The Application of Let's Read! in Extensive Reading Class: Integrating MALL and Task-based Learning

Doing national program so called School Literacy Movement (GLS), classes are expected to do 15-minute regular reading activity every day; including English classes in elementary schools. Witnessing that some classes are having limited English story books to read as well as ready-to-use follow-up activities, this article proposes reading activities using ebook application Let’s Read! that can be applied after the regular reading activities. Ranging from the low leveled-books to the advanced ones, the proposed activities in this extensive reading class are integrated; combining tasks that require children to experience Mobile Assisted Language Learning (MALL) as well as having both individual and group offline work. This type of reading activity promotes L2 learner language development, increases their motivation in reading, and helps them build reading habits. At the same time, the alpha generation maximizes the use of technology to get themselves updated with the changing use of online applications such as Let’s Read!

idea, the activity of reading will become student's habit, if it becomes a pleasurable activity for him. The second fact is that to become readers, students need a process of reading practice; as someone who is practicing how to drive or how to sew.
Therefore, setting the students in an extensive reading class brings them to an enjoyment of reading, which may help them to get through the stages of being willing to read, understanding their books, and love reading. Day & Bamford (1998)  This process allows them to increase their motivation to read plenty of books.
According to an interview to Paul Nation held by Iswandari and Paradita (2019), Nation shared that students who are exposed to plenty of readings are having good readiness towards L2. In their future, they will have a good English proficiency to support them to have good careers.

Z Generation and MALL
Mobile assisted language learning (MALL) is widely known as a branch of studyenhancing technology, which can be applied in some kinds of learning modes.
MALL is a learning approach that utilizes mobile phones to make a more challenging and up-to-date learning process for learners. Current learners are known as 'digital natives' (Prensky, 2007) or the 'net generation' (Oblinger, 2003).
Since they have been smartphones active users, learners find it interesting when they are asked to use personal mobile phones for school-centered learning activities. Kirkwood (2008)  reading fluency) and critical thinking skills (e.g. reasoning ability), but it also promotes learning through interaction (Green, 2005

TASK-BASED EXTENSIVE READING CLASS
GLS is applied gradually in primary school classes. As the program sets a long-term goal, it proposes three steps to reach its success, which makes the students truly  (Piaget, 1963). However, the lower levels of the students may have similar activities that are simplified.
To get a right level of the graded readers in Let's Read! App, firstly students need to install the application in their gadgets (Fig.   2). After getting to the homepage, teacher then needs to help the students to set the language into English, and the levels of the book (Fig. 3&4). Introducing the learners to the people behind the particular digital book on the cover page ( fig. 5) is also a good reading habit to nurture. On the prediction page (Fig. 6), The students are invited to predict the story, and have discussion on it before they come to the story page (Fig. 7).

Day 6
Reading Marathon II

(Mission-Completing Task)
The students who read more than 5 digital books got rewards, and they should pick a favorite book to promote it to other readers. Another suggestion for supporting students' motivation and engagement is to give various task-based projects.

Information-Gap Task
In this stage, the students were invited to increase their awareness to the language focus presented in the reading source, In line with Ellis, Chen (2018) found that in the information-gap task, students use reason and logic to make predictions or inferences about the story. Such activity allows students to request information, ask for clarification, and learn to present the story in a logical sequence. At the same time, students' excitement getting further information about certain character in a story leads to class engagement. At the end of this task, students could also be invited to present their findings about those characters, or they could also be asked to choose their favourite character where they interviewed by stating the reasons.

Opinion-Exchange Task
An opinion-exchange task triggered "identifying and articulating a personal preference, feeling or attitude in response to the given situation" (Prabhu. 1987, p. 47). In opinion-exchange activities, parts of information were missing at the start, and participants negotiated until they completed the task. Sekhan (1998) in Green (2005) found that the process of target language's structure exploration

Reasoning-Gap Task
The beneficial values proposed by taskbased activities in extensive reading class are that this approach supported students' cognitive development, and brought learning through interaction (Green, 2005).
The activity of giving advice to the character, students worked together to solve the problems faced by the characters in the stories. The outputs of these tasks involved both written reports and oral presentations, which were prepared through students' collaboration and communication skills.

Mission-Completing Task
Making the activities more involving the students, graded-readers books are brought to classrooms, and the teacher set a task that students needed to complete a task of 'running for 42,195 km' by reading 43 books. This activity invited students' feeling of achievement completing the tasks, which then motivated them to read more books, and gradually develop reading habits (Chen, 2018). In this postreading activity, students sought to work collaboratively as they should 'reach the finish line' with reading 43 books.  (Nesselhauf, 2003).
Doing this activity, students will need to read from many sources that makes them grow alarm in the way of their formulating new words.
As extensive comprehensible input for children, positive impacts are found (Elly, 1991). The findings are in line with the objectives of the study. Furthermore, critical thinking skills that they need in solving problems should also be promoted, as the reading-thinking-sharing experience promotes the 21 st century students collaboratively construct knowledge through social interaction (Ellis, 2000).
In conclusion, by having weekly taskbased extensive reading activities as designed, it is assumed that the students will gain both language skill progress and positive attitude towards reading. It is hoped that some elementary English classes would apply task-based reading activities, so that students will carry reading habit during their lifelong learning. It is then eventually a basic need for the students to be literate in language literacy, numeracy literacy, financial literacy, scientific literacy, ICT literacy, as well as culture and civic literacy as they grow older