Critical Review by Ingrid Sisilia Renhoran 201210100311172

Willy A, R. (2007). The power of extensive reading. RELC Journal, 38, 133-149. doi:
10.1177/0033688207079578.
To be inspired with the convincing outcome of extensive reading that is echoing through
many researches in the same discussion in L1 compel Renandya to ascertain many educators in
L2/FL implementing ER in language learning. Through this paper, the experiences by his own
and a few by other are depicted as anecdotal evidence. Not only dealing with the personal
experience but also it is strengthened too with some facts which are gotten by previous academic
L2, and FL students which are in line with existed evidence at Renandyas academic writing,
could prove that L2/FL learners may succeed too like L1 when involving ER in language
learning for mastering English but showing many convincing evidences without implementing it,
it m like an anecdotal truth.
In Renandyas paper, as the beginning, he serves some caused problems that are faced as
the barrier of success in L2/FL language learning process. However based on his impression, one
of the most important problems which influence the unsuccessful learning is inadequate input
such as the lack of source books and rarely exemplified book quality. Submersing the students
with ton of enjoyable and interesting books can be seen as must for Renandya to encourage
F2/FL learners to be avid reader, not only enjoying to read but also to understand the content
about what they have read. He faces his own impression how extensive reading affects in his
English mastery very well with showing the distress when he was learning English before
implementing ER and the greatness after he implemented ER. He also takes some anecdotal
evidences from other people who also achieve the positive effect of extensive reading to be more
convincing. In addition, Renandya is not only carries his experiment as the sole evidence but also
he adds the empirical evidence and theory to strengthen his believe. In this paper, he is certain

Critical Review by Ingrid Sisilia Renhoran 201210100311172

that ER is possible to be implemented in L2/FL environment dealing with any background of
school even though it is poor. Based on both evidences which are elaborated by Renandya, he
suggests that ER is outperformed than teaching reading using traditional way. At the end the
discussion, he also presents seven tips for successful ER program for educators who want to
implement ER in their class.
There is numbers strength in Renandyas paper, in the opening, he succeed to list some
pivotal factors why language learning process is often failed in L2/FL environment. Those
factors which have been already listed by Renandya, are mentioned rarely by other researchers,
such as Iwahori (2008) and Chen et all (2013), who do not attach those factors which act out as
the barriers in language learning at their papers. Indeed, those mentioned factors can be
beneficial for language practitioners who are interested in gaining successful in language
learning. The others potential section of this paper is he defines what extensive reading is explicit
and detailed. Many journals with the same topic sometimes only define what extensive reading is
and neglect interpreting the definition of intensive reading. According to Claridge (2012) and
Brierly et all (2009), who conduct a research in which the topic is in line with Renandyas, they
seem focus only in the central point which is elaborating the significance of extensive reading
and forget elucidating slightly the meaning of intensive reading. Elucidating slightly about IR
may be considered as eminent pace to show the difference between ER and IR, let alone for
avoiding the missing conception of both two for people who are in the outer circle of education
realm. The paper which is written by Renandya is one step ahead than other journal especially in
its definition.
In Renandyas paper, he does not focus only on the empirical evidence but also he adds
anecdotal evidence about the success experiences of other people and himself when

Critical Review by Ingrid Sisilia Renhoran 201210100311172

implementing ER. Hornikx (2007) points out anecdotal evidence and statistical evidence
(empirical evidence) are the supporting claims which involve the disparate information. It means
that he may construct both evidences to mutually support and strengthen his claims about ER to
be more convincing. Most importantly, in the closing, Renandya show the depictions about the
points which might be needed to do by educators in L2/FL in order to gain the success when
implementing ER in their learning system. Those list points which stated by Renandya are
infrequently mentioned by others researcher. According to Iwahori (2008), Chen et all (2013),
Claridge (2012), and Brierly et all (2009) who do not enclose those points in their papers.
However, it could be better to enclose it at the papers as the depictions about what to do in the
implementation of ER rather than showing the results without giving the suggestion. In
Renandyas paper, there are some sections of strength that make it different among other papers
like defining the ER in detailed and also slightly about IR, involving the anecdotal evidence and
empirical evidence as convincing evidence and etc.
The weaknesses of this paper are in his anecdotal evidence, Renandya is lack of sample.
He elaborates deeply about his experience and also slightly experience of girl from Pakistan that
succeed implementing ER for only two months. Even though he also mentioned about some
people who gaining high score in TOEFL because of ER and attaches those evidences in his
paper but it can be seen lack of detail because he does not explain about how ER can work on
that person, there is no information about who the person is and how long they implement ER.
According to Hornikx (2007) claims that in the ideal condition the existence of anecdotal
evidence is seen as less convincing rather than the empirical evidence because it deals with
sample measurement and the representativeness. However, anecdotal evidence might not have a
major influence in research in but it is a must to enclose the detail information about the

Critical Review by Ingrid Sisilia Renhoran 201210100311172

participants that he attaches in his paper. Second, in Renandyas academic writing, there are
found in p.134 and p. 137 the use of exclamation mark (!), according to Learning Guide The
University of Adelaide (2014) points out the use of exclamation mark is categorized as subjective
language that links to personal judgment which should be avoided for academic writing. Lastly,
in the empirical evidence, Renandya does not write short information about how to read the data
that he serves in his academic writing. This information may be needed by the readers to convey
the message behind the served chart. So the information can be fully and easily understood its
meaning in his academic writing by the readers.
In sum, Renandyas academic writing has depicted the evidence that Extensive Reading
can be successful implemented in L2/FL language learning. This belief is strengthened by some
evidences which are applied as anecdotal and empirical evidences. Based on those convincing
evidences in the end, he comes up with the seven pivotal points for those who interested in the
implementation of extensive reading in their language learning. This paper gives some vivid
ways to inspire the educators to use it. Imagining the tremendous outcome of ER it is very
unfortunate if do not implement it.
References:
Iwahori, Y. (2008). Developing reading fluency: A study of extensive reading in EFL. 20(1), pp.
70-91. Retrieved from http://nflrc.hawaii.edu/rfl/October2004/taguchi/taguchi.pdf
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, 12(2).

Critical Review by Ingrid Sisilia Renhoran 201210100311172

Hornikx, J. (2007). Is anecdotal evidence more persuasive than statistical evidence? A comment
on

classic

cognitive

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7(2),

151-164.

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from

http://joshornikx.ruhosting.nl/wp-content/uploads/2010/08/Hornikx-2007-SCOMS.pdf
Claridge, G. (2012). Extensive reading is good for you: Why dont L2 readers of English do
more

of

it?.

TESOL

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http://www.tesol.org.au/files/files/258_gillian_claridge.pdf
Brierley, M., Ruzicka, D., Sato, H., & Wakasugi, T. (2010). The measurement problem in
Extensive Reading: Students attitudes. In A. M. Stoke (Ed.), JALT2009 Conference
Proceedings. Tokyo: JALT.