Extensive Reading
I. INTRODUCTION In everyday life, we read many kinds of materials without being conscious whether we use any strategies to read effectively. In general terms, reading is not different from other learned human abilities such as driving, cooking, playing golf, or riding a bicycle: the more you do it, the more fluent and skillful you become. Usually, teachers are concerned with the developing in their students the ability to read, but how much attention do teachers pay to develop a habit or love of reading in their students? There are some questioned raised from time to time in my class. “Teacher, what does it mean?”, “I can understand nothing from the top to the bottom?”, “What do they ask us to do?”, or even worse “I am getting fed up with reading”. As a teacher, how can you deal with these questions and also avoid meeting them again. Extensive reading has long become an essential part in reading and it has proven to be successful in enhancing learners’ love and interest in reading. Therefore, can extensive reading helps students erase the worries, and create pleasure through reading? Can extensive reading bring development towards students’ reading skill? This essay aims to discuss extensive reading and this essay focuses on some main factors: first, introduction; second, literature review; third, application, and finally, conclusion. II. LITERATURE REVIEW To start with, I wish to present a brief discussion about what extensive reading is. The term "extensive reading" was originally coined by Palmer (1917, quoted by Day and Bamford, 1997) to distinguish it from "intensive reading" - the careful reading of short, complex texts for detailed understanding and skills practice. It has since acquired many other names: Mikulecky (1990, cited in Day and Bamford, 1997) calls it "pleasure reading" Grabe (1991) and others use the term "sustained silent reading", while Mason and Krashen (in press) call it simply "free reading". And now, we take a look at
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