Extensive Reading Approach (ERA)
Discussion
During the ERA treatment, teacher selected some
series of topics for the students to read as the LEA did on
the topics. Pupils started reading very simple texts, much
easier than their current English level. Then, the teacher
Based on the findings from the statistical analysis done
for both approaches, the two important findings are compared
as stated in the table below;
added more texts on the topics focused weekly. Gradually, the
level of the texts increased. In addition, the variety and number
of texts based on the topics that the teacher brought into the
classroom increased weekly. At the same time, to make sure everyone is reading, pupils were required to keep a record of their
reading throughout the treatment. They had to write down the
book title and a short comment in English.
Also, they had to reflect on their feelings toward reading a journal or their reading attitude and they had to write down
the titles of their favourite texts too. The students were also required to keep a record of the number of words and texts that
they had read in each class or lesson. In addition, the students
were strongly encouraged to read outside the classroom besides
reading extensively in class. The teacher complimented pupils
who read books at the library by using stickers and smiley on
pupils’ journals to encourage them to read more and more. After
5 lessons, pupils were tested on the respected topic via writing a
simple composition as in the post test.
Data Analysis
The data were analysed after the pre and post test using
the t-test since it is the most commonly used Statistical Data Analysis procedure fo