CHAPTER I

INTRODUCTION

A. Background
Reading is something that must be done by all students who are studying
language. Reading is considered as one of important skill, which has to be learned
because it can influent the other language skills. Reading is a process recognition or
interpretation of written materials and it ideals with the language form. It involves
letters, words, phrases, and clauses. Through reading, we can increase our experience,
develop new concept, solve our problem, study how the words are used, how to
implement the grammatical rules, and get many knowledge.
Extensive reading is one method for increasing reading skill by reading in
pleasure. It is effective way to motivate the students to read more because they can
choose what they want to read. In applying extensive reading program the teacher
need to know exactly about the curriculum and funds of extensive reading.
Based on Lany Kristono, The National Education Curriculum strongly
influences students' attitudes toward reading. Reading is a skill; and a skill can only
be acquired through learning and practice. Children who want to swim have no other
choice but to practice swimming again and again. It also happens with reading skills
(http://www.thejakartapost.com/news/2009/05/30/extensive-reading-nationalcurriculum). It shows that the curriculum of extensive reading is very important to be

applied, but in applying the curriculum we need funds. Thus, in this paper we try to
describe those curriculum and funds.

B. Goals
1. To find out the curriculum of Extensive Reading.
2. To find out the funds of Extensive Reading.

CHAPTER II
CURRICULUM AND FUNDS
A. Curriculum
Curriculum is all planned learning for which the school is responsible. It refers
to the means and materials with which students will interact for the purpose of
achieving identified educational outcomes. Curriculum of extensive reading is a set of
planning for applying the extensive reading method. Extensive reading is also called
reading for pleasure. When students read extensively, they read very easy, enjoyable
books to build their reading speed and reading fluency. The aim of extensive reading
is to help the student become better at the skill of reading rather than reading to study

the language itself. In applying the extensive reading program to curriculum of the
school we need some steps.
Hill suggests that firstly, it is probably better to think in terms of starting a
reading club outside the reading timetable which charges membership fee or lending
fee (Hill 2). This way teacher gains experience in using graded readers and gathers
evidence that his/her students enjoy extensive reading and benefit from it. It is also
possible to run a three-month extensive reading program as a part of EFL classes
during which students read extensively as presented in the practical part.
Once the program is successful and the teacher wants to make it a part of his/her
schools curriculum he/she has to create a detailed design of the program that will be
presented to his/her authorities. It is crucial that colleagues, parents and students
understand the program, its aims, goals and objectives. If a teacher is planning to
establish an extensive reading program that will cover more years Hill suggests to
project methodology that will help colleagues to establish extensive reading in their
classes and to continue in it even without the founders presence (Hill 2).
1. Why we need to incorporate an extensive reading (reading for pleasure)
program into the curriculum?
a. It enhances world knowledge
b. It accounts for one third or more of vocabulary growth
c. It promotes reading as a lifelong activity
d. It builds structural awareness
e. It improves comprehension skills
f. It promotes motivation
g. It encourages pupils to read fluently and so use all the strategies.
h. It associated with good readers
i. It encourages pupils to progress through different levels of text and
monitor their own progress
j. It provides pupils with an enjoyable reading experience
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2. The guidelines for implementing an extensive reading (reading for pleasure)

program.
a. Pupils select their own books, according to individual interest and
appropriate level of difficulty.
b. A Reading for Pleasure program requires pupils to read both at home and
in school. The school component consists of regular sustained silent
reading periods in class, at least once a week. Reading periods run about
20 minutes. They are scheduled for prime time and not, for example,
during the final hour on a Friday. Reading periods are uninterrupted.
Questions and comments are kept until the end of the period.
c. The role of the teacher is as a model reader, doing what the pupils are
doing reading a book. You should not be correcting papers, preparing
lesson plans, taking attendance or answering questions during reading
sessions.
d. Administrators need to know that when teachers are reading to students,
and when teachers are relaxing with a good book during sustained silent
reading sessions, teachers are doing their job. Administrators need to
know that a print-rich environment is not a luxury but a necessity.
(Krashen 1993:85).

B. Funds
Extensive reading will be applied by using curriculum and curriculum is
supported by funds. Funds are a media to collect donation and books in order to
make library to support the extensive reading program in helping students to choose
book. Books of library can be got from teacher or students because teacher can ask
students to distribute one book. For such grants will come from a variety of sources,
including the royalties from the book Extensive Reading Activities for Teaching
Reading.

Funding the extensive reading library should be thoughtfully planned before

starting an extensive reading program. There are more possibilities how to finance an
extensive reading library (Nuttall 172; Hill 3; Conley 1):
1. Teacher can ask his/her headmaster to allocate some money for the program.
He/she should be prepared to present budget and the organization of the
program (lending books, time devoted to extensive reading etc.)
2. Teacher can ask each student to contribute money for one book. This is a
good start but more titles have to be added later.
3. Teacher can also appeal to local donors (individuals, firms, organizations)
4. Teacher can gain money from grants
5. Teacher can also contribute books from his/her personal library or ask his/her
colleagues to lend books
6. Teacher can involve students and their parents, so that students will pay a fee
for borrowing a book, or attending the extra reading class

You will need funding to get reading materials. If your program is using graded
readers, then youll need enough funds not only to buy the initial stock, but to ensure
there is follow-up funding for improving the stock and to replace damaged and lost
items. Most schools and school districts will have a budget for books, but if this is not
available, money can be requested from parents or learners, or raised at school events
such as school festivals, sponsoring learners in a reading marathon, and so on. The
more the learners are involved in the funding, setting up and running of the library,
the higher the chances are that the program will flourish.
Initially, the program can start with one book per learner (or even one between
two if books are shared) and these can be rotated each week at the designated return
date. Eventually, you will need 3-4 books per learner to ensure sufficient variety,
range of levels, and interest. Another way you can start your library (in addition to
using readers) is to require learners to find materials which interest them from
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magazines, web pages, newspapers, brochures or whatever. Their task every week is
to find one article that is really interesting to them which they can read reasonably
comfortably. They then glue it to a card, write their name on it and where it came
from and then read it. Before handing it, they can translate any unknown language in
as a service to other learners.
This method builds research skills and at the same time they become
stakeholders in building a library of things they want to read. These can be kept in a
box or bag and learners can be encouraged to label and file them in appropriate
categories (the use of different color backing card can help here). Every week they
should select one or two articles to take home and read to discuss later in class. These
materials will need to be graded according to your scheme as well.
The effective library management of graded readers needs a lot of forethought
and planning specific to your location. Some schools and colleges are lucky enough
to have their library keep the books. However, many libraries are too under-resourced
to deal with an additional load of books to check-out, check-in and restock. Some
schools require the learners to work in the school library to take turns to administer
the book lending.
In the absence of support from the school library, you'll need to set up your own
book management systems which should be simple and transparent to anyone who
picks up a book. The first thing to do is to make a grading scheme so that materials
can be graded by difficulty (and age appropriacy). A common way to do this is by
using the publishers headword counts for example the yellow level refers to books
below 300 headwords, green books are between 300 and 450 and so on.
This system will need to be flexible because the publishers use different
headword lists and books differ by density of text and illustration per page, and book
length by level among other things. So youll need to look at each title carefully
before assigning it a level. It is not a good idea to code them by the publishers

assertions of elementary, intermediate and so on because these vary tremendously

between publishers. Your learners can also help to identify mis-levelled books as they
read.
Many foreign and second language extensive reading programs use a 6 to 8
level scheme going from the easiest materials to the more difficult. These levels are
often sequenced by using colors, letters of the alphabet or numbers. If there are too
few levels then the jump between levels can be too large and off-putting for learners
who need a steady sense of progress and accomplishment.

CONCLUSSION

Extensive reading is one method for increasing reading skill by reading in

pleasure. It is effective way to motivate the students to read more because they can
choose what they want to read. In implement extensive reading program the teacher
need to know exactly about the curriculum and funds of extensive reading.
Extensive reading will be applied by using curriculum and curriculum is
supported by funds. Funds are a media to collect donation and books in order to
make library to support the extensive reading program in helping students to choose
book. Books of library can be got from teacher or students because teacher can ask
students to distribute one book. For such grants will come from a variety of sources,
including the royalties from the book Extensive Reading Activities for Teaching
Reading.

BIBLIOGRPAHY

Kredtusov, Mria. The Benefits of Extensive Reading in EFL. 26 April 2014.

http://is.muni.cz/th/152953/pedf_b/bakalarska_prace.pdf
Kristono, Lany. 2009. Extensive reading in national curriculum?. 27 April 2014.
http://www.thejakartapost.com/news/2009/05/30/extensive-readingnational-curriculum.html.
Steiner, Judy. 1995. Reading for Pleasure. Ministry of Education, Culture and
Sport, English Inspectorate.