Exploring EFL Students’ Preferences in Extensive Reading

Azkia, Irena Azka; Srisudarso, Mansyur; Sumarta, Sumarta

doi:10.36232/jurnalpendidikanbahasa.v8i2.1455

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…The participants claimed the valuable thing of ER was obtaining knowledge and massages from reading materials, also more precisely the opportunity to read a book of their own choice. Free choice of reading material may grow the students' interest and motivation on reading (Azkia et al, 2021). The participants' opinions were genuinely related to the 3 rd principle of ER which is readers choose what they want to read and 5 th principle which the purpose of ER is related to general meaning, pleasure, and information.…”

Section: Cognitive Aspectmentioning

confidence: 97%

The Implementation of 15-Minute Extensive Reading Approach As School Literacy Movement Activity: Students' Perceptions

Nizma,

Kusumawardani

2023

IDEAS

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The low rate of Indonesian students’ literacy skills need to be deliberated more. Responding to this issue, the government created the school literacy movement program to improve Indonesian students’ literacy. The aim of this study is to investigate the implementation as well as the students' perceptions towards 15-minute extensive reading as school literacy movement (GLS) activity in the classroom. This study employed a qualitative method which applied descriptive case study design. The research was conducted at SMP Brawijaya Smart School Malang. The instruments were observation notes and interview guidelines. The interview involved two students who have been undergoing extensive reading activity at school. The collected data were analysed by using interactive analysis model which was carried out in four stages, namely collecting data, data reduction, data display, and conclusion drawing. The findings showed that the implementation of 15-minute extensive reading approach as school literacy movement in SMP Brawijaya Smart School Malang was held quite well by involving and reflecting 9 of the 10 principle of extensive reading as well as two stages of the school literacy program (GLS) namely habituation and development. The findings also revealed that the implementation of 15-minute extensive reading approach as school literacy movement activity is categorically helpful for SMP Brawijaya Smart School Malang students’ literacy and second language acquisition.

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Section: Cognitive Aspectmentioning

confidence: 97%

The Implementation of 15-Minute Extensive Reading Approach As School Literacy Movement Activity: Students' Perceptions

Nizma,

Kusumawardani

2023

IDEAS

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“…Hal ini dapat dijelaskan atas dasar teori atau hipotesis tertentu. Artinya, menurut teori stimulus respon aktivis, bahasa adalah hasil dari respon stimulus (Azkia, Srisudarso, dan Sumarta 2021). Oleh karena itu, jika seseorang ingin meningkatkan kemampuan bicaranya, mereka perlu meningkatkan penerimaannya terhadap stimulus.…”

Section: B Faktor Bahasa Pertamaunclassified

Proses Akuisisi Bahasa Kedua pada Anak

Nurqomariyyah,

Darni,

Pairin

2023

edukasia

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This study focuses on the process of language acquisition, which is limited to children's language acquisition. The purpose of this research is to describe and analyze the process of language acquisition. For children aged 06. Data was collected using technical methods and Collect data step by step by interviewing your child's parents directly. Data collection, data analysis and presentation of analysis results. Results It was concluded that the factors that influence language acquisition in children are: Age factor, because at a young age it is easier for a child to master language. second; Elements of the first language (mother) because the first language has a great influence on grammar Different; Environmental factors, the environment is a very important factor to obtain The tongue of a six year old child acquires the language he often hears. environment, especially family, friends and society; biological and cognitive factors; Children under the age of 6 years are still in the stage of biological and cognitive development. Language acquisition - very often the addition and subtraction of words in pronunciation, It is natural and over time a child, even a child and more mature, both biologically and cognitively.

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“…ER involves immersing oneself in a substantial volume of authentic reading materials for the sheer enjoyment and personal interest it brings, unencumbered by comprehension evaluations or formal assessments. Day & Bamford (2002) as cited in (Azkia, et al, 2021) also suggests that extensive reading is activity involves reading a huge amount of material with a view to understand the meaning of what is being read instead of focusing on the grammatical aspects.…”

Section: Introductionmentioning

confidence: 99%

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

Simamora,

Benni Ichsanda Rahman

2024

wcn

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This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

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Exploring EFL Students’ Preferences in Extensive Reading

Cited by 3 publications

References 12 publications

The Implementation of 15-Minute Extensive Reading Approach As School Literacy Movement Activity: Students' Perceptions

The Implementation of 15-Minute Extensive Reading Approach As School Literacy Movement Activity: Students' Perceptions

Proses Akuisisi Bahasa Kedua pada Anak

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

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