CHAPTER 1

INTRODUCTION

A. Rationalizing the importance of CJR

CJR stands for Critical Journal Review, which is an activity to give a review

of a journal and write down the strengths and weaknesses of a journal. CJR is a

routine task for every student, especially students at the University of Nias, because it

is one of the requirements to fulfill certain course assignments. CJR is very important

for students and provides many positive things. Making CJR will train students to

think critically and analyze a journal. With CJR as well, students can learn how to

create written works such as journal and know what are the important things that need

to be considered when writing a journal in the future.

B. The purpose of writing CJR

Reviewing and give the criticsm for a journal is the goal of CJR writing. A

published Journal is not perfect and still has many weaknesses. Through CJR

writing, students will give their responds about a journal that they want to review.

C. Benefits of CJR Writing

The benefits of writing CJR are :

a. Train students to think critically

b. Adding student insight

c. Cultivate interest in reading

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D. Identity Journal Review

The identity of the Journal that had reviewed is :

Journal Title : Extensive reading in English language teaching
Writer : Rob Waring
Pages : 15 pages
ISSN Number :-
Published by : Nova Publisher
Year of Published : 2011
Published City : New York

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 CHAPTER II
SUMMARY OF JOURNAL CONTENTS

The title of the journal that had reviewed by writer is “Extensive Reading in
English Teaching” that written by Rob Waring. The summarybof journal contents are
as follows:

A. Abstract

In this part there are some general information about the journal contents like
this chapter introduces the idea of Extensive Reading and why it is necessary. The
chapter begins by setting out the case, from a vocabulary perspective, why learners
cannot avoid Extensive Reading.

B. Introduction

Introduction provided some theory about extensive reading.

1. Extensive Reading

The difference between extensive reading with intensive reading. When

learners are reading extensively, they are primarily focused on the message of the text
and what it is saying. By contrast, intensive reading focuses on developing language
knowledge and discrete reading skills presented as ―language work in a reading text.

In extensive reading, the learners should pay attention in this item, namely

READ:

Read quickly and . . .

Enjoyably with . . .

Adequate comprehension so they . . .

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Don’t need a dictionary.

One of the well-known benefits of reading a lot is the effect it has on vocabulary
development. The more words a learner meets and the more frequently they are met,
the greater the likelihood long-term acquisition will take place.

2. Graded Readers

Graded readers are books written at various levels of difficulty from beginner
to advanced and are the typical, but not only, materials used for Extensive Reading. A
beginner level graded reader contains only ―beginner‖ level vocabulary (as few as
only 75 different word forms in the entire book) and grammar found in the earliest
stages of a course book series as well as having a simple story plot to make the
reading easier and manageable at this level. A higher level book will step up the
difficulty by adding more advanced grammar and vocabulary, and so on up the levels
to the highest levels, which may contain several thousand different words and
complex grammar. In this way, beginning level learners would read beginning level
books, while intermediates would read materials written at their level.

By choosing a book at the right reading level, the learners can read the book
reasonably quickly as they will not be meeting much unknown language, which
allows them to build reading speed and fluency. This has the enabling effect of
allowing them to read more, which allows them to deepen their knowledge of the
language through repetitively meeting words and grammar they met in their course
book. Thus, graded readers should be seen as complementary to course books, not as
a competition for them. Graded readers are a valuable resource for learners who can
select from a very wide range of age-appropriate materials at all levels, and for all
interests. There are currently about 1500 different titles available in all genres both
fact and fiction, and a brief look at any of the major EFL/ESL publisher’s catalogue
will show a list of dozens if not hundreds of graded readers.

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 The vast majority of these come with audio recordings to allow learners to
read while listening or just listen if they prefer. This allows learners to choose to just
read, read-while listen, or listen only to these books to practice in the way they feel
most comfortable.

3.Setting Up An Er Program

This section will provide a roadmap for implementing, maintaining, and running
an extensive reading program. First, let us consider what the program will look like
when it is up and running. When the program is fully functional, it will:

 be an integral part of the school’s curriculum

 raise the learners’ reading ability and general English levels and have knock
on effects on their writing skills, spelling, grammar, and speaking

 motivate the learners to read, and learn from their reading

 have goals that set out how much reading should be done and by when

 have a reading library from which learners can select their own texts

 have systems in place for cataloguing, labeling, checking out, recording and
returning the reading materials

 have a variety of materials to read, not only graded readers and other
simplified materials;

 show teachers, parents and the administration that you take ER seriously;

 have targets of both learner and program attainment that clearly show the
success ofthe program; and

 be bigger and more resilient than one teacher and have sufficient support that
it will continue indefinitely.

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Preparation of the ER Program

a. The very first step is to find ways that the program will fit within the goals,
aims and objectives of the school; otherwise, the ER program may fail from
lack of direction or purpose. Moreover, it needs to not only be part of a larger
reading program, but also part of the larger language learning program within
the institution because reading extensively should co-exist with normal course
work‖ as we have seen. There also needs to be instruction and practice in
intensive reading and the development of reading strategies and skills, for
example.

b. The next step is to ensure that everyone is involved not only in the planning
and in the setting up, but also involved in decisions that are made as a group.

c. After there has been a decision to go ahead, there will need to be funding for
reading materials. If the program is using graded readers, there will need to be
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.

d. There is no need to wait to start ER until the library has hundreds of titles.
Initially, the program can start with a bag of books which the teacher takes to
class for the learners to read

4. Introducing The Er Program

The key points for a successful introduction are to start out with easy
materials for the whole class and gradually introduce the reading over several weeks.
It is best not to introduce the library of books to the learners before they understand
what ER is and why it is important. The following is a typical introduction to reading
graded materials.

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 a. The teacher should have multiple copies one for each learner of an
introduction book (one that is very easy for the class) to use to introduce this
kind of reading.

b. The teacher shows the book cover to the learners, and the learners guess what
it is about and do other preBreading (non-language based) activities.

c. They read (or read and listen to) the story together as a class for the first say
chapter or two – but no more than about 5-8 minutes.

d. The teacher stops them (they close their books), and the learners recall what
has already happened and predict what will happen next.

e. The teacher takes back the books and returns them in the following class after
the learners have been reminded of their predictions.

f. Then, the next chapters of the book are covered in the same way that the
books are taken away and returned. This continues in the same way until the
story is finished over several classes.

g. The teacher then sets up a discussion about the book focusing on the content,
the learners’ reactions to it, their favorite moment or character and so on.

h. The teacher should not test them on the content of the book. By testing their
understanding, it gives the message that all reading must and will be tested,
which goes against the spirit of ER, which is to help learners to read for
themselves without pressure so that they can build a life-long love of reading
in English.

Once the learners have read a book as a class, it is wise to repeat this with two
or three more titles so that they get the idea of this type of reading.

Finding Their own Reading Level

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 Once the learners understand the difference between Intensive and Extensive
Reading, it is the time to show the library of books they will read from. However,
before they select a title to read, they should be made aware that the books are written
at varying levels of difficulty, and each learner will need to find his or her own
reading level. In addition to the above, the learners also need to know:

 the goals of the ER program;

 when they have to return books;

 how much they need to read either by number of books or page targets
(research suggests a ―book a week at their own level‖ is sufficient);

 how many books they can borrow;

 how their reading will be evaluated (if at all);

 when they have access to the library; and

 whether they have to do follow up exercises or write reports, et

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 CHAPTER III

DISCUSSION

A. Advantages of The Journal

After the writer review this journal, there are some benefits that writers found.
First, this journal is discuss about Extensive reading that included the aim of
extensive reading, the purpose of extensive reading and the other important things
about the extensive reading also discuss in this journal. Briefly, this journal
introduces the idea of Extensive Reading and why it is necessary.. In another words,
this journal discuss about the basic knowledge in doing the extensive reading
activity. Definitely, it is give the hint to teacher about how to begin the extensive
reading activity in the classroom and how the teacher know the students level in
reading. Beside that, the contents of the journal is was divided into some parts. So,
the readers can read it easily. in each topic use the language that easy to comprehend.
The explanation of each topic is given detail.
The journal also consist only 15 pages, shortly and it suitable read for anyone
who want to read it. Because the book has the few pages, it will need the short time to
finishing in read it and doesn't make the reader feel bored.

B. Disadvantages
The book also has the weakness, as follows :
1. There is no ISSN number.
2. Beside that, there is no explanation about the definition of Extensive reading that
can help readers to know the preliminary knowledge to comprehend the journal
contents.

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 CHAPTER IV
CLOSING
A. Conclusion
So, there are some important information that we can take as conclusion in
this book, namely :
1. The main aims of extensive reading, by contrast, are to build the learners’ fluency,
reading speed and general comprehension of reading texts as well as practicing the
skill of reading itself. Typically, learners will be reading a text with a very high
percentage of the words already known, so they can read fluently and smoothly with
high levels of comprehension.
2. The important items that should know by learners in Extensive Reading program
are :
 Read quickly and . .
 Enjoyably with . . .
 Adequate comprehension so they . . .
 Don’t need a dictionary.

3. There is the difference between extensive reading and intensive reading, When
learners are reading extensively, they are primarily focused on the message of the text
and what it is saying. By contrast, intensive reading focuses on developing language
knowledge and discrete reading skills presented as ―language work‖ in a reading
text.

B. Suggestion
This book provided many information about the basic knowlwdge in extensive
reading program. Writer suggest that It is suitable for the learners who want doing
the extensive reading and also suitable to read by college students that take the
Extensive Reading as the one of reference in learning the course. Not only the

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learners, but this book can read by anyone who want increasing their knowledge
about the Extensive Reading learning.

BIBLIOGRAPHY

Waring, R. 2011. Extensive Reading in English Teaching. In Widodo, H. & A.

Cirocki (Eds.) Innovation and Creativity in ELT methodology. Nova
Publishers: New York

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