Extensive Reading for Indonesian University Students: An Alternative Framework for Implementation

Yulia, Made Frida

doi:10.24071/llt.v21i2.1616

Cited by 4 publications

(2 citation statements)

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“…Students write down comment after they read text as a follow-up activity. Making oral or written review, discussing with peers and making presentation regarding the text read are an alternative for post- reading activity [21]. From this comment, it is known how far student understand about what they read.…”

Section: He Wrote "I Think That the Weakness Of Dortmund In Its Defen...mentioning

confidence: 99%

Extensive reading among Agroecotechnology students: What and why they read?

Prasetianto

Maharddhika

2022

EduLearn

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Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme.

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Section: He Wrote "I Think That the Weakness Of Dortmund In Its Defen...mentioning

confidence: 99%

Extensive reading among Agroecotechnology students: What and why they read?

Prasetianto

Maharddhika

2022

EduLearn

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“…Since its introduction to the field of second language acquisition, Extensive Reading has increased in popularity throughout the years (Yulia, 2018). Extensive reading is reading widely, namely reading as much reading material as possible in the shortest possible time (Sari, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems

Nur Fitria

2023

ENJEL

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This research describes the benefits and problems during the teaching of Extensive Reading (ER). This research is library research. The analysis shows that extensive reading has several benefits in the teaching and learning process, especially in learning English as a foreign language, such as adding vocabulary, helping to understand grammar, building reading speed, and reading fluency, reading for getting pleasure, building confidence and motivation, increasing motivating to read English more. Several difficulties of ER are also identified throughout the long reading exercise in extensive reading, including poor/lack of vocabulary and grammatical skills, inconsistent reading, difficulty comprehending the meaning of words, and loud classroom environment influence concentration on text analysis. Other problems are the level of reading material or difficulty in analyzing material related to literary works, different academic grades, learners paying less attention to the program, and the ER material selection. In selecting materials for extensive reading (ER), appropriate reading materials constitute an essential foundation of ER program. Students need a large quantity of engaging, approachable, readily available materials if they are to read extensively. Teachers should choose student-centered activities so students have opportunities to appreciate themselves with interactive reading experiences. The extensive reading (ER) program in schools/institutions also can be developed students' passion for reading in English. It is not only a skill or a translation, but also a personal, social, and academic activity. To be successful in ER program implementation, several aspects must be considered which involve all parties including schools/institutions, students, teachers, and even parents.

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Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?

Masduqi

Fatimah

Subiyanto

2021

ITJ

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Reading is a multidimensional, intellectual activity, which requires specific skills and strategies. Indonesian researchers have conducted research addressing various issues in reading in the domain of English as a Foreign Language/EFL. This article reviews the current development of theories and models of EFL reading and qualitative research into EFL reading in Indonesia. Through discussion of theoretical and practical perspectives, it appears that EFL reading researchers and teachers in Indonesia are interested in promoting and conducting studies not only on the effectiveness of intensive reading, but also of extensive reading in their academic institutions. In this way, their students will have sufficient opportunities to gain competence in both types of reading, and will develop the capability of using their knowledge of English to capitalise on the advancement of science and technology in the global world.

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Extensive Reading for Indonesian University Students: An Alternative Framework for Implementation

Cited by 4 publications

References 0 publications

Extensive reading among Agroecotechnology students: What and why they read?

Extensive reading among Agroecotechnology students: What and why they read?

Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems

Qualitative Research into Reading in English as a Foreign Language in Indonesia – Quo Vadis?

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