Ingrid Sisilia Renhoran 201210100311172 Class: Writing G

Iwahori, Y, 2008, Developing reading fluency: A study of extensive reading in EFL, vol.
20, no. 1, pp. 70-91.
Based on the greatest effects of extensive reading (ER) in L1 and L2 learners that are
known by the author from previous research, it attracted her to implement extensive reading
for Japans high school students. The development of reading speed was chosen as the goal of
this research and ER was seen as the transportation to arrive at that goal. This research was
conducted to see the effect of ER in reading speed for Japans high school students. The
author begins her research based on some theories according to Day and Bomford, 2002;
Samuels, 2006; Blevins, 2005 (cited in Iwahori 2008, p.70), they say both eloquence and rate
of reading can be achieved using impressive approach namely ER. The researcher shows us
that ER is significantly effective for developing reading speed. This research uses many ER
researches that have been conducted before as its evidences. The students were aimed to read
books as much as they can that were very interesting for them. They read those books for
about seven weeks. By reading extensively, they can gain a lot of words under their conscious
and automatically their reading speed will be affected. Since they read it with the pleasure,
they chosen the books based on their own. So, it is way their ability to read very fast flowing.
As the result, this research shows that ER is effective to develop reading speed. This research
is helpful to be a patron to write my critical review for final examination and I enjoy reading
this research because the words are understandable. However, it is better if the author not to
follow the other research as her standard rule when measuring the total books that is read by
her students in seven weeks. Her students may be different with those students in other
research. The author may take a look in her students characteristic and cultures. This
research gives us vividly encouragement for educators to use this approach for developing
English skill, especially in reading speed.

Chen et all, 2013, The effect of extensive reading via e-books on tertiary level EFL
students reading attitude, reading comprehension and vocabulary, The Turkish Online
Journal of Education Technology, vol.12, issue 2.
Chen et all (2013), present the study that is conducted to see the effectiveness of extensive
reading (ER) through e-books which are implemented on university students as EFL. There
are three goals which will be proven by the researchers through the e-book extensive reading
program (ERP) which are students reading attitude, reading comprehension and also

Ingrid Sisilia Renhoran 201210100311172 Class: Writing G

vocabulary. This program was implemented for 89 samples in 10 weeks. For eliminating the
boredom of conventional ER the researchers use computer assisted language learning
(CALL) that can contain many multimedia devices. According to De Jong & Buss, 2003;
Lefever-Davis & Pearmen, 2005 (cited in Chen et all 2013, p. 304), they prove the using
extensive reading e-book program can influence the literacy and language development. In
the implementation, the experimental students were informed about its benefit to make them
are interesting, getting base information of extensive reading. Then, when students finishing
reading, they would give short reviews to checking their progress and also to measure their
reading comprehension and vocabulary they will do some tasks. After 10 weeks, e-book
extensive reading program succeed. In the other word, extensive reading program has great
significant effect. This research is great but not all students are visual learner that can easily
read using e-book, sometime there is students can read easily with their kinesthetic aspect and
it is better to focus on one topic rather than three topic for in depth understanding. This
research is very benefit for students that are categorized visual learners who are interesting to
gain a lot of benefit from their extensive reading.
Harmer, J, 2001, The practice of English language teaching 3 rd edition, Pearson
Education Ltd.
According to Harmer (2001), present the explanation about the extensive reading which is
basically not to suffice if we ask students to read everything as much as they can but
educators need to construct a program to elaborate it be a useful learning. He argued that
students must read books that can be easily understood by the students. If they hard to
understand a text, they can hard to encounter with the pleasure of extensive reading. To build
up the pleasure of extensive reading, he state that students choose the books that they are
interesting in and the level must be appropriate with their stage. After students deal with all
that are mentioned above, it is time to educators to construct a program like Harmer
suggestions; 1) construct the library in class; 2) influence the reading habits and prompt the
students to read; 3) short review when they finish reading a book. This book gives a clearly
explanation for educators to set up extensive reading in their reading class. The content easily
understands and it is very helpful as patron to my final project in the final exam. This book is
guidance how to expand the students understanding the words.