The aim of this research is to explore the stories of student teachers extensive reading activity as their experiential learning. The participants of this research are two student teachers in their 4th and 8th semester in a University in Surakarta Central Java. The participants consist of 2 female students with range age 20 to 22 years old. Both participants were chosen under some consideration of their reading activity. This research is narrative inquiry-based research. The data of this research was collected through interview sessions with the participants. The finding reveals that, firstly, the participants did the four cycles of experiential learning cycle based on the ten principles of the extensive reading by Day & Bamford. However, under some conditions, the participants were not applied all of the ten principles. Second, the experiential learning goes through time, the four stages of the experiential learning cycle which are concrete experience, reflective observation, abstract conceptualization and active experimentation, did not happen once at a time but also repeatedly happen at the time when the process of learning occur.
Keywords: Extensive Reading, Experiential Learning, Narrative Inquiry
