Title of the article :
Reading Journal: Its Benefits for
Extensive Reading
Author : Jonathan
Aliponga from Kansai University
Types of Journal :
International Journal of Humanities and Social Science vol. 3
In this blog, I
would like to review the Introduction part and Methodology Part of the second
article with the author's name Jonathan Aliponga. In the introduction, Jonathan
gives a specific explanation of the topic to be discussed. He divided it into
three parts. The first part explains what extensive reading is. Jonathan begins
the discussion on extensive reading by giving a prior description of the meaning
of reading itself. Jonathan also provides many definitions of various experts
on what is extensive reading. One of them said that the extensive reading is a
large amount of reading materials that provide large comprehensible input in
students' new language in order to make progress toward the overall command of
that language (Krashen, 1982). In addition, Jonathan also explained about
several characteristics generally thought to be the most important for
successful reading, specifically using the reading journal.
The second section
explains about reading journal. In this part, Jonathan also gave a brief
explanation of the Reading Curriculum. The reading journal in this study uses a
log journal model suggested by Lyutaya (2011). The journal consists of six
parts, namely: (1) Title of book, text or article, (2) Content prediction based
on title, (3) Interesting sentence or reading, (4) Inferential or critical
question, (5) Opinion about story , and (6) Summary or plot. For the first
part, students only write the title of the book, text or any article they
choose to read. This is done to identify what readings students should choose
to enable students and teachers to better understand the entire contents of the
journal. Therefore, students make many predictions when trying to analyze each
part of the journal. After that, the reading journal is saved to Dropbox, a
free software tool that allows anyone to synchronize files on their home and
office computers, smartphones and tablets.
The third part
explains the purpose of the research conducted by the author. The purpose of
this study is to find out the opinions of students about whether reading
journals can motivate students to read and understand the main ideas or
important details of reading material, and enable them to think critically. In
this case, the author hopes that students will be able to get a better score on
the TOEFL test.
Then,
the next part is Methodology
of Study. The study involved sixteen Japanese students, who were identified as
average advanced learners. They are given texts that mostly contain vocabulary
and high frequency structures. At the time when the study was conducted, the
students were taking Reading I, a reading course offered for first year
students who were major in English. In this course, students met twice a week,
for 90 minutes each meeting. At the first meeting, students learn about how to
use reading journals and reading journal rubrics. Then the following meeting, students should try to
practice on how to use the reading journal. The third meeting is silent reading
and the last meeting is submission of the reading journal. These were
the
weekly processes that students had to observe for one semester. Finally, students will be given a
questionnaire by the teacher in order to give their opinions about the use of the reading journal in their Reading I class.
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