for the Allies’ promise to
respect Indonesia’s sovereignty and independence.
However, when Allied and NICA troops began freeing and arming freed Dutch
POWs in Ambarawa and Magelang, many locals were angered. Indonesian
troops under the command of Lieutenant Colonel M. Sarbini began besieging
Allied troops stationed in Magelang in reprisal for their attempted disarmament.
On the morning of 23 November 1945, Indonesian troops began firing on Allied
troops stationed in Ambarawa. A counterattack by the Allies forced the
Indonesian Army to retreat to the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various commanders of
the Indonesian Army. The next day at 4:30 AM, the Indonesian Army launched
an assault on the Allies in Ambarawa. Indonesian artillery pounded Allied
positions, which were later overrun by infantry. When the Semarang-Ambarawa
highway was captured by Indonesian troops, Soedirman immediately ordered his
forces to cut off the supply routes of the remaining Allied troops by using a
pincer maneuver.
The battle ended four days later on 15 December 1945, when Indonesia
succeeded in regaining control over Ambarawa and the Allies retreated to
Semarang.
87
Appendix 5: Vocabulary Assignment
ACTIVITY 2
Match the words with its synonym on the box.
1. Troops
a. over
2. Ended
b. squad
3. Provide
c. needs
4. Command
d. serve
5. Necessities
e. instruction
ACTIVITY 3
Read the text carefully

Titanic
On April 15, 1912, Titanic, one

of the British largest and
luxurious liners, sank into the
North Atlantic Ocean which
about 400 miles south of
Newfoundland, Canada.
That giant ship which carried

2,200 passengers and crews had
struck an iceberg. Two and a half
hour later the ship sank into the
deep North Atlantic Ocean at
2:20 a.m.
88
From that tragedy, more than 1,500 people went down in the sinking ship. Some
of them froze to death in the icy North Atlantic water and around 700 people
(high class woman and children) survived.
Unfortunately that giant luxurious ship was not equipped with much more
lifeboats and good emergency procedures so that the victims of that tragedy were
more than the half passengers and crews.
That tragedy became popular again some years later after James Cameron
directed a movie entitled Titanic in 1997.
The movie that was inspired by the tragedy of the sinking titanic was a fiction
story about the members of different social class who meet in that ship and fallen
in love. It was the best movie at that year and still remembered by a lot of people
around the world until now.
ACTIVITY 4
Find the words (noun) in the text above which have the following meanings.
1. A very large expanse of sea, in particular each of the main areas into which the sea is
divided geographically.
a. liner b.
2. A person harmed, injured, or killed as ocean
a result of a crime, accident, or other c. passenger
event or action. d. tragedy e.
victim
3. A large floating mass of ice detached
f. crew
from a glacier or ice sheet and carried
out to sea. g. iceberg h.
4. A large luxurious passenger ship of a lifeboat
type formerly xused on a regular line. i.emergency
j. story
5. An account of imaginary or real
people and events told for entertainment.
6. A traveller on a public or private conveyance other than the driver, pilot, or crew.
7. A serious, unexpected, and often dangerous situation requiring immediate action.
8. A specially constructed boat launched from land to rescue people in distress at sea.
9. An event causing great suffering, destruction, and distress, such as a serious
accident, crime, or natural catastrophe.
10. A group of people who work on and operate a ship, aircraft, etc.
89
Sewon, 5 Februari 2018
Mengetahui
Guru Mata Pelajaran Praktikan
Hoeriyah, S.P Sheila Maildha Arafa

NIP. 19800925 200801 2 006 NIM 141214091
90
Appendix 6: Students’ Tests Result
PRE PROGRESS POST

NO NAMA TEST TEST TEST
1 FITRA YUNITA 50 75 85
2 LATIFAH INAS 60 55 85
3 AURORA DAMODARA 70 90 90
4 SALSABILA F 70 80 85
5 ULFIANA AULIA 75 65 80
6 SALMA IDHA 80 65 75
7 INDRA SETIAWAN 75 70 70
8 SHOFIA MUNA 50 50 55
9 INDIRA REVA 70 80 100
10 RIZKY RIFANDI 85 85 95
11 HUTAMI ANANDA ALFI 65 80 80
12 A.Y NASYA 85 85 95
13 SINTA AULIA 50 70 90
14 M. RAFLIZAAL 80 80 95
15 HILMI ARDIAN 70 75 90
16 GUNTUR BAWONO 80 75 90
17 MIFTA AIZZA 70 75 90
18 GITA PUTRI 55 70 80
19 M RIFAI CANDRA 80 70 100
20 DIAH AYU SEKAR 50 75 85
21 HILMI MUHAMMAD 70 85 100
MUHAMMAD
22 YUNIANSYAH 75 50 100
23 RAUFADHO 85 70 100
24 ELLIA RAHMAWATI 80 70 70
25 M RAIHAN 80 80 85
26 INDAH MEILESTARI 80 70 95
91
Appendix 7: Surat Ijin Penelitian


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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

IMPROVING VOCABULARY MASTERY THROUGH EXTENSIVE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF

I DEDICATE THIS THESIS TO:

Thanks for your great love and care.

My best friends (Tyas, Risthi, Asty, Denza, Ina, Rika, Vindy,

Thanks for your support and advice

Thanks for giving spirit and for coloring my life

Arafa, Sheila Maildha (2018). Improving Vocabulary Mastery through

As an element connecting the four language skills in EFL, vocabulary

The results showed that Extensive Reading can improve students’

Keywords: vocabulary, vocabulary mastery, extensive reading, classroom action

Arafa, Sheila Maildha (2018). Improving Vocabulary Mastery through Extensive

Sebagai sebuah elemen yang menghubungkan empat keterampilan bahasa dalam

Penelitian ini menggunakan Penelitian Tindakan Kelas. Subjek penelitian

Hasilnya menunjukkan bahwa ada peningkatan dalam penguasaan kosa

Kata kunci: vocabulary, vocabulary mastery, extensive reading, Classroom

Alhamdulillahi Rabbil ‘aalamiin, all praise goes to Allah SWT, the

TITLE PAGE ................................................................................................... i

APPROVAL PAGE ......................................................................................... ii

DEDICATION PAGE ...................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi

ABSTRACT ..................................................................................................... vii

ABSTRAK ......................................................................................................... viii

TABLE OF CONTENTS ................................................................................. xi

LIST OF FIGURES ......................................................................................... xiv

LIST OF APPENDICES .................................................................................. xv

3. SMA N 1 Sewon ............................................................. 7

CHAPTER II. REVIEW OF RELATEDD LITERATURE

CHAPTER III. RESEARCH METHODOLOGY

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS

1. Comparing Students’ Tests Result................................ 45

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

3.1 The Classroom Action Research Cycles.....................................................................22

4.1Result of the Students’ Tests............................................................................................46

APPENDIX 1 The observation sheet..................................................................................57

research significance, and definition of terms.

Vocabulary has an important role for English as Foreign Language students.

To communicate well in a foreign language, students should acquire an adequate

Without a proportional amount of vocabulary, students will find difficulties in

their speaking, reading, listening, and writing. Moreover, students cannot

the ways to achieve vocabulary mastery is by implementing Extensive Reading.

enhance their overall language proficiency.

According to Day and Bamford (2004), extensive reading is an approach

they choose should be read easily and with confidence.

According to Bell (2001), Extensive Reading is a type of reading

means of developing reading fluency, comprehension, and vocabulary

in terms of reading. They often find difficulties in understanding meaning of

attention to their students’ vocabulary mastery.

grade X of SMA N 1 SEWON find difficulties in comprehending English text.

the materials. Secondly, the students had difficulties in understanding the

Furthermore, the teaching technique in the teaching and learning process

which is Extensive Reading to improve students’ vocabulary mastery.

increases vocabulary knowledge. According to Gatbonton & Segalowitz (2005),