4.

2 Discussion

The researcher had done the research by using three instruments, observation,
interview, and test. The researcher has observed face-to-face and website,
interviewed the instructors and the students, and given the TOEFL test to students.
There were 14 indicators used for observation, 7 indicators for interviewing
instructors, and 20 indicators for interviewing students. Each indicator has also
been analyzed one by one using the coding process. Hence, in this part of the
discussion, I will match the theory I wrote in chapter two with the results of data
collection that I have done. I also add some theories related to the activity of
students in implementing ER and EL in Xreading.

4.2.1 The implementation of ER and EL in Xreading

In this part, I concern about the ongoing of implementation ER and EL in

Xreading. I have some categories that I used for the implementation of ER and EL
in Xreading. The categories are developed based on the principle of ER and EL,
and also there are some categories that are developed according to things will be
needed. I will classify 10 categories based on the result of face-to-face
observations, website observation, interview of instructors, and interview of
students. There are:

The first category is the easiness of reading and listening material. From the
observation result, students were still in the easiest level or beginner level.
Meanwhile, based on my observation, students usually read the material related to
the fiction. For the audio, students feel easy when use the level of audio 10%
slower. From the interview of students, students assumed that reading and
listening material on Xreading is easy.

However based on the observation, the material in beginner level is relative easy.
It is also felt by student that the material in Xreading is easy, but especially for
listening material easy for student if in the certain level of the audio. This is the
first principle of ER that stated by Day and Bamford (1998) the reading material
is easy. And then, that is also carried by Lynch claimed that EL as the sister of
ER, so it developed by the ER. As a result, reading material in Xreading is quite
easy, but listening material in Xreading is easy if the audio is in the level of 10%
slower.

The second category is the availability of topic variations. From the students’
interview result, students said that variety of topics in Xreading was available.
Because of students are still at the beginner level, so the topics available are more
to fiction. For instance, S2 said honestly I'm still level one, so usually the topic is
more to a fictional story or a story in a storybook in general. Based on the
observation result, Xreading provides a variety of topics. The topics consist of
about animals, adventure, biography, business/career, culture, detective/police,
fairy tale, and all genres.

However based on observation result the variation of topics is available, it is same

as students considered that variety of topics in Xreading is available. According to
Day and Bamford (1998), the second principle of ER process is a variety of
reading material on a wide range of topics is available. As a result, ER and EL in
Xreading is available of topics variations.

The third category is the purpose of reading and listening related to pleasure,
information, and general understanding. It also related to material that student
choose by themselves. Because they are still at the beginner level, so the books
that students choose related to the fiction. From students’ interview result,
students answered the aims of their reading are for information and general
understanding. For instance, S2 said that yeah right, actually the goal is more to
understand and information.

However based on the observation result and students'interview showed that the
purpose of student's reading and listening related to pleasure, information, and
general understand. It is appropriate with the third principle of ER. As stated by
Day and Bamford (1998) the purpose of reading is related to pleasure, information
and general understanding. As a result of students' reading and listening as long as
implementing ER and EL in Xreading is for information and general
understanding.
The fourth category is the teachers guide the students. Found on the instructors’
interview result, they always guide students by giving assignments on a regular
basis. They gave the assignment for students on the assignment features on the
website. This is very important for instructors to guide students where their level
is and provide direction as well as assignments. All instructors answered that they
always guide students by giving assignments on a regular basis. Instead of the
students here are the first semester students who have never had a deep experience
in learning English, so the instructor replied that they gave the easiest level on
Xreading that is the beginner level. On the assignment features, they gave the
number of words that must be read according to the level of students. From the
students’ interview result, students said that they are always guided by their own
instructors. As said by S2, my instructor always gives me directions and meets
once a week.

However from the instructors' interview, the instructors always guide the students
same as the students' interview so they said. It is associated with the ninth
principle of ER. As claimed by Day and Bamford (1998) in the ER proses need
the teachers to orient and guide their students. As a result as long as the ongoing
of implementation of ER and EL in Xreading, the teacher always guide the
student, and students said that too.

The fifth category is students read silent and individual. From my observation,
students often read quietly, but students don't always read because they sometimes
prefer to only listen to the audio available in the book. Based on the results of
students’ interview, they always read silent and individually, they read wherever
they want. For instance, S2 said I usually read without people, so that I understand
more.

However based on the observation result, students read silent if they did not listen
to the audio. It is also said by student that they read silent and individual. It is
related to the eighth principle of ER. Day and Bamford (1998) said that in the ER
process has 10 principles, one of them is reading is individual and silent. Because
of this implementing ER and EL, so student's not always read silent. As a result in
the process of ER and EL in Xreading, student's not always read silent because
they sometimes listened to the audio and repeated it.

The sixth category is time for reading. Based on the students’ interview result,
students did not always read full day. The answer from both students is that they
read only if they have free time. It is like the answer of S2, she read maybe only
one hour in a day. Based on the website observation, S1 and S2’s read time only
read at most 26 to 27 minutes in two days.

However based on students' interview, students rarely read the book, it is

supported by website observation that the students had a little time to read. As a
result time reading of the students student reading time is not too much according
to the fourth principle of ER process that learners read as much as possible (Day
and Bamford:1998).

The seventh category is read as much as possible. Based on observation result,

students sometimes read a lot of material, but sometimes they prefer listen to the
audio available in every book. Whereas based on students’ interview result,
students can not spend more time for reading a lot. Students answered that they
did not read much on Xreading. As stated by S1 she does not read every day, and
S2 she only reads if she has free time.

However based on the observation result, the students sometimes only reading or
listening. Then, from students' interview they did not read much. According to
Day and Bamford, there are 10 principle of ER process. The fourt is that learners
read as much as possible. As a result it is opposite to the the principles of ER
because of the students did not read as much as possible in Xreading.

The eighth category is students enjoy reading and listening. Based on observation
result, in the first face-to-face students initially do not enjoy reading the book and
listen to the audio is too fast. But, starting from the second face-to-face to fourth
face-to-face students were looked enjoy while reading books, but not really enjoy
listening to the audio. From students’ interview result, all students answered that
they enjoyed reading material on Xreading. For example like the answer from S1
that answered she is happy because the reading material is in the form of a story
so that it does not get bored to read.

Thus, based on the observation result, the students enjoyed reading, but did not
enjoy listening. But, from students' interview they only enjoyed reading the
material. As Nuttall (2005) claims that enjoyment is an important factor in
reading. It can be concluded that students only enjoy when in ER process, not
with EL process.

The ninth category is reading speed of students is faster than before. This is
related to the progress of students in implementing ER. Based on the observation
result, students 'reading speed in the first meeting cannot be compared, but in the
second to fourth meeting students' reading speed is always increasing. Then, from
the students’ interview result, students answered that their reading speed was
increasing and faster than before. For example, S2 said that she thinks her reading
speed is increasing a little fast but it is not optimal. Additionally, based on the
website observation can be seen on student’s reviews feature showed that the
reading speed of students continues to increase. For example S2, in the first book
the speed of reading is 40 words per minute, in the second book the speed of
reading is around 17 words per minute, in the third book the reading speed is
around 50 words per minute, in the fourth book 67 words per minute, and in the
fifth book around 76 words per minute.

However based on the result of observation, students' interview, and website

observation, reading speed of the students were incrrasing. If it is related to the
principles of ER by Day and Bamford (1998), it is quite corresponding with the
seventh principle of ER process; reading speed is usually faster rather than slower.
As a result the reading speed of students on implementing ER and EL in Xreading
was faster than before.

The last category is listening skill student is more fluent. This is related to the
progress of students who are doing the EL process. Based on students’ interview
result, listening skills of students was more fluent. Students accustomed to listen
to English material. Then found on website observation, listen time of S1 always
continues to increase in the first book around 3 minutes, in the second book
around 1.5 minutes, in the third book around 8 minutes, in the fourth book around
20 minutes. Whereas, listen time of S2 always decreases in the first book 0
minutes, in the second book around 11 minutes, around 9.5 minutes, around 5
minutes and so on.

Based on the students' interview, their listening skill of the students more fluent.
But, from the result of website observation showed that S1' listen time was
increase while S2' listen time was decrease. I more agree with the observation
result even from the students's interview result students' listening skill was
increasing. The listening skill will increase if they listen to much material.
According to Waring (2008), extensive listening is a way to improve listening
fluency, and building fluency means building your listening speed. As a result
listening skill of students was increasing, but it was not optimal.

Additionally, there is TOEFL test that is used as a measuring tool of

student’s English learning approach after implementing ER and EL in Xreading.
The result of TOEFL test showed that S1’s TOEFL score was 356 with more
prominent in listening skill while S2’s TOEFL score was 353 with more
prominent in reading and listening skill.

4.2.2 Students’ perceptions

In this part, I discuss about perceptions of students after implementing ER and EL

in Xreading. I have interviewed the students by using 5 categories that associated
with students’ perceptions. Those are related to the motivation, interest, and
experience.

The first category is the combination of ER and EL. This is based on the thinking
of each student. From the two students they have different answers. One student
considered that the combination of ER and EL was great, but the other students
felt ordinary about the combination because she still preferred to read rather than
listen to audio.
The second category is the effectiveness. It is related to the how Xreading website
can help students. All students considered that Xreading website was very helpful
to learn English skills. For example, S1 answered my opinion on Xreading is that
this site really helped me to learn vocabulary and pronunciation.

The third category is motivation. This is related to the student’s process during
implement ER and EL in Xreading. All students answer that they were motivated.
There was something that made them motivated, and their reason is different. S1
was motivated because she wanted to have a lot of vocabulary and good
pronunciation. While S2 was motivated because she felt that she has the ability
there.

The fourth category is interest. This is the main thing that is related to the material
in Xreading. All students considered that material in Xreading is interesting
because books they read were more fiction. So, the material in Xreading made
them interested when reading. For example, S2 said “yeah interesting because it’s
more fiction and it makes me interested when I read”.

The last category is experience. It is really related to student’s practice. Students

answered that they like getting this experience to implement ER and EL in
Xreading because they could get a lot of things about language comprehension.
For instance, S2 said that I like implementing because I get new insights.

4.2.3 ER and EL in Xreading as the 1st semester students’ English learning

approach

In this part, I would like to reveal about the compatibility of ER and EL in

Xreading as the 1st semester students’ English learning approach. I acquire from
the result of instructors’ interview and students’ interview, and also the result
observation in the previous part. I used 4 categories to discuss about this. I will
discuss the categories one by one.

The first category is material of ER and EL in Xreading. Xreading provides not

only the books, but also the audio. Most of books have the audio that can be set its
speed. Thus, book is as reading material, and the audio is as listening material.
Students answered that materials of ER and EL in Xreading were varying, easy
and it could be adjusted. Like the answer from S1 materials are varying.

The last category is the use of Xreading website. Students have implemented ER
and EL in Xreading in almost 2 month. Students thought that Xreading website
was good for beginners and it was appropriate to learn English. For example S2
answered in my opinion Xreading site is the most appropriate site for use in
learning English because of its many benefits.

The third is benefits. After implementing ER and EL in Xreading, the benefits that
students get are they can practice reading better, know good pronunciation of
words, and get a lot of new vocabularies. For instance S2 said the firstly benefit is
I get a lot of vocabularies, secondly I read better, thirdly I listen more thorough.

The last category is ER and EL improves language comprehension. Based on the

opinion of some researchers, ER and EL are effective ways to be used as an
English learning approach that can help students develop their English
proficiency. From the interview results, the students answered that ER and EL in
Xreading helped improve student's language comprehension. As S2 said yes, it is
very petrified improved language comprehension. Then, it is also important to be
asked to the instructor because the instructor was here as a mentor during ER and
EL process. The instructor said that Xreading is good to implement to students
because it can help students develop English language skills. For example, the
answer of IN2 “I think it's good to apply to the students who can hold
commitments well. Because, in my opinion, Xreading is suitable for improving
English skills if someone cannot keep commitments, it will be useless and will not
be useful for the students”