EFL Students’ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English

Iftanti, Erna; Shofiya, Arina

doi:10.21274/ls.2018.10.1.143-158

Cited by 10 publications

(11 citation statements)

References 1 publication

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“…The students have been satisfied with an extensive reading program. Iftanti & Shofiya (2018) state that ER proved to be able to embed the student's awareness of the desire of reading in English, and for those who already built reading love in their mother tongue-Indonesian language, their reading love in both Indonesian language and English get increased. The Guided Extensive Reading Program (GERPro) helps EFL students develop a passion for online reading.…”

Section: A Benefits Of Extensive Reading (Er)mentioning

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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Section: A Benefits Of Extensive Reading (Er)mentioning

confidence: 99%

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

Nur Fitria

2023

ENJEL

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“…Reading the text allows the learners to read and understand the text and receive the vocabulary (Moghadam et al, 2012). According to Iftanti & Shofiya (2018), extensive reading effectively contributes to English learners' increasing English competence and good reading habits. It also develops reading comprehension, vocabulary, grammar, writing, speaking, and listening for both second and foreign language learners.…”

Section: The Relationship Between Reading Interest and Vocabularyacquisitionmentioning

confidence: 99%

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

Santi

Kholipa

Putri

et al. 2021

JLLS

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The purpose of this study was to examine the relationship between reading interest strength and vocabulary acquisition in English as a Foreign Language (EFL) learners through a systematic review and meta-analysis of eleven relevant studies conducted over the last decade, from 2010 to 2020. This study attended by the guidelines of PRISMA. Several stages conducted, such as; identifying the problem, collecting the data, screening, assessing the data, and extracting the data. The data was gathered from peer-reviewed journal articles indexed in databases such as Google Scholar, DOAJ, and Science Direct. Jamovi 1.6.7 was applied to analyze the data. This study aimed to report findings of a meta-analysis assessing correlation among reading interest and vocabulary acquisition. The result obtained was a relatively high relation in reading interest and vocabulary acquisition with pooled correlation = .485 (95% CI = .120 to -.850). The workings between variables were positive, which meant the students read more and increased vocabulary acquisition. Reading lots of text could improve students' vocabulary acquisition. The reading interest strength could develop vocabulary acquisition for EFL learners.

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“…This is visible in everyday human life and is related to the process of understanding reading, which is implemented in the use of email texts, reading activities, reading sources, and social media sites or social networks (Oakhill, Cain, & Elbro, 2015). Reading a lot of books can help students in class or raise students' reading awareness and habits (Iftanti & Shofiya, 2018). However, in the era of the Covid-19 pandemic, there are numerous challenges in providing a variety of authentic teaching materials for reading skills that meet the needs of students or current conditions (Guo, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Literary Reading Program in Online Learning on Students’ Reading Ability

Khusniyah

2022

AIJP

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This study aimed to investigate the effect of the literary reading program on students’ reading abilities. This study also focused on improving reading skills in inferential and critical context aspects. An experimental design with a one-group pretest-posttest design was used in the study. 100 student from the fourth semester of the Extensive Reading Online Class was used as a sample. The researchers used a purposeful sampling method in choosing the sample in this research. This research was held at UIN Mataram's English Department from March to June 2022. Three types of data were collected during the data collection process: 1) documents, 2) observations, and 3) reading tests. The technique of analyzing data used a t-test with two samples paired. The findings of this study showed that the t-stat value is the calculated t-value, which is 7,886. While the value of P(T=t) one tail is the p-value which is 2.099 and the critical one-tail t is the t-table value which is 1.66. It means that t-stat (7.886) t table (1.66), then Ho is rejected and H1 is accepted. It concluded that the literary reading program had a positive effect on the reading skills of English students. The findings show that literary works can be used as authentic teaching materials in learning to read English, allowing students to understand the meaning of reading not only at the literal level but also at a deeper level based on context.

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EFL Students’ Responses on The Implementation of Extensive Reading Program to Build Love of Reading in English

Cited by 10 publications

References 1 publication

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

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

Reading Interest Strength and Vocabulary Acquisition of EFL Learners: A Meta-Analysis

The Effect of Literary Reading Program in Online Learning on Students’ Reading Ability

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